Background: The present research is the first multi-modal study of language deficits in long-term PFT survivors to date. In addition to a detailed neuropsychological assessment of language, this thesis investigated neural correlates of language processing by employing functional (fMRI) and diffusion (DTI) magnetic resonance imaging techniques. Method: Twenty-one PFT survivors, aged 16-21, and twenty-two matched healthy volunteers completed a series of neuropsychological assessments, task-based language fMRI study (targeting semantic retrieval and speech articulation), and a DTI study. The patients’ clinical profiles and oro-motor functioning were also analysed. Results: Patients demonstrated significantly poorer performance in semantic content, expressive and receptive skills, verbal memory, reading and writing, visuo-motor coordination and non-verbal intelligence, with elevated internal variability of the linguistic profiles, when compared to controls. Semantically-related language skills contributed more to the between-group differences than non-verbal cognitive skills. A significant association between language and non-verbal cognitive abilities in both patients and controls was unconfounded by the age and disease. On fMRI, patients lacked metabolic response in the pre-central and post-central gyri during semantic retrieval. Broca’s, Wernike’s and Geschwind’s areas responded similarly in both hemispheres, with no significant differences between the groups. In all participants Language Content Index predicted the BOLD response on the border of the left lateral occipital cortex and angular gyrus. Expressive Language Index predicted BOLD response in the right frontal pole, paracingulate gyrus, superior frontal gyrus, and middle frontal gyrus. In healthy controls, articulation of speech was associated with activation in the Crus I and Crus II of the right cerebellar hemisphere. Semantic load triggered activation in the Crus VI and VIIb of the vermis, as well as right lobules V and VI of the cerebellum. DTI revealed a global decrease in the fractional anisotropy and increase in the diffusivity scalars in patients, compared to controls, but not different between those patients that received and did not receive radiotherapy. Patients also demonstrated significant reduction in FA index in the bilateral arcuate fasciculus and increased diffusivity in the bilateral SCP. The FA index in the segments of the left-hemispheric cortico-spinal tract, anterior thalamic radiation, superior longitudinal fasciculus and inferior fronto-occipital fasciculus, positively predicted Language Content Index score in patients. Clinical profiles analysis indicated that younger age at diagnosis, radiotherapy treatment and longer duration of mutism (if present) were associated with the poorest language outcomes. Patients with the longest recovery time demonstrated the best manual dexterity abilities. 38% of the patients that met the criteria for a diagnosable language disorder also had reduced oro-motor functioning and reduced FA within left arcuate fasciculus, compared to the remaining patients. Conclusions: Despite the fact that PFTs do not directly impact cortical language-associated areas, patients, particularly those treated with radiotherapy at a younger age, demonstrate deficits in all aspects of language processing. Semantic processing difficulties in PFT survivors are underpinned by the diminished cortical metabolic response during associated task performance, and microstructural changes in the left-hemispheric white matter. Tumours affecting the right cerebellar hemisphere may further predispose patients to developing difficulties in accessing language semantics.

