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Hampton, David D. Lembke Erica S. "The effects of progress monitoring in early writing using curriculum-based measurement." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4955.
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Thesis (M.A.)--University of Missouri-Columbia, 2007.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 October 26, 2007) Vita. Includes bibliographical references.
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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.
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Tumwine, Baguma Deo. "Challenges in implementing a South African curriculum in Eswatini." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78499.
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Since 2010, some private and public high schools in Eswatini1 have begun to offer the South African Curriculum and Assessment Policy Statements (CAPS). Demand for this increased from one school in 2010 to 13 schools in 2018. The study accordingly investigated the challenges inherent in the transferal and implementation of the CAPS Curriculum in secondary schools in Eswatini. Phillips and Ochs (2003) and Dolowitz and Marsh’s (2000) model of policy borrowing were used as a theoretical lens to steer the study. The study adopted a qualitative case study as the research design in terms of which a sample of four schools was conveniently and purposively selected. Document analysis and semi-structured interviews with 33 participants were conducted. The study identified that the curriculum transfer was initiated by parents whose demand for the South African curriculum emanated from a number of factors such as low pass threshold, cheaper access, rejection of Swazi learners by South African public schools, limited professional courses and few universities in Eswatini. The challenges to such transferal and implementation were identified as lack of contextual suitability; lack of training for educators; border immigration requirements; high tuition fees and absence of a memorandum of understanding between the two countries.Thesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
Unrestricted
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Chen, Ming-Hung. "Health, physical activity and fitness monitoring within the secondary physical education curriculum in England." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/10034.
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Aims: The aims of this study are three-fold: to review the worldwide literature on monitoring the health, physical activity and fitness of young people; to determine the purpose and prevalence of the monitoring of young people's health, physical activity and fitness within secondary PE school curricula in England and to explore the factors affecting teachers' views of and approaches to such monitoring; and to propose recommendations for monitoring health, physical activity and fitness within secondary school PE curricula in England which may have relevance and applicability to the Taiwanese context. Methods: The research design involved the integration of quantitative and qualitative methods, including a national survey of selected state secondary schools and interviewing a sample of Head of PE department (HoPE). Descriptive statistics and Chi-Square analysis were employed to analysis quantitative data of the prevalence of monitoring pupils' health, physical activity or fitness within school curriculum, and to exam the homogeneity of HoPEs' attitudes and views (agree v.s disagree) towards specific statements with different gender, and teaching experience. The significant level of Chi-square is .05. Coding and thematic analysis were employed to analysis qualitative data. Results: 118 schools (38.4%) returned the questionnaires and 12 teachers were interviewed. The proportion of schools which monitored pupils' health, physical activity and fitness was 39%, 61.9%, and 89.0% respectively. The interview data revealed issues including purpose and value of monitoring; responsibility and accountability; pupils' responses; teachers' conceptual confusion, and resource limitations. Recommendations: Nine recommendations were proposed including: (1) physical educators should broaden their monitoring approach beyond fitness; (2) formal guidance on monitoring within the PE school curriculum should be produced; (3) teachers should be offered continuing professional development on this topic; (4) PE teachers should be encourage to employ simply, manageable monitoring methods; (5) health benefits of physical activity and physical activity promotion should be weighted through monitoring processes; (6) PE teachers should realise that the processes of monitoring health, physical activity and fitness are appropriate contexts for learning; (7) it is unnecessary to make comparisons between students or against standardized norms; (8) teachers should aim to personalise monitoring procedures and ensure that pupils' experience of monitoring is positive; (9) PE teachers should encourage and teach children self-monitor skills to develop their independence and self- management skills. An example formal guidance for key stage 3 on monitoring health, physical activity and fitness within the PE curriculum has been proposed to help PE teachers broaden their approaches on monitoring and present them a range of implementation example.
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Balogh, Ruth Penelope. "Using action research to develop a national performance monitoring framework for nurse and midwife training institutions." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10018907/.
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This thesis reports on the way in which action research techniques %% ere used to conduct a two-year programme of commissioned research. This programme consisted of a brief in two phases from the English National Board for Nursing Midwifery and Health Visiting to develop performance indicators (PIs) for training institutions on a national basis. The substantive research findings are reported. and the contribution of particular aspects of action research to the research project are evaluated, with reference both to the literature on performance monitoring in the public sector and the literature on educational action research. The research findings from a first phase of work show that terminology about performance monitoring is confused, especially with respect to distinctions between "qualitative" and "quantitative" issues. They also show that much current practice neglects important ethical issues such as potentially conflicting models of accountability. An analytic framework is therefore proposed for clarifying various aspects of this terminology and incorporating an ethical dimension which locates information systems within a context of differing and possibly competing interests. The thesis then describes how this framework was used to develop a second phase of research within a policy environment which had, by that time, become highly unstable. Findings from this second phase showed that it would be possible for the Board to specify some core data items from which nationally agreed PIs could be developed, but not without further debate about accountability structures and different models of resource allocation. The research project made an active contribution towards assisting the development of performance and quality monitoring structures at training institution level by publishing some of the research tools, literature and findings as a teaching pack ( Balogh et al 1989). The specific contribution of action research to this project is evaluated by reference to Lew in's (194) original formulation, to Smith's (1981) distinction between four levels of discourse: the discipline, the paradigm, the operational and the technical, and to insights drawn from the critical policy analysis literature. This multi-disciplinary evaluation proves to be useful in contributing to critical debate on nurse and midwife education policy, and more generally in relation to the rapidly developing field of human services management information systems.
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Nelson, Walker Nancy J. 1980. "Progress Monitoring in Algebra: Exploring Rates of Growth for Middle School Math Curriculum-Based Measurement." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11927.
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xvi, 136 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.An examination of evidence-based practices for mathematics reveals that a solid grasp of key algebraic topics is essential for successful transition from concrete to abstract reasoning in mathematics. In addition, experts indicate a need to emphasize formative assessment to allow results to inform instruction. To address the dearth of technically adequate assessments designed to support data based decision making in algebra, this study examined (a) the validity of algebra and mixed computation curriculum-based measurement for predicting mid-year general math and algebra outcomes in 8th grade (b) growth rates for algebra and mixed computation CBM in the fall of 8th grade, (c) whether slope is a significant predictor of general math and algebra outcomes after controlling for initial skill, and (d) whether growth rates differ for pre-algebra and algebra students. Participants were 198 eighth grade pre-algebra ( n = 70) and algebra (n = 128) students from three middle schools in the Pacific Northwest. Results indicate moderate relationships between fall performance on mixed computation and algebra CBM and winter SAT-10 and algebra performance and significant growth across the fall. Growth was not found to predict general math and algebra outcomes after controlling for initial skill. Future studies should examine (a) growth rates over an extended period of time with a larger sample of classrooms, (b) instructional variables that may impact growth across classrooms, and (c) the impact on student performance when data gleaned from the mixed computation and algebra CBM are used to support data based decision making in middle school algebra and pre-algebra classrooms.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Christopher Phillips, Outside Member, Mathematics
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Findlay, Elizabeth. "An Exploration of Aggregated Patterns of Student Curriculum-Based-Measurement Outcome Data Within a Response to Intervention Program." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1433.
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One major concern when developing a response to intervention (RTI) program is to select effective practices that will be successfully implemented and sustained with adequate organizational guidance and support. The purpose of this study was to explore patterns of student tier placement data as a school-based case example of the nature and utility of RTI in an applied setting. Specifically, this study aimed to explore the extent that the percentages of students placed in a three-tier program based on student oral reading fluency (ORF) level and growth trajectories reflect the standard RTI tier placement (80%, 15%, and 5%) at fall, winter, and spring in a school setting. Percentages of the total student population tier placement were explored with ORF data from third- and fourth-grade students (N = 429) at two schools in fall, winter, and spring. Results showed that school and ORF data reflected the standard percentages of student populations within each tier in fall, winter, and spring. However, slope data showed greater percentages of students in the more intensive tiers. Moreover, flexible grouping, or movement between tiers occurred for few students when movement occurred based on school or ORF level data. No significant differences were found between the school and ORF student tier placements in fall, winter, and spring. A significant difference was found in spring between placement methods with a larger proportion of students in Tier 1 based on the school assignments and a larger proportion of students in Tier 2 and Tier 3 based on ORF slope assignments.
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Sarasti, Israel A. "The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.
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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research designs. These studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. These gaps were investigated in this study. The purpose of this study was to investigate the effects of reciprocal teaching comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level. Specifically, this study investigated the use of curriculum-based measurement maze probes (CBM-maze probes) to formatively assess the reading comprehension growth of the students. Additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an effective intervention in increasing reading comprehension abilities in students as measured by the CBM-maze probes. All three groups exhibited continual growth on the daily comprehension measures across all three phases. Implications for practice, cautions in interpreting the results, and future directions are discussed.
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Phillips, John. "Enhancing the human rights dimension of international education : a holistic approach to the design, implementation and monitoring of the curriculum." Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438615.
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Nkwana, Simon Mangwato. "The response of educators and school management team members on a curriculum delivery intervention programme." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28153.
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The main purpose of this study was to investigate the responses of educators and school management team members on a Curriculum Delivery Intervention Programme (CDIP) in a township school. The study also examined the factors that might influence the opinions educators and school management team members hold about curriculum delivery. The participants of this study were 60 educators who are teaching at an underperforming secondary school in Mpumalanga province. The secondary school was conveniently selected from 8 under-performing schools in the Witbank area. The data were collected through a mix-method approach using questionnaires, individual interviews and an observational checklist. A 100% responses rate was achieved. The literature review was conducted to identify the main interventions contained in the CDIP. Educators and school management teams responded to curriculum delivery interventions questionnaires. Data was collected by means of individual interviews and an observational checklist. The focus fell on the following main interventions: departmental support, professional development and classroom practices. The data for the study were analysed using both quantitative and qualitative techniques. The findings of the study show that both educators and SMT members agree about the value of curriculum delivery intervention programme in the school. They also showed that the school had not been supported with necessary resources by the Department that well. The results also indicate that educators and SMT members disagree that skills development covers everybody in order to pursue educators’ development in the school. The staff agreed that they have an important role to play in ensuring that the implementation of CDIP is successful in their school. The study also revealed that the school did not have all key and relevant documentation as expected in the school files. However, educators indicated that the Department is not objective enough when delivering the curriculum in the school. The results derived from the curriculum delivery intervention might not be that accurate and reliable. The responses of staff correspond with their experiences on curriculum delivery practices initiated by the Department. Most of them also indicated that they have not seen much change since the CDIP started to enhance learners’ performance. The majority of staff members also indicated that factors such as lack of furniture, unavailability of learning materials, lack of teacher professional training and development, large number of learners in classrooms and shortage of educators in scarce subjects, play a significant role in influencing their teaching performance of the school. A number of recommendations were made for further research. The limitations of the study were also discussed.Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Ax, Erin Elizabeth. "Relationship between curriculum-based measurement reading and statewide achievement test mastery for third grade students." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000568.
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Turner, Donna Michele Smith. "Teacher Perception of Pacing Guide Use in the Secondary Classroom." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1435593110.
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Tien, Joy Garcia. "THE IMPACT OF COGNITIVE MONITORING LEARNING LOGS ON COLLEGE STUDENTS' DEVELOPMENTAL MATHEMATICS COURSE SUCCESS, PROBLEM-SOLVING PERFORMANCE, AND ATTITUDES." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/17766.
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CITE/Mathematics and Science EducationEd.D.
