Dissertations / Theses on the topic 'Modesto High School'

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Este trabalho objetiva analisar a implementação da Política Pública Planejamento Estratégico da Secretaria de Educação do estado do Rio de Janeiro em uma escola técnico agrícola, sob o ponto de vista da gestão escolar e, considerando que a escola apresenta-se como uma escola profissionalizante, recebendo uma política de metas para o ensino médio regular. A escolha dessa escola ocorre por estar situada em uma Regional do estado do Rio de Janeiro com os melhores resultados da implementação da política no ano de 2011. Além de apresentar resultado enquanto escola técnica profissionalizante, quando os alunos egressos conseguem empregar-se na profissão, o interesse recai sobre o desempenho dessa escola profissionalizante acatando uma política para o Ensino Regular que não abrange o ensino profissionalizante. Será apresentado no final deste trabalho um Plano de Ação Educacional que contribua para o aprimoramento da implementação dessa política, considerando as características da escola. A justificativa para este estudo foi minha experiência como diretora adjunta neste colégio no ano da implementação da política e a necessidade de repassar a aprendizagem que recebi nesses anos de acompanhamento da pesquisa, já ocupando a função de diretor geral em outra escola. Além disso, este trabalho não poderia passar sem a discussão acadêmica sobre o Ensino Médio Propedêutico versus Profissionalizante. A Metodologia utilizada foi o estudo de caso de sucesso de uma escola agrícola com ensino médio concomitante ao técnico, considerando os seus resultados. Foi realizada análise documental da Política Pública e uma revisão bibliográfica sobre o Ensino Médio Regular e Profissionalizante. Este trabalho tem sua fundamentação teórica em autores como Stephen Ball e Richard Bawe (1992), Eduardo Condé (2011) Ranson (2008), Gajardo (2000), (Navarro (2000), (Carnoy, Loeb e Smith (2001), Jefferson Mainardes (2006) e Lück (2010).
This work aims to analyze the implementation of the Public Policy Strategic Planning of the State of Rio de Janeiro's department of Education in an agricultural technical school, from the point of view of school management and considering that school presents itself as a vocational school, receiving a goals policy for regular High School. The choice for this school is about being a vocational school in one State of Rio de Janeiro's Regional which has the best results in Political implementation policy in the year of 2011.In addition to presenting results as vocational technical school, when gradueted students can find jobs in their professions, the interest lies in the performance of this vocational school performing the policy for the Regular Education, which does not cover professional education. At the end of this work will be presented an Educational Action Plan contributing to the improvement of the implementation of this policy, considering the school unique characteristics. The rationale for this study was my experience as an adjunct director in this school in the policy implementation years and the need to pass the learning I received in these years of follow-up research, already occupying a General Director post at another school. Further, this work couldn't have pass without the academic discussion on propaedeutics Secondary Education versus Vocational Secondary Education. The methodology used was the case study of a successful agricultural school with concomitant high school, considering their results. One documentary analysis of Public Policy and a literature review on the Regular and Vocational High School was held. This work has its theoretical validity in authors such as Stephen Ball and Richard Bawe (1992), Eduardo Conde (2011) Ranson (2008), Gajardo (2000), (Navarro (2000), (Carnoy, Loeb and Smith (2001), Jefferson Mainardes (2006) and Lück (2010).

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Informação e da Documentação
Este trabalho tem como objetivo geral promover a reflexão participada do professor bibliotecário, do diretor, de professores do Ensino Básico e do Secundário e dos alunos, em busca de um novo sentido para a biblioteca escolar. Analisou-se o investimento de uma escola de 3.º ciclo do Ensino Básico e Secundário na sua biblioteca, tendo em conta as características, as competências informacionais e as necessidades da sua população discente, dominada, cada vez mais, pela diversidade cognitiva, socioeconómica, linguística e pelo multiculturalismo. Na sequência do referido, propõe-se um modelo de repositório institucional (RI) para uma escola do 3º ciclo do Ensino Básico e do Secundário – a Secundária Carolina Michaëlis (Cedofeita, Porto) – mas que terá a potencialidade de ser adaptado a outras escolas com características análogas. Metodologicamente, a investigação é um estudo que pretende identificar se as condições relativas à implementação de um repositório institucional se encontram reunidas. Os dados foram recolhidos através de entrevistas semiestruturadas aos docentes e de ques-tionários aos alunos. A nossa amostra foi composta por 120 alunos (4 turmas do Ensino Básico e 2 turmas do Ensino Secundário) e por 10 professores. Os dados foram analisados de forma quantitativa, no tocante aos resultados dos alunos, e qualitativa, no que respeita as entrevistas feitas aos professores. Os dados provenien-tes dos questionários dos alunos foram analisados com uma aplicação informática. A fim de analisar e interpretar os resultados, combinámos as diversas fontes de dados. Finalmente, apresentam-se os resultados e tecem-se algumas conclusões, na discussão, no seguimento da análise dos dados, apresentando-se algumas perspetivas para o futuro da organização visada no presente estudo. Cumprimos os objetivos traçados no início deste trabalho e confirmámos as hipóteses previamente levantadas, nomeadamente: (1) o acervo da escola não responde às neces-sidades informacionais da sua população; (2) os alunos são orientados e detêm compe-tências de pesquisa informacional e, finalmente, (3) existem condições materiais e humanas que favorecem a implementação de um repositório institucional, enquanto fator promotor da melhoria do funcionamento organizacional e do sucesso educativo.
This thesis aims to promote a reflection towards the search of a new direction for the school library; a reflection involving the librarian teacher, the school director and other teachers of Middle and High School, as well as students. We analyzed the investment in a library of a Middle and High School, taking into ac-count the characteristics, skills and informational needs of its student population, domi-nated increasingly by diverse cognitive, socio-economic and linguistic multiculturalism. Therefore, we propose a model of institutional repository, projected for a school that reunites Middle and High School graduation levels – the Secondary Carolina Michaëlis (Cedofeita, Oporto) –,which we believe that will have the potential to be adapted to oth-er schools with similar characteristics. Methodologically, the research is a study, which aims to identify whether the conditions for the implementation of an institutional repository are available. Data were collected through semi structured interviews and questionnaires directed for teachers and stu-dents, respectively. Our sample consisted of 120 students (4 classes of Middle School graders and 2 classes of High School students) and 10 teachers. The data had been analyzed in a quantitative manner regarding student outcomes, and qualitatively concerning the interviewed teachers. The results obtained from student questionnaires were analyzed with a computer application. In order to analyze and in-terpret the results, we combined the various sources. Finally, we present the results and draw some conclusions in the discussion following the data analysis, presenting some perspectives for the future of the organization re-ferred to in this study. We confirmed the objectives outlined earlier in this thesis as well as the hypothesis previously put forward, namely: (1) the school library collection does not meet the informational needs of its population, (2) students are guided and hold in-formational research skills, and finally (3), there are human and material conditions that favor the implementation of an institutional repository, while promoting organizational functioning and educational success.

