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Nascimento, Karen Cristina Costa do. "Avaliação da aprendizagem na educação física escolar na zona rural no município de Formosa: realidade e contradições." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7778.
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Previous issue date: 2017-09-01<br>The rural population, since the dawn of Brazilian history, suffers from the lack of investment
in education. In this sense, this research has as object of study the category evaluation of
learning, especially that carried out in the public schools of the rural area by Physical Education teachers of the Municipal School of Formosa - GO and to map the challenges and the possibilities for The Evaluation practices in Physical Education in the Field. The guiding
questions include the understanding of the physical education discipline and the evaluation
process: do teachers use a methodology that privileges the critical thinking of the students?
Does the evaluation collaborate with the process of reflection on the pedagogical work carried out and contributes to adapting points of the walk, or does it serve only as a means of gauging and classification? Is it possible that the teachers who teach physical education do not know how to use the evaluation tools or do not have the theoretical methodological deepening about learning evaluation? The general objective of the study is to identify the main evaluation instruments used by physical education teachers in the teaching network of that city and their effectiveness in promoting quality education. Specific objectives are to analyze what teachers understand as evaluation; To verify the evaluation criteria used by teachers to gauge students' knowledge; Identify the difficulties presented by the teachers in the choice of evaluation instruments. The theoretical framework is based on Arroyo (1999), Arendt (1999), Hoffmann (2001), Esteban (2002), Charlot (2001), Villas Boas (2004), Mészáros (2005), Oliveira and Boiago), Germani), Fernandes and Freitas (2007), Santos (2008), Souza (2008), Taffarel (2009), Silva (2010), Luckesi (2011), Santos (2013) and Silva (2015). This is a qualitative research. The instruments adopted for data collection are the semistructured interview and the documentary analysis of official records that guide the teachers' pedagogical work. It is concluded that the instruments used and the problems presented by the teachers in the choice of the evaluation are conditioned to the reality of material and infrastructure precariousness and perceptions of the school in relation to Physical Education, this is understood the entertainment or mere recreation And can be performed by any professional from another area. This reveals the low value of this profession within the school context itself and the fragility of the evaluation process that does not consider the specificities of the Field Schools.<br>A população do campo, desde os primórdios da história do Brasil, sofre com a falta de
investimentos em educação. Nesse sentido, esta pesquisa tem como objeto de estudo a categoria
avaliação da aprendizagem, em especial aquela realizada nas escolas públicas da zona rural por
professores de Educação Física do Ensino Fundamental da Rede Municipal de Formosa – GO
e mapear os desafios e as possiblidades para as práticas avaliativas na Educação Física no
Campo. Como questões norteadoras compreende-se o entendimento sobre a disciplina
Educação Física e o processo de avaliação: os docentes utilizam uma metodologia que
privilegia o pensamento crítico dos alunos? A avaliação colabora com o processo de reflexão
sobre o trabalho pedagógico realizado e contribui para adaptar pontos da caminhada, ou serve
apenas como meio de aferição e classificação? É possível que os docentes que lecionem a
disciplina de Educação Física desconheçam como utilizar os instrumentos avaliativos ou não
possuam o aprofundamento teórico metodológico sobre avaliação da aprendizagem? O objetivo
geral do estudo é identificar os principais instrumentos de avaliação utilizados na avaliação da
aprendizagem pelos docentes de Educação Física na rede de ensino daquele município e qual a
eficácia dos mesmos na promoção de uma educação de qualidade. Como objetivos específicos
pretende-se analisar o que os professores entendem como avaliação; verificar os critérios
avaliativos utilizados pelos docentes para aferição do conhecimento dos alunos; identificar as
dificuldades apresentadas pelos docentes na escolha dos instrumentos avaliativos. O referencial
teórico apoia-se nos estudos de Arroyo (1999), Arendt (1999), Hoffman (2001), Esteban (2002),
Charlot (2001), Villas Boas (2004), Mészáros (2005), Oliveira e Boiago (2005), Germani
(2006), Fernandes e Freitas (2007), Santos (2008), Souza (2008), Taffarel (2009), Silva (2010),
Luckesi (2011), Santos (2013), Silva (2015). Trata-se de uma pesquisa de caráter qualitativo.
Os instrumentos adotados para coleta de dados foram a entrevista semiestruturada, além da
análise documental de registros oficiais que norteiam o trabalho pedagógico dos professores.
Conclui-se que os instrumentos utilizados e as dificuldades apresentadas pelos docentes na
escolha dos critérios avaliativos estão condicionados à realidade de precariedade de materiais e
infraestrutura e percepções da própria escola em relação à Educação Física, esta entendida como
entretenimento ou mera recreação e que pode ser realizada por qualquer profissional de outra
área. Isto revela a baixa valorização da referida profissão dentro do próprio contexto escolar e
a fragilidade do processo de avaliação que não considera as especificidades das Escolas do
Campo.
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Pereira, Bruna Antunes Furtado. "A avaliação da aprendizagem no ensino médio técnico integrado de tempo integral no IFG-Formosa." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7802.
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Previous issue date: 2017-09-01<br>Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG<br>This current research study discusses the learning evaluation within the Full-time High School professional education integrated at Instituto Federal de Goiás - campus Formosa. The main objective is to verify how the evaluation is set and the specific objectives are: to map the problems faced in the integrated model and verify the practices developed towards the evaluation.
At last, according to the Postgraduate in Teaching in Basic Education Program’s demands, the goal is to offer an educational product - the offspring of the research - that will be a mini course offered to IFG-Formosa’s pedagogical team - which the researcher also participates - aiming to discuss the evaluations' problems. The data harvest was done through questionnaires submitted to students and teachers.
Many problems were mapped after the analysis of the practices developed in the full-time model: lack of documents that report to the specificity of the integrated model; the schedule organization is below the needs; there is a backup of activities and lack of time to dedicate properly to each and every subject; there is physical and psychological suffering from the students in their attempt to keep up to the routine; the teachers adjust the evaluation in behalf of fulfilling the schedule, they can’t freely evaluate the students; the students select the subjects they will study; the learning process is speeded up, focused on tests resolutions, the grade is the main concern to the students; there is mechanical memorization instead of learning; the evaluation is presented as a dispute element, competition and comparison among the students; there is a prominence of the tool test; there’s no democratic structure that allows the student to participate in the decisions about the evaluations collectively; the teacher-student relationship is affected by distortions in evaluations; the dependences (partial fail) and the recoveries haven't fully played their roles. The hypothesis assumed in the beginning - and confirmed after the obtained data - is that the organization of the pedagogical work, in the way that is structured in the full-time model, provokes, stimulates or extends the distortions of the learning evaluation.<br>O presente estudo discute a avaliação da aprendizagem no ensino médio técnico integrado em tempo integral do Instituto Federal de Goiás – campus Formosa. O objetivo geral é o de verificar como ocorre a avaliação e os objetivos específicos são: mapear os problemas enfrentados no modelo integral e verificar as práticas desenvolvidas no que tange à avaliação. Por fim, conforme exigência do Programa de Pós-Graduação em Ensino na Educação Básica objetiva-se ofertar um produto educacional – fruto da pesquisa – que será um minicurso ofertado à equipe pedagógica do IFG–Formosa – da qual a pesquisadora faz parte – com vistas a tratar a questão da avaliação. A coleta de dados foi realizada por meio de questionários aplicados a estudantes e docentes. Diversos problemas foram mapeados a partir da análise das práticas desenvolvidas no modelo integral: ausência de documentos que tratem das especificidades do modelo integral; a organização temporal está aquém das necessidades; há acúmulo de atividades e de falta de tempo para se dedicar adequadamente a todas as disciplinas; há sofrimento físico e psíquico dos estudantes na tentativa de se adequar à rotina; os docentes adéquam a avaliação em nome do cumprimento de prazos, não podendo avaliar com liberdade; os estudantes elegem disciplinas para estudar; o estudo é aligeirado, voltado para a resolução de provas; a nota está no centro das preocupações dos estudantes; há a memorização mecânica em detrimento da aprendizagem; a avaliação se apresenta enquanto elemento de disputa, competição e comparação entre os estudantes; há uma proeminência do instrumento prova; não há uma construção democrática que permita que o estudante participe das decisões acerca da avaliação coletivamente; a relação professor-aluno sofre interferências ocasionadas pelas distorções da avaliação; as dependências (reprovações parciais) e as recuperações não tem cumprido adequadamente seus papeis. A hipótese assumida inicialmente – e constatada a partir dos dados obtidos – é que a organização do trabalho pedagógico, da forma como está estruturada no modelo de tempo integral, provoca, estimula ou amplia as distorções da avaliação da aprendizagem.
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Vaitkus, Tomas. "MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_150007-36751.
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Santrauka Mokymo organizavimo formoms, kaip pedagogų ugdomajai veiklai, dėmesys buvo skiriamas visais žmonijos vystymosi laikotarpiais, tačiau mokinių motyvacijai didesnis dėmesys pradėtas skirti prasidėjus švietimo reformai, tad ši tema tampa vis aktualesnė. Pedagogas, siekdamas organizuotai, planingai ir nuosekliai įgyvendinti mokymo procesą, privalo gerai išmanyti mokymo organizavimo formas, kad galėtų tinkamai mokinius motyvuoti veiklai. Problemiška tai, kad pastaruoju metu sumažėjo mokymo organizavimo formoms skiriamas dėmesys, pedagogai mokymo procese dažniausiai apsiriboja pagrindinės mokymo organizavimo formos - pamokos taikymu, kitos formos tarsi lieka užmirštos. Sudėtingos mokymo programos, jų keliami didžiuliai reikalavimai mokymo procesui dažnai nepalieka pedagogams laiko tinkamai motyvuoti mokinius veiklai, tad prasminga ir įdomu patyrinėti pedagogų ugdomosios veiklos organizavimo specifiką ir ypatumus šiandieninėje mokykloje bei mokinių motyvaciją šiai veiklai plačiau.<br>SUMMARY At all periods of human evolution, the attention was given to the forms of organization as an educational activity of pedagogues, although the greater attention to motivation of schoolchildren was begun to draw only after the beginning of educational reform, thus this theme becomes increasingly relevant. A pedagogue, on purpose to perform the educational process orderly, methodically and coherently, has to know forms of education organization well in order he/she could properly motivate pupils for activity. The problem is such that currently, the attention given to forms of education organization has decreased, pedagogues usually stop short at applying of the main form of education organization – lesson, other forms sort of remain unremembered in the teaching process. Sophisticated educational programs, their high requirements for educational process generally leave no time for pedagogues to motivate properly the pupils for the activity, thus it is meaningful and interesting to investigate more widely the particularity and peculiarities of organization of pedagogues’ educational activity in today’s school and motivation of pupils for that activity.
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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.
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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Wickenden, Paul William. "The educational worth of Formula Student." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443584.
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Johnson, Bruce A. "The effect of line 14 (at risk) funds on financial equity in the Missouri Foundation formula /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052185.
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Sugden, Norma A. "Teacher Workload: A Formula for Maximizing Teacher Performance and Well-Being." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/563.
