Dissertations / Theses on the topic 'Co-educational education'

Published Article
Co-operative Education is an integrated learning model that consists of an academic and Experiential Learning component. The concept of Co-operative Education is based on the application of theory and knowledge obtained in the classroom, and the development of practical skills using current technology and techniques in a real workplace context. Co-operative Education is formally recognised as an educational strategy and academic program that is part of the integrated curriculum. The primary aim of Co-operative Education is to prepare a graduate for a particular vocation or profession and is based on a co-operative partnership between a learning institution, an employer and a student, with specified responsibilities for each stakeholder or partner. Experiential Learning is a component of Co-operative Education and consists of interactions such as a formal training module, vocational learning and career experiences. Experiential Learning plays a crucial role in the development of attitudes such as responsible citizenship and professional ethics. The interdependence of the academic and Experiential Learning component of certain curriculum provide a learning experience adequate to meet the demands specified in learning outcomes of teaching programmes and qualifications. The purpose of this paper is to introduce the fundamental concept of Co-operative Education and to briefly explain and evaluate the current practices at the Central University of Technology, Free State.

Dissertation (PhD)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills.
AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien, is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik. Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van 'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en of die akademiese prestasie, sosiale vaardighede en motivering van leerders met spesiale opvoedkundige behoeftes verbeter het. Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag aangespreek of die deelnemers (die leerders met spesiale opvoedkundige behoeftes) verandering getoon het in die rigting wat deur die programbeplanning in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens en ná die intervensie behels. Navorsingsbevindings het getoon dat sowel leerders met spesiale opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van akademiese prestasie, motivering en sosiale vaardighede by die koëperatieweleer-lesse baat gevind het.

Co-teaching as an inclusive educational model is a new approach in Greece which aims to support the inclusion of children with special educational needs (SEN) in mainstream schools. This research aimed to investigate and evaluate co-teaching practices as well as teachers’ and students’ with SEN perceptions with regard to co-teaching. This research adopted a mixed methodology in two independent phases in order to address the needs of the study. Namely, 140 teachers were surveyed and multiple case studies of five different secondary co-taught classrooms were incorporated. This study showed that the way co-teaching is implemented in Greek secondary schools is closer to the model of “one teach-one assist”. Specifically, co-teachers saw the general teacher as responsible for all children, while the special teacher as responsible for an individual child with SEN included in a mainstream classroom. Thus, limited special teacher role expansion to all children was observed. The study showed that the general teachers were more negative about the sharing of various classroom responsibilities compared to the special teachers. Moreover, the approach of children’s withdrawal out of class was implemented to a significant extent. According to the research findings it was largely the special teachers who preferred this integrated approach and not the general teachers. Also, limited differentiation and grouping methods were used by co-teachers. In addition, this study indicated that co-teaching pairs did not collaborate with each other in an extensive way and did not commonly plan lessons together. Thus, teacher participants were quite sceptical in relation to the potential personal benefits of co-teaching to themselves. This study showed teacher training in co-teaching, teachers’ sensitivity and positive attitudes towards children with SEN, collaboration between co-teachers and mutual planning time, clear and official allocation of co-teaching roles and special teachers employment at the beginning of the academic year were all regarded as factors which would facilitate the successful implementation of co-teaching. Interestingly, the present study revealed that from the perspectives of both teachers and children with SEN the model of “one teach-one assist” seemed to have positive academic outcomes to children with SEN. However, the model of “one teach-one assist” seemed to have not only positive but also negative social and personal outcomes for children with SEN. From the perspective of some teachers and children with SEN respondents it seems that the model of “one teach-one assist” limited the social interactions of some children with SEN and interrelationships with the remaining children, which was due to sitting next to them during the lesson time and escorting them during the break time. Moreover, children with SEN did not see that co-teaching resulted in their social skills development. As a result some children with SEN expressed their unwillingness to be supported by a special teacher during the following academic year. Among the various disadvantages of co-teaching that children with SEN mentioned was the confusion that they usually felt when both teachers were speaking simultaneously. Lastly, children with SEN who experienced the out of class support expressed their preference for being supported out of the mainstream classroom. This was because they saw that the out of class support benefited them academically.

The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged

Co-location involves the physical placement of two schools onto one site. By some it is seen as a ‘compromise policy’ which prevents inclusion, whilst other authors argue that it offers ‘the best of both worlds’ in allowing pupils with special needs to access both mainstream and special school environments. The teacher-research presented here focused on the co-location of a special school with a mainstream secondary school. It used formal interviews and questionnaires to explore the attitudes of staff and parents towards the co-location and a ‘mosaic’ (Clark and Moss, 2001, p.1) of child-friendly methods to access the opinions of pupils from both schools. The research also included case studies of two co-located special schools which further explored the concept of co-location and considered the relationship of co-location to broader literature relating to the educational placement and inclusion of children with special needs. The research discovered that participants from the mainstream school were generally less concerned about the co-location than the special school participants. Participants from the special school were concerned about bullying, inequality and educational failure as a result of the co-location. Participants from all groups spoke with enthusiasm about the potential of the co-location to deconstruct prejudices and offer staff and pupils opportunities to learn together. The research concludes that co-located schools can be ‘autonomous’ and joined only by their physical placement on the same site, or that the schools can become ‘collaborative’ and work together to offer a unique inclusive learning environment.

This study investigated the perspectives of special and general education teachers on the loss of their professional space because of the co-teaching program. This was accomplished through the qualitative methods of data collection and analysis, by in-depth semi-structured face-to-face interviews that were recorded using an electronic device and note taking. The interviews were conducted individually with six high school teachers from public schools, of which four were special education teachers and two were general education teachers. These interviews revealed that teachers defined professional space as personal identity and felt that the loss of their professional space emotionally impacted them. The interviews further revealed the lack of acceptance of the program by the teachers, who felt that administrative support was insufficient. Also, the findings revealed that the special education teachers felt marginalized and disrespected by the students in the co-taught classroom. This was largely because of the visual impact of the small space allocated to them in the co-taught general education classroom; while the general education teachers felt inconvenienced and pressurized into making space for the SPED teachers. The study concludes that school leaders, program developers, and policymakers should consider the perspectives of co-teachers and include them in the decision-making process before program implementation, thereby fostering teacher acceptance and program effectiveness, that would ultimately benefit the students. The key suggestions of this study are the need for the school district to hire new teachers, specifically for the co-taught program, and to provide training for both school leaders and the teachers.

