Dissertations / Theses: 'Nine years elementary school'

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Lima, Izabel Maciel Monteiro. "Educational experiences in the context of the transition from early childhood education for elementary education in a public school in Fortaleza in the perspective of the various segments of the school community." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11256.

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nÃo hÃ A presente pesquisa teve como objetivo geral analisar como se concretizam as estratÃgias de articulaÃÃo curricular utilizadas numa escola pÃblica municipal de Fortaleza no Ãltimo ano da EducaÃÃo Infantil (EI) que visam Ã continuidade da formaÃÃo da crianÃa na sua transiÃÃo para o primeiro ano do Ensino Fundamental (EF), considerando as perspectivas dos diversos segmentos da comunidade escolar sobre esse processo. No Brasil, os momentos de transiÃÃo escolar ganham destaque a partir das mudanÃas na organizaÃÃo da EducaÃÃo BÃsica, tais como a ampliaÃÃo do EF de oito para nove anos de duraÃÃo e a extensÃo da escolaridade obrigatÃria de nove para quatorze anos. A transiÃÃo da crianÃa entre a EI e o EF Ã um passo delicado de seu percurso escolar, que pode ter consequÃncias negativas para o desenvolvimento e a aprendizagem dos indivÃduos (LERNER, 1996, apud FORMOSINHO e ARAÃJO, 2004). Portanto, a transiÃÃo Ã um processo que requer o planejamento de aÃÃes que articulem os modelos curriculares e o repensar acerca da prÃtica pedagÃgica do professor junto Ãs crianÃas (ZABALZA, 2007). Trata-se de uma pesquisa qualitativa de cunho etnogrÃfico, desenvolvida por meio do estudo de caso (BOGDAN E BIKLEN, 1994) de uma turma do Ãltimo ano da EducaÃÃo Infantil. Para a obtenÃÃo dos dados, foram realizadas observaÃÃes a fim de conhecer o currÃculo em curso nesse momento de transiÃÃo e entrevistas com os trÃs segmentos de sujeitos (profissionais da escola, famÃlias e crianÃas), com o intuito de apreender as suas perspectivas sobre o fenÃmeno. Os dados da investigaÃÃo foram analisados Ã luz da Psicologia de Desenvolvimento (WALLON, 1971; 2007) e das perspectivas de Formosinho (1998; 2001; 2008) e Zabalza (1998; 2007). Os resultados evidenciam que as vivÃncias educacionais das crianÃas na escola Vida de CrianÃa focam principalmente a aprendizagem da leitura e da escrita, para qual se destina a maior parte do tempo na escola. Em consequÃncia dessa prioridade, as brincadeiras, as interaÃÃes, a participaÃÃo das crianÃas e as atividades que envolvem outras Ãreas do conhecimento, como ciÃncias naturais e arte, adquirem pouca relevÃncia no contexto escolar. Assim, a anÃlise empreendida sobre as prÃticas pedagÃgicas aponta para o objetivo preparatÃrio da EI, tendo em vista a prevenÃÃo do fracasso escolar no EF mediante a antecipaÃÃo de prÃticas de escrita, numa perspectiva restrita do prÃprio processo de alfabetizaÃÃo das crianÃas. The present research intended to analyze how the strategies of curricular articulation used in a Fortaleza's municipal public school, in the last year of Early Childhood Education, which aim to give continuity to the development of a child in his transition to the first year of Basic Education, get materialized, considering the perspectives of the several segments of school community about this process. In Brazil, the moments of school transition stand out from the changes in the organization of Early Childhood Education, such as the extension of Basic School period, from eight to nine years, and the increasing in the required period of scholarity, from nine to fourteen years. The child's transition from Early Childhood Education to Basic Education is a delicate step in his school path, and may result in negative consequences to the individuals' development and learning (LERNER, 1996 apud FORMOSINHO, ARAÃJO, 2004). Therefore, this transition is a process that requires the planning of actions that can articulate the curricular models, as well as a reassessment about the teacher's pedagogic practice in relation to children (ZABALZA, 2007). This is a qualitative ethnographic research developed by the study of the case (BOGDAN, BIKLEN, 1994) of a class belonging to the last year of Early Childhood Education. For construction of the data, observations were made in order to get to know the current curriculum in this moment of transition, and interviews were conducted with the three segments of subjects (school staff, families and children) in order to assimilate their perspectives about the phenomenon. The research's data were analyzed in light of Developmental Psychology (WALLON, 1971, 2007) and the prospects of Formosinho (1998, 2008) and Zabalza (1998, 2007). The results show that the educational experiences of children in the Vida de CrianÃa School mainly focus on reading and writing activities, for which most of the time is destined. As a result of this priority, the jokes, the interactions, the participation of children and the activities involving other areas of knowledge, such as natural sciences and art, acquire little relevance in the school context. Thus, the analysis made of the pedagogical practices leads to the objective of adequately preparing Early Childhood Education, in order to prevent school failure in Basic Education by the anticipation of writing practice, taking into consideration that it is a restricted view of the process itself of children's literacy.

