Dissertations / Theses: 'Basic education schools'

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Ibrahim, Hala-Asmina. "Sudan : a nation in turmoil - is eduaction [sic] to blame? ; an analysis of basic schools curriculum /." Saarbrücken, Germany : VDM Verlag Dr. Müller, 2008. http://d-nb.info/98845906X/04.

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Dugger, Harry Neil. "Phasing Out Basic Classes: Patterns of Response to an Administrative Mandate." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277586/.

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The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.

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Ruto, Sara Jerop. "The contribution of non-formal schools in enhancing the provision of basic education in Kenya." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=970975562.

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Amoah, Samuel Asare. "The reflective and collaborative practices of teachers in Ghanaian basic schools : a case study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12021/.

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With advances in using the teachers’ classroom as the foreground for teacher improvement, reflective and collaborative activities have been increasingly used in a variety of professional development contexts. It is widely held that reflective and collaborative activities are conducive to helping teachers to develop a positive attitude towards questioning their teaching for themselves and others as well as empowering them to have control over their professional development. It is in this view that I developed an intervention process to explore what happened, when teachers within one school were given an opportunity to engage in a planned series of critical dialogues relating to their own classroom teaching. The study also explored how the teachers use the Intervention Process to develop their thinking about their practices. Using a case study approach, the IP that ‘sit’ in experimental research, action research which was more qualitative in nature was conducted in one school from, February 2007 to July 2007. Four mathematics teachers purposely and through theoretical sampling techniques were selected in a school considered to be a fair representative of basic schools in Ghana. The field research included interviews and reflective dialogue. Findings from the case study were presented and analyzed for their significance. Key issues identified by the thesis include: the IP creating a conducive environment for reflective and collaborative practices, teachers developing rich and deep reflective dialogue, which provided them with opportunities to systematically and rigorously diagnosing their practices and socio-cultural influence in developing deeper discussions. In addition, the IP provided the participants’ with detailed ways of reflection. Based on the evidence from the data, I have argued, among others, that the IP promoted individualised and collaborative learning. The prevailing socio-cultural elements in the immediate environment supported a rich and deep professional dialogue as a tool for understanding and dealing with on-the-spot professional problems and supporting critical thinking that includes taking account of social, political and cultural issues as a process to analyze competing claims and viewpoints. Recommendations for policy recommendation and potential areas for further research were also made.

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Albusaidi, Amal A. "Changing assessment practices in Omani basic education schools : stakeholders' perceptions and teachers' practices of formative assessment." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401000.

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Al-Ajmi, M. H. "Teaching and learning Arabic writing to fourth grade students in the basic education schools in Oman." Thesis, University of Bath, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437435.

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This study, which took the form of a case study approach, investigated the teaching and learning of Arabic writing in fourth grade Basic Education (BE) in the Sultanate of Oman. The aim was to understand how Arabic writing is taught in the BE schools, and how this influences students' performance in writing. In order, to achieve this aim, the teaching and learning of Arabic writing was explored from different angles, which incorporated the perspectives of curriculum professionals, teachers and students, in addition to classroom practices and students' written texts. This qualitative study used participant observation, interviews and document analysis to collect data related to investigative issues. An inductive approach was employed, to analyse observation and interview data, and content analysis was conducted for the document analysis. The findings of this investigation were divided into three chapters according to the emerged themes. The first chapter was about knowledge for writing, which included transcriptional and compositional knowledge, knowledge about writing forms (genres) and knowledge about the writing processes. The second chapter explained the writing pedagogy, teaching processes, teaching recourses and teacher’s roles in the writing classroom. The third chapter discussed the successful and limited aspects in the BE curriculum. Generally speaking, this study illustrated that teaching and learning Arabic writing is restricted by the official curriculum, which not only affects students' ability in writing, rather it also influences teachers' perspectives and practices in the writing classroom. Arabic writing in the fourth grade of the BE schools is taught in a prescribed manner, and few opportunities are granted for student to do creative writing. The emphasis in the Arabic writing curriculum of fourth grade is given for writing accuracy in terms of spelling, handwriting and grammar, rather than for creativity in writing. In the conclusion of this study, several recommendations were proposed for policymakers, curriculum professionals and teachers to assist them in enhancing the teaching and learning of Arabic writing.

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Trevino, German. "Serving the Poor Differently: The Effects of Private and Public Schools on Children’s Academic Achievement in Basic Education in Mexico." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121808.

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Private elementary schools in Mexico are usually seen by wealthy and middle-class families as an alternative to public education. However, private schools have not been seen until very recently as an academic alternative for the poor. In my dissertation, I used data on students from poor families (beneficiaries of Oportunidades program) attending sixth grade of elementary school, who participated in the Quality and Educational Achievement Test assessment 2009 (EXCALE06-2009), to evaluate if there is a private school advantage for the poor in Mathematics in Mexico. I also investigated the extent to what achievement differential is explained by important features of private schools, such as physical resources, school management, teacher quality, teaching practices and classroom organization, and peer group composition. I used propensity score-matching to correct for bias arising from the self-sorting of students into type of schools. I concluded that private schools in Mexico offer a clear advantage for poor students in elementary education, even after accounting for selection bias. On average, private school students who are beneficiaries of Oportunidades program outperformed their public counterparts by 48 test points in Mathematics, or 48% of a standard deviation. The results passed different robustness checks and are technically reliable. The 0.48 sd effect size of private school is larger relative to much of the existing literature, especially if it is compared to the results of true experiments or quasi-experiments of private schools conducted in the U.S. I hypothesize that these large results might have to do in part with two factors: the use of the right counterfactual for this research: poor students attending private urban schools; and the fact that students in the sample attending private schools are all beneficiaries of Oportunidades, a comprehensive poverty alleviation program. This might mean that the treatment under study is more complex than just private schooling. After statistically accounting for selection bias, all of the remaining private school effect is accounted for by identifiable school factors. Peer group composition, school management, teacher practices and classroom organization, are the most important factors explaining the private school advantage in Mathematics in elementary schools in Mexico.

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Loua, Reine Sylvie. "A Multi-disciplinary analysis of the girl child's right to basic education in West Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/40533.

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Over the years, a net increase in enrolment rates in primary schools has been observed worldwide. Nevertheless, in West Africa, girls still lag behind in terms of basic education. Although many other African societies face educational challenges in terms of realising girls’ right to education, educational challenges are far greater for women and girls in West Africa. This region is considered to have the highest illiteracy level in the world, and the level of illiteracy is even higher for females. As a result, a gap persists between the number of boys and girls in primary schools. The reasons why this gap persist is because cultural limitations and poverty still undermine the realisation of girls’ right to basic education in this part of the world. Girls’ right to primary education is undermined through patriarchy; negative cultural perceptions associated with girls’ education, child labour or child marriages, to mention but a few. Not only are educational disparities visible in terms of gender, but educational disparities are also visible between urban and rural areas. By taking into account such differences, and in order to best achieve universal basic education in West Africa, the use of multiple strategies is advised. It requires primarily the enforcement of legal measures in order to improve girls’ enrolment and retention rates. Simultaneously, it requires economic solutions which can help the poor to send girls to school, with in addition strategies which focus on the role that institutions can play; whether these institutions are governments, traditional or religious institutions. Evidently, with these strategies, the role played by other actors such as citizens and non-governmental organisations, in ensuring girls’ right to basic education cannot be underestimated. Dissertation (MPhil)--University of Pretoria, 2012. gm2014 Centre for Human Rights unrestricted

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FALCÃO, Natasha de Andrade. "The decentralization of primary public schools in Brazil: an empirical analysis of the educational performance after the implementation of FUNDEF." Universidade Federal de Pernambuco, 2013. https://repositorio.ufpe.br/handle/123456789/11204.

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Submitted by Israel Vieira Neto (israel.vieiraneto@ufpe.br) on 2015-03-06T16:34:43Z No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Made available in DSpace on 2015-03-06T16:34:43Z (GMT). No. of bitstreams: 2 TESE NATASHA DE ANDRADE FALCÃO.pdf: 623803 bytes, checksum: b07a48408c98f9cf1d9500fcd1b3e377 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-08-13 CNPq This study intends to provide a comprehensive analysis of the decentralization of basic public education in Brazil. It uses as reference the implementation of FUNDEF - Fund for Maintenance and Development of the Fundamental Education and Valorization of Teaching - to identify the impact of the decentralization on the students’ performance, as well as on the school’s efficiency. For this, a panel data from the school census between 1996 and 2006 is used. First, the impact of decentralization on students’ performance - failure, dropout and age-grade distortion rates - is estimated through the use of differencesin- differences models. An analysis on how the different local conditions might affect these results is also presented. After this, the efficiency of municipal and state schools is compared using a double bootstrap procedure that takes into account the effects of the local context on the estimated efficiency scores. Results indicate that there was an increase in failure rates and, more importantly, these results might be affected by local characteristics such as city size and political participation. Related to the efficiency estimations, results indicate that state schools are relatively more efficient and, local conditions would impact differently the efficiency of these two school types.

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Kopkowski, K. "The right to a basic Education in South Africa: Providing content to the right to achieve adequacy in Schools." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/28260.

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This dissertation is a multi-disciplinary examine at the meaning of a right to basic education in South Africa. It will attempt to better understand the present circumstances in schools and the disparities in educational resource s, both material and human. In order to provide context for an unfamiliar reader, a brief review of the history of education will be provided. Resource disparities between the wealthy (minority) and middle class and poor (majority) will be reviewed and discussed with special focus on the Western C ape, where the research for this dissertation was conducted. The Western Cape is also the site of the ethnographic work collected and arranged in a section of the dissertation. US Legal cases surrounding education, a brief overview of the possibilities and problems of the legal approach are included in order to challenge but ultimately support the notion of the utility of the law as a tool to achieve substantive changes in educational equality. Recent cases in South Africa addressing the right are introduced as indicative of the possible jurisprudential trajectory that lies ahead. Finally, a list of the resources deemed 'basic' and necessary for educational success will be included and fleshed out within the dissertation.