The ubiquitous nature of digital and social media has had a tremendous impact on higher education. In essence, these new pedagogical media has required faculty members to learn new methodologies to deliver their course content—often through distance education approaches. Transactional Distance Theory, designed by distance research scholar Michael Moore, is the preferred framework for instructional design for distance education. Even though there are examples of student affairs educators teaching students online, there are limited references to distance learning theory as a foundation for the work they are doing. This study was designed to explore the ways in which two online orientation co-curricular educational opportunities (CCeOs) created for student affairs departments adhere to the tenets of Moore's Transactional Distance Theory. In addition, a secondary purpose was to identify tangible examples that could inform an operationalize definition of Moore's Transactional Distance Theory for application in student affairs online CCeO development and, ultimately, enhance learning efficacy for these online educational programs, which is the purpose of an instructional design theory. The theoretical framework for this study was Moore's Transactional Distance theory. Document analysis was used to assess and interpret materials from two online orientation programs. The findings of this investigation reveal the existence of two online CCeOs created by, or for, student affairs educators that adhere in significant, although limited, ways to a pedagogical theory traditionally used in online course design.
Ph. D.

Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 general educators who co-taught at 8 urban elementary schools. Participants completed the Role Conflict and Role Ambiguity Scales and the 3 scales of the MBI-ES. Multiple regression analyses were performed to examine the relationship of role ambiguity and role conflict (independent variables) to each of the burnout scales (dependent variables). Each dependent variable was analyzed separately, as were data from special and general educators. Therefore, data analysis consisted of 6 separate regressions. The regression analyses indicated that role ambiguity was significantly related to personal accomplishment in both special and general education co-teachers while emotional exhaustion was significantly related to role conflict in both special and general education co-teachers. This information may lead to improved understanding of the factors contributing to burnout among co-teachers and to the design of appropriate interventions to address this problem.

This thesis explored the ways in which co-curricular programming affected students' development through a case study of the Mountains, Ocean, Valley Experience (MOVE) program at University of the Pacific. This study assessed the learning outcomes related to the MOVE program based on the student participants' perceptions of development and learning. In addition to finding support for most of the program identified learning outcomes, themes including the development of self-awareness, meaningful relationship cultivation, and a connection to the university emerged. Leadership development was also explored as it pertains to this program. Students at this particular institution appeared to begin transitioning through leadership identity development as defined by Komives et al. (2006) in terms of their understanding of the concept of leadership. Implications for future research and practice are also discussed.

This research explores and describes co-authorship network structures in the academic publication process. The production of academic publications, through co-authorship choices or strategies, creates a network structure among co-authoring scholars which can influence research visibility and enhance stature among peers (Bayer & Smart, 1991). A specific scholar's co-authorship network may reflect a structure of more cohesion (Coleman, 1988) or one which fills more structural holes (Burt, 1992), both of which are theorized, from contrasting perspectives, to be associated with publication success. Therefore, this study examined the association of these two academic co-authorship network structures with publication success, specifically within the field of research and scholarship on higher education. The network population consisted of 810 academic scholars who published articles in at least one of four top-ranked higher education research journals. Based upon structural holes and cohesion, seven different co-authorship network structures were identified. In terms of total publications, findings suggest that filling structural holes—a network structure that spans across the larger network and provides authors with a greater variety of co-authors—may even be further enhanced when there were also multiple publications with the same co-authors. Thus, an ideal hybrid network structure of both structural holes and strong ties may be possible. The data suggested that co-authoring multiple times with the same scholars (mean tie strength) may be critical to realizing the potential value buried within the structural holes (Burt, 2001).

Presenters will share instructional strategies that can enhance academic content and efficiently address the academic needs of diverse learners by demonstrating how these approaches can be (a) used with all ages and abilities levels, (b) applied to a wide variety of content, and (c) easily integrated into a co-taught setting.

Doctor of Education
Department of Educational Leadership
Trudy A. Salsberry
Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) of 2001 and Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. The focus on accessibility and accountability is resulting in an increase in the number of students with disabilities receiving specialized instruction within the least restrictive environment (LRE) of the general education classroom. To support students in the LRE, many schools are implementing the service delivery model of co-teaching, or pairing a special educator with a general educator, to provide core instruction with appropriate special education services to students with special needs. The purpose of this case study was to investigate what practices of principals are deemed most supportive to teachers engaged in a co-teaching service delivery model. The qualitative, multi-case study was designed to analyze perceptions of district level general education administrators, district level special education administrators, building principals, co-teaching coaches, and co-teaching partners who participated in the Kansas Co-Teaching Initiative. Data were obtained primarily through interviews of the participants. Demographic surveys, building schedules and field notes served as additional information for analysis and the interpretation of the data. The over-arching research question for this study was: “What practices of principals provide the most meaningful support to collaborative co-teaching in the context of the least restrictive environment?” Sheard and Kakabadse’s nine Key Elements of Effective Teams (2002, 2004) formed the framework for the study. These key elements also guided the research sub-questions. Data collected through the study revealed sixty patterns across the key elements of effective teams. When analyzed, the patterns yielded three themes: 1) principals arranged and protected time during the daily schedule for collaboration between co-teaching partners, 2) principals paired co-teachers together with careful consideration for compatibility, and 3) principals established and maintained a culture of professional growth.

Leaders and policy makers in Uganda developed a national strategy of placing female administrators in traditionally male-dominated coeducational secondary schools in the belief that their vision would promote equitable education by changing gender regimes that play in schools. Gender regimes are patterns of gender arrangements that could disadvantage the education of boys or girls (Connell, 2002). The purpose of this study was to discover if female administrators perceived and had developed strategies to change gender regimes in their schools. Participants were 13 female administrators of government-supported coeducational mixed/day secondary schools in Kampala and Wakiso urban districts. Participants ranged in age from 37 to 59 years and in school experience from 12 to 32 years. Nine participants held masters' degrees and 4 were currently enrolled in masters' programs. All participants were members of a female organization. The investigator used qualitative methodology to collect and analyze data and to report findings. With each participant, the investigator engaged in an open dialogue and used a semi-structured protocol to conduct an interview that was recorded and transcribed. The investigator examined archival records and collected artifacts from each school. Data were analyzed emically with NVivo software to facilitate the iterative process of identifying and refining themes. Themes had to reach a threshold of 50% to be considered significant. The findings revealed that female administrators perceived gender regimes related to family culture, school culture, sexuality, and power and authority. All female administrators had developed strategies to change the gender regimes that disadvantaged girls' education. These perceptions and strategies indicated that gender regimes were part of the vision of female administrators, but insufficient evidence was collected to determine the degree they were part of their strategic goals. These findings are significant because if these female administrators can change the gender regimes at play in their schools, they will make a significant contribution to providing equitable education to their students. While these findings cannot be generalized, this work may help other educators gain a better understanding of the influence of gender regimes in their schools.