Um dos desafios da educação brasileira é a grande quantidade de jovens que deveriam estar matriculados no Ensino Médio, mas que não estão frequentando a escola. Além disso, a taxa de abandono escolar nos anos iniciais do ensino médio é muito superior àquela encontrada no último ano do ensino fundamental. Nesse sentido, esse trabalho se propõe a investigar qual o papel da família no processo de transição e permanência no ensino médio. Para tanto, devido a disponibilidade de dados, será investigada uma coorte de alunos aprovados em 2010 no 9° ano do Ensino Fundamental no Estado do Ceará. Será estimado um sequential logit model, cujos regressores serão, além de algumas características individuais, informações referentes ao status socioeconômico da família e ao ambiente familiar. Existe uma vasta literatura que vem se desenvolvendo desde Mare (1980) buscando compreender o papel do background familiar na desigualdade educacional, tratando o processo de escolarização como uma sequência de decisões. Os resultados aqui encontrados, além de dialogar com essa literatura, apontam que a família é determinante, tanto para a entrada, como para a permanência no ensino médio, principalmente por meio da escolaridade dos pais. Esse efeito, todavia, é maior para aqueles que se defrontam com a decisão de entrada no ensino médio fora da idade ideal ou que exercem atividade remunerada quando não estão na escola.
One of the challenges of Brazilian education is the large amount of young people who should be enrolled in high school, but who are not attending school. In addition, the drop-out rate in the early high school years is much higher than that found in the last grade of elementary school. Thus, this study aims to investigate the role of the family in transition and permanence in high school. Therefore, due to data availability, a cohort of students approved in 2010 in the last grade of elementary school in the state of Ceará will be investigated. Will be estimated to sequential logit model, whose covariates are, individual characteristics, information regarding socioeconomic status of the family and the family environment. There is a vast literature, that has been developing since Mare (1980), trying to understand the role of family background on educational inequality, treating the educational process as a sequence of decisions. The results found here, as well as dialogue with the literature, show that the family is crucial both for entry and for staying in high school, mainly through parental education. This effect, however, is higher for those who are faced with the decision to enter high school outside the ideal age or to engage in paid work when they are not in school.

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Assim como as tecnologias da informação estão em constante evolução, a educação, desde o ensino básico ao superior, deve seguir em busca de novas e melhores formas de aprimorar o processo de ensino-aprendizagem, incorporando novas estratégias metodológicas baseadas na convergência dos meios de comunicação e a facilidade de uso das ferramentas digitais do cotidiano dos alunos nas atividades escolares. Tendo em mente esta convergência, este trabalho foi concebido para buscar e criar uma proposta de modelo de aplicação da narrativa transmídia na educação, como uma ferramenta metodológica que permita integrar a nova realidade educacional, levando em consideração a geração atual de alunos, “nativos digitais”, e os conceitos de ensino da educação contemporânea, introduzindo o uso das mídias e tecnologias nas atividades diárias e permitindo ultrapassar os limites físicos da escola por meio do uso dos ambientes virtuais de aprendizagem, mídias sociais e outras mídias, transformando alunos em personagens e participantes do processo da narrativa, além de criar possibilidades para a interdisciplinaridade dos componentes curriculares diversos e o despertar de novas competências e habilidades em alunos, professores e na comunidade escolar como um todo que pode representar um diferencial neste novo modelo.
As well as information technologies are constantly evolving, education from primary school to university must follow for new and better ways to improve the process of teaching and learning, incorporating new methodological strategies based on the convergence of the media and the ease use of digital tools in students' daily life in the school activities. Bearing in mind this convergence this work is designed to seek and create a proposal for a transmedia narrative application model for education, as a methodological tool that allows integrating new educational reality, taking into account the current generation of students, "digital natives", and the concepts of teaching contemporary education, introducing the use of media and technology in daily activities and allowing overcome the physical limits of school through the use of virtual learning environments, social networks and other medias, turning students into characters and participants in the narrative process and create the possibilities for interdisciplinary curriculum of the many components and the awakening of new skills and abilities in students, teachers and the school community as a whole that may represent a difference in this new model.