The purpose of this study was to determine the impact of the cognitive monitoring learning log (CMLL), as a metacognitive strategy, on college students' developmental mathematics course success, problem-solving performance, and attitude toward mathematics and the CMLL. Using a pretest-posttest control group design that employed mixed research methodologies, the researcher examined data collected from four sections of a pre-algebra course; two of which received the CMLL intervention. Data sources included testing, surveys, student self-report, and interviews. Data analysis using analysis of variance (ANOVA), independent and paired samples t-tests were utilized, along with appropriate case analysis. Important findings that emerged from this study are as follows: the CMLL strategy can have some bearing on specific student outcomes (such as course grades); it can positively impact students' attitudes towards math, but not their problem-solving performance or attitudes towards CMLL. The case study analysis based on interviews and logs written by students provided additional insight into their thoughts and perceptions, supplementing the story gathered from the quantitative data. Eighty-eight percent (88%) of those interviewed reported benefits of the CMLL strategy. While findings from this study are inconclusive as to the impact of learning logs in the cognitive aspects, it was not shown to be a detriment either. Efforts should be made to determine how best to intertwine the CMLL strategy with other methods of instruction that will benefit college students in developmental mathematics courses the most. Recommendations for further study and future research considerations are included.
Temple University--Theses
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Pinsent-Johnson, Christine. "Managing and Monitoring Literacy for a ‘Knowledge Society’: The Textual Processes of Inequality in Adult Education Policy, Pedagogy and Practice." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31077.
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This thesis explicates how an international literacy testing (ILT) initiative, overseen by the Organization for Economic Cooperation and Development (OECD), is put to use to coordinate teaching and learning in adult literacy education programs in Canada, and in Ontario in particular. The testing initiative was conceived to manage and monitor global literacy resources, and promote their development for economic productivity and competitive advantage. Guided by institutional ethnography, the analysis reveals how certain operational and support devices of the testing initiative have been transposed into the context of adult education and training, carrying with them the ideological concerns of the economistic testing project and some of its methodological procedures.
Various devices and technologies of the ILT are reformulated as individual assessments for adult learners, and are also incorporated— as is and with extensions— into a national occupational skills framework, a provincial curriculum reform, and a series of policy persuasion projects. Educators, program coordinators and curriculum developers, concerned with the development of literacy that is responsive to learners and their aspirations, recognize the limitations of the curricular frameworks and assessments. They devote inordinate amounts of time and effort reformulating, translating, force-fitting, and supplementing them. At the same time, a narrowly conceived locating information pedagogy—distinct from both academic literacy needed to access formal education systems and a responsive and situated literacy needed to actively participate in social practices—is developed and widely promoted. Policy entrepreneurs have incorporated the devices into their policy persuasion projects, including a project that profiles adults according to their literacy proficiency, their value in the labour market and whether or not they are ‘economically efficient’ to educate. Persuasion tactics are aimed at policy-makers and adult educators in order to convince them to shift educational support away from those who already experience limited access to educational opportunities (adults with secondary education or less) to those closest to reaching what is deemed to be an acceptable literacy level (adults with post-secondary education). Attempts to limit and privilege the purpose of adult education and training, in combination with the development of curricula and assessments that do the same, obstruct and contradict efforts to support equitable literacy learning opportunities for Canadian adults.
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Myers, Stacy. "The Transfer of Self-regulation and Self-monitoring from the Resource Room to the Science Classroom." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594309963430514.
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Leis, Shannon M. "The impact of peer tutoring and self-monitoring on oral reading fluency for children who exhibit symptoms of attention-deficit/hyperactivity disorder." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001089.
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Scherman, Vanessa. "The validity of value-added measures in secondary schools." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-140841/.
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Souza, Adilson Paes de. "A educação em direitos humanos na polícia militar." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-27092012-093421/.
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Com base no que Platão estabelece para a formação do guardião da cidade, neste trabalho, foi analisado o desenvolvimento da educação em direitos humanos, no Curso de Formação de Oficiais da Polícia Militar do Estado de São Paulo, seus reflexos na atividade policial e seus efeitos na sociedade. Tendo como referência documentos legais e exemplos práticos, foi proposta uma nova forma de educação em direitos humanos, através da criação, por lei, de uma comissão de monitoramento composta por membros da sociedade civil, cuja finalidade é assegurar a transparência e o efetivo controle social em tão importante tema, visando a supremacia da dignidade humana e do Estado de DireitoTaking into consideration what Plato establishes for the formation of the guardian of the city, this essay analyzed the development of education in human rights, in the Graduation Course for Officers of São Paulo State Military Police, its repercussions on police activity and its effects in society. Considering as reference legal documents and practical examples, it was proposed a new model of education in human rights, through the creation by law of a monitoring committee formed by members of the civil society, whose purpose is to ensure transparency and an effective social control in such an important issue aiming the supremacy of human dignity and the Rule-of-Law.
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Oliveira, Liliana Cristina Santos. "Curricular training report about clinical trials monitoring." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10578.
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Mestrado em Biomedicina FarmacêuticaO presente relatório propõe-se a apresentar as atividades desenvolvidas durante um estágio curricular de 10 meses na Datamedica CRO Full Service. A estagiária encontrava-se a desenvolver atividades de monitorização de ensaios clínicos na empresa recetora pelo que este será o principal enfoque deste trabalho. Após 6 meses de estágio curricular, a Astellas Farma Lda subcontratou à Datamedica a estagiária em questão para desempenhar a função de CRA o que permitiu conhecer o mundo dos ensaios clínicos de duas diferentes perspetivas - a das grandes empresas da indústria farmacêutica e a das CROs (empresas subcontratadas pela indústria farmacêutica para desenvolver atividades específicas). Este trabalho tenta mostrar a visão obtida e os pontos de vista da estagiária enquanto monitora de ensaios clínicos das duas empresas. Para além da monitorização, foi possível desenvolver outras atividades em outros departamentos da Datamedica, nomeadamente realização de testes de legibilidade e atividades de medical writing que serão também apresentadas neste relatório. Este trabalho encontra-se dividido em dois principais capítulos sendo que o primeiro capítulo pretende situar a empresa de acolhimento na dinâmica da investigação clínica farmacêutica e dar a conhecer o estado da arte dos ensaios clínicos a nível europeu e nacional, com ênfase para a crise na investigação clínica em ambos os níveis. O segundo capítulo constitui a apresentação dos procedimentos que são seguidos em cada área de trabalho desenvolvida durante o período de estágio e a identificação de todas as atividades realizadas pela estagiária. O relatório termina com a discussão e conclusão de todo o trabalho desenvolvido e verificação dos objetivos de aprendizagem definidos no início do estágio. Todo o trabalho desenvolvido durante o estágio curricular e o contacto com os diversos profissionais envolvidos na área da investigação clínica foram fundamentais para a aquisição de competências sociais e intelectuais que contribuíram para o melhor desempenho da estagiária e a prepararam para o mundo profissional da indústria farmacêutica.
This paper intends to present the activities developed during a 10-month internship at Datamedica Full Service CRO. The trainee was developing clinical trial monitoring activities at the host company, which will be the main focus of this report. After 6 months of internship, Astellas Farma Lda subcontracted the trainee from Datamedica to be one of their CRA’s, providing her with an opportunity to experience the world of clinical trials from two different perspectives - the major pharmaceutical companies and the CROs (companies subcontracted by the pharmaceutical industry to develop specific activities). This report tries to show the point of view of the trainee as clinical trial monitor of the two companies. Besides clinical trial monitoring it was possible to develop different activities from other Datamedica departments such as the realization of readability tests and medical writing activities that will also be presented in this report. This paper is divided in two main chapters, where the first chapter goal is to place the host company dynamics in the pharmaceutical clinical research environment and provide some knowledge about the clinical trials state of the art nationally and internationally, highlighting the clinical research crisis that is threatening the pharmaceutical world at both levels. The second chapter presents the procedures followed with the different activities performed divided by area of work and the identification/specification of each activity developed by the trainee. The report ends with a discussion and conclusion about the work developed and the verification of the learning outcomes defined at the beginning of the internship. The work developed during this curricular internship and the contact network developed through the contact with a variety of professionals involved in the clinical research area were essential in the acquisition of social and intellectual skills that contributed to the best performance of the trainee during the internship and prepared her to the professional work environment of the pharmaceutical industry.
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Falkenberg, Carol Ann. "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/298.
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This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing.
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Gardenhour, Allison L. "Student Achievement in Response to Intervention Groups." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3009.
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The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated significant gains for RTI students in every type of reading and math intervention group and every demographic population. These results contradicted current nationwide studies on RTI in which students made limited gains in intervention.
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Hansen, Carolyn M. "The Effects of Self-Graphing Oral Reading Fluency in Tier 2 Response-to-Intervention." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1414795258.
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Desai, Anver. "Policy agenda-setting and the use of analytical agenda-setting models for school sport and physical education in South Africa." Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/3596.
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This study focused on policy agenda-setting models for school sport and physical education in South Africa. The primary objective was to assess and propose options for improved agenda-setting by focussing on the use of agenda-setting models and by applying it to physical education and school sport and the policy agenda of the national government. The study has shown that pertinent school sport and physical education policy issues, as supported by key role-players and principal actors, were initially not placed on the formal policy agenda of government during the research investigation period (2005-2009). However, during 2010 and 2011 the issue of school sport and physical education received prominent attention by authorities and these developments were subsequently included in the study. The study aimed at contributing to existing policy agenda-setting models and by recommending changes to the Generic Process Model.The study also made a contribution by informing various role-players and stakeholders in education and school sport on the opportunities in policy agenda-setting. The study showed that policy agenda-setting is a vital step in the Generic Policy Process Model. Policy agendasetting in South Africa is critical, as it is important to place new and emerging policy issues on the policy agenda and as a participative public policy process is relatively new in this young democracy. The reader should not confuse the study as one dealing with school sport and physical education primarily, but rather as a research investigation dealing with policy agenda-setting models as applied to school sport and physical education.The secondary objectives of the study included the development of a historical perspective on trends and tendencies in education and sport in South Africa. A second objective was to provide theoretical perspectives on public policy and specifically on policy agenda-setting. From these theoretical perspectives, the Generic Policy Process Model was selected to use as a model that provided guidance on the overall policy process normally followed in South Africa. The Issue Attention Cycle and Principal Actor Models on Agenda-Setting were selected to apply to the case study to specifically ascertain important factors related to policy agenda-setting such as the identification of key role players as well as key policy issues. The Generic Policy Process Model provided for both a comprehensive set of phases as well as specific requirements and key issues to be addressed during each phase of the policy process.In terms of findings the study found that a number of specific agenda-setting elements or phases needed to be added to the Generic Policy Process Model, which includes a problem stage, triggers, initiator, issue creation and actors or policy stakeholders.The Principal Actor Model to agenda-setting was selected for application to the case as different actors have different levels of success at each policy stage. In the South African experience it is important to look at who sets the policy agenda and why, who can initiate agenda-setting and the role played by these principal actors in the agenda-setting process.Issue emergence often places policy issues on the policy agenda. The public is initially involved in issues, but in the long term public interest declines. The government realizes the significant costs involved in placing policy issues back on the agenda. This leads to a decline in issue attention by policy-makers and the public. The Issue Attention Cycle Model of
agenda setting was used to analyse this phenomenon in South African Education policy.The study provides a case assessment of the South African experience. From the research findings, a set of conclusions and recommendations were developed for improved policy agenda-setting models and implications for school sport and physical education, as well as tools to place it on the national policy agenda were identified. The research findings suggest that pertinent school sport and physical education policy issues, as supported by key roleplayers,stakeholders and principal actors were not placed on the formal policy agenda of the government as a vital step in the policy process between 2005 and 2009. Ever since, principal policy actors, civil society NGOs, and government officials placed sufficient pressure on the Minister of Basic Education to place Physical Education on the agenda. Subsequently,Minister Angie Motshega has placed physical education in the school Curriculum under the subject Life Orientation and Lifeskills. It has become evident from the research that agendasetting is both necessary to, and a complex phase in, the policy-making process.This study has shown that major policy issues such as physical education and school sport were neglected during the period 2005 and 2009 despite reformed and advanced policy cycles in government. It has also shown that the role of policy agenda-setting in the overall policymaking
process was revisited by government in the subsequent period 2010/2011 and placed on the policy agenda. Specific lessons of experience emanated from this process.The study recommends that the triggers of the agenda-setting phases be added to the Generic Policy Process Model, which should include the problem stage, triggers, initiators, issue creation, actors and policy stakeholders. Principal actors in the agenda-setting model in South Africa want the issue of physical education and school sport to be part of the school curriculum, and therefore be placed back on the policy agenda by the Government on its institutional agenda. Furthermore, the study showed that actors wanted it to be compulsory in all phases of the school (Foundation, Intermediate, Senior, GET, FET) and that it should have the same legal status as other subjects.The important findings include that: Comprehensive policy process models such as that of Dunn, Wissink and the Generic Process model may need to be reviewed to incorporate more fully the policy-agenda
setting stages of the overall process; Current policy agenda setting models in use are relevant and valuable in identifying key role players as well as key issues and considerations regarding the policy process; Institutional arrangements to strengthen the role of NGOs and lower level institutions,such as schools to participate in policy agenda setting are important; and the study has shown that a number of key factors have been identified that had a key influence on policy agenda-setting in the case of physical education and school sport in South Africa. These included the influence of changing political leadership, the competency of policy capacities in government, the profile of issues in the media etc. The key findings of the study have shown that further potential exists to improve
monitoring and evaluation and policy analysis.The study made a set of recommendations to principal actors such as the Minister of Education, Minister of Sport and Recreation, non-governmental organisations, interest groups,department officials and pressure groups. A set of research topics was also identified
for future research.Philosophiae Doctor - PhD
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Nobre, Ana Rita dos Santos. "Curricular training report about clinical trials monitoring on a CRO full service." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/13996.
