A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Social Science Education at the University of Zululand, South Africa, 2014 / Effective time utilisation leads to greater freedom to use time as one would like to: to do more of the things one has always wanted to do; in short to enjoy life more. Like in any other business organisation, time for planning, organising, leading and controlling is managed carefully. The principal needs time to perform all the above mentioned tasks. In this study, the author accentuates that it is disconcerting that from time to time, there are schools that do not even have a time table when the schools open at the beginning of the year. It would be interesting to know how much time might be wasted as a result of a lack of planning, lack of priorities, paperwork and reading, meetings, unclear objectives, procrastination, lack of delegation, incompetent subordinates and many other time wasters. The purpose of the study was to determine the school principal’s understanding of the time management task and explore how effective school principals manage time in performing their different tasks. Fifty principals from Phumelela and Umbumbulu Circuits, under the Umlazi District completed a survey questionnaire and semi structured interviews were conducted. The researcher was able to determine the pattern of time usage. The findings revealed that factors hampering time management include among other things meetings that principals have to attend, departmental expectations, visitors, the organisational stress, administrative obligations and inability to differentiate between urgent and important matters to attend to hampers the principal’s time management tasks. The study among other things recommended that the provincial education departments need to provide appropriate training for school governing bodies that a well organised and goal directed system should operate to control school visitors in the schools’ interest.

<p>The problem focused in the thesis has its ground in the crossroads between a manifold school-time and shared as well as individual rhythms of pupils. The thesis builds on a theoretical assumption that cultural structures in time are of meaning for an understanding of ourselves and of others, and works as a frame for contemporary values and constraints, especially in school. The aim is to understand and create a thick description of the phenomenon time as a condition for positioning, as young high school pupils see and deal with it. The contexts for their descriptions are three specific schools, challenging traditional ways of studying in time by offer independency, one by distance education, one by mobility between independency and timed lessons, and one by an independent project in an otherwise ordinary timetable. </p><p>The empirical material is mainly based on interviews, letters and drawings, collected from thirty pupils, ten from each school. The study is conducted and analysed in means of an abductive methodology, and use senzitising concepts to withdraw units of meaning, relating the descriptions of pupils to theoretical assumptions.</p><p>Time as a condition for positioning is a way of balancing between structure and individual acts. Time in school is created and dealt with in the crossroads between feelings of freedom to, of being in control of and/or close to, and their opposites, feelings of freedom from, or being controlled by and/or on distance. Dreams of spontaneity, closeness and intensity give way to certain temporal dilemmas in a school-time with contradictory values. The rhythms outlined by some of the pupils support the dreams described, as well as they underline the pupils’ need for temporal frames that see and confirm their performances here and now, as well as in the future. Time as an analytical filter reveals a meaning of time as enclosing lines and circles, present moments and stretched lives, school-time and other times. </p>

The problem focused in the thesis has its ground in the crossroads between a manifold school-time and shared as well as individual rhythms of pupils. The thesis builds on a theoretical assumption that cultural structures in time are of meaning for an understanding of ourselves and of others, and works as a frame for contemporary values and constraints, especially in school. The aim is to understand and create a thick description of the phenomenon time as a condition for positioning, as young high school pupils see and deal with it. The contexts for their descriptions are three specific schools, challenging traditional ways of studying in time by offer independency, one by distance education, one by mobility between independency and timed lessons, and one by an independent project in an otherwise ordinary timetable. The empirical material is mainly based on interviews, letters and drawings, collected from thirty pupils, ten from each school. The study is conducted and analysed in means of an abductive methodology, and use senzitising concepts to withdraw units of meaning, relating the descriptions of pupils to theoretical assumptions. Time as a condition for positioning is a way of balancing between structure and individual acts. Time in school is created and dealt with in the crossroads between feelings of freedom to, of being in control of and/or close to, and their opposites, feelings of freedom from, or being controlled by and/or on distance. Dreams of spontaneity, closeness and intensity give way to certain temporal dilemmas in a school-time with contradictory values. The rhythms outlined by some of the pupils support the dreams described, as well as they underline the pupils’ need for temporal frames that see and confirm their performances here and now, as well as in the future. Time as an analytical filter reveals a meaning of time as enclosing lines and circles, present moments and stretched lives, school-time and other times.