According to the U.S Department of Education, co-teaching is an intervention used to give students with disabilities access to the general education curriculum while in the general education classroom. It's necessary to evaluate the effectiveness of co-teaching as it relates to academic performance. However, there has been a dearth of research on quantitative studies related to co-teaching and their results have been inconclusive. This quantitative study explored whether co-teaching has a positive effect on academic performance compared to collaborative teaching, and adds to the literature in this area that is considered current. On an annual basis from 2002 to 2011, junior and senior students from each school district in Georgia were given the GHSGT. Descriptive statistics were performed on the demographics of the respondents, including gender and ethnicity. The Mann-Whitney U Test was performed to evaluate if there were significant GHSGT mean scores differences between the co-teaching and collaborative class settings. Results indicated that students with disabilities performed better in the collaborative setting in math, English, and writing; and students in the co-teaching setting did not perform better than students in the non co-teaching setting in all subject areas. These results support that co-teaching is not meeting the needs of all students with disabilities (SWD) in this school district. Butts County education professionals may want to use this research to help guide them in designing a special education program that focuses on the needs of the SWD and how to meet those needs. This study contributes to positive social change because it supports previous research that concludes the needs of all SWD are not being met. More research still needs to be conducted to determine how to meet the needs of these students.

Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) based on the number of PD workshops taken. All 150 general and special education teachers at the study site were invited to participate and the sample included 74 teachers who completed the STATIC. Analysis of variance results indicated that teachers who completed 3 or more PD courses had significantly more positive attitudes toward teaching in inclusive classrooms than teachers who took fewer than 3 courses. As an outcome of the study, a PD workshop was created that provided teachers with strategies to operate within an inclusive classroom. Informing administrators about the necessity to expose teachers to PD if they teach inclusion classes is essential to improving teacher attitudes, which creates an environment that promotes student success.

The aim of the research was to explore the perceptions of educational psychologists (EPs), additional needs learning co-ordinators (ALNCo’s) and pupils of their involvement in person centred reviews (PCRs). The aim was to explore their role and preparation for the PCRs, advantages and disadvantages of the PCRs and the extent to which the PCRs were person-centred. Semi-structured interviews, a group interview and focus group were used to gather the perceptions of five EPs, eight ALNCo’s and four pupils in Authority A. Findings highlight that EPs and ALNCo’s both undertake co-ordinator and contributor roles within the PCRs, occasionally undertaking dual roles within the same review. ALNCo’s predominately undertake the preparation for PCRs with the majority of the EPs’ preparation falling within their regular practice. Advantages of PCRs included their equal, transparent and co-operative nature, their productivity and positivity. Disadvantages included logistical factors, e.g. length of reviews, difficulties bringing professionals together, and parental negativity. The PCRs were predominantly person-centred, with pupils enjoying making a contribution. However, the EPs, ALNCo’s and pupils highlighted that pupil participation could be further increased. Overall findings are potentially informative for fellow EPs and ALNCo’s and indicate the potential impact of engaging in PCRs on professionals’ workloads. The extent to which the PCRs were person-centred is encouraging. Despite the informative findings, they are not generalizable due to the constructivist nature. Previous research has not explicitly explored EPs perceptions of PCRs. Therefore the research addresses this gap in the literature.

Co-teaching has been, and continues to be, a growing trend in American schools since the late 1990s. As the popularity of this service delivery model increases, there is an imperative need for empirical research focusing on how co-teaching affects academic outcomes of students who receive special education services. Evidence regarding the academic outcomes of co-teaching is limited, and reports mixed results. The purpose of this study is to provide a synthesis of research examining academic outcomes of co-teaching on students who receive special education services. Quantitative information from each research report was coded, an overall effect size was computed, and a moderator analysis was conducted. Results suggest a significant effect (g = .281, k = 32, p < .05) of co-teaching on the academic outcomes of students with disabilities when compared to students with disabilities who did not receive instruction in co-taught settings; though a larger effect was found among dissertation reports (g = .439, k = 25, p < .001). Additionally, a significant effect was found when examining the academic outcomes of students in co-teaching compared to the academic outcomes of students in a resource classroom setting (g = .435, k = 27, p < .001. Lastly, effects were stronger the longer these students were in co-teaching environments. Implications of findings and recommendations for further research are discussed.

The thesis investigates pupils' approaches to learning modern foreign languages, particularly within the context of a single-sex teaching group. It represents a response to both the prevailing concern generated by the disparity between boys' and girls' achievements in this subject area, and to researchers' recommendations that the effects of a single-sex setting be investigated more closely (Powell, 1986; Batters, 1988). The findings are based on classroom-based research which adopted a case study approach to observe the practices of five mixed comprehensive schools in the UK which taught languages to one or more segregated cohort for at least one academic year. The data is predominantly qualitative and was collected over a period of two years by the following means: group and individual interviews; a range of questionnaires; classroom observation; and informal discussions with pupils and staff. The thesis begins by contextualising the issue of boys' underachievement in modern foreign languages. The first two chapters undertake a review and analysis of relevant research findings relating to both the reasons for boys' underachievement and the single-sex schooling debate. Chapter 3 describes the methods adopted by the researcher and outlines the central features of the five schools. The empirical findings of the research are analysed in Chapters 4, 5, 6 and 7. Chapters 4 and 5 address generic language teaching and learning issues; Chapter 4 focuses on teaching and learning styles and Chapter 5 examines pupils' attitudes to modern foreign languages. Chapters 6 and 7 focus more specifically on the observed effects of single-sex grouping, exploring the pupils' and teachers' perceptions respectively. Chapter 8 draws conclusions from the findings and makes recommendations for further research. In bringing together qualitative data from multiple sources, the thesis gives original and comprehensive insight into an area which is currently of considerable national and political interest. The findings suggest that boys' often negative attitudes to the subject are informed by a complex myriad of variables, including: the perceived relevance and difficulty of the subject; individual personality; learning preferences; the pupils' socio-economic background; and the teaching style. Where single-sex setting is perceived as an important influence on pupils' motivation and performance, it is usually recognised to be operating in conjunction with these other variables.