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Research has shown that teacher workload is intensifying and teachers are increasingly leaving the profession prior to having taught for 35 years. The purpose of this mixed method, sequential, phenomenological study was to determine (a) how workload intensification impacts teacher performance and well-being, (b) whether or not workload intensification was a primary factor in teachers’ choosing to leave the profession early, and (c) a formula for maximizing teacher performance and well-being. Apple’s workload intensification thesis was the theoretical framework for this study. Quantitative data obtained via a survey (N=484), together with qualitative data collected via four focus group sessions and individual interviews with 15 teachers who had left the profession early, were utilized to determine if there is a problem with workload intensification in this east coast Canadian province. Quantitative data were analyzed using the chi-square test to determine the relationship between the independent variable (workload intensification) and each of the two dependent variables (performance and well-being). Qualitative data were analyzed to determine emergent themes with respect to workload intensification. Findings from this study indicated that there is a significant relationship between the independent variable and each of the two dependent variables. Qualitative data substantiated the quantitative findings that indicated (a) the presence of a problem with workload intensification and (b) that workload intensification is a primary factor in teachers’ choosing to leave the profession early. Recommendations include having administrators address identified current teacher workload issues. Positive social change may result if administrators utilize the derived formula for maximizing teacher performance and well-being when assigning teaching and nonteaching duties to teachers.
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Ogle, Geraldine S. "Historical review of financial equity in Missouri 1993 foundation formula and amendments /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4660.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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Fischer, Lauren. "The effectiveness of illustrated nutrition education tools on the accuracy of infant formula mixing in the low health literacy population." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367943584.
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Fernandes, Vladimir. "Filosofia, ética e educação na perspectiva de Ernst Cassirer." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062007-103820/.
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Esta tese visa contribuir para a reflexão educacional e ética a partir da filosofia de Ernst Cassirer. Trata-se de uma pesquisa bibliográfica qualitativa com enfoque na produção teórica do referido filósofo. Embora Cassirer, em sua produção intelectual, não tenha escrito diretamente sobre pedagogia ou educação, nem explorado sistematicamente a questão ética, os problemas com os quais se preocupou no decorrer de sua produção filosófica fornecem subsídios importantes para uma reflexão nesse sentido. Para Cassirer, o ser humano é um animal symbolicum, um ser que cria signos e símbolos e, dessa forma, \"constrói\" a \"realidade\". Tal fato implica, para ele, a coexistência de diferentes formas de compreensão do mundo igualmente válidas, diferentes formas simbólicas, como ele denomina, por exemplo, o mito, a religião, a ciência. Tal pluralismo epistemológico e axiológico desencadearia, segundo ele, as antinomias da cultura, uma vez que cada uma das formas simbólicas também se julga como a portadora e detentora da verdade. Dessa forma, faz-se necessário explorar a concepção filosófica cassireriana em busca de respostas para uma coexistência equilibrada entre as diferentes visões de mundo. Assim, o objetivo geral desta pesquisa é expor as principais teses de Cassirer, explicitar o que está implícito ou difuso em sua obra no que se refere à ética e à educação e, deste modo, pensar como sua filosofia pode colaborar para reflexão sobre alguns problemas concernentes a tais temas. Pensar a ética na perspectiva da Filosofia das formas simbólicas implica considerar a coexistência de tais construções simbólicas, bem como a tolerância frente à conseqüente diversidade epistemológica e axiológica, destacando-se o fundamental papel da educação nesse processo. Dessa forma, considerou-se, também, outras abordagens éticas, especialmente a kantiana e habermasiana, visando destacar a especificidade da concepção cassireriana. Defende-se, por fim, a tese de que a filosofia, na perspectiva de Cassirer, é o instrumento mais adequado para a construção de uma ética universal, constituindo o meio decisivo para uma mediação competente entre as diversas formas de atribuição de sentido à realidade.<br>This thesis seeks to contribute to the educational and ethical reflection from the philosophy of Ernst Cassirer. It happens to be a qualitative bibliographic research focused on the theoretical production of the above mentioned philosopher. Although Cassirer, in his intellectual production, has not directly written about pedagogy or education, nor systematically explored the ethical issue, the problems which concerned him throughout his philosophical production, provide important subsides for a reflection on such matter. For Cassirer, the human being is an animal symbolicum, a being that makes signs and symbols and, thus, \"builds\" the \"reality\". Such fact implies, for him, the coexistence of equality valid different ways of understanding the world, different symbolic forms, as he names, for instance, the myth, the religion, the science. Such epistemological and axiological pluralism would trigger, according to him, the antinomies of culture, since each one of the symbolic forms also judges itself bearer and owner of the truth. This way, it is necessary to explore the cassirerian philosophical conception in search of answers for a balanced coexistence between the different visions of the world. Thus, the general purpose of this research is to expose the main theses by Cassirer, to turn explicit what is implicit or diffuse in his work regarding ethics and education and, therefore, think of how his philosophy is able to help the reflection over some problems related to such issues. Thinking of ethics under the perspective of Philosophy of Symbolic Forms means considering the existence of such symbolic constructions, as well as the tolerance towards the consequent epistemological and axiological diversity, highlighting the paramount role of education in this process. This way, it has also been considered some other ethical approaches, specially the kantian and habermasian ones, with the purpose of stressing the specification of the cassirerian conception. It is claimed, at last, the thesis that philosophy, under Cassirer\'s perspective, is the most suitable instrument for the construction of a universal ethics, building the ultimate means for a competent mediation between the several forms of attributing sense to reality.
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Leigh, Nigel William. "Skills competitions : a winning formula for enhancing the quality of vocational education?" Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5786/.
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This thesis seeks to establish the merits of engaging in skills competitions and the requirements for further education colleges to consider in doing so effectively. This study uses qualitative methodology based on data gathered from two case studies, each being a college of further education in the West Midlands. The case studies produced transcripts from 22 semi-structured interviews with staff employed at these colleges, and responses from 28 vocational teachers from the case study colleges to an on-line questionnaire. The perspectives of the respondents are considered against themes emerging from a review of relevant literature on skills competitions, quality assurance, vocational teaching, change management, vocational identity and continuous professional development within further education. Following an analysis of the findings it is suggested that skills competitions can be used to enhance vocational education. This is enabled through embracing the 'craft' of vocational teachers and their students, within a corporate approach to the introduction and use of skills competitions by colleges of further education. This approach is sustainable where colleges encourage the development of environments that are defined as 'expansive', but is less likely to sustain enhancements in vocational education where environments are seen as 'restrictive'.
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Garcia, Torres María del Pilar Cecilia. "El diseño organizacional del centro educativo en sus formas de planificación y organización." Master's thesis, Pontificia Universidad Católica del Perú, 2004. http://tesis.pucp.edu.pe/repositorio/handle/123456789/121.
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La investigación plantea el estudio de lo organizacional sin olvidar su relación con lo pedagógico . No hacer esta relación significaría plantear una propuesta irreal, o solamente parcial para un Centro Educativo.<br>Tesis
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Gentry, Patrick L. "A new reality| Funding formula changes and property tax caps and their effects on the role of the school superintendent in the state of Indiana." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149481.
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<p>The purpose of this qualitative study was to discover how school superintendents were using general fund referenda to meet their school district’s operational budgets. However, after interviews began it became clear that the superintendents wanted to tell a different story and that was how the current school funding mechanism and property tax caps has changed the job of the school superintendent. The research consisted of one-on-one guided interviews of a mixed qualitative methods framework combining theories of hermeneutics and phenomenology. The interviews combined open-ended, guided questions and conversations and were with superintendents who were leaders of school districts that have passed general fund referenda. Each of the superintendents worked for school districts that were in the top 50 national schools, as reported by USA News and World Report, serve affluent communities and serve a low free and reduced lunch population of less than 20% of their student population. Data collected came directly from the interviews and were framed and verified within the context of newspaper articles, public blogs, and public social media posts. The interviews were recorded, transcribed, organized, and coded using a modified data analysis table, which combined elements of item analysis and an unfolding matrix. Hermeneutic phenomenology was used to understand the superintendents’ understanding of the phenomena that is a general fund referendum campaign and their role during its passage. The purpose of this study evolved into how the superintendents perceive their role in light of their new financial realities, which is driven by changes in how schools are funded and the institution of property tax caps. This study is intended to inform current and future superintendents with guidance in how important political communication is for successful execution of the duties of a superintendent. In addition, this study should guide superintendent preparation programs by showing the importance of training and internships for future superintendents in the skills of effective political communication and managing political campaigns. </p>
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Hubbard, Kristine Ann. "Fine Tuning the Funding Formula for Public Education in California| A Delphi Study." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816798.
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<p> <b>Purpose.</b> The purpose of the study was to identify the recommendations a Delphi panel of expert practitioners judges to be the most important for improvement of the funding formula for public education in California. This study was also designed to determine the level of importance and degree of feasibility of the recommendations. </p><p> <b>Methodology.</b> This study utilized the Delphi technique to collect data in three iterative rounds. Twenty expert practitioners provided responses to a series of three questionnaires. Additionally, a priority matrix was used to analyze the importance and feasibility of the recommendations. </p><p> <b>Findings.</b> The expert panelists identified 20 recommendations for improvement of the funding formula. The panel reached consensus on the level of importance for 14 recommendations and on the feasibility of 17 recommendations. Two of the priority recommendations for improving the funding formula were related to the base grant funding amount: Experts recommended increasing the base dollar amount allocated to districts and establishing a method to ensure the base grant grows at a rate greater than cost increases incurred by districts. Additionally, two of the priority recommendations were to include students with special needs in the calculations of the funding formula. The experts also identified the need to protect against the addition of new categorical programs. </p><p> <b>Conclusions.</b> The recommendations identified by the expert panel reflect the need to revise the funding formula to adequately cover the basic needs of school districts by providing sufficient funds at the base grant level. Additionally, the recommendations demonstrate a need to revise the eligibility for supplemental and concentration grant funds so districts are able to provide supports for students with disabilities in their accountability plans. </p><p> <b>Recommendations.</b> Specific recommendations were made to improve the funding formula for public education in California: Increase base grant amounts by providing additional funds or adjusting the supplemental and/or concentration grants proportionally. Students with disabilities should be considered at risk and included in the calculations for supplemental and concentration grants. Protect the integrity of the LCFF and LCAP by reducing restrictions on the use of supplemental and concentration grants and restricting new categorical programs.</p><p>
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Larson, Jeremy. "A longitudinal fiscal neutrality analysis of the Minnesota k-12 public school funding formula." Thesis, The University of North Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640926.