Orientador: Jair Lopes Júnior / Banca: Aline Maria de Medeiros Rodrigues Reali / Banca: Nelson Antonio Pirola / Resumo: A literatura admite a relevância de diferentes modalidades de saberes ou de conhecimentos envolvidos nos processos de aprendizagem profissional da docência. Nesta pesquisa admite-se que repertórios comportamentais que definem a execução de análise funcional descritiva se contituiriam em exemplos de saberes docentes. Esta pesquisa avalia a quisição desta modalidade de saber docente por professoras com distintas formações pedagógicas e que ministram conteúdos de matemática no ensino fundamental. Participaram 2 professoras: P1, licenciada em Matemática (8ª. série) e P2, em Pedagogia (4ª. série). O procedimento foi dividido em 3 etapas. Na Etapa 1, ocorreram: a) entrevista inicial, b) registros, em vídeo, de aulas referentes a duas unidades didáticas (UD1 e UD2), c) entrevista na ausência de episódios das aulas gravadas da UD1 e d) entrevista na presença de episódios de vídeo das aulas da UD1. Na Etapa 2, ocorreram: a) apresentação de um modelo de análise funcional descritiva pela professora; e d) apresentação do modelo de análise funcional da pesquisadora sobre esses episódios. Na Etapa 3, houve: a) registro, em vídeo, das aulas da UD3; e diante dos episódios das aulas da UD3, b) solicitação de elaboração de análise funcional descritiva e, c) solicitação de elaboração de análises comparativas entre as interpretações das aulas das UDs 2 e 3. Verificou-se, nas Etapas 1 e 2, consistências entre as ações registradas em vídeo (práticas transmissivas e a liberação de reforços independentes da manifestação das relações de controle de estímulo previstas) e os relatos das professoras (ênfase na obtenção da resposta correta, desvinculadas das condições nas quais foram emitidas). As características foram registradas, tanto na presença, quanto na ausência dos episódios das aulas da UDI e mostraram-se distantes... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The literature admits the importance of different knowledge models or concepts in learn process of professional teacher. This research is based in behavior concepts that define the execution of descriptive functional analysis are based in samples of teacher knowledge. This research evaluates the aquisition of teacher knowledge models by teachers with distenctive pedagogic formation and to minister mathematics contents in elementary school. Two teachers are studied: P1, mathematics formation (8ª grade) and P2, Pedagogic formation (4ª grade). The experiment had three steps. Step 1: a) initial report; b) record, in tape, of class about two didatic units (UD1 e UD2); c) absent report; e d) report in presence of class tapes in UD1. Step 2: a) exposition of a descriptive functional analyze model by research about episode show in UD1 class; b) exhibition of episode in UD2 class; c) solicitation of descriptive functional analyze work by teacher; e d) research exposition of a descriptive functional analysis model about this episodes. Step 3: a) record, in tape, of UD3 class; and in front of the UD3 class episodes, b) solicitation of descriptive funcional analyze work and, c) solicitation of comparative work analysis between the 2 and 3 UDs class interpretation. In Steps 1 and 2 are founded consistencies between the actions records in tape (transmission practices and liberation of reinforcements independent of the relations of control manifestation of preview stimulus) and teachers reports (emphasis in correct answer, independent of condition that she was emited). The characteristics were recorded, as in presence, as in absence of UD1 class and show distance of the definition of the descriptive functional analyze. In step 2, properties of student performance were related with the properties of adopted practices. In step 3, P1 evidenced re-incidence... