While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.

No description available.

This study consolidates a long tradition of research involving the development/adaptation and validation of instruments assessing students' perceptions of psychosocial aspects of their classroom learning environments, and their use in investigating both the effects of classroom environment on student outcomes and determinants of classroom environment. The present study is distinctive, however, in that it is one of the few such studies conducted in Nigeria and the first classroom environment study conduced specificallly in agricultural science classrooms.The sample consisted of 1 175 students in 50 classes in 20 schools in eight states and the Federal Capital Territory. Both the individual student and the class mean were used as units of statistical analysis. The classroom environment instrument assessed negotiation, autonomy, student centredness, investigation and differentiation, and the student outcomes were attitudes, enquiry skills and practical performance.Each classroom environment scale was found to have satisfactory internal consistency reliability and discriminant validity and to differentiate between the perceptions of students in different classrooms. Satistically significant associations were found between classroom environment and the two student outcomes of attitudes and enquiry skills, but not for practical performance. When classroom environment dimensions were used as dependant variables, significant differences were found between schools with different school-level environments and between schools in forest and savanna regions.

This thesis deals with the learning environment of Mosaic and its impact on motivation and geometrical imagination of children of primary school. Fundamental task of this thesis is to describe and adjudicate individual teaching lessons of experimental teaching during which Mosaics were used. Conditions for natural differentiation of children were used during these lessons. Concepts related to the goal of this thesis and to the geometry on primary school level are described in part "Foundations of thesis task solution". Different types of Mosaics and puzzles are dealt with in part "Mosaics and construction kits - methodological foundations". "Methods used to solve the thesis task" forms the conclusion of this part. The practical part contains description of processing of experimental teaching and its analysis. Children works are presented here as well.

This thesis presents students relationship to the nature education at primary school or at lower secondary school level and shows the primary school role in life of students. Further there are investigated reasons for the popularity of natural history, respondent's relationship to teachers and to different types of teaching activities. A part of this thesis was to create a questionnaire which was assigned to high school students in the city of České Budějovice. The questionnaire result assessment was performed in combination of graphical and table forms with the additional text comment providing a clearer reading comprehension.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-26T13:35:32Z No. of bitstreams: 1 palomarezendedeoliveira.pdf: 2645476 bytes, checksum: 09812d8748b8a2648cd7d3aab93084b7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T20:36:17Z (GMT) No. of bitstreams: 1 palomarezendedeoliveira.pdf: 2645476 bytes, checksum: 09812d8748b8a2648cd7d3aab93084b7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T20:36:33Z (GMT) No. of bitstreams: 1 palomarezendedeoliveira.pdf: 2645476 bytes, checksum: 09812d8748b8a2648cd7d3aab93084b7 (MD5) / Made available in DSpace on 2017-08-07T20:36:33Z (GMT). No. of bitstreams: 1 palomarezendedeoliveira.pdf: 2645476 bytes, checksum: 09812d8748b8a2648cd7d3aab93084b7 (MD5) Previous issue date: 2009-06-19 / Este trabalho é fruto de reflexões em torno das políticas de assistência à infância em Juiz de Fora, vinculadas à escolaridade, na passagem do regime monárquico para o republicano, momento crucial na formação do pensamento social brasileiro. Durante as leituras sobre a historiografia da infância e da assistência destacaram-se três elementos em torno deste tema: as discussões em torno de minha hipótese de trabalho, que é a de que ocorreram mudanças nas políticas de assistência à infância na República em relação às políticas do período imperial; os apontamentos sobre a criança e a infância como categoria de análise; bem como, as reflexões acerca da abordagem da História da Cultura e da História das Idéias como método de pesquisa para se tratar dessas políticas. Esses elementos ajudam a traçar um conjunto de temas que desenham o perfil institucional da assistência que se tem àquele tempo, não só nas dimensões materializadas dos prédios das escolas, asilos, institutos, com suas regras e funcionamentos, como também nas idéias que são expressas por essas construções. Trata-se de uma pesquisa documental, que analisa correspondências, atas, tutelas, fotografias, legislação e jornais do Arquivo Municipal, Arquivo da Biblioteca Murilo Mendes e Arquivo da Igreja da Glória, em Juiz de Fora. / This investigation is based on reflections concerning child welfare state associated with the education, in Juiz de Fora / MG. This research analyzes the period of transition from Monarchy to Republic – a crucial moment in the Brazilian social idea formation. The child and the child welfare work historiography highlight three elements: 1) the child welfare state in the period of Monarchy changes with the Republic; 2) the child and the childhood as category of analysis; 3) the cultural history and the ideas history as method of investigation. These elements draw a group of themes that form the welfare work institutional profile of that period, not only in the dimension of physical buildings and their rules, but also in the ideas expressed by those buildings. This is a documental research that analyses documents letters, legal or juridical records, photographs, legislation, tutelage cases and journal from the Town Hall Files, Murilo Mendes Library and Gloria Church Files, all in Juiz de Fora city.

