<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an &lsquo;achievement gap&rsquo;. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. </p><p> The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student &lsquo;buy in&rsquo;, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.</p>

Despite substantial investments in biodiversity conservation interventions over the past two decades there is relatively little evidence about whether interventions work, and how they work. Whether an intervention is deemed to “work” depends upon how goals are defined and then measured, which is complex given that different stakeholders have very different expectations for any intervention (including species conservation, habitat protection, human wellbeing or participation goals), and because the process of measuring impacts can involve a simplification of more sophisticated ideals. These questions were investigated for a suite of biodiversity conservation interventions, implemented during 2005-2012 in the Northern Plains landscape of Cambodia. The interventions included the establishment of Protected Areas (PAs), village-level land-use planning, and three different types of Payments for Environmental Services (PES) instituted within the PAs. The PES programmes were (1) direct payments for species protection; (2) community-managed ecotourism linked to wildlife and habitat protection; and (3) payments to keep within land-use plans. The impact evaluation compared the results of each of the interventions with appropriate matched controls, considering both environmental and social impacts between 2005-2011. Both PAs and PES delivered additional environmental outcomes: reducing deforestation rates significantly in comparison with controls and protecting species for those cases where appropriate data was available. PAs increased security of access to land and forest resources for local households, benefiting forest resource users, but restricting households’ ability to expand and diversify their agriculture. PES impacts on household wellbeing were related to the magnitude of the payments provided: the two higher-paying PES programmes had significant positive impacts for participants, whereas a lower-paying programme that targeted biodiversity protection had no detectable effect on livelihoods, despite its positive environmental outcomes. Households that signed up to the higher-paying PES programmes, however, typically needed more capital assets and hence they were less poor and more food secure than other villagers. Therefore, whereas the impacts of PAs on household wellbeing were limited overall and varied between livelihood strategies, the PES programmes had significant positive impacts on livelihoods for those that could afford to participate. This is one of the first evaluations of the social impacts of PES that has been completed globally. The PA authorities were primarily effective at deterring external drivers of biodiversity loss, especially large-scale developments, land grabbing and in-migration, and had much more limited impact on local residents as the impact evaluation results demonstrated. The PES programmes had little or no effect on the external drivers, and instead explicitly targeted the behaviour of local residents. The three PES programmes differed in the extent to which they rewarded changes in individual or collective behaviour, and whether or not they were managed locally or externally. Household-level, conditional, payments were more effective at changing individual behaviour than collective payments; although there was evidence that both types of payments did lead to protection of forests at the village scale. Village-managed PES programmes empowered a subset of households that were then effective at enforcing regulations within the village. Externally managed PES programmes were more popular and viewed as fairer, but did not change collective behaviour. The general conclusion is that the design and institutional arrangements of PES programmes determines how participants perceive the programmes, and then the extent to which they bring about changes in behaviour.

<p> Many Canadian school districts use standardized reading achievement data to support reading instruction. Over 30% of 9th-grade students in the Anglophone School District-South (ASD-S) have not met targets for the English Language Proficiency Assessment (ELPA), a graduation requirement in New Brunswick, Canada. This study compared archival reading scores of 6th-grade students from 2009-2012 with the same students&rsquo; scores in 9th-grade from 2012-2015, to determine if 6th-grade scores were a predictor of 9th-grade results. Rendering the impact illiteracy plays on society, this study applied the theoretical framework of social theory from Bourdieu&rsquo;s (1977, 1984, 1986) view of social mobility and Turner&rsquo;s (1960) view of contest mobility. A quantitative design employed a regression analysis to determine how standardized reading scores for three cohorts of students in 6th-grade between 2009-2012 compared with the reading achievement test scores as 9th-grade students in 2012-2015. A sample of 1,200 students was selected. A paired samples <i>t</i> test determined which level(s) of reading comprehension (literal, inferential, or critical) presented the most difficulties for students between 2009-2015. Results of the study concluded that 6th-grade overall reading scores were a predictor of 9th-grade overall scores and that inferential and critical levels of reading comprehension were areas of concern. These findings are intended for administrators and District leadership in ASD-S to support the implementation of an intervention year in Grades 7 and 8 to address this problem. This research promotes positive social change by identifying potential pathways for improving adolescent reading skills for New Brunswick youth.</p>