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<p> "Efforts to improve our school system must start with equity" (Department of Education's Equity and Excellence Commission, 2012). This study is a statistical analysis of the 2003-2012 Minnesota K-12 pubic school general education (foundation) formula in regard to fiscal equality and wealth neutrality. The analysis utilizes a longitudinal approach to compare the findings of previous equity studies to current relatable data as it pertains to the State of Minnesota. A number of modifications have been imposed on the original Minnesota funding formula over the past decade. This study tests the equity level of a selected number of revenue sources and reviews previous studies to determine how equity has or has not been improved as a result of the modifications. </p><p> Fiscal neutrality is described as the wealth of the school district and should be a function of the wealth of the state as a whole, not of the wealth of the local school district. This study analyzed the fiscal neutrality of 333 public school districts in Minnesota in terms of variance, permissible variance, coefficient of variation, and Gini Coefficient. The analysis was based upon three research questions: 1. Based on an analysis of the 2003 to 2012 general education formula, what were the fiscal equality and wealth neutrality characteristics of Minnesota's school districts? 2. Based on an examination of like data elements from the four major Minnesota fiscal equality and wealth neutrality studies, what trends can be observed? 3. Based on the recommendations of previous studies, what legislative impact did they have? </p><p> The findings of the research show that overall the disbursements of revenue through the Minnesota funding formula do meet the standards of wealth neutrality. However, there are categories of the formula that remain inequitable and the reliance of local taxpayers on the referendum revenue source has increased over the years studied.</p>
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Tarango, McKenzie. "Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838043.
Full textAbstract:
<p> The Local Control Funding Formula (LCFF) dispensation requires a Local Control Accountability Plan (LCAP) in which the public participates in a Public Planning Process (PPP) with the district. The problem this qualitative phenomenographic study addressed is how the LCAP’s omission of a definition for the inclusive and transparent PPP may unintentionally lead to disproportionate inclusion of individual participants or stakeholder groups. Therefore, the researcher examined 10 California school district superintendents’ or their designees’ conceptions about what constitutes an inclusive, fair, and open PPP. For the purposes of this study, the International Association for Public Participation’s (IAP2) Quality Assurance Standards, specifically the 7 core values, served as the conceptual framework. </p><p> The objective of the research was twofold, first to identify how local educational agency (LEA) leaders conceive the use of the IAP2’s core values to define successful public stakeholder engagement for the LCAP in terms of inclusivity, fairness, and openness. The second goal was to determine what measures, guidelines, and techniques these leaders believe can contribute to the inclusiveness, fairness, and openness of the LCAP public stakeholder engagement process. </p><p> This study resulted in 3 conclusions study. First, the interviewees accepted the IAP2 core values as a foundation for best practices in the LCAP’s stakeholder engagement process. Second, data from the study clearly suggest that each interviewee has his/her own conception of what measures, guidelines, and techniques contribute to the inclusiveness, fairness, and openness of the LCAP stakeholder engagement process. Third, authentic participation, communication, equity, facilitation, local control, and trust are suggested as imperative to an inclusive, fair, and open stakeholder engagement PPP. </p><p> The researcher made three recommendations. First, the California Department of Education (CDE) should adopt a set of stakeholder engagement PPP core values for districts to use as a foundation. Second, the CDE should seek out a district or districts to pilot a set of core values to guide the stakeholder engagement component of the LCAP. Third, until the CDE is able to establish a rubric or set of core values to guide the stakeholder engagement PPP, districts should identify their own set of core values based on current research such as IAP2.</p><p>
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Bogdanovič, Rada. "Liaudiškojo pamaldumo formos ir jų ugdymo perspektyvos Vilniaus romų katalikų bendruomenėje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20091223_131908-42343.
Full textAbstract:
Savo darbe man rūpėjo paneigti tam tikrus susiformavusius stereotipus, įrodyti, jog romai yra ir senos, garbingos kultūros skleidėjai.
Darbo objektai: 1) romų katalikų liaudiškas pamaldumas;
2) ugdymo modeliavimo perspektyvos.
Darbo tikslas: atskleisti Vilniaus katalikų romų bendruomenės liaudiškojo pamaldumo esminius bruožus, juos išanalizuoti, aprašyti.
Darbo uždaviniai:
1) išnagrinėti Vilniaus romų bendruomenės istorinius faktus;
2) ištirti romų katalikų liaudiškojo pamaldumo tradicijas;
3) atskleisti istorinių įvykių momentus, gretinant juos su liaudiškojo pamaldumo tradicijomis;
4) išsiaiškinti šių dienų romų pamaldumo apraiškas;
5) ištirti romų katalikų apeiginius papročius;
6) išnagrinėti liaudiškojo pamaldumo katalikų romų bendruomenėje ugdymo perspektyvas.
Klausimas ir hipotezė: Pagrindinė šio darbo hipotezė buvo pabandyti atskleisti romų katalikų liaudiškojo pamaldumo ugdymo perspektyvas (pagrindžiant hipotezę romų katalikų pamaldumo praktika).
Išnagrinėjus Vilniaus romų bendruomenės istorinius faktus aiškėja, kad romai dėl išlikimo nuolat keldavosi iš vienos vietos į kitą. Įtakos turėjo ir tas faktas, kad daugumai gyventojų įgrįsdavo elgetaujantys ir plėšikaujantys čigonai. Todėl, ne vienos šalies valdžia, gindama savo piliečius, paskelbdavo romus už įstatymo ribų.Ištyrus romų katalikų liaudiškojo pamaldumo tradicijas, galima teigti, jog jų religinė praktika yra savita, tikėjimas didžiąja dalimi yra pagrįstas įtikėjimais ir papročiais. Nemaža dalis jų religijos... [toliau žr. visą tekstą]<br>Work title: Forms of folksy devotion and educational perspective in Vilnius catholic gipsy community.
Work job: 1) folksy devotion of catholic gipsies;
2) educational methods.
Main aim of this work was to disclose and analyse the essential points and attributes of Catholic gipsy community folksy devotion forms.
I was trying to disclaim the stereotypes of gypsy’s ill – mannered image in Lithuania. Regarding this I have analysed gipsies of Vilnius town historical facts and actualities, investigated the traditions of gipsy folksy devotion. Also I have canvassed the main causal of stereotypes about gipsies coming.
I have put out feelers of gipsies devotional manifestations. In context of main beliefs I have described the feasts celebration in gipsies’ families in Vilnius. Christmas, Easter, The Gates of Dawn, Crying Rock piety are very chiefs for the gipsies’ community. Also the analysis of the devotional forms helped me to establish the main cause’s connections between the persuasion and religion role for the gipsies’ mentality.
In now days the pressure on the gipsies is going stronger. So it was important to me us a member of the gipsies’ community to unmask another well – grounded opinion. Regarding this it was done the research. I have decided to check out how deeply this problem is growing between Vilnius gipsies‘ community members. The main aim of research was to uncover main forms of educational perspectives for gipsies‘. The results were showy and impressive.
Accomplished... [to full text]
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Welker, James L. "A study of the school funding formula created by SB 287 in Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4498.
Full textAbstract:
Thesis (Ed. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.
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Guedes, Lizandra. "Novas velhas formas de dominação: os parques infantis e o novo projeto de dominação social." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-12092006-222055/.
Full textAbstract:
A presente dissertação pretende investigar como se dá a relação estabelecida entre a experiência inicial dos Parques Infantis (1935- 1938), desenvolvido na cidade de São Paulo, e o projeto de nação idealizado pela nova geração da classe dominante paulista, em conjunto com diversos modernistas e intelectuais. Nela procuramos resgatar tanto as aspirações deste grupo para o futuro do país, bem como o papel que a educação, e as instituições que a representavam, desempenhava no cenário político-social paulista e nacional. Dessa forma, esperamos explicitar o caráter ambíguo que marca fortemente as ações desse governo, em que a aposta da classe dominante na educação como força capaz de resolver os problemas do país revela ora seu caráter fortemente moralizador e disciplinador das massas, ora evidencia grande potencial formativo.<br>The current essay intends to investigate the connection between the first experiment of the Parques Infantis (1935 - 1938), developed in the city of São Paulo, and the nation project designed by the new generation of the predominant class of São Paulo city, jointly with several modernists and intellectuals. In this essay we try to rescue the aspirations of this group for the future of the country, as well as the role played by education and its institutions in the political and social scenario of São Paulo and Brazil. We hope to elucidate the ambiguous feature that strongly stress the actions of the current government, where the dominant class believes in the strength of education to solve the problems of the country, sometimes revealing a strong moralizing and disciplinarian character, and sometimes highlighting a wide formative potential.
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Carter, Michael J. "A Study of the Discontinuance of Formula Funding of Institutions of Higher Education in the Commonwealth of Virginia." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27707.
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The formula method of allocation was used in the Commonwealth of Virginia to fund institutions of higher education from 1968 until the recession of 1990. Prior to the early 1990s recession, operational funding for institutions of higher education in the Commonwealth was derived from a framework for staffing guidelines, faculty peer-group benchmarks, and a student tuition policy. Revenue shortfalls caused by the recession were insufficient to fund the resources demanded by the guidelines or funding formulas. This led to the discontinuance of the funding formulas that had guided Virginia's higher education funding for more than two decades (Report of the Joint Subcommittee on Higher Education Funding Policies, 1999).
The purpose of the study was to find out how and why the decision was made to discontinue formula funding of institutions of higher education. The decision-making process at the state level is often complex, uncertain, and difficult. The emphasis of the study was to examine the rationale for discontinuing formula funding for resource allocation to institutions of higher education.The study explored why the Commonwealth of Virginia made this important decision.
The subjects of the study are the state-level decision-makers responsible for funding institutions of higher education in the Commonwealth of Virginia. Information on how and why the Commonwealth of Virginia reached the decision to discontinue formula funding could only be obtained by in-depth interviewing of the participants in the decision-making process.
Data were analyzed using the four streams of Cohen and March's decision making model. Triangulation of the data served as a means of data validation. Conclusions and recommendations for future study and practice are included.
The major findings were that were many complaints regarding the former formula funding model. The model was a demand driven, rigid input based model that was not linked directly to state revenues. The model was not mandated by the Code of Virginia as was K-12 formula.
As required with time-sensitive matters, decisions have to be made to address the issues at hand. The funding formulas were simply discontinued in the face of adversity. Consensus was basically that the demand driven formulas were the wrong methodology given the recession and demands for attention in other areas.<br>Ph. D.
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Stinson, Claire Sauls. "A historical review and financial analysis of higher education funding in Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1105103-122631/unrestricted/StinsonC112403f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-1105103-122631. Includes bibliographical references. Also available via Internet at the UMI web site.
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Beckett-McInroy, Clare Elizabeth. "Bahraini Muslim women and higher education achievement : reproduction or opportunity?" Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500698.
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This research compares and contrasts the life histories of eleven Bahraini Muslim women, aged between twenty five and fifty, who are educationally ‘successful’, defined as having one or more university degree. It analyzes their educational experiences to see if theories of social reproduction apply to their lives. To this end, the work of Pierre Bourdieu and his concept of cultural capital in its institutionalized, objectified and embodied states are applied, where possible, to the women’s life histories, in particular their educational experiences and related areas. This work shows that embodied cultural capital plays a part in the educational success of the women involved in this study, regardless of social class. For some of the women, institutionalized and objectified cultural capital also played a part and the women who possess these tend to come from more affluent families. It also appears that significant others and critical incidents influence their educational successes. Significant others are those people who have encouraged them educationally in different ways: critical incidents include such things as government scholarships for university degree courses within Bahrain and abroad. Having these things may help other Bahraini Muslim women achieve educational ‘success’. Additionally, the women’s innate ability, their ability to juggle their many life projects and roles, other forms of capital (especially economic capital), their marital status, religious obligations and their culture, all influence their educational choices.