Orientador: Luis Enrique Aguilar / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T14:38:57Z (GMT). No. of bitstreams: 1 Silva_RosaneGumieroDiasda_D.pdf: 647878 bytes, checksum: c31eb3d98c77ca1933a0372646c81d0b (MD5) Previous issue date: 2005 / Resumo: Esta pesquisa originou-se, em nossa trajetória de vida profissional, da preocupação a respeito das contribuições que a disciplina de Psicologia pode oferecer para o jovem que está cursando o nível médio. Esta questão tornou-se veemente ante as mudanças ocorridas nas políticas educacionais após a vigência da Lei de Diretrizes e Bases da Educação Nacional - Lei n. 9.394/96 - que, entre outras implementações, reestruturou e implantou os Parâmetros Curriculares Nacionais para o Ensino Médio. Nesse processo, a disciplina de Psicologia não foi contemplada como efetiva no currículo desse grau de ensino. No entanto, alguns conceitos ¿soltos¿ da ciência psicológica foram utilizados para permear fundamentos e princípios dos Parâmetros Curriculares, direcionando o jovem para determinadas formas de pensar e adquirir hábitos. Acreditamos sim, na importância da Psicologia ao desenvolvimento e formação do aluno de Ensino Médio, no entanto, como uma disciplina efetiva, com um programa curricular direcionado a esta população e à realidade atual. Com esta perspectiva, é que o Colégio Estadual Gerotto dos Reis, pertencente ao Núcleo Regional de Ensino de Maringá, (mediante um Projeto de Extensão, via Universidade Estadual de Maringá, Curso de Psicologia no qual atuara como coordenadora), implantou a disciplina de Psicologia no currículo do Ensino Médio. Nesse sentido, este estudo resultou da pesquisa avaliativa da efetivação da disciplina de Psicologia nessa Escola e da pesquisa teórica, orientadora do estudo, que possibilitou uma visão histórica da Psicologia e suas relações com a educação, a qual revelou também as implicações políticas e sociais do próprio sistema econômico vigente. A fim de verificarmos a importância e as contribuições da Psicologia para a formação e o desenvolvimento do jovem durante a realização do Projeto, nos propusemos a estudá-lo sob a sua própria perspectiva. Para tanto, foram analisadas as respostas de um questionário, com perguntas abertas, aplicado a 59 alunos que cursaram a disciplina de Psicologia entre 1999 a 2002 e estudados documentos oficiais afins. Os resultados desta pesquisa nos mostraram que, no conjunto dos dados, o jovem que cursou o Ensino Médio está sendo preparado em sua formação; apresenta-se como uma pessoa que deseja se auto-conhecer, saber se relacionar consigo mesmo e com o outro; preocupa-se com o mercado de trabalho e com seu bem-estar no mundo. Foi possível inferir que, além da Psicologia auxiliar os sujeitos da pesquisa nessas expectativas, eles a consideram importante para sua vida cotidiana principalmente quanto ao seu relacionamento familiar, escolar, laboral e afetivo. Podemos concluir que esta pesquisa mostrou não só a viabilidade de se implantar a disciplina de Psicologia como efetiva nos currículos do Ensino Médio, como o valor de suas contribuições para o crescimento intelectual e emocional do jovem / Abstract: This research emerged in our professional life from the concern related to the contribution of the Psychology subject on the teenagers that are coursing high school. This question has become of great importance because of the changes on the education politics after the edition of the ¿Lei de Diretrizes e Bases da Educação Nacional ¿ Lei nº 9393/96¿, which among other: implements, reorganized and created the national curriculum parameters to high school level. In this process, the Psychology subject wasn¿t proved effective. Nevertheless, some ¿loose¿ concepts from the Psychology science were used to define the origin and principles of the curriculum parameters, guiding the student to some ways of thinking and to acquire some habits. We believe in the importance of Psychology to the development and character formation of the high school student, but as an effective school subject, with a scheduled program, aiming this population and the current reality. In this perspective, we created, by means of an extension project through U.E.M and the Psychology course, in a public high school from Maringá, a curriculum subject called Psychology. The present research in a result from the effectiveness assessments of the Psychology subject in this school as well as the theoretical research that guided this project, enabling a historic view of Psychology and its relationship with education, also revealing the political and social problems of the current economic system. In onden to lenity the importance and contribution of Psychology to the development and character formation of the teenagers during the project, we were willing to study it during the project. For that, we analyzed the answers of a questionnaire composed of open questions, applied to 59 students that attended the Psychology classes between 1999 and 2002 and the respective official documents. The results of the research demonstrated that in the data group, the teenagers who attended high school and who were having the character formed, showed a will to get to know themselves, know how to relate with themselves and others, worry about the job offers and their well being. It was possible to conclude that, besides the fact that Psychology helps the research subjects in these expectancies, they consider it very important to their lives maincy when it comes to family relationship, school relationship, wonk and affective. We can conclude that this research showed not only the utility of having a Psychology subject effective in the high school curriculum, but also the value of its contributions to the intellectual and emotional growth of the teenager / Doutorado