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Rodriguez, Diana. "The induction period of nine beginning physical education teachers in Puerto Rico /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848522.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995. Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).

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Klein, Sylvie Bonifacio. "Ensino fundamental de nove anos no município de São Paulo: um estudo de caso." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15072011-114221/.

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A pesquisa foi motivada pela alteração da organização da educação básica por meio das Leis federais nº.11.114/05, que alterou a idade obrigatória de ingresso no ensino fundamental para seis anos de idade, e nº.11/274/06, que ampliou a duração do ensino fundamental para nove anos. Tinha-se como objetivo analisar a implementação do ensino fundamental de nove anos na rede municipal de São Paulo. Para tanto, foi realizado um estudo de caso em uma turma de 1º ano do ensino fundamental de nove anos, em escola da rede municipal, visando articular as orientações e normatizações da política nacional, sua adequação em nível municipal e sua realização no cotidiano da escola. Como forma de contextualizar o objeto de pesquisa abordou-se aspectos históricos da ampliação do ensino fundamental e buscou-se referências sobre a etapa até então responsável pelo atendimento das crianças de seis anos: a educação infantil. Foram levantados exemplos de experiências de ensino fundamental de nove anos anteriores à alteração nacional, bem como a relação das mudanças estudadas com o financiamento da educação básica. Foi feito levantamento documental sobre o tema nas normatizações nacionais, estaduais de São Paulo e municipais, a fim de subsidiar as análises dos dados da pesquisa de campo. O estudo realizado permite afirmar que a maioria das crianças de seis anos, até a alteraçãoda legislação, estava matriculada em alguma instituição, sendo a etapa da educação infantil a que concentrava a maioria das matrículas. Durante o 1º semestre de 2010, foi feita observação em uma turma de 1º ano de escola da rede municipal e realizadas entrevistas com os sujeitos envolvidos com a mudança: professoras, crianças, mães e representante da equipe gestora da escola. Partindo do referencial teórico do campo da educação infantil e considerando a necessidade da consolidação de uma pedagogia da infância, os dados revelaram que não houve a reestruturação do ensino fundamental a partir do ensino fundamental de nove anos, mas sim a antecipação de práticas de alfabetização antes realizadas na 1ª série do ensino fundamental com oito anos de duração. Também não houve espaço para participação das crianças e dos adultos envolvidos na definição da política e sua implementação. The motivation of this research was the change of the organization of basic education by the federal lows nº. 11.114/05 that changed the mandatory age of entry into the elementary school at the age of six, and nº.11/274/06 that enlarged the duration of elementary school to nine years. This research aimed to analyze the implementation of the nine years elementary school in São Paulos public education system. In order to achieve this aim a study case was performed with a 1st year class of the new elementary school organization, in a public school, aiming to verify the integration of national policies guidelines and norms, yours adequacy at municipal level and its achievement in the school routine. In order to contextualize the research subject it deals with the historical feature of elementary schools enlargement and with kindergarten, which has been responsible for six years of childrens education. Examples of nine years elementary school organization that happened before the national change were collected, as well as the relation between these changes and basic education funding. A documentary research was made about the subject in a national level, state level and municipal level in order to support the data analyses collected in field work. The research data allows us to declare that most of the six years old children, until the change of national low, were enrolled in some kind of institution, most of them in kindergartens. The observation of a public schools 1st year class was performed in the first semester of the year 2010, as well as interviews with those who were involved with the change: teachers, children, mothers and directors of the school. Using the childhood education field as the theoretical basis and considering the need of a childhood pedagogy, the data shows that a reconstruction of the elementary school considering its enlargement did not happened, instead earlier literacy practices of the 1st grade of the eight years elementary school were anticipated. The data also shows that children and adults involved of this new model did not have the chance to participate in the definition and implementations process.

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Barbosa, Ana Flávia Miranda. "A importância do letramento emergente no processo de alfabetização: em foco o primeiro ano do ensino fundamental." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22062012-095228/.