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Alvares, Sandra Leonora 1969. "Traduzindo em formas a pedagogia Waldorf." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/258401.
Full textAbstract:
Orientador: Ana Lúcia Nogueira de Camargo Harris<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo<br>Made available in DSpace on 2018-08-17T07:51:28Z (GMT). No. of bitstreams: 1
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Previous issue date: 2010<br>Resumo: A Escola Waldorf teve sua origem na Alemanha em 1919, quando o dono da fábrica de cigarros alemã Waldorf Astoria pediu a Rudolf Steiner, educador e filósofo, que organizasse uma escola para os filhos de seus operários. Assim, Steiner idealiza a pedagogia Waldorf com a missão desenvolver não só o lado intelectual das crianças, mas também, o emocional, o psicológico, o intuitivo e a experiência concreta. Dentro deste contexto, a experiência espacial que toca a criança, física e criativamente, é considerada tão significativa quanto o ensino das matérias que alimenta a capacidade intelectual e social da criança. Consequentemente existe uma preocupação em proporcionar aos alunos espaços físicos adequados ao processo de ensino. Este fato se reflete na arquitetura de seus prédios, que se destacam por suas formas orgânicas e peculiares, caracterizando um tipo arquitetônico. Tendo em vista a importância da arquitetura para o processo de aprendizado Waldorf e, também, o valor da identidade para uma comunidade, essa pesquisa propôs-se a estudar a arquitetura dos prédios das escolas Waldorf. Esta foi analisada sob o foco da linguagem dos parâmetros de Christopher Alexander que possibilitou a identificação de diferentes soluções projetuais para os três princípios que norteiam a construção desse tipo arquitetônico: a integração, a correlação e a inspiração. Assim, com base no estudo teórico da pedagogia Waldorf e na análise das escolas, foi possível propor sugestões projetuais para auxiliar arquitetos, que venham a projetar escolas Waldorf, a preservar o "tipo arquitetônico".<br>Abstract: The Waldorf School had its origins in Germany in 1919, when the owner of the cigarettes factory Waldorf Astoria asked to the educator and philosopher Rudolf Steiner to organize a school for the sons of its workers. Thus, Steiner Waldorf idealizes the Waldorf Pedagogy with the mission of developing not only the intellectual side of children, but also the emotional, psychological, intuitive and concrete experience. In this context, the spatial experience that touches the child physically and creatively is considered as significant as the courses taught, feeding the intellectual capacity and social development of the child. Consequently, there is a concern in providing the students with physical spaces adequate to the teaching process. This fact is reflected in the architecture of its buildings, which are distinguished for its organic and peculiar forms, featuring an architectural type. Given the importance of the architecture for the Waldorf learning process, and also the value of identity for a community, this research aimed to study the building of Waldorf schools. That was analyzed under the focus of Christopher Alexander language patterns which allowed to identify different design solutions in accordance to the three principles that rules the building of this architectural type: integration, correlation and inspiration. Thus, based on a theoretical study about the Waldorf pedagogy as well as on the analysis of its school building it was possible to propose design solutions to help architects, which come to project Waldorf schools, to preserve this architectural type.<br>Mestrado<br>Arquitetura e Construção<br>Mestre em Engenharia Civil
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Gil, Flores Hugo Cristóbal. "Formas de adopción generadas en los profesores ante la práctica educativa de un currículum innovador." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399900.
Full textAbstract:
El propósito de esta investigación fue identificar por una parte, cuáles son las formas de adopción a innovaciones de los profesores de Artes Visuales de la Universidad de Guadalajara, que permiten caracterizar su disposición al cambio; por otra parte, cuáles son las características sociodemográficas y laborales que determinan su disposición al cambio y su relación con la práctica educativa del currículum innovador. Para esto se realizó una revisión bibliográfica que posibilitó conocer los principales descriptores de la innovación, la adopción y la práctica docente por competencias. Para su abordaje metodológico se utilizó el enfoque cuantitativo y como diseño el estudio no experimental transeccional, enmarcado en la investigación no experimental. La población la integraron 82 profesores y 820 estudiantes, a los primeros se les aplicó un cuestionario para identificar las formas de adopción a innovaciones y a los segundos para identificar las dimensiones de la práctica docente por competencias. Se realizó un análisis descriptivo e inferencial, para determinar el sentido de probabilidad y significancia, se tomó el valor de alpha de 0.05 de significancia estadística. Los resultados obtenidos alcanzaron un valor de alfa-Crombach de 0,943 logrando la consistencia adecuada, lo que indica una asociación significativa entre las dimensiones de la práctica educativa y las formas de adopción a innovadores, también, se detectó que las condiciones sociodemográficas de los profesores determinan tanto el que se adopte la nueva práctica, como el tránsito hacia nuevas formas de adopción a innovaciones. Por todo lo anterior, se pudo concluir que en la medida que se cuente con menos antigüedad en el ejercicio docente, mayor será la disposición al cambio; que los primeros profesores que aceptaron la práctica docente innovadora son los primeros en alejarse de ésta para buscar nuevas prácticas, y que el impulso que conduce al cambio viene dado por otras formas de adopción de los resistentes hacia los innovadores.<br>The purpose of this research was to identify the one hand, what forms of adoption innovations of teachers of Visual Arts at the University of Guadalajara, which can characterize their willingness to change are; on the other hand, what are the personal and occupational characteristics that determine their willingness to change and their relationship to educational practice innovative curriculum. For this a literature review allowed to know the main descriptors of innovation, adoption and teaching practice competency was performed. The quantitative approach as the non-experimental design study, framed in non-experimental research was used for its methodological approach. The population was composed 82 teachers and 820 students, the first were applied a questionnaire to identify ways of making innovations and the latter to identify the dimensions of teaching practice competency. a descriptive and inferential analysis was performed to determine the sense of probability and significance, the value of alpha of 0.05 statistical significance was taken. The results were valued alpha-Cronbach of 0.943 achieving the right consistency, indicating a significant association between dimensions of educational practice and ways of adopting innovative, too, it found that sociodemographic conditions of teachers determine both the new practice is adopted, as the transition to new forms of adoption innovations. Given the above, it was concluded that to the extent that has less seniority in the teaching practice, the greater the willingness to change; the first teachers who accepted the innovative teaching practices are the first to move away from this to find new practices and that the momentum that leads to change is given by other.
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Harvey, Janet A. "No magic formula : marketing a marginal school." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/7422.
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This thesis describes an action research enquiry into the marketing of a small independent girls, school in the West Midlands, of which the author was the headteacher. Chapter One outlines the research situation. In Chapter Two, literary perspectives are presented on the issues of educational marketing, independent education (with particular reference to girls), and the problems of marketing a contracting school. Chapter Three covers methodological issues. In the first spiral of the enquiry, the school's provision was analysed and new initiatives were undertaken to improve it. These are described in Chapter Four. Next, the views of parents were sought, to assist the school's management team to evaluate the success of these initiatives, and to acquire firmer knowledge about sources of students. Outcomes are presented in Chapter Five. Preparatory school headteachers were identified as important 'gatekeepers, in the process of transfer into secondary independent schooling. A series of interviews with prep school heads established their views on, and involvement in, the transfer process. These interviews are analysed in Chapter Six. Concerns expressed by the prep heads about their relationships with secondary heads, particularly of girls' schools, prompted the final cycle of this study: to compare the views of heads of independent girls' schools with those of the prep heads. These findings are outlined in Chapter Seven. Chapter Eight presents a summary of marketing problems revealed by the research findings, suggests further areas of research, and indicates the final outcomes for the author and her school.
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Sakashita, Cláudia Naomi. "Caracterização das formas de intervenção da fundação junto à universidade = problemas, dilemas e soluções." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251271.
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Orientador: Salvador Antonio Meireles Sandoval<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-18T08:09:44Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011<br>Resumo: O presente trabalho pretende explorar novas formas de atuação da sociedade para com a universidade, especificamente sob intervenção da Fundação de Desenvolvimento da UNICAMP, a FUNCAMP - instituída pela UNICAMP, é uma entidade de direito privado sem fins lucrativos, cuja finalidade é atender as demandas de pesquisa, ensino e extensão; através de gerenciamento de recursos financeiros de convênios e contratos firmados pela UNICAMP com diversas instituições. A investigação pretende entender como a UNICAMP atende a demanda das instituições externas que firmam parcerias em busca de serviços, cursos, pesquisas etc. O objetivo específico desta dissertação é levantar dados e subsídios que responda a pergunta: em que medida os contratos com intervenção da FUNCAMP levam ao "capitalismo acadêmico"? De que modo as ações praticadas avançam ou recuam no sentido de uma privatização ou de uma publicização da universidade? A amostra desse estudo se restringe aos contratos vigentes no ano de 2.005 e de 2.008, referente a seis faculdades e/ou institutos, divididos em duas diferentes áreas: humanas e engenharias. Foi possível constatar diferentes formas de abordagem nestas duas áreas, no que diz respeito aos motivos dos contratos, além de diferentes tipos das instituições e diferentes naturezas das mesmas, entre outros.<br>Abstract: This paper aims to explore new ways of acting in society towards the university, specifically under the interventions of the Fundação de Desenvolvimento da Unicamp, FUNCAMP, established by UNICAMP; it is a private non-profits entity of which purpose is to serve the demands of research, education and extension through financial resource management agreements and contracts signed by UNICAMP with several institutions. The research intends to understand how the UNICAMP serves the demand of external institutions that have signed partnerships in search of services, courses, research etc. The specific objective of this dissertation is to collect data and information that answer the question: How do the contracts with the intervention of FUNCAMP lead to "academic capitalism"? How do the actions go forward or move back to privatize the university or make it public? The sample of this study is about the established contracts between 2005 and 2008, relating to six colleges and / or institutes that were divided into two different areas: humanities and engineering. It was possible to verify different ways to approach, related to the reasons of the contracts and different types and nature of institutions, among others things.<br>Mestrado<br>Ciencias Sociais na Educação<br>Mestre em Educação
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Lima, André Luís de Souza. "Formas de conhecer em educação especial : Discurso médico e vida ordinária na escola." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/178283.