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Mavundla, Yvonne Thembalethu. "Assessing educational infrastructure delivery in the Seshego Circuit, Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1526.

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Thesis (MPA.) -- University of Limpopo, 2016 In post - apartheid South Africa, a lack of adequate financial and physical resources in historically disadvantaged public schools is a major barrier to effective teaching and learning. Schools in the rural South Africa are part of communities and therefore can be seen as microcosms of societal conditions. The national Ministry of Basic Education has a responsibility to provide a necessary educational infrastructure to all public schools. Other relevant stakeholders such as the community and businesses need to assist the government to supplement the delivery of educational infrastructure. It is against this background that the study undertakes to assess the delivery of educational infrastructure that will lead to service delivery improvement. Some of the considered focused areas in the study include the demographics of the schools, the condition of the school infrastructure and the legislative frameworks that serve to support educational infrastructure. Literature on various forms has been reviewed in order to understand the regulatory framework upon which the delivery of educational infrastructure is based. The study used the qualitative method to investigate the delivery of educational infrastructure. The main findings indicated that educational infrastructure in rural schools is generally poor and there is a shortage of physical resources in schools. It is clear in this regard that current processes are hampering the Department of Basic Education to improve service delivery in public schools especially those that are in rural areas. vi KEYWORDS  Department of Basic Education in Limpopo Province  Educational infrastructure  Assessment  Physical resources  Public schools  Service delivery  Teaching and learning

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Sendurur, Polat. "Identification Of Factors Affecting Integration Of Information And Communication Technologies In Basic Education Schools Grades From 4 Through 8." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614401/index.pdf.

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The purpose of the study was to identify the factors affecting the information and communication technologies. integration in the basic education schools. Mixed Model Research Design was utilized to find out the factors directly affecting integration of ICT integration in schools of K-8. Three different research methods were use sequentially. In the first step, new curricula used for Math, Social Studies and Science and Technology courses were examined to draw the pattern of ICT use defined by these curricula. In the light of the information gained through examination of curricula, 20 teachers were interviewed to understand whether they can put ICT based activities defined by curricula into practice or not. Simultaneously, they also identified common problems preventing them to integrate educational technology in their lessons and possible solutions to have a better ICT and education relationship. The literature and the information gained through first two step of the study suggested computer self-efficacy of teachers is very important factor within the integration of ICT. To assess teachers&#039 computer self-efficacy, a questionnaire was designed by the researcher and necessary pilot studies were completed to conduct exploratory and confirmatory factor analyses. Final form of the questionnaire was distributed to K-8 schools&#039 teachers from 12 predefined cities of Turkey according to statistical information provided by EUROSTAT (Statistical Office of European Union). 1025 correctly filled questionnaire forms were returned and the data were analyzed by descriptive and inferential statistics techniques. Result of the study suggested that, Internet is the most vital technology to successfully apply the curricula. Use of Office programs and different educational software also constitute considerable part of the curricula. But teachers indicated that they cannot apply curricular ICT based activities in school setting because of lack of access to technology, literacy, training, time and confidence/self-efficacy. It is also found that, teachers&#039 age/ and teaching experience negatively contributed to their level of computer self-efficacy when their personal or home computer use was contributing very positively. On the other hand, existing computer training programs were found less effective than expected in terms of ICT integration. Based on these results, some basic improvements and modifications in curricula, training programs, and technology infrastructure of schools were suggested.

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Koepfer, Kristen Star. "Six year Sunday school theological topic sequence and basic curriculum guide year one for grades six through twelve at Memorial Park Presbyterian Church, Allison Park, Pennsylvania /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Thesis (M.A.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. Vita. A project submitted to the Faculty of Gordon-Conwell Theological Seminary in partial fulfillment of the requirements for the degree of Master of Arts in Religion. Includes bibliographical references (leaf 61).

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Al-Hamdani, Dawood Salim. "Introduction of multimedia project-based learning in a technology-rich environment : a study of teacher attitudes and influencing factors in basic education schools in Oman." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:12383.

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In 1998 the government of Oman embarked on a major reform of the education system, to be implemented in stages. Key features of the new-style schools, called Basic Education schools, were to be a constructivist approach to teaching, and the integration of technologies across the curriculum. However, no clear model for integration was proposed. The aim of this study is to explore factors influencing adoption of a constructivist, technology-rich approach in education, in order to propose a model for technology integration. The research sample was composed of 200 Learning Resource Centre teachers in Basic schools in the regions in Oman. Teachers' attitude towards elements of the new, before and after the provision of training and practice, were explored via a questionnaire using 3 and 5-point Likert scales. Attitude change was measured, and the effects of teaching experience, urban or rural residence and previous ICT training on attitude were explored. Additional qualitative information was gathered by structured observation of video-recorded lessons, and by interviews with 40 teachers. Teachers were generally favourable towards the new approach, but lacked confidence in how to implement. After the training, there was a marked increase in positive attitude for all elements except IT goals. Attitudes and practice towards constructivist were found to be influenced by teachers' years of experience, with more experienced teachers being less amenable to change. Other factors such as technology problems and student misbehaviour were also perceived as significant constraint. Recommendations are made for overcoming these problems.

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Al-Majeeni, Amal Obaid. "The integration of information and communication technology into basic education schools in Oman : a study of teachers' use of ICT and the influence of related factors." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5608.

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This study investigates teachers' use of Information and Communication technology (ICT) in Basic Education schools in Oman. The introduction of ICT was a reform in the education system embarked upon in 1998 which aimed to transfer the schools from the traditional style to more progressive through the integration of technology into teaching and learning. The main focus of the present study is on exploring the influence of different factors on the use of ICT, such as the availability of different types of equipment, teacher training, learning resource centres, administration and attitudes toward the importance of the educational technology to the teaching-learning process. The study is based on both quantitative and qualitative data gathered using a variety of methods: questionnaires, interviews and classroom observations. The questionnaire sample consisted of 743 teachers. Interviews and observations were conducted with 23 teachers in all regions in Oman. Results indicate that teachers' use of ICT was low and most of them (around two thirds of the sample) still rely on traditional media tools; ICT use by Basic Education teachers was still confined primarily to laboratory settings; and teachers' technology experiences were not directly integrated into daily classroom instruction or lesson planning. Access to resources, time, training, home use and support were identified as factors that influence the integration of technology into daily instruction. Among the findings of the study are continuing weaknesses in ICT integration and the need for improved and more flexible in-service training. In addition, the study argues that the main concern of the Basic Education teachers was the lack of support, which could be improved by offering technical, administrative and suitable guides and knowledge to help them the achieve the higher levels of ICT integration.

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Solomon, Mark Deon. "Capability theory, school dropout, exclusion and inclusion. The case of Youth Care School." University of the Western Cape, 2014. http://hdl.handle.net/11394/8471.

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Magister Educationis - MEd The study was prompted by the need to look at alternative options to mainstream education for learners who are too old for their grade, who have opted out of the education system but find themselves wanting to re-access the education system. Mainstream schooling seems a difficult option for many learners who would like to complete their basic education but find that they have problems fitting in the multi-age classroom. If they are too old for their grade, they are at risk of dropping out. Following a review of the literature around access, re-access, over-age, dropout, exclusion, inclusion, capability and a methodological approach to the study, the analysis will focus on the Youth Care School, a school for age-inappropriate learners as a form of intervention. This is a day school operating independently from the Western Cape Education Department, taking on learners who are too old for their grade, who would otherwise be on the streets. The theoretical perspective of the study will focus on the capability theory and alternative schools as forms of capability development.

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Williams, Murray Noel. "Building Yesterday's Schools: An Analysis of Educational Architectural Design as Practised by the Building Department of the Canterbury Education Board from 1916-1989." Thesis, University of Canterbury. Humanities, 2014. http://hdl.handle.net/10092/9591.

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This thesis considers the nature of primary, intermediate and district high school buildings designed by the Building Department of the Canterbury Education Board from its consolidation in 1916 until its termination in 1989. Before 1916, the influence of British models on the CEB’s predecessors had been dominant, while after that date, Board architects were more likely to attempt vernacular solutions that were relevant to the geographic situation of the Canterbury district, the secular nature of New Zealand education and changing ideas of the relative importance of the key architectural drivers of design i.e. function and form. One development, unique to Canterbury, was that for a short period, from 1924-29, a local pressure group, the Open Air Schools’ League became so powerful that it virtually dictated the CEB’s design policy until the Board architects George Penlington and John Alexander Bigg reassumed control by inflecting the open-air model into the much acclaimed veranda block. The extent to which Board architects had the freedom to express themselves within a framework of funding control exercised by the Department of Education was further circumscribed by successive building codes that, at their most directive, required national standardisation under the 1951 Dominion Basic Plan and to a slightly lesser extent under the1956 code and associated White Lines regime. Following World War 2, the use of prefabricated structures had prompted the recognition that better designed relocatable rooms could hold the key to a more flexible and effective allocation of resources in an environment increasingly subject to rapid demographic change. By the end of the period, the exploitation of new construction technologies and modern materials led to the dominance of the relocatable CEBUS buildings in Canterbury schoolyards. A concurrent development was the response of architects A. Frederick (Fred) McCook and John Sinclair Arthur to the Department’s call to design more flexible spaces, i.e. open planning, to facilitate a change in pedagogical method. Other issues raised in this study are the CEB’s solutions to the challenges of building on the West Coast, and the recurring need to ensure structural integrity in a region where there was a continuous risk of seismic activity.

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Van, der Merwe Munnik. "Expectations of parent members of public school governing bodies regarding the appointment of additional staff." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40399.