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Mestrado em Biomedicina FarmacêuticaThis report intends to describe the activities carried out under the traineeship which took place in the company Datamédica, Biostatistics Services and Consulting, Inc., a Contract Research Organization (CRO). The internship had the duration of 8 months during which the trainee worked as CRA being the main focus the monitoring of clinical trials. Besides the main activity, have also been developed functions adjacent to the clinical research, such as CTA and Medical Writing areas. This document tries to show the obtained vision and the points of view of the trainee while monitoring clinical trials.
O presente relatório destina-se a descrever as atividades desenvolvidas no âmbito do estágio curricular que teve lugar na empresa Datamédica, Serviços e Consultoria em Bioestatística, Lda., uma Contract Research Organization (CRO). O estágio teve a duração de 8 meses durante os quais a estagiária desempenhou funções de CRA sendo o principal foco a monitorização dos ensaios clínicos. Para além da principal atividade, foram ainda desenvolvidas funções em áreas adjacentes à investigação clínica, tais como CTA e Medical Writing. Este trabalho tenta mostrar a visão obtida e os pontos de vista da estagiária enquanto monitora de ensaios clínicos.
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Luz, Guilherme de Sousa. "Curricular internship report in clinical studies monitoring at a full service CRO." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16979.
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Mestrado em Biomedicina FarmacêuticaO presente relatório tem como fim descrever as atividades desenvolvidas e experiência e competências adquiridas durante o estágio curricular numa CRO Full Service, a DATAMEDICA – Consultoria e Serviços em Bioestatística, Lda., no âmbito do Mestrado em Biomedicina Farmacêutica. O principal objectivo do estágio foi adquirir conhecimento e competências inerentes ao desempenho do trabalho de Clinical Research Associate. O estágio curricular teve a duração de 8 meses, compreendidos entre setem-bro de 2015 e abril de 2016, tendo o estágio na DATAMEDICA, no entanto, começado em junho de 2015. Este estágio permitiu a realização de várias fun-ções na área da Investigação Clínica, destacando-se a Submissão e Monitori-zação de Estudos Clínicos, Escrita Médica e Gestão de Dados. Neste estágio foi possível aplicar conteúdos teóricos obtidos durante o Mestrado em Biomedicina Farmacêutica e desenvolver competências necessárias, principalmente, à monitorização de ensaios clínicos, mas também às outras atividades supramencionadas. Para além disso, a integração numa equipa multidisciplinar no meio empresarial e interação, aquando fora da empresa, com outros profissionais da área médica e da investigação clínica resultou num crescimento pessoal e profissional. Na secção do estado da arte são abordados temas como a investigação clíni-ca, evolução do ambiente regulamentar a nível global ao longos dos anos. É também feito um panorama dos ensaios clínicos a nível nacional.
The present report aims at describing the developed activities and experiences and skills acquired during the curricular internship at a Full Service CRO, DATAMEDICA – Consultoria e Serviços em Bioestatística, Lda., in the scope of the Pharmaceutical Medicine Master of Science. The main objective of the in-ternship was to acquire knowledge and skills inherent to performing the Clinical Research Associate job. The curricular internship had a duration of 8 months, from September 2015 until April 2016, having the internship at DATAMEDICA, however, started in June 2015. This internship allowed several roles in the Clinical Investigation area to be performed, highlighting the Clinical Studies’ Submission and Moni-toring, Medical Writing and Data Management activities. In this internship it was possible to put into use theoretical concepts obtained during the Pharmaceutical Medicine Master of Science and to develop skills necessary, mainly, to the clinical study monitoring, but also to the other above-mentioned activities. Beyond this, the integration in a multidisciplinary team in a business environment and interaction, when outside the company, with other medical and clinical investigation professionals has resulted in a personal and professional growth. In the state of the art section, clinical investigation and the evolution of the global regulatory environment are mentioned. A panorama of the clinical trials on a national scale is also made.
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Dyson, Kaitlyn Nicole. "Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.
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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.
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Costa, Andrêa Filipa da Silva. "Uma medida de política pública : escola a tempo inteiro : estudo de caso do agrupamento de escolas de Miraflores." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4614.
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Dissertação de Mestrado em Administração PúblicaA Organização para a Cooperação e Desenvolvimento Económico [OCDE] tem dedicado particular interesse à educação no quadro das agendas políticas e económicas associadas à sociedade do conhecimento, pelo que a medida de política educativa Escola a Tempo Inteiro [ETI], incide nos domínios prioritários de intervenção estratégica de inovação e melhoramento das competências básicas preconizados por aquela organização internacional. A medida ETI, através de um conjunto de experiências abrangidas pelas designadas Atividades de Enriquecimento Curricular [AEC], procura assim responder às necessidades das famílias, garantindo aos seus educandos um serviço educativo de qualidade e apoio ao estudo ao longo de todo o período escolar diário. Pretende-se, com este trabalho, analisar o modo como a medida Escola Tempo Inteiro foi implementada num agrupamento de escolas da Região da Grande Lisboa e em particular a perceção de pais e professores relativamente à sua eficácia/eficiência e respetivo impacto. Foram inquiridos duzentos e vinte e dois pais e encarregados de educação de alunos do 1.º ciclo, através de questionário, e realizadas entrevistas semi-diretivas a uma amostra de dez professores com experiência de AEC. A análise dos questionários aos pais e encarregados de educação recorreu ao modelo das classes latentes, tendo as entrevistas aos professores sido submetidas a uma análise de conteúdo temática simples. De acordo com os resultados, os inquiridos, pais e professores, valorizam as finalidades da medida ETI, sublinhando a sua efetiva importância do ponto de vista de adaptar os tempos de permanência das crianças nos estabelecimentos de ensino às necessidades das famílias, assegurados por atividades complementares das aprendizagens.Todavia, levantam algumas dúvidas quanto à sua eficácia/eficiência, designadamente porque nem sempre encontram no terreno as infraestruturas, equipamentos e recursos adequados à ação/implementação da medida.
The Organization for Economic Cooperation and Development [OECD] has devoted particular interest to education within the framework of political and economic agendas associated with the knowledge society, so that the measure of educational policy Full Time School [TSI], focuses on priority areas intervention strategy of innovation and improvement of basic skills advocated by that international organization. As TSI, through a set of experiences covered by the designated Curriculum Enrichment Activities [AEC], thus seeking to meet the needs of families, ensuring their students a quality education service and support to the study throughout the school year diary. It is intended with this work, examine how the measure was implemented School Full Time in a grouping of schools in the region of Lisbon and in particular the perception of parents and teachers regarding the effectiveness / efficiency and respective impact. We interviewed two hundred twenty-two parents and guardians of students in one.Cycle through a questionnaire and semi-directive interviews with a sample of ten teachers with experience in AEC.The analysis of questionnaires to parents and guardians used the model of latent classes, and interviews teachers were subjected to a thematic content analysis simple. According to the results, respondents, parents and teachers value the purpose of the measure TSI, stressing the importance of effective point of view of adapting the residence times of children in schools to the needs of families, provided by complementary activities of learning. However, raise some doubts as to their effectiveness / efficiency, particularly as not always at the grass roots infrastructure, equipment and resources appropriate to the action / implementation of the measure.
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Vicente, Margarida Isabel de Sousa. "Report of a curricular internship at a full service CRO." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/14883.
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Mestrado em Biomedicina FarmacêuticaThe present report outlines the activities developed and the acquired experience during the curricular internship at DATAMEDICA, Serviços e Consultoria em Bioestatística, Lda., under the scope of the Pharmaceutical Biomedicine Master Course. The internship, which took place between September 2014 and April 2015, allowed the performance of several activities related to Clinical Research, namely preparation of clinical studies submissions to Competent Authorities; monitoring activities; medical writing and data management. The work developed during this internship was essential both to acquire an important basis regarding new professional, personal and social skills and to develop old ones face to Clinical Research and its most relevant stakeholders, such as communication, concentration, sense of responsibility, organisation and correct response in stressful situations. The internship also allowed me to contact with the daily life activities of a Full Service Clinical Research Organisation (CRO) and put into practice the knowledge acquired at the University.
O presente relatório descreve as atividades desenvolvidas e a experiência adquirida durante o estágio curricular realizado na DATAMEDICA, Serviços e Consultoria em Bioestatística, Lda., no âmbito do Mestrado em Biomedicina Farmacêutica. O estágio, que decorreu de Setembro de 2014 a Abril de 2015, permitiu a realização de diversas atividades relacionadas com Investigação Clínica, das quais se destacam: preparação de submissões de estudos clínicos às Autoridades Competentes; monitorização; medical writing e data management. Todo o trabalho desenvolvido durante este estágio foi fundamental para a aquisição de novas competências e desenvolvimento de antigas, tais como comunicação, concentração, sentido de responsabilidade, organização e resposta em situações de stress, que contribuíram para uma melhor preparação a nível profissional, pessoal e social face à Investigação Clínica e seus principais stakeholders. Adicionalmente, o estágio permitiu contactar com as atividades do quotidiano de uma Clinical Research Organisation (CRO) Full Service e colocar em prática os conhecimentos adquiridos durante a formação na Universidade.
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Rodrigues, Raquel Filipa de Oliveira. "Relatório de estágio curricular numa unidade de investigação clínica." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16575.
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Mestrado em Biomedicina FarmacêuticaThis report presents the activities and projects developed during the curricular internship in a clinical research unit, the Laboratory of Clinical Pharmacology, part of the Institute of Molecular Medicine. The internship had a duration of 10 months, being that the most relevant activity was the coordination of clinical trials in the area of neurology. I also collaborated in medical writing activities, namely systematic reviews on cardiology, paediatrics and clinical pharmacology. I had also the opportunity to participate in the management of clinical databases, in the monitoring and coordination of observational studies and in pharmacovigilance activities. In the State-of-the-Art section is referred the process of Research and Development of new drugs and are characterized some aspects of clinical research in Portugal, namely the framework of the activity, with a focus in Neurology. Furthermore, the current context of Pharmacovigilance in the system of drug safety evaluation, in Portugal, is presented. This training period enabled me not only to put into practice the knowledge acquired at the University, but also expanding it. During this internship, I could closely observe the logistical difficulties that a research centre faces during the conduction of clinical trials. I also increased my knowledge in clinical research while expanding my areas of professional interest. I could improve my writing skills of scientific documents, through the elaboration of several systematic reviews and meta-analysis. I also realized the importance of clinical research units as well as the crucial role of clinical trial coordinators in the rigorous implementation of all the studies’ procedures and in the communication between team members. This specific training focused on clinical studies, namely phases II and III clinical trials and observational studies in neurodegenerative diseases. I supported the coordination of four studies in Familial Amyloidotic Polyneuropathy, two in Huntington's disease, two in Parkinson's disease, one in Alzheimer's disease and one in Idiopathic Cervical Dystonia. The contact with patients was a very important part of my experience in clinical trials coordination. I consider that this internship was a very enriching experience, where I started to perform clinical research activities. Thus, I finish the internship with motivation and interest to work in the area of clinical trials coordination and project management.
