M.Ed. (Education) / Please refer to full text to view abstract

An attempt will be made in this study to determine if a decorated, well-maintained biology classroom has any influence on the attitudes of students toward their classroom, school, subject and teacher. A twenty-item survey containing items which will measure each of the previously mentioned attitudes will be administered to a biology class which uses a decorated, well-maintained classroom. Another biology class taught by the same teacher will also be administered the same survey. However, this class is taught in a poorly-maintained, undecorated classroom. Both classes consist of students who were assigned to them in no particular fashion. An analysis will be made of the survey results to determine if there are any differences in the attitudes between the students in the decorated classroom and the undecorated classroom. The eighth, ninth and tenth grade first semester science grades of all of the students using these classrooms will also be compared to determine if their classroom environment has had any possible effect on their achievement in this subject. The problems being investigated can be stated as two questions: Can decorated, well-maintained classrooms in secondary schools produce a difference in student attitudes toward their classrooms, schools, subjects and teachers? Can they also produce a difference in academic achievement from these students?

The three basic purposes of this study were (1) to determine relationships existing between academic achievement in middle schools and academic achievement in traditional junior high schools, (2) to determine the relationships existing between personal adjustment in middle schools and personal adjustment in traditional junior high schools, and (3) to determine the relationships between academic achievement and personal adjustment in both middle schools and traditional junior high schools.

The problem of this study was to identify relationships which might exist between variables measuring alienation feelings in high school students and variables measuring attitudes exhibited by those students toward the school environment. Mackey's Adolescent Alienation Scale was used to obtain student scores on three dimensions of alienation—Personal Incapacity, Cultural Estrangement, and Guidelessness. The Minnesota School Attitude Survey (MSAS) was used to obtain scores on attitudes toward factors in the school environment: School Curriculum, Self at School, Others at School, Support Received at School, Pressure at School, and Personal Development at School. Pearson Product moment correlations were computed for each dimension of alienation and the attitude clusters. Correlations were computed for each of nine statistical subgroups which comprised the sample group of 294 students— ninth-, tenth-, eleventh-, and twelfth-grade subgroups, male and female subgroups, and Anglo, Black, and Hispanic subgroups. Students in the population for the study were enrolled in a traditionally-organized, comprehensive curriculum, racially-integrated urban high school in a large-city public school district. Findings revealed that the single most influential environmental factor related to student alienation in this study was a feeling of pressure in the school setting. Pressure was related directly both to feelings of Personal Incapacity and to feelings of Guidelessness. Also, the greater students' feelings of Personal Incapacity, the less pleasant (more unpleasant) they felt their experiences were with the curriculum, themselves, and others at school. Alienation in the sense of Cultural Estrangement was related strongly and inversely to personal growth and development experiences at school. Feelings of Guidelessness were associated inversely with both students' attitudes of pleasantness/unpleasantness and their attitudes of importance/unimportance toward the school curriculum, themselves, and others at school. It is recommended that studies be conducted to determine specific learning activities, school experiences, and organizational processes which can reduce effectively students' feelings of alienation in the school setting.

This diploma thesis discusses the issue of truancy of the primary schools' pupils in the region Ústí nad Labem from the socio-pedagogical point of view. The theoretical part is divided into eight chapters. In the introduction, there are definitions of social pedagogy, schools, compulsory school attendance and truancy. After this, thesis describes division, causes and factors which influence truancy. The thesis also discusses the school environment, family environment, peer groups, prevention and ways of dealing with truancy. In practical part, there are case studies of ten families presented in which their children dealt with truancy. The analysis of case studies is focused on identifying some factors in the families that influenced the truancy and the common way how to deal with it in Ústí nad Labem, the success of interventions and present situation. Subsequently, recommendations for practice were made.