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Tendo em vista os reconhecidos benefÃcios sociais e econÃmicos advindos da educaÃÃo, tanto em nÃvel individual quanto agregado, identificar os fatores que causam os problemas de evasÃo e repetÃncia escolar tem persistido como ponto importante na agenda de pesquisadores, seja de paÃses em desenvolvimento ou desenvolvidos. Nesse sentido, este estudo objetivou identificar os determinantes da evasÃo e da repetÃncia escolar no ensino mÃdio das escolas pÃblicas do CearÃ. Para tanto, foi utilizada a base de dados longitudinal do Sistema de AvaliaÃÃo Permanente da EducaÃÃo BÃsica (SPAECE) de 2008, acompanhada de 2009 a 2011, sobre a qual se construiu um modelo logÃstico multinÃvel que incorpora a natureza hierÃrquica dos dados, subdivididos em nÃveis de alunos e de escolas. Os resultados indicam a importÃncia do Programa Bolsa FamÃlia para a reduÃÃo da probabilidade, tanto para a ocorrÃncia de evasÃo, quanto de repetÃncia escolar. AlÃm disso, dentre os fatores que tÃm a maior influÃncia no aumento das chances de o aluno deixar a escola, estÃo o desinteresse pelos estudos e a persistÃncia de repetÃncia em anos anteriores. Sendo este Ãltimo, junto com o atraso escolar, os principais determinantes da retenÃÃo dos alunos cearenses. Uma vez que essas escolas possuem infraestruturas semelhantes, a intervenÃÃo dos educadores deve estar atrelada à motivaÃÃo dos alunos pelos estudos, atravÃs de medidas pedagÃgicas que os envolvam e os alertem efetivamente sobre os benefÃcios sociais e econÃmicos advindos pela acumulaÃÃo de educaÃÃo a mÃdio e longo prazo, tal como ocorre nos paÃses desenvolvidos.
Considering the overall benefits from education, the dropouts and school failures bring about severe consequences for economic progress and welfare of the population. The purpose of this study was to identify the determinants for the occurrence of such problems in public high schools of the State of CearÃ. For doing this, a longitudinal database of SPAECE of 2008, extended to 2009-2011, is applied to a multilevel logistic model on a hierarchical basis, which is divided in two dimensions: school and students. It is found evidence that factors associated with both the students themselves and their familiesâ status affects significantly the chances for dropouts and school failures. While the cash transfer (Bolsa FamÃlia) to studentâs household is an important mechanism to reduce the probability of dropout and school failure, the lack of students' dedications in school activities and persistency of failures are the main deficiencies for increasing the chances of dropouts from school. Since the sampled schools have similar infrastructure, the intervention of educators must be driven to student motivation in scholar activities, through educational measures that call for their attention and warn them effectively on the social and economic benefits arising from the accumulation of education in the medium and long term, as it occurs in developed countries.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Segundo a literatura especializada, diversas contribuições e benefícios para aprendizagem são reiteradamente apontados como possíveis através do Enriquecimento Escolar Amplo (EEa) de Renzulli e da Estimulação da Memória Operacional (eMO). Diante disso, considerou-se importante avaliar os benefícios dos mesmos sobre o desenvolvimento cognitivo e moral de estudantes do ensino médio por meio de uma pesquisa de caráter quase experimental. Compreender qual o impacto que programas de EEa e de eMO, combinados ou não, causariam sobre as capacidades intelectivas e morais dos estudantes foi o cerne deste trabalho, desenvolvido em duas escolas, nas cidades de Fortaleza e Maracanaú (CE). Delineou-se o estudo com nove grupos de alunos, assim constituídos: (2) EEa em ciências naturais, (1) EEa em desenvolvimento moral, (2) EEa em ciências naturais combinados a eMO, (2) EEa em desenvolvimento moral combinados a eMO e (2) controles. Os programas tiveram duração de 4 meses ao longo do segundo semestre de 2015 e foram autorizados pelo Parecer do Comitê de Ética n. 1.092.233. Iniciaram a participação desta pesquisa 87 alunos de uma escola particular e 114 de uma escola pública de natureza militar, porém apenas concluíram 34 da escola particular e 35 da escola pública. Foram empregados os seguintes instrumentos: para medição da inteligência, o G38, WISC IV e WAIS III; para medição da competência moral, MCT_xt (Teste de Competência Moral); para medição do estágio moral, SROM-SF; e para avaliar aspectos de autoconceito, a LHIPCEA (Lista de Habilidades, Interesses, Preferências, Características e Estílos de Aprendizagem). Os participantes foram avaliados em pré e pós testes apenas com o G38 e MCT_xt. Os dados foram avaliados de forma quantitativa e qualitativa. Como resultados, na parte quantitativa foram observados por análise de variância ganhos significativos quanto a elevação da inteligência medida pelo G38 para os alunos da EPu que receberam EEa + eMO, porém não foi possível afirmar qual das variáveis, EEa ou eMO, foi mais influente para o aumento da inteligência. Na análise estatística do MCT_xt, também foi identificada significância no aumento da competência moral para o tempo pré e pós teste, porém, devido ao baixo n de participantes, não se precisou estatisticamente se foi ou não devido a intervenção. Em outra análise para o MCT_xt, conforme os critérios de Lind, existiram ganhos significativos nas médias do C índice, com 5,89 e 7,83 pontos para as escolas partícular e pública, respectivamente. Quanto ao SROM, foram encontradas diferenças significativas entre os grupos testes e controles. Também houve correlação significativa entre G38 e SROM e entre WISC IV/WAIS III e SROM, mas não é possível estabelecer causalidade entre inteligência e o estágio moral. Não foram encontrados efeitos diretos de aumento da memória operacional dos alunos, apenas indiretos. Em termos qualitativos, foram identificadas sensíveis melhoras no desempenho, raciocínio e capacidade de produção autêntica. Conclui-se que o EEa combinado com a eMO pode trazer significativos benefícios sobre a cognição e a moralidade dos estudantes, tendo-se por base os ganhos aferidos pelos instrumentos G38 e MCT_xt, além das evidências comportamentais relativas a motivação e produtividade acadêmica dos alunos.
According to specialized literature, several contributions and benefits to learning are really pointed as possible through Schoolwide Enrichment Model (SEM) by Renzully and Working Memory Stimulation (sWM). In face of that, it was relevant to evaluate their benefits on cognitive and moral development of high school students by an experimental research. Understanding what impact caused by SEM and sWM programs combined or not would cause on students’ moral and intellective capacities was the core of this study developed in two schools in Fortaleza and Maracanaú (CE). The study was designed with a nine student group. It was composed of: (2) SEM in natural sciences, (1) SEM in moral development, (2) SEM in natural sciences combined with sWM, (2) SEM in moral development combined with sWM and (2) control groups. The programs lasted 4 months during the second semester of 2015 and they were authorized by Ethic Committee n. 1.092.233. 87 private school students and 114 military public school students took part of this study; however, just 35 from public school and 34 from private school went all the way to the end. To measure intelligence, it was used G38, WISC IV and WAIS III; To measure moral competence, MCT_xt (Moral Competence Test); To measure moral stage, SROM-SF; and to evaluate self concept aspects, LHIPCEA (Skills, Interests, Preferences, Characteristics and Learning Styles). The subjects were evaluated by G38 and MCT_xt pre and post tests. Data were evaluated quantitatively and qualitatively. As results, as far as quantity is concerned, significant gains were observed by variance analysis when it comes to intelligence increase measured by G38 on public school students who took SEM + sWM, however, it was not possible to state which one of the variables, SEM or sWM, was more influential to intelligence gain. In Statistical analysis of MCT_xt, it was also identified significant increase on moral competence on pre and post tests, but, due to the low number of subjects, it was impossible to infer if it was or not because of the intervention. In other analysis for the MCT_xt, according to Lind criteria, there were meaningful gains on index C averages, 5,89 and 7,83 points for private and public schools respectively. As for the SROM, significant differences were found between test and control groups. There was also significant correlation between G38 and SROM and between WISC IV/WAIS and SROM, but it is not possible to establish causality between intelligence and moral stage. Direct effects of memory increase were not found on students. Only indirect effects. As for the qualitative data, sensitive improvements were identified on performance, reasoning and authentic production capacity. We conclude that SEM combined with sWM can bring meaningful benefits on cognition and students’ morality when we use as foundation the measured gains by G38 and MCT_xt, besides the behavioral evidences related to motivation and academic productivity of students.