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Esta pesquisa tem como objetivo investigar a influência do letramento emergente no processo de alfabetização em um grupo de alunos que cursaram o primeiro ano do Ensino Fundamental de nove anos em uma escola municipal em Santa Isabel. Tendo constatado a necessidade da recuperação lúdica do letramento emergente para estas crianças, buscamos desenvolver atividades que contemplassem habilidades orais, escritas e leitoras, sempre tendo em mente, o desenvolvimento do letramento que permeava tais habilidades. Com a crença no fato de ser o letramento fundamental na constituição de um cidadão que se posicione criticamente na sociedade, desenvolvemos, por meio de uma pesquisa-ação, um trabalho que buscou ampliar o letramento dos alunos, possibilitando uma passagem pelo processo de alfabetização da maneira mais natural possível, tencionando amenizar as eventuais diferenças existentes devido a fatores sócio-culturais, quando do ingresso destes alunos no Ensino Fundamental. Para tanto, lançamos mão de recursos como: diário de bordo com anotações detalhadas sobre o desenrolar das atividades ao longo das aulas, questionários sócio-culturais com as famílias dos alunos, e entrevistas com algumas mães, além de portfólios e atividades diagnósticas recolhidas ao longo dos anos letivos de 2009 e 2010. Autores como Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira, entre outros, constituem a fundamentação teórica a partir da qual esta pesquisa foi desenvolvida. A análise dos dados aponta para o fato de que, quando uma criança tem a possibilidade de experimentar eventos de letramento em sua primeira infância, essas vivências a conduzem por um processo de alfabetização sem grandes dificuldades, entretanto, a análise dos dados também nos indica que, embora este processo se desenvolva quase que naturalmente, alguns sujeitos da pesquisa fogem a ele, o que nos permite vivenciar uma riqueza de possibilidades própria da diversidade humana. This research aims to show the influence of literacy in the process of emergent literacy in a group of students from the first level of the elementary school in Santa Isabel. Based on the search for the playful recovery of emergent literacy, we seek to develop recreational activities addressed to writing, reading and oral skills, always bearing in mind the development of the inner literacy skills. With the belief that literacy is crucial in the formation of a citizen who is critically positioned in society, We tried to developed through an action-search, a work that aimed to improve the literacy of students in order to allow a passage through the process of acquiring literacy the most natural way possible, seeing minimized any differences due to existing socio-cultural factors, previous to the admission of students in elementary school. For this purpose we used features such as diary book with detailed notes on the conduct of activities throughout the school, socio-cultural research with the students families and interviews with some mothers, as well as portfolios and diagnostic activities collected over the academic years of 2009 and 2010. Authors such as Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira among others, constitute the scope on which this study was developed. The data analysis points to the fact that when a child has the chance to experience literacy events in his early childhood, these experiences lead to a process of literacy without major difficulties, however, the data analysis also indicates that, although this process develops almost naturally, some research subjects flee to it, allowing us to experience the wealth possibilities of human diversity itself.

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Leme, Andressa Caroline Francisco. "Agora é para alfabetizar, sim ou não? : análise dos discursos especializados sobre a idade certa para iniciar a alfabetização no contexto da ampliação do ensino fundamental para nove anos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-17102015-183713/.

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Esta pesquisa tem como objetivo efetuar uma análise dos discursos especializados sobre as relações entre a infância e a cultura escolar letrada a partir da perspectiva de Michel Foucault. Mais precisamente, busca-se examinar os discursos sobre a idade mais adequada para o início do processo de alfabetização, que marca a passagem da educação infantil para o ensino fundamental. O interesse pelo tema justifica-se tendo em vista a recente ampliação do ensino fundamental para nove anos, com a antecipação do ingresso no primeiro ano, que passou a ocorrer aos seis anos e não mais aos sete anos de idade. Esse fato gerou uma série de discussões pedagógicas acerca das consequências dessa mudança para as crianças de seis anos, que anteriormente frequentavam a educação infantil e passaram a frequentar o ensino fundamental. A partir do estudo de documentos oficiais e revistas pedagógicas destinados à formação docente, pretende-se identificar os argumentos mobilizados nos discursos para a defesa de uma idade mais indicada para o início do processo de alfabetização. A análise evidenciou que os discursos sobre o tema caracterizam a educação infantil e o ensino fundamental como duas culturas escolares distintas. A educação infantil é concebida como uma etapa da escolarização que tem como propósito favorecer o desenvolvimento infantil espontâneo, de modo que todo aprendizado realizado nessa etapa, inclusive o da leitura e da escrita, deve partir do interesse e da curiosidade das próprias crianças. O ensino fundamental, por sua vez, destina-se à formação do estudante por meio do ensino sistemático das disciplinas escolares definidas no currículo. This research aims to make an analysis of the specialized discourse on the relationship between childhood and schools literate culture, from Michel Foucault\'s perspective. More precisely, it seeks to examine the speeches on the most appropriate age for the beginning of literacy process, which marks the transition from preschool to elementary school. The importance of this subject is justified in view of the recent expansion of primary education to nine years, with the anticipation of entering the first year, which now occur at six and no more at seven years old. This has raised a number of pedagogical discussions about the consequences of this change for children that are six years old, who previously attended kindergarten and began to attend the elementary school. From the study of official documents and pedagogical journals for teachers training, the analysis intended to identify the arguments deployed in the speeches for the defense of a more appropriate age for the beginning of the literacy process. The analysis showed that the speeches on the subject characterize the kindergarten and elementary school as two different school cultures. Early childhood education is conceived as a stage of schooling that aims to foster the spontaneous child development, so that all learning undertaken at this stage, including reading and writing, should start from the interest and curiosity of the children themselves. The primary school, in turn, is intended for the formation of the student through the systematic teaching of school subjects defined in the curriculum.