In this work positive development of pupils of 7-10 classes is discussed by means of correct prodriving free time at school. In work the analysis of the scientific literature is used: is acquainted with development of teenagers, also is acquainted with a free time of teenagers. It is still discussed, at school free time communication(connection) to educational process. Also we learn(find out) opportunities of development of pupils of 7-10 classes by means of correct prodriving free time at school. Research was carried out(was spent) in 2005. Research was spent with the help of the questionnaire which has consisted of the open and closed questions, the analysis of some compositions of pupils also was. Tasks of research was: to investigate as pupils of 7-10 classes spend the free time; to investigate necessity of correct prodriving free time at school and also to investigate public opinion concerning an opportunity of correct prodriving a free time at school. The conclusion of research has shown, that one of the important attributes of development of teenagers is his(its) environment. Therefore it is very important for the teenager a social, cultural, external environment in which the teenager lives and spends the free time. During research was is established, that the big influence on a life of the teenager renders his(its) free time prodriving (an artwork, public or sports job and таму similar). Good job at leisure should satisfy interests of the teenager, and is especial -... [to full text]

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-20T13:13:27Z No. of bitstreams: 2 Dissertação - Tauã Carvalho de Assis - 2016.pdf: 2075150 bytes, checksum: 9ca13a3876e7d1df008be0d8a48e6525 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-20T13:15:17Z (GMT) No. of bitstreams: 2 Dissertação - Tauã Carvalho de Assis - 2016.pdf: 2075150 bytes, checksum: 9ca13a3876e7d1df008be0d8a48e6525 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-20T13:15:17Z (GMT). No. of bitstreams: 2 Dissertação - Tauã Carvalho de Assis - 2016.pdf: 2075150 bytes, checksum: 9ca13a3876e7d1df008be0d8a48e6525 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-02-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this thesis, we investigate the emotional reactions of twenty-three children, from 3rd to 5th year of elementary school, from a public school in Jataí-Goiás, which offers the possibility of full-time students by the federal government strategy entitled More Education Program. Specifically, we seek to understand how children, target-school students, affectively responded to (a) the expansion of its school day from four to seven hours daily; (b) the inclusion of new activities of artistic, cultural and sporting character at school; and (c) the introduction of new instructoring subjects, monitors, at school. We use, both in collection and in data analysis, qualitative and interpretative research methods. The data collection instruments consisted of questionnaire, interview and field observation. We also use some quantitative data, mostly in tables and charts, in order to illustrate the responses and affective reactions of children to our research questions. As a theoretical framework of this research, we rely primarily on studies of Henri Wallon Psychogenetical Theory. From his Full Person Theory, as well as its understanding of human affection and its manifestations is that we designed this study. For this theory, there is a strong interdependence between affection and learning. Through ethnographic research with children participating in the More Education Program in the target-school, from January to June of 2015, and the wallonian theoretical framework, we show that affection becomes an intrinsic component in the relationship of the individual learner with the studied strategy. Therefore, we confirm that the affections, which might be, roughly speaking, expressed in pleasant or unpleasant shades, directed the reaction of students, subjects in this study, to the More Education Program. The results of this research allow us to (re)affirm the inseparable relationship between affection and learning in school and in the teaching and learning processes. We notice also, the existence of doubly oriented affective responses: in other words, interdependent. / Neste trabalho, investigamos as reações afetivas de vinte e três crianças, do 3º ao 5º ano do ensino fundamental, de uma escola pública de Jataí-Goiás, que oferta a possibilidade do tempo integral aos alunos por meio da estratégia do governo federal intitulada de Programa Mais Educação. Especificamente, buscamos compreender como as crianças, alunas da escola-alvo, reagiam afetivamente frente (a) à ampliação de sua jornada escolar de quatro para sete horas diárias; (b) à inserção de novas atividades de caráter artístico, cultural e esportivo no espaço escolar; e (c) à introdução de novos sujeitos ensinantes, os monitores, na escola. Utilizamos, tanto na coleta quanto na análise dos dados, métodos qualitativos e interpretativos de pesquisa. Os instrumentos de coleta de dados se consistiram em questionário, entrevista e observação de campo. Fizemos, ainda, uso de alguns dados quantitativos, majoritariamente em quadros e gráficos, a fim de ilustrarmos as respostas e as reações afetivas das crianças às nossas perguntas de pesquisa. Como referencial teórico desta pesquisa, apoiamo-nos essencialmente nos estudos psicogenéticos de Henri Wallon. A partir de sua Teoria da Pessoa Completa, bem como de sua compreensão da afetividade humana e de suas manifestações é que projetamos este estudo. Para este teórico, existe uma forte relação de interdependência entre afetividade e aprendizagem. Por meio da pesquisa etnográfica com crianças participantes do Programa Mais Educação na escola-alvo, de janeiro a junho de 2015, e do aporte teórico walloniano, demonstramos que a afetividade se faz componente intrínseco na relação do sujeito aprendente com a estratégia estudada. De tal modo, confirmamos que a afetividade, podendo de formas gerais, ser expressa em tonalidades agradáveis ou desagradáveis, direcionou a reação dos alunos, sujeitos desta pesquisa, ao Programa Mais Educação. Os resultados desta investigação nos permitem (re)afirmar a relação indissociável entre afetividade e aprendizagem na escola e nos processos de ensino e aprendizagem. Pudemos perceber ainda, a existência de respostas afetivas duplamente orientadas, em outras palavras, interdependentes.