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-20Bitstream added on 2014-06-13T20:18:43Z : No. of bitstreams: 1 sparvoli_dap_me_bauru.pdf: 633649 bytes, checksum: e736b947775ad17eb8fe6228d0735189 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A literatura admite a relevância de diferentes modalidades de saberes ou de conhecimentos envolvidos nos processos de aprendizagem profissional da docência. Nesta pesquisa admite-se que repertórios comportamentais que definem a execução de análise funcional descritiva se contituiriam em exemplos de saberes docentes. Esta pesquisa avalia a quisição desta modalidade de saber docente por professoras com distintas formações pedagógicas e que ministram conteúdos de matemática no ensino fundamental. Participaram 2 professoras: P1, licenciada em Matemática (8ª. série) e P2, em Pedagogia (4ª. série). O procedimento foi dividido em 3 etapas. Na Etapa 1, ocorreram: a) entrevista inicial, b) registros, em vídeo, de aulas referentes a duas unidades didáticas (UD1 e UD2), c) entrevista na ausência de episódios das aulas gravadas da UD1 e d) entrevista na presença de episódios de vídeo das aulas da UD1. Na Etapa 2, ocorreram: a) apresentação de um modelo de análise funcional descritiva pela professora; e d) apresentação do modelo de análise funcional da pesquisadora sobre esses episódios. Na Etapa 3, houve: a) registro, em vídeo, das aulas da UD3; e diante dos episódios das aulas da UD3, b) solicitação de elaboração de análise funcional descritiva e, c) solicitação de elaboração de análises comparativas entre as interpretações das aulas das UDs 2 e 3. Verificou-se, nas Etapas 1 e 2, consistências entre as ações registradas em vídeo (práticas transmissivas e a liberação de reforços independentes da manifestação das relações de controle de estímulo previstas) e os relatos das professoras (ênfase na obtenção da resposta correta, desvinculadas das condições nas quais foram emitidas). As características foram registradas, tanto na presença, quanto na ausência dos episódios das aulas da UDI e mostraram-se distantes... / The literature admits the importance of different knowledge models or concepts in learn process of professional teacher. This research is based in behavior concepts that define the execution of descriptive functional analysis are based in samples of teacher knowledge. This research evaluates the aquisition of teacher knowledge models by teachers with distenctive pedagogic formation and to minister mathematics contents in elementary school. Two teachers are studied: P1, mathematics formation (8ª grade) and P2, Pedagogic formation (4ª grade). The experiment had three steps. Step 1: a) initial report; b) record, in tape, of class about two didatic units (UD1 e UD2); c) absent report; e d) report in presence of class tapes in UD1. Step 2: a) exposition of a descriptive functional analyze model by research about episode show in UD1 class; b) exhibition of episode in UD2 class; c) solicitation of descriptive functional analyze work by teacher; e d) research exposition of a descriptive functional analysis model about this episodes. Step 3: a) record, in tape, of UD3 class; and in front of the UD3 class episodes, b) solicitation of descriptive funcional analyze work and, c) solicitation of comparative work analysis between the 2 and 3 UDs class interpretation. In Steps 1 and 2 are founded consistencies between the actions records in tape (transmission practices and liberation of reinforcements independent of the relations of control manifestation of preview stimulus) and teachers reports (emphasis in correct answer, independent of condition that she was emited). The characteristics were recorded, as in presence, as in absence of UD1 class and show distance of the definition of the descriptive functional analyze. In step 2, properties of student performance were related with the properties of adopted practices. In step 3, P1 evidenced re-incidence... (Complete abstract click electronic access below)

Pesquisa realizada com alunos de graduação, na disciplina introdutória de Contabilidade e Análise de Balanço para economistas, com o objetivo de verificar se o emprego das modalidades didáticas do role-play comparativamente ao exercício grupal exerce influência no nível da percepção discente relativas ao desenvolvimento de habilidades (domínio psicomotor), satisfação (domínio afetivo) e aprendizagem (domínio cognitivo). A pesquisa usou o estilo do ?quase-experimento?, aplicado em duas turmas de 28 e 32 alunos. Considerando aspectos éticos relativos a possíveis prejuízos na aprendizagem discente, ambas modalidades didáticas (role-play e exercício grupal) foram aplicadas de maneira alternadas em cada uma das turmas, ocasionando que cada turma desempenhou a dupla função de grupo controle e grupo experimental ao mesmo tempo. Nas duas turmas controles foram aplicados um exercício grupal que tinha por objetivo buscar a reversão econômicofinanceira de uma Cia Aérea em