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Silva, Viviane Aparecida da. "Participação e expressão das culturas infantis no primeiro ano do ensino fundamental de nove anos: possibilidade de escuta das crianças." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9804.

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Made available in DSpace on 2016-04-27T14:31:26Z (GMT). No. of bitstreams: 1 Viviane Aparecida da Silva.pdf: 1731175 bytes, checksum: b2f3ad37cb635c6274b6035c8e84af84 (MD5) Previous issue date: 2014-10-30 This research aimed to understand the extent to which happens the participation and expression of children's cultures in a class of the new first year of elementary school. The investigation was conducted in a public school in the East area of Curitiba and was theoretically supported by studies of the Sociology of Childhood that has contributed to the understanding of children, exploring concepts that point to a conception of the child agent, competent and culture producer. The theoretical basis was complemented by guidance documents from the Ministry of Education and the National Council of Education for the implementation of the new first year, as well as critics of the curriculum. The methodology was the qualitative approach, with procedures including systematic observation, semi structured interviews, document analysis, and listen to the children, seeking to understand how they give sense to school experience. The study showed that traditional and new school models coexist in a controversial manner in the same space, and it was observed that the focus on body control; the fragmentation of disciplines and time and space; and the content transmitted by repetition cause suffocation of the participation and expression of children's cultures. From the data analysis, it was concluded that there are efforts to change the adult-centered culture, but what prevails in the new first year is the reproduction of a curriculum centralized in the voice and in the decisions of the teacher, going against the studies on childhood that point to an active, participatory, creative and curious conception of child that is able to develop their autonomy. This study intends to contribute to reflections on the social function of school education in the subject formation and in the challenge of implementing a new curriculum for the new first year A presente pesquisa teve como objetivo entender em que medida acontece a participação e a expressão das culturas infantis em uma turma do novo primeiro ano do ensino fundamental. A investigação foi realizada numa escola pública da zona leste de Curitiba e tomou como amparo teórico os estudos da Sociologia da Infância, que têm contribuído para o entendimento sobre as crianças, explorando conceitos que apontam para uma concepção de criança agente, competente e produtora de cultura. A fundamentação teórica foi complementada por documentos orientadores do Ministério da Educação e do Conselho Nacional de Educação para a implantação do novo primeiro ano, e de críticos do currículo. A metodologia teve abordagem qualitativa, com procedimentos que incluíram observação sistemática, entrevistas semiestruturadas, análise documental e escuta das crianças, para compreender como buscam dar sentido à experiência escolar. O estudo desvelou que modelos escolares tradicionais e novos convivem conflituosamente no mesmo espaço, e permitiu observar que o foco no controle corporal; na fragmentação de disciplinas e de tempos e espaços; e no conteúdo transmitido por meio da repetição ocasionam um sufocamento da participação e da expressão das culturas infantis. A partir da análise dos dados, concluiu-se que há esforços para se mudar a cultura adultocêntrica, porém o que prevalece no novo primeiro ano é a reprodução de um currículo centralizado na voz e nas decisões do professor, negando os estudos sobre a infância que apontam para uma concepção de criança ativa, participativa, curiosa e criativa, com competência para desenvolver sua autonomia. Este estudo pretende contribuir para reflexões acerca da função social da escola na formação do sujeito e do desafio de se implantar um novo currículo para o novo primeiro ano

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Birch, Fabiana. "A ampliação do ensino fundamental para nove anos e o ensino de leitura e escrita nos anos iniciais no município de São João - PR." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/957.