Made available in DSpace on 2016-04-04T18:32:32Z (GMT). No. of bitstreams: 1 Juliana Ormastroni.pdf: 484601 bytes, checksum: 09f131ffa37657c9885d12f2ed58f3b4 (MD5) Previous issue date: 2006-06-20 / This work, which is insert in Studies in Evaluation research line, has for main goal to evaluate the reading and writing practice lived deeply by the Pedagogy course teachers at an particular institution located in S?o Paulo state countryside. The methodology procedures used were: analysis of the Pedagogical Project of the researched course and application of a questionnaire to a classroom of 41 last-year students of the course. The questionnaire consisted of questions that intended to trace the profile of the people who answered it and questions on developed reading and writing practice in the graduation. The answers had been analyzed around two categories related to the ability of reading and the ability of writing, which has been evidenced several modalities of exercise. The data demonstrate that the reading in the graduation is worked, in the most of the time, by the professor to promote the agreement of the classroom about a text considered previously, reducing the time of debate and reflection on the same. It also evidenced that the methodology most used by the teachers is a didactic form nominated "dynamic reading". In the teachers vision, the reading is considered: culture and knowledge and information source; a way to develop the critical thought and to have fun. About the writing, they demonstrate that it is used in text summaries, in the story of experiences, the evaluation and the register of personal reflections. Frequently, it has return of the written production to teachers with commentaries, notes or specific focus by the professor, inviting them for a rewrite exercise. It was observed, in the teachers answers, concerning with media contents. / Este trabalho, que se insere na linha de pesquisa Estudos em Avalia??o, tem por objetivo avaliar as pr?ticas de leitura e de escrita vivenciadas pelas professorandas do curso de Pedagogia de uma institui??o particular localizada no interior do estado de S?o Paulo. Os procedimentos metodol?gicos utilizados foram: an?lise do Projeto Pedag?gico do curso pesquisado e aplica??o de um question?rio a uma classe de 41 ultimanistas do curso. O question?rio constou de perguntas que visavam tra?ar o perfil dos respondentes e de perguntas sobre as pr?ticas de leitura e escrita desenvolvidas na gradua??o. As respostas foram analisadas em torno de duas categorias relativas ? habilidade de leitura e ? habilidade de escrita, das quais foram constatadas v?rias modalidades de exerc?cio. Os dados demonstram que a leitura, na gradua??o, ? trabalhada, na maioria das vezes pelo professor, para promover o entendimento da classe acerca de um texto proposto anteriormente, reduzindo o tempo de debate e reflex?o sobre o mesmo. Constatou-se tamb?m que a metodologia mais empregada pelos professores ? uma forma did?tica nomeada leitura din?mica . Na vis?o das professorandas, a leitura ? considerada: fonte de informa??o, de conhecimento e de cultura; meio para desenvolverem o pensamento cr?tico e meio para se divertirem. Quanto ? escrita, revelam que ? empregada em resumos de textos, no relato de experi?ncias, na avalia??o e no registro de reflex?es pessoais. Freq?entemente, h? retorno da produ??o escrita ?s professorandas com coment?rios, notas ou direcionamentos espec?ficos apostos pelo professor, convidando-as a um exerc?cio de reescrita. Observou-se, nas respostas das professorandas, preocupa??o com os conte?dos da m?dia.

Made available in DSpace on 2014-12-17T14:46:57Z (GMT). No. of bitstreams: 1 GabrielaSMM_DISSERT.pdf: 1308781 bytes, checksum: c4efdf44a5581756293b964676423dd6 (MD5) Previous issue date: 2012-10-26 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / O estudo teve como objetivo validar instrumentos para avalia??o do conhecimento e habilidade acerca da higieniza??o simples das m?os (HSM). Estudo quantitativo, metodol?gico, desenvolvido em duas etapas: levantamento da literatura para subsidiar a constru??o de dois instrumentos para avalia??o o conhecimento e a habilidade sobre HSM, sendo um question?rio do conhecimento com 12 quest?es objetivas e um roteiro estruturado composto por 14 passos da t?cnica; e a segunda com a identifica??o e sele??o dos ju?zes e submiss?o dos instrumentos para avalia??o. Para identifica??o dos ju?zes foi realizado contato com as coordena??es dos cursos de enfermagem das universidades do Rio Grande do Norte e solicitado contato dos docentes das disciplinas de semiologia e/ou semiot?cnica da enfermagem. A amostra foi composta por 27 ju?zes, adotados como