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This work consists of three essays organized into chapters that seek to answer questions at first sight unrelated, but with one common denominator, which is the scarcity of public resources devoted to education, overall, especially in lower education. . The first chapter deals with the scarcity of resources devoted to education in a context of population aging. Two hypotheses were tested for Brazilian municipalities on the relationship between the aging of the population and educational expenditure. The first, already proven in the literature, is that there is an intergenerational conflict for resources and the increase of the share of elderly in the population reduces the educational expenditure. The second, proposed here for the first time, is that there should be reduction of competition for resources if there is a relationship of co-residence between young and old. The results indicated that an increase in the share of elderly reduces the educational expenditure per youth. But the results also illustrate that an increase in the share of elderly co-residing with youth (family arrangement more common in Latin American countries) raises the educational expenditure, which reflects a reduction of competition for resources between generations. The second chapter assesses the allocative efficiency of investments in Higher Education. Using the difference between first-year and last-year students’ scores from Enade aggregated by HEI as a product in the Stochastic Production Function, is possible to contribute with a new element in the literature aimed at estimating the production function of education. The results show that characteristics of institutions are the variables that best explain the performance of students, and that public institutions are more inefficient than the private ones. Finally, the third chapter presents evidence that the allocation of public resources in early childhood education is important for a better future school performance. In this chapter was calculated the effects of early childhood education on literacy scores of children attending the 2nd grade of elementary school. The results using OLS and propensity score matching show that students who started school at the ages to 5, 4, and 3 years had literacy scores between 12.22 and 19.54 points higher than the scores of those who began school at the ages 6 years or late. The results also suggest that the returns in terms of literacy scores diminish in relation to the number of years of early childhood education.
Este trabalho é composto por três ensaios organizados em capítulos que buscam responder questões a uma primeira vista independentes, mas com um denominador comum, que é a escassez de recursos públicos destinados à educação. O primeiro ensaio trata da escassez de recursos voltados à educação em um contexto de envelhecimento populacional. Foram testadas duas hipóteses sobre a relação entre o envelhecimento populacional e os gastos em educação. A primeira, já presente comprovada na literatura, é a de que há uma disputa intergeracional por recursos e o aumento na proporção de idosos reduz os gastos em educação. A segunda, proposta aqui pela primeira vez, é a de que deve haver redução dessa disputa por recursos se houver uma relação de co-residência entre jovens e idosos. Os resultados indicaram que um aumento no percentual de idosos, de fato, reduz os gastos por jovem em educação. Mas também foram encontradas evidências de que conforme aumenta a proporção de jovens e idosos co-residindo (arranjo familiar mais comum em países lationo-americanos), aumentam os gastos em educação, o que reflete uma atenuação da disputa intergeracional por recursos. O segundo capítulo avalia a eficiência alocativa dos investimentos realizados no Ensino Superior. Utilizando a diferença entre os escores de alunos ingressantes e concluintes do Enade agregados por IES como produto na Função de Produção Estocástica, foi possível contribuir com um elemento novo na literatura voltada à estimação de Função de Produção de Educação. Os resultados mostraram que as características das instituições são as variáveis que melhor explicam o desempenho. Adicionalmente, as instituições públicas são mais ineficientes que as privadas. Por fim, o terceiro capítulo apresenta evidências de que a alocação de recursos públicos na Educação Infantil é importante para um melhor desempenho escolar futuro. Nesse capítulo foram calculados os efeitos da educação infantil sobre os escores de alfabetização das crianças do 2º ano do Ensino Fundamental. Os resultados encontrados com o uso de OLS e de Propensity Score Matching mostram que alunos que ingressaram com 5, 4, e 3 ou menos anos de idade, obtiveram escores de alfabetização entre 12,22 e 19,54 pontos a mais do que os que ingressaram na escola com 6 anos ou mais. Os resultados também sugerem que os retornos são decrescentes em relação ao tempo de Educação Infantil.

Incoming first year students have varying expectations for their college experience. As Florida public education budgets are more closely aligned with student persistence and graduation rates, it is vital institutions retain more first time in college students. The purpose of this study was to better understand how first year student college expectations on academic preparation, co-curricular involvement, socializing, and institutional commitment relate to persistence into the second year of college at one of Florida’s large, preeminent public research universities. This quantitative study utilized the Beginning College Survey of Student Engagement (BCSSE) in order to better understand incoming student expectations. The study sample consisted of 3,723 first time in college students and was collected during orientation for the summer and fall 2015 cohort. Tinto’s Model of Student Departure (1975b), which served as the theoretical framework, states a student’s individual characteristics he/she possess when starting college influence his/her persistence as well as initial commitment to the institution and ultimately a degree. Logistic regression was used to determine the strength of the relationship between students’ expectations and persistence into the second year of college. The overall findings of this study contribute to the increased understanding of first year student expectations and help administrators understand how to best support students. The findings illustrate a statistically significant relationship between high school GPA and persistence into the second year. Expected involvement in organized campus co-curricular activities, self-perception of academic preparation, and a first year student’s commitment to the institution were not found to be statistically significant to first year student persistence into the second year. Additional key findings and their implications for practice in higher education are presented along with recommendations for future research.

Reviews of research evidence supporting single-sex or co-educational schools reveal mixed findings. The majority of research in this field has addressed academic achievement rather than other aspects of self esteem. Many factors may lead pupils to having a positive or negative experience of school. This study uses a multidimensional view of self esteem and considers the impact of the type of school a pupil attends on pupils' self esteem. In the present study, year 8 and 10 pupils from two female single-sex, two male single-sex, and two co-educational schools participated. 1118 pupils completed the Harter Self Perception Profile, looking at seven aspects of self esteem. These were Scholastic Competence, Athletic Competence, Job Competence, Close Friendship, Romantic Appeal, Physical Appearance, Social Acceptance and Behavioural Conduct and Global Self Worth. From this sample, twelve focus groups were held to explore data arising from the questionnaires comparing males and females from singlesex and co-educational schools in order to see which systems work for each gender and how they work in different environments. The questionnaire data revealed some effects of the type of school; however the most important factor was the gender of the pupil. Males rated themselves in general as higher than females in most of the competences except Close Friendships. Ratings appeared to decrease from year 8 to 3 year 10 except for Romantic Appeal. Focus groups recognised that the effect of peers and relationships with teachers had an impact on self esteem in school. Pupils identified that providing support for developing social relationships and having access to positive role models were ways to support self esteem in school. By asking the pupils what they find beneficial and comparing what works for males and for females across different settings, targeted support from Psychology Services and schools will and can be more useful.

