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An Ethnographic Study of a Victorian Catholic Secondary SchoolLaffan, Carmel Therese, res.cand@acu.edu.au January 2004 (has links)
This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
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Implantação do Programa de Aceleração da Aprendizagem em Rio Verde (GO): uma análise pedagógicaHanum, Vânia 30 May 2010 (has links)
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Previous issue date: 2010-05-30 / This study approaches the implantation aspects of the Fastening Learning Program in the city
of Rio Verde (GO), especially in relation to proposed pedagogical goals and the reached
results. This Program began in 1997, by an initiative of the Brazilian Education Ministry,
aiming to implant organizational, curricular and pedagogical measures to correct distortions in
the scholar float of 5th and 6th year students from Elementary School. The Program done in
Rio Verde came from a project planned by the Center of Studies and Researches in Education,
Culture and Communitary Action (Cenpec), which consisted on serving these students in
Fastening classes in a two-year period. The goal of the research was to verify the
effectiveness of the goals done of this project, which one, although it seemed political and
pedagogical suitable, showed signs that it was not reaching its goals, in face of the difficulties
in organizing the teaching contents and methodology, the students were distant in relation to
proposal, the not appropriate evaluation practices, and others. The interest in analyzing the
proposal was to check if students from Fastening classes and established again to the regular
teaching showed compatible performance in relation to other students, if they were attending
classes or, because of other reasons, have quit school. To do this research were used as
procedures: analysis of official documents and interviews with students, school leaders and
teachers. The data analyses shows a considerable distance between the proclaimed goals and
the done ones, showing to the responsible for the direction of this Program the need of
rethinking their goals and pedagogical and didactic procedures. / Este estudo aborda aspectos da implantação do Programa de Aceleração da Aprendizagem na
cidade de Rio Verde (GO), especialmente em relação aos objetivos pedagógicos propostos e
aos resultados alcançados. Esse Programa foi iniciado em 1997, por iniciativa do Ministério
da Educação do Brasil, com a finalidade de implantar medidas organizacionais, curriculares e
pedagógicas para correção das distorções do fluxo escolar de alunos de 5ª a 6ª séries do
Ensino Fundamental. O Programa realizado em Rio Verde decorreu de projeto elaborado pelo
Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (Cenpec), que
consistia em atender esses alunos em classes de Aceleração num período de dois anos. A
finalidade da pesquisa foi verificar a efetividade da realização dos objetivos desse projeto o
qual, por mais que parecesse ser política e pedagogicamente adequado, apresentava sinais de
que não estava atingindo seus objetivos, tais como as dificuldades na organização dos
conteúdos e metodologia de ensino, o distanciamento dos alunos em relação à proposta, a
inadequação das práticas de avaliação, entre outros. O interesse em analisar a proposta foi
verificar se os alunos egressos das classes de Aceleração e reintegrados ao ensino regular
apresentavam desempenho compatível ao dos demais alunos, se continuavam freqüentando as
aulas ou se, por um ou outro motivo, haviam abandonado a escola. Para a realização da
pesquisa foram utilizados como procedimentos: análise de documentos oficiais e entrevistas
com alunos, dirigentes escolares e professores. A análise dos dados mostrou um considerável
distanciamento entre os objetivos proclamados e os realizados, levando a indicar aos
responsáveis pela gestão desse Programa a necessidade de repensar seus objetivos e seus
procedimentos pedagógico-didáticos.