dificuldades por meio da tomada de decisões. Nas turmas experimentais, os mesmos objetivos anteriores foram aplicados à modalidade didática do roleplay. Paralelamente, aplicou-se o questionário ILS desenvolvido por Kolb para identificar os estilos de aprendizagem dos alunos, cujo objetivo era verificar se havia alguma influência dos estilos e o nível da percepção discente. Por outro lado, o questionário da avaliação docente tinha por objetivo verificar se havia alguma diferença no nível da percepção discente antes (pré-teste) e depois do quase-experimento (pós-teste). Como instrumentos de coleta de dados foram utilizados questionários e um focus group. Os resultados demonstram: a) existência de diferenças ?entre as turmas? e ?turmas isoladas? no nível da percepção da aprendizagem, desenvolvimento de habilidades (analíticas e de pesquisa), satisfação com a participação e disposição em participar favoráveis a modalidade didática do role-play em relação ao exercício grupal. b) existência de uma ?pequena? influência no nível perceptivo discente com a inserção do role-play e exercício grupal quando segmentados nos estilos de aprendizagem. c) existência de diferença significativa no nível da avaliação docente aplicada antes do quaseexperimento e na avaliação docente após o quase-experimento relacionado ao estímulo do professor ao conteúdo do curso. Os resultados do focus group, evidenciam que o role-play é efetivamente recomendado para o aprendizado de atitudes (domínio afetivo) e desenvolvimento de habilidades de comunicação, interatividade, pesquisa e tomada de decisões (domínio psicomotor). Conclui-se, ainda, com base nos resultados alcançados, que o role-play deve ser utilizado em complementação a outras modalidades de forma a contemplar possibilidades de aprendizagem aos alunos. / This research was carried out with undergraduate students taking an introductory course on Accounting and Balance Sheet analysis for economists. It focused on verifying whether the use of role-play influenced students? level of perception as far as levels of development abilities (psychomotor domain), satisfaction (affective domes), and learning (cognitive development) go, when compared with group work. The research was conducted using ?quasi-experiment? applied to two groups ? one with 28 students and the other with 32 students. Having in mind the ethic aspects of possible harm to students? learning process, both strategies (role-play and group work) were alternatively used with the two groups, in such a way that both functioned not only as control group but also as experiment group. Both control groups performed group work aiming at finding economic and financial ways out for an Air Company in difficulty, using decision making as the means. In the experimental groups, the same activity should be carried out through role-play. Simultaneously, the researcher used the ILS questionnaire developed by Kolb to identify students? learning styles, with the objective of testing whether there was influence of different styles and the level of awareness by students. On the other hand, the questionnaire for professor evaluation sought verifying if there could be differences in the level of students? awareness before (pre-test) and after (post-test) the quasi-experiment. Questionnaires and a Focus Group were the means for the collection of data. The results showed: a) differences of perception ?among the groups? and ?isolated groups? in relation to level of awareness of learning; development of analytical and research abilities; satisfaction with participation and willingness to participate, all favoring the teaching technique of role-play over group work; b) a ?tiny? influence on student awareness level with the insertion of role-play and group work when segmented in learning styles; c) significant difference of the results in professor evaluation applied before the quasi-experiment, versus after the quasi-experiment, as far as professor incentive on course content goes. The results of the Focus Group show that role-play is effectively recommended not only for the learning of attitudes (affective domain), but also for the development of communication skills, interactivity, research and decision making (psychomotor domain). The results reached lead to the conclusion that role-playing should be used as a complement to other classroom techniques, so as to enhance students? learning possibilities.