Este relatório apresenta as atividades e projetos desenvolvidos durante o estágio curricular numa unidade de investigação clínica, o Laboratório de Farmacologia Clínica, parte do Instituto de Medicina Molecular. O estágio teve a duração de 10 meses, sendo que a atividade mais relevante foi a coordenação de ensaios clínicos na área de neurologia. Também colaborei em atividades de escrita científica, nomeadamente revisões sistemáticas em cardiologia, pediatria e farmacologia clínica. Tive ainda a oportunidade de participar na gestão de bases de dados clínicos, na monitorização e coordenação de estudos observacionais e em atividades de farmacovigilância. Refere-se, no estado da arte, o processo de Investigação e Desenvolvimento de novos medicamentos e são caracterizados alguns aspetos da investigação clínica em Portugal, nomeadamente o enquadramento da atividade, com enfoque na Neurologia. É ainda contextualizada a Farmacovigilância no atual sistema de avaliação da segurança dos medicamentos em Portugal. Este período de estágio possibilitou colocar em prática os conhecimentos que adquiri na Universidade, mas também expandi-los. Ao longo deste estágio, pude observar de perto dificuldades logísticas com que um centro de investigação se depara durante a condução de ensaios clínicos. Aprofundei também o conhecimento em investigação clínica, enquanto expandi as minhas áreas de interesse profissional. Pude melhorar as minhas capacidades de redação de documentos científicos, através da elaboração de várias revisões sistemáticas e meta-análises. Percebi também a importância das unidades de investigação clínica, bem como o papel fundamental dos coordenadores de ensaios clínicos na rigorosa execução de todos os procedimentos dos estudos e na comunicação entre os elementos da equipa. O treino específico centrou-se em estudos clínicos, nomeadamente ensaios clínicos de fase II e III, e estudos observacionais em doenças neurodegenerativas. Apoiei a coordenação de quatro estudos em Polineuropatia Amiloidótica Familiar, dois em doença de Huntington, dois em doença de Parkinson, um em doença de Alzheimer e um em Distonia Cervical Idiopática. O contacto com os doentes foi parte muito importante da experiência em coordenação de ensaios clínicos. Considero que este estágio curricular foi uma experiência muito enriquecedora, onde comecei a executar atividades de investigação clínica. Desta forma, termino o estágio com motivação e interesse em trabalhar na área de coordenação de ensaios clínicos e gestão de projeto.
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Salgueiro, Ana Cláudia Marques. "Curricular training in coordination of clinical trials in a clinical research unit." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14285.
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Mestrado em Medicina FarmacêuticaThis report describes several activities and projects developed in the context of a curricular training in a clinical research unit, Centro de Investigação Clínica (CIC), led by Professor Joaquim Ferreira. The CIC is one of the research groups of Instituto de Medicina Molecular (IMM) and it is also a group of the Centro Académico de Medicina de Lisboa (CAML) consortium. The principal area of training was the coordination of clinical trials and observational studies. Additionally, other research activities were conducted during the training such as, pharmacovigilance, monitoring, data entry, medical writing and some language coordination activities in a European observational study about Huntington’s Disease founded by European Huntington’s Disease Network (EHDN). It is mention on the State of the Art the Research & Development Process of a new drug and it is characterised some issues about clinical research in Portugal, including advantages in the establishment and organisation of clinical networks. During the training, with the duration of 10 months (that started on 1st September 2013 and finished on 1st July 2014) I deepened my knowledge in clinical research area, understand the importance of the clinical research units, the importance and the role of the study coordinators and expand my areas of interest. The specific training focused in neurological clinical. I had opportunity to understand the practical and logistical difficulties that a research unit faces during the conduction of clinical studies I consider that this training was a valuable experience of introduction of the practice of clinical research. I finished this training with the motivation and interest in working in the area of coordination and monitoring of studies.
Este relatório descreve as actividades e projectos desenvolvidos no âmbito de estágio curricular numa unidade de investigação clínica, o Centro de Investigação Clínica (CIC), liderada pelo Professor Doutor Joaquim Ferreira. O CIC faz parte dos grupos de investigação do Instituto de Medicina Molecular (IMM) inserindo-se na iniciativa do consórcio Centro Académico de Medicina de Lisboa (CAML). A principal área de estágio foi a coordenação de ensaios clínicos e estudos observacionais. Adicionalmente foram abordadas outras actividades durante o estágio, tais como farmacovigilância, monitorização, preenchimento de bases de dados, escrita científica e algumas actividades de coordenação a nível nacional de estudo observacional europeu sobre a doença de Huntington financiado por European Huntington’s Disease Network (EHDN). Refere-se no estado da arte o Processo de Investigação e Desenvolvimento de novos medicamentos e caracteriza-se alguns aspectos da investigação clínica em Portugal incluindo vantagens na organização de redes clínicas de investigação. Ao longo do estágio, com 10 meses de duração (início a 1 Setembro de 2013 e fim a 1 de Julho de 2014) aprofundei o conhecimento na área de investigação clínica, percebi a importância de unidades de investigação clínica, a importância e papel de coordenadores clínicos e expandi as minhas áreas de interesse. O treino específico centrou-se em estudos clínicos na área da neurologia, nomeadamente ensaios de clínicos de fase II e III, e estudos observacionais. Tive ainda oportunidade de compreender a realidade prática e logística da condução de estudos clínicos num centro de investigação. Considero que este estágio foi uma experiência valiosa de introdução á prática de investigação clínica. Desta forma, termino o estágio com motivação e interesse em trabalhar na área de coordenação ou monitorização de estudos.
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Silva, Leandro Rodrigues da. "Protagonismo juvenil por meio de monitoria na escola com o uso das novas tecnologias de informação e comunicação no ensino médio." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10179.
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Previous issue date: 2009-10-14This research is a case study carried out along with twenty monitor students of a collaborative learning project who helped the college researcher/teacher of mathematics and information technology at private and public schools of Sao Paulo state using SAI (Information Technology Room) rooms during one year. The research wants to demonstrate: 1. the juvenile participative action strength through collaborative learning assisted by the information and communication technology tools; 2. that the mathematics teaching and learning process is favored when there is an effective student involvement. It claims that the learning process can become expressive by using the TIC (Information and Communication Technologies) through cognitive tools within learning environments. It shows that the interpersonal relationship among monitor students, students and teachers are enhanced when there is dialog and mutual respect. It also contributes to the social and digital inclusion, making the learning process more joyful and allowing the youth to be the protagonist of their own educational process
Esta pesquisa é um estudo de caso realizado em conjunto com vinte monitores que auxiliaram o professor pesquisador de matemática e informática do ensino médio em escolas públicas e privadas do Estado de São Paulo utilizando salas SAI (Salas Ambientes de Informática) no período de um ano. A pesquisa pretende demonstrar: 1. a força do protagonismo juvenil, através da monitoria escolar e com auxilio das novas tecnologias de informação e comunicação; 2. que o ensino e a aprendizagem de matemática são favorecidos quando há a colaboração de outros jovens. Defende que a aprendizagem pode se tornar significativa a partir do uso das TIC, sob a forma de ferramentas cognitivas em ambientes de aprendizagem. Demonstra que as relações interpessoais entre os alunos monitores, alunos e professores são aproximadas quando há diálogo e respeito mutuo. Colabora para a inclusão digital e social, tornando o aprendizado mais prazeroso fazendo com que o jovem seja protagonista de sua própria educação
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Andrade, Lúcia Regina dos Santos. "Os desafios da Seduc/AM no monitoramento do programa ensino médio inovador nas escolas estaduais." Universidade Federal de Juiz de Fora (UFJF), 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/3143.
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O Programa Ensino Médio Inovador (ProEMI) foi criado pelo Ministério da Educação (MEC), em 2009, visando à promoção de redesenho curricular por meio de práticas pedagógicas inovadoras nas escolas estaduais de ensino médio, selecionadas e aprovadas para o programa. A presente dissertação teve como objetivo verificar se a Seduc/AM realizou o monitoramento das ações propostas e desenvolvidas no período de 2009 a 2014. A pesquisa de campo realizada, de caráter qualitativo, utilizou como metodologia a análise de documentos normativos relativos ao ensino médio e ao programa. Foram, ainda, realizadas entrevistas semiestruturadas com seis servidores efetivos ligados diretamente à Coordenação do programa junto à Seduc/AM, buscando suas percepções quanto ao monitoramento. Os autores utilizados para referencial teórico, no que tange ao ensino médio, foram Cury (2002) e Krawczyz (2003), e quanto ao Ciclo de Políticas Públicas, foram Condé (2012), Mainardes (2006), Luck (2013) e Schneckenberg (2000). A partir da análise dos dados encontrados, o estudo chegou a algumas conclusões, o que nos levou à proposição de um Plano de Ação Educacional voltado para possibilitar a efetiva realização do monitoramento. Buscamos, com isso, atingir os objetivos do ProEMI, i.e., a reestruturação curricular, contribuindo para a melhoria do ensino nessa etapa educacional.
The Innovative High School Program (Programa Ensino Médio Inovador - ProEMI) was created by the Education Ministry (Ministério da Educação – MEC), in 2009, in order to promote the reformulation of school curricula through innovative pedagogic techniques. The present work aims to verify if the Secretary of Education from Amazonas (Secretaria de Educação do Amazonas – Seduc/AM) monitored the proposed and developed actions at the schools from the region, in the period of 2009 to 2014, which were selected and aproved for this program. The field research we present is qualitative, in which the analysis of the normative documents referent to the high school program were used. Even more, semi-structured interviews were made with six government workers whom are directly linked to the coordination of the program at Seduc, in order to understand their perceptions of how the program monitoring proccess followed. About the theoretical aspects of High School, the references we used were Cury (2002) and Krawczyz (2003), and about the cycle of public politics we used the studies by Condé (2012), Mainardes (2006), Lück (2013) and Schneckenberg (2000). From the data analysis, this study reached the conclusion that no monitoring was done, what led the proposition of a educational action plan that enables the monitoring effective realization, to attain the objective of ProEMI, that is, the curricula reestructuration that contributes to the teaching improvement of this educational step.
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Oslund, Eric. "An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601.
Full textAbstract:
The purpose of the present research was to examine the predictive validity of curriculum-embedded mastery-check measures (CEMs) for kindergarten students in Tier 2 intervention. Two studies examined the predictive validity, parsimony, and changing role of CEMs using a structural equation modeling (SEM) framework. Study 1 examined the ability of CEMs gathered throughout the kindergarten year to predict end-of-kindergarten latent reading outcomes. Study 2 examined the ability of kindergarten CEMs to predict end-of-first and end-of-second grade latent reading outcomes.
Study 1 used SEM with two latent outcomes (i.e., phonemic and decoding) composed of diverse measures of early reading skills gathered at the end of kindergarten. Findings indicated moderate to large effects, as measured by variance explained, for CEMs on predicting phonemic and decoding outcomes. For CEMs gathered at four time points throughout the kindergarten year, a parsimonious set of subtests emerged. In addition, the role of CEMs changed throughout the year as predictors reaching statistical significance were increasingly difficult. Findings indicated that an increased amount of variance could be explained on the outcomes measures as the year progressed.