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PRÁTICAS PEDAGÓGICAS NA EDUCAÇÃO DE JOVENS E ADULTOS (EJA): INTERFACES COM AS POLÍTICAS E DIRETRIZES CURRICULARES.Veloso, Zelia Vieira Cruz 14 May 2014 (has links)
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Previous issue date: 2014-05-14 / The present study aims to investigate the pedagogical practices used in schools EJA
designed to obtain data on two issues: a) forms of execution in the school of social
and pedagogical objectives of this type of education; b) the relationship between the
official guidelines and what actually occurs in schools, especially in relation to the
teaching-learning process. Youth and Adults Education (EJA) is a kind of teaching for
a segment of students with specific social and cultural features, whose objective is
the formation of citizens able to act and interact in the social environment by
developing their intellectual and social capabilities. Presently integrating the public
educational policies and guidelines, the specific policies to EJA inserted in the
context of the contradictions and deadlock that is involved the Brazilian education as
a whole. In this work, we seek to understand why the EJA schools would not be
fulfilling its objectives and functions and thereby limiting its role to promote human
and intellectual education of young people and adults who seek it. As procedures
were used document analysis, school and classroom observation and semistructured
interviews with management personnel, pedagogical coordinator, teachers
and students. Data analysis revealed inadequacy between objectives defined in
legislation and pedagogical practices developed effectively in school. Indeed, it was
found in the data collected that the goals of adult education, classroom methodology,
forms of organization of teaching content, use of didactic material own the Eja,
adoption of teaching methodologies compatible with the learning and cultural-social
characteristics and learning, not are in correspondence with the legal and
methodological guidelines expressed in official documents, highlighting weaknesses
in the organizational forms of education for this type of teaching. / O presente estudo busca investigar sobre as práticas pedagógicas realizadas em
escolas da EJA tendo em vista obter dados sobre duas questões: a) formas de
efetivação na escola de objetivos sociais e pedagógicos dessa modalidade de
educação; b) como se dá a relação entre as orientações oficiais e o que de fato
ocorre nas escolas, especialmente em relação ao processo ensino-aprendizagem. A
Educação de Jovens e Adultos (EJA) é uma modalidade de ensino que atende a um
público específico, com características sociais e culturais próprias, visando à
formação do cidadão capaz de interagir e agir no meio social pelo desenvolvimento
de suas potencialidades intelectuais, políticas e sociais. Integradas hoje às políticas
e diretrizes educacionais oficiais, as políticas para a EJA estão inseridas no contexto
das contradições e impasses em que está envolvida a educação brasileira. Neste
trabalho, trata-se de buscar elementos para esclarecer melhor a suspeita de que a
falta de consenso acerca dos objetivos e funções da escola pública, especialmente
em relação à EJA, estaria trazendo prejuízos consideráveis à formação humana e
intelectual dos jovens e adultos que a procuram. Como procedimentos foram
utilizados, além da análise de documentos, a observação da escola e de aulas e
entrevistas semiestruturadas com a direção, coordenação pedagógica, professores e
alunos. A análise dos dados evidenciou descompasso entre objetivos previstos na
legislação e as práticas pedagógicas efetivamente desenvolvidas na escola. Com
efeito, verificaram-se nos dados coletados que os objetivos da EJA, metodologia das
aulas, formas de organização dos conteúdos, uso de material didático próprio da
EJA, adoção de metodologias de ensino compatíveis com as características
socioculturais e de aprendizagem dos alunos, não estão em correspondência com
os dispositivos legais e orientações metodológicas expressos em documentos
oficiais, evidenciando insuficiências nas formas de organização do ensino para essa
modalidade de ensino.
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A Study of the Goals for Public School Education in TexasRogers, Jim O. 05 1900 (has links)
The problem with which this study was concerned was that of determining which of the "Goals for Public School Education in Texas" were perceived as appropriate by local educators and students in smaller school districts and to determine the degree to which each of these goals was being implemented. This study had a two-fold purpose. The first was to compare the differences between appropriateness and implementation as perceived by senior students, teachers, administrators, and the composite group. A comparison between the three groups regarding both appropriateness and implementation was also made. The second purpose of the study was to determine if sex, ethnic background, and geographic location were factors when comparing perceptions concerning the appropriateness and implementation of the "Goals for Public School Education in Texas." The comparison between students, teachers, and administrators revealed a significant difference between the groups on each, of the eighteen goals regarding appropriateness. With regard to implementation, there was a significant difference between groups on eight of the goals. Differences were generally between students and teachers and students and administrators. The comparison between male and female students revealed that the female students perceived the goals to be more appropriate than did the male students. There were no significant differences between their perceptions regarding implementation. There were significant differences between Anglos, Blacks, and Mexican Americans on ten of the eighteen goals with regard to appropriateness and on three of the eighteen goals regarding implementation. Generally the Anglos perceived the goals to be more appropriate than the other two groups. Geographically there were significant differences between the regions regarding both appropriateness and implementation. Differences varied regarding perceived appropriateness. Central Texas generally perceived implementation higher than the other regions and West Texas generally perceived implementation lower.