The dissertation Potential of Small Scholl deals with specific features of this kind of schools. The paper presents the role of small schools in the school system, mutual interaction at schools, distinctive forms of organization and methodical approaches aiming at defining particularities of this kind of school. We have drawn a comparison of a small school and an ordinary primary school based on two case studies. Differences which have been found out can define potential of both types of schools. The results of the research have brought us recognition that the potential of a small school is conditioned by its size and low numbers of pupils in classrooms. These conditions enable creating such learning environment that provides a pupil with specific performance of school attendance. Other significant aspects are mutual cooperation among pupils themselves as well as among teachers and parents within a small social group or implementation of schooling in mixed age groups which leads particularly to respect and acceptance of otherness and of pupils with specific educational needs. KEY WORDS small school, mixes aged education, cooperation, school environment, potential

INTRODUÇÃO Este é um estudo sobre os horários escolares e sua relação com o cotidiano dos professores e os possíveis impactos que a homogeneização de horários e a realização das atividades podem exercer sobre seus ritmos biológicos. Os horários escolares podem afetar as rotinas diárias dos professores, induzindo a dessincronização dos ritmos biológicos e consequentes problemas de saúde. Entre esses problemas, as alterações no ciclo vigília/sono são as mais conhecidas. HIPÓTESE Esses conflitos podem levá-los a privações de sono e uma dessincronização de seus ritmos biológicos, obrigando-os a uma espécie de enquadramento dentro do sistema imposto, mas com riscos à sua saúde. OBJETIVO Avaliar a adaptação dos professores aos horários escolares, associando suas preferências de tolerância à maturidade ao grau de satisfação com suas condições de trabalho. MÉTODOS Foram estudados 25 professores (4 homens e 21 mulheres) com idades entre 28 e 49 anos, que trabalham em duas escolas públicas da região metropolitana de São Paulo. Foram aplicados os seguintes instrumentos: diário de atividades diárias (23 dias consecutivos), Escala de Sonolência de Karolinska (dois pontos, início da tarde e início da noite), preferências de matutinidade-vespertinidade com questionário de Horne e Östberg, Questionário Satisfação no Trabalho e entrevistas com grupos focais. RESULTADOS: A análise dos dados da Escala de Karolinska mostrou que nos finais de semana houve uma variação da sonolência ao longo do dia [F(3,66) = 5,1; p < 0,01]. As comparações mostraram que a sonolência média dos professores avaliada às 13:33 ± 1,4 horas (KSS=4,2 ±1,95) e às 17:40 ± 1,25 horas (KSS=4,6±1,32) foi menor em relação às 21:35 ± 1,14 horas (KSS=5,9 ± 2). Nos dias de semana não foi observada nenhuma diferença [F(3,66) - 2,01; p>0,05]. Com os resultados do Questionário OSI, podemos perceber que o índice de insatisfação foi mais acentuado nos quesitos remuneração, participação nas decisões e quantidade de tarefas; e o de satisfação, os mais significativos foram relacionamento e conteúdo. Ficaram evidenciados ainda, má qualidade do sono nos professores caracterizados como vespertinos, devido ao horário de trabalho em relação com os matutinos. Ficou relatada alimentação inadequada devido aos deslocamentos e horários irregulares de trabalho, além da dificuldade em ajustar os horários de trabalho com suas relações sociais. CONCLUSÃO Os horários escolares influenciam na organização temporal dos professores, afetando seu sono, saúde e qualidade de vida / INTRODUCTION This is a study about the school schedules and their relationship with teachers\' daily life and the possible impacts that the homogenization of schedules and the accomplishment of activities can influence their biological rhythms. School schedules may affect daily routines of teachers, inducing desynchronization of biological rhythms and consequent health problems. Among these problems, changes in the sleep/wake cycle are the best known. HYPOTHESIS These conflicts can lead to sleep deprivation and a desynchronization of their biological rhythms, forcing an adaptation to the work schedule in turn may compromise their heal condition. OBJECTIVE Evaluate adaptation of teachers to school schedules linking their morningness-eveningness preferences to degree of satisfaction with their work conditions. METHODS We studied 25 teachers (4 males and 21 females) aged 28-49 years old, working at two public school in the metropolitan area of São Paulo. The following instruments were applied : daily activities diary (23 consecutive days), Karolinska Sleepiness Scale (at two ponts, early afternoon and early evening), Morningness-eveningness preferences with the Horne and Östbergs questionnaire, Satisfaction at work questionnaire and focal group interviews. RESULTS Data analysis of the Karolinska Scale showed that