Study 2 used one latent reading outcome factor gathered at the end of first and second grades. Findings for the end of first grade indicated that parsimonious sets of predictors from CEMs administered at three times during the kindergarten year predicted end-of-first grade outcomes. Additionally, the role of indicators changed during the year and the amount of variance explained increased from the first to third CEM. Results for the end of second grade indicated the variance explained on the outcome measure increased from the first CEM to the third CEM. When considering near-significant results, a pattern emerged demonstrating parsimonious subsets of indicators that changed during the kindergarten year.
Findings from both studies provided support for the predictive validity of CEMs gathered during kindergarten for students in Tier 2 intervention. Results from both studies demonstrated statistically significant subsets of predictors that emerged and changed during the kindergarten year congruent with reading development, which can be useful for informing educational decisions.
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Mathuba, Ntshengedzeni Ivy. "The implementation of Natural Science and Technolgy curriculum by primary school educators in public schools in Vhembe District." Diss., 2017. http://hdl.handle.net/11602/1006.
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許弘科. "The plan of school-base curriculum for industrial high school:a case study of graphical monitoring and control sensor." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/06560612845591326999.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
96
This study aimed to design a program for school-based graphical monitoring and control sensor curriculum in industrial high school, and to be referred by industrial high schools. According to the results of this curriculum program, the researcher offers some concrete suggestions to the administrative authorities of educational institutions and schools, as well as to be used for further studies. In order to accomplish the aim mentioned above, two different research methods were used in this study: literature reviews and expert consultations. Some of the main subjects were designed according to the data collected through literature reviews. They were the structure of the curriculum, the teaching goal of practical training classes, and the course syllabus. The programs were evaluated, checked and revised during expert consultations in order to make sure they were well-designed. The results of the research shown as follows: 1.The pattern of school-based curriculum emphasizes the function of analysis, and then confirms the goal and the structure of the program. Furthermore, it should aim at the outcome of evaluation and the revision of feedback. It should also completely correspond with the process: to plan, to design, to put into practice, and to evaluate. The plan of graphical monitoring and control sensor curriculum should base on the educational development policy and the economic trend. The content of the curriculum should not only meet the industrial needs but also tally with the school-based principle. In addition, it should also promote students with abilities in actual practice. 2.Graphical monitoring and control sensor curriculum includes different parts as follows: switch, photo-sensor, temperature sensor, pressure sensor and other sensors. The teaching goal is also necessary to help students develop the correct professional ethics and sense of responsibility. 3.The plan of graphical monitoring and control sensor curriculum includes some practical training subjects. The subjects are basic electricity theory practice, electronics practice, electronic instrument practice, digital logic practice, electronic circuits practice, micro processor practice, sensors practice, computer graphic practice, and Graphical monitoring and control sensor practice. 4.The practice of graphical monitoring and control sensor curriculum should take some main objects into consideration. First, what each school has. Second, faculty and equipment. Finally, the coordination and flexibility of class arrangement. The ideal process of this curriculum should correspond to the students' ability and focus on the knowledge that will enable them to learn something.
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Chan, Hsiu-Ching, and 詹琇晴. "Application of Curriculum-Based Measurement in Reading Progress Monitoring of Students in Resource Rooms of Junior Middle Schools." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/stuqh3.
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碩士國立臺灣師範大學
特殊教育學系
102
The purposes of this study was to explore the reliability and validity of three different curriculum-based measurement (CBM), cloze, question answering, and oral reading fluency. Also examining the effectiveness of CBM in reading progress monitoring of students receiving strategic reading instructions in resource rooms of junior middle schools was another purpose. Participants for reliability were 324 seventh-grade students in Taipei, each completing three alternate-form of cloze and question answering. There were 32 participants for validity and progress monitoring in resource rooms of junior middle schools in Taipei, who completing three reading comprehension tests and three CBM. The data were analyzed using descriptive statistics, Pearson product-moment correlation, regression analysis and two-way ANOVA. The results of the study were as follows : 1. Cloze and question answering have alternate-form reliability. Although reliability for both cloze and question answering were slightly lower than findings of literature. Criterion-related validities for cloze, question answering and oral reading fluency were different with comprehension of criterion. Cloze demonstrated the most significant positive correlation with criterion of word study, lexical knowledge and reading comprehension. Question answering demonstrated significant positive correlation with criterion of lexical knowledge and reading comprehension. Oral reading fluency demonstrated significant positive correlation with criterion of word study and lexical knowledge. 2.The correlations between CBM and reading comprehension varied when different forms of CBM applied. Correlations for the cloze were consistent and statistically significant with word and vocabulary knowledge. Correlations for question answering were consistent and statistically significant with reading comprehension. Correlations for oral reading fluency can be statistically significant with word and vocabulary knowledge, yet less consistent compared with the other 2 measurements. 3.Therefore sensitivity to reading progress in the three CBM were different. Cloze was most sensitive to the growth for students in resource rooms of junior middle schools, followed by question answering. Oral reading fluency was insensitive to growth in students.
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Ledermüller, Karl. "Text Mining Supported Skill Monitoring - A Framework for Analyzing Job Announcements with Special Focus on Curriculum Planning and Spatial Applications." Thesis, 2011. http://epub.wu.ac.at/3174/1/skillmonitoring.pdf.
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In our fast changing global village, the wealth of nations and the wealth of individuals are to some extent determined by a production factor which is called human capital.
Nations are seen to be more competitive and therefore create a higher level of wealth if they have a better educated workforce. On an individual basis human capital, which is seen as ones skills and competencies, also define the success on the labor market. This success on the labor market generates individual wealth. The probability of an individual receiving a proper job is assumed to be higher, if the skills, competencies and signals of the employee reflect the skills, competencies and signals required at the job market. This dissertation wants to explore the required skills, competencies and signals by screening
job announcements and analyze them via text mining techniques. (author's abstract)
Part I chapter I gives an overview of relevant literature, which deals with the economic dimension of knowledge. Starting from the idea of the knowledge based economy the
question: "What is useful knowledge?" is raised and discussed with the ideas of Mokyr (2005). These ideas form the framework of the heuristic model for job announcement
based competence classification (see chapter: 2.5). This classification is the foundation of the first application of curricular investigation 8. To fill the framework with content, the historical development of the role of skills, competencies and signals is shortly discussed.
Starting with the competence and skill dimension in the famous book "Wealth of Nations" from Smith (1868) the dissertation focuses on the 1960's where Schultz (1961)
(re-) invented the idea of human capital and the importance of investing in this factor. Theodore W. Schultz received a nobel prize for his ideas. Additionally disparities and
similarities according to the approaches of Bourdieu (2005) as a famous sociologist and nobel laureate Spence (1973) are disputed.
Chapter 2 debates personal competence from an educational perspective. After discussing "What is educational quality" and "Who is interested in high quality education" it is argued, that employability seems to be important for all stakeholder groups. Basic concepts of employability skills and competencies are defined. Theory comparison in chapter 2.5 leads to a heuristic model for job announcement based competence classification. However, this model could be applied for different problems. Chapter 3 defines the role of the job announcements (and its contained skills and competencies) and critical assumptions which lie behind the analysis of job announcements.
Part II explains the used methodology by explaining how the data were harvested from the internet (chapter 4). Data were pre- and post processed (chapter 5) and job announcements were connected with their regional origin (chapter 7).
Part III shows two possible applications. The first application is a text mining based context analysis of financial related job announcements to help finding strategies to support curriculum planning focused on employability (see chapter 8). The second application shows (regional) credential inflation effects based on the core/periphery model of Krugman (1991) which are seen as an "adverse reaction" of the knowledge based economy idea
(see chapter 9). (author's abstract)
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Hopkins, Michael Brandon. "A Validation of the Monitoring Academic Progress Mathematics: An Experimental Multidimensional Group Administered Curriculum-Based Measure of Mathematics Fluency and Problem Solving." 2011. http://trace.tennessee.edu/utk_graddiss/1084.
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The study investigated the psychometric properties of a newly developed math curriculum-based measure, the Monitoring Academic Progress: Mathematics (MAP:M), through examination of its internal consistency, alternate-form, slope, and test-retest reliability and validity. Participants included 1688 first through third-grade students from a school district in Northeast Tennessee. Application of Generalizability Theory produced reliability coefficients, score variances, and standard-error-of-measures (SEM) for both absolute and relative decisions based on a particular number of probes. MAP:M reliability coefficients for relative decisions ranged from .67 to .97 across eleven probes. The highest percentage of score variance at all three grades was attributed to the Person facet (academic growth), 58% to 66%, while variation in the Item facet (test difficulty) contributed the least score variance (11% to 16%). The SEMs for relative decisions ranged from 7.06 after one probe to 1.70 after eleven probes. SEMs were higher for absolute decisions. Results indicate that one MAP:M probe provides adequate reliability, although two probes provide good reliability estimates, exceeding .80. Alternate-form reliabilities’ ranged from .65 to .83 at first grade, .51 to .79 at second grade, and .59 to .80 at third grade. Lower reliabilities are best explained by increased time between administrations. Test-retest reliabilities were .81, .79, and .76 for first, second, and third grades, respectively. Correlation coefficients between the MAP:M and Monitoring Basic Skills Progress: Computation (MBSP) show adequate concurrent validity estimates ranging from .58 to .75 for first and third grades. Second-grade concurrent validity estimates were somewhat lower and ranged from .37 to .52. A stepwise multiple regression indicates that the MAP:M provides stronger relative predictive power than does the MBSP when predicting end-of-year STAR Math scores, , R2 =.33, F(28) = 13.11, p < .01. Results support adequate to strong reliability and validity of the MAP:M, in addition to successful implementation in a school environment.
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Tezera, Tibebu Legesse. "An investigation of effective implementation of instructional supervision practice in secondary schools in Hawassa, Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/27469.
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The purpose of the study was to investigate the effective implementation of instructional supervision practices in secondary schools of Hawassa City Administration in Ethiopia. The study focuses particularly on the practices and roles of supervisors in the implementation of instructional supervision, and the factors affecting its implementation in secondary schools. Basic questions related to the availability of instructional supervision strategies and their implementation, the roles of instructional leaders, perceptions of instructional supervision, and challenges for proper implementation of instructional supervision were raised. In addition, strategies for strengthening the effective implementation of instructional supervision were also addressed.
The study was framed within the Theory of Change in Teachers’ viewpoints on instructional practices. In fact, there is a strong link with the instructional leadership strategies and the role of supervisors for the effective implementation of instructional supervision practices. The Instructional Supervision Model was used as it integrates the activities of instructional supervision in the schools. Moreover, this study reviewed global perspectives on educational supervision and provided an overview of the study context with an emphasis on improvement of instructional supervision.
Philosophically, this study followed the pragmatist research paradigm, employing mixed research approaches; it also employed an explanatory sequential design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Data were gathered from 160 supervision teams (vice-principals, senior teachers, unit leaders and department heads), 185 teachers. In addition, 14 principals and supervisors took part in interviews. One focus group discussion was also conducted with the city educational experts. Data were gathered through survey questionnaires, semi-structured interviews, FGD question guides and document reviews. Quantitative data was analysed through the descriptive approaches such as percentage, mean, grand mean and inferential statistics, known as standard division and t-test. Qualitative data collected through interviews and FGDs was summarised through thematic and narrative techniques, and finally triangulated.
The results indicated that the quantitative and qualitative data supported one another. It was found that school supervision in line with strategies was inadequate. In addition, school supervision corresponding to the expected standards was not effectively done. The extent to which instructional supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient. Evidence showed that instructional supervisors’ role in building effective relationship in schools was weak. Supportive, directive, conflict management and monitoring and supervising roles in the implementation of instructional supervision were also found to be inadequate. The teachers did not have enough support from supervisors in order to improve their instructional skills, and there was a negative perception of teachers about the implementation of instructional supervision.