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The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them. Dissertation (MEd)--University of Pretoria, 2013. gm2014 Education Management and Policy Studies unrestricted

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Puerari, Marcia. "Ensinar música na educação básica : um estudo de caso sobre o processo de escolarização da música na perspectiva de uma professora." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/34063.

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Este trabalho teve como objetivo geral investigar as dimensões envolvidas no processo de escolarização da música na educação básica a partir da perspectiva de uma professora. Os objetivos específicos buscaram: identificar conteúdos e estratégias, objetivos e finalidades do ensino de música na escola; identificar as bases que sustentam o processo de seleção e organização dos conteúdos do ensino de música na escola; e analisar as estratégias utilizadas pela professora para realizar suas práticas de ensino de música na escola. O referencial teórico desta pesquisa está fundamentado nos conceitos de escolarização e cultura escolar. O método escolhido foi o estudo de caso, numa abordagem qualitativa. Como unidade de caso, foi escolhida uma professora de música da Rede Municipal de Ensino de Porto Alegre/RS. Os dados foram coletados por meio de entrevistas semiestruturadas, entrevista semiestruturada de estimulação de recordação, observações e análise de documentos. A análise dos dados foi construída a partir de categorias que focalizam a professora, a escola e o processo de ensinar música na Escola. Em cada uma delas, constam dimensões envolvidas no processo de tornar a música objeto de ensino na escola de educação básica. Os resultados da pesquisa sinalizam que é na interação de todas as dimensões que intervêm na prática educativo-musical da professora que a escolarização da música ocorre, o que aponta para múltiplas maneiras de ensinar música na escola. This work aimed at investigating the dimensions involved in the process of schooling music from the perspective of a music teacher. More specifically, it aimed at: to identify contents and teaching strategies, objectives and purposes of school music teaching; to identify the basis that sustains the process of selecting and organizing the curriculum contents; and to analyze the strategies used by the teacher to perform her music teaching practices in the school. The theoretical framework was constituted by the concepts of schooling and school culture. A qualitative case study with a school music teacher from the municipal educational system of Porto Alegre, RS, southern Brazil, was carried out. Data were collected through semi-structured interviews, semi-structured interviews of stimulation recall, observations and analysis of documents. Data analysis was built from categories that focused on the teacher, the school and the process of teaching music at the school. Each of them reveals dimensions involved in the process of transforming music into something to be taught at the school of basic education. The results show that it is in the interaction of all these dimensions that underlie music education practices that the schooling of music takes place, which suggests multiple ways of teaching music at school.

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Sakir, Tuncay. "The Effect Of Multiple Intelligences Based Instruction On Students." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615457/index.pdf.

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The main purpose of this study was to compare the effectiveness of multiple intelligences based instruction (MIBI) over traditionally designed instruction on ninth grade students&rsquo achievement in the unit of basic compounds of living organisms concepts and attitude toward biology as a school subject. In addition, the effect of gender difference on achievement in the unit and attitudes toward biology were investigated. Students&rsquo science process skills were also investigated. 59 ninth grade students from two different classes taught by the same teacher at a public Anatolian high school in Kirsehir were enrolled in the study during first semester of 2011-2012 academic years. The classes were randomly assigned as control group and experimental group. While control group students were instructed by traditionally designed biology instruction, the experimental group students were instructed with MIBI over a period of ten weeks. Basic compounds of living organisms achievement test and attitude scale toward biology were given to both groups as a pre-test and post-test. Science Process skills test was given at the beginning of the study to determine students&rsquo science process skills. Interviews were hold with some students in the experimental group and the teacher to get their opinions about the implementation of MI based instruction. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results of the study revealed that MIBI compared to traditional instruction was more effective to improve students&rsquo achievement in the unit of basic compounds of living organisms. However there was no significant effect of MIBI on students&rsquo attitude toward biology. Moreover there was no significant effect of gender difference on both students&rsquo achievement in the unit and attitudes toward biology. The results of interview showed that both students and the teacher had positive opinions toward MIBI.

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Nkosi, Monde Eustice Gideon. "School climate of adult basic education centres." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-143144/.

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Kamanda, Mamusu. "School attendance at basic education in West Africa." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366479/.

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The proportion of children entering primary school at the stipulated age in 2010 in Sub-Saharan Africa was 57%. For the same year, the net attendance ratios for primary and lower secondary education were 76% and 47% respectively. These figures are correlated in that delayed school enrolment increases the risk of dropout which in turn shortens the school life expectancy for children. These observations are the motivation behind this research. By writing this thesis, three substantive research questions have been explored: (1) what is Sierra Leone’s progress towards achieving universal basic education (2) what are the determinants of school attendance at basic education in West Africa and (3) does living in a community with more educated mothers enhance children’s school attendance at basic education. Three countries have been used: Sierra Leone, Liberia, and Ghana. Sierra Leone and Liberia have been used to reflect poor and post-conflict states with transitional and premature education systems respectively. Ghana is representative of middle income and politically stable countries with more advanced education systems in the region. The most recent Demographic and Health Survey for the three countries are used for analysis. Four empirical chapters are presented. The first chapter addresses research question 1. It applies simple statistical analyses to United Nations indicators for evaluating progress towards universal education. The second and third chapters answer the second research question and the final chapter answers the third research question. These three chapters employ multilevel statistical techniques to model the determinants of primary and junior secondary school attendance. The second empirical chapter focuses on the interaction between household and community poverty with the aim of investigating whether the attendance of poor children suffers more than affluent children by residing in a poor community. The third empirical chapter explores the determinants of junior secondary school attendance with the aim of deducing whether there are significant differences between post-conflict countries and more stable countries. The final chapter focuses on the relationship between mothers’ education and school attendance at basic education, arguing that living in a community with a high proportion of more educated mothers enhances the likelihood that a child will attend school, irrespective of the child’s background. The results from the first chapter show that the realisation of UBE is distant in Sierra Leone. There has been a decline in the number of children entering primary education; junior secondary education has however doubled although it remains low at 21%. Children from the poorest households are the most excluded from school followed by rural children and girls. The results from the second empirical chapter showed that there is a significant interaction between household and community poverty where poor children living in poor communities experience a greater depreciation in their probability of attending school than more affluent children who live in the same deprived environment in Sierra Leone. No such interaction was found in Liberia or Ghana. In the third empirical chapter, the sex of the child, agricultural livelihood within a community, household wealth and area of residence were significant in Sierra Leone and Liberia. In Ghana, sex of the household head and maternal orphanhood were significant. The hypothesis of the relationship between mothers’ community education and children’s school attendance for the final empirical chapter was confirmed.

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Cordeiro, Junior Orozimbo. "O ensino do judô como possibilidade de minimização da violência física entre alunos." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4890.

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Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-11-12T16:48:07Z No. of bitstreams: 2 Dissertação - Orozimbo Cordeiro Junior - 2015.pdf: 2928409 bytes, checksum: ef0c12b66581f046615608a09e1cd539 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-13T10:31:17Z (GMT) No. of bitstreams: 2 Dissertação - Orozimbo Cordeiro Junior - 2015.pdf: 2928409 bytes, checksum: ef0c12b66581f046615608a09e1cd539 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Made available in DSpace on 2015-11-13T10:31:17Z (GMT). No. of bitstreams: 2 Dissertação - Orozimbo Cordeiro Junior - 2015.pdf: 2928409 bytes, checksum: ef0c12b66581f046615608a09e1cd539 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-05-29 Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG This dissertation links to the research line “Theoretical-methodological conceptions and teaching practices” of the Professional Master Program in Teaching in Basic Education of the Center of Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). By means of the pedagogical practice by the teaching of judo, can one develop practices to diagnose, prevent and reduce violence among students? This question instigated us to make the research, having the teaching of judo as mediator object and element between conflicted relations among students. The general goal of the research was to realize an investigation into the pedagogical possibilities which the teaching of judo has to diagnose, prevent and reduce the physical violence among students. In specific goals we tried to: (a) investigate physical violence situations in the school context, in order to understand how this dynamics settles in interpersonal relationships among students, and check the perception and reaction of the teachers and staff in regard to the assaults practiced by students; (b) use judo teaching in class, adapting the constitutive elements of martial arts from an educational and preventive point of view, in order to hinder aggression among peers; (c) evaluate the use of pedagogical practice of the teaching of judo to adjust interpersonal relationships among students; (d) develop teaching material that may benefit other teachers to understand the meaning and the significance that judo practice may reach in the educational process. The main hypothesis is that, by means of judo practice, it may be possible to develop preventive action, reducing physical violence among school children. The theoretical-methodological framework used in this research was based upon the method of the Historical-Dialectical Materialism, which stands by a view of the world, as well as of the human being, that overrules the naturalization of physical violence. It understands this phenomenum as a manifestation of conflict among varying economic interests within class structure, and in interpersonal relationships. This paper follows a qualitative-quantitative logics, according to Santos Filho and Gamboa (2001). It uses critical-action research, based upon the studies of Tripp (2005), in a socio-historical perspective, on the grounds of the work of Marx ang Engels (1998), Vygotsky (1998), Saviani (2008, 20120), and Collective Authorship (2009). The research was carried out in CEPAE, in two seventh-grade groups. Judo classes video recordings and pictures, as well as a questionnaire to identify physical violence among students, and interviews with teachers and staff, recorded in audio, were employed as tools to investigate the presented reality. It was possible to measure through the graphics, the data about the physical violence by understanding of the students, teachers and school staff, aiming to link this data to publications about the theme. We develop a teaching material as synthesis of our work. At the end of work we consider the use of judo as purposeful discipline to develop reducers and preventive teaching works against the physical violence among students. Esta dissertação vincula-se à linha de pesquisa Concepções Teórico-Metodológicas e Práticas Docentes do Programa de Mestrado Profissional em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicado à Educação da Universidade Federal de Goiás. Por meio da prática pedagógica com ensino do judô podemos desenvolver práticas de diagnóstico, prevenção e minimização da violência entre os alunos? Essa pergunta nos instigou para a realização da pesquisa, tendo como objeto e elemento mediador, o ensino do judô nas relações conflituosas entre os alunos. O objetivo geral da pesquisa foi o de realizar um trabalho investigativo sobre as possibilidades pedagógicas que o ensino do judô possui em ações de diagnóstico, prevenção e minimização da violência física praticada entre alunos. Nos objetivos específicos nos propomos a: diagnosticar as situações de violência física no contexto escolar para compreender como se realiza essa dinâmica nas relações interpessoais entre os alunos, verificar a percepção e atuação do corpo docente e funcionários em relação à esse fenômeno; ministrar aulas com o ensino do judô, adequando seus elementos constitutivos em uma perspectiva educacional e preventiva à violência física entre colegas; avaliar a utilização da prática pedagógica com o ensino do judô na melhoria das relações interpessoais entre os alunos; elaborar um material didático que auxilie outros professores a apreenderem o judô enquanto um conteúdo na práxis educativa. A hipótese inicial é que, por meio do judô, seja possível desenvolver ações preventivas e minimizadoras da violência física. Os pressupostos teóricos- metodológicos adotados na pesquisa se fundamentam no Materialismo Histórico- Dialético, que defende uma concepção de mundo e de homem que nega a naturalização da violência física, entendendo que esse fenômeno se manifesta na medida em que há conflito entre os diferentes interesses econômicos de classes sociais e nas relações interpessoais. Essa dissertação segue uma lógica quali-quantitativa, conforme Santos Filho e Gamboa (2001), e utiliza a pesquisa-ação-crítica apoiada nos estudos de Tripp (2005), em uma perspectiva sócio-histórica, com base nas obras de Marx e Engels (1998), Vygotsky (1998), Saviani (2008, 2012) e Coletivo de Autores (2009). A pesquisa foi realizada no CEPAE, em duas turmas do 7º ano do ensino fundamental. Utilizaram-se, como instrumentos para a apreensão dessa realidade, o registro em vídeos e fotografias das aulas de judô realizadas com o grupo, o questionário identificador das violências físicas para os alunos, entrevistas em áudio com professores e funcionários. Foi possível mensurar através de gráficos os dados com relação à violência física na percepção de alunos, professores e técnicos-administrativos, procurando relacionar esses dados com a literatura sobre o tema. Elaboramos uma apostila como síntese do nosso trabalho. Ao final do trabalho avaliamos como propositivo o uso do judô como um conteúdo viável na elaboração de processos preventivos e minimizadores da violência física entre os alunos.