En stor fråga i skolans värld är vilken kunskap eleverna ska undervisas på och hur eleverna ska utvecklas. En annan fråga är hur lärare ska bedöma eleverna för att försäkra sig om att ämneskunskap och ämnesförmågor som att tillämpa, analysera och värdera begreppskunskapnår fram till eleverna.Syftet med uppsatsen är att undersöka hur skriftliga provfrågor ställs inom ämnet samhällskunskap på gymnasienivå. Vidare vill jag titta på vilka kunskaper kommer till uttryck i skriftligt prov. Studien kombinerar kvantitativ och kvalitativ metoder för att undersöka lärarens uppfattning om vilka kunskapsformer som dominerar i skriftliga prov och uppfattningar om denna typ av prov. Resultatet visar beroende på vilket område/ moment som ska examineras varierar kunskapsformer från faktakunskap, begreppskunskap till förståelse och analysförmågan. Resultatet visar även att fokus på vilka kunskaper ska testas beror på vilken betygsnivå eleven testas på. Vid betyget E-nivå är fokus på att förklara fakta och begrepp medan på C-nivå och A-nivå ligger fokus på att förstå, redogörelse och analyserande frågor.

No description available.

De nombreuses études sur l’évolution de la motivation pour les mathématiques sont disponibles et il existe également plusieurs recherches qui se sont penchées sur la question de la différence motivationnelle entre les filles et les garçons. Cependant, aucune étude n’a tenu compte de la séquence scolaire des élèves en mathématiques pour comprendre le changement motivationnel vécu pendant le second cycle du secondaire, alors que le classement en différentes séquences est subi par tous au secondaire au Québec. Le but principal de cette étude est de documenter l’évolution de la motivation pour les mathématiques des élèves du second cycle du secondaire en considérant leur séquence de formation scolaire et leur sexe. Les élèves ont été classés dans deux séquences, soit celle des mathématiques de niveau de base (416-514) et une autre de niveau de mathématiques avancé (436-536). Trois mille quatre cent quarante élèves (1864 filles et 1576 garçons) provenant de 30 écoles secondaires publiques francophones de la grande région de Montréal ont répondu à cinq reprises à un questionnaire à items auto-révélés portant sur les variables motivationnelles suivantes : le sentiment de compétence, l’anxiété de performance, la perception de l’utilité des mathématiques, l’intérêt pour les mathématiques et les buts d’accomplissement. Ces élèves étaient inscrits en 3e année du secondaire à la première année de l’étude. Ils ont ensuite été suivis en 4e et 5e année du secondaire. Les résultats des analyses à niveaux multiples indiquent que la motivation scolaire des élèves est généralement en baisse au second cycle du secondaire. Cependant, cette diminution est particulièrement criante pour les élèves inscrits dans les séquences de mathématiques avancées. En somme, les résultats indiquent que les élèves inscrits dans les séquences avancées montrent des diminutions importantes de leur sentiment de compétence au second cycle du secondaire. Leur anxiété de performance est en hausse à la fin du secondaire et l’intérêt et la perception de l’utilité des mathématiques chutent pour l’ensemble des élèves. Les buts de maîtrise-approche sont également en baisse pour tous et les élèves des séquences de base maintiennent généralement des niveaux plus faibles. Une diminution des buts de performance-approche est aussi retrouvée, mais cette dernière n’atteint que les élèves dans les séquences de formation avancées. Des hausses importantes des buts d’évitement du travail sont retrouvées pour les élèves des séquences de mathématiques avancées à la fin du secondaire. Ainsi, les élèves des séquences de mathématiques avancées enregistrent la plus forte baisse motivationnelle pendant le second cycle du secondaire bien qu’ils obtiennent généralement des scores supérieurs aux élèves des séquences de base. Ces derniers maintiennent généralement leur niveau motivationnel. La différence motivationnelle entre les filles et les garçons ne sont pas souvent significatives, malgré le fait que les filles maintiennent généralement un niveau motivationnel