MORAIS, Raquel Pereira. Ensino médio integrado no Ceará como proposta de formação para a classe trabalhadora: expressão contemporânea da dicotomia educativa. 2017. 106f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-04-17T13:36:09Z No. of bitstreams: 1 2017_dis_rpmorais.pdf: 1066264 bytes, checksum: 3ccf23aa01f0fddde5bc61efdb36cdf7 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-04-18T10:38:06Z (GMT) No. of bitstreams: 1 2017_dis_rpmorais.pdf: 1066264 bytes, checksum: 3ccf23aa01f0fddde5bc61efdb36cdf7 (MD5) / Made available in DSpace on 2017-04-18T10:38:06Z (GMT). No. of bitstreams: 1 2017_dis_rpmorais.pdf: 1066264 bytes, checksum: 3ccf23aa01f0fddde5bc61efdb36cdf7 (MD5) Previous issue date: 2017 / The following study aims to investigate the proposal of training for the working class, existing on EMI Ceará, taking it as a contemporary expression of the educational dichotomy. It is understood that the educational dichotomy is the essential category that expresses High School’s genesis, development and the current social function of professional education, at the core of which, is shown the formative orientation of class society: to a portion of the population, the broadest possibilities of propaedeutic education, to assume the positions of command and social control, while to the other, the most usual way is qualification that meets the demands of capital. The educational dichotomy exists, in this sense, as a manifestation of the social division of labour, that is worsened by the current capitalists’ ways of production. In order to achieve the precise nature of this study’s object, was performed the analysis of documents and laws concerning general education and full time high school education, specifically those such as the Education for All in Brazil Report, the National Education Guidelines and Bases Law, the National Curriculum Guidelines for Professional Education, the Ceará State Full Time High School’s Policies Management Report (from 2008 to 2014), among others. This research has as theoretical-methodological reference the historical and dialectical materialism and the Marxist-Lukácsian method, which implies, in the foreground, the take of labour as founding complex of the social being, and education as a founded complex. From there, follows the way that mankind produces its existence, at a particular historical moment, by means of work and its resulting relations, is characterized the becoming of human sociability. On the current historical period, work as well as the others social complexes are crossed by a crisis in the capital system that Mészaros (2002) describes as of structural nature, with severe repercussions on education, being significant the interference of multilateral financial organization on global and national education guidelines, as well as the approximation of school practice that informs the capitalist market. These facts, per our research, are also present in the State of Ceará and in its EEEPs. / Este estudo tem como objetivo investigar a proposta de formação para a classe trabalhadora, presente no EMI no Ceará, tomando-a como a expressão contemporânea da dicotomia educativa. Compreendemos que a dicotomia educativa é a categoria essencial que expressa a gênese, o desenvolvimento e a função social atual do ensino médio e da educação profissional, no cerne das quais se mostra o direcionamento formativo da sociedade de classes: a uma parcela da população, as maiores possibilidades de educação propedêutica para assumir os postos de comando e controle social, enquanto para a outra, o caminho mais comum é a qualificação para o atendimento das demandas do capital. A dicotomia educativa existe, nesse sentido, como manifestação da divisão social do trabalho, que se agrava no atual modo de produção capitalista. Para alcançarmos a natureza precisa de nosso objeto de estudo, analisamos documentos e leis que tratam da educação em geral e do Ensino Médio Integrado, especificamente, a exemplo do Relatório de Educação para Todos no Brasil, as Leis de Diretrizes e Bases da Educação Nacional, as Diretrizes Curriculares Nacionais para a Educação Profissional, o Relatório de Gestão das Políticas de Ensino Médio Integrado do Governo do Estado do Ceará (período de 2008 a 2014) dentre outros. Nossa pesquisa tem como referência teórico-metodológica o materialismo histórico e dialético e o onto-método marxiano-lukacsiano, o que implica, em primeiro plano, tomarmos o trabalho como complexo fundante do ser social e a educação como complexo fundado. Decorre daí que a forma como os homens produzem sua existência, em determinado momento histórico, por meio do trabalho e das relações dele advindas, caracteriza o devir da sociabilidade humana. Na atual quadra histórica, tanto o trabalho quanto os outros complexos sociais são atravessados por uma crise no sistema do capital que Mészaros (2002) descreve como de caráter estrutural, com rebatimentos severos sobre a educação, figurando como significativos, a interferência de organismos financeiros multilaterais sobre as diretrizes educativas globais e nacionais, assim como a aproximação da prática escolar com a lógica que informa o mercado capitalista. Tais fatos, segundo nossa pesquisa, encontram-se presentes também no Estado do Ceará e em suas EEEPs.