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[en] VIDEO CLASSES IN HIGH SCHOOL: RELATIONS BETWEEN YOUTH AND TEACHING AND LEARNING IN PRIVATE SCHOOLS / [pt] VIDEOAULAS NO ENSINO MÉDIO: RELAÇÕES ENTRE JUVENTUDE E ENSINO APRENDIZAGEM NAS ESCOLAS PRIVADASFILIPPO CORTEZ GIOVANELLI 03 April 2023 (has links)
[pt] Esta dissertação tem como objeto de estudo as videoaulas, a juventude e o Ensino Médio.
Reconhece-se que as videoaulas são recursos tecnológicos audiovisuais em processo de expansão de
seu uso por jovens associados ao processo ensino-aprendizagem no ensino médio. As videoaulas são
recursos presentes há décadas, porém com a chegada da internet e de plataformas como o YouTube,
o número de vídeos novos, bem como as visualizações, disparou. Nesta pesquisa as videoaulas
estudadas são aulas produzidas em formato de vídeo e divulgadas em plataformas de streaming de
forma gratuita. A partir dessa contatação, questiona-se qual o papel das videoaulas na educação e
com se relacionam com os objetivos da escola de ensino médio, nas perspectivas dos jovens que as
utilizam. Diante disso, esta pesquisa tem como objetivo central entender como as videoaulas estão
sendo utilizadas por jovens estudantes do ensino médio, analisando se seriam recursos usados de
forma complementar, como substituição às aulas tradicionais, ou como produtores de conhecimento.
Procura-se responder as questões: Como e por que as videoaulas estão sendo usadas por alunos de
escolas particulares? Quais são as preferências e motivações dos jovens estudantes? Qual o sentido
da escola de ensino médio? A pesquisa foi desenvolvida com jovens estudantes de 14 a 18 anos de
classe média, matriculados no ensino médio em quatro escolas de uma rede de ensino privada de
alto rendimento no ENEM da cidade do Rio de Janeiro. Foi aplicado um questionário com 24
questões fechadas entre 122 jovens respondentes do primeiro ao terceiro ano desta rede de escolas com o objetivo
de analisar a frequência no uso de videoaulas e as preferências no uso. Foram questionados também
acerca do segmento de ensino médio e seus objetivos. Além disso, realizou uma roda de conversa
com 12 respondentes dos questionários para identificar quais seriam os sentidos para a escola por
estudantes dessa rede de escolas e problematizar alguns resultados do questionário em relação a
motivação na busca por videoaulas. Adotou-se como referências teóricos os estudos do campo da
sociologia de Dubet, da didática com Candau e Mesquita, dos estudos sobre juventude e escola de
Carrano e Dayrell e do campo de mídia educação Pischetola, Burguess e Green. A partir dos dados
produzidos, constata-se uma massiva visualização de videoaulas e uma diversidade de motivações e
preferências no uso destes recursos. Os resultados apontaram para percepção dos jovens acerca de
uma forte pressão por resultados e a intensidade de estudo como principal justificativa para o uso de
estudos individuais através de videoaulas, tendo o bom resultado no vestibular e a preparação para
provas internas da escola como direcionadores do processo ensino- aprendizagem. Além disso, ao
caracterizar uma boa videoaula os jovens destacam a valorização das características de
objetividade, síntese e rapidez. Os alunos dessa geração trazem a necessidade de uma educação mais
rápida e dinâmica, mas também clamaram por uma interação, aspecto não muito presente nas
videoaulas, o que levou a caracterizá-las como complementares ao ensino presencial, no qual a
dimensão relacional é priorizada. Os alunos identificaram o ensino médio como uma etapa de ganho
de maturidade e de pressões excessivas por resultados. Eles propõem mudanças, como a introdução
de disciplinas como Educação financeira e Projeto de Vida, além de alterações possíveis no modelo
de vestibular vigente. A grande procura por vagas no ensino superior é característico da rede de
escolas analisada e da classe social a qual pertencem esses alunos esse traço gerou e gera muitos
impactos na forma em que estes jovens vivem a escola. O vestibular acaba sendo o principal objetivo
e se mostra como uma forma de manter o prestígio social. / [en] This dissertation has as object of study video lessons, youth, and high school. It is recognized that
video classes are audiovisual technological resources in the process of expanding their use by young
people associated with the teaching-learning process in high school. Video lessons have been present
for decades, but with the arrival of the internet and platforms such as YouTube, the number of new
videos, as well as views, skyrocketed. In this research, the video classes studied are classes produced
in video format and released on streaming platforms for free. Based on this contact, we question the
role of video lessons in education and how they relate to the objectives of high school, from the
perspectives of the young people who use them. Therefore, this research has as main objective to
understand how video classes are being used by young high school students, analyzing whether they
would be resources used in a complementary way, as a replacement for traditional classes, or as
producers of knowledge. The aim is to answer the questions: How and why are video classes being
used by private school students? What are the preferences and motivations of young students? What
is the meaning of high school? The research was carried out with middle-class young students aged