at weekends there was a variation of sleepiness throughout the day [F (3.66) = 5.1; p <0.01]. The Comparisons showed that the mean teacher drowsiness assessed at 13:33 ± 1,4 hours (KSS = 4,2 ± 1,95) and at 17:40 ± 1.25 hours (KSS = 4,6 ± 1,32 ) was lower in relation to 21:35 ± 1,14 hours (KSS = 5,9 ± 2). On weekdays no difference was observed [F (3,66) = 2,01; p> 0,05]. The OSI Questionnaire showed that the dissatisfaction was more pronounced in terms of remuneration, participation in decisions and quantity of tasks; and satisfaction, the most significant were relationship, content, poor quality of sleep was still evident in the teachers characterized as evening because of the morning work schedule in relation to the morning ones. Evening oriented teachers show worse sleep quality than their morning-oriented colleagues. Inadequate feeding routines linked to irregular working schedules as well as compromised social relations have been found in our sample. CONCLUSION: School schedules influence temporal organization of teachers affecting their sleep, health and quality of life

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-16T22:30:40Z No. of bitstreams: 1 JanainaBolson.pdf: 566563 bytes, checksum: 3ffd85e30407b2f15baf9e8c28d44354 (MD5) / Made available in DSpace on 2015-07-16T22:30:40Z (GMT). No. of bitstreams: 1 JanainaBolson.pdf: 566563 bytes, checksum: 3ffd85e30407b2f15baf9e8c28d44354 (MD5) Previous issue date: 2011-01-12 / Nenhuma / A dissertação tem como objeto de estudo práticas de desempoderamento docente em curso na escola contemporânea. Baseada nas contribuições teóricas de Contreras, Foucault, Nóvoa, Tardif, Lugli e Vicentini, o estudo teve como objetivos: a) identificar o funcionamento de práticas de desempoderamento docente no cotidiano da escola e investigar como essas práticas são entendidas pelos professores; b) analisar como essas práticas vêm sendo incorporadas ao contexto escolar. A investigação que deu origem a esta dissertação foi desenvolvida por meio de uma abordagem qualitativa em que foram entrevistados nove professores de escolas públicas em efetiva regência de classe e com tempos diferenciados de docência, através da técnica da entrevista semi-estruturada. As análises foram desenvolvidas ao redor de cinco eixos principais – 1) saberes docentes e competência profissional; 2) reuniões pedagógicas e ação docente; 3) contexto escolar e valorização docente; 4) processos avaliativos e docência; 5) autonomia docente – e apontam evidências desse processo de desempoderamento a que se veem submetidos as professoras atuais, além de colocarem em relevo evidências de que as professoras vêm exercendo sua profissão de modo individualizado e pouco cooperativo, o que indica a necessidade de mudanças nas formas de organização desses profissionais. Como contribuições à reflexão no campo da formação de professores são delineadas intenções de resistência por parte dos docentes como coletividade para o resgate da autonomia e do poder docente inerente ao exercício de sua profissão. Finalmente, são apontados alguns desafios a serem enfrentados pelos docentes enquanto coletividade e responsáveis socialmente pelo ensino, como o fato de estabelecerem com a sociedade uma relação de divulgação a respeito do trabalho docente para que assim um movimento de valorização e reconhecimento comece a se instaurar no cotidiano escolar. / The dissertation has as object of study teacher disempowerment practices at contemporary schools. Based on theoretical ideas of Contreras, Foucault, Nóvoa, Tardif, Lugli and Vicentini, the study had as goals: a) identify how the teacher disempowerment practices work in the daily school events and investigate how those practices are understood by the teachers; b) analyze how those practices are being incorporated to the school environment. The investigation that originated this dissertation was developed through a qualitative approach, in which nine working teachers from public schools with different teaching times were interviewed through the semi-structured interview technique. The analysis was developed among five main issues – 1) teaching knowledge and professional competence; 2) pedagogical meetings and teacher action; 3) school environment and teacher valuation; 4) evaluative processes and teaching; 5) teacher autonomy – which indicate evidences of that disempowerment process that nowadays teachers are suffering from and show evidences that teachers are working individually and not much cooperatively, what indicates that changes on the way of these professionals organization are needed. As contributions to consider in the teacher training area, intentions of resistance from teachers as a group for the retrieval of autonomy and teacher power inherent to their professional practice have been outlined. Finally, some challenges that need to be faced by the teachers as a group and as social responsible for teaching are pointed, like the need of establishing with the society the disclosure of respect for the teaching job, so then a valuation and acknowledgement movement can be introduced to the daily school environment.