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A dissertação, a partir de oito pequenos ensaios, busca questionar a pertinência e a preeminência do discurso médico em relação ao saber do professor e ao trabalho em sala de aula, propondo a discussão dos seus efeitos e aventando uma alternativa epistêmica e discursiva fundamentada na experiência do ordinário. O escritor francês Georges Perec – no pequeno ensaio Aproximações do quê? e na obra A vida, modo de usar – alerta sobre o potencial das descrições da vida ordinária e exibe tal atitude de interrogar o habitual e vê-lo como portador de informações sobre nós mesmos. No âmbito do pensamento filosófico, o trabalho tardio de Wittgenstein refere-se ao desejo por generalidades e desprezo pelo caso particular como estando na base de obscuridades filosóficas. Além disso, os argumentos contrários à tese de que sentenças a respeito de eventos mentais são redutíveis a sentenças sobre estados neurofisiológicos também nos conduziram ao que é ordinário, comum, habitual. Para perfazer esse argumento, servimo-nos do acervo gerado por um curso de extensão universitária para professores de atendimento educacional especializado e de sala de aula regular envolvidos com alunos considerados público-alvo da educação especial. O principal dispositivo dessa formação era construir narrativas sobre a vida escolar, escritas e recebidas como se fossem cartas. Uma vez acionado o artefato ordinário da carta – e evocada, por meio dela, uma potência do cotidiano, do senso comum como forma de saber –, algo distinto das maneiras tradicionais de conceber o que é conhecimento na educação especial e nos processos inclusivos parece deixar-se perceber, refundando, talvez, os termos do compromisso com a prática pedagógica. Escapar ao reducionismo do pensamento naturalista, do qual participa o ideal médico, passa por outra forma de construir conhecimento em educação e pelo fortalecimento da figura do professor. Estão em jogo diferentes perspectivas epistemológicas cujos desdobramentos são também éticos e políticos.<br>This master thesis, assembled from eight little essays, seeks to question the relevance and the supremacy of the medical discourse in relation to educator’s knowledge and practice at the classroom, proposing a discussion about its effects and an analysis of an epistemic and discursive alternative founded in the experience of commonness. The French writer Georges Perec – in his little essay Approches de quoi? and in his major work La vie, mode d’emploi (Life: A User’s Manual) – warn us about the potential of everyday life descriptions and show us the gesture of interrogating the habitual, the ordinary, seeing it as the vehicle of information about ourselves. Amidst philosophical thought, the late work of Ludwig Wittgenstein refers to our desire for generalities and our disregard to particular cases as aspects that can overshadow our own philosophical investigations. Besides that, the contrary arguments usually employed to disqualify the thesis that sentences and propositions about mental events are reducible to sentences about neurophysiological states would also led us to a recognition of commonness and the everyday life. To conclude this argument, we resort to the collection that resulted from an academic extension course given to special education teachers that, in their jobs, were involved with students considered the aim of special education. The main device of this academic extension course was to construct narratives about the school life, written and received, as they were letters. Once the common artifact of the letter was put into motion – evoking with it the potential of the everyday life and the commonsense as a form of knowledge – something very distinct from the traditional ways of understanding the status of knowledge in special education and on the inclusive processes seemed to let itself be noted, refunding perhaps the own terms and foundations through pedagogic practices is compromised. To escape from the naturalistic and reductionist thinking – in which is subscribed the medical ideal – involves the recognition of another form of achieving knowledge in education and the fortification of the role of the educator. Are at stake different epistemological perspectives whose unfolding’s are also ethical and political.
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Johnson, Wayne Paul Hickrod G. Alan. "The equity impact of alternate poverty measures in the Illinois state aid formula distribution of funds to Illinois public school districts." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014748.
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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 24, 2005. Dissertation Committee: G. Alan Hickrod (chair), Robert L. Arnold, Ramesh B. Chaudhari, Chris Eisele, William L. Hinrichs. Includes bibliographical references (leaves 75-78) and abstract. Also available in print.
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Löfgren, Ulrika. "Att bli utbildare : En studie av kadetters syn på hur de formas till utbildare." Thesis, Swedish National Defence College, Swedish National Defence College, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-830.
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<p>Background: Officers in the Swedish Armed Forces educates their soldiers in various skills and arenas. The Officers get their educational training in officer training courses conducted by the Swedish Armed Forces or the Swedish national defence college. The aim of this study was to find out how the cadets, belive that they are formed into educators, their views on the literature being used in the Swedish armed Forsces, and their views on leadership and educational science.</p><p>Methods: The data for analysis were collected in spring 2010, by use of a questionnaire among cadets studying the tactical/operational program Ta/Op 07/10 at the Swedish national defence college. The respons rate was 69, 6 %.</p><p>Results: The majority of the cadets thought that experience was the most important factor in becoming a good educator. Most of the cadets also thought that the literature being used by the Swedish armed forces was good, however, few cadets stated that they will use the material for reflection on their own teaching when working as officers.</p><p>Conclusions: The Cadets had a positive attitude towards the educational philosphy and literature being used, but few will use the literature in reflecting on themselves as teachers. Cadets belive that they mainly will become good educators through experience, and that it is important that leaders and managers in Swedish armed forces have knowledge about educational science.</p>
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Vieira, Helena Isabel Almeida, and Alice Semedo. "Exposições : formas de comunicar e educar em Museus." Master's thesis, Porto : [Edição do Autor], 2009. http://hdl.handle.net/10216/20314.
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As exposições são excelentes meios de comunicação e educação em museus. O presente relatório de estágio, elaborado no âmbito do mestrado em História e Património, pretende mostrar a realidade das exposições em contexto museológico. Partindo de uma contextualização teórica sobre as exposições como meios de mediação cultural, avançou-se para um exemplo prático referente ao planeamento, desenvolvimento e concepção da exposição "1969": 21 de Julho - Evocações portuenses a propósito da chegada do homem à lua". Neste contexto são apresentadas também um conjunto de propostas de valorização para esta exposição, de acordo com os diverso públicos-alvo da mesma, culminando com uma reflexão sobre a importância e as implicações da avaliação neste tipo de eventos culturais.
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Vieira, Helena Isabel Almeida, and Alice Semedo. "Exposições : formas de comunicar e educar em Museus." Dissertação, Porto : [Edição do Autor], 2009. http://aleph.letras.up.pt/F?func=find-b&find_code=SYS&request=000196397.
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As exposições são excelentes meios de comunicação e educação em museus. O presente relatório de estágio, elaborado no âmbito do mestrado em História e Património, pretende mostrar a realidade das exposições em contexto museológico. Partindo de uma contextualização teórica sobre as exposições como meios de mediação cultural, avançou-se para um exemplo prático referente ao planeamento, desenvolvimento e concepção da exposição "1969": 21 de Julho - Evocações portuenses a propósito da chegada do homem à lua". Neste contexto são apresentadas também um conjunto de propostas de valorização para esta exposição, de acordo com os diverso públicos-alvo da mesma, culminando com uma reflexão sobre a importância e as implicações da avaliação neste tipo de eventos culturais.
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Rodrigues, José Roberto Gomes. "Formas de escolarização secundária e sócio-gênese de uma instituição escolar: o Ginásio Ruy Barbosa em Juazeiro-BA (1953-1963)." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15092009-143907/.
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Esta tese tem por objetivo analisar a história das relações sociais, culturais e políticas que condicionaram o processo de criação, instalação e desenvolvimento do Ginásio Ruy Barbosa, em Juazeiro, BA, para que se compreenda a gênese e o significado dessa instituição escolar. As opções teóricas e conceituais, que se constituíram como instrumentos e dispositivos da análise das informações e dos dados, partiram da História da Educação e da Sociologia. Procurei desvendar, descrever, explicar e compreender essas relações, recorrendo aos conceitos de formas de escolarização, de instituição escolar, de campo, de relações de força, de violência simbólica e outros. Como estudo de caráter sócio-histórico, desenvolvi este trabalho por meio da coleta e da análise de documentos, atas, folhetos, livros de ocorrências, relatórios e outros, em arquivos, em Juazeiro e Salvador, bem como através de entrevistas semiestruturadas, com pessoas que guardam uma memória de ex-professores, ex-alunos, exdiretores, ex-funcionários, familiares de professores e alunos, fundadores do ginásio e pessoas da comunidade, que vivenciaram ou que têm registros de acontecimentos. Ao mesmo tempo, desenvolvi dois levantamentos como subsídios: um, da produção historiográfica dos programas de pós-graduação e pesquisa em educação, no Brasil, relativo às teses e dissertações sobre a história da escola secundária; outro relativo aos artigos da Revista Brasileira de Estudos Pedagógicos (RBEP) sobre o tema da educação secundária publicados entre os anos de 1944 e 1984. Realizei, também, uma análise histórica com a finalidade de situar o objeto de estudo a partir da noção de formas de escolarização. Trata-se de uma sóciohistória do Ginásio Ruy Barbosa e da escolarização em Juazeiro, BA, na tentativa de compreender como ocorre a história das relações e de um processo, onde estão implicados fatores sócio-institucionais relativos ao estabelecimento escolar, o qual parecia ser de uma instituição isolada num universo imenso do campo educacional da Bahia e do Brasil. Os resultados revelaram, entretanto, que a história dessa instituição faz parte de uma totalidade, como um elemento que se encontra dentro de um campo mais amplo nesse universo da escolarização secundária da sociedade brasileira, em sua institucionalização e na relação escolarização-sociedade e com o campo de produção cultural local, marcadamente dinâmicos, no período da expansão dos ginásios nos finais dos anos quarenta e início dos anos sessenta. O que distingue a história dessa instituição escolar é a forma como se processa a sua construção sócio-histórica, a gênese e a estruturação, permeada por um conjunto de relações ocorridas em meio às ações, condutas e atitudes dos diversos agentes implicados nesse campo de lutas e espaço social.<br>The purpose of the present thesis is to analyze the history of social, cultural and political relations that influenced the process of creation, installation and development of Ruy Barbosa High school in Juazeiro, Bahia state, in order to understand the genesis and the significance of that school institution. The theoretical and conceptional options that constitute as instruments and devices for the analysis of information and data had their starting point in the History of Education and in Sociology. I went to a lot of effort to unveil, describe, explain and comprehend those relations, resorting to the concepts of schooling forms, school institution, field, relations of power, symbolic violence, among others. As it has a socio-historical character, the present study was carried out by gathering and analyzing documents, minutes, leaflets, occurrence books, reports, and so on, from archives in Juazeiro and Salvador, as well as through semi-structured interviews with people who recall former teachers, students, directors, employees, former students and teachers family members, the schools founders and members of the community that participated in or keep any kind of register of relevant events. At the same time, two surveys were carried out to provide support data: one about the historiographical production of programs for post-graduation and research on education in Brazil, regarding theses and papers on the history of the secondary school; the other one about articles on secondary education published in the Brazilian Magazine for Pedagogical Studies (RBEP) from 1944 through 1984. Furthermore, a historical analysis was carried out intending to set the object of study in the light of the notion of schooling forms. It is a socio-history of Ruy Barbosa High school and schooling in Juazeiro, Bahia, as an attempt to understand how the history occurs, of the relations and of a process where socio-institutional factors are implied regarding the school as an establishment that seemed to be an isolated institution within the immense universe that was the field of education in Bahia and in Brazil. However, the results revealed that the history of this specific institution is part of a whole, being an element situated within a larger field in the universe of secondary school education in the Brazilian society, as to its institutionalization and the relation schooling-society, and regarding the field of local cultural production, notably dynamic, during the period of expansion of high schools, from the late fortieth to the early sixtieth. What distinguishes the history of this specific institution is the way how the socio-historical construction, the genesis and the structuring took place, permeated by a set of relations that occurred throughout the actions, behaviors and attitudes of different agents engaged in this field of struggles and social space.
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Julson, Ross. "Cost-side equalization and the Virginia pupil transportation funding formula." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37400.
