This essay studies the earnings, human and ethnic capital of immigrants in Sweden and how its transmitted across generations. it focuses on the first-, second-, and third-generation immigrants, were the results indicates that there are differences regarding earnings relative to natives between the generations and how the ethnic-, and human-capital is transmitted across generations. First-generation immigrants had an earning advantage relative to natives, meanwhile the second-, and third-generation faced a disadvantage. One conclusion is that the ethnic capital from the first-generation has a negative impact on the earnings of second-, and third-generation immigrants in Sweden. When measuring the ethnic capital from the second-generation immigrants, the results shows a positive influence on the earnings of the third-generation.

This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling. Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation. Teachers' conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.

A construção dos conhecimentos necessários ao ensino de Ciências tem se mostrado um grande desafio para os professores dos anos iniciais de escolaridade, uma vez que requer o entendimento das inúmeras tensões que envolvem o processo de ensino e aprendizagem desta área do conhecimento. Considerando uma perspectiva sociocultural de educação em Ciências, esta pesquisa tem como objetivo compreender com maior profundidade como tais professores constroem e mobilizam seus conhecimentos para ensinar Ciências, a partir da análise de algumas práticas e depoimentos, proporcionados pelo curso de extensão O ensino de Ciências no contexto dos anos iniciais de escolaridade, realizado na Faculdade de Educação da Universidade de São Paulo, em 2013. Sob esse enfoque, foi realizado um estudo de casos múltiplos (Yin, 2010), a partir do estabelecimento de Núcleos de Significação decorrentes da análise de entrevistas, filmagem de atividades e documentos de cinco professoras desses anos, da rede pública de ensino (AGUIAR; OZELLA, 2013). Os resultados apontam que, embora o curso de extensão tenha oferecido contribuições importantes para que professores dos anos iniciais reflitam sobre o ensino de Ciências e construam conhecimentos importantes para sua docência, a construção dos conhecimentos necessários para o estabelecimento do processo de ensino e aprendizagem está relacionada a uma série de fatores, que engloba as vivências dos professores enquanto alunos, sua formação inicial, continuada e em serviço, bem como a postura institucional da escola em que atuam. / Developing the necessary knowledge for the teaching of science has been a great challenge for teachers in the early years of schooling, as it requires the understanding of numerous tensions surrounding the process of teaching and learning in this area of knowledge. Taking into account a sociocultural perspective of education, this research aims to understand in greater detail how such teachers develop and mobilize their knowledge to teach science, based on the analysis of some practices and statements provided by the extension course \"Teaching of Science in the early years of schooling context\", held at the Faculty of Education of University of São Paulo in 2013. Under this approach, a multiple-case study was performed (YIN, 2010), from establishing the meaning core resulting from analysis of interviews, video recordings of activities and documents from five early school years teachers of the public education system (AGUIAR; OZELLA, 2013). The results show that, although the course has offered important contributions for early school years teachers to reflect on the teaching of science and develop important knowledge to their teaching, building the knowledge required for the establishment of the teaching and learning process is related to a number of factors, which include the experiences of teachers as learners, their graduation programs, ongoing and in-service training as well as the institutional position of the school in which they operate.

A construção dos conhecimentos necessários ao ensino de Ciências tem se mostrado um grande desafio para os professores dos anos iniciais de escolaridade, uma vez que requer o entendimento das inúmeras tensões que envolvem o processo de ensino e aprendizagem desta área do conhecimento. Considerando uma perspectiva sociocultural de educação em Ciências, esta pesquisa tem como objetivo compreender com maior profundidade como tais professores constroem e mobilizam seus conhecimentos para ensinar Ciências, a partir da análise de algumas práticas e depoimentos, proporcionados pelo curso de extensão O ensino de Ciências no contexto dos anos iniciais de escolaridade, realizado na Faculdade de Educação da Universidade de São Paulo, em 2013. Sob esse enfoque, foi realizado um estudo de casos múltiplos (Yin, 2010), a partir do estabelecimento de Núcleos de Significação decorrentes da análise de entrevistas, filmagem de atividades e documentos de cinco professoras desses anos, da rede pública de ensino (AGUIAR; OZELLA, 2013). Os resultados apontam que, embora o curso de extensão tenha oferecido contribuições importantes para que professores dos anos iniciais reflitam sobre o ensino de Ciências e construam conhecimentos importantes para sua docência, a construção dos conhecimentos necessários para o estabelecimento do processo de ensino e aprendizagem está relacionada a uma série de fatores, que engloba as vivências dos professores enquanto alunos, sua formação inicial, continuada e em serviço, bem como a postura institucional da escola em que atuam. / Developing the necessary knowledge for the teaching of science has been a great challenge for teachers in the early years of schooling, as it requires the understanding of numerous tensions surrounding the process of teaching and learning in this area of knowledge. Taking into account a sociocultural perspective of education, this research aims to understand in greater detail how such teachers develop and mobilize their knowledge to teach science, based on the analysis of some practices and statements provided by the extension course \"Teaching of Science in the early years of schooling context\", held at the Faculty of Education of University of São Paulo in 2013. Under this approach, a multiple-case study was performed (YIN, 2010), from establishing the meaning core resulting from analysis of interviews, video recordings of activities and documents from five early school years teachers of the public education system (AGUIAR; OZELLA, 2013). The results show that, although the course has offered important contributions for early school years teachers to reflect on the teaching of science and develop important knowledge to their teaching, building the knowledge required for the establishment of the teaching and learning process is related to a number of factors, which include the experiences of teachers as learners, their graduation programs, ongoing and in-service training as well as the institutional position of the school in which they operate.