O sujeito ingressante no ensino superior tende a passar por um processo de adaptação da sua linguagem (senso comum) para a linguagem científica, uso restrito dos centros acadêmicos e universitários, na maioria das vezes. Desta forma, o universitário passa a conviver com duas realidades - a do \"mundo prático\" e a do \"mundo acadêmico\" (MINOGUE, 1981). O universitário, então, encontra-se diante do desafio de adequar-se às novas regras e às práticas do ensino superior. A nossa pesquisa teve como objetivos verificar como estes \"sujeitos da aprendizagem\" (LEVINAS, 1998) conciliam a práxis universitária com a sua formação acadêmica, sem se desvencilhar dos objetivos das Ciências - entender a natureza. Outros dois objetivos também foram delimitados, ou seja, procuramos verificar: 1º) que significados os ingressantes do curso de Ciências Biológicas da USP dão aos conceitos - flor e fruto; 2º) se esses significados sofrem \"adequações\" ao longo de dois anos no Instituto de Ciências Biológicas da USP. Para tanto, utilizamos-nos dos instrumentos - questionário e teste de confrontação, em três momentos distintos, a saber: no primeiro dia de aula da disciplina Flora, Fauna e Ambiente, em 2006; no primeiro dia de aula na disciplina Morfologia e Anatomia de Plantas Vasculares, em meados de 2007; e no último dia de aula da disciplina Taxonomia de Fanerógamas, no final de 2007. As \"falas\" dos entrevistados foram categorizadas, com base na metodologia de Laurence Bardin (2008), onde o mesmo, comparando um \"analista\" a um \"arqueólogo\", afirma que o \"analista\" trabalha com \"vestígios\", ou seja, documentos que podem ser \"naturais\" ou \"criados\" e que permitem ao mesmo assumir uma \"postura crítica\" a partir do tratamento das mensagens que \"manipula\" para \"inferir\" conhecimentos sobre o \"emissor da mensagem\" ou sobre o \"seu meio\", por exemplo. Assim sendo, os dados nos demonstraram que os ingressantes apresentam diversos conflitos de conhecimento com os signos analisados (flor e fruto). Além disso, os mesmos buscam um referencial a ser seguido, pois ainda se encontram na fase de transição entre os dois mundos - o prático e o acadêmico. Após um ano do ingresso no curso de Ciências Biológicas, os alunos já apresentam uma estabilidade maior nas \"suas falas\", mas ainda podemos perceber que os conflitos de conhecimento permanecem. Ao final de dois anos de curso, os alunos apresentam um aumento considerável de vocabulário, o que favorece uma visão mais clara do significado dos objetos de conhecimento, mas, ao mesmo tempo, também ampliam as suas possibilidades de atribuírem significados divergentes das concepções do mundo acadêmico atribuídos aos signos. Em relação à formação profissional, os sujeitos analisados apresentam uma motivação pessoal voltada para a conclusão do curso dentro do prazo mínimo estabelecido pela Instituição de Ensino além de poderem exercer o bacharelado. Finalmente, constatamos que, no nosso caso, as práticas metodológicas voltadas para o ensino superior ainda se baseiam principalmente nas \"falas\" dos professores, ou seja, aulas expositivas e práticas de laboratório com o reforço das \"falas\" iniciais e as práticas avaliativas ainda são marcadas por dois tipos: a prova dissertativa e a prova prática. / The newcomer student in higher education tends to go through a process of adapting their language (common sense) to scientific language, restricted use of the academic centers and universities, most of the time. Thus, the University begins to face two realities - the one related to \"practical world\" and the other associated to \"academic\" (MINOGUE, 1981). The academic student, then, is faced with the challenge of adapting to new rules and practices of higher education. Our research aims to explore how these \"subjects of learning\" (LEVINAS, 1998) reconcile the practice with their university academic, not to let go of the goals of science - to understand the nature. Two other goals were also defined, i.e., we checked: 1º) what were the concepts that beginners students of the Biological Sciences degree, USP, give to - flower and fruit, and 2º) whether these meanings are suffering \"adjustments\" over two years at the of Biological Sciences degree at USP. We used ourselves the following tools: questionnaire and test of confrontation, in three separate stages, namely: the first day of school discipline Flora, Fauna and Environment, in 2006, the first day of school discipline Morphology and Anatomy Vascular Plants in mid - 2007, and the last day of school discipline Taxonomy Phanerogam at the end of 2007. The \"lines\" of the respondents were categorized based on the methodology Laurence Bardin (2008), where the same, comparing an \"analyst\" to an \"archaeologist\", states that the \"analyst\" working with \"traces\", i. e. documents that can be \"natural\" or \"created\" and allow him to even take a \"critical attitude\" from the processing of messages that \"handles\" to \"infer\" knowledge of the \"sender\'s message\" or on \"your way \"for example. Therefore, the data showed us that the freshmen have several conflicts with knowledge of the signs examined (flower and fruit). Moreover, they find out a reference to be followed, as still in transition between the two worlds - the practical and academic. After a year of enrolling in the course of Biological Sciences, students already have a greater stability in their \"speech, but we can see that the conflict of knowledge remain. At the end of two-year course, students present a considerable increase in vocabulary, which clarifies the view of the significance of the objects of knowledge, but at the same time, also expand their ability to attach different meanings of the conceptions of the world academic attributed to signs. Regarding training, the subjects discussed have a personal motivation toward completing the course within the time limit set by the education institution and they can pursue a bachelor\'s degree. Finally, we found out that, in our case, methodological practices aimed at higher education is still mainly based on \"lines\" of teachers, i.e., lecture and laboratory practice with the strengthening of \"speech\" and initial assessment practices have are marked by two types: the essay question exams and practical exam.