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This is a study designed to determine whether the 1988-89 method of distributing state pupil transportation funds in Virginia met generally accepted standards of quality for such distribution methods, and whether the method of distributing pupil transportation funds served to enhance fiscal equalization in Virginia by properly taking into account cost factors that vary among the Commonwealth1s local school districts?
Relevant literature was examined to identify generally accepted standards of quality for pupil transportation funding formulae and to identify cost factors that are generally accepted as exerting an influence on the costs of operating a local pupil transportation program. Second, information and data were gathered to provide measurements of generally accepted evaluative criteria and generally accepted cost factors that had previously been identified.
It was concluded that the Virginia pupil transportation funding formula, as proposed by the Joint Legislative Audit and Review Commission and adopted by the General Assembly, meets generally accepted standards for efficiency, objectivity, and reliability, but fails to meet standards for simplicity and equity. It was also concluded that the Virginia pupil transportation funding formula does not enhance fiscal equalization through proper consideration of cost factors that vary among local school districts in Virginia.
Five recommendations were offered. First, the current Matrix System method of recognizing costs for purposes of state pupil transportation fund distribution should be replaced by one of three formulae developed through the study, all three of which are substantially more accurate than the Matrix System in approximating existing costs. Second, an effort should be made to provide a comprehensive but understandable description of the method of state pupil transportation fund distribution in Virginia. Third, the methods used in the body of the study should be duplicated by a state agency with ready access to accurate and current data pertaining to pupil transportation costs and cost factors in Virginia. Fourth, the Pupil Transportation Division of the Virginia Department of Education should be more directly involved in the administration of state pupil transportation funds. And fifth, the practice of basing current pupil transportation fund distribution on data more than one year old should be discontinued.<br>Ed. D.
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Thomas, Harold George. "Implementing change : a case study of devolved formula-based resource allocation systems in two UK universities." Thesis, Anglia Ruskin University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261531.
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McEvoy, Caitlin. "One-Size-(does not)-Fit-All : Adult immigrant students' understanding of the determinants for success in learning Swedish as a second language." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-276538.
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This thesis explores the experiences of adult immigrant students within four different classes of the course Swedish as a second language (svenska som andraspråk :SAS), which is a standardized course offered around Sweden. This course is structured by the national school board in Sweden and is aimed as a social policy for integration through language acquisition and learning to navigate Swedish society. By conducting anthropological research among these students, I sought to uncover more regarding the determinants for success within the course and how students mediate and experience the one-size-fits-all course structure despite the asymmetrically distributed forms of capital within the classroom. Students responded with resentment and frustration, which highlights how this structure for education can be ineffective and suffers from a lack of ‘pedagogic transmission.’ This thesis will highlight the determinants of success that should be incorporated into the structure and execution of SAS as well as putting the students’ voices on a platform that is not often regarded when designing curriculums.
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Mehaffey, Mary Messer. "The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618827.
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For the first time in 15 years in the Commonwealth of Virginia, a major restructuring in the elementary and secondary education finance formula was enacted during the 1988 General Assembly and revenue for education was increased by {dollar}576 million for the upcoming biennium. The overriding purpose of these modifications was to reduce disparities between more and less affluent school systems. The problem of educational disparity is not unique to Virginia. Over the last 20 years, between 60 and 70 individual pieces of litigation have been filed, contesting the constitutionality of public school finance systems in 41 of the United States. In 1990 alone, state courts found three states' education funding formulae to be in violation of those states' constitutions, and the state of Kentucky called for the restructuring of the entire system of public education. The Coalition for Equity in Education Funding filed suit against the Commonwealth of Virginia in the circuit court for the city of Richmond on June 12, 1992. The suit, which was filed on behalf of 31 local school boards and students in those school divisions, asked the court for a judgment declaring that the current system of funding public elementary and secondary schools to be declared unconstitutional because it denies children from less affluent school divisions an educational opportunity that is equal to that of children who attend public school in wealthier divisions in the Commonwealth of Virginia.;The purpose of this study is to analyze the Virginia school finance system in order to determine: (1) whether disparities in revenue for education have been reduced between pupils in high and low fiscal capacity school divisions as a result of the 1988 changes in the financing system in education, and (2) if the relationship between a locality's fiscal capacity and its educational expenditure has changed subsequent to the 1988 Virginia General Assembly's restructuring of the school financing system.;Five research questions were investigated using a correlational methodology. Upon analyzing the data, the following are some of the conclusions drawn: (1) When range was used, the disparity increased between 1988 and 1992; (2) A high positive correlation does exist between ability-to-pay as measured by the composite index and total per pupil expenditure; and (3) A high positive correlation does exist between per pupil expenditure from local funds and total per pupil expenditure. Recommendations are made for future research.
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Nunes, Cleide Aparecida Ribeiro. "A implementação de paradigmas pedagogicos construtivistas e as novas formas de gestão e organização da escola fundamental : um estudo de caso realizado na EMEF Carlos C. V. Braga em Valinhos-SP." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252399.
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Orientador: Valerio Jose Arantes<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-08T14:12:54Z (GMT). No. of bitstreams: 1
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Previous issue date: 2007<br>Resumo: Estudo de caso, de natureza qualitativa, sobre o processo de construção de um projeto político e pedagógico participativo, democrático e emancipatório realizado na EMEF Carlos Carvalho Vieira Braga, em Valinhos, estado de São Paulo. Trata-se de uma análise bibliográfica e institucional sobre a gestão da escola buscando apresentar as matrizes teóricas e marcos organizacionais da cultura escolar dominante na tradição brasileira, constituída a partir de procedimentos autoritários e burocráticos, tendo como intenção a implementação de formas de participação planejamento das ações educacionais sobre paradigmas construtivistas. Apresenta a identidade epistemológica e pedagógica da teoria construtivista, a partir de J. Piaget, e tenciona derivar algumas diretrizes administrativas e de gestão na escola fundamental. Descreve o processo de produção do Projeto Político Pedagógico da escola e analisa as ações e inovações participativas de pais, professores e funcionários na proposição de uma escola nova, possível e transformadora. Utiliza a pesquisa participante e apresenta contribuições ao projeto de construção de uma nova cultura, participativa e cooperativa, na gestão da escola pública brasileira<br>Abstract: A case's study, of qualitative nature, on the process of construction of a political project and pedagogic, democratic and communitary accomplished in EMEF Carlos Carvalho Vieira Braga, in Valinhos, state of São Paulo. It is treated of a bibliographical and institutional analysis on the administration of the school looking for to present the theoretical head offices and organizational marks of the dominant school culture in the Brazilian tradition, constituted starting from authoritarian and bureaucratic procedures, tends as intention the implementation in ways of participation planning of the education actions on constructivist paradigms It presents the epistemological identity and pedagogic of the constructivist theory, starting from J. Piaget, and it intends to derive some administrative guidelines and of administration in the fundamental school. It describes the process of production of the Pedagogic Political Project of the school and it analyzes the actions and cooperatives innovations of parents, teachers and employees in the proposition of a school new, possible and public. It uses the participant research and it presents contributions to the project of construction of a new culture, with participation and cooperative, in the administration of the Brazilian public school<br>Mestrado<br>Psicologia, Desenvolvimento Humano e Educação<br>Mestre em Educação
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Baltazar-Sabbah, Blanca S. "Fiscal Transparency in the Era of California's Local Control Funding Formula| An Analysis of Funding Levels, Expenditures, and Student Achievement." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599192.
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<p> This research presents an analysis of California’s Local Control Funding Formula (LCFF) before and after implementation (AY 2013 to AY 2016). Funding allocations, expenditures, and student achievement data were analyzed across nine school districts in Northern California. Findings revealed a significant increase in state and local funding after implementation of LCFF for all districts. Statistical analyses showed larger districts received the greatest increases in funding and per pupil funding increases with the number of students who were eligible for Free and Reduced Lunch (FRL). While these trends were consistent both before and after the implementation of LCFF, the percent of funding spent on instruction, instruction-related services, pupil and ancillary services did not differ. Although expenditures for total revenue are tracked, there is no statewide system for tracking supplemental and concentration fund grants and yet, districts have full flexibility on how to spend these additional dollars within the eight state priorities. The lack of transparency at the district level compromises the replicability and scalability of district practices and undermines ongoing efforts for educational reform. Furthermore, findings revealed a significant increase in graduation rates after implementation of LCFF for all students, English Learners, and students eligible for FRL. </p><p>
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Pastoriza, Bruno dos Santos. "Representações escolares : produção e constituição de formas de conhecimento em educação em ciências." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/37231.
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presente pesquisa investiga as representações de conhecimentos químicos e sua relação com a Escola – Básica e Superior. Para tanto, elegemos dois autores como referências teóricas básicas e um conceito químico exaustivamente estudado pelos educadores em química, respectivamente: Gaston Bachelard e Serge Moscovisci e o conceito de Transformações Químicas. Em Gaston Bachelard, buscamos a perspectiva epistemológica sobre ―representação‖, considerando seu trabalho no universo científico – reificado. Em Serge Moscovici investigamos a produtividade de seu conceito de ―representação social‖ para interpelar as dinâmicas do conhecimento científico na Escola. Dessa interação entre os dois entendimentos de ―representação‖ que têm em comum a representação dos conhecimentos em ciência, cunhamos um conceito para uma investigação num universo específico - distante do reificado e do senso comum e correlato a ambos –, o universo escolar. É, então, a partir dessas considerações que esta pesquisa cria inicialmente o conceito das representações escolares e, no seu desenvolvimento, o aplica como ferramenta teórica de análise da constituição de saberes e conhecimentos na Escola investigando as Transformações Químicas. No desenvolvimento do trabalho, ao longo das análises, foram destacadas características das representações escolares, como sua constituição na comunicação entre saberes/conhecimentos de outros universos que buscavam ser recontextualizados ao universo escolar, onde, pautados no conhecimento de referência, se buscavam os conhecimentos preferíveis. Conjuntamente a essa análise, este trabalho destaca a existência de perfis de representações escolares e seu desenvolvimento em diferentes dimensões. Disso, trouxemos as representações escolares como formas de conhecimento inerentes, imanentes e imbricadas à Escola e cujo estudo, que buscaremos aprofundar em pesquisas futuras, tem potencialidades de contribuir com a Escola, a formação inicial e continuada de professores, uma vez que esse conceito/ferramenta teórica nos possibilita discutir seja o modo como os conhecimentos/saberes de outros universos, que não aquele propriamente da Escola, são recontextualizados, modificados, selecionados e incorporados a ela, seja o desenvolvimento de um estudo sobre os efeitos que tais representações têm no processo educacional, escolar.<br>This research investigates the representations of chemical knowledge and its relationship with the School - Basic and Higher. To this end, we chose two authors as references and a basic theoretical concept thoroughly studied by chemical educators in chemistry, respectively: Gaston Bachelard and Serge Moscovisci and the concept of chemical transformations. In Gaston Bachelard, we seek the epistemological perspective on "representation", considering his work in the scientific world - reified. In Serge Moscovici we investigate the productivity of his concept of "social representation" to question the dynamics of scientific knowledge in school. From this interaction between the two understandings of "representation" that have in common the representation of knowledge in science, a concept is brought to investigate in a specific universe - away from the reified and common sense and correlated to both - the school universe. It is, therefore, from these considerations that this research initially creates the concept of school representations and in their development, applied as a theoretical tool to analyze the constitution of knowledge and expertise in the School investigating the chemical changes. In developing this work over the analysis were highlighted features representations of school, as its constitution in communication between knowledge / skills from other universities who seek to be contextualized to the school, where, guided by the knowledge of reference, if the knowledge sought preferable. Together with this analysis, this paper emphasizes the existence of school representations profiles and their development in different dimensions. In addition, we brought the school representations as forms of knowledge inherent, immanent and intertwined with the School and whose study, which will seek to deepen in future research, has the potential to contribute to the School, the initial and continuing training of teachers, since this concept / theoretical tool enables us to discuss is how the knowledge / knowledge of other universes, other than that the school itself, are recontextualized, modified, selected and incorporated into it, is the development of a study on the effects that these representations are in the process educational school.