crit?rios de inclus?o: enfermeiros, docentes da disciplina de semiologia e/ou semiot?cnica, m?nimo de um ano de experi?ncia, sendo da Universidade Federal do Rio Grande do Norte/UFRN, Universidade Estadual do Rio Grande do Norte e uma universidade particular do Estado do Rio Grande do Norte. A avalia??o dos itens dos instrumentos ocorreu a partir da classifica??o em adequado, adequado com altera??es e inadequado; nos dois ?ltimos casos deveriam ser explicitadas sugest?es para melhoria dos itens e a avalia??o geral de cada instrumento a partir de 10 requisitos. Ap?s a avalia??o foi realizada a valida??o de conte?do com aplica??o do ?ndice Kappa e ?ndice de Validade de Conte?do (IVC), aceitando ?ndices superiores a 0,61 e 0,75, respectivamente. Este estudo obteve parecer favor?vel do Comit? de ?tica em Pesquisa do Hospital Universit?rio Onofre Lopes (CAAE n? 0002.0.294.000-10). Os dados coletados foram organizados em planilha eletr?nica, exportados para o software estat?stico e analisados por meio de estat?stica descritiva. O levantamento da literatura contemplou 19 estudos, predominaram artigos cient?ficos, entre 2008 a 2010, com distribui??o mundial, p?blico alvo de profissionais da sa?de. Quanto ?s caracter?sticas dos instrumentos, destacaram-se: dados sociodemogr?ficos; conhecimentos sobre higieniza??o das m?os (HM); t?cnica de HM; revis?es sobre HM e recomenda??es para melhoria da pr?tica. Evidenciou-se varia??o na t?cnica de HM com ?gua e sab?o. Das 12 quest?es do conhecimento, tr?s atingiram n?vel perfeito de concord?ncia (Kappa e IVC = 1,00). As demais foram consideradas adequadas com altera??es, sendo as principais sugest?es sobre clareza das quest?es. Dos 14 itens do roteiro estruturado, oito n?o atigiram n?vel perfeito de concord?ncia, mas todos estavam dentro dos valores de IVC e Kappa estabelecidos. As sugest?es tratavam especialmente sobre o vocabul?rio e clareza dos itens. Na avalia??o geral dos instrumentos, o question?rio do conhecimento obteve IVC de 0,91 e Kappa de 0,82, e o roteiro estruturado IVC de 0,95 e Kappa de 0,91. Os instrumentos podem ser considerados v?lidos quanto ao conte?do, sendo satisfat?rios e adequados para a mensura??o do conhecimento e da habilidade sobre a HSM, demonstrando a import?ncia de se realizar valida??o pr?via do instrumento de avalia??o

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-22T12:30:27Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SimoneBarbosaPereira.pdf: 1911161 bytes, checksum: 8274b42d34b16d295141ae46b63f2ed9 (MD5) / Made available in DSpace on 2018-08-22T12:30:27Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_SimoneBarbosaPereira.pdf: 1911161 bytes, checksum: 8274b42d34b16d295141ae46b63f2ed9 (MD5) Previous issue date: 2016-12-20 / Good practices in childbirth and birth care do not constitute a new theme. They have gained notoriety due to the excessive use of invasive technologies and a high number of cesarean sections, in which Brazil ranks first in the world scale. One of the drivers of these changes was the launch by the World Health Organization in 1985 of the document entitled "Appropriate technologies for childbirth and birth". This document has promoted the adoption of good practices in care delivery and birth, capable of breaking with traditional models of intervention at delivery and birth, through new methodologies and intervention technologies aimed at the humanization of childbirth. Based on this proposal, the present study aimed as its general objective: To implement the good practices of attention to childbirth and birth, recommended by the World Health Organization, in a medium-sized Hospital Obstetric Unit. As specific objectives, this study considered: Know the professionals' perception professionals of an obstetric hospital unit on the good practices of attention to childbirth and birth, recommended by the World Health Organization; and, Describe the construction and validation steps of a construct of good practices of attention to childbirth and birth, to be implemented in an Obstetric Unit of habitual risk. In order to meet the first specific objective, a qualitative research was carried out, using the focal group technique, with the participation of the multidisciplinary team of the Obstetric Unit of habitual risk, of a medium-sized institution, from April to June 2016. The second specific objective was taken from a methodological survey, carried out between August and October 2016, with the participation of 12 judges from the obstetric area, national level, between the first and second round Delphi. From the data resulting from the first specific objective and codified by content analysis, three thematic categories emerged: good practices and their meanings; from the biological character to the singular and multidimensional care; from the punctual and fragmented conception to the network of attention to childbirth and birth. It was concluded that good practices in childbirth care and birth, in addition to making it possible to rethink the obstetric model and contribute to the organization of the maternal and child health care network, stimulate the role of women in their multiple dimensions. In response to the second specific objective, was obtained, in the judges' analysis, a return of 12 instruments evaluated in