The diploma thesis discusses the issue of innovation in education. Although society and the requirements of a competetive person are changing Czech schools use only few innovative elements. The main objective is to identify and explain the current situation and find out when and why innovations are or are not implemented. Conditions are described as external (legislative, financing, staffing), but also the internal (teacher's personality, motivation, innovative potential). The research design is a case study, Hejny method at the chosen school. By means of semi-structured interviews with the main persons involved (teachers, school headmaster) identifies the events, changes, but also the participating actors and conditions and uncovers their role in the process, development in time. The author uses the 4-level public political cycle model, Multiple-streams theory, force field analysis and Model of change. The author reveals the key role players (the policy entrepreneurs and opponent of change). Many forming conditions is discovered. That is systemic, personal, organizational and social conditions. The work provides recommendations for the chosen school to successfully conclude the change. General recommendations for implementing innovation are also included.

The diploma thesis is focused on inclusive education in selected elementary school in Central Bohemian region, it`s dedicated to theme of inclusion and existing support system. In theoretical part of the diploma thesis is devoted to inclusive education and describes its progression, also it`s dedicated to legislative documents related to this theme. In practical part, selected elementary school is introduced and securing of inclusive eduacation is described. The aim of diploma thesis is to describe the history and current status of inclusive education in selected school. The aim is also to suggest opportunities for school development in inclusive education. Practical part is realized by document analysis and interviews. In interviews were asked eight teachers from first and second grade, educational consultant, school psychologist and prevention methodologist were asked in interviews. Interviews based questionnare was created for all members of teaching staff, which was also evaluated. KEYWORDS Case study, inclusive education, existing support system

A intertextualidade é um mecanismo cognitivo, textual e discursivo para construção das relações interacionais, sendo utilizado por diversos ramos da ciência social, na construção e análise de textos e discursos. Quanto mais elaborado e preciso for o uso do intertexto, mais domínio da língua/linguagem o sujeito demonstra, merecendo, por isso mesmo, atenção e estudo para compreensão desse fenômeno. Contudo, será que o ensino da língua portuguesa dá atenção a esse fenômeno? Será que os livros didáticos de língua portuguesa, nas atividades propostas aos estudantes, abordariam insuficientemente ou não abordariam essa temática? O objetivo da pesquisa é investigar a intertextualidade, a partir da análise das atividades propostas aos estudantes, em livros didáticos de Língua Portuguesa do 9 ano. No presente trabalho, discutimos o critério da intertextualidade como elemento constitutivo do texto, na perspectiva do Interacionismo Social. Para tanto, apoiamo-nos na noção de texto apresentada por Beaugrande (1997), que se baseia em três ações de constituição realizadas num determinado evento comunicativo: a social, a cognitiva e a linguística. Utilizamo-nos também da fundamentação teórica sobre intertextualidade, a partir da Linguística Textual, em Koch (2003, 2004, 2006, 2007, 2009, 2011) e Koch, Bentes e Cavalcante (2007). O corpus é composto por dois livros didáticos, selecionados entre os aprovados no PNLD 2014, através dos quais, de forma quantitativa, contabilizaram-se as oportunidades de aprendizagem da intertextualidade, a partir da categorização Stricto Sensu intertextualidade explícita, temática, estilística e implícita -, e de forma qualitativa, analisa-se como essas oportunidades de aprendizagem da intertextualidade são abordadas no livro. Os resultados revelam que o uso da intertextualidade ainda se prende ao aspecto da categoria explícita, basicamente aos processos de citação