On the other hand, effective implementation of instructional supervision was hampered by a lack of qualified instructional supervisors, management skills, professional manuals, cooperation, and motivation for work and a lack of training and funding. Inadequate facilities and assignment of small number of supervisors hindered proper implementation of instructional supervision. Moreover, lack of commitment on the part of teachers and school leaders, lack of effective stakeholder support, lack of respect among stakeholders, lack of participatory supervisory approach and lack of adequate guidance between instructional leaders hampered instructional supervision.
Based on the findings, instructional leaders, teachers, supervisors, school instructional supervision team and school communities need to be well equipped with basic knowledge and skills on the implementation of school instructional supervision, through pre-service and in-service training, experience-sharing programmes, seminars, workshops and discussion forums about the different approaches of supervision in order to enhance the professional growth of teachers and improve their instructional practices. This could help in fostering critical thinking and the problem-solving capacity of the supervisors. Moreover, the instructional leaders in schools need to plan for continuous training and orientation on the nature, practice and significance of instructional supervision. Suggestions were made to solve the factors that hinder proper implementation of instructional supervision.Educational Management and Leadership
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Ramparsad, Sherin. "The leadership role of the principal in managing and supporting curriculum change in South African schools." Diss., 2001. http://hdl.handle.net/10500/15863.
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.
This investigation focuses on the leadership role of the principal in managing and
supporting curriculum change in South African schools. The results reveal that principals are
required to initiate change and to lead the curriculum change process in schools. Principals are
expected to monitor, manage and evaluate the implementation of OBE in their schools. They also
need to provide ongoing support to colleagues and are further required to acquire and employ
skills, qualities, characteristics and a management style that is suitable for the OBE leader.
This investigation recommends that for principals to manage and support curriculum change
effectively in South African schools:
• Principals are in need of more training and ongoing support
• Commitment and support to the outcomes based curriculum is called for
• Skills and qualities, for effective leadership, needs to be acquired and employed
• A strategy to manage, monitor, support and evaluate curriculum implementation
in the school is needed.Educational Leadership and Management
M.Ed. (Educational Management)
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Masekoameng, Morongwa Constance. "An instructional leadership perspective on the management and implementation of Curriculum and Assessment Policy Statement (CAPS) in South African schools." Thesis, 2014. http://hdl.handle.net/10500/19994.
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This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system.Educational Leadership and Management
D. Ed. (Education Management)
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Oliveira, Sandrina de Brito Esteves. "Um estudo sobre fluência e compreensão leitora em alunos em risco de dislexia no 3.º ano do 1.º ciclo do ensino básico." Master's thesis, 2019. http://hdl.handle.net/1822/63758.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Necessidades Educativas Especiais no Domínio Cognitivo e Motor)O estudo teve como finalidade descrever a utilização da Monitorização com Base no Currículo (MBC) como sistema de triagem universal de alunos do 3.º ano no âmbito da fluência e da compreensão da leitura. Participaram neste estudo 72 alunos, dos oito aos dez anos de idade, de um agrupamento de escolas do distrito de Viana do Castelo. Os dados foram recolhidos através de duas provas MBC-MAZE e MBC-ORAL. Foram considerados em risco os alunos cujos resultados se situaram no percentil 20 ou abaixo dele. Os dados descritivos, inferenciais, correlacionais e de regressão permitiram concluir que: 1) os alunos do 3.º ano, em média, selecionaram cerca de cinco respostas corretas na prova de compreensão da leitura; 2) os alunos em risco, em média, selecionaram cerca de duas palavras corretas na prova de compreensão da leitura; 3) os alunos do 3.º ano, em média, leram corretamente cerca de 86 palavras corretas por minuto (pcpm); 4) os alunos em risco, em média, leram corretamente cerca de 50 pcpm; 5) cerca de 86% dos alunos não atingiu as metas curriculares definidas pelo Ministério da Educação; 6) a média dos resultados obtidos pelos alunos em risco simultâneo nas provas MBC-MAZE e MBC-ORAL, foi muito inferior à média dos restantes alunos, enquanto que o desempenho dos mesmos foi mais homogéneo, no que respeita à fluência e à compreensão da leitura; 7) o valor mínimo de fluência necessário para que a compreensão ocorra foi de 87 pcpm; 8) a utilização do valor de 87 pcpm identificou com rigor cerca de 72% a 85% dos alunos que não demonstraram adequada compreensão e cerca de 91% a 100% dos alunos que compreenderam aquilo que leram; 9) existiram diferenças estatisticamente significativas entre rapazes e raparigas nos resultados obtidos na fluência e na compreensão da leitura; 10) não existiram diferenças estatisticamente significativas entre turmas nos resultados obtidos na compreensão da leitura, mas existiram diferenças estatisticamente significativas nos resultados obtidos na fluência da leitura; 11) existiu uma correlação significativa positiva entre os resultados obtidos nas provas de compreensão e de fluência da leitura; 12) a fluência da leitura explicou cerca de 55% a 69% da variância dos resultados obtidos na compreensão da leitura; 13) os resultados das duas provas elaboradas revelaram-se fiáveis, apresentando os itens das provas boa consistência interna; 14) a diferença de resultados obtidos na prova MBC-MAZE, de acordo com os diferentes métodos de cotação, foi estatisticamente significativa. Neste sentido, pretendeu-se que este estudo tivesse impacto social nas nossas comunidades escolares, no que diz respeito à análise e à identificação de casos em risco de insucesso na leitura.
The purpose of this study was to describe the use of Curriculum Based Monitoring (MBC) as a universal screening system for 3rd grade students in terms of fluency and reading comprehension. Seventy-two students from eight to ten years old have participated in this study, from a group of schools in the district of Viana do Castelo. Data were collected through two MBCMAZE and MBC-ORAL tests. Students whose results were at 20th percentile or below, were considered at risk. Descriptive, inferential, correlational and regression data led to the conclusion that: 1) 3rd grade student, on average, selected approximately five correct answers in the reading comprehension test; 2) students at-risk, on average, selected approximately two correct words in the reading comprehension test; 3) 3rd year students read on average 86 correct words per minute (wcpm) correctly; 4) students at-risk, on average, read correctly around 50 cwpm; 5) approximately 86% of the students did not reach the curricular goals set by the Ministry of Education; 6) the average of the results obtained by the students at simultaneous risk in the MBCMAZE and MBC-ORAL tests, was much lower than the average of the other students, while their performance was more homogeneous, regarding the fluency and the comprehension of the reading; 7) the minimum value required for achieving comprehension was found to be 87 cwpm; 8) the value of 87 cwpm accurately identified the 72% to 85% of students who did not demonstrate adequate comprehension and between the 91% to 100% of students who understood what they read; 9) the differences between boys and girls in the results obtained in fluency and reading comprehension were statistically different; 10) there were no statistically significant differences between classes in the reading comprehension, but there were statistically significant differences in the results obtained for reading fluency; 11) there was a significant positive correlation between the results obtained in the comprehension and reading fluency tests; 12) reading fluency explained between 55% to 69% of the variation of the results obtained in reading comprehension; 13) the results of the two elaborated tests proved to be reliable, presenting the test items with good internal consistency; 14) The difference in the results obtained in the MBC-MAZE test, according to the different quotation methods, was statistically significant. Therefore, this study intended induce a social impact on our school communities, related with the analysis and identification of cases at risk of failure in reading.
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Marinho, Paulo Eduardo Almeida. "A relação entre a fluência e a compreensão na leitura em alunos do 4º ano do 1º Ciclo do Ensino Básico em risco de dislexia." Master's thesis, 2018. http://hdl.handle.net/1822/59500.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Necessidades Educativas Especiais no Domínio Cognitivo e Motor)O estudo teve como finalidade caracterizar os níveis de fluência e de compreensão da leitura, na população e em alunos em risco de dislexia do 4º ano do 1º CEB, de um agrupamento de escolas do distrito do Porto. Participaram 126 alunos. Os dados foram recolhidos através de duas provas de avaliação das competências da leitura: MBC-Leitura Oral e MBC-Maze. Foram considerados em risco os alunos cujos resultados se situavam no percentil 20 ou abaixo dele. Os dados foram analisados através de estatística descritiva, inferencial, correlacional e de regressão Os resultados permitiram concluir que: 1) As provas MBC-Leitura Oral e MBCMaze são económicas, rápidas e fáceis de aplicar; 2) Os alunos do 4º ano, em média, leram corretamente 102,25 palavras por minuto, sendo que 81% não atingiu as metas curriculares definidas para o ano de escolaridade; 3) Os alunos do 4º ano, em média, escolheram cerca de seis respostas corretas na prova de compreensão da leitura; 4) Não há diferenças estatisticamente significativas entre rapazes e raparigas nos resultados obtidos na fluência e na compreensão da leitura; 5) Não há diferenças estatisticamente significativas entre turmas nos resultados obtidos na fluência e na compreensão da leitura; 6) Na fluência e na compreensão da leitura, a média dos resultados dos alunos em risco é muito inferior à média dos restantes alunos, ao mesmo tempo que o seu desempenho é mais homogéneo; 7) Cerca de 20% dos alunos estão em risco na fluência da leitura, enquanto que cerca de 30% dos alunos estão em risco na compreensão leitora; 8) A percentagem de rapazes e de raparigas em risco na fluência da leitura é similar, enquanto que a percentagem de rapazes em risco na compreensão leitora é superior à das raparigas; 9) Existe uma correlação significativa positiva entre os resultados obtidos nas provas de fluência e de compreensão da leitura; 10) Foi determinado um valor mínimo de fluência necessário para que a compreensão ocorra de 83 pcpm; 11) A utilização do valor de 83 pcpm identifica com rigor cerca de 60% dos alunos que não demonstraram adequada compreensão e cerca de 96% dos alunos que compreenderam aquilo que leram; 14) A fluência da leitura explica cerca de 50% da variação dos resultados obtidos na compreensão leitora; 15) Os resultados das duas provas elaboradas revelaram-se fiáveis, apresentando os itens das provas boa consistência interna; 16) A diferença de resultados obtidos na prova MBC-Maze, de acordo com os diferentes métodos de cotação, não é estatisticamente significativa.
The aim of the study was to characterize reading and fluency levels in the population and students at risk of dyslexia in the 4th grade of elementary school, from a school grouping in the district of Oporto. 126 students participated. Data were collected through two reading competency tests: CBM-Oral Reading and CBM-Maze. Students whose scores were at or below the 20th percentile were considered at risk. The data were analyzed through descriptive, inferential, correlational and regression statistics. The results allowed to conclude that: 1) The CBM-Oral Reading and CBM-Maze tests are economical, fast and easy to apply; 2) Students in 4th grade, on average, read 102.25 correct words per minute (cwpm), 81% of which did not reach the curricular goals defined for the year of schooling; 3) Fourth grade students, on average, chose about six correct answers to the reading comprehension test; 4) There are no statistically significant differences between boys and girls in the results obtained in fluency and reading comprehension; 5) There are no statistically significant differences between classes in the results obtained in reading fluency and comprehension; 6) In reading fluency and comprehension, the average achievement of students at risk is much lower than the average of the remaining students, while at the same time their performance is more homogeneous; 7) About 20% of students are at risk in reading fluency, while about 30% of students are at risk in reading comprehension; (8) The percentage of boys and girls at risk in reading fluency is similar, while the percentage of boys at risk in reading comprehension is higher than that of girls; 9) There is a significant positive correlation between the results obtained in fluency tests and reading comprehension; 10) A minimum reading fluency score of 83 cwpm necessary for comprehension was determined; 11) The use of the value of 83 cwpm accurately identifies about 60% of the students who did not demonstrate adequate understanding and about 96% of the students who understood what they read; 14) The fluency of reading explains about 50% of the variation of the results obtained in the reading comprehension; 15) The results of the two tests were proved to be reliable, with the items of the tests presenting good internal consistency; 16) The difference of results obtained in the CBM-Maze test, according to the different methods of grading, is not statistically significant.