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Mainville, Andre. "The altimetry-gravimetry problem using orthonormal base functions /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740718359.
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Clark, Rustin. "Determining suitable funding for p-12 education in Kansas : superintendents' opinions and selected cost simulations." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/225.
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Mejía, Alberto. "Objeto de aprendizaje: los puentes y sus formas." Universidad Peruana de Ciencias Aplicadas - UPC, 2006. http://hdl.handle.net/10757/272707.
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Es un recurso que permite familiarizarse con los objetos de aprendizaje caracterizados por un trabajo de identificación - reconocimiento, el desarrollo de cálculos y el análisis de una variante de la situación original.
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Carrilho, Maria de F?tima Pinheiro. "Tornar-se professor formador pela experi?ncia formadora: viv?ncias e escritas de si." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14532.
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Previous issue date: 2007-03-16<br>This thesis describes and analyzes the trajectory of education of an educator-teacher group to become tutor of memorials (final work of the course Normal Superior in Instituto de Educa??o superior President Kennedy IFESP-Natal-RN). The writing of memorials (self-biographical writing) propitiates to the pupil that writes a reflection on his/her student and professional life, and to whom guides an evolution in his/her professional education. From the methodological point of view, we adopt an etnomethodological perspective of qualitative approach which describes the reality of real citizens inserted in a real situation of education. It is constituted of participants of the research of 32 educator-teachers, deriving of three different areas of academic formation. The instruments of data collection consist of eight life histories, 32 contextualization applications of the participants of the research, interviews with two consultants of the project, as well as some documents. The results of the analyses put in evidence that the education of the educator-teacher goes for two parallel ways: the first deals with the experiences, interactions and elements of daily practice; the second with the academy experiences where the educator-teacher searches the post-graduation courses. The integration of these two ways defines the educator-teacher identity with foundation in knowings that constitute in the exercise of guidance of memorials. The teachers knowings are considered insufficient by the majority and others knowings are mobilized to the knowing to be educator-teacher, memorial tutor. The thesis concludes that the trajectory of the educator-teacher constitutes an educator experience, in the direction of that implies an articulation among the learnings, abilities and knowings, to support the pupil in self-discovery, and that these multiple experiences favor the education of these teachers<br>A tese toma como objeto de estudo a trajet?ria de forma??o um grupo de professores formadores, que contam como se tornaram orientadores de memoriais de forma??o (trabalho final do Curso Normal Superior - IFESP/RN). Do ponto de vista te?rico-metodol?gico, adotamos a abordagem qualitativa e a perspectiva etnometodol?gica. O objetivo central ? descrever como os participantes concebem o caminho percorrido e a sua situa??o de forma??o. Participaram da pesquisa 32 professores formadores, correspondendo a 78% do quadro docente da institui??o. As fontes da pesquisa compreendem oito hist?rias de vida, 32 fichas de contextualiza??o dos participantes, documentos oficiais, entrevistas com consultoras do projeto de implanta??o do IFESP. A an?lise das falas dos participantes revela que para a maioria dos formadores a fun??o de orientador dos memoriais exige al?m do aprofundmento dos saberes docentes adquiridos, outros saberes inclusive sensibilidade e intui??o. Os resultados p?em em evid?ncia que a forma??o do professor formador percorre, simultaneamente, dois caminhos: o primeiro ? o da experi?ncia vivenciada com seus orientandos e colegas na pr?tica cotidiana, a qual vai se aprimorando ao longo dos anos; o segundo ? caminho de retorno ? universidade, onde o professor formador dar? continuidade aos seus estudos p?s-graduados. Assim, admitem que o saber ser orientador se faz no cruzamento dessas duas ordens de saberes no exerc?cio da orienta??o dos memoriais, com repercuss?es positivas para a constitui??o de sua nova identidade como professor formador. Concluimos que em sua trajet?ria, os professores formadores articulam o campo da experi?ncia pr?tica e o campo te?rico-metodol?gico, mas essa articula??o implica um novo v?nculo com a sua pr?pria humanidade, o que lhes permite dar um novo sentido ?s aprendizagens, habilidades para apoiar o aluno na descoberta de si mesmo e, nesse processo, descobrirem, o que constitui a sua identidade de professores formadores e orientadores
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Machado, Catarina dos Santos. "Formação de educadores e a construção da escola do campo : um estudo sobre a prática educativa no Colégio Estadual Vale da Esperança - Formosa/GO." reponame:Repositório Institucional da UnB, 2014. http://repositorio.unb.br/handle/10482/15896.
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Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2014.<br>Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2014-07-11T15:42:41Z
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2014_CatarinaSantosMachado.pdf: 1130329 bytes, checksum: d74ae26fe0315ec8374072ba19901b21 (MD5)<br>Este trabalho teve como objetivo geral analisar a prática educativa de um grupo de professores do Colégio Estadual Vale da Esperança, município de Formosa Goiás, sendo três deles formados/em formação pelo Curso de Licenciatura em Educação do Campo da Universidade de Brasília, e três formados em outros cursos de Educação do Campo. Para fundamentar de forma teórica as discussões sobre a Educação do Campo, recorremos principalmente aos seguintes autores: Paulo Freire, Luiz Carlos Freitas, Pistrak, Roseli Caldart, Mônica Molina, e Anna Izabel Barbosa. A pesquisa foi desenvolvida no âmbito qualitativo, tendo como instrumentos de coleta de dados as técnicas de análise documental, observação participante e entrevista. Para a organização dos instrumentos de pesquisa foram utilizados os aspectos centrais da organização do trabalho na escola capitalista, que segundo Luiz Carlos Freitas devem ser criticados e superados para instaurar uma escola dos trabalhadores: a ausência do trabalho como princípio educativo; a fragmentação do conhecimento e a gestão escolar autoritária. Estes três aspectos centrais foram traduzidos na forma de três grandes eixos que devem estar presentes na prática pedagógica e nos processos de construção da escola do campo: presença do trabalho como princípio educativo, formação por área de conhecimento e gestão escolar democrática. Durante o processo de organização dos dados coletados, foram obtidas as seguintes categorias de interpretação: trabalho com princípio educativo, principio da organicidade e auto-organização, trabalho pedagógico e formas de avaliação, interdisciplinaridade, gestão escolar e visão sobre a escola do campo. Os resultados da pesquisa levam-nos a inferir que as formas de organização pedagógica desses professores, sua dinâmica e seus projetos educativos na escola do campo começam de forma incipiente a desenvolver técnicas voltadas para as práticas da Educação do Campo, mas ainda necessitam de um avanço mais direcionado aos sujeitos do campo. O estudo aponta ainda a necessidade de ampliar as oportunidades de formação para que esses sujeitos desenvolvam práticas educativas voltadas para a melhoria da vida no campo e que a sua formação na Licenciatura em Educação do Campo venha a contribuir de forma mais específica e mais voltada para a realidade das escolas onde esses educadores atuam. ______________________________________________________________________________ ABSTRACT<br>This work had as main objective to analyze the educational practice of a group of teachers of the State College of Vale da Esperança, municipality of Formosa Goiás. Three of them graduated or are graduating in the Bachelor´s course of Rural Education of the University of Brasilia, and three graduated in other courses of Field Education. To justify theoretically the discussions about Field Education, we appealed mainly to the following authors: Paulo Freire, Luiz Carlos Freitas, Pistrak, Roseli Caldart, Monica Molina, and Anna Izabel Barbosa. The research was conducted in a qualitative framework, with the instruments of data collection techniques for document analysis, observation and interviews. To organize the research instruments were used the central aspects of the organization of labor in capitalist school that, according to Luiz Carlos Freitas, should be criticized and overcame to establish a school of workers: absence of work as an educational principle; the fragmentation of knowledge and authoritarian school management. These three central aspects were translated in the form of three main components that should be present in pedagogical practice and the process of building the field's school: the presence of the work as an educational principle, the training by field of knowledge and democratic school management. During the process of organizing the data collected, the following categories of interpretation were obtained: work with educational principle, principle of organicity and self-organization, pedagogical work and forms of assessment, interdisciplinary, school management and vision on the field´s school. The research results lead us to infer that the forms of pedagogical organization of these teachers, their dynamics and educational projects in the field´s school start incipiently to develop techniques aimed at the practices of Rural Education, but still require an advance mainly directed at the field´s individuals. The study also highlights the need to expand training opportunities for these persons to develop educational practices geared towards improving the rural life and his training at the Bachelor in Rural Education will contribute to more specific and more focused way to reality of schools where these teachers work.
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Borchardt, Thiago Tavares. "A sociedade educativa e a subjetivação de professores que ensinam matemática nos anos iniciais da educação básica." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/2887.
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Previous issue date: 2015-10-29<br>Sem bolsa<br>O presente trabalho, de natureza dissertativa, insere-se na linha de pesquisa Formação de Professores de Ciências e Matemática, vinculada ao Programa de Pós-Graduação em Ensino de Ciências e Matemática da Universidade Federal de Pelotas. A pesquisa objetivou compreender, a partir dos conceitos de Governamentalidade de Michel Foucault (2006) e Sociedade Educativa de Noguera-Ramírez (2011), as formas de ser professor – mais especificamente, ser professor que ensina Matemática nos anos iniciais da Educação Básica – orientadas/estimuladas pelos Projetos Pedagógicos do Curso de Licenciatura em Pedagogia da UFPel dos anos de 2000 e 2011 e Projetos Pedagógicos do Curso de Licenciatura em Pedagogia da FURG dos anos de 2003 e 2014. A escolha dos tempos dos Projetos se justifica pela implantação das Diretrizes Curriculares Nacionais para os Cursos de Pedagogia, de 2006, necessária em virtude de importantes transformações sociais e econômicas por que passa o país. Pode-se constatar, a partir da análise documental, os processos de subjetivação, as formas de ser professor que emergem destes discursos. Os objetivos dos cursos, perfil dos egressos e Planos de ensino das disciplinas relacionadas à área de ensino de Matemática apontam o professor desejado, formado sob o discurso da liberdade e natureza, crescimento e desenvolvimento psicológico, em tempos de Estado Educador; ou formado sob o discurso das habilidades e competências para uma educação permanente, aprender sempre e ao longo da vida, em tempos de Sociedade de Aprendizagem.<br>This work, by dissertation nature, is part of the line of research Science and Mathematics Teacher Training, under the Graduate Program in Science Education and Mathematics at the Federal University of Pelotas. The research aimed to understand, from Governmentality concepts of Michel Foucault (2006) and Educational Society of Noguera-Ramìrez (2011), the ways of being a teacher - more specifically, to be a teacher who teaches mathematics in the early years of basic education - oriented / stimulated by the pedagogical projects of the Bachelor of Education UFPel by years 2000 and 2011 and pedagogical projects of the Bachelor of Education FURG by years 2003 and 2014. The choice of the Projects times is justified by the implementation of the Curriculum Guidelines national for Education Courses, 2006, necessitated by major social and economic transformations experienced by the country. It can be seen from the documentary analysis, the subjective processes, ways of being a teacher that emerge from these talks. The objectives of the courses, profile of graduates and teaching plans of disciplines related to mathematics teaching area indicate the desired teacher, formed under the discourse of freedom and nature, growth and psychological development in State Educator times; or formed under the discourse of skills and competencies for lifelong learning, always learning and lifelong in Learning Society times.