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A co-criação de valor é uma prática imperativa no ambiente do serviço. Em certos casos é uma condição de qualidade, mas em outros, imprescindível, como ocorre na educação. Entender a educação como um encontro de serviço não significa reduzir a importância desta atividade, mas sim qualificar suas práticas dentro de parâmetros conhecidos e qualidade pré- determinada. A Educação Superior Privada domina o panorama brasileiro, com números acima do patamar de 80% dos futuros profissionais, dos quais os de negócios aparecem como a maior categoria de discentes formados todos os anos. Diferenciar a mercantilização da educação de uma educação conduzida dentro da lógica do serviço é pertinente, visto que no entendimento deste estudo, os parâmetros educacionais históricos são carregados do viés ideológico, que pode ser substituído por métricas de qualidade isentas de ideologia, trocando esta por parâmetros concretos, com vistas à maior qualidade de conteúdo possível. Com base na Teoria da Autodeterminação e motivação acadêmica dos alunos de graduação, o estudo busca identificar o ponto crucial do ensino privado no qual o estudante como consumidor é direcionado a uma realidade mais próxima da ideal para aprendizagem, que é uma face híbrida desta prerrogativa, na qual o estudante é um co-produtor no locus educacional. Por intervenção de Etnometodologia, através da aplicação da técnica de Vignettes para estudantes do ensino superior privado, identificou-se como a co-criação de valor se adapta ao setor de ensino. Os resultados destacam especialmente o papel da autodeterminação como elemento central para co-criação, através da motivação intrínseca (desejo de aprender) em sua tênue relação com motivação extrínseca (avaliação). Identifica-se também que os estudantes podem ou não estar predispostos à co-criar, o que se manifesta em três comportamentos (os que desejam interação, os que não interagem por falta de estímulo, e aqueles que não gostam do trabalho coletivo). O entendimento dos estudantes sobre valor é limitado em utilitariedade.
The co-creation of value is an imperative practice in the atmosphere of service. In certain cases, a superior quality condition, but in other, indispensable, as it happens in the education. Understand the education as a service encounter doesn't mean reduce the importance of that activity; means increase the quality of practices through evident parameters and previous guaranteed quality. The Private Higher Education dominates the Brazilian scenario, with numbers above the 80% of the future professional forges; the majorities are business students, which appear as the bigest category of graduated students per year. Differentiate the education saled of an education matched inside the service logic is pertinent, because in the understanding of this study, the traditional educational parameters are loaded by the ideological inclination, that could be changed for quality metrics that extrapolate simple ideology, changing that practice for concrete parameters based in the increasing of the academic quality content. Based on Self-Determination Theory and academic motivation of undergraduate students, this research aims the identification of the focal point in private education where the students as consumers are drived to a better learning experience, a hybrid prerogative, in that the student is understood as a co-producer in educational locus. Through Ethnomethodological intervention, based in the Vignettes technic applied to private higher education students, the co-creation of value was identified as an adequate practice. The results specially identify the importance of the self-determination as a central element in co-creation, stimulated by intrinsic motivation (the wish to learn) and the thin relation with extrinsic motivation (evaluation). This study identifies that the co-creation is not always well undertood by students, and they expressed at least three types of behavior (wish to co-create, the non interactive behavior because is not a commom practice, and the preference to not work collectively). The students understanding about the concept of value is limited to utility.

The current educational and legislative reforms in the United Kingdom have placed effective multi-agency collaboration at the forefront of the professional agenda e.g., the Special Educational Needs and Disability (SEND) Code of Practice (DfE, 2014) in England; and the draft Additional Learning Needs (ALN) Code of Practice in Wales (Welsh Government, 2015; 2017). Central to this process is a shared understanding of the roles and responsibilities of each multi-agency professional. A wealth of research has illustrated incongruities in the perceptions of the role and practice of educational psychologists (EP) between EPs themselves and school professionals e.g. teachers (Kelly & Gray, 2000; Farrell, Jimerson, Kalambouka & Benoit, 2005). Fewer papers have explored barriers and/or facilitators to effective collaboration between the two professional groups (Davies, Howes, & Farrell, 2008). Fewer papers still have focused on comparing Special Educational Needs Co-ordinators’ (SENCo) and EPs’ perceptions of the role in particular (Ashton & Roberts, 2006). As SENCos are important link colleagues for EPs, responsible for co-ordinating support for children and young people with additional learning needs in their educational setting, a clear understanding of the EP role is integral to effective collaborative working. The current study aims: first, to compare and contrast EP and SENCo perceptions of the effectiveness of roles and/or functions of the EP; and second, to explore perceived facilitators and barriers to effective collaborative working between the two professional groups. A mixed-methods approach was used to collect data using questionnaires and focus groups. Forty-two EPs and seventy-two SENCos returned questionnaires representing data from a variety of geographical locations across Wales. Seven EPs and eleven SENCos took part in four focus groups in both rural and urban regions of Wales. Seven superordinate themes were identified including: (1) Interpersonal Relationships; (2) Understanding of Roles; (3) Value of EP involvement; (4) Clarity of the EP role; (5) The School System; and (6) The Wider Context. The final theme (7) Dream and Design includes EP and SENCo suggestions for future practice. These are discussed in relation to perceived facilitators and barriers and key areas of difference and/or similarity between responses. Implications of the present study for the role of EPs are discussed, together with the future directions for research.