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Silva, Gilda Eduarda Martins da. "Um estudo sobre fluência e compreensão na leitura em salas inclusivas do 2º ano do 1º ciclo do ensino básico." Master's thesis, 2019. http://hdl.handle.net/1822/60365.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Necessidades Educativas Especiais no Domínio Cognitivo e MotorEsta investigação teve por finalidade caracterizar os níveis de fluência e de compreensão da leitura, na população e em alunos em risco de dislexia do 2º ano do 1º Ciclo do Ensino Básico (CEB), de um agrupamento de escolas do concelho de Braga. Os dados foram recolhidos através de duas provas de avaliação das competências da leitura: MBC-Leitura Oral e MBC-Maze. Foi desenvolvido um estudo quantitativo junto de 126 alunos do 2º ano de escolaridade do 1.º Ciclo do Ensino Básico, pertencentes a um agrupamento de escolas do concelho de Braga. Consideraram-se em risco os alunos cujo resultado se encontrava no percentil 20 ou abaixo deste, tal como sugerido pela literatura. Os dados foram analisados e apresentados de forma descritiva, inferencial e correlacional. A partir dos resultados deste estudo, concluiu-se que: 1) As provas MBC revelaram-se económicas, rápidas e de fácil aplicação e cotação; 2) Os resultados das duas provas elaboradas revelaram-se fiáveis, apresentando os itens das provas boa consistência interna. 3) A média dos resultados obtidos pela população no âmbito da fluência da leitura encontra-se bastante afastada das metas curriculares definidas para os alunos do 2º ano, do 1º CEB. 4) A variável género não teve impacto nos resultados da fluência e da compreensão leitoras. Ou seja, rapazes e raparigas têm o mesmo comportamento nestas duas áreas da leitura, embora os rapazes tenham tido resultados ligeiramente superiores aos resultados obtido pelas raparigas. 5) A variável risco teve impacto nos resultados da fluência e da compreensão leitoras. Os alunos abaixo do percentil 20 (em risco) obtiveram resultados significativamente inferiores aos dos colegas que não estão em risco. 6) A variável escola teve impacto nos resultados da fluência e da compreensão leitoras. 7) Os resultados da fluência e da compreensão apresentam correlações positivas e fortes para a população. 8) A diferença de resultados obtidos na prova MBC-Maze, de acordo com os diferentes métodos de cotação, não é estatisticamente significativa. Com este estudo, contribuímos para uma escola inclusiva de qualidade, que forma cidadãos, ao longo da vida, e que está munida com estratégias e recursos de avaliação e monitorização do enino e das aprendizagens que são promovidas.
The aim of this research was to characterize the reading and fluency levels, in the population nd st and in the students at risk of dyslexia in the 2 year of the 1 elementary school, from a grouping of schools in Braga. Data were collected through two reading competency tests: CBM-Oral Reading and CBM-Maze. A quantitative study was carried out on 126 students from st the 2nd year of schooling in the 1 elementary school from a grouping of schools in Braga. th Students whose scores were at or below of 20 percentile were considered at risk (Deno, 2003). Data were analyzed and presented in a descriptive, inferential and correlational statistics. From the results of this study, it was concluded that: 1) The MBC tests proved to be economical, fast and easy to apply and to score; 2) The results of the two tests proved to be reliable, with the test items showing good internal consistency. 3) The average of the result obtained by the population in the area of reading fluency is far from curricular goals defined for the students of the 2nd year of the 1st elementary school. 4) The gender variable had no impact on the reading fluency and comprehension results. This means boys and girls have the same behavior in these two reading areas, although the boys have had slightly better results than the girls' results. 5) The variable risk had an impact in the reading fluency and comprehension results. Students above the 20th percentile (at risk), scored significantly lower than their non-at-risk peers. 6) The school variable had an impact on the results of reading fluency and comprehension. . 7) The results of fluency and comprehension have positive and strong correlations for the population. 8) The difference of results obtained in the MBC-Maze test, according to the different methods of grading, is not statistically significant. With this study, we contribute to an inclusive, quality school, which forms citizens throughout life, and is equipped with strategies and resources for evaluation and monitoring of learning and the learning that are promoted.
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Simões, Susana Maria Afonso Freitas. "Alunos em risco na fluência da leitura: o uso da monitorização com base no currículo no contexto de um modelo de resposta à intervenção." Master's thesis, 2015. http://hdl.handle.net/1822/41386.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)Este estudo teve por finalidade conhecer não só o nível de fluência da leitura, ao longo do 1.º ano, mas também em que medida esta se relaciona com o nível da identificação de fonemas e grafemas no pré-escolar e 1.º ano. Neste contexto, realizamos um estudo longitudinal no qual recolhemos dados com provas de monitorização com base no currículo (MBC) para identificarmos o nível da Fluência dos sons das letras (FSL), da Fluência dos nomes das letras (FNL) no contexto pré-escolar e da Fluência da leitura (FL) no 1.º ano do 1.º Ciclo do Ensino Básico. A amostra deste estudo é constituída por 22 crianças de cinco/seis anos de idade de um estabelecimento de pré-escolar de um agrupamento do distrito do Norte de Portugal, que posteriormente ingressam em seis escolas do 1.º Ciclo Ensino Básico do mesmo agrupamento. Os dados foram analisados estatisticamente e concluímos o seguinte: a) em média, os alunos não atingiram o nível de fluência de leitura proposto nas Metas de aprendizagem curriculares Portuguesas, embora tenham mostrado evolução significativa na aprendizagem da fluência de leitura; b) a variável género não tem impacto nos resultados dos alunos; c) a diferença ao nível da fluência de leitura entre o grupo de alunos em risco e o de alunos que não são considerados em risco aumenta ao longo do ano; d) a taxa de crescimento para a fluência da leitura nos alunos em risco é três vezes menor do que a taxa dos alunos que não estão em risco; e) existem correlações com associações positivas estatisticamente significativas entre resultados, principalmente entre a Fluência do Nome das Letras e a Fluência da Leitura; f) o nível de Fluência do Nome das Letras no final do préescolar explica 37% dos resultados da Fluência da leitura no final do 1.º ano do Primeiro Ciclo do Ensino Básico, enquanto a fluência do som das letras explica apenas 0,1% desses mesmos resultados; g) o nível de Fluência do Nome das Letras no final do 1.º ano explica 45% e o nível de Fluência do som das Letras explica 0,5% dos resultados da Fluência da leitura no final do 1.º ano do Primeiro Ciclo do Ensino Básico; h) O valor de Alfa de Cronbach em todas as provas utilizadas apresenta um valor médio de 0,80, o que atesta a boa consistência interna dos instrumentos.
This study aimed to know not only the level of reading fluency throughout year 1, but also to what extent the fluency is related to the phonemes and to the graphemes identification level in preschool and in the 1st grade. In this context, we conducted a longitudinal study in which we collected data with monitoring of evidence-based curriculum (MBC) to identify the level of fluency of the sounds of the letters (FSL), the fluency of the letters names (FNL) in preschool context and reading fluency (FL) in the 1st year of the 1st cycle of basic education. The sample consists of 22 five / six years old children on a pre-school establishment of a Master School of the Northern District of Portugal, which later enter in six schools of the 1st cycle of basic education of the same Master School. Data were statistically analyzed and concluded the following: a) on average, students have not reached the level of reading fluency proposed in the Portuguese curriculum learning goals, although they have shown significant improvement in reading fluency learning; b) the variable gender has no impact on students outcomes; c) the difference in terms of reading fluency among the group of at-risk students and of the students who are not considered at risk increases throughout the year; d) the growth rate for reading fluency in risk students is three times lower than the rate of students who are not at risk; e) there are correlations with statistically significant positive associations between results, especially between fluency name of letters and reading fluency; f) the fluency level of the letters name at the end of preschool explains 37% of Reading Fluency results at the end of the 1st year of the first cycle of basic education, while the streaming sound of the letters explained only 0.1% of these results; g) the fluency level of the name of the letters at the end of the 1st year explained 45% and the fluency level of the sound of the letters explained 0.5% of reading fluency results at the end of the 1st year of the first cycle of basic education; h) The value of Cronbach's alpha in all the tests used has an average value of 0.80, which attests to good internal consistency of the instruments.
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Van, Schalkwyk Maria Catharina Dirkschen. "Educational change : the case of Newfoundland." Thesis, 1998. http://hdl.handle.net/10500/17760.
Full textAbstract:
Text in English, abstract in English and AfrikaansDramatic changes in Newfoundland's environment and global developments during the past decade, significantly influenced growing demands for restructuring the education system of Newfoundland. Responding to these demands, Newfoundland educators succeeded in creating a single unified non-denominational education system which became fully operational at the beginning of the 1998/99 school year. This achievement has been hailed by the majority of Newfoundlanders as a monumental landmark in the provinces' lengthy experience with denominational education. As well, it is viewed as pivotal in achieving educational excellence and ensuring that children receive a relevant education that will prepare them for the demands of the next century. The former education system (which consisted of four separate denominational school systems operated jointly by the church and the state) had become too cumbersome and inefficient, thus adversely affecting the quality of education. This thesis looks in particular at the contextual realities and perspectives that influenced the demands for changing the system. Such factors as the declining school population, economic conditions, technological developments, as well as legal and political issues have distinctly changed the Newfoundland society during the past number of years, hence the necessity to restructure the education system. The thesis furthermore discusses the proposed government model for restructuring the system and highlights the proposals for improving education. It also focuses briefly on the minority rights issue in Canada, as this has bearing on the legal rights of the church to educate in Newfoundland and its current role within the new structure. An evaluation of Newfoundland's educational reform initiatives (which includes the views of key educators in Newfoundland on these issues), deals with some of the problem areas which currently exist within the new system. However, the focus centres mainly on the obvious improvements in such areas as management, organization, parent involvement, curriculum development, educational achievement and accountability. The impact of these reforms on the social, educational and political dimensions of the Newfoundland society will only become evident in time, yet they hold the promise of having a lasting impact on educational achievement. The remarkable feature of the whole reform process is, that it was achieved from within.
Die ingrypende veranderings wat die Newfoundlandse gemeenskap oor die afgelope dekade ondergaan het, tesame met ontwikkelings op wereldvlak, het aanleiding gegee tot toenemende eise om die onderwysstelsel van Newfoundland te herstruktureer. Gevolglik onderneem die Newfoundlandse regering 'n omvattende herondersoek van die onderwys wat lei tot die vorming van 'n enkele, openbare, ge'integreerde onderwysstelsel wat aan die begin van die skooljaar 1998/99 in werking tree. Hierdie prestasie word as 'n besondere keerpunt in die onderwys deur Newfoundlanders beskou, aangesien die behoud en vooruitgang van die Newfoundlandse gemeenskap en onderwys daardeur verseker word. Voorheen het die onderwysstelsel uit vier afsonderlike kerkskoolstelsels bestaan wat gesamentlik deur die staat en kerk op alle vlakke beheer en bestuur is. Hierdie eiesoortige struktuur het die onderwys al hoe meer belemmer en opvoedkundiges genoodsaak om dit te hersien. Hierdie studie kyk eerstens na die vergestaltende faktore en lewensbeskouings wat die onderwys in Newfoundland ten diepste raak. Faktore soos dalende geboortegetalle, ekonomiese toestande, tegnologiese en staatkundige ontwikkelings dra veral by tot die veranderde leefwereld van die Newfoundlander en noop die regering om die onderwysstelsel daarby aan te pas en 'n onderwysmodel vir die toekoms te ontwerp. Hierdie onderwysmodel wat alle komponente asook die struktuur van die onderwysstelsel aanraak, word vervolgens ontleed. Aandag word ook gewy aan die kwessie van minderheidsregte in Kanada, omdat dit die kerk se reg om onderwys in Newfoundland te bedryf, raak. Laastens word die onderwyshervormings vanuit sekere perspektiewe in oenskou geneem en die standpunte van sommige Newfoundlandse opvoedkundiges word gestel. In die slotbeskouing word ook enkele probleme ge'identifiseer. Die bespreking word egter hoofsaaklik gewy aan aspekte van die onderwys wat alreeds verbetering toon soos onder andere onderwysbeheer en onderwysorganisasie, ouerbetrokkenheid, curriculumontwikkeling en onderwyskundige ontwikkeling. Die toekoms sal bepaal hoe hierdie omvangryke en omvattende onderwysveranderings die sosio-kulturele dimensies van die Newfoundlandse gemeenskap sal be'invloed, terwyl dit die belofte inhou om 'n dinamiese verbetering te bewerkstellig.