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Capra-Sales, Rosmari. "Os valores ofertados e percebidos no processo de decisão por escolas internacionais: uma análise no contexto da cidade do Rio de Janeiro." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/19498.

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Submitted by Rosmari Capra Sales (rcaprasales@gmail.com) on 2017-12-16T00:01:41Z No. of bitstreams: 1 Dissertação_201017_finalENTREGUE.pdf: 1541318 bytes, checksum: 674ea8009dbf247bc39bc9783e775390 (MD5) Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-12-19T15:45:18Z (GMT) No. of bitstreams: 1 Dissertação_201017_finalENTREGUE.pdf: 1541318 bytes, checksum: 674ea8009dbf247bc39bc9783e775390 (MD5) Made available in DSpace on 2017-12-26T17:11:24Z (GMT). No. of bitstreams: 1 Dissertação_201017_finalENTREGUE.pdf: 1541318 bytes, checksum: 674ea8009dbf247bc39bc9783e775390 (MD5) Previous issue date: 2017-11-16 Considering the entry of new investments in the basic education market in Brazil, schools facethe weight of competition, especially when there are new directions for the premium segmentat this level of education. In this sense, the focus of the current research was to understand thevalues that are important in the choice of international schools in the context of the city of Riode Janeiro, exploring the British School. To the extent that value creation is the mission ofmanagement and, knowing that, in addition to all demands and reasons for existence,international schools are business, as well as educational institutions, it becomes imperative tounderstand what value matters for the consumer of these schools, against the value proposedby the educational institution. A qualitative research was carried out to analyze, according tothe view of the British School and the parents who have their children enrolled, what valueswould differentiate it in the local market of Rio de Janeiro. Data collection was done throughfocus groups and individual interviews, involving 13 parents of students and individualinterviews with two professionals of the School who occupy strategic positions for thepurposes that interest here. Based on the results presented and the corresponding analysis,there is a misalignment between what the international school offers and what parents buy asintangible good in education. In the voice of the school, the offer is clear: English proficiency,curriculum and access to international universities. On the side of families, proficiency in theEnglish language is a core value that translates into symbolic and social capital. Diante da entrada de novos investimentos no mercado de educação básica no Brasil, as escolas enfrentam o peso da concorrência, sobretudo quando se constata que há novos direcionamentos para o segmento premium nesse nível de educação. Nesse sentido, o foco da presente pesquisa primou por entender os valores que são importantes na escolha de escolas internacionais no contexto da cidade do Rio de Janeiro, explorando, como campo de análise, a Escola Britânica. Na medida em que a criação de valor é a missão da gestão e, sabendo que, além de toda demanda e razões de existência, as escolas internacionais são negócios, além de instituições de ensino, torna-se imprescindível compreender qual é o valor que importa para o consumidor dessas escolas, diante do valor proposto pela instituição de ensino. Realizou-se uma pesquisa qualitativa para analisar, segundo o ponto de vista da Escola Britânica e dos pais que têm os seus filhos ali matriculados, quais são os valores que a diferenciariam no mercado local do Rio de Janeiro. A coleta de dados foi feita por meio de grupos focais e entrevistas individuais, envolvendo 13 pais de alunos e entrevistas individuais com dois participantes da Escola que ocupam posições estratégicas para os fins que aqui interessam. Pelos resultados apresentados e a correspondente análise, percebe-se um desalinhamento entre o que a escola internacional oferece e o que os pais compram como bem intangível em educação. Na voz da escola, a oferta é clara: proficiência da língua inglesa, currículo e acesso às universidades internacionais. Pelo lado das famílias, a proficiência na língua inglesa é um valor central que se traduz em capital simbólico e social.

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Williams, Regina N. "Inclusive Classrooms| A Basic Qualitative Study of K-8 Urban Charter School Teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622308.

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The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.

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Jain, Nibha. "Exploring interactive tangrams for teaching basic school physics." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34755.

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This Thesis explores the application of Tangible User Interfaces to Education. For this, a research study was conducted by building and testing an interactive game called Tangram Bridge. This Tangram based game was designed to teach players about basic physics principles such as balance, friction and motion on inclined planes. The focus of this Tangram Bridge is middle school physics, and therefore concerns children aged 11 years and up, their instructors and care givers. This research also lays a lot of emphasis on constructive play amongst children. Tangram Bridge is a versatile platform that can be scaled for younger or older populations A comparative study of existing Tangible User Interfaces ( TUIs) revealed opportunity spaces for this project. Through a compilation of related research in the fields of education, hands on learning, Tangible interaction and understanding play and learning amongst children, the constructionist views on learning are explored as guidelines for the design of this study. Through the analysis of comparative research studies, trends on TUI with relation to education emerged, informing the design process for Tangram Bridge. This research study discusses the application of Tangible user interfaces to education. It combines the research data collected through market research, user testing and literature reviews to explore the efficacy of TUI as teaching tool for abstract concepts that require imagination and experimentation.

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Schmerling, Jennifer Braunstein. "Jewish Leaders' Access to IDEA Funds for Parentally Placed Private School Children| A Basic Qualitative Study." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784462.

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This qualitative study was designed to gain insight on Jewish leaders’ conceptualizations and access to IDEA funding for their parentally placed private school children when Free Appropriate Public Education (FAPE) is not at issue.  Additionally, this study explored the various ways Jewish leaders aid and advocate for these students.  The current literature on parentally placed private school children with disabilities and IDEA funding is limited (Taylor, 2005). Therefore, this study sought to bridge this gap and inform policy makers, practitioners, and parents on the complexities of this topic. The methodology consisted of in-depth interviews and document collection and analysis. Participants were selected through a snowball sampling technique and were Jewish leaders from Jewish Day Schools in the Mid-Atlantic region: Maryland, Washington D.C. and Virginia.  Their roles included principals, division heads, heads of school, and learning specialists.  In-depth interviews were conducted with each participant over a span of two and a half months. Then these interviews were carefully read, transcribed, and coded using both In Vivo and descriptive codes.  Six rich themes emerged through coding and document analysis.  Documents collected were both private and public documents and were coded in a similar manner.  The themes that emerged are as follows; Leader, Parent, and Educator Knowledge, A Jewish Day School’s Internal Process, Building Relationships with Stakeholders, Utilizing Internal and External Resources, The Belief of Inequity, and Mission and Advocacy. The themes were tied back to the conceptual framework and answered the research questions that guided the study. Methods of validity included triangulation and member checks. Maxwell’s (2013) research design ensured that there was consistent reflection and interaction between the goals, conceptual framework, methods, validity, and research questions of the study. In conclusion, the findings of this research hope to heighten awareness to Jewish educators, schools, and communities.

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Pires, Bruno Elias. "Estudo de viabilidade de parceria público-privada em Educação Básica." reponame:Repositório Institucional do FGV, 2013. http://hdl.handle.net/10438/10991.

