Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-08-30T10:27:29Z No. of bitstreams: 2 Dissertação - Alana Gabriela Vieira Alvarenga da Costa - 2018.pdf: 2442754 bytes, checksum: 478092d15a9345d22decc2a448a25fb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-03T11:45:28Z (GMT) No. of bitstreams: 2 Dissertação - Alana Gabriela Vieira Alvarenga da Costa - 2018.pdf: 2442754 bytes, checksum: 478092d15a9345d22decc2a448a25fb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-03T11:45:28Z (GMT). No. of bitstreams: 2 Dissertação - Alana Gabriela Vieira Alvarenga da Costa - 2018.pdf: 2442754 bytes, checksum: 478092d15a9345d22decc2a448a25fb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work is linked to the research line of Culture and Educational Processes of the Graduate Program in Education (FE / UFG) and analyzes the reform of secondary education by exploring, as the main subject, a flexibilization of the disciplines of human beings, more specifically, the philosophy. Outlining how this reform occurred and what is the purpose of such changes, highlighting the constant conflicts and reformulations around high school in Brazil. Besides, it presents the relationship between the aforementioned reform and the training of graduates, aiming to show that the presence of philosophical knowledge in this area is extremely important for the construction of critical and reflexive thinking, essential skills for teacher training and, in spite of this, subjugated. In the light of the concept of flexible learning that was engendered within the capitalist society that aims to acquire profit and which forms only for the productive world of work, the text discusses how the discipline of philosophy, in its various spheres, went through moments of absence and resistance in the Brazilian educational system. In this sense, based on bibliographic and documental research we verified that documents follow authoritarian trends of forming to reproduction and are far from an humanized formation of subjects. In order to subsidize the discussion and analysis proposed as the objective of this work, the theoretical basis for criticism was based on the following scholars: Carminati (2004), Cerletti (2009), Charle (1996), Coêlho (2006), Gallo (2001), Kohan (2002; 2009), among others. / Este trabalho se vincula à linha de pesquisa de Cultura e Processos Educacionais do Programa de Pós-graduação em Educação (PPGE) da Faculdade de Educação na Universidade Federal de Goiás (FE/UFG) e tem como objetivo analisar a reforma do ensino médio, explorando, como questão principal, a flexibilização das disciplinas de humanas nos currículos, mais especificamente, da filosofia. Pretende-se delinear como esta reforma se deu e a que servem tais mudanças, a fim de destacar os constantes conflitos e as reformulações em torno do ensino médio no Brasil. Além disso, pretende-se apresentar as relações entre a citada reforma e a formação dos licenciandos, com o intuito de evidenciar que a presença dos saberes filosóficos nesta etapa é de extrema importância para a construção do pensamento crítico e reflexivo, capacidades essenciais à formação docente e que, apesar disso, acabam sendo subjugadas. À luz do conceito de “aprendizagem flexível”, que foi engendrado no seio da sociedade capitalista – que tem como finalidade a aquisição de lucro e a formação dos indivíduos apenas para o mundo produtivo do trabalho –, o texto discute como a disciplina de filosofia, em seus vários âmbitos, passou por momentos de ausência e resistência no sistema educacional brasileiro. Nesse sentido, com base em pesquisas bibliográficas e documentais, verificamos que os documentos seguem as tendências autoritárias de educar para a reprodução e se distanciam, na prática, da busca por uma formação humanizada dos sujeitos. Para subsidiar a discussão e a análise proposta como objetivo deste trabalho, o referencial de embasamento teórico para a crítica se pautou nos trabalhos dos seguintes estudiosos: Carminati (2004), Cerletti (2009), Charle (1996), Coêlho (2006), Gallo (2001), Kohan (2002; 2009), dentre outros. Por fim, evidencia-se que o ensino médio que se vislumbra proporciona uma formação integrada, politécnica e que toma o trabalho com um princípio educativo.

The purpose of this quantitative study was to investigate educator factors that have an impact on student achievement and overall school performance as indicated in the American College Test (ACT) scores from the district and the individual schools. Educators from a moderate-sized public school district participated in an anonymous online survey. According to the Tennessee Department of Education (TDOE) Report Card, the district ACT composite is a 20.1 (TDOE, 2018e). Two of the district’s schools’ results are higher than the district composite, while the other five are consistent with or below the district composite. Participants of this study shared their number of years of experience, amount of professional development, and education level obtained, as well as their perceptions of these factors. All data were collected through an online survey distributed to 9th-12th teachers by email from school principals. The analysis of data was based on the responses of 67 teachers from this school district. For this study, non-experimental quantitative research was used with a comparative and correlational design. As indicated in the findings of this study, teacher experience, teacher professional development hours, teacher education level, and teachers’ perceptions of these factors did not play a significant role on student performance on nationally standardized tests, specifically the ACT.