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-01T11:25:31Z No. of bitstreams: 1 Ana Carolina Dos Santos Martins Leite.pdf: 5317802 bytes, checksum: 7619923bc78135d59e2cef48f51f8b08 (MD5) / Made available in DSpace on 2016-11-01T11:25:31Z (GMT). No. of bitstreams: 1 Ana Carolina Dos Santos Martins Leite.pdf: 5317802 bytes, checksum: 7619923bc78135d59e2cef48f51f8b08 (MD5) Previous issue date: 2016-09-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research addresses the spatial dimension as a basic condition for the effectiveness of teaching with focus on different representations of teachers and students about the school spaces. It is proposed to answer the question: what are the relations between subject’s symbolization / places / territories within that school building? What is the representation of the subject of the space? How to configure these elements? The hypothesis is stipulated that there are different views of these subjects concerning the areas within the school. These differences depend on both the place the individual occupies, as the environment referred to, indicating that the spaces have exercised symbolic powers. Thus, and as a basis for analysis, the research aims to analyze and understand the subjectivity of school space, investigating how teachers and students are manifested on the environment. To this end, we selected a municipal educational unit of the West Zone of São Paulo, characterized as empirical field for research and information gathering. On-site observations were conducted, interviews, questionnaires and drawings, with students in the first and fifth grade of elementary school. Interviews were conducted with teachers of these school years also completed questionnaires. The main concepts used were the space, place and territory based on several authors mainly Viñao Frago and Bourdieu. The data allowed us to understand the influence of different places / areas of the school building on these students and their preferred spaces were routinely perceived teachers, unremembered spaces, usage rules of these environments in relation to the position of the subjects in their own school social space. From the data collected hypothesis was confirmed, as the analysis showed different manifestations of teachers and students on school spaces / A presente pesquisa aborda a dimensão espacial como condição básica para a efetivação do ensino com foco nas diferentes representações de professores e alunos acerca dos espaços escolares. Propõe-se a responder o questionamento: quais as relações de simbolização entre sujeitos/lugares/territórios dentro desse prédio escolar? Qual a representação dos sujeitos sobre o espaço? Como se configuram esses elementos? A hipótese estipulada é de que existem visões diferentes desses sujeitos a respeito dos espaços dentro da escola. Essas divergências dependem tanto do lugar que o indivíduo ocupa, quanto do ambiente a que se refere, indicando que os espaços têm exercido poderes simbólicos. Desse modo, e como base para a análise, a pesquisa tem como principal objetivo analisar e compreender a subjetividade do espaço da escola, investigando como professores e alunos se manifestam sobre os ambientes. Para tanto, foi selecionada uma unidade educacional pública municipal da Zona Oeste de São Paulo, caracterizada como campo empírico para a investigação e coleta de informações. Foram realizadas observações in loco, entrevistas, questionários e desenhos, com alunos do primeiro e quinto ano do Ensino Fundamental. Foram realizadas entrevistas com professores desses anos escolares que também responderam questionários. Os principais conceitos utilizados foram os de espaço, lugar e território com base em vários autores principalmente Viñao Frago e Bourdieu. Os dados permitiram compreender a influência dos diferentes lugares/territórios do edifício escolar sobre esses estudantes e seus professores cotidianamente Foram percebidos espaços preferidos, espaços não lembrados, regras de utilização desses ambientes numa relação com a posição dos sujeitos no próprio espaço social da escola. A partir dos dados coletados a hipótese foi confirmada, pois a análise evidenciou diferentes manifestações de professores e alunos sobre os espaços da escola