[EN] Nowadays, universities are finding they have more and more competition regarding postgraduate programs. As educational institutions increase the offer, the need for them to improve their knowledge about the postgraduate market becomes more evident due to the lack of existing research and scarce literature about the topic. All this will help the educational institutions to develop suitable competitive strategies in order to attract postgraduate students' talent, thus distinguishing the institutions from the competition. This proactive orientation towards the market wills, like in many other markets, end up confiding in those programs which have successful marketing and allow for innovation and differentiation. At the same time, many authors relate this proactive orientation towards the market to co-creation. More specifically in the education sector, co-creation has been researched very little and has always been focused on the undergraduate student, not postgraduate. Lastly, the consequences of the postgraduate students' participation in these co-creation processes concerning satisfaction and loyalty is something that has not been studied either. This first quantitative study has led to a validation of the proposed model which allows us to affirm that, independent of the results obtained in the co-creation process, the student involvement in it, will result in greater satisfaction and loyalty towards the institution. For this reason co-creation can help the educational institutions to develop competitive differentiating strategies which will generate not only a greater satisfaction for the student but also the possibility of achieving differentiation thanks to the resulting innovation. After this first quantitative study, a second study was carried out in a Business to Business context by sending a professional from the company to the educational institution. In this study an attempt was made to measure the consequences of co-creation in student satisfaction, strength of the relation and student loyalty. This new structural equation model (SEM) has more variables and relations than the former one, introducing the strength of the relation. In addition, the study is centered on adult students who in this case are professionals sent by their companies to study a master program, Business to Business as opposed to Business to Consumer from the former study. The conclusions of the study are that the co-creation where the adult student participates in the process takes them to higher levels of satisfaction and greater loyalty towards the educational institution. At the same time, our research shows that the strength of the relation is positively influenced by the process of creation of value. In this case, the research has only validated part of the model. Therefore, this last part of our research again reaffirms the idea that co-creation can be a beneficial tool for universities in order to develop competitive strategies which generate more value for their clients and which also makes it difficult for the competition to imitate. Finally it should be pointed out that the results of this research facilitate the implementation of a co-creation process between universities and postgraduate students as well as the possible areas of its application within the purchase process and choosing a master program. On the other hand, it has also been demonstrated that independent of the results of this process, co-creation itself leads to higher rates of satisfaction, an improvement in the strength of the relation and more student loyalty towards the institution.
[ES] En la actualidad, las universidades se encuentran con una competencia cada vez mayor en lo que se refiere a sus programas de posgrado. A la vez que se incrementa la oferta por parte de las instituciones educativas, impera la necesidad por parte de las universidades de mejorar su conocimiento sobre el mercado de posgrado, debido a la falta de investigación existente con una literatura sobre marketing escasa. Todo ello, ayudará a las instituciones educativas a desarrollar estrategias competitivas adecuadas para lograr atraer el talento de los estudiantes de posgrado diferenciándose de la competencia. Esta orientación proactiva el mercado, pasará, como en otros muchos mercados, por apostar por políticas de marketing de éxito, que permitan en un sentido o en otro, innovar y diferenciarse. Al mismo tiempo, son muchos los autores que relacionan esa orientación proactiva al mercado, con la co-creation. En el caso específico del sector educativo, la co-creation se ha estudiado poco y siempre desde una perspectiva de estudiantes universitarios, no de posgrado. Por último, las consecuencias en el alumno de posgrado de participar en estos procesos de co-creation desde el punto de vista de los efectos en su satisfacción y lealtad, es algo que tampoco se ha estudiado. Este primer estudio cuantitativo ha supuesto una validación del modelo propuesto, por lo que se puede afirmar, que con independencia de los resultados obtenidos en el proceso de co-creation, el propio proceso de involucración del alumno en ello, redundará en una mayor satisfacción y lealtad hacia la institución. Por todo ello, la co-creation puede facilitar que las instituciones educativas desarrollen estrategias competitivas diferenciadoras que generarán tanto una mayor satisfacción para el estudiante como la posibilidad de lograr diferenciación gracias la innovación que surja del mismo. Con posterioridad a este primer estudio cuantitativo, se realiza un segundo estudio si bien desde un contexto Business to Business al pretender medir las consecuencias de la co-creation en la satisfacción, fortaleza de la relación y lealtad del estudiante, en este caso profesional enviado por la empresa, hacia la institución educativa. Este nuevo modelo de ecuaciones estructurales (SEM) es más amplio en variables y relaciones que el anterior, introduciendo la fortaleza de la relación. Además se centra en estudiantes adultos que en este caso son profesionales enviados por sus empresas a realizar el programa master, vertiente Business to Business frente a Business to Consumer del anterior Las conclusiones del estudio son que la co-creation donde el estudiante adulto participa en el proceso, lleva a niveles más altos de satisfacción y a una mayor lealtad hacia la institución educativa. Al mismo tiempo, nuestra investigación muestra, que la fortaleza en la relación, está influenciada positivamente por este proceso de creación de valor si bien no media entre la co-creation y la lealtad. En este caso, la investigación sólo ha validado parte del modelo. Así, esta parte última de nuestra investigación vuelve a ser una reafirmación de la idea de que la co-creation puede ser, en sí misma, una herramienta beneficiosa para las universidades para desarrollar estrategias competitivas que generen más valor para sus clientes y que también sea difícil de imitar por la competencia Finalmente señalar que los resultados de este trabajo facilitan la implementación de un proceso de co-creation entre universidades y estudiante de posgrado así como las posibles áreas de aplicación de la misma dentro del proceso de compra y elección de un programa master. Por otra parte, también se ha demostrado, que con independencia de los resultados de este proceso, la co-creación en si misma resulta en mayores tasas de satisfacción, mejora en la fortaleza en la relación y mayor lealtad hacia la institución por parte del alumno.
[CAT] Actualment, les universitats es troben amb una competència cada vegada més gran pel que fa als seus programes de postgrau. Alhora que s'incrementa l'oferta per part de les institucions educatives, impera la necessitat per part de les universitats de millorar el seu coneixement sobre el mercat de postgrau, a causa de la falta d'investigació existent amb una literatura sobre màrqueting escassa. Tot això, ajudarà a les institucions educatives a desenvolupar estratègies competitives adequades per aconseguir atreure el talent dels estudiants de postgrau diferenciant-se de la competència. Aquesta orientació proactiva el mercat, passarà, com en molts altres mercats, per apostar per polítiques de màrqueting de éxitoexitosas, que permetin en un sentit o en un altre, innovar i diferenciar-se. Alhora, són molts els autors que relacionen aquesta orientació proactiva al mercat, amb la co-creation. En el cas específic del sector educatiu, la co-creation s'ha estudiat poc i sempre des d'una perspectiva d'estudiants universitaris, no de postgrau. Finalment, les conseqüències en l'alumne de postgrau de participar en aquests processos de co-creation des del punt de vista dels efectes en la seva satisfacció i lleialtat, és una cosa que tampoc s'ha estudiat. Aquest primer estudi quantitatiu ha suposat una validació del model proposat, de manera que es pot afirmar, que amb independència dels resultats obtinguts en el procés de co-creation, el mateix procés d'involucració de l'alumne en això, redundarà en una major satisfacció i lleialtat cap a la institució. Per tot això, la co-creation pot facilitar que les institucions educatives desenvolupin estratègies competitives diferenciadores que generaran tant una major satisfacció per a l'estudiant com la possibilitat d'aconseguir diferenciació gràcies la innovació que sorgeixi de ell mateix. Amb posterioritat a aquest primer estudi quantitatiu, es realitza un segon estudi si bé des d'un context Business to Business en pretendre mesurar les conseqüències de la co-creation a la satisfacció, fortalesa de la relació i lleialtat de l'estudiant, en aquest cas professional enviat per l'empresa, cap a la institució educativa. Aquest nou model d'equacions estructurals (SEM) és més ampli en variables i relacions que l'anterior, introduint la fortalesa de la relació. A més se centra en estudiants adults que en aquest cas són professionals enviats per les seves empreses a realitzar el programa màster, vessant Business to Business davant Business to Consumer l'anterior Les conclusions de l'estudi són que la co-creation on l'estudiant adult participa en el procés, porta a nivells més alts de satisfacció ia una major lleialtat cap a la institució educativa. Alhora, la nostra investigació mostra, que la fortalesa en la relació, està influenciada positivament per aquest procés de creació de valor si bé no hi ha entre la co-creation i la lleialtat. En aquest cas, la investigació només ha validat part del model. Així, aquesta part última de la nostra recerca torna a ser una reafirmació de la idea que la co-creation pot ser, en si mateixes, una eina beneficiosa per a les universitats per desenvolupar estratègies competitives que generin més valor per als seus clients i que també sigui difícil d'imitar per la competència Finalment assenyalar que els resultats d'aquest treball faciliten la implementació d'un procés de co-creation entre universitats i estudiant de postgrau així com les possibles àrees d'aplicació de la mateixa dins del procés de compra i elecció d'un programa màster. D'altra banda, també s'ha demostrat, que amb independència dels resultats d'aquest procés, la co-creació en si mateixa resulta en majors taxes de satisfacció, millora en la fortalesa en la relació i major lleialtat cap a la institució per part de l'alumne .
Peralt Rillo, A. (2015). Co-creation innovation for business programs for educational institutions [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/51462
TESIS