Educational Studies
D. Ed. (Comparative Education)
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Guest, Veronica Millicent. "The impact of the EQUIP programme on school management teams in two rural schools." Diss., 2008. http://hdl.handle.net/10500/1823.
Full textAbstract:
This study deals with the impact of the Education Quality Improvement Partnerships programme (EQUIP) on school management teams in two rural schools where it was implemented for three years. A qualitative evaluative research design was used involving initial baseline studies, document analysis, observation and eight naïve sketches. The literature study discusses factors that constitute effective management and leadership and characteristics of effective schools. The findings were based on an analysis of the impact of the EQUIP programme on the key performance areas of school management before and after the intervention. Important conclusions derived from this study showed that there was significant improvement in the way schools were managed after the intervention, particularly in achieving the goals of the schools' strategic plans. It was also found that curriculum monitoring was only partially successful and that remedial programmes for learners with reading and other learning challenges needs serious attention.Educational Studies
M.Ed. (Education Management)
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Silva, Evelise Stuart da. "Monitorização com base no currículo na identificação de alunos em risco de dificuldades de aprendizagem na leitura: um estudo quantitativo no quinto ano do ensino fundamental de escolas estaduais dum município de Santa Catarina, Brasil." Master's thesis, 2019. http://hdl.handle.net/1822/61962.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Necessidades Educativas Especiais no Domínio Cognitivo e Motor)A finalidade deste estudo é caracterizar os níveis de compreensão da leitura, na população e em alunos em risco de dificuldades de aprendizagem específicas do quinto ano do Ensino Fundamental Básico de cinco escolas, em diferentes regiões de um dos municípios do Estado de Santa Catarina situado na região Sul do Brasil. Tratou-se de um estudo quantitativo, cuja recolha de dados foi realizada através de uma prova de monitorização com base no currículo (MBC) -Maze- para a compreensão da leitura junto de 89 alunos do quinto ano do Ensino Fundamental Básico. Neste estudo foram considerados alunos em risco de apresentar dificuldades de aprendizagem específicas na leitura aqueles cujos resultados se encontravam no percentil 20 ou abaixo deste tal como recomendado na literatura da especialidade. Os dados foram tratados e analisados através de estatística descritia e inferencial, e foram tiradas as seguintes conclusões: 1) A prova de compreensão da leitura MBC–Maze é económica, foi rápida, de fácil aplicação e correção; 2) A prova Maze de compreensão da leitura, a média do número de questões de compreensão respondidas corretamente foi de 9.26 (DP=7.54) no MC3E, de 8.30 (DP=6.83), para MC2E, e de 9.08 (DP=7.46) para MCTC; 3) Para todos os métodos de cotação utilizados, os resultados da análise inferencial permitiram concluir que a variável gênero não teve impacto nos resultados; 4) A variável região teve impacto nos resultados obtidos na compreensão da leitura; 5) Os diferentes métodos de cotação da prova MBC-Maze, apresentaram diferenças estatisticamente significativas; 6) O Alpha de Cronbach foi de 0.94 para o método de cotação MC3E; de 0.89 para o método MC2E; e 0.93 para o MCT, revelando valores de consistência interna adequados Este estudo pode ter impacto nas escolas estaduais de Santa Catarina, na medida em que chama a atenção para a importância da identificação de alunos em risco de insucesso na leitura. Apresenta resultados relativos ao valor indicador de risco de insucesso que podem ser utilizados na identificação do risco e dissemina um sistema de triagem que faz uso de provas de monitorização com base no currículo, sendo esta uma alternativa fiável e, por fim promove um modelo pedagógico de Resposta à Intervenção que preconiza que todos os alunos tenham uma educação de qualidade para desenvolverem a aprendizagem da leitura.
The aim of this study is to characterize the levels of reading comprehension, in the population and in students at risk for Learning Difficulties specific of the fifth year of the Fundamental Basic Education of five schools, in different regions of one of the municipalities of the Santa Catarina State, located in the South region of Brazil. This was a quantitative study, and for data collection a monitoring test based on the curriculum (MBC) – Maze – for reading comprehension, composed by three texts, was applied to 89 students of the fifth year of Fundamental Basic Education. To characterize the students at risk for presenting difficulties in reading comprehension, results in or below the 20th percentile were considered, as recommended in the specialized literature. Data was analyzed using descriptive and inferential statistics, and the following conclusions were drawn: 1) The MBC – Maze reading comprehension test is economical, quick, easy to apply and correct; 2) The Maze reading comprehension test, the average number of comprehension questions answered correctly was 9.26 (SD = 7.54) in MC3E, 8.30 (SD = 6.83) for MC2E, and 9.08 (SD = 7.46) for MCTC; 3) For all quotation methods used, the inferential analysis results allowed us to conclude that the gender variable had no impact on the results; 4) The variable region had an impact on the results obtained in reading comprehension; 5) The different MBCMaze quoting methods presented statistically significant differences; 6) Cronbach's Alpha was 0.94 for the MC3E quotation method; from 0.89 for the MC2E method; and 0.93 for MCT, revealing adequate internal consistency values. This study may have an impact on the state schools of Santa Catarina, as it draws attention to the importance of identifying students at risk of reading failure. It presents results related to the failure risk indicator value that can be used in risk identification and disseminates a screening system that makes use of curriculum-based monitoring evidence, which is a reliable alternative and ultimately promotes a pedagogical model of risk assessment. Response to the Intervention that advocates that all students have a quality education to develop reading learning.
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Simão, Maria João Costa Santos. "Identificação de alunos em risco de dificuldades de aprendizagem específicas na leitura: um estudo longitudinal sobre monitorização com base no currículo no contexto de um modelo de resposta à intervenção." Master's thesis, 2015. http://hdl.handle.net/1822/41886.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)O presente estudo teve por finalidade acrescentar uma nova etapa de pesquisa à no projeto FCT- “Monitorização do risco de Dificuldades de Aprendizagem Específicas na leitura de alunos do 4º ano e comparação com resultados destes mesmos alunos quando no 2º e 3º ano do 1º Ciclo do Ensino Básico”, ao a) analisar a fiabilidade dos resultados da prova de monitorização com base no currículo (MBC); b) ao dar a conhecer a trajetória do nível e da taxa de crescimento da compreensão da leitura entre o 2.º ano e o 4.º ano de escolaridade; c) ao mostrar o impacto das variáveis género e risco na trajetória do nível e da taxa de crescimento da compreensão da leitura entre o 2.º ano e o 4.º ano de escolaridade d) ao correlacionar os resultados dos níveis de compreensão, de fluência e da nota da prova nacional de Português - 4.º ano de escolaridade. Assim, foi desenvolvido um estudo quantitativo que utilizou dados recolhidos junto de três grupos de alunos que frequentam escolas públicas do 1.º Ciclo do Ensino Básico de um distrito da zona norte de Portugal. Os dados relacionados com a compreensão e fluência da leitura foram recolhidos com base em provas MBC e os dados relativos às notas da prova nacional de Português com base em documentos de avaliação escolar. Os dados foram analisados com recurso a estatística descritiva, inferencial e de correlação e concluiu-se que: a) a fiabilidade dos resultados da prova MBC-Maze para o 3.º ano é considerada elevada; b) existe uma trajetória constante e crescente do nível de compreensão da leitura, o que mostra que as atividades na sala de aula tiveram impacto positivo nos alunos; c) foi no segundo ano que se observou a maior taxa de crescimento ao nível da compreensão da leitura; d) não existiram diferenças estatisticamente significativas entre os resultados dos alunos do género masculino e do género feminino ao longo dos três anos de escolaridade; e) a média dos resultados dos alunos em risco é inferior, em quase o dobro, à média dos restantes alunos ao longo dos três anos de escolaridade; f) a diferença entre os alunos em risco e os que não estão em risco aumenta ao longo dos três anos, ou seja, os grupos distanciam-se com o tempo; g) existem correlações fortes e positivas entre fluência e compreensão leitoras; h) a correlação entre fluência e compreensão diminuem ao longo dos três anos; i) a correlação entre a nota da prova nacional de Português – 4.º ano e a compreensão e fluência na leitura encontra-se entre o fraco e o moderado.
The aim of this study was to add a new step in the research of the project FCT – “Monitoring of the risk of difficulties in the Specific Reading Learnings of the 4th grade students and to compare these students` results in the 2nd and 3rd grades, a) through the analysis of the reliability of the results of the monitoring proof based in the curriculum (MBC); b) by demonstrating the trajectory of the level and the rate of growth in the reading comprehension between the 2nd and the 4th grades; c) by showing the impact of the variables of gender and risk in the trajectory of the level and rate in the growth in the reading comprehension between the 2nd and the 4th grades ; d) by relating the results of the comprehension levels, of the fluency and the marks of the Portuguese National Exam- 4 th grade. Therefore, the development of the study was based on the data collected in three groups of students from Public Primary Schools of a district in the North of Portugal. The data related to the comprehension and fluency of the reading were collected according to the MBC evidences and the data related to the marks of The Portuguese National Exam according to the documents of school evaluation. The analysis of the data was based on the descriptive, inferential and correlated statistic and the conclusion was: a) the reliability of the results of the proof MBC-Maze for the 3rd grade is high; b) there is a permanent and increasing trajectory in the reading comprehension level, and this shows that the classroom activities had a positive impact in the students; c) the higher growth rate in the reading comprehension was observed in the 2nd grade; d) there weren`t any statistically significant differences between the results of the male and the female students ; e) the average of the results of the students in risk is less, almost in double, than the average of the other students over the three years; f) the difference between the students that are in risk and those that aren`t, is higher over the three years so, the groups are distanced with the time; g) there are strong and positive correlations between the reading fluency and comprehension; h) the correlation between fluency and comprehension decreases over the three years; i) the correlation between the mark of the Portuguese National Exam – 4 th grade and the comprehension and fluency in the reading is situated between the weak and the moderate.
Fundação para a Ciência e Tecnologia (FCT) - Projeto "Monitorização de risco de Dificuldades de Aprendizagem Específicas na leitura de alunos do 4º. ano e comparação com resultados destes mesmos alunos quando no 2º. e 3.º ano do 1.º Ciclo do Ensino Básico";
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Tigere, Michael Togara. "The role of school management teams in managing factors that influence learner academic performance in grade 12 examinations in KwaZulu-Natal." Diss., 2016. http://hdl.handle.net/10500/23344.
Full textAbstract:
The National Senior Certificate Grade 12 results in the Pinetown District between 2010 and 2015 revealed that a number of township and rural schools are struggling to obtain an overall 60% pass rate. But some schools in similar circumstances managed to achieve above this pass percentage. The study sought to enquire about the role of school management teams (SMTs) in managing factors that influenced learner academic performance in Grade 12 examinations
The study was conducted in three purposely selected public schools that each surpassed the 60 percent overall pass in the National Senior Certificate (NSC) examinations in the Pinetown District, KwaZulu-Natal. The study employed a qualitative approach and was located in the interpretive paradigm. Data was collected by means of semi-structured interviews and document analysis. The identities of all respondents were protected. Upon analysis of results, several measures the schools applied emerged. Topics for future research are also suggested.Educational Leadership and Management
M. Ed. (Education Management)