The 2007-2008 school year marked the first year Florida's Title I schools that did not made Adequate Yearly Progress (AYP) for five consecutive years entered into restructuring as mandated by the No Child Left Behind Act of 2001. My study examines the perceptions of teachers entering into their first year of school restructuring due to failure to achieve AYP. Four research questions guided my inquiry: What are the perceptions of teachers regarding their school's failure to make Adequate Yearly Progress? What are the understandings of teachers regarding the restructuring process? What are the perceptions of teachers regarding the restructuring process? In what ways have their perceptions of the restructuring process changed their reading instruction? The purpose of this study is to gain insight into teachers' perceptions of AYP and its restructuring consequences. I applied grounded theory, ethnography as a research tool, and critical discourse analysis as a research tool to this organizational case study. Twelve teachers from Star Elementary School, a rural Title I elementary school, served as participants. I collected data using field notes, semi-structured interviews, and surveys. I collected data for a total of 148.25 hours over a period of 31 days at Star Elementary School. My analysis of the data revealed while teachers placed blame on students, parents, and policy makers, they also looked inwardly to their own shortfalls and contributions to AYP failure. Teachers understood the specific consequences related to AYP failure and demonstrated an understanding of data analysis of their student state test scores. Teachers did not demonstrate an understanding that NCLB (2001) allows for teachers to be part of the decision-making process regarding curriculum and instruction at their school. Teachers also reported decreased authority and autonomy due to Star's failure to make AYP. My research supports the Restructuring Inverse Impact Theory: consequences of NCLB's (2001) reform mandates intended to enhance student achievement may negatively impact that achievement due to the undermining of teacher efficacy.

In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better aligns accountability systems to support states in improving results for infants, toddlers, and youth with disabilities and their families. Currently required from states, is a comprehensive multiyear State Systemic Improvement Plan (SSIP) focused on improving results for students with disabilities. The purpose of this article is to describe the phases of the SSIP and provide an example of how this new accountability system is working in the Republic of the Marshall Islands (RMI). As with all other states, territories, and freely associated states, RMI is required to develop and implement an SSIP.

Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Goleman's emotional intelligence theory. The research questions focused on: (a) How veteran teachers described their experiences with various school reforms and changes in classroom practices that have occurred over the course of their careers, and (b) What internal and external factors veteran teachers identified as having a positive or negative influence on their adoptions of change. Eight veteran K-12 public school teachers from a northeastern state were interviewed using a semi-structured, open-ended questionnaire. Data were analyzed using first and second level coding in order to identify emerging patterns and themes and discrepant data. Key findings indicated that the teachers who reported successful implementation of school reforms also reported that the internal factors of self-assessment, self-confidence, initiative, adaptability, and empathy, and the external factors of shared vision, team learning, and systems thinking were important to implementing change. When administrators supported teachers through quality professional development, adequate collaboration time, and respect for their professional judgment, participants embraced school reforms and changed their classroom practices.

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The aim of this study is to examine the political debate regarding the private school reform and school segregation and distinguish any eventual associations with criminality by conducting a policy analysis. The background and previous research of the study exhibited an increasing trend in criminality in Sweden concentrated in the socially vulnerable areas which are characterized by a high number of migrants. The private school reform has led to school segregation in which students with similar ethnic backgrounds are aggregated in the same schools causing homogenous groups of students in the schools. State-owned schools are affected poorly by this as the private-owned schools can choose their students and tend to choose the cost-effective students with good grades leaving the other students to the state-owned schools. The theoretical frameworks for the study were: social constructionism, discourse theory, stigmatisation, moral panic, and othering. The study was conducted with Carol Bacchi’s “What’s the problem represented to be?” discourse method which was used on eight parliamentary procedures each authored by the eight political parties in the Swedish parliament. The results of the study showed two main discourses that could be distinguished in the empiricism: safety and equality thus the problem being unsafety and inequality. All the political parties used these concepts with different implications although commonly as an ambition for the school system. Unsafety in the school system was connected to crime, socially vulnerable areas and the students linked to the areas. All the documents, with exception of one, mentioned school segregation as a problem. Many parties argued that criminality was a result of the school system and segregation. The consequences of the results include stigmatisation and othering of the students associated with the socially vulnerable areas and thus causing moral panic amongst the readers.

In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better aligns accountability systems to support states in improving results for infants, toddlers, and youth with disabilities and their families. Currently required from states, is a comprehensive multiyear State Systemic Improvement Plan (SSIP) focused on improving results for students with disabilities. The purpose of this article is to describe the phases of the SSIP and provide an example of how this new accountability system is working in the Republic of the Marshall Islands (RMI). As with all other states, territories, and freely associated states, RMI is required to develop and implement an SSIP.

The purpose of this study was to compare 9th grade student achievement in Tennessee schools the year before and after the schools implemented a freshman academy, as well as compare such schools with traditional Tennessee high schools. The factors in this study that impact student achievement and serve as the dependent variables were attendance rates, number of credits earned, and suspensions for 9th graders. Data were obtained by various software programs used by the schools to enter, maintain, and retrieve student data. 2 x 2 ANOVAs were conducted to determine if there were differences in the mean attendance rates and mean number of credits earned among 9th graders based on the type of institution, the academic years prior to and following the implementation of the freshman academy approach, and the 2-way interaction between the type of institution and the academic year. Crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions prior to the academic year the Freshman Academy was implemented and the academic year following its implementation. The 2 x 2 ANOVAs conducted using Freshman Academy A and Traditional High School C indicated there was a significant difference in mean attendance rates and mean number of credits earned. Mean attendance rates and mean number of credits earned were higher at Freshman Academy A once the academy approach was implemented. The 2 x 2 ANOVAs conducted using Freshman Academy B and Traditional High School D indicated there was no significant difference in mean attendance rates and mean number of credits earned once the academy approach was implemented. Two-by-two crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions at the Freshman Academy high schools (A & B) for years prior to and following implementation of the academy approach. The analysis of the data indicated there was a significant difference in the number of students suspended following the implementation of the academy approach at Freshman Academy A but not at Freshman Academy B.