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Sem bolsa
Este estudo é resultado de uma investigação feita a partir da análise de produções escritas espontâneas, controladas e de entrevistas realizadas junto a dois grupos de alunos do ensino médio do IFSUL – Câmpus Pelotas Visconde da Graça (CaVG): Grupo Transversal e Grupo Longitudinal, com a finalidade de mapear, descrever e analisar os tipos de erros ortográficos produzidos. Os erros foram classificados em dois grandes grupos: motivados pela fonética/fonologia da língua ou motivados por dificuldades advindas do sistema ortográfico. Os resultados da análise dos dados produzidos pelo Grupo Transversal, composto por 273 alunos de primeiros, segundos e terceiros anos permitiu o mapeamento dos principais tipos de erros ortográficos produzidos e orientou as coletas posteriores realizadas junto ao Grupo Longitudinal, composto por 15 sujeitos acompanhados de 2011 a 2014 e divididos em três grupos, a saber,Grupo 1 (fortes), Grupo 2 (medianos) e Grupo 3 (fracos) em questões ortográficas. A hipótese inicial desta investigação foi a de que haveria relação entre o quantitativo de erros ortográficos encontrados e o formato do conhecimento ortográfico, segundo o Modelo deRedescrição Representacional (MRR) de Karmiloff-Smith (1986, 1994). Os resultados da investigação mostraram que os tipos de erros ortográficos encontrados nas coletas junto a ambos os grupos – Transversal e Longitudinal eram análogos Verificou-se, ainda, que os tipos de erros ortográficos mais recorrentes e numerosos nas produções textuais dos informantes de ambos os grupos pesquisados eram, em primeiro lugar, advindos das chamadas irregularidades do sistema ortográfico, em especial os casos de representação do fonema/s/ e do fonema/z/, seguidos dos erros ortográficos relacionados à motivação fonética da língua e dos erros ortográficos relacionados à segmentação não-convencional da escrita (hipo e hipersegmentação), sendo a hipossegmentação mais numerosa nos dados do que a hipersegmentação. Tais erros ortográficos correspondem a cerca de 75% dos dados totais desta pesquisa.Em relação aos níveis do MRR verificou-se que a hipótese levantada foi corroborada, uma vez que houve correspondência entre os três grupos (forte, medianos e fracos em questões ortográficas) e os níveis de representação do conhecimento ortográfico entre Explícito 2 (E2) e Explícito 3 Consciente Verbal (E3). Verificou-se que os informantes com menor quantidade de erros ortográficos (Grupo 1) apresentaram quase que a totalidade dos momentos da entrevista categorizados segundo o nível do MRR Explícito 3 Consciente Verbal (E3); já os informantes do Grupo 2 (medianos) embora apresentassem vários momentos da entrevista caracterizados como de E3 tiveram, na sua maioria, momentos da entrevista categorizados como de E2, ou seja, no nível do MRR caracterizado como sendo aquele em que já existe análise acerca do conhecimento, embora este ainda não possa ser verbalizado. Finalmente, os informantes do Grupo 3 (fracos) praticamente não apresentaram momentos categorizados como sendo de E3, tendo tido os momentos de sua entrevista quase todos categorizados como E2. Em relação às estratégias utilizadas pelos sujeitos para orientar suas escolhas ortográficas constatou-se que os informantes dos Grupos 1 e 2, respectivamente fortes e medianos em questões ortográficas, utilizaram estratégias tais como o acesso à memória visual ou seguiram procedimentos analógicos da língua para chegar à grafia correta das palavras. Já os informantes do Grupo 3 utilizaram esporadicamente a memória visual e os processos analógicos e, preferencialmente, utilizaram a fala como estratégia para orientar suas grafias. Observou-se, ainda, correlação positiva entre o nível E3 do MRR dos informantes com o uso de estratégias tais como ‘memória visual’ e ‘processos analógicos’ e o nível E2 do MRR dos informantes com o uso da estratégia ‘escrita apoiada na oralidade’. A conclusão deste estudo vai ao sentido de que se faz necessário, mesmo no ensino médio, lançar mão de estratégias capazes de desenvolver e consolidar o conhecimento ortográfico dos alunos.
This study is the result of thorough analysis of spontaneous and controlled writing productions and interviews carried out with two groups of high school students from IFSUL – Câmpus Pelotas Visconde da Graça (CaVG): Transversal Group and Longitudinal Group, aiming to map, analyze and describe the types of orthographic mistakes present in both groups’ writing. These mistakes were arranged in two groups: those of phonetic/phonological motivation and those related to difficulty to grasp the rules and irregularities of the orthographic system.The Transversal Group was comprised of 237 students from all of the institution’s high school grades, and the data analysis of their writing allowed the identification and mapping of the most common types of orthographic mistakes, data which then oriented the following data gatherings with the Longitudinal Group, consisting of 15 subjects who were monitored from 2011 to 2014 and divided in three groups: Group 1 (strong), Group 2 (average), Group 3 (weak) regarding orthographic knowledge. The original hypothesis suggested that the amount of orthographic mistakes found and the type of orthographic knowledge would be correlated, according to Karmiloff-Smith’s Representational Redescription Model (RR) (1986, 1994).The results of this investigation showed that the types of orthographic mistakes found in both groups’ – Transversal and Longitudinal - writing productions were analogous.It was also noticed that the most recurring types of orthographic mistakes in the subjects’ writing, from both groups analyzed, were mainly related to the so called irregularities of the orthographic system, particularly in cases when the phonemes /s/ and /z/ are represented, followed by orthographic mistakes of phonetic motivation and mistakes relating nonconventional segmentation of the written word (hipo and hipersegmentation), the cases of hiposegmentation being more numerous than those of hipersegmentation. Such mistakes constitute approximately 75% of the overall research data.The original research hypothesis was, in the end, confirmed since correspondence was found between the three groups (strong, average and weak regarding orthographic knowledge) and their representation levels of orthographic knowledge which ranges from Explicit 2 (E2) to Explicit 3 (E3) Verbally Aware. It was noticed that the subjects who made less orthographic mistakes (Group 1) showed in their interviews a higher level of verbal awareness (Explicit 3 Verbally Aware, according to the RR model definitions); subjects belonging to Group 2 (average) showed overall orthographic awareness but couldn’t articulate it, placing them in the E2 category. Finally, Group 3 (weak) subjects were also placed in the E2 category, showing virtually no signs of unawareness in their interviews. Regarding the subjects’ strategic choices, it was noted that those from Groups 1 and 2 – strong and average regarding orthographic knowledge, respectively – relied on strategies such as accessing their visual memory or followed similar procedures to find the correct writing whereas subjects from Group 3, rather than relying on their visual memory, would use their speaking competence as a guide to their writing. It was noted still a positive correlation between RR level E3 subjects and the use of visual memory, as well as E2 level subjects and oral-based writing strategies. The conclusion drawn buy this study is that it is necessary, as soon as high school, to devise strategies to consolidate and further the student’s orthographic knowledge.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
In this work, we made a theoric essay about the foundations of probability ax- iomatic de nition, proposed by A. N. Kolmogorov and its implications in probabilistic models of the binomial experiment, exploring concepts and elements innate from dis- crete mathematics that is relate to the additive and multiplicative principles, simple combinations, Pascal ´s triangle and Newton´s binomy. Also, we study the probabil- ity applied to the discrete case throughout experiments de nition, events and random variables, so that we could substantiate our problem application proposal, about infor- mation transmitting between central series to brazilian high school.
Neste trabalho, zemos um ensaio teórico sobre os fundamentos da de nição ax- iomática da probabilidade proposto por A. N. Kolmogorov e suas implicações ao modelo probabilístico de um experimento binomial, explorando conceitos e elementos próprios à Matemática discreta que se relacionam aos princípios aditivo e multiplicativo, com- binações simples, triângulo de Pascal e binômio de Newton. Também, estudamos a probabilidade aplicada ao caso discreto passando pela de nição de experimentos, even- tos e variáveis aleatórias a m de fundamentar nossa proposta de aplicação de um problema sobre transmissão de informações entre centrais em série ao Ensino Médio.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work presents two educational proposals, directed to the high school, of matrix product aplication. The first proposal is made on geometric transformations (reflection, rotation, scale, shearing) with images of letters of the alphabet. It is divided into two parts: in the first, students need to make the product of matrices and the construction of the images, while in the second GeoGebra software is used to assist in the calculation and construction of the figures. The second proposal is about the projection of population growth through Leslie Model, using the Octave software as calculation tool. Before each proposal is provided the theory that supports geometric transformations as well the Leslie Model and several examples to clarify these definitions.
Este trabalho apresenta duas propostas didáticas, direcionadas ao Ensino Médio, de aplicação do produto matricial. A primeira proposta é feita sobre transformações geométricas (reflexão, rotação, escala, cisalhamento) com a imagem de letras do nosso alfabeto. Ela está dividida em duas partes: na primeira, os alunos devem fazer o produto de matrizes e a construção das imagens à mão, enquanto na segunda é utilizado o programa GeoGebra para auxiliar nos cálculos e na construção das figuras. A segunda proposta é feita sobre projeção de crescimento populacional através do Modelo de Leslie, sendo utilizado o programa Octave como ferramenta de cálculo. Antes de cada proposta, é oferecida a teoria que fundamenta tanto as transformações geométricas quanto o Modelo de Leslie, e vários exemplos são usados para esclarecer essas definições.