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Made available in DSpace on 2017-07-10T16:27:58Z (GMT). No. of bitstreams: 1 Fabiana Birch.pdf: 3403742 bytes, checksum: 5b27fcdde63c325332c6c82b0b84ca84 (MD5) Previous issue date: 2014-07-01 This study has been developed from problematizations about the enlargement of Elementary Education (EE), to nine years lasting, referring to reading and writing teaching in the Early Years of learning. The aim was to analyze, with the teachers of 5th and 6th grades of this academic stage, in São João, PR, the relationships of this new organization of EE and the reading and writing learning process. The survey took place from 2012 to 2013 and involved all eleven state and municipal schools which offer 5th and 6th grades in this town. It was interviewed sixteen people with semistructured questions - six state teachers of Portuguese Language in the 6th grade, seven municipal teachers of the 5th grade (AIEF ), a municipal pedagogy teacher, the municipal secretary of education and the responsible for AIEF of nine years at Núcleo Regional de Pato Branco. The studied documents were the Pedagogical Proposition of schools for AIEF of the organization lasting eight and nine years of studying at elementary school in São João County; internal data of the institutions, referring to the ages and the scholar learning of Portuguese Language, the classes from 2011, 2012 and 2013, of 4th and 5th grades and 5th and 6th grades. The data were analyzed based on the assumptions of historical materialism as a theoretical-methodological approach that enabled a reflection upon a the research object, considering it in its entirety, relationships and contradictions, and historical and cultural assumptions of language studies, by Vygostki and Bakhtin, who understand the language as a social phenomenon, resulting from the cultural dimension of human experience and constituent subjects. The results of this study show that, with the implementation of Elentary Education of nine years lasting in the São João, the guidelines related to the adoption of learning cycles, as proposed for integral formation of students, received emphasis only in the first three AIEF grades , not contemplating the following grades (4th, 5th, 6th, 7th, 8th and 9th grades); there wasn´t reorganization of school content for classes of 5th grade; there wasn´t planning meetings between state and local teachers reported; and also there was no training for education professionals so it didn´t gave the support for schools and teachers to make the effective transition. This study also pointed improvement in students performance; changes on teachers' practices aiming a more contextualized and dynamic teaching, able to explore the textual diversity, with more time on reading and producing texts, than, specifically, the normative language teaching; inclusion of specific teaching content of literacy in the reorganized PPC; improved mastery of the written code with regard to the technical issues of writing students who arrive at 5th and 6th grades; and greater interest in reading. Such positive results in teaching and learning of reading and writing are situated in a historical context multidetermined and beyond the simple relation with the expansion of the time spent in school and its obligation, they may have been influenced by other programs and educational policies. However, the cultural-historical perspective that justified this search, it is recognized that when children get into school earlier, they have enlarged their possibilities of relations with the written culture and thus made possible the expansion of their learning. Este estudo se desenvolveu a partir de problematizações sobre a ampliação do Ensino Fundamental (EF), para nove anos de duração, referentes ao ensino de leitura e escrita nos Anos Iniciais. O objetivo foi analisar, junto às professoras de 5º e 6º anos dessa etapa escolar, do município de São João, PR, as relações dessa nova organização do EF com a aprendizagem de leitura e escrita. A pesquisa foi realizada no período de 2012 a 2013 e envolveu todas as onze escolas estaduais e municipais que ofertam 5º e 6º anos, no município. Foram realizadas entrevistas semiestruturadas com dezesseis sujeitos - seis professoras estaduais de Língua Portuguesa no 6º ano, sete professoras municipais do 5º ano (AIEF), uma pedagoga da rede municipal, uma secretária de educação do município e a responsável pelos AIEF de nove anos do Núcleo Regional de Educação de Pato Branco. Os documentos analisados foram as Propostas Pedagógicas Curriculares dos AIEF da organização de oito e de nove anos do EF no município; dados internos das instituições, referentes às idades e ao aproveitamento escolar em Língua Portuguesa, das turmas de 2011, 2012 e 2013, de 4ª e 5ª séries e 5º e 6º anos. As informações coletadas foram analisadas a partir dos pressupostos do materialismo histórico, como opção teórico-metodológica que possibilitou uma reflexão sobre o objeto de pesquisa, considerando-o em sua totalidade, relações e contradições, e pressupostos histórico-culturais dos estudos da linguagem, de Vigostki e Bakthin, que compreendem a língua como fenômeno social, resultante da dimensão cultural da experiência humana e constituinte dos sujeitos. Os resultados apontam que, com a implantação do Ensino Fundamental de nove anos no município de São João, as orientações referentes à adoção dos ciclos de aprendizagem, como proposta de formação integral dos estudantes, recebeu ênfase apenas nos três primeiros anos dos AIEF, não contemplando os anos seguintes (4º, 5º, 6º, 7º, 8º e 9º anos); que não houve reorganização dos conteúdos escolares para as turmas de 5º ano; não foram relatados momentos de planejamento conjunto entre professores municipais e estaduais; e que as formações destinadas aos profissionais da educação não atenderam às necessidades das escolas e professores, para efetuar a transição. Apontam, também, melhoria no desempenho dos estudantes; alteração das práticas docentes em função de um ensino mais contextualizado e dinâmico, capaz de explorar a diversidade textual, com maior tempo dedicado à leitura e produção de textos, do que, especificamente, ao ensino normativo da língua; inclusão de conteúdos de ensino específicos da alfabetização na PPC reorganizada; melhora do domínio do código alfabético no que se refere às questões técnicas de escrita dos alunos que chegam aos 5º e 6º anos; e maior interesse pela leitura. Tais resultados positivos no ensino e aprendizagem de leitura e escrita situam-se em um contexto multideterminado historicamente e ultrapassam a simples relação com a ampliação do tempo de permanência na escola e sua obrigatoriedade e podem ter sido influenciados por outros programas e políticas educacionais. Contudo, pela perspectiva histórico-cultural que fundamentou a pesquisa, reconhece-se que, ao ingressarem na escola mais cedo, as crianças têm ampliadas suas possibilidades de relações com a cultura escrita e, consequentemente, possibilitad a a ampliação de suas aprendizagens.