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-05T16:14:30Z No. of bitstreams: 1 2011 - Romario Cardoso Costa.pdf: 1978851 bytes, checksum: f80696195f1b8d31796941b611e95403 (MD5) / Made available in DSpace on 2016-10-05T16:14:30Z (GMT). No. of bitstreams: 1 2011 - Romario Cardoso Costa.pdf: 1978851 bytes, checksum: f80696195f1b8d31796941b611e95403 (MD5) Previous issue date: 2011-08-11 / The school games, which are historically manifested in Brazil in various forms, is a sociocultural phenomenon in different contexts. Thus, especially in the teaching of federal technical schools, which adopt the system of classes in integral regime, the school competitions play a key role in relations among students. These games has configured over time as a very important activity for the school to attend its community by allowing individuals participating in the development of issues relevant to life. In considering the existence of confrontation, which can make these games, held in the interclass model, the scene of conflicts, misunderstanding and friction, in turn deteriorating relations between the students is that we set out to investigate "as" the model of current pedagogical Internal Games of Florestal Agrarian Development Center - JICEDAF - interfere in relations between the students in the school environment. The method used to develop and operationalize the research was the Focus Group, a qualitative research technique, which aims to obtain data from group discussions with representatives of the study subjects, and representative distinctly distributed among participants and nonparticipants of JICEDAF. Such procedures shall seek an interpretation and analysis of the speeches of four groups debaters from his own point of view, following the discussion of insights. It is a widely used technique in social research, being increasingly employed in research in education. The triangulation of findings with the input of bibliographic material and everyday life in the institution, guided through the nine insights script discussions, allowed us through qualitative analysis, understanding how they are formed and different perceptions, opinions and attitudes about JICEDAF. The results are presented through the content analysis, described as a thematic analysis and analysis of speech elements at times, with the excerpts of the speeches of focus group participants included the text and illustrate in particular categories. Among the participants of the four focus groups, we found that the majority believes that the relationship between students in school improvement. The factors that hinder improvement of these relations between learners are helped by the camaraderie, the creation of new friendships, strengthening the existing friendships; in fostering a harmonious school environment, the change of coexistence, in the closest approach, the interaction facilitated; aid in their studies; in reducing conflicts, the discouragement / blockade the formation of small rival groups / Os jogos escolares, que historicamente no Brasil se manifestam de v?rias formas, s?o um fen?meno s?cio-cultural em contextos diversos. Desta forma, em especial no ensino das escolas t?cnicas federais, que adotam o sistema de aulas em regime integral, as competi??es escolares t?m um papel fundamental nas rela??es entre os discentes. Estes jogos escolares t?m se configurado ao longo do tempo como uma atividade de suma import?ncia para o atendimento ? comunidade escolar, por permitirem o desenvolvimento nos indiv?duos participantes de aspectos relevantes ? vida. Ao considerar a exist?ncia de embate, que podem tornar esses jogos, realizados no modelo interclasses, palco de disc?rdias, desentendimento e atritos, deteriorando por sua vez as rela??es entre os discentes ? que nos propusemos a investigar ?como? o modelo pedag?gico atual dos Jogos Internos da Central de Ensino e Desenvolvimento Agr?rio de Florestal - JICEDAF - influencia nas rela??es entre os discentes no ambiente escolar. O m?todo utilizado para desenvolver e operacionalizar a pesquisa foi o Grupo Focal, uma t?cnica de pesquisa qualitativa, que visa a obten??o de dados a partir de debates em grupo com representantes dos sujeitos do estudo, distribu?dos distintamente e com representatividade entre os participantes e n?o participantes dos JICEDAF. Tais procedimentos visam a interpreta??o e an?lise das falas de quatro grupos debatedores, a partir de seu pr?prio ponto de vista, ap?s o debate dos insights. Trata-se de uma t?cnica muito utilizada no ?mbito da pesquisa social, sendo cada vez mais empregada nas pesquisas em educa??o. A triangula??o dos achados com o aporte do material bibliogr?fico e o nosso cotidiano na institui??o, guiados atrav?s dos nove insights do roteiro de debates, nos permitiu atrav?s da an?lise qualitativa, o entendimento de como se formam e se diferem as percep??es, opini?es e atitudes acerca dos JICEDAF. Os resultados s?o apresentados atrav?s da an?lise de conte?do, com frequ?ncia descrita como an?lise tem?tica e elementos da an?lise do discurso, com as cita??es de trechos das falas dos participantes dos grupos focais integradas ao texto e que ilustram categorias em particular. Entre os participantes dos quatro grupos focais, constatamos que a maioria entende que a rela??o entre os alunos no ambiente escolar melhora. Os fatores que interferem na melhoria dessas rela??es entre os discentes, est?o amparados no coleguismo; na cria??o de novas amizades; no refor?o ?s amizades j? existentes; no favorecimento a um ambiente escolar harmonioso; na mudan?a de conviv?ncia; na maior aproxima??o; na intera??o facilitada; no aux?lio aos estudos; na diminui??o dos conflitos existentes e no desest?mulo/bloqueio ? forma??o de pequenos grupos rivais