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Pascual, Angela Carter. "THE EXPERIENCE OF THE LOCAL CONTROL ACCOUNTABILITY PLAN." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3682.
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In 2013 the California Legislation passed a new K-12 School accountability mandate.
The Local Control Accountability Plan was sought to increase the educational equity for targeted student groups in addition to allowing school districts to mine a diverse set of local school data to develop goals in the 8 priority areas that speak to the needs of their local students. A requirement of the LCAP was that school districts include a diverse set of stakeholders to work in a collaborative manner to develop, critique, and refine local goals. Stakeholder groups are required to consist of district-level administrators, teachers, staff, students, parents, and community stakeholders.
This qualitative study focused on the experiences and insights of district and community stakeholders as they participated in the development of LCAPs. To answer the questions and understand the experience of stakeholders interviews, document analysis, and observations were used. The results of the study revealed that while the intent of bringing a diverse set of stakeholders is noble there is a need to build trust amongst stakeholders. Findings also show the need to build community stakeholder understanding of the purpose, promises, and limits of the LCAP. The study revealed the need for school districts to examine and dismantle historic practices in order to fully embrace and implement the LCAP mandates.
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Pereira, Lyandra de Azevedo. "APROPRIAÇÕES DA INTERNET PELOS JOVENS EM LAN-HOUSE: ASPECTOS EDUCATIVOS DE SUAS FORMAS DE USO." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/1042.
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Previous issue date: 2010-09-28<br>This study was conducted within the research line Theories and Processes of
Education, Educational Program Graduate Education at the Pontifical Catholic
University of Goias. The objective of this thesis was to investigate the digital culture
of young people, identifying the educational aspects of their forms of appropriation of
the Internet outside school. The starting point is the concerning about the
preconceived idea that the uses which young people make of the Internet outside
school are sufficient to prepare them for use demanded by the school. The study of
the cultural issue, of school culture and digital culture took as a reference the
contributions of Belloni (2008), Bourdieu (1998, 1999), Fourquin (1993), Peixoto
(2008, 2009, 2010), among others. To investigate the relationships between
technologies and the social, cultural and educational processes, we rely especially
on the debate of Buckingham (2000), Castells (1999), Kenski (2007), Sacristán
(2007), Sancho, Hernandez (2006) and Santaella (2004). The qualitative type of
research consists in the observation of young people using the internet in lan-house
situated in the eastern part of the city of Goiania. To accommodate the research
objectives, we adopted the daily observation as a tool for data collection. The
discussion and analysis of the results led us to identify four types of use that can be
taken as evidence to characterize the forms of Internet use by young people in lanhouse:
1) use of diverse forms, 2) communication limited to the social group, 3)
Virtual Communications in a complementary (not substitutive) to the presential
communication process, 4) Setting up a player marked by the electronic media.<br>Este estudo foi realizado dentro da linha de pesquisa Teorias da Educação e
Processos Educacionais, do Programa de Pós-Graduação em Educação da
Pontifícia Universidade Católica de Goiás. O objetivo desta dissertação foi investigar
a cultura digital dos jovens, visando identificar os aspectos educativos de suas
formas de apropriação da internet fora do contexto escolar. O ponto de partida é a
preocupação com a idéia preconcebida de que os usos que os jovens fazem da
internet fora do contexto escolar são suficientes para prepará-los para o uso
demandado pela escola. O estudo da questão cultural, da cultura escolar e da
cultura digital tomou como referência as contribuições de Belloni (2008), Bourdieu
(1998, 1999), Fourquin (1993), Peixoto (2008, 2009, 2010), dentre outros. Para a
investigação das relações entre as tecnologias e os processos sociais, culturais e
educativos, apoiamo-nos especialmente nas reflexões de Buckingham (2000),
Castells (1999), Kenski (2007), Sacristán (2007), Sancho e Hernandez (2006) e
Santaella (2004). A pesquisa de tipo qualitativa consistiu na observação de jovens
utilizando a internet em lan-house situadas na região leste do município de Goiânia.
Para contemplar os objetivos da pesquisa, foi adotado o diário de observação como
instrumento para a coleta de dados. A discussão e análise dos resultados levaramnos
a identificar quatro modalidades de uso que podem ser tomadas como
elementos para caracterizar as formas de uso da internet pelos jovens em lanhouse:
1) Formas diversificadas de uso; 2) Comunicação limitada ao grupo social de
convivência; 3) Comunicação virtual de forma complementar (e não substitutiva) ao
processo de comunicação presencial; 4) A configuração de um leitor marcado pelos
meios de comunicação eletrônicos.
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Sivalle, Luciana Teston. "Fragmentos de constru??o da identidade docente: estudo dos memoriais de forma??o de alunas do PROESF." Pontif?cia Universidade Cat?lica de Campinas, 2009. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/633.
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Previous issue date: 2009-02-05<br>Research about Educational Memorials presented as a paper for completion of the Course of Pedagogy of the Special Program for Training Teachers in Practice (PROESF), a partnership of the region of Campinas and the State University of Campinas (UNICAMP) to assist in charge teachers without higher education degree, in a proposal of emancipatory education. We present a brief contextualization of teacher education, the Program of PROESF, Memory as a resource in the re-signification through Educational Memorials, and an analysis of a sample of 24 memorials produced by students in 2007, bringing their autobiographical narratives to academic discussion, approaching everyday knowledge and teacher s knowledge, in order to recuperate the paths of constitution of teachers professional identity.<br>Pesquisa sobre Memoriais de Forma??o apresentados como trabalho de conclus?o do Curso de Pedagogia do Programa Especial para Forma??o de Professores em Exerc?cio (PROESF), uma parceria dos Munic?pios da Regi?o de Campinas com a Universidade Estadual de Campinas (UNICAMP) para atender professores em exerc?cio sem forma??o superior, numa proposta de educa??o emancipat?ria. Apresenta breve contextualiza??o da forma??o de professores, o Programa do PROESF, a Mem?ria como recurso na resignifica??o atrav?s de Memoriais de Forma??o, e an?lise de uma amostra de 24 Memoriais de Forma??o produzidos por alunas formandas de 2007, trazendo para discuss?o acad?mica suas narrativas autobiogr?ficas, abordando os saberes do cotidiano e os saberes de professor, numa perspectiva de resgatar os caminhos de constitui??o da identidade profissional do professor.
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Broderick, Jane Tingle, and Shirley C. Raines. "Chapter 4, Chapter 5, and OnlineAppendices (The Many Forms of Art)." Digital Commons @ East Tennessee State University, 2012. https://www.amzn.com/1111838070.
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Book Summary: This book is written for early childhood educators as well as those who work with children from birth through age eight. The book focuses on helping educators make the vital connection to the arts--including music, movement, drama, and the visual arts--throughout all areas of the classroom and curriculum, and on developing creative teachers who will be able to foster an artistic environment. Observations and photos of teachers and children demonstrate practical ways the arts can be used to help children reach their potential. Educators will find many ideas for open-ended activities that are important for the development of young children, and which will encourage them to think in new ways. Discussion of professional standards and recommendations allows teachers to be cognizant of goals that are important in the early years. Thorough in its coverage, the text speaks to children with special needs and cultural diversity, leaving readers with a complete information resource regarding arts in the young child's classroom.
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Matsuchita, Éllen Alves. "Quiz : elemento desencadeador do desenvolvimento dos conceitos de formas geométricas em crianças da educação infantil /." Bauru, 2020. http://hdl.handle.net/11449/192734.
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Orientador: Marisa da Silva Dias<br>Resumo: Esta pesquisa teve como objetivo identificar e analisar elementos mediadores da formação de conceitos de formas geométricas por crianças da Educação Infantil por meio de um quiz elaborado a partir da perspectiva histórico-cultural. O quiz atuou como objeto desencadeador do desenvolvimento dos conceitos de formas geométricas, uma vez que foi elaborado agregando contextos histórico-culturais, acessíveis às crianças do último ano da educação infantil. Assim, a pesquisa foi guiada pela questão: De que forma o jogo de perguntas (quiz), elaborado com base nos pressupostos da teoria histórico-cultural, na função de um dos elementos mediadores de aprendizagem, pode atuar como objeto desencadeador do desenvolvimento dos conceitos científicos sobre certas formas geométricas em crianças do último ano da Educação Infantil?. As crianças envolvidas pertencem a uma turma do Infantil II (5 anos) de uma escola municipal de educação infantil de uma cidade do interior paulista. Dentre os procedimentos metodológicos, realizaram-se entrevistas em três duplas, a fim de que as crianças confrontassem suas respostas, justificassem suas escolhas, defendessem seu ponto de vista. Fez parte dessa pesquisa de mestrado profissional a elaboração de um objeto virtual de aprendizagem denominado quiz em que foram produzidas questões baseadas na perspectiva histórico-cultural envolvendo formas geométricas. Foram feitas sete questões de múltipla escolha com três alternativas em cada e quatro questões abertas, em... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research aimed to identify and analyze elements that mediate the formation of concepts of geometric shapes by children in Early Childhood Education through a quiz elaborated from the historical-cultural perspective. The quiz acted as a trigger for the development of the concepts of geometric shapes, since it was elaborated by adding historical-cultural contexts, accessible to children in the last year of early childhood education. Thus, the research was guided by the question: How the game of questions (quiz), elaborated based on the assumptions of the historical-cultural theory, in the function of one of the mediating elements of learning, can act as a trigger for the development of concepts information on certain geometric shapes in children in the last year of Early Childhood Education? The children involved belong to a group of Infantil II (5 years old) from a municipal child education school in a city in the interior of São Paulo. Among the methodological procedures, interviews were carried out in three pairs, so that the children confront their answers, justify their choices, defend their point of view. Part of this professional master's research was the elaboration of a virtual learning object called a quiz in which questions based on the historical-cultural perspective involving geometric shapes were produced. Seven multiple choice questions were asked with three alternatives in each and four open questions, in which children could express their knowledge about e... (Complete abstract click electronic access below)<br>Mestre