This is a research study about children who develop learning difficulties during the early years of schooling, and how teachers can help them best learn. The focus will be on learning methods, which help students with learning disabilities, learn to read. I decided to make this an international study, by comparing a Swedish teachers observation, to teachers from five different English-speaking countries (USA; England; Canada; Australia; New Zealand). I made a lot of international contacts through my work as a volunteer for Karlstad University international office, host program. Through these contacts, I got in contact with different international participants for my research study. I conducted interviews with my participants on Skype. The end result of what I learned from these interviews was very interesting and educational, especially how the different school systems function and how the teachers work with children with learning disabilities in their elementary schools. For example, most of the teachers work a lot, with sounding out letters and personalized schedules. A few of the teachers work a lot with inclusion and specialized curriculums for the students with learning disabilities, which their department of education pressed a lot on, while other teachers department of education did not. / Det här är en undersökning om barn som utvecklar inlärningssvårigheter under de tidiga skolåren och hur lärare kan hjälpa dem att lära sig bäst. Fokus kommer att vara på inlärningsmetoder som hjälper studenter med inlärningssvårigheter att lära sig läsa. Jag bestämde mig för att göra detta till en internationell studie genom att jämföra en svensk lärare erfarenheter med olika lärare från fem engelsktalande länder (USA, England, Kanada, Australien, Nya Zeeland). Jag har många internationella kontakter genom mitt arbete som volontär för Karlstads universitets internationella kontors värdprogram. Genom dessa personer kom jag i kontakt med olika internationella deltagare för min forskningsstudie. Jag genomförde intervjuer med de flesta av mina respondenter via Skype. Slutresultatet av det jag lärde mig av dessa intervjuer var mycket intressant och pedagogiskt, särskilt hur de olika skolsystemen fungerar och hur lärarna arbetar med barn med inlärningssvårigheter. Det visade sig att det fanns flera likheter men även skillnader i hur de olika lärarna arbetade med elever som hade inlärningssvårigheter, till exempel arbetar de flesta lärarna mycket med ljudträning och personliga scheman. Några av lärarna arbetade dessutom med integrering och specialiserade läroplaner för elever med inlärningssvårigheter.

Within a climate of continual change this study offers insights into the academic pressures experienced by rural adolescents to achieve at school. In the often challenging transition from childhood to adulthood expectations from others place additional pressures on adolescents' lives. To better understand these pressures, I conducted a qualitative study of six students (ages nine to 15) and their teachers in the Middle Years of Schooling within rural Victoria, Australia. Students were studied prior to the Victorian Certificate of Education (VCE) in order to examine the pressures on students facing the Middle Years of Schooling. The study was carried out over a 6 month period using a Naturalistic Inquiry process with semi-structured interviews and participant observation. This allowed access into the participants' subjective insights. A Collective case study approach was employed to situate the information in its holistic environment and offer thick and information rich narratives depicting the experiences of these early adolescents. The case studies also involved examination of the school experiences of the early adolescents. Academic pressure was then broadly viewed in light of these experiences and recommendations offered. The findings from this research revealed that the early adolescents in the study all experienced degrees of academic pressure and demonstrated varied abilities to cope with these pressures. External support provided by parents, the school, teachers and peers tended to provide support more than fostering resilience.