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Submitted by Bruno Elias Pires (elias.bruno@gmail.com) on 2013-07-10T14:48:15Z No. of bitstreams: 1 Viabilidade PPP EB.pdf: 1882934 bytes, checksum: 52a5fb5a33523cd9293ac5dc9bc62bbe (MD5) Approved for entry into archive by Vitor Souza (vitor.souza@fgv.br) on 2013-07-18T14:58:38Z (GMT) No. of bitstreams: 1 Viabilidade PPP EB.pdf: 1882934 bytes, checksum: 52a5fb5a33523cd9293ac5dc9bc62bbe (MD5) Made available in DSpace on 2013-07-19T13:07:45Z (GMT). No. of bitstreams: 1 Viabilidade PPP EB.pdf: 1882934 bytes, checksum: 52a5fb5a33523cd9293ac5dc9bc62bbe (MD5) Previous issue date: 2013-05-27 This study attempts to propose a viable model of pu blic-private partnership for Basic Education in Brazil, in order to improve access and quality of education in the country. Makes an approach to the current situation of the sector in Brazil and shows the difference between the results obtained by publ ic and private schools, suggesting the superiority of the latter. Makes a numerical an alysis comparing public spending per student in Basic Education, more specifically i n the Elementary and Middle segments, to spending in private schools, taking as a basis Rio de Janeiro, and, thereafter, proposes a model feasible that can enab le improvement in the quality of education at lower costs, which is accretive not on ly to the government, but also to private schools. It also discusses the internationa l experience of countries like Colombia, Chile and the U.S., which have adopted po licies on education in partnership with the private sector. O trabalho avalia a viabilidade de utilizar-se da rede privada de escolas para oferecer educação básica aos alunos da rede pública, através do preenchimento da ociosidade existente nos colégios privados.

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Koster, Luane. "The incorporating of basic tax education in the secondary school curriculum." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27281.

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Taxation has become one of the most important concepts in the everyday lives of millions of taxpayers in South Africa. Not only does SARS require each and every employee to be registered as taxpayer but people are more and more reliant on the money in their pocket for everyday survival. Taxpayers want to know why they pay taxes, how the taxes deducted from their income is calculated and what the government is doing with such taxes deducted from the taxpayers. It would thus be for the benefit of both taxpayer and SARS to provide taxpayers in South Africa with a basic form of tax education to provide them with knowledge regarding how the tax system works. School-going children are the future taxpayers of South Africa and therefore it is deemed the most effective place to educate such future taxpayers about taxation. This will allow South African taxpayers to have a basic knowledge on their tax affairs as well as to make informed decisions about their tax affairs. Increasing the level of the taxpayer’s knowledge about taxes will lead to an increase in the attitude of taxpayers about their tax affairs. This will result in an increase in the level of the country’s tax compliance rate and ultimately resulting in the overall increase in the income basis of the South African government. AFRIKAANS : Belasting is besig om een van die mees belangrikste konsepte in die allerdaagse lewe van miljoene belastingpligtiges in Suid-Afrika te word. Nie net alleen vereis die SAID dat ieder en elke werknemer vir belasting geregistreer word nie maar belastingpligtiges raak al hoe meer afhanklik van die geld in hulle sak vir allerdaagse oorlewing. Belastingpligtiges wil weet waarom hulle belasting betaal, hoe die belasting wat hulle betaal bereken word en hoe die belasting wat hulle betaal deur die Suid-Afrikaanse regering spandeer word. Dit sal dus vir beide die belastingbetaler sowel as vir die SAID voordelig wees dat belastingpligtiges in Suid-Afrika ‘n basiese opleiding in die veld van belasting ontvang ten einde hulle te voorsien van kennis rondom die belastingstelsel van Suid-Afrika. Skoolgaande kinders is die toekomstige belastingpligtiges van die land en dit word geag die mees effektiewe plek te wees om die toekomstige belastingpligtiges te onderrig rakende die onderwerp van belasting. Dit sal alle Suid-Afrikaanse belastingpligtiges toerus met ‘n basiese vlak van kennis rakende hulle belastingsake en om hulle in staat te stel om ingeligte besluite te maak rondom hulle belastingsake. Deur dus die vlak van kennis van belastingpligtiges te verhoog, sal dit lei tot ‘n verhoging in die algehele gesindheid van die belastingpligtiges rondom hulle belastingsake. Dit sal verder lei tot ‘n verhoging in die land se belastingnakomingskoers wat dan uiteindelik sal lei tot ‘n verhoging in die inkomste basis van die Suid-Afrikaanse regering. Dissertation (MCom)--University of Pretoria, 2012. Taxation unrestricted

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Ananga, Eric Daniel. "The drop out experience of basic school children in rural Ghana : implications for universal basic education policy." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6937/.

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One of the key issues surrounding participation in basic schooling is the phenomenon of school dropout. Dropout is known not as a single event but a process that is not well understood. The rationale for this thesis argues that unless the dropout process is understood, there will be no meaningful intervention to curb it. This study therefore explores the dropout experience of basic school children in Ghana. In the context of this exploratory study, informed by the concerns of achieving education for all children by the year 2015, I sought to gain insight into the processes that lead children to drop out of school, how dropout occurs, the manifestation of dropout and the policy implications of dropout for free compulsory universal basic education in Ghana. The research inquiry is guided by two main research questions: what are the experiences of dropout children? And how is school dropout manifested? Specifically, the research questions sought to explore children‘s understanding and interpretation of dropout, how dropout occurred; what conditions within and outside school do children regard as responsible for their dropping out, and what the implications of the findings are for universalising universal basic education in Ghana. In exploring the experience of dropout children, I tracked 18 children who had initial access to basic education but stopped schooling at some point for their stories. I used multiple methods of data collection, viz. in-depth interviews, observations, photographs and school records. From the data gathered, the following are the main findings of the study: Concerning the dropout process, children experience dropout first as temporary—sporadic, event and cohort based on their economic survival needs and later permanently—unsettled and settled as a result of becoming significantly overage and the diminished value of schooling. Conditions both within school – teacher factor, school practices and processes, and outside – poverty, opportunity cost of schooling, networks among children to encourage dropout by pushing and/or pulling children out of school. As a process, pupils go through three phases – disadvantage, disaffection and disappearance to become school dropouts. It is argued that, to prevent pupils from dropping out of school and to encourage children who already dropped out to return to school. Education policy would have to focus more on addressing the peculiar needs of children who show sights of entering the dropout process. Also, it is necessary to differentiate out of school children – dropouts from out of school children –never enrolled when designing and implementing interventions for universalising basic education.

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Azevedo, Jacy de Araújo. "Qualidade em Educação: relação entre o PDE- Escola e a evolução do índice de desenvolvimento da educação básica nas escolas públicas de Maceió." Universidade Federal de Alagoas, 2013. http://www.repositorio.ufal.br/handle/riufal/1460.

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This dissertation examines the relationship between PDE-School and the evolution of the Index of Basic Education Development (IDEB) in Maceió, in the years 2007 to 2011 The IDEB was instituted as an index that measures the quality of Brazilian education, and PDE-school constitutes a management strategic planning process, aimed at providing financial support school units, and is coordinated by the school's leadership and developed in a participatory manner by the school community, with the goal of improving the management of the school improve the quality of education it offers and ensure greater efficiency and effectiveness in the processes it develops. In this research, we sought to answer the following question: schools that are receiving PDE-School feature are raising your IDEB? Thus, the work was characterized by a qualitative approach, with the object of study of the evolution of the relationship IDEB with PDE-School. The methodology used to collect data was the analysis of bibliographic and documentary analysis. Systematization of data as a parameter had drawn up by the MEC / INEP, among them, laws, decrees, orders, manuals, reports and plans. The organization of the study was structured into four sections: the first deals with the State Reform and its impact on Brazilian Educational Policy, in 1990; the second, the issue of quality in education policy in Brazil; the third addresses the PDE-School and IDEB: concepts and implementation in the school context, and the fourth section discusses the Education Policy in Maceio elements for analysis of PDE-School and IDEB. This work shows to be relevant to the area of policy and management education, the extent of explicit contradictions own educational policy and quality of education within the school units. The results demonstrated that it can not join the rising IDEB Public Schools Maceió, in the years 2007-2011, the receipt and application of resources of the PDE-School. A presente dissertação analisa a relação entre o PDE-Escola e a evolução do Índice de Desenvolvimento da Educação Básica (IDEB) em Maceió, nos anos de 2007 a 2011. O IDEB foi instituído como um índice que mede a qualidade da educação brasileira, e o PDE-Escola se constitui em um processo gerencial de planejamento estratégico, que visa dar suporte financeiro as unidades escolares, e é coordenado pela liderança da escola e desenvolvido, de maneira participativa, pela comunidade escolar, com o objetivo de aprimorar a gestão da escola, melhorar a qualidade do ensino que oferece e garantir maior eficiência e eficácia nos processos que desenvolve. Nesta pesquisa, buscou-se responder a seguinte questão: as escolas que estão recebendo o recurso PDE-Escola estão elevando o seu IDEB? Assim, o trabalho caracterizou-se por uma pesquisa de abordagem qualitativa, tendo como objeto de estudo a relação da evolução do IDEB com o PDE-Escola. A metodologia utilizada para a coleta de dados foi a de análise de bibliografias e análise documental. As sistematizações dos dados tiveram como parâmetro os documentos elaborados pelo MEC/INEP, dentre eles, leis, decretos, portarias, manuais, relatórios e planos. A organização do estudo foi estruturada em quatro seções: a primeira trata da Reforma do Estado e seus impactos na Política Educacional Brasileira, nos anos de 1990; a segunda, a questão da qualidade nas Políticas Educacionais no Brasil; a terceira aborda o PDE-Escola e o IDEB: concepções e implantação no contexto escolar, e a quarta sessão trata da Política Educacional em Maceió: elementos para análise do PDE-Escola e do IDEB. Esse trabalho mostra-se relevante para a área da política e gestão da educação, na medida em explicita contradições da própria política educacional e qualidade da educação no âmbito das unidades escolares. Os resultados demonstraram que não se pode associar a elevação do IDEB das escolas públicas de Maceió, nos anos de 2007 a 2011, ao recebimento e aplicação dos recursos do PDE-Escola.