direta, indireta e indireta livre, e à intertextualidade temática. A intertextualidade implícita e estilística, por sua vez, são pouco abordadas nos livros didáticos estudados. Percebe-se que as oportunidades de aprendizagem da intertextualidade aparecem em maior quantidade no eixo de ensino da Leitura, sendo pouco evidenciadas no eixo de ensino da Produção de Texto. No que se refere ao eixo da Oralidade, não há ocorrências de oportunidades de aprendizagem nos livros analisados. Os resultados servem como base para discussões sobre o ensino da intertextualidade nas aulas de língua portuguesa nas escolas, evidenciando uma perspectiva de mudança na atenção a esse fenômeno nas aulas. / Intertextuality is a cognitive, textual and discursive mechanism for the construction of interactional relationships, being used by several lines of work of the social sciences, in the construction and analysis of speeches. The more elaborate and precise the use of intertext, more command of the language the subject demonstrates , deserving, therefore, attention and study to understand this phenomenon. In this dissertation, we discuss the criterion of intertextuality as a constitutive element of the text, from the perspective of social interactionism. However, does the Portuguese language teaching pays attention to this phenomenon? would the textbooks of the Portuguese language address insufficiently or not this issue in the proposed activities to students,? The objective of the research is to investigate intertextuality, based on the analysis of the proposed activities to students in textbooks of the Portuguese Language, in 9th grade. In this dissertation, we discuss the criterion of intertextuality as a constitutive element of the text from the perspective of Social Interactionism. For this, We work with the notion of text by Beaugrande (1997), which is based on three constitution of actions taken in a given communicative event: social, cognitive and linguistic. We also work with the theoretical framework of intertextuality from the Textual Linguistics in Koch (2003, 2004, 2006, 2007, 2009, 2011) and Koch, Bentes and Cavalcante (2007). The objective of the research is to investigate the intertextuality in textbooks of Portuguese Language in 9th grade. Thus, the corpus consists of two textbooks, selected among those approved by the PNLD 2014, by which, quantitatively, chalked up the learning opportunities of intertextuality by categorization stricto sensu - explicit , theme, stylistic and implicit intertextuality - and qualitatively, it analyzes how these learning opportunities of intertextuality are addressed in the book. The results show that the use of intertextuality still holds the aspect of explicit category, basically the direct, indirect and free indirect speeches processes, and thematic intertextuality. The implicit and stylistic intertextuality, in turn, are not covered in the textbooks studied. It is noticed that the intertextuality of learning opportunities are more numerous in reading education axis, with little evidence in the teaching axis of text production. In respect to the axis of Oralidade, no learning opportunities occurrences were found in the analyzed books. The results provide the basis for discussions on the teaching of intertextuality in the Portuguese language classes in schools, showing a change of perspective in attention to this phenomenon in class.

Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesson study as a way of teachers\'' professional development, which has been conducted since Meiji Period in Japan and is conducting for today\''s teaching in classroom. Then it clarifies how Iranian mathematics teachers encountered with this method. Finally, the finding of this research addresses a general translated model of lesson study that is preferred to apply lesson study for Iranian culture of education.

The problem, to make a study of the elementary science programs in leading schools of Texas and other Southern states as compared with the course of study from the Thirty-first Yearbook of the National Society for the Study of Education, was chosen as a result of the realization that elementary science has not been given the place in the curriculum that it should have.