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Samways, Andréia Manosso. "ENSINO FUNDAMENTAL DE NOVE ANOS:DIMENSÕES POLÍTICAS E PEDAGÓGICAS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1326.

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Made available in DSpace on 2017-07-21T20:31:56Z (GMT). No. of bitstreams: 1 AndreiaSamways.pdf: 2794744 bytes, checksum: 298c4c3f8a0e5866f57b90bb7ef304f7 (MD5) Previous issue date: 2012-02-29 Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná The research aimed to analyze the educational policy‟s expansion of Nine-Year Basic Education and relate it to the pedagogical practices developed in the first grade classes of Elementary School of Nine Years. We selected three schools, a network of private and two public municipal city of Ponta Grossa / PR. The research required to establish relationships between the educational practices of schools and the guidelines issued by official bodies such as MEC and SEED / PR, enabled us to identify conceptions of childhood, child and schooling that permeate the discourse and practices of teachers. To meet the objectives of the research, it was used as methodology the participant observation for data collecting, with logbook record and questionnaires to principals, teachers and educators. The subjects were children, teachers, educators and principals of the first grade of Elementary School of Nine Years who work in these schools. In the first chapter, it was made the mapping of the research on the subject, recorded in the database of CAPES. The second chapter covers the history of compulsory education in Brazil and the expansion of the Law in ES. We used theoretical contributions of Heller (1992); of Forquin (1993), de Certeau (1997) and Geertez (2008) to discuss daily life and school, McLaren (1992), Bourdieu (1998) and Foucault (2010) to work the concepts of culture, power, discipline and resistance of teachers and students in practices, the consequences of the subjectivity of the subject. The study made it possible to understand that teaching practices in certain educational fields are not in line with the singularities of the age group of children in the first grade of Elementary School of Nine Years. There was a disruption and a further restructuring in school life, however, an implementation, full of insecurities, doubts and discomfort experienced especially by the teachers of the first grade. This suggests that the educational process defined for classes of the first grade needs to be rethought. The research concluded that the policy of expansion of the Nine Year Basic Education has brought benefits to children of six years old, but still needs to be legitimized the respect to the uniqueness of the age group of children in primary education schools. There is a need to pay attention for first grade classes, to review the practices of literacy, understanding the resistance teachers and students present to establish new times and spaces in which the play, the uniqueness of childhood, is present in the child‟s schooling process. A pesquisa teve como principal objetivo analisar a política educacional de ampliação do Ensino Fundamental relacionando-a com as práticas pedagógicas desenvolvidas nas classes do primeiro ano do EFNA. Foram selecionadas três escolas, uma da rede privada e duas públicas da rede municipal da cidade de Ponta Grossa/PR. A investigação exigiu estabelecer relações entre as práticas pedagógicas das escolas e as orientações emanadas dos órgãos oficiais como o MEC e a SEED/PR, possibilitou identificar concepções de infância, criança e escolarização que permeiam os discursos e as práticas das professoras. Para atender aos objetivos da pesquisa utilizou-se como metodologia para a coleta de dados a observação participante com registro em diário de bordo e aplicação de questionários aos diretores, pedagogos e professoras. Os sujeitos da pesquisa foram crianças, professoras, pedagogos e diretores do primeiro ano do EFNA, que atuam nas referidas escolas. No primeiro capítulo, fez-se o mapeamento das pesquisas sobre a temática, registrados no banco de dados da CAPES. O segundo capítulo traz o histórico da educação obrigatória no Brasil e a Lei da ampliação do EF. Como fundamentação teórica utilizou-se das contribuições de Heller (1992); de Forquin (1993); de Certeau (1996) e de Geertez (2008) para discutir o cotidiano e a escola; de McLaren (1992); de Bourdieu (1998) e de Foucault (2010) para trabalhar os conceitos de cultura, poder, disciplina e resistência observadas nas práticas docentes e discentes e, as consequências da subjetivação dos sujeitos. O estudo tornou possível compreender que as práticas pedagógicas em determinados campos educacionais não estão em consonância com as singularidades da faixa etária das crianças do primeiro ano do EFNA. Houve uma desestruturação e uma nova reestruturação no cotidiano escolar, porém, uma implementação com desconfortos, repleta de dúvidas e muita insegurança vivenciada especialmente pelas professoras dos primeiros anos. Isso aponta que o processo pedagógico definido para as classes do primeiro ano precisa ser repensado. A pesquisa concluiu que a política de ampliação do Ensino Fundamental de Nove Anos trouxe benefícios às crianças de seis anos, mas ainda necessita ser legitimado o respeito à singularidade da faixa etária da criança no cotidiano das escolas. Há necessidade de se voltar o olhar para as classes do primeiro ano, no sentido de rever as práticas de alfabetização, compreender as resistências docentes e discentes para estabelecer novos tempos e espaços em que o brincar, singularidade da infância, esteja presente no processo de escolarização da criança.