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Tshabalala, Moloadi Johannes. "The right to basic education : what about farm school learners? / M.J. Tshabalala." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1780.

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The purpose of this study was to investigate the challenges faced by farm schools in exercising the right to basic education. In doing so, also to determine possible reasons behind learners' drop-out rate at farm schools. This stUdy was prompted by political changes, which took place after the democratic elections of April 1994, impacting on the provisioning of education in South Africa. The South African education system and its institutions were confronted by many laws and policies, including the South African Schools Act 84 of 1996 (84/1996), the National Education Policy Act 27 of 1996 (27/1996) and specific obligations under the Convention on the Rights of the Child. Through literature and empirical studies it was found that the State's commitment to social justice, especially to education, remains unfulfilled for large numbers of children, youths and adults living in rural areas. Literature revealed that the South African government is failing to protect the right to a primary education for learners living on commercial farms by neither ensuring their access to farm school, nor maintaining the adequacy of learning conditions at these schools. The research findings revealed that poverty resulting from unemployment or low income on the farms increases the need for teenagers to be in paid employment in the evenings or at the weekend, increasing absenteeism and ultimately resulting in learners dropping out, and an increase in child-labour. The empirical method, using questionnaires, was successful in obtaining information about what challenges are faced by farm schools in exercising the right to basic education and the reasons behind farm school learners dropping-out. It also established how participants felt and thought about their experiences and perceptions on the challenges confronting the right to basic education as well as the reasons behind farm school learners dropping out. The study established that if the State could respect and fulfil economic and social rights of the farm sChool community, including the right to basic education, by eradicating measures that deny the enjoyment of the right to education as seen at the farm schools, great progress and sustainability as far as education is concerned could be achieved by these schools. A number or recommendations were made with regard to the research on findings for the Sedibeng-West District (08). Thesis (M.Ed. (Education Law))--North-West University, Vaal Triangle Campus, 2008.

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Baldeh, Musa. "The Perceptions of Gambian Basic and Secondary School Teachers About Outdoor Education." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166609.

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Outdoor education is believed to be a new teaching approach and method in the education framework which relates to learning through natural places using direct experience. However, the teaching approach that is mostly used in the Gambian schools is based on the traditional approach of teachings as well as many African countries. As a relatively new teaching technique, outdoor education is gaining recognition from many researchers who are developing a keen interest in it. Thus, the aim of the current thesis is to investigate the perceptions of Gambian Basic and Secondary school teachers about outdoor education. in that regard, six (6) Gambian teachers from different teaching subjects, grades, and regions reported their views about outdoor education. A qualitative approach methodology with the use of semi-structured interview was employed to get teachers perceptions. After the data collection, thematic analysis was used for analyzing the collected data from which three (3) themes emerged to report the participants’ opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented some characteristics and examples of how the practice outdoor education. They emphasized that they view outdoor education as a teaching approach with the use of outdoors. However, according to them, any teaching activity that involves using the outside the four corners of the classroom or the school premises, is considered outdoor education. They noted that outdoor education can take place in the form of excursions, fieldtrips, classes outside the class under a tree or within the school premises. Besides, although the teachers indicated that the main teaching approach, they use is still the traditional teaching and learning approach, they showed willingness to enrich their classes with use of outdoor education. They further revealed that the main places they conduct outdoor education is the school yard, under a tree, a visit to places of interest, excursions to various historical places or museums and the like. The Gambian teachers acknowledged many potentials of outdoor education to the students including stimulation of multi-senses, increased understanding, improved social relation and cooperation, boosting of their health and wellbeing, developing curiosity, and giving students a sense of freedom and happiness. However, participants also revealed several barriers that suppress them from doing outdoor education effectively. Among the barriers mentioned includes, inadequate funding, lack of support from parents and school administrators, lack of pedagogical training, tight schedule, and limited time. Thus, further research is needed to help testifying the results of the current study and give more insight into the field of outdoor education in the Gambia and Africa at large

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Bastiaans, Patricia A. "Integrating art into the basic elementary school curriculum." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/312.

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Hogan, Alice Rosemary. "Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003386.

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This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.

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Lu, Wang. "Inspection of local administration of basic education in China : process, effectiveness and improvement." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321354.

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Harrison, Timothy Wade. "Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2057.

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The majority of city and county school systems throughout Tennessee and the United States at one time or another experience a budget crisis. In the state of Tennessee, school systems are funded through the Basic Education Program, established in 1992 as part of the Tennessee Education Improvement Act. The lawsuit of 1988, Tennessee Small School Systems v. McWherter, created the Basic Education Program. Through the years, the Basic Education Program has provided extra teaching positions, materials, and supplies and has provided the funding formula for school systems throughout the state. Many high-ranking administrators contend that the Basic Education Program has outlasted its time. School administrators from both city and county school systems indicate the program needs to be restructured to meet the current needs of the schools and students throughout the state of Tennessee. The purpose of this mixed-method study was to explore the perceptions of educational equality and the advantages/disadvantages of the Basic Education Program. Through quantitative data, city and county school systems were compared for per-pupil spending, average teacher salary, and student achievement in the advanced proficient category for math and reading/language. These data were collected from the Tennessee Department of Education website and the Tennessee Education Association website. Qualitative data were collected through interviews with high-ranking administrators from city and county school systems in Northeast Tennessee. These administrators were purposively selected from systems containing both city and county schools. The findings of this study demonstrated that city school systems have higher per-pupil spending and higher teacher salaries than county systems. City school systems have higher student achievement levels in the advanced proficient category than county school systems. Interview participants agree that educational equity does not exist between city and county school systems in the state of Tennessee. The participants in this study express that although the Basic Education Program in Tennessee was effective, at one time, it should be restructured or redefined to meet the current needs of all students in the state of Tennessee.

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Ghanney, Robert Andrews. "A case study of parental involvement in basic education in rural Ghana." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67052/.

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This study explores parental involvement in basic education in two school communities in rural Ghana. There has been relatively little previous research on parental involvement in school governance in Ghana generally and in poorer rural areas in particular. In such contexts, the term ‘parent' often extends beyond the biological parent to wider family and community networks and in this research, parental involvement is understood as a construct and practice that is both contextually located and produced through the intersecting spheres of influence between school, family and community (Epstein, 1995, 2001). The study starts from an understanding that when it comes to parental involvement in rural Ghana, there is a continuum of involvement that begins with basic decisions such as whether to send a child to school or not. It also recognises the importance of relational matters and issues of equity (Baquedano-Lopez, Alexander and Hernandez, 2013). Developed as a small-scale qualitative case study, focus group discussions and individual interviews were used to explore the inter-relationships between parents, staff and communities. The decentralised system of education delivery in Ghana assumes an important role for school management committees and parent teacher associations and the focus group discussions therefore involved community participants who were members of school management committees or parent teacher associations as well as head teachers and teachers in each of the two rural case study schools. Additional data were collected from individual interviews with parents. A key finding of the study was that although the formal structures for parental engagement in school governance were in place, in practice many members of the school management committee were unable to contribute fully to school management. The specific barriers to parental involvement unearthed in the study included socioeconomic factors such as the cost of equipping children to attend school but also the loss of income to the family. The practice of corporal punishment was identified as a potential source of misunderstanding between parents and school authorities and as something that could discourage involvement. Tensions in school governance situations also arose from the use of the English language. The study concludes that policies designed to encourage parental involvement in school governance must reflect not only important contextual differences but also the dynamics between structures and participants.

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Feyh, Patricia Ferreira. "O planejamento estratégico como ferramenta para a gestão educacional: Um estudo de caso nas instituições de ensino de educação básica da rede Verzeri." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7171.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-08-16T13:45:37Z No. of bitstreams: 1 Patricia Ferreira Feyh_.pdf: 4140666 bytes, checksum: 36694cdf5cb3c576bf017589d55cef8b (MD5) Made available in DSpace on 2018-08-16T13:45:37Z (GMT). No. of bitstreams: 1 Patricia Ferreira Feyh_.pdf: 4140666 bytes, checksum: 36694cdf5cb3c576bf017589d55cef8b (MD5) Previous issue date: 2018-04-14 Nenhuma Este estudo propõe-se a analisar o uso do planejamento estratégico como ferramenta de gestão em uma rede de escolas confessionais de educação básica, de natureza particular e de finalidade filantrópica, buscando compreender como se aplica essa ferramenta para o alcance dos objetivos organizacionais e propor melhorias para profissionalizar e qualificar ainda mais a gestão educacional dessa rede. Adotando metodologia qualitativa, a pesquisa envolveu dados documentais relativos ao planejamento estratégico da Rede Verzeri e de duas das escolas de educação básica dessa Rede, assim como a realização de entrevistas semiestruturadas com os sujeitos que atuam em diferentes funções nos colégios. Procedeu-se à análise dos documentos à luz da literatura especializada que versa sobre planejamento estratégico e a especificidade de organizações escolares, que, pela sua natureza estruturante, têm uma forma diferenciada de outras organizações. Como resultado da investigação, verificou-se que o planejamento estratégico adotado na Rede e nas escolas estudadas apresentou algumas lacunas na sua realização, e para tanto foram propostas adequações nos instrumentos à realidade das escolas, entre as quais se destaca uma adaptação no modelo do Balanced Scorecard (BSC) até então empregado. Da mesma forma, um conjunto de recomendações são apresentadas visando ao planejamento futuro da Rede contemplando ações de comunicação e a ampliação da participação da comunidade escolar no processo de planejamento estratégico dos colégios. This study aims to analyze the use of strategic planning as a management tool in a network of confessional schools of basic education, with a philanthropic purpose, seeking to understand how this tool is applied to achieve organizational goals and propose improvements to professionalize and further qualify the educational management of this network. Adopting a qualitative methodology, the research involved documentary data related to the strategic planning of the Rede Verzeri and two of the network's basic education schools, as well as semi-structured interviews with individuals who work in different functions in the schools. The documents were analyzed in the light of the specialized literature on strategic planning and the specificity of school organizations, which, due to their nature, differ from other organizations. The research revealed that the strategic planning adopted in the network and in the schools studied presented some shortcomings in its accomplishment. Therefore, adaptations were proposed to the reality of the schools, among which an adaptation in the model of the Balanced Scorecard (BSC) hitherto employed. Likewise, a set of recommendations are presented for the future planning of the network contemplating communication actions and the expansion of the participation of the school community in the strategic planning process of the schools.