Made available in DSpace on 2016-08-03T16:16:10Z (GMT). No. of bitstreams: 1 Claudia de Pasquali.pdf: 998394 bytes, checksum: 4dc0d5f6325af02c7a6a6b21b06494f4 (MD5) Previous issue date: 2009-02-26 / The present monograph analyzes the origins of Integral Time Public Scholl model starting from a historical approach that compares two models: the one the Schoolpark and the proposal implanted in 2006 in State of Sao Paulo. It investigates the subject based in Moscovici's Social Representation Theory with the intention of watching the social representation teachers deepening the reflection about your insert and preparation for the performance in this model school. It prioritizes also a discussion on a division that is noticed in the context of the |Integral Time Public School that refers a distinction among the proposal of activities developed about the " curriculum normal activities" (considered more important) and the " curriculum extension activities workshops" (considered less important), whose differences are generated by the absence of these professionals' preparation in the formative processes of the project.(AU) / O presente trabalho analisa as origens do modelo de Escola Pública de Tempo Integral, a partir de uma abordagem histórica que compara dois modelos: o da Escola-parque e a proposta implantada em 2006, no Estado de São Paulo. Investiga a questão com base na Teoria das Representações Sociais de Moscovici com o intuito de desvelar as representações sociais de professores, para aprofundar a reflexão sobre a sua inserção e preparação para a atuação neste modelo de escola. Prioriza, também, uma discussão sobre uma divisão que se percebe no contexto da Escola Pública de Tempo Integral, que se refere a uma distinção entre a proposta de atividades desenvolvidas sobre as atividades do currículo normal (consideradas mais importantes) e as atividades de extensão do currículo oficinas (consideradas menos importantes), cujas diferenças são geradas pela ausência de preparação destes profissionais nos processos formativos do projeto.(AU)

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-26T12:02:16Z No. of bitstreams: 2 Dissertação - Bruna Antunes Furtado Pereira - 2017.pdf: 51461573 bytes, checksum: bbb260d0ce17be109257f2c0cb6f4b86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-26T12:03:03Z (GMT) No. of bitstreams: 2 Dissertação - Bruna Antunes Furtado Pereira - 2017.pdf: 51461573 bytes, checksum: bbb260d0ce17be109257f2c0cb6f4b86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-26T12:03:03Z (GMT). No. of bitstreams: 2 Dissertação - Bruna Antunes Furtado Pereira - 2017.pdf: 51461573 bytes, checksum: bbb260d0ce17be109257f2c0cb6f4b86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-01 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This current research study discusses the learning evaluation within the Full-time High School professional education integrated at Instituto Federal de Goiás - campus Formosa. The main objective is to verify how the evaluation is set and the specific objectives are: to map the problems faced in the integrated model and verify the practices developed towards the evaluation. At last, according to the Postgraduate in Teaching in Basic Education Program’s demands, the goal is to offer an educational product - the offspring of the research - that will be a mini course offered to IFG-Formosa’s pedagogical team - which the researcher also participates - aiming to discuss the evaluations' problems. The data harvest was done through questionnaires submitted to students and teachers. Many problems were mapped after the analysis of the practices developed in the full-time model: lack of documents that report to the specificity of the integrated model; the schedule organization is below the needs; there is a backup of activities and lack of time to dedicate properly to each and every subject; there is physical and psychological suffering from the students in their attempt to keep up to the routine; the teachers adjust the evaluation in behalf of fulfilling the schedule, they can’t freely evaluate the students; the students select the subjects they will study; the learning process is speeded up, focused on tests resolutions, the grade is the main concern to the students; there is mechanical memorization