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Catanante, Ingrid Thaís. "A organização do ensino de matemática no primeiro ano do ensino fundamental." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-16092013-163544/.

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A presente investigação se vincula a pesquisa contemplada pelo Projeto Observatório da Educação intitulada: Educação matemática nos anos iniciais do Ensino Fundamental: Princípios e práticas da organização do ensino\". Esta pesquisa é realizada pelo Grupo de Estudo e Pesquisa sobre Atividade Pedagógica GEPAPe/FEUSP e objetiva investigar as relações entre o desempenho escolar dos alunos, representado pelos dados do INEP, e a organização curricular de matemática nos anos iniciais do ensino fundamental. Nossa participação está voltada para a organização do ensino de matemática no contexto da ampliação do ensino fundamental para nove anos no Brasil. A promulgação da Lei de n° 11274/2006, que dispõe a duração do ensino fundamental de nove anos, conduz a relevantes questões para o cenário educacional atual, pois, além de consolidar a política de ampliação do acesso à educação às crianças de 6 anos, é importante assegurar a elas um processo educativo que respeite o tempo da infância e seja consoante à adequação tanto das condições materiais quanto da organização pedagógica, tendo em vista a formação integral da criança. Neste sentido, pretendemos caracterizar a organização do ensino de matemática no primeiro ano do ensino fundamental, a partir de três principais eixos: dos principios, das propostas e do material didático. Apresentamos, inicialmente, os princípios representados pelos documentos legais e de orientação oficial para o ensino de nove anos. As propostas serão indicadas por documentos da Secretaria Municipal de Educação que se constitui o lócus desta pesquisa e por orientações do material didático adotado pela mesma rede. Para observar aspectos da atividade pedagógica, direcionamos nosso olhar para os exercícios de matemática selecionados no material didático voltado ao primeiro ano do ensino fundamental. Esta base material nos dará subsídios para investigar como os princípios e as propostas que orientam a organização curricular no ensino de nove anos se apresentam nos conteúdos propostos no material didático, tornando legítimo, na escola, o que é legalizado pelos documentos, no percurso de efetivação do currículo. Nossos resultados indicam a não existência de um projeto de educação matemática para a infância, bem como a ausência de propostas que contemplem a educação das crianças de 6 anos no ensino fundamental. Portanto, a implantação do ensino de nove anos, vista por muitos como a esperança de um movimento de renovação curricular, se estabeleceu como síntese de um fazer pedagógico direcionado para antecipar as necessidades do mercado e do capital no âmbito de um projeto de sociedade capitalista. The following research is part of a major research made by the Educational Observatory Project entitled: Math education in elementary school initial years: Teaching practices and principles organization. This research is developed by the Pedagogic Activities Research Group GEPAPe/FEUSP and its goal is to investigate the relations between school performance of the students, presented by INEP data, and math curriculum organization in elementary school initial years. Our participation is on organizing math teaching amplifying elementary school teaching to nine years in Brazil. The promulgation of the Law n° 11274/2006, that disposes about the continuance of nine years teaching, conducts to important questions to the present scenario, because, beyond of consolidating the amplification of access to education to 6 years old children, is import to ensure them an educational process that respects the childhood time according to the adequacy of material conditions as much as pedagogical organization, owing to the child development. In this sense, our intent is to characterize math teaching organization in the first year of elementary teaching, from three main subjects: principles, proposals and didactic materials. We present, initially, legal documents principles and official orientation to nine years education. The proposals will be indicated by the City Educational Secretary that is the data of this research and didactic material used by this same Secretary. To observe pedagogical activities aspects, our focus were in math exercises selected from the didactic materials to elementary school first grades. This base material will give us data to investigate how the principles and proposals that guides curriculum organization in nine years teaching are presented in the content proposed into the didactic material, legitimizing, into school, what is legalized by documents, in the course of realization of the curriculum. Our research results in a lack of math education project in infancy, as well as a lack of proposals that contemplates 6 years old students education in elementary school. Therefore, the implantation of nine years teaching, seen by many as curriculum renovation hope, has established as educational synthesis directed to anticipate the needs of market and capitals in a capitalist scope.

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Cavalheiro, Caroline Battistello. "Inserção da criança de seis anos no ensino fundamental : do currículo prescrito ao currículo em ação em uma escola da rede privada de Florianópolis - SC (2006-2013)." Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/1005.