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Pansiri, Nkobi Owen. "School retention in basic education : a rural ethnic minority case study in Botswana." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495649.

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In the light of the Millennium Development Goals (MDGs) and efforts to promote Education for All by 2015, this study focuses upon the nature and causes of pupil retention problems in isolated rural ethnic minority communities in Botswana. The theoretical framework for this study is derived from a critical review of the international literature relating to ethnocentrism, education and social reproduction and postcolonialism. The empirical dimension of research consists of detailed case studies of four linked schools in the Ngamiland - North West District of Botswana. Fieldwork was carried out in these schools and their communities over a period of three months during 2007. This consisted of field observation, qualitative interviews including life history/narrative of personal experiences, and the s examination of documentary sources.

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Jacini, Wantuir Francisco Siqueira 1974. "Prevalência dos sintomas de transtorno do déficit de atenção e hiperatividade em crianças do primeiro ciclo do ensino fundamental das escolas públicas estaduais de Campinas = Prevalence of symptoms of attention deficit disorder and hyperactivity in children of the first cycle of basic education attending state public schools in the city of Campinas." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312170.

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Orientador: Sylvia Maria Ciasca Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas Made available in DSpace on 2018-08-21T08:33:36Z (GMT). No. of bitstreams: 1 Jacini_WantuirFranciscoSiqueira_D.pdf: 2137175 bytes, checksum: 4f5048bb67bb9dd9996fc415b41fb0cc (MD5) Previous issue date: 2012 Resumo: O Transtorno e Déficit de Atenção e Hiperatividade (TDAH) é o distúrbio do comportamento mais comum na infância. Pode persistir na adolescência e vida adulta, sua manifestação com o passar da idade pode sofrer alterações. O Manual de diagnostico e estatística de distúrbios mentais, 4a edição texto revisado (DSM-IV-R) classifica três tipos de TDAH: Predominantemente Desatento (TDAH-D), Predominantemente Hiperativo/impulsivo (TDAH-H) e os dois combinados (TDAH-C). Estudos epidemiológicos relatam a variação da prevalência entre 3% e 20% diferenças causadas por critérios metodológicos, diagnósticos e perfil da amostra. O objetivo do presente estudo foi definir a prevalência dos sintomas do quadro clínico de TDAH em crianças escolares da rede pública do ensino fundamental no município de Campinas. Foi realizada uma seleção quantitativa descritiva, utilizando instrumento estruturado específico para levantamento de sintomas de TDAH, a escala SNAP-IV (Swanson, Nolan, and Pelham Questionnaire-Version-IV) adaptada a população brasileira e respondida por professores. Foram respondidos 5282 questionários referentes a crianças, de 7 a 10 anos, da rede pública estadual, em Campinas. A analise estatística foi realizada utilizando o SPSS 18. De acordo com os questionários respondidos, 566 (10,7%) crianças apresentaram sintomas do quadro clínico de TDAH enquanto 4716 (89,29%) não apresentaram. Separando por faixa etária: aos 7 anos de idade, das 936 crianças avaliadas 44 (4,7%) apresentaram-se sintomáticas; aos 8 anos de idade, das 1436 avaliadas 166 (11,6%) estavam sintomáticas; aos 9 anos de idade, das 1534 avaliadas 184 (12,0%) estavam sintomáticas; aos 10 anos de idade, das 1376 avaliadas 172 (12,5%) estavam sintomáticas. Em relação aos subtipos, das 566 (10,7%) crianças com sintomas do quadro clínico de TDAH, 274 (48,41%) eram sintomáticas para TDAH-D, 46 (8,13%) TDAH-H e 246 (43,46%) TDAH-C. Separando por idade: aos 7 anos, 28 (63,64%) TDAH-D, 2 (4,54%) TDAH-H e 14 (31,82%) TDAH-C; aos 8 anos, 98 (59,04%) TDAH-D, 22 (13,25%) TDAH-H e 46 (27,71%) TDAH-C; aos 9 anos, 84 (45,65%) TDAH-D, 8 (4,35%) TDAH-H e 92 (50,0%) TDAH-C; aos 10 anos, 64 (37,21%) TDAH-D, 14 (8,14%) TDAH-H e 94 (54,65%) TDAH-C. A prevalência de sintomas de TDAH em crianças do ensino fundamental do ensino público no município de Campinas são compatíveis com a literatura. O estudo demonstra que as taxas de prevalência de sintomas de TDAH em crianças do ensino fundamental do ensino público na cidade de Campinas são compatíveis com as taxas encontradas na literatura mundial. Por outro lado, ao contrário de resultados descritos por outros grupos, a freqüência de sintomas do subtipo desatento foram maiores do que de sintomas do subtipo combinado. Os sintomas do TDAH-D foram mais frequentes que TDAH-H e ligeiramente maiores que TDAH-C. Em relação as idades: TDAH-H teve menor prevalência em todas as idades. Já TDAH-D teve maior prevalência em relação ao TDAH-C entre 7 e 9 anos, aos 10 anos TDAH-C teve maior prevalência Abstract: The Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavior disorder in childhood. It can persist into adolescence and adulthood, where its expression over the age may change. The Diagnostic and Statistical Manual of Mental Disorders 4a edition Text Revision (DSM-IV-TR) classifies three types of ADHD: Predominantly Inattentive (ADHD-IN) Predominantly Hyperactive/Impulsive (ADHD-HI) and the two combined (ADHD-C). Epidemiological studies report variation in the prevalence between 3% and 20% differences due to methodological criteria, diagnostic and profile of the sample. The aim of this study was to determine the prevalence of ADHD symptoms in children at primary public schools in the city of Campinas. We performed a descriptive quantitative selection, using a structured instrument specific to surveying the range of ADHD symptoms SNAP-IV (Swanson, Nolan, and Pelham-IV Questionnaire-Version) adapted to the Brazilian population and answered by teachers. We studied 5282 children, 7-10 years, the public schools in Campinas. Statistical analysis was performed using the SPSS softwere 18. According to the answered questionnaires 566 (10.7%) children was symptomatic for ADHD while 4716 (89.29%) did not. Separating by age: 7 years old, of 936 children studied 44 (4.7%) was symptomatic; to 8 years old, the 1436 assessed 166 (11,6%) was symptomatic; to 9 years old, of 184 assessed in 1534 (12.0%) was symptomatic; to 10 years old, of 172 assessed in 1376 (12.5%) was symptomatic. Regarding the subtypes from 566 (10.7%) children symptomatic for ADHD, 274 (48.41%) was ADHD-IN, 46 (8.13%) ADHD-HI and 246 (43.46%) ADHD-C. Separating by age, we have: 7 years, 28 (63.64%) ADHD-IN, 2 (4.54%) ADHD-H and 14 (31.82%) ADHD-C, age 8, 98 (59,04%) ADHD-IN, 22 (13.25%) ADHD-HI and 46 (27.71%) ADHD-C, age 9, 84 (45.65%) ADHD-IN, 8 (4.35%) ADHD-HI and 92 (50.0%) ADHD-C, age 10, 64 (37.21%) ADHD-IN, 14 (8.14%) ADHD-HI and 94 (54.65%) ADHD-C. The prevalence of ADHD symptoms in primary school children from public schools in Brazil are consistent with literature. The study shows that prevalence rates of ADHD symptoms in children of elementary school public education in the city of Campinas are consistent with rates found in the literature. Moreover, contrary to results reported by other groups, the rates of subtype inattentive symptoms were greater than the combined subtype of symptoms. The symptoms of ADHD-IN were higher than ADHD-HI slightly larger than and ADHD-C. Regarding the ages: ADHD-HI had a lower prevalence in all ages. Since ADHD-IN was most prevalent in relation to ADHD-C between 7 and 9 years to 10 years ADHD-C had a higher prevalence Doutorado Ciencias Biomedicas Doutor em Ciências Médicas

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Babalim, Valéria de Souza. "Escola de tempo integral: relato de uma experiência na rede estadual de ensino de São Paulo." Universidade Nove de Julho, 2016. http://bibliotecatede.uninove.br/handle/tede/1514.