Made available in DSpace on 2014-08-20T13:48:11Z (GMT). No. of bitstreams: 1 Diana Lusa_dissertacao.pdf: 532928 bytes, checksum: 5a9fc1cf1ed6d0b12aa8f1f244a50dad (MD5) Previous issue date: 2010-01-14 / The main objective of this study was to analyze what speeches, teaching practices and interactions between the teacher(she/he) and students (she/he) have shown about gender relations. To take into account this larger goal, some questions were created in order to guide the study such as, which are the teacher s representations about boys and girls, men and women?; what do the classroom say, and how it is organized about the relationships that may be on this place?; How are treated femininities and masculinities on teacher s practices? what kind of work are developed in the classroom?, how do the teachers speak to the girls and the boys? The theoretical framework to support the analysis of field data has a brief review on feminist social theory from among others, Joan Scott, Guacira Louro e Maria Custódia da Rocha. There is also a reflection on education and gender, that it seeks to elucidate which concept of gender is used in some ways and also the relationship of this concept to teaching, when it takes a bit from the history of teaching and the process of feminization of teaching. It is also made a reflection about how school differences have been built and it is shown how some academic work which had as its study object gender in school . Besides what had been exposed, on the theoretical concepts are considered some of the cultural studies, such as identity and representation, about how we create ourselves and how we are being created (male and female) as social human beings from the representations we have and which has the world around us. It has been made an analysis with the theoretical and field data mentioned on the teacher s practices and what they said about gender relations, which is located in chapter six of this work. It was possible to see three teachers and three different ways of dealing with situations of conflict or gender inequality that appear in their classrooms. Three ways to understand being a man and being a woman , being a boy and being a girl . Teachers who struggle to demystify truths about gender, although that reflects in a different way similar representations about the place of men and women, especially in teaching, even if they do not agree with these social and cultural definitions. What we realized from this research is that even if the subjects are aware of gender issues there is some representation that teaching is a female occupation, even if this / these teachers are opposed to it. On the representation of boys and girls I did not notice differences in how these female teachers and this male teacher face boys and girls with respect to performance. When it comes to behavior subject it has some changes. It is believed that this study will contribute for further reflection on gender relations, particularly in schools, where this kind of study does not happen frequently. We hope to contribute to the academic and school environment with a more empirical study, which is not easy to find. / O principal objetivo deste trabalho foi analisar o que os discursos, as práticas docentes e as interações professor/a alunos/as mostram sobre as relações de gênero . Para dar conta deste objetivo mais amplo, algumas questões que nortearam o trabalho foram: quais as representações do professorado sobre meninos e meninas, homens e mulheres?; o que o ambiente da sala de aula e a forma como este está organizado, diz sobre as relações que podem se constituir neste local?; como são tratadas as feminilidades e as masculinidades nas práticas docentes? que tipos de trabalhos são desenvolvidos em sala de aula?; como o professorado se dirige às meninas e aos meninos? O referencial teórico para sustentar a análise dos dados de campo conta com uma breve revisão da teoria social feminista, a partir, dentre outras, de Joan Scott, Guacira Louro e Maria Custódia da Rocha. Conta ainda com uma reflexão sobre educação e gênero, na qual se busca elucidar o conceito de gênero e algumas formas como é usado; como também a relação deste conceito com a docência, quando se retoma um pouco da história da docência e o processo de feminização do magistério. É feita, ainda, uma reflexão sobre como as diferenças escolares vão sendo construídas e são retomados alguns trabalhos acadêmicos que tiveram como objeto de estudo gênero na escola . Além do já exposto, no aporte teórico são considerados alguns conceitos dos estudos culturais, como identidade e representação, sobre como vamos nos criando e sendo criados/as como seres sociais a partir das representações que temos e que tem o mundo que nos circunda. Os sujeitos de pesquisa foram três docentes: duas professoras e um professor. A metodologia utilizada foi entrevistas semi-estruturadas e observações. Foi possível perceber três docentes e três jeitos diferentes de lidar com as situações de conflito ou desigualdade de gênero que aparecem em suas salas de aula. Três jeitos de entender o ser homem e o ser mulher , o ser menino e o ser menina . Docentes que lutam para desmistificar verdades acerca de gênero, mas que deixam transparecer, ainda que de forma diferente, representações semelhantes sobre o lugar de homens e mulheres, em especial na docência, mesmo que não concordem com estas definições sociais e culturais. O que percebemos a partir da pesquisa é que, mesmo que os sujeitos tenham clareza das questões de gênero, ainda há certa representação de que a docência é uma ocupação feminina, mesmo que este/estas docentes sejam contrários a isso. Sobre a representação de meninos e meninas, não percebi diferenças no modo como estas professoras e este professor encaram meninos e meninas com relação ao desempenho. O que já muda de figura, quando o assunto é comportamento. Acredita-se que este estudo contribuirá para uma maior reflexão sobre as relações de gênero, em especial no âmbito escolar, onde não acontecem muitas pesquisas deste tipo. Esperamos assim, contribuir para o meio acadêmico e escolar com mais um estudo empírico, dos não muitos existentes.