The Special Educational Needs and Disability (Northern Ireland) Order (2005) (SENDO) which became operative on lSI September 2005 was the catalyst for this study. Set within the context of change, the purpose of the research was to investigate the implications for Special Educational Needs Co-ordinators (SENCOs) in Northern Ireland in implementing SENDO. Quantitative and qualitative data was obtained using a mixed method approach; a questiollilaire, which was constructed and forwarded to SENCOs throughout Northern Ireland, revealed a number of themes which were further explored through semI structured interviews with focus groups of SENCOs. The findings, which were representative of the overali situation in Northern Ireland, revealed that while there is general positivity about the principles of SENDO, there are differing approaches to inclusion throughout schools in Northern Ireland. Whilst there has been a shift from the traditional role as a special needs teacher to a co-ordinating . role, it would appear that a number of SENCOs are not totally ready to fully embrace the new legislation. The main implications for SENCOs include lack of status, with orily a small number on senior management teams, insufficient resources, especially classroom assistants and a lack of time to effectively manage very demanding workloads. In addition a lack of qualifications, training and support within the area of special education, especially managing challenging behaviour and dealing with medical issues, were highlighted as major implications. The study concluded with a number of recommendations for schools, Education and Library Boards and the Department of Education to consider 'In order to support SENCOs with the successful implementation of SENDO.

University educators are concerned with student leadership development in order to generate much-needed leaders in every aspect of society. This sequential mixed methods study found that students who participate in a university co-curricular outdoor education leadership training program, combined with the experience of leading a wilderness backpacking trip, had increased leadership self-efficacy. Empirical evidence was found to support leadership development, as well as the effectiveness and importance of university co-curricular outdoor education leadership training programs. This research is significant to educators for determining priorities in providing resources and designing effective co-curricular programs to create tomorrow's leaders.

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The Co-teaching/Collaborative Teaching has been considered by many researchers as one of the modalities to support school inclusion service, having effective strategies for children with special needs of Special Education students - PAEE in public schools. This is one of the collaboration models in which teachers of special and regular education work in an egalitarian relationship searching for strategies to encourage enrollment of PAEE students within the regular school classroom. In this perspective, the present study aimed to develop, implement and evaluate a Specialized Educational Service Program - AEE based on Co-teaching, for students with intellectual disabilities in the regular classroom context at four public schools of two cities. The study was conducted in four public schools of two cities: São Carlos - São Paulo in 2011 and Vitória da Conquista - Bahia in 2012. In this study, altogether participated the researcher, as a special education teacher; four teachers of regular classrooms and five students with intellectual disability ID. The instruments used were: a questionnaire for mapping school networks and school units; identification questionnaire and Semistructured interview script for participating teachers; Anamnese Sheet, Four Words and one Sentence Test, educational evaluations and activities for students with ID; Observation script and Field diaries with the researcher records and Rating Scale for Outer Observers - EAOE. Student data were individually analyzed qualitatively and quantitatively, considering the process analysis; teachers interviews were subjected to content analysis. The results indicated the importance of Co-teaching for participating teachers, particularly in the expansion of knowledge about ways of acting in the regular classroom with ID students; expansion of professional knowledge about managing the classroom for the special education teacher and, in the ID students there was progress in the social aspect - changes in behavior and in academic development - willingness to participate in educational activities, which supports this strategy as another model that may increase the participation of ID students in the regular school context, and provide continuing education for professionals involved. However, the support service based on Co-teaching needs to be implemented in other school systems to evaluate the generalizability of its effectiveness, so that it can influence public education policy that supports other models of AEE that can be realized in other areas, besides Multifunction Features Room - MFR.
O Coensino/Ensino Colaborativo vem sendo apontado por vários pesquisadores como uma das modalidades de serviço de apoio à inclusão escolar, configurando-se como uma das estratégias eficazes na escolarização dos alunos público-alvo da Educação Especial PAEE nas escolas comuns. Trata-se de um dos modelos de colaboração em que professores da educação especial e comum trabalham numa relação igualitária na busca de estratégias que possam favorecer a escolarização dos alunos PAEE dentro da sala de aula da escola comum. Nesta perspectiva, a presente pesquisa teve por objetivo elaborar, implementar e avaliar um Programa de Atendimento Educacional Especializado - AEE com base no Coensino, para alunos com deficiência intelectual no contexto da sala de aula comum em quatro escolas públicas municipais de dois municípios brasileiros. Trata-se de uma pesquisa participativa com abordagem mista. O estudo foi desenvolvido em quatro escolas públicas de duas redes de ensino municipal: São Carlos- São Paulo no ano de 2011 e Vitória da Conquista Bahia no ano de 2012. Ao todo participaram deste estudo a pesquisadora, como professora de educação especial; quatro professoras da sala de aula comum e cinco alunos com deficiência intelectual- DI. Os instrumentos utilizados foram: questionário de mapeamento escolar para as redes e unidades escolares; questionário de identificação e Roteiro de entrevista semi-estruturada para os professores participantes; Ficha de Anamnese para os pais ou responsáveis pelos alunos com DI; Prova das Quatro Palavras e uma Frase, avaliações e atividades pedagógicas para os alunos com DI; Roteiro de observação e Diários de campo com registros da pesquisadora e Escala de Avaliação para Observadores Externos EAOE. Os dados dos alunos foram analisados individualmente de maneira qualitativa e quantitativa levando em consideração a análise do processo; as entrevistas com as professoras foram submetidas à análise do conteúdo. Os resultados analisados apontaram a importância do Coensino para os professores participantes, especificamente na ampliação do conhecimento sobre as formas de atuar na sala de aula comum com alunos com DI; ampliação do conhecimento profissional sobre manejo de sala de aula para a professora de educação especial e, em relação aos alunos com DI verificou-se avanços no aspecto social mudanças no comportamento e, no desenvolvimento acadêmico disposição para participar das atividades de ensino, o que respalda essa estratégia como mais um modelo que poderá ampliar a participação dos alunos com DI no contexto da escola comum, além de prover formação continuada aos profissionais envolvidos. Contudo, o serviço de apoio baseado no Coensino necessita ser implementado em outras redes de ensino para avaliar a generalização de sua eficácia, para que assim possa influenciar uma política pública de educação que respalde outros modelos de AEE que poderão ser realizados em outros espaços, além da Sala de Recursos Multifuncionais SRM.