School violence is a pandemic that affects millions of children and adolescents worldwide. The effects of suffering school violence diminsh the development of cognitive abilities as well as experiencing lower levels of well-being and affecting their mental health. This study explores the risk and protective factors in high school students from public institutions in Peru. The results of this thesis show that school environment, following the socioecological model, is a relevant factor in reducing the prevalence of school violence and its effects on students. In the first study, it shows that the school climate reduces or promotes situations of violence at school. In the second study, it shows that perceived support at home and school reduces the prevalence of school violence and mitigates the negative effects of violence on life satisfaction
La violencia escolar es una pandemia que afecta a millones de niños y adolescentes a nivel mundial. Los efectos de sufrir violencia en la escuela conllevan a que no se desarrollen sus capacidades cognitivas así como experimentar menores niveles de bienestar y afecta su salud mental. Este trabajo explora los factores de riesgo y protectores en estudiantes de nivel secundaria de instituciones públicas de Perú. Los resultados de esta tesis muestran que el entorno, siguiendo el modelo socioecológico, es un factor relevante para disminuir la prevalencia de la violencia escolar y sus efectos en los estudiantes. En el primer estudio, demuestra que el clima escolar reduce o promueve las situaciones de violencia en la escuela. En el segundo, muestra que el apoyo percibido en el hogar y la escuela reduce la prevalencia de violencia escolar y mitiga los efectos negativos de la violencia sobre la satisfacción con la vida

Es ist eine weit verbreitete Wahrnehmung, dass der Übergang zwischen der Mathematik der gymnasialen Oberstufe und der Mathematik an der Universität für Studierende problematisch sein kann. Besondere Verständnisschwierigkeiten in Bereich der lineare Algebra (lA) bereiten den Studierenden die verschiedenen Herangehensweisen auf diesen beiden Ebenen. Dies lässt sich auf die strukturell-axiomatischer Herangehensweisen an die lA an der Universität, im Gegensatz zu ihrer arithmetisch-geometrischen Darstellung in der Schule, zurückführen. Dies bedingt ebenfalls Unterschiede im prozeduralen und konzeptuellen Verständnis. Ziel dieser Arbeit ist es, zu untersuchen, wie Schüler konzeptuelles Verständnis, Bezug nehmend auf die Theorien von concept definition/image in Verbindung mit multiplen Modi der Beschreibung und des Denkens von Konzepten wie Bilinearität z.B. Skalarprodukt und Multilinearität z.B. Determinanten gewinnen können. Um dies zu erreichen wurde eine substanzielle Lehr-Lernumgebung unter Verwendung einer dynamischen Geometriesoftware (DGS) entwickelt. Die Lerneinheit wurde an einem Berliner Gymnasium eingesetzt und dabei ein vollständiger design-based research Zyklus durchlaufen und eine multiple-level Datenanalyse durchgeführt. Die Ergebnisse der Untersuchung zeigen nicht nur, dass eine Erweiterung der Vorstellungen der Schüler, eine Entwicklung multipler Denkmodi und ein Gewinn tieferen konzeptuellen Verständnisses in der lA erfolgreich vermittelt werden können, sondern geben auch Einblicke in ein mögliches theoretisches Modell, mit dessen Hilfe sich diese Prozesse weiter untersuchen lassen. Weiterhin werden die interaktiven Lehr-Lernmaterialien für die weitere Verwendung im Rahmen von Lehre und Forschung zur Verfügung gestellt. Es öffnen sich neue Forschungsfragen hinsichtlich lokalen Axiomatisierens in der lA der gymnasialen Oberstufe, welches auf einer Integration geometrischer, algebraischer und axiomatischer Denkmodi, unterstützt durch DGS, basieren könnte.
A common perception among researchers in mathematics education is that the transition between secondary- and tertiary level of mathematics may be problematic for the students. In particular, the exact and abstract nature of the theory of Linear algebra versus its arithmetic-geometric presentation in school appears to be difficult for the novice students. The application of properties for defining concepts at university in contrast to their usage for describing concepts in school points out a possible occurrence of obstacles for learning and discrepancies in procedural and conceptual understanding. The aim of this study is to examine how could upper-high school students develop a conceptual understanding based on concept definition and concept image in connection to multiple modes of description and thinking about concepts such as bi-linearity exemplified by the dot product of vectors and multi-linearity exemplified by determinants. In order to achieve this, I have created a specific teaching/ learning sequence in a dynamic geometry environment (DGE), then implemented it and evaluated it in a high school in Berlin, following a complete cycle of design-based research and conducting a multiple-level data analysis. The findings of the study show not only that widening students' concept images, developing multiple modes of thinking and gaining deeper conceptual understanding can successfully be mediated by dynamic geometries, but also give insights into an eventual theoretical model of how can they be further examined. Moreover, the study promotes authorized open-source interactive teaching/ learning materials for further sustainable practice and research. It opens new research questions about revisiting axiomatic approaches on local levels in upper high-school Linear algebra which may base on the integration of all three modes of description and thinking geometric, algebraic and abstract possibly facilitated by DGE.
Честа перцепција кај многумина истражувачи во областа на математичкото образование е дека транзицијата помеѓу средното и високото образование по математика може да биде проблематична за студентите. Егзакноста и апстрактноста на теоријата по Линеарна алгебра наспроти нејзината аритметичко-геометриска презентација во средното гимназиско образование се покажува како особено тешка за студентите. Примена на својствата на математичките поими за нивно дефинирање на универзитетско ниво наспроти нивното употреба за опишување на претходно дефинирани поими на училишно ниво, укажува на можна појава на тешкотии при нивното изучување и несовпаѓање на процедуралното и концептуалното разбирање на истите. Целта на оваа студија е да истражи како средношколците би можеле да развијат концептуално разбирање на поимите врз основа на концепт дефиниција и концепт слика во врска со мулти-моди на мислење, конкретно за поими како билинеарност, пр. скаларен производ на вектори, и мултилинеарност, пр. детерминанти. За да ја постигнам оваа цел, креирав наставна содржина поддржана од еден динамичен геометриски систем (ДГС) и следејќи целосен циклус на т.н. design-based research и спрoведувајќи мулти-анализа на податоци, истата ја имплементирав и евалуирав во едно средно училиште во Берлин. Резултатите од студијата укажуваат не само на фактот дека проширувањето на концепт сликите на учениците, развојот на мулти-моди на мислење и стекнувањето на длабоко концептуално разбирање на поимите можат да бидат успешно посредувани од ДГС туку овозможија и увид во еден теоретски модел за тоа коко тие можат понатаму да се истражуваат. Уште повеќе, студијата промовира авторизирани open-source интерактивни материјали за предавање и учење на содржините кои може да служат за понатамошни одржливи истражувања и развој. Студијата отвора нови истражувачки прашања за средношколската Линеарна алгебра која може да се базира на интеграција на сите три моди на мислење, геометриски, алгебарски и апстрактен, поддржан од ДГС.