between 14 and 18, enrolled in high school in four schools of a high-performance private education
network in the ENEM of the city of Rio de Janeiro. A questionnaire with 24 closed questions was
applied among 122 young respondents from the 1st to the 3rd year of this network of schools in
order to analyze the frequency in the use of video classes and preferences in use. They were also
asked about the high school segment and its objectives. In addition, a conversation was held with 12
respondents to the questionnaires to identify what would be the meanings for the school by students
in this network of schools and to problematize some results of the questionnaire in relation to
motivation in the search for video lessons. As theoretical references, studies in the field of sociology
by Dubet, didactics by Candau and Mesquita, studies on youth and school by Carrano and Dayrell,
and the field of media education by Pischetola, Burguess and Green were adopted. From the data
produced, there is a massive visualization of video classes and a diversity of motivations and preferences in the use of these resources. The results pointed to the perception of young people about
a strong pressure for results and the intensity of study as the main justification for the use of
individual studies through video classes, with the good result in the entrance exam and the
preparation for internal tests of the school as drivers of the process teaching-learning. In addition,
when characterizing a good video lesson, young people highlight the appreciation of the
characteristics of objectivity, synthesis, and speed. Students of this generation bring the need for a
faster and more dynamic education, but they also called for interaction, an aspect not very present
in video classes, which led to characterizing them as complementary to face-to-face teaching, in
which the relational dimension is prioritized. Students identified high school as a stage of gaining
maturity and excessive pressure for results. They propose changes, such as the introduction of
disciplines such as Financial Education and Life Projects, in addition to possible changes in the
current entrance exam model. The great demand for vacancies in higher education is characteristic
of the network of schools analyzed and of the social class to which these students belong. The
entrance exam ends up being the main objective and is shown as a way to maintain social prestige.
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Central office data use : a focus on district and school goalsMoll, Kerry Ann 05 April 2012 (has links)
This study examined the data use of central office administrators working in the Curriculum and Instruction Department of a school district. The purpose of this work was to broaden the knowledge base of data use and of the integral role the central office plays in the district-wide use of data to improve teaching and learning. Two research questions guided the study: (a) How do central office personnel involved in curriculum and instruction use data to support district goals of improved student achievement, and (b) how do central office personnel involved in curriculum and instruction use data to support campus goals of improved student achievement? A qualitative and quantitative data collection process with a single-case study approach included focus groups, individual interviews, and a survey instrument. The data from these components were coded, analyzed, and translated into themes and findings using a 9-step constant-comparative process. This process provided rich description and a comprehensive evaluation of findings to answer the research questions. Findings regarding the use of data within the department of curriculum and instruction at the central office revealed that administrators most often took on the role of data provider. The central office provided reports both to campuses and to comply with federal and state regulations and funding requirements; provided professional development to principals, teachers, and instructional specialists; provided information about student achievement to parents and the greater community; and encouraged the use of data and highlighted the value of data use to inform instructional choices. Further analysis of the data revealed barriers that inhibit the systemic use of data and the ability of school districts to become truly data informed: lack of a common vision for data use, creation of data silos that reduce the ability to collaborate and make cooperative data-based decisions, too much data for consideration, and fragmented implementation of the goal-setting process. These findings contribute to the current literature by demonstrating the importance of the central office in data use. In conclusion, what central office administrators do with data matters, and how the central office uses data to support teacher and principal quality is critical in a district focused on improving teaching and student learning. / text
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Analysis of Evidence-Based Course of Study Predictors for Improving the Post-school Outcomes of Post-Secondary Education and Employment for Students with AutismFeldman-Sparber, Carol 04 May 2015 (has links)
No description available.
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