instead of learning; the evaluation is presented as a dispute element, competition and comparison among the students; there is a prominence of the tool test; there’s no democratic structure that allows the student to participate in the decisions about the evaluations collectively; the teacher-student relationship is affected by distortions in evaluations; the dependences (partial fail) and the recoveries haven't fully played their roles. The hypothesis assumed in the beginning - and confirmed after the obtained data - is that the organization of the pedagogical work, in the way that is structured in the full-time model, provokes, stimulates or extends the distortions of the learning evaluation. / O presente estudo discute a avaliação da aprendizagem no ensino médio técnico integrado em tempo integral do Instituto Federal de Goiás – campus Formosa. O objetivo geral é o de verificar como ocorre a avaliação e os objetivos específicos são: mapear os problemas enfrentados no modelo integral e verificar as práticas desenvolvidas no que tange à avaliação. Por fim, conforme exigência do Programa de Pós-Graduação em Ensino na Educação Básica objetiva-se ofertar um produto educacional – fruto da pesquisa – que será um minicurso ofertado à equipe pedagógica do IFG–Formosa – da qual a pesquisadora faz parte – com vistas a tratar a questão da avaliação. A coleta de dados foi realizada por meio de questionários aplicados a estudantes e docentes. Diversos problemas foram mapeados a partir da análise das práticas desenvolvidas no modelo integral: ausência de documentos que tratem das especificidades do modelo integral; a organização temporal está aquém das necessidades; há acúmulo de atividades e de falta de tempo para se dedicar adequadamente a todas as disciplinas; há sofrimento físico e psíquico dos estudantes na tentativa de se adequar à rotina; os docentes adéquam a avaliação em nome do cumprimento de prazos, não podendo avaliar com liberdade; os estudantes elegem disciplinas para estudar; o estudo é aligeirado, voltado para a resolução de provas; a nota está no centro das preocupações dos estudantes; há a memorização mecânica em detrimento da aprendizagem; a avaliação se apresenta enquanto elemento de disputa, competição e comparação entre os estudantes; há uma proeminência do instrumento prova; não há uma construção democrática que permita que o estudante participe das decisões acerca da avaliação coletivamente; a relação professor-aluno sofre interferências ocasionadas pelas distorções da avaliação; as dependências (reprovações parciais) e as recuperações não tem cumprido adequadamente seus papeis. A hipótese assumida inicialmente – e constatada a partir dos dados obtidos – é que a organização do trabalho pedagógico, da forma como está estruturada no modelo de tempo integral, provoca, estimula ou amplia as distorções da avaliação da aprendizagem.

Although often criticized, 45-minute school lessons have been widespread in Germany for over 100 years and are the predominant school time structure in the state of Saxony. With regard to its effectiveness and legitimacy, but also its further development, individual schools lack not only resources for innovation, but above all empirical results. This paper therefore examines school time structures and their innovation from the per- spective of school development research by exploring the question of how schools can shape their use of time and time structures so that learning processes can be imple- mented in an optimal, healthy, and equal-opportunity manner. As a descriptive survey study, student teachers in Saxony were asked about their experi- ences and preferences regarding different time structure arrangements, including lesson start times, the length of lesson units and possible breaks. The results indicate that school time structures have a high impact on lesson planning, teaching and the well-being of teachers and students. Additionally, schools with later les- son start times and 90-minute classes have higher satisfaction scores than schools with early lesson start times and 45-minute classes. A remarkably clear consensus was found among student teachers' self-selected prefer- ences for classes beginning after 8:00 a.m., 60- or 90-minute time structures, and flexible breaks. Variations