This study aimed at finding out junior secondary student’s attitude towards school science in a co-educational school in Hong Kong. Eleven items from the survey instrument Attitude towards School Science (AtSS) were used to collect both descriptive and explanatory data on student’s attitude towards school science. The sample consisted of 393 Form 1 to Form 3 students. Their positive AtSS were found to decline with grade level (i.e. declining from Form 1 to Form 3). The decrease in positive attitude was sharpest between Form 2 and Form 3. A remarkable decrease in positive attitude towards their science teachers was also noticed between Form 2 and Form 3 mainly due to the decrease in variety of activities during the lessons. In general, female students were less positive to school science but they were trying harder than the male students because they wanted to do well even though they were not as interested as male students in the subject. In terms of interest, female students were more favorably inclined towards biological science and male students towards physical sciences. Based on the findings, it is suggested that the curriculum and time allocation for junior secondary science, especially for Form 3, should be revised so as to help cultivate student’s interest in science. Also, peer observations can be arranged more frequently to let teachers learn from each other.
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Education
Master
Master of Education

The balance of awareness of student disabilities, providing supports and accommodations necessary for the success of special education students, and a high understanding curriculum contents is a challenge for special educators in the co-taught setting. This study investigates the effect the relationship between the number of curricula in which the special educator is co-teaching has, on student achievement. Statistical analysis was conducted to compare both the results on state mandated end of course examinations, and course grades in classrooms where the special education coteacher was responsible for one curriculum content where they were responsible for two and three curricula. Findings show a significant difference in student achievement only between classrooms where the special educator was responsible for one curriculum and where they were responsible for two. In looking at the mean achievement results for end of course examinations and course grades, students in the classrooms where the special educator was responsible for three curriculum contents earned higher scores. Results indicate that factors or a combination of factors, other than curricula content knowledge of the special education co-teacher, play a greater role in effecting the achievement of the special education students in the co-taught classroom.

Every student deserves to be educated by teachers who are culturally proficient to ensure their needs are being met within inclusive school systems. This calls for educator preparation programs to ensure teacher candidates are culturally proficient. However, this is a pedagogical shift in isolated, rural settings due to the challenges rural communities pose for cultural proficiency (Sileo, Sileo, & Pierce, 2008). Modeling co-teaching and critical discourse in educator preparation allows teacher candidates to explore historical and systemic inequities of marginalized populations. Understanding these inequities can allow teacher candidates to recognize how diversity may impact the lives of various individuals and learn to honor the cultural uniqueness of others.

The purpose of this study was to explore the perspectives of teacher candidates within a course modeling co-teaching and critical discourse in educator preparation to capture the essence of their experiences. The conceptual framework created to guide this study centralizes co-teaching in educator preparation to model and promote critical discourse embedding critical theory and disability inquiry. This study used a phenomenology approach to obtain the essence of teacher candidates’ experiences. Participants of the study were pursuing a degree in education from a rural state college. Of the participants, 92% were female and 98% were white. To ensure the essence of teacher candidates’ experience prevailed, the researcher used a peer debriefing process and member checking to ensure validity.

Three themes emerged from the survey responses and four participant interviews. Each theme had three sub-themes that emerged as well. The first theme was a prosocial environment, with sub-themes of connectivity, multiple perspectives, and critical discourse. The second theme was vulnerability, with sub-themes of professors as change agents, self-awareness, and critical consciousness. The last theme was empowerment, with sub-themes of advocacy, pedagogical awareness, and understanding and honoring culture. Interconnections of the themes were analyzed and presented to combine the conceptual framework of the study with the findings.

Although research is limited on the effectiveness of co-teaching as a service delivery model for students with disabilities, through observation, many educators have reported positive outcomes with co-teaching (Beninghof, 2011). This case study was designed to examine the implementation of co-teaching in an elementary magnet school in a Midwestern school district driven by science, technology, engineering, arts, and mathematics (STEAM) and with a strong emphasis on personalized learning. General education teachers, special education teachers, and administrators were interviewed three times during the initial implementation school year. In addition, journaling was documented by three of the participants, and co-teaching fidelity checks were completed by the school district’s Executive Director of Special Services. After information was gathered and analyzed, it was discovered both students with and without disabilities benefit from co-teaching as a service delivery model. It was also noted there are similarities between the benefits and challenges in a traditional co-taught classroom and a co-taught class in a STEAM elementary school with an emphasis on personalized learning. The benefits of co-teaching far outweigh the detriments. It was further discovered the success of co-teaching is attributed to the pairing of co-teaching partnerships. Finally, the participants shared the need for special education administrators to play a more active role in professional development and the sustainability of co-teaching.

The research design was a blended methodology of social systems design and action research applied through the lens of transdisciplinarity to create the conditions for innovation in an educational institution. This research examined the barriers and opportunities for innovation to support community college students learn the skills and traits to thrive in the 21st century. Research participants were community college educators who, while acknowledging this need for change, have experienced institutional stagnation. The purpose of this research was to study how educators can be empowered to innovate from within the institution through the principles of social systems design, design thinking, and action research.

The team of community college educators were invited to co-create a collaborative academic makerspace for students to employ interdisciplinary, inquiry-based learning. The action research and social systems design methodologies engaged the participants to research the current conditions for innovation and to identify interventions to increase the culture of innovation at the institution. One-on-one interviews provided background on challenges and hopes for innovation within their current education system. Data collected from interviews informed a collaborative design thinking process to involve the larger group in developing actionable solutions.

The research findings were twofold. The first layer of findings were the documented challenges and opportunities for innovation within a community college environment arising from the educators participation as well as their specific prototyped solution to address the challenges. Second, the design thinking process itself provided additional insights on how to engage stakeholders in similar educational settings in an active, solution-focused mindset.

Social systems design and design thinking provided the research environment for collaborative innovation while action research allows for multiple cycles of the research process. Educational leaders could learn from the research findings to structure environments to encourage innovation from within similar contexts. Scholars can continue the research efforts by implementing similar studies in other institutions, capturing how culture impacts the conditions for innovation, and engaging individual participants in storytelling methods. This study illustrated the benefits to involve stakeholders in their own innovation process for authentic organizational change.