碩士
國立臺灣師範大學
社會教育學系在職進修碩士班
94
Abstract This paper aims at discussing changes of conduct modes of the high school library after the promotion of school-community policy. Basing on the case study of Miao-li Senior High school, conclusions and suggestions are proposed according to the research report. Five objects of research are generalized according to research background and research motivation: Realizing the community’s needs and expectations from the school library. Realizing the community’s rights and obligations to the school library. Realizing the school teaching staffs’ attitudes towards the communitilization of the library. Discussing school library’s requirement of hardware and software during its communitilization. Discussing the conduct modes of school library during its communitilization. The following conclusions of this paper are generalized according to literature review and interview: Senior High school library is the center of lifelong learning resource for community. The community residents have the demand of utilizing senior high school library. Senior high school library plays multiple roles in the community. Being the learning resource of community is regarded as the most crucial one. Senior high school has multiple functions, of which offering learning resources is most important. ‘Offering learning resources’ and ‘assisting readers in self-studying’ are two of the most crucial service goals of senior high school library. Comparing with working staff of high school library, the community residents and teaching staff of school are more in favor of the promotion of high school library as life-long learning resources for community. The community residents hold dissimilar opinions towards senior high school’s functions of offering lifelong learning for the community due to their different backgrounds. The collection of books of library is the main factor which affects how senior high school develops the functions of offering lifelong learning for the community. At the present time, there are difficulties for senior high school library to open to the community residents. There shall be division of labor and cooperation among senior high school library and various kinds of libraries in the community in order to achieve the goal of lifelong learning for the community. 10. The facility (both hardware and software) of senior high school library ought to be improved in order to achieve the goal of lifelong learning for the community. 11. The conduct modes of senior high school library ought to be altered and modified in order to achieve the goal of lifelong learning for the community. The following suggestions are proposed according to the research results and conclusions for reference: A. For the Bureau of Education: Draft regulations concerning rewards to encourage the combination of school and community. Appropriate funds for the promotion of school-community project to libraries of senior high school and vocational school as the resource for community residents to utilize senior high school library. Recruit more staff for senior high school library and encourage they to give service to the community residents. Make long-term plans for ‘the communitilization of senior high school library’ as the basis for the access of high school library to community residents. B. For the high school library: Construct the learning community actively for the demands of learning society. Develop and design learning resources and offer multiple learning sources. Popularize the utilization of library and expose the community residents to relevant information. Strive for funds to enrich the collection of books for the promotion of school- community. Make use of retired teacher to enhance the quality of volunteer service. Establish effective system of learning verification to motivate user’s learning. Setting flexible opening hours to meet the needs of the community residents. Holding educational activities in the community for promotion. Cooperating and serving the residents with various kinds of libraries in the community. Enhance the educational functions of life-long community learning based on the ideal of public service. C. For the community: Take good advantage of high school library and provide help to its development. Solving the problems bringing to school by school-community project together. D. For future research: The range of research can be expended to the entire nation. The methods of research can adapt experimental action research. The number of research objects can be increased.

碩士
國立屏東科技大學
技術及職業教育研究所
98
The principal purpose of this study is to explore the effects of computer multimedia presentation on junior high school students’ idioms learning. First, the study explored the theories and references of the computer multimedia, the modes of presentation, and the idioms teaching. Second, by using quasi-experimental study, the research choosed the eighth graders of a junior high school in Pingtung County, and divided them into three groups. Next, the chosen students accepted the idioms teaching for four weeks which included the teaching activities focusing on the students’ memorization, comprehension, transfering and integrated learning effects toward idioms. The self-developed achievement test and learning feedback questionnaire were used as the research instruments. Finally, the research applies SPSS for Windows 14.0 for statistics analysis, including descriptive statistics analysis, analysis of covariance (ANCOVA), and one samples t-test. The results of the study are as follows: 1. The effects of computer multimedia presentation show a significant difference in the idioms teaching. 2. The result of the idioms post-teaching test after different presentation of computer multimedia is opposite to Mayer’s theory, which the deferred test carried out later conforms to. 3. The sutdents show a positive attitude toward the computer multimedia presentation on the idioms learning. 4. Different genders have no significant difference of learning feedbacks in the effects of computer multimedia presentation on the idioms. 5. Whether the students have reading habits or not almost shows no significant influence on the learning feedbacks toward the idioms, but only on the pronunciations and meanings of the idioms. 6. The times for reading every week shows a significant influence on the learning feedbacks toward the idioms.

碩士
國立臺灣師範大學
英語研究所
91
The present study aims to investigate three reading modes─reading aloud in class, reading orally to oneself, and reading silently. The focus is to compare the effects of the three reading modes on Taiwanese junior high school EFL students’ anxiety and reading comprehension. Students’ attitudes toward the three reading modes were also explored. A total of 93 students participated in this study. The participants all achieved a level of proficiency in English higher than average and were divided into three groups of similar English proficiency. The three groups were asked to read the same English text in different modes: one group reading it aloud in class, another reading it orally to themselves, and the other reading it silently. After they read the article, they were asked to do a reading comprehension test. Data collected were analyzed by means of Pearson correlation analysis, one-way analysis of variance, and one-way analysis of covariance. Twenty-seven subjects─nine from each group─were also interviewed to explore their feelings during the treatment and their attitudes toward the three reading modes. The results show that students felt the least anxious and comprehended the best when reading silently. But they felt the most anxious and comprehended the least when reading orally to themselves. However, data from the interviews suggest that students believed oral reading to oneself as the most effective reading mode. Reading aloud in class was believed to be the most anxiety-producing and comprehension-inhibiting, although the experimental results did not correspond to their beliefs. Pedagogically, the results suggest that silent reading should be encouraged more often when the purpose of reading is comprehension; but reading aloud in class does not have to be avoided if the atmosphere in English class is supportive and if the students have achieved a proficiency level beyond average. Suggestions for future research are discussed at the end of the thesis.

碩士
國立臺灣師範大學
工業教育學系在職進修碩士班
101
Abstract The study took New Taipei Municipal New Taipei Industrial Vocational High School as the object and explored the difference comparison in the learning achievement of students with different entrance modes. The main purpose was to understand: 1. the difference between common-subject scores of five semesters in school and common entrance examination scores for students with different gender and entrance modes; 2. the difference in learning motivation for students with different gender and entrance modes; 3. the difference in learning satisfaction for students with different gender and entrance modes. The study analyzed students’ common-subject scores of five semesters in school and common entrance examination scores using questionnaires and secondary data analysis and obtained 528 valid samples with students’ learning motivation and satisfaction questionnaire as research tool. Descriptive statistics were adopted to verify the hypothesis of this study. The study obtains following conclusions: I. As for common-subject scores of five semesters, the score of students by open admission was significantly higher than that by registration distribution in terms of entrance modes; the score of girls was significantly higher than that of boys in terms of gender. II. As for common entrance examination scores, there was no significant difference in terms of entrance modes; the score of girls was significantly higher than that of boys in terms of gender. III. As for the overall learning motivation, there was no significant difference in terms of both entrance modes and gender. IV. As for the overall learning satisfaction, there was no significant difference in terms of entrance modes; the score of boys was significantly higher than that of girls in terms of gender. For “environmental equipment”, “teaching”, “curriculum planning” and “peers interaction” dimensions, there was no significant difference in terms of entrance modes; for gender, the learning satisfaction of boys was significantly higher than that of girls in terms of “peers interaction”. Recommendations are made based on the results as the reference for relevant people.