Made available in DSpace on 2016-04-27T16:32:52Z (GMT). No. of bitstreams: 1 Ana Carolina Colacioppo Rodrigues.pdf: 2660812 bytes, checksum: a103d5a3c962d673938d9c1be87b4070 (MD5) Previous issue date: 2014-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work deals with the initial training of teachers to work with the early years of schooling, with the focus on Didactic teaching, in the Pedagogy course, in the context in which their curriculum were reorganized in compliance to the publication of the National Curriculum Guidelines. Examines mechanisms that comprise pedagogical practices developed at work with the discipline to establish relationships between instructional microcontexts observed of teacher training in pedagogy courses and professional knowledge to work with the kindergarten and the early elementary school. Questions the curricular organization of discipline, cares about what is conveyed in the Didactic lessons and as the contents are covered in the instructional context. For the characterization and analysis of the pedagogical practices, the research worked with the concepts of the theory of Basil Bernstein's code, classification and framing, subsidizing the understanding of training that has been offered to undergraduates through the analysis of the relations established in speeches regarding interdisciplinarity, intradisciplinarity and relations between academic and non-academic knowledge; and the control exercised in the instructional context in the work with teaching with regard to the selection, sequence, timing and evaluation criteria. Data collection occurred through the observation of Didactic lessons of a course in Pedagogy of a University in the city of São Paulo, and interviews with teachers of other universities. Also included the analysis of documents that guided the past and guide the training today on the course and in the discipline in question. The relations of power and control behind the pedagogical practices observed and analyzed limited the formation of professional consciousness of the future teacher and in this context highlighted the mechanisms of precariousness of the training that is being offered, generating alternatives to the establishment of other possibilities to form the dynamics of teaching in the area / Este trabalho trata da formação inicial do docente para o trabalho com os anos iniciais da escolarização, com o foco no ensino da Didática, no curso de Pedagogia, no contexto em que seus currículos foram reorganizados em atendimento à publicação das Diretrizes Curriculares Nacionais. Analisa mecanismos subjacentes às práticas pedagógicas desenvolvidas no trabalho com a disciplina visando estabelecer relações entre os microcontextos instrucionais observados de formação docente no curso de Pedagogia e o conhecimento profissional para o trabalho com a educação infantil e os anos iniciais do ensino fundamental. Questiona a organização curricular da disciplina, se preocupa com o que é veiculado nas aulas de Didática e como os conteúdos são abordados no contexto instrucional. Para a caracterização e a análise das práticas pedagógicas, a pesquisa trabalhou com os conceitos da teoria de Basil Bernstein de código, classificação e enquadramento, subsidiando o entendimento da formação que vem sendo oferecida aos graduandos por meio da análise das relações estabelecidas nos discursos no que tange à interdisciplinaridade, intradisciplinaridade e às relações entre conhecimento acadêmico e não acadêmico; e do controle exercido no contexto instrucional no trabalho com o ensino no que se refere à seleção, sequência, ritmo e critérios de avaliação. A coleta de dados ocorreu por meio da observação de aulas de Didática de um curso de Pedagogia de uma universidade, na cidade de São Paulo, e de entrevistas com professores da disciplina de outras instituições universitárias. Também contou com a análise de documentos que nortearam anteriormente e balizam hoje a formação no curso e na disciplina em questão. As relações de poder e controle subjacentes às práticas pedagógicas observadas e analisadas limitaram a formação da consciência profissional do futuro professor e nesse contexto evidenciaram os mecanismos constituintes da precarização da formação que vem sendo oferecida, gerando pistas ao estabelecimento de outras possibilidades a constituírem as dinâmicas de ensino na área