among these preferences appear to depend on respondents' chrono- type, approach of learning, and personal time orientation. Overall, the student teachers showed a high willingness to innovate for alternative time structures at the individual schools as well as possible adjustments to the legal frame- work.:1 Einleitung 2 Zeit und Zeitstrukturen in der Schule 2.1 Vorüberlegungen 2.1.1 Zeit und Tempo als gesamtgesellschaftliches Phänomen 2.1.2 Die Dominanz eines linearen Zeitverständnisses und dessen Folgen 2.1.3 Ein möglicher Paradigmenwechsel durch Ergebnisse der Chronobiologie 2.1.4 Schule als Vorreiter für einen gesunden Umgang mit Zeit 2.2 Schule und ihr Umgang mit Zeit 2.2.1 Ein historischer Abriss 2.2.2 Wie Schule mit Zeit organisiert wird 2.2.3 Kritik an der schulischen Zeitorganisation 2 2.3 Ganztagsschulen und ihr Versuch, den Schultag neu zu gestalten 2.3 Ganztagsschulen und ihr Versuch, den Schultag neu zu gestalten 2.3.1 Der Ausgangspunkt: Zwischen Eigenzeit und Systemzeit 2.3.2 Von der Idee der Rhythmisierung 2.3.3 Die Umsetzung in offenen und gebundenen Ganztagsschulen 2.3.4 Ganztagsschulen im altgewohnten Rhythmus 2.3.5 Kritik an einer allgemeingültigen Rhythmisierungsvorstellung 2.4 Schulische Zeitstrukturen 2.4.1 Die Länge von Unterrichtseinheiten im internationalen Vergleich 2.4.2 Kritik am 45-Minuten-Unterricht 2.4.3 Ausgewählte nationale und internationale Tendenzen und Innovationen 2.4.4 Die Länge von Unterrichtseinheiten im bundesdeutschen Vergleich 2.4.5 Die Länge von Unterrichtseinheiten im regionalen Vergleich am Beispiel Sachsens 2.4.6 60-Minuten-Unterricht – der Sonderweg der Integrierten Schulen in NRW 2.5 Zwischenfazit 3 Schulische Zeitstrukturen im Kontext Schulentwicklung 3.1 Die Perspektive komplexer Schulentwicklung 3.2 Die Perspektive intentionaler Schulentwicklung 3.2.1 Organisationsentwicklung und schulische Innovationsprozesse 3.2.2 Lernende Organisationen innovieren erfolgreicher 3.2.3 Widerstände und Herausforderungen 3.2.4 Lehrer:innen als Motor für Schulentwicklung 3.3 Zwischenfazit 4 Gesunde und lernförderliche Zeitstrukturen 4.1 Orientierungspunkte für die Einzelschule 4.2 Konsequenzen aus der Chronobiologie 4.3 Zeitkompetenz braucht Selbstbestimmung 4.4 Zwischenfazit 5 Methodisches Vorgehen 5.1 Leitfragen und Hypothesen 5.2 Untersuchungsdesign 5.3 Fragebogenkonstruktion und Datenerhebung 5.4 Angaben zur Population und Datenauswertung 6 Ergebnisse 6.1 Zum Wirken der schulischen Zeitstruktur 6.1.1 Zum Wirken auf den Unterricht 6.1.2 Zum Wirken auf das Wohlbefinden und die Lehrer-Schüler-Beziehung 6.2 Zum Unterrichtsbeginn 6.2.1 Derzeitiger Unterrichtsbeginn und präferierter Unterrichtsbeginn 6.2.2 Zufriedenheit mit dem Unterrichtsbeginn 6.2.3 Späterer Unterrichtsbeginn, Leistungsfähigkeit und Chronotyp 6.2.4 Zum Nachmittagsunterricht 6.2.5 Unterrichtsbeginn in Gleitzeit 6.3 Zur Länge der Unterrichtseinheiten 6.3.1 Zeitstrukturen der Ausbildungsschulen 6.3.2 Zufriedenheit mit 45- und 90-Minuten-Unterricht im Vergleich 6.3.3 Persönliche Präferenzen von Wochenstundeplänen 6.3.4 Präferenzen zur wöchentlichen Zeitaufteilung aus der Fachperspektive 6.3.5 Innovation der Länge von Unterrichtseinheiten 6.4 Zur Verteilung von Pausenzeit 6.5 Schulische Zeitstrukturen als Schulentwicklungsaufgabe 6.5.1 Ergebnisse für die komplexe Schulentwicklung 6.5.2 Ergebnisse für die intentionale Schulentwicklung 7 Schlussfolgerungen für die Schulpraxis 7.1 Implikationen für die Einzelschule 7.2 Implikationen für das sächsische Bildungssystem 8 Fazit Literaturverzeichnis Anhang

The diploma thesis deals with the issue of how teachers influence the choice of leisure time activities of children of first grades of primary school. The aim is to track in which way a teacher can influence the process. The theoretical background of the thesis are notions, such as leisure time, the characteristics and progress of young school children and the atmosphere in which young children spend their leisure time. Theinfluences are analyzed that form children and affect the way they spend their lemure time. Particular attention is paid to the role of a primary school teacher and the ways in which they can influence their pupils' leisure time. The practical part compares leisuretime activities of children in Prague and in a small town.