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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-08-16T19:30:42Z No. of bitstreams: 1 Valéria de Souza Babalim.pdf: 921061 bytes, checksum: c582a7db540c7694de753ccfeb5ea350 (MD5) Made available in DSpace on 2016-08-16T19:30:42Z (GMT). No. of bitstreams: 1 Valéria de Souza Babalim.pdf: 921061 bytes, checksum: c582a7db540c7694de753ccfeb5ea350 (MD5) Previous issue date: 2016-04-29 In 2005, the State Department of Education of São Paulo established the Full-Time School project in some primary education schools. In 2012, a new project of the Department of Education, now called Integral Education Program - Full Time School is implemented, with new guidelines and also incorporating the high school. This research aims to understand teachers’ concept of integral education and how school work was affected by this change. Our central problem work can be broken down into two questions: how teachers understand the objectives, procedures, concepts and guidelines of Integral Education Program - Full Time School and what changes occurred (or not) in the pedagogical work of these teachers. Primary research sources were constituted of official documents that support the program and five interviews with teachers, two of whom are also full-time school coordinators. The objective was to obtain data on teachers’ training, their understanding of comprehensive education and their analysis of the educational work process after joining the program. Given the results of this research, we can say that the interviewed teachers follow the debate on comprehensive education, they observed considerable changes in pedagogical work in full-time schools and consider the project relevant for students. En 2005, la Secretaría de Educación del Estado de São Paulo estableció el proyecto Escuela de Tiempo Completo en algunas escuelas de educación primaria. En 2012, Un nuevo proyecto del Departamento de Educación, que ahora se llama Programa Educación Integral- Escuela Tiempo Completo se implementa, con nuevas directrices y también la incorporación de la Escuela Secundaria. Esta investigación tiene como objetivo comprender el concepto de educación integral que los maestros tienen y cómo el trabajo en las escuelas se ha visto afectado por este cambio. El problema central de nuestro trabajo se puede dividir en dos cuestiones: cómo los profesores comprenden los objetivos, procedimientos, conceptos y directrices presentes en el Programa Escuela de Tiempo Completo; y qué cambios han ocurrido (o no) en el trabajo pedagógico de estos maestros. Las fuentes primarias de investigación constitúyanse de documentos oficiales que apoyan el Programa y 5 entrevistas con maestros, dos de los cuales son también los coordinadores de las escuelas de tiempo completo. El objetivo era obtener datos sobre la formación de los maestros, el entendimiento que tienen sobre la educación integral y el análisis que hacen del proceso de trabajo educativo después de la adhesión de la escuela al Programa. Teniendo en cuenta los resultados de esta investigación, podemos decir que los maestros entrevistados acompañan el debate cerca la educación integral, que estos observaron cambios considerables en el trabajo pedagógico en las escuelas de tiempo completo y consideran el proyecto relevante para los estudiantes. No ano de 2005, a Secretaria da Educação do Estado de São Paulo instituiu o projeto Escola de Tempo Integral, em algumas unidades escolares de Ensino Fundamental. Em 2012, um novo projeto da Secretaria da Educação, agora denominado Programa Ensino Integral - Escola de Tempo Integral é implementado, apresentando novas diretrizes e incorporando também o Ensino Médio. Essa pesquisa tem como objetivo compreender a concepção de Educação Integral que os professores possuem e como o trabalho desenvolvido nas escolas foi impactado por essa mudança. A problemática central do nosso trabalho pode ser desmembrada em duas questões: como os professores compreendem os objetivos, os procedimentos, as concepções e as diretrizes presentes no Programa Ensino Integral – Escola de Tempo Integral e quais mudanças ocorreram (ou não) no trabalho pedagógico desses professores. As fontes primárias de pesquisa se constituem em documentos oficiais que subsidiam o Programa e cinco entrevistas realizadas com professores, sendo que dois deles também são coordenadores das escolas de tempo integral. O objetivo foi obter dados sobre a formação dos docentes, a compreensão que possuem sobre educação integral e a análise que fazem do processo de trabalho pedagógico após a adesão da escola ao Programa. Diante dos resultados dessa pesquisa, é possível afirmar que os professores entrevistados acompanham o debate sobre educação integral, que eles observam mudanças consideráveis no trabalho pedagógico nas escolas de tempo integral e consideram o projeto relevante para os alunos.

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Silazaki, Raquel Pozzenato [UNESP]. "O processo de aprendizagem profissional de coordenadores pedagógicos para as/nas escolas de/em tempo integral no município de Araçatuba." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150014.

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Submitted by RAQUEL POZZENATO SILAZAKI null (rpsilazaki@hotmail.com) on 2017-03-28T12:55:47Z No. of bitstreams: 1 Dissertação Final de Mestrado Raquel Pozzenato Silazaki.pdf: 3326993 bytes, checksum: 7ca4f075b1b0870ddc917c44afeade90 (MD5) Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-29T20:33:40Z (GMT) No. of bitstreams: 1 silazaki_rp_me_prud.pdf: 3326993 bytes, checksum: 7ca4f075b1b0870ddc917c44afeade90 (MD5) Made available in DSpace on 2017-03-29T20:33:40Z (GMT). No. of bitstreams: 1 silazaki_rp_me_prud.pdf: 3326993 bytes, checksum: 7ca4f075b1b0870ddc917c44afeade90 (MD5) Previous issue date: 2017-02-10 Este estudo desenvolveu-se no interior da linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP/Presidente Prudente. Investigou as ações voltadas à formação continuada e à atuação dos Coordenadores Pedagógicos do Ensino Fundamental I, do Sistema Municipal de Ensino de Araçatuba-SP, especificamente das Escolas de Tempo Integral e de Atividades Complementares. A análise focaliza as concepções acerca da formação desses profissionais, compreendidos por nós como formadores de professores da Educação Básica (RINALDI, 2009) e sobre os desafios pertinentes à sua prática neste complexo processo de implementação de um ‘novo modelo de escola’ ainda em construção no município. Esta pesquisa derivou da proposta “A Formação de Professores e a Escola de Tempo Integral: políticas, práticas e desafios” (FAPESP 2014/14750-4). Adotou a abordagem qualitativa de pesquisa em educação a partir de uma matriz teórica interpretativa (PACHECO, 1995), por meio da qual buscou-se compreender o processo de aprendizagem profissional dos Coordenadores Pedagógicos em exercício nessas escolas, a partir de sua participação em um curso de formação continuada, que considerou os seus conhecimentos, atuação e suas demandas cotidianas. Desenvolveu-se via pesquisa bibliográfica, documental e pela coleta de dados, por meio do trabalho empírico, pautada na perspectiva construtivo-colaborativa (COLE; KNOWLES, 1993) de pesquisa-intervenção. Participaram 7 Coordenadores, de 5 escolas. A coleta de dados ocorreu a partir do desenvolvimento do curso, na modalidade de aperfeiçoamento, de 180 horas e certificação pela Pró-Reitoria de Extensão Universitária (PROEX) da UNESP. A técnica e os instrumentos de pesquisa utilizados foram: o grupo dialogal, o questionário e a filmagem. A análise de dados foi orientada pela análise de conteúdo e evidenciou o papel ativo dos sujeitos da pesquisa na produção de conhecimentos. Como resultados alcançados constatamos um contexto de escolas marcado por desafios de natureza administrativa e pedagógica. Não há processos formativos oferecidos aos Coordenadores, via sistema municipal, centrados nas concepções da Educação Integral e da Escola de Tempo Integral e que os auxiliem nas necessidades formativas emanadas na escola. Portanto, é necessária a formação que os sustente no desempenho do papel de formador de professor e no fortalecimento de sua identidade profissional, que se mostrou fragilizada. Para que esses profissionais se percebam e se reconheçam como formadores de professores da/na Educação Básica é necessário aprimorar seu campo de atuação, criando mecanismos de interação coletiva e colaborativa que os auxilie na detecção dos problemas que surgem nas práticas educativas. Constatou-se a precarização das condições de trabalho (falta de profissionais/infraestrutura) para o atendimento dos alunos em novos tempos e espaços educativos; a precarização documental e legal acerca da Educação Integral e da Escola de Tempo Integral. Propomos a revisão dessas questões, bem como a consolidação de uma Política Pública de Estado no município para as escolas com jornada ampliada, como também uma Política de Formação Continuada voltada aos Coordenadores, que possuem a função legalmente constituída, mas ainda carecem de maior reconhecimento profissional e de valorização que os assegure em seus processos de desenvolvimento profissional. This study was developed within the research line “Education Professionals Formation, Educational Policies and the Public School”, of the Post-Graduate Program in Education of the Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista UNESP/Presidente Prudente’s campus. Investigated the actions directed to the continued formation and to the performance of the Pedagogical Coordinators in Elementary Schools from the Public-School System in Araçatuba City, specifically, the full-time and complementary activity public schools. The analysis rests on the conceptions about the formation of these professionals, understood by us as teacher’s formers in basic education (RINALDI, 2009), and on relevant challenges to its practice in this complex process of implementing a 'new school model' still under construction in the city. It is a derivative project of the proposal “Teacher’s Formation and the Full Time School: Policies, Practices and Challenges" (FAPESP 2014/14750-4). Adopts qualitative research in education from an interpretative theoretical matrix (PACHECO, 1995), which we seek to understand the professional learning process of pedagogical coordinators acting in this schools, from their participation in a continuing education program considering its performance, knowledge and everyday demands. It was developed through bibliographical, documentary and data collection research, through empirical work, guided by the constructive-collaborative perspective (COLE; KNOWLES, 1993), of intervention research. Participated 7 pedagogical coordinators from 5 schools. The data collection was through the development of a continuous training course, in the modality of improvement, lasting 180 hours and certification by the Pro-Rectory of University Extension (PROEX) of UNESP. The technique and the research instruments used in this process were: the dialog group, the questionnaire and the filming. The data analysis was guided by the content analysis and evidenced the active role of the subjects of this research in the production of knowledge. As results achieved we find a school context marked by administrative and pedagogical challenges. There are no training processes offered to the Coordinators, through the Municipal Education System, focusing on the concepts of Full-time Education and the Full-Time Schools and that help them with the training needs emanated in the school. Therefore, it is necessary a training that supports them in the role of teacher’s trainers and in the strengthening of their professional identity, which has been weakened. In order for these professionals to perceive and recognize themselves as teacher’s trainers of the Basic Education, it is necessary to improve their field of action, seeking mechanisms of collective and collaborative interaction to expand their capacities in the detection of problems that arise in educational practices. It was observed the precariousness of working conditions (lack of professionals and infrastructure) for the care of students in new times and educational spaces; the documentary and legal precariousness about Full-time Education and the Full-Time Schools. We propose a revision on these subjects, as well as the consolidation of a Public Policy of State in the municipality for the schools with extended hours, as well as a Policy of Continuous Formation aimed to Coordinators, who have the legally constituted function, but still need more professional recognition and valuation that assures them in their professional development processes.

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Sims, Patricia. "Basic Robotics Curriculum: An Introductionary Unit for Junior High School Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/52.

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Abstract:

The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.

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