碩士
中國文化大學
運動教練研究所
98
This research was focused on the comparison between senior PE teachers and junior PE teachers – their teaching goals, the interaction between teachers and students, teaching evaluation and teaching modes. This researcher used Deep Interview Method and interviewed six junior high school PE teachers from Taoyuan County- three senior and three junior. The results of the research showed that both senior and junior teachers wanted to make students have life-long exercise habits. Besides, the senior teachers were observers and found out the mental and physical problems of students by observation; the junior teachers were closer to students and students were more willing to talk to them. Moreover both of them paid attention to the individual differences, but the senior teachers could set up the evaluation mode which is suitable for the whole class, but the junior teachers couldn’t. Also the senior teachers knew that they have to adjust their teaching method because of the changing of time and environment and be more democratic; and the junior teachers had already done it. The conclusion of the research were as following: First, teachers should interact with students in many ways, and tried to be closer to students. Second, in the aspect of teaching evaluation, teachers had to take the individual differences into consideration, and set up an evaluation which is suitable for all students. Third, because of the policy of “Zero Physical Punishment”, teachers should reach the teaching goal by being more democratic, respecting and listening to the opinions of students, instead of using the Spartan way of education.

碩士
國立彰化師範大學
英語學系
96
In the twenty-first century, computers have become an integral part of our lives. According to the Nine-Year Integrated Curriculum of Taiwan, information technology education is viewed as an important topic and the ability to utilize information and technology is listed as a basic ability. While many studies have shown that vocabulary acquisition is the first step in learning a language, few studies have focused on exploring the effects of different CALL input modes on Chinese EFL learners’ vocabulary acquisition. Moreover, although recent studies have indicated that there is no salient difference between the click-on mode and key-in mode in acquiring vocabulary through reading, no empirical studies have been conducted to explore the effects of different CALL drill modes on vocabulary acquisition with clear learning goals. Hoping to at least partially remedy this situation, this study aims to compare the effects of click-on and key-in drill input mode on vocabulary acquisition of junior high school students in Taiwan. Thirty-three subjects making up the control group and thirty-four subjects making up the experimental group were chosen randomly from the second-grade students at a junior high school in Taipei County. The control group used the click-on mode to do multiple-choice cloze exercises, while the experimental group used the key-in mode to do blank-filling exercises. Instruments employed in this study included the pretest, the CALL mode practices, the immediate posttests, and the delayed posttests. Procedures of this study included the selection of vocabulary test items and the experimental procedure. The selection of vocabulary test items focused on spelling error features that Chinese EFL students make frequently, taking into account the English proficiency-level of the subjects. Fifty-nine spelling features was selected and distributed among thirty-three target words. The experimental procedure included the pretests, different CALL mode practices, the immediate posttests, and the delayed posttests. The tests were of two types, multiple-choice cloze and blank-filling. In this study, multiple-choice cloze was used to demonstrate learners’ receptive vocabulary ability, while blank-filling was utilized to show learners’ productive vocabulary ability. After vocabulary teaching, the subjects used different CALL drill mode respectively to do the vocabulary drills six times in two weeks. The immediate posttests were given to the subjects right away, and the delayed posttests were given two weeks later. The results first showed that using click-on mode and key-in mode to practice the new words clearly helped learners to recognize and produce the word items. Secondly, as for receptive vocabulary ability, there was no salient difference between the click-on drill mode and the key-in drill mode. With regard to productive vocabulary ability, the key-in drill mode was significantly more effective than the click-on drill mode. Third, the subjects’ performance on the improvement of easilymade spelling errors between the click-on drill mode and the key-in drill mode was similar. Furthermore, results of both the click-on drill mode and the key-in drill mode practices showed salient benefits to learners on the spelling error features that Chinese EFL students make frequently. From the percentage of correct answers, there are 54 of 59 spelling features that the key-in drill mode group improved more on than the clickon drill mode group, while there are 5 spelling features that the click-on drill mode group improved more on than the key-in drill mode group. As for accuracy rate, the key-in mode group had an accuracy rate higher than 60% on 11 error features, while the click-on mode group had an accuracy rate higher than 60% only on two error features. Finally, there was no salient difference in long-term receptive and productive vocabulary abilities between the click-on mode and the key-in mode. Both the clickon mode group and the key-in mode group clearly regressed on long-term retention of receptive and productive vocabulary. As for the retained proportion of receptive and productive vocabulary items, the click-on mode group retained less than the key-in mode. From the above results, it was concluded that using the key-in mode to practice vocabulary is better than using the click-on drill mode.