the first round and seven instruments in the second round Delphi. In the first round, significant suggestions for changes were made in relation to the items of the dimensions of the construct, in which the judges presented convergences in relation to the mission, vision and values, but suggested changes in the item "assignments of each professional in the team". The construct was considered valid, both in content and appearance, and could contribute to subsidize good practices of attention to childbirth care and birth in local and national territory. It is concluded that, besides the governmental initiatives, it is necessary that the health professionals are responsible for and assume the good practices of attention to childbirth and birth as a possibility of transformation of the obstetric model. As a way of broadening the reflections and qualifying the good practices of attention to childbirth and birth at the Obstetric Unit, the origin institution of the principal researcher, she presented to the managers and multi professional team the validated construct, in days and at times previously scheduled. In addition, a graphical representation of the Construct of Good Practices of Attention to Childbirth and Birth, validated by the Judges of the obstetric area, was prepared, which will be exposed at the main entrance of the Obstetric Unit in question. / As boas práticas de atenção ao parto e ao nascimento não se constituem em temática nova. Elas ganharam notoriedade pelo uso excessivo das tecnologias invasivas e elevado número de cesarianas, nas quais o Brasil figura em primeiro lugar na escala mundial. Um dos propulsores dessas mudanças foi o lançamento, pela Organização Mundial da Saúde, no ano de 1985, do documento “Tecnologias apropriadas para o Parto e Nascimento”. Este documento impulsionou a adoção de boas práticas na atenção ao parto e ao nascimento, capazes de romper com modelos tradicionais de intervenção ao parto e ao nascimento, por meio de novas metodologias e tecnologias de intervenção voltadas para a humanização do parto. Com base nesta aposta, o presente estudo teve como objetivo geral: Implementar as boas práticas de atenção ao parto e ao nascimento, preconizadas pela Organização Mundial da Saúde, em uma Unidade Obstétrica Hospitalar de médio porte. Como objetivos específicos este estudo considerou: Conhecer a percepção dos profissionais de saúde de uma unidade hospitalar obstétrica sobre as boas práticas de atenção ao parto e ao nascimento, preconizadas pela Organização Mundial da Saúde; e, Descrever as etapas de construção e de validação de um construto de boas práticas de atenção ao parto e ao nascimento, a ser implementado em uma Unidade Obstétrica de risco habitual. Para atender ao primeiro objetivo específico foi realizada uma pesquisa qualitativa, por meio da técnica de grupo focal, com a participação da equipe multiprofissional da Unidade Obstétrica de risco habitual, de uma instituição de médio porte, no período de abril a junho de 2016. O segundo objetivo específico foi atendido a partir de uma pesquisa metodológica, realizada entre os meses de agosto e outubro de 2016, com a participação de 12 juízes da área obstétrica, de âmbito nacional, entre a primeira e a segunda rodada Delphi. Dos dados resultantes do primeiro objetivo específico e codificados pela análise de conteúdo resultaram três categorias temáticas: boas práticas e seus significados; do caráter biológico ao cuidado singular e multidimensional; da concepção pontual e fragmentada à rede de atenção ao parto e ao nascimento. Concluiu-se que as boas práticas de atenção ao parto e ao nascimento, além de possibilitarem o repensar do modelo obstétrico e contribuírem na organização da rede de atenção à saúde materno infantil, estimulam o protagonismo da mulher em suas múltiplas dimensões. Em resposta ao segundo objetivo específico obteve-se, na análise dos juízes, um retorno de 12 instrumentos avaliados na primeira rodada e sete instrumentos, na segunda rodada Delphi. Na primeira rodada foram realizadas sugestões significativas de mudanças em relação aos itens das dimensões do construto, nos quais os juízes apresentaram convergências em relação à missão, à visão e aos valores, mas, sugeriram mudanças no item “atribuições de cada profissional na equipe”. O construto foi considerado válido, tanto em conteúdo quanto em aparência, e poderá contribuir para subsidiar as boas práticas de atenção ao parto e ao nascimento em âmbito local e em território nacional. Considera-se que, para além das iniciativas governamentais, é preciso que os profissionais de saúde se corresponsabilizem e assumam as boas práticas de atenção ao parto e ao nascimento como possibilidade de transformação do modelo obstétrico. Como forma de ampliar as reflexões e qualificar as boas práticas de atenção ao parto e ao nascimento na Unidade Obstétrica, instituição de origem da pesquisadora principal, a mesma apresentou para os dirigentes e equipe multiprofissional o construto validado, em dias e horários previamente agendados. Salienta-se, enfim, que foi confeccionada uma representação gráfica do Construto de Boas Práticas de Atenção ao Parto e ao Nascimento, validado pelos Juízes da área obstétrica, o qual ficará exposto na entrada principal da Unidade Obstétrica em questão.