inférieur à celui des garçons, et ce, par rapport à leur séquence de formation respective. En somme, les résultats de la présente étude indiquent que la diminution de la motivation au second cycle du secondaire pour les mathématiques touche principalement les élèves des séquences avancées. Il paraît ainsi pertinent de considérer la séquence scolaire dans les études sur l’évolution de la motivation, du moins en mathématiques. Il semble particulièrement important d’ajuster les interventions pédagogiques proposées aux élèves des séquences avancées afin de faciliter leur transition en mathématiques de quatrième secondaire. / Researchers have recently been interested in the evolution of student motivation in mathematics during the high school years. Many findings have underscored gender differences in student motivation. Research has yet to consider motivational differences according to skill level in mathematics during the final years of high school. Because performance-based streaming in mathematics is a conventional educational practice in its system, the Canadian province of Quebec offers an excellent opportunity to study such student differences over time, according to gender. Thus, the main objective of this study is to document the evolution of student motivation in high school mathematics while attending to mathematics skill level and gender. Based on existing performance-based educational policy, participants (1864 girls and 1576 boys) were already grouped in two skill levels of mathematics courses: advanced and basic. They were enrolled in one of 30 French-language public high schools in the Montreal area. Between ninth and eleventh grade (mean ages 14.60 and 17.84, respectively), students completed a self-report questionnaire at five different time points. The questionnaire addressed the following five motivational variables at all five time points: competence beliefs, performance anxiety, perception of mathematics utility, interest for mathematics, and accomplishment goals (mastery-based, performance-based, and avoidance-based approach goals). Grade 11 represents the final year of high school in Quebec. Hierarchical linear modeling analyses were employed to achieve the objective of this study. The results indicate that student motivation generally decreased by the end of high school. However, this decrement was particularly remarkable for students at the advanced mathematics skill level. More specifically, students in the advanced level showed a steeper decline in self-perceived competence, expressed interest, and perceptions of usefulness of mathematics at the end of high school. Their performance anxiety also increased during the same developmental period. Although the results revealed decrements in mastery-based approach goals for all students, those at the basic skill classification maintained generally lower levels of such goal-directed behaviors at the end of high school. Conversely, only students at the advanced skill level reported decreased performance-based approach goals. They also showed important increases in avoidance-based goals. Though students registered in the basic mathematics skill stream consistently reported lower motivation scores, their counterparts at advanced skill levels reported comparatively more important motivational decrements by the end of high school. Therefore, the results of this study suggest that decreases in mathematics motivation by the end of high school particularly affect students at more advanced mathematics levels. As for gender, motivational differences between girls and boys were not often found significant. This finding is above and beyond the fact that girls consistently maintained lower motivation scores than boys registered at the same mathematics skill level. This finding highlights the importance of considering possible gender differences when facing the challenges of the high school math curriculum, regardless of skill level. The most important findings suggest that pedagogical interventions be prospectively adjusted in tenth grade in order to circumvent decreases in student motivation at advanced levels by the end of high school.