Tese doutoramento Psicologia (área de especialização em Psicologia Vocacional)
As escolhas de carreira estão entre as decisões mais importantes que as pessoas tomam ao longo da sua vida, na medida em que têm implicações significativas nas diferentes áreas do desenvolvimento (Gati & Tal, 2008). A investigação no campo da psicologia vocacional oferece um vasto conjunto de conceções e modelos sobre a tomada de decisão (Hartung, 2010; Patton & McIIveen, 2009; Tien, 2007). Contudo, trabalhos recentes reconhecem a necessidade de aprofundamento de aspetos específicos deste processo (Gati & Tal, 2008; Hartung, 2010). Esta dissertação inscreve-se na linha de investigação relativa aos processos de tomada de decisão, procurando contribuir para o conhecimento dos fatores pessoais e contextuais implicados na implementação de decisões vocacionais no ensino secundário bem como para a organização de modelos integrados de intervenção vocacional nesta fase do percurso de vida dos jovens. Este estudo enquadra-se numa investigação de maior amplitude relativa aos modelos de intervenção vocacional no ensino secundário, dando seguimento a estudos prévios acerca do papel dos diferentes intervenientes educativos neste processo (Carvalho, 2007; Pinto, Taveira & Fernandes, 2003). Considerando os objetivos desta linha de investigação, e em concreto deste estudo de dissertação, a metodologia privilegiada foi a grounded theory. Depois de enquandrados teórica e metodologicamente, são apresentados quatro estudos relacionados que incidem nas perspetivas emergentes dos alunos, dos pais, dos professores e dos profissionais de orientação sobre o contributo de cada um destes atores na prossecução de objetivos vocacionais no 10.º ano de escolaridade. A amostra teórica deste estudo é constituída por 125 participantes. Utilizou-se um guião de entrevista para a recolha de dados. Os resultados desta investigação puseram em evidência o papel de protagonista que os alunos desempenham no processo de implementação de decisões no 10.º ano de escolaridade. Este papel consubstancia-se em três grandes domínios, inerentes às exigências sócio-académicas específicas do ensino secundário. Por um lado, releva-se a ação dos alunos no ajustamento ao novo contexto, através da mobilização das competências pessoais, sociais e académicas necessárias, da participação nas atividades de caráter escolar e social, da gestão dos obstáculos e das dificuldades experienciadas ao longo do processo e da utilização da rede de suporte constituída por pares, pais, professores e outros intervenientes. Por outro lado, salienta-se a ação dos alunos no sentido do sucesso académico através do estudo, do empenho e da persistência face às tarefas escolares. Finalmente, há a referir a ação específica dos alunos no sentido de testarem e aprofundarem as escolhas realizadas através de oportunidades diversas de exploração do meio. Neste processo de implementação de decisões académicas, os pais, os professores e os psicólogos também têm um papel significativo, quer através da relação direta que estabelecem com os alunos, quer através da interação com outros intervenientes e da organização de atividades que influeciam a ação dos alunos. Destaca-se, particularmente, o papel do psicólogo escolar, a quem cabe a tarefa desafiadora de incrementar um programa integrado e colaborativo de intervenção vocacional no ensino secundário. Com efeito, propõe-se uma intervenção em três níveis distintos, a saber: (i) os alunos; (ii) os intervenientes educativos (pais, professores) e; (iii) a comunidade alargada. A estes três níveis fazem-se corresponder as seguintes modalidades de intervenção: (i) as intervenções de caráter informativo, psicopedagógico e de aconselhamento; (ii) a consultadoria/formação e; (iii) o estabelecimento de parcerias comunitárias. Por fim, apresentam-se os contributos específicos deste trabalho, as suas limitações e algumas pistas para a investigação futura.
Career choices are among the most important decisions that people take throughout their lives, as they have significant implications in several development areas (Gati & Tal, 2008). Vocational psychology research offers a wide range of career decision making theories and models (Hartung, 2010; Patton & McIIveen, 2009; Tien, 2007). Nevertheless, recent work has recognized the need to deepen specific aspects of this process (Gati & Tal, 2008; Hartung, 2010). This dissertation fits in a research line on career decision making and it seeks to contribute to the knowledge of contextual and personal factors involved in the career decision implementation at high school as well as to the construction of integrated models of intervention at this stage of vocational life course of young people. This study frames in a wider range investigation concerning vocational models of intervention in high school, following the earlier studies about the role of different actors in the process (Carvalho, 2007; Pinto, Taveira & Fernandes, 2003). Taking into consideration the aims of the research line, and specifically of this study, we choose grounded theory methodology. Once it was theoretically and methodologically upheld, we present four related studies about the emerging perspectives of students, parents, teachers and counselors on their own role at the implementation of career goals at 10th grade in high school. The theoretical sample of this study is made up of 125 participants. We used an interview guide for data collection. The results have highlighted the leading role that students play in career decision implementation at 10th grade in high school. This role is done in three major domains, inherent to the specific social and academic demands of high school. On one hand, we emphasize the students’ action in adjusting to the new school context through the mobilization of personal, social and academic skills and also through their participation in school and social activities managing obstacles and difficulties experienced and using the network support of peers, parents, teachers and other partners. On the other hand, we highlight the students’ action towards academic success through study, commitment and persistence at school tasks. Finally, we mention the specific action of the students in order to test and deepen career choices by means of vocational exploration opportunities. At this process of career decision implementation, parents, teachers and psychologists also have a significant role, either by their relation to the students or through their interaction with other partners and through the organization of activities that influence de students’ action. It is noteworthy the role of school psychologists’, who have the challenging task of improving an integrated and collaborative vocational intervention at high school. Therefore, we propose a three level intervention, namely: (i) students; (ii) educational stakeholders (parents, teachers) and; (iii) wider community. At this three levels are matched different forms of intervention: (i) information, psycho-pedagogical and counseling interventions; (ii) consulting/training and; (iii) community partnerships. Finally, we present the specific contributions and limitations of this study and some clues for future research.

A Educação Ambiental para a Sustentabilidade (EA) tem sido um assunto prioritário ao redor do mundo. Na EA no contexto escolar, o/a docente ocupa um papel crucial, sendo essencial melhorar a sua formação nessa área. Assim, esta investigação foi desenhada para responder ao seguinte problema: “Quais são os efeitos da formação de futuros/as docentes de Biologia, centrada no uso do aquário em EA orientada para a ação, no desenvolvimento dos seus conhecimentos e competências profissionais para desenvolver a competência para a ação ambiental em alunos/as do ensino médio?” Foram organizados dois estudos complementares, com um desenho de investigação misto. Recolheram-se os dados através de uma entrevista inicial e final a formandos/as, um questionário inicial e final a alunos/as do ensino médio, diários de bordo de formandos/as e investigador e material produzido pelos/as formandos/as e alunos/as do ensino médio. No primeiro estudo foi realizada uma oficina de formação (48h) com futuros/as docentes de Biologia (n=12). O segundo estudo, focado nos alunos/as (n=33), consistiu na sua participação extra-aula num projeto de EA orientado para a ação. Como principais resultados destacamos que a oficina teve um impacto positivo no aumento dos conhecimentos e competências profissionais dos/as futuros/as docentes para fazerem EA orientada para a ação, nomeadamente no conhecimento do conteúdo (100%), pedagógico geral (58%), pedagógico do conteúdo (42%) e contexto educativo (25%). Mais de metade sentiu-se mais capacitada para utilizar a metodologia IVAM na EA (58%). O projeto de EA aumentou a competência dos alunos/as para realizarem ações ambientais. O aquário ocupou um papel importante na melhoria dos seus conhecimentos sobre o ecossistema aquático e na compreensão sobre a importância da água. Logo concluiu-se que a metodologia IVAM com utilização do aquarismo, foi eficaz na promoção da competência para a ação, tanto a nível universitário, como na educação básica. Esta é a principal implicação deste estudo, pois pode ser uma alternativa metodológica útil na EA para a sustentabilidade nos dois níveis de ensino, conduzindo o cidadão e professores/as a agirem e/ou educarem no sentido de mitigar os problemas identificados.
Environmental Education for Sustainability (EE) has been a priority issue in governmental and non-governmental institutions around the world. In EE in the school context, teachers play a crucial role, and it is considered essential the enhancement of their formation in this area. In this sense, this research was designed to answer the following problem: "What are the effects of the formation of future biology teachers, centred in the use of the aquarium in action-oriented EE, in the development of their professional knowledge and competences to develop high school students’ environmental action competence?" Therefore, two complementary studies were organized with a mixed research design. Data were collected through an initial and final interview to trainees, an initial and final questionnaire to high school students, logbooks of trainees and researcher and material produced by the trainees and the high school students. In the first study, a training workshop (48h) with future biology teachers was conducted (n = 12). The second study was focused on students (n = 33), and consisted in their extra-class participation in an action-oriented EE project. From the main results, we can point out that the workshop had a positive impact on increasing the knowledge and skills of future teachers to carry out action-oriented EE, namely in content knowledge (100%), general pedagogic knowledge (58%), pedagogic content knowledge (42%), and educational context (25%). More than half felt better able to use the IVAC methodology in EE (58%). This action-oriented EE project increased the competence of high school students to carry out environmental actions. The aquarium occupied an important role in improving knowledge about the aquatic ecosystem and increased understanding of the importance that water has for life. Therefore, it is possible to conclude that the IVAC methodology with the use of the aquarium was effective in promoting environmental action competence, both at university and higher education levels. This is the main implication of this study as it can be a useful methodological alternative in the EE for sustainability in both educational levels, leading citizens and teachers to take action and/or educate others in order to mitigate the identified problems.