Os estudos da Sociologia expõem a existência de uma correlação estatística entre o pertencimento a uma classe social desfavorecida, a ruptura familiar e o fracasso escolar, lançando uma interrogação sobre as crianças que desafiam esse destino e estabelecem uma forte relação com o saber. Essas crianças, bem como as razões que as levam a sustentar o desejo frente ao conhecimento em que pesem condições adversas, são o objeto da presente pesquisa. A investigação recai sobre a dimensão de identidade da relação com o saber e suas relações com as demais dimensões, especialmente com aquela que diz respeito a uma determinada figura do aprender em seu aspecto epistêmico: a relação com um saber objeto. Destaca-se como objetivo principal do estudo identificar relações existentes entre as dimensões identitária e epistêmica da relação com o saber de três crianças em acolhimento institucional e com êxito escolar. Tendo como referência a Teoria da Relação com o Saber e a metodologia empregada por Bernard Charlot, estudioso do tema, foram utilizados os instrumentos inventário de saber e entrevistas semiestruturadas. Os resultados indicam que as crianças institucionalizadas e com êxito escolar estabelecem uma relação do tipo identitária com o saber encontrando apoio em figuras institucionais. Concluímos que esse vínculo possibilita-lhes nutrir uma forte relação com os conteúdos epistêmicos oferecidos na instituição escolar / Sociology exposes the existence of a statistic correlation among belonging in a disadvantaged social class, absence family and school failure, launching an inquiry into children who defy this fate and establish a strong relation with knowledge. These children, as well as the reasons that lead them to sustain the desire to know despite adverse conditions, are the object of the present research. The investigation is on the dimension of the identity of the relationship with knowledge and its relations to other dimensions, especially that one related to a specific learning figure in its epistemic aspect: the relation with a knowledge object. It can also be outlined as the main objective of the study the identification of relations between identity and epistemic dimensions of the relation with knowledge of three sheltered children and presenting good school performance. Referring to the Theory of Relation to Knowledge and methodology employed by Bernard Charlot, a scholar of the subject, we used the instruments inventory to know\" and semi-structured interviews. The results indicate that institutionalized children with successful performance in school establish an identity relation with knowledge, finding support in institutional figures. We conclude that this kind of bond enables them to create a strong relation with the epistemic content provided in schools

Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / Four high schools with high ELL enrollment and a high percentage of teachers taking graduate-level ESL courses participated in this quantitative study. The content-area teachers completed a Survey of Teachers’ Knowledge and Value of Implementation of Content and Language Objectives. The survey included two sections: (a) a demographics section and (b) a support section in which respondents self-rated their knowledge and value on content and language objectives. Descriptive statistics were used to generate the mean, standard deviation, and frequency distribution of the demographics of the samples, which were independent variables of this study. Inferential statistics on the research hypotheses were calculated using multiple correlation/regression and one-way ANOVA. Results from the support section indicated respondents perceived their knowledge and value on content and language objectives were not lacking. However, results also revealed that teachers rated themselves lower on knowledge and value on implementing language objectives than they did on knowledge and value on implementing content objectives. In addition, data analysis revealed that percentage of students who were ELL last year and hours of ESL related training can be linked to the teachers’ self-rated degree of knowledge and value on implementing content and language objectives. As a result of this study, five recommendations for practice were made. Of these, the researcher believes the following to be most crucial: (1) Because the number of ELL students continues to increase, even those teachers who currently have a small number of ELL students in their classrooms must be willing to enhance their knowledge and value on content and language objectives; (2) Teacher educators for pre-service programs should place greater emphasis on the integration and implementation of content and language objectives; and (3) Staff developers should be informed of a need to increase the professional development of in-service teachers with regard to language objectives. Among other recommendations for future research, the researcher suggests the need for future studies to include more specific investigations on how teachers construct language objectives. Furthermore, future studies should pursue ways to encourage educators to participate in ESL related workshops or trainings and to form mentoring relationships with colleagues.

The aim of thesis is creating of business plan for starting businessman in retail with beads and beads components. In the thesis is looking into possibility of cooperation with sheltered workshops. The theoretical part covers necessary information regarding the business plan and basic informations about sheltered workshops. In the practical part are created specific parts of the business plan and appraisal of cooperation with sheltered workshop. The thesis is ended by draft of measures for improvement of business plan financial situation.

This diploma thesis deals with the analysis and evaluation of existing methods of evaluating the quality of social services in a particular organization. As part of the analysis, a change in the process of improving quality will be proposed, primarily by proposing innovative methods of involving clients of sheltered housing in the evaluation of the service. The aim of this work is to propose methods of effective involvement of clients of sheltered housing in the evaluation of the quality of social services. These innovative methods with elements of social service user participation can serve as specific recommendations for creating a methodology for user participation in the process of evaluating and improving services. As part of the provision of social services, it is necessary to look for ways to work with the specific abilities and needs of clients and find innovative ways to involve service clients in the entire process of evaluation and measurement of quality. The basis of the innovative method is the empowerment, cooperation, and integration of clients into the entire process, which can then positively affect the direction of social services. Keywords: evaluation of the quality of social services, participation, empowerment, sheltered housing

This investigation was designed to assess the amount of attitudinal change experienced by the client and certain selected characteristics of the client, his vocational rehabilitation counselor, immediate workshop supervisor and his sheltered workshop.