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Made available in DSpace on 2016-12-08T16:35:06Z (GMT). No. of bitstreams: 1 115895.pdf: 1743148 bytes, checksum: 739f95c4575ed3465202f24cb4fdcf80 (MD5) Previous issue date: 2014-02-27 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Based on the theory and curriculum analysis of Gimeno Sacristan (2000), this research aims to reflect on curricular prescription - the inclusion of six year old children in brazilian elementary education was presented to the teachers, formed in the Political Pedagogical Project and put into action by teachers of a private school in the city of Florianopolis between 2006-2013. The researched school has confessional character and serves approximately 500 elementary and high school students. The research was based on the analysis of two documents proposed by MEC: "Guidance for the inclusion of Six Year Old Children" (BRASIL, 2007) and "Six year old children, the written language and the Nine-Year Elementary Education" (BRASIL, 2009). It is understood that an operative expression of the prescribed curriculum and the political pedagogical project of the school for the years 2001, 2007 and 2013, and seven notebooks from first year students from 2008 to 2012. Specifically, with respect to prescriptive documents and notebooks was privileged information regarding on the topic of literacy to perform the analysis. The research included interviews and a questionnaire to collect data. Interviews were conducted with two coordinators and a teacher of the institution, and the questionnaire was conducted for a former coordinator. From these results, it was possible to observe two agencies who were responsible for taking guidance on the prescribed curriculum of the institution: Editora Positivo and the Trade Union of Private Schools of Santa Catarina (SINEPE / SC). The question about how the institution had organized to adapt and adopt the official prescriptions for six year old children included in early childhood education, indicators of three core features were found:search for external consulting, using childhood education references and a relative presence of teachers during the process of developing an organizational document - PPP. The analysis of school notebooks had specific tasks which were heavily focused on the systematic and mechanical teaching of the units of written language, with little emphasis on productive and creative activities . Alicerçada na teorização e análise curricular de Gimeno Sacristán (2000), esta pesquisa objetiva refletir sobre como uma prescrição curricular a inserção da criança de seis anos no ensino fundamental brasileiro - foi apresentada aos professores, modelada no Projeto Político Pedagógico e posta em ação pelos professores de uma escola privada do município de Florianópolis, no período de 2006 a 2013. A escola pesquisada possui caráter confecional e atende a aproximadamente 500 estudantes do Ensino Fundamental e Médio. A pesquisa partiu da análise de dois documentos propostos pelo MEC: Orientação para a Inclusão da criança de seis anos de idade (MEC, 2007) e A criança de 6 anos, a linguagem escrita e o Ensino Fundamental de Nove Anos (MEC, 2009), aqui entendidos como expressão operativa do curriculo prescrito e dos projetos políticos pedagógicos da escola referentes aos anos de 2001, 2007 e 2013 e de sete cadernos de alunos do 1° ano com datas de 2008 a 2012. Especificamente com relação aos documentos precritivos e aos cadernos foi privilegiado a temática da alfabetização para realizar a análise. As investigação contou com entrevistas e com um questionário para a coleta de dados. As entrevistas foram realizadas com duas coordenadoras e com uma professora da instituição e o questionário foi realizado com uma ex-coordenadora. A partir dessas referências foi possível observar dois agentes responsáveis por levar orientação sobre o currículo prescrito para a instituição pesquisada: a Editora Positivo e o Sindicato das Escolas Particulares de Santa Catarina (SINEPE/SC). Sobre a forma pela qual a instituição se organizou para adaptar e adotar as prescrições oficiais, quando da inserção da criança de 06 anos no ensino fundamental, foram verificados indícios com três características centrais: busca por consultoria externa, utilização de referências da Educação Infantil e uma relativa presença dos professores no processo de elaboração do documento organizativo PPP. A análise dos cadernos escolares aponta para tarefas excessivamente focadas no ensino sistemático e mecânico das unidades da língua escrita, com pouca ênfase em atividades de produção e criação.

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Thomé, Andréa Cristine Mesquita Bergamasco. "Ensino Fundamental de nove anos: dificuldades enfrentadas e aprendizados construídos por gestores e professores." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-22102013-152939/.

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A temática da ampliação do ensino fundamental de oito para nove anos, em obediência à legislação em vigor - Lei n. 11.114/ 2005 e Lei n. 11.274/2006 -, vem produzindo debates e posições antagônicas frente à obrigatoriedade da inserção da criança de seis anos no ensino fundamental. O presente estudo, de caráter qualitativo, defende a necessidade de se compreender, na concretude da implementação dessa proposta, quais as dificuldades enfrentadas, algumas soluções buscadas e aprendizados construídos pelos envolvidos nessa ampliação. A investigação toma como base a realidade de uma rede de ensino de um município em processo de implantação do ensino fundamental de nove anos. Utilizou-se como fonte principal de material empírico entrevistas semiestruturadas realizadas com cada participante no início, no meio e no final do ano letivo. Os participantes são: a supervisora da secretaria municipal de educação; profissionais das três escolas do município - uma coordenadora e uma professora de primeiro ano de cada escola. O referencial teórico-metodológico do trabalho orienta-se pelos pressupostos da perspectiva da Rede de Significações. O processo de análise seguiu a redação orientada por sete eixos: 1-Condições oferecidas; 2- O sujeito do ensino fundamental de nove