The context of this study is a street shelter, situated in the inner city of Pretoria. This was the first time that music therapy sessions were conducted at the shelter. This study is conducted within a qualitative research paradigm. The primary data source is five video and one audio excerpt. The secondary data source is session notes. The data is coded, categorised and organised into emergent themes. The emergent themes highlight five aspects of group music therapy that enabled autonomy in a group of children living in the street shelter. These five emergent themes are the basis of the discussion addressing the two research questions of this study. This study shows that group music therapy is an effective and appropriate way in which these sheltered street children are able to experience autonomy, including improved self-esteem and feelings of achievement and mastery. To my knowledge, there has been no music therapy literature published with regards to group music therapy with sheltered street children within the South African context as well as internationally. / Dissertation (MMus)--University of Pretoria, 2009. / gm2014 / Music / Unrestricted

This qualitative research study explored how verbal processing occurred in music therapy work with adolescent boys living in a shelter in Pretoria. The study examined both how the adolescent boys and the therapist engaged in verbal processing. Three audio excerpts derived from the music therapy sessions were analysed through a process of content analysis. The data was coded, categorised and organised into themes. Results indicated that verbal processing was interrelated between the therapist and the adolescent boys, both making use of various techniques of verbal processing. This proved to be invaluable with the verbal processing facilitating the therapeutic process as the boys were afforded with a safe space where any ideas, feelings, thoughts, hopes and dreams could be expressed and shared with each other, and the therapist was able to gain greater insight into the boys’ more intimate world. I am unaware of any published literature of music therapy with adolescent boys living in a shelter, as music therapy is in its early stages in South Africa, especially with this specific client group. The majority of music therapy literature however, not surprisingly, focuses on musical exchanges during sessions. I would therefore like to explore how verbal processing was used in the music therapy process, after music listening and during song writing, with adolescent boys living in a shelter. This is in order to facilitate a greater understanding and openness towards the possibilities of including clinically informed verbal processing as part of music therapy work with this population group. / Dissertation (MMus)--University of Pretoria, 2010. / gm2014 / Music / Unrestricted

Thesis advisor: C. Patrick Proctor / With U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Background: Children who grow up in families where violence prevails at home is in a traumatic situation and is at increased risk of developing mental health issues. Some of the exposed families come to sheltered housing. There special education and social workers work to support, protect and help them in the emergency crisis they are. The work is based on theories, research and approved experience. The background to the study is that I want to deepen myself in the process that has led to today's working method and I think that it is valuable insight to provide the interdisciplinary subject between pedagogy and social work. Parental capacity is affected when there is violence, that we know from research, but is it understood from the perspective of social workers and from the special education perspective?Aim and study questions: The aim is to make visible the multifaceted assignments of special education as part of the work on children who are exposed to domestic violence. The detailed questions are: • How does the process of special education work look like in sheltered housing? • What expectations do the social workers have on special education in sheltered housing? • How is parental capacity affected when there is domestic violence based on the social work perspective and from the special educational perspective?Theory: Theories used in the study are the special education perspective, a sociological theory of Bourdieu's concepts, habitus, capital and fields as explanation model and Vygotsky's pedagogical theory.Method: Three social workers who work in sheltered housing have been interviewed. All interviews have been recorded, transcribed and later analyzed. The interviews were semi-structured and were based on keywords. Even diary notes have been included in the empirical material. The methodology is based on a narrative approach. The result and analysis are categorized based on the themes presented in the stories.Presentation of empirical evidence: The empirical material shows that child perspective, thoughts about what is normal, routines, everyday structure, group dynamics and activities in the shelter are key parts. And how the work will focus on salutogenic, development, the future, opportunities for play and the environment. Finally, the results that deal with parental ability, emotions and the tools that professionals can afford to force those in needs to strengthen them in the future.Implications: Because of the study, I think there is a need to work interdisciplinary between social work and the special education. Together, these two professions can create favorable conditions for those families who are subjected to domestic violence when they come to sheltered housing. Based on the laws and governing documents available, it is obvious that there are requirements for how children´s right should be safeguarded.Conclusion: The conclusion is that improved efforts for children and parents in sheltered housing is an important part of reducing long-term domestic violence. Children are the adults of the future and if we can prevent violence at home, there may be opportunities to prevent domestic violence to continue for generations.

The purpose of this study is to explore the beliefs of students, teachers and parents regarding new students’ experiences in a Sheltered Immersion/Newcomers Program in a K-8 school district to provide recommendations and implications for other schools who are or wish to develop similar programs. The participants were given opportunities to reflect and dialogue about their experiences in this type of bilingual program through the implementation of Participatory Action Research (PAR). The research questions inquire about how language learners make sense of their experience of becoming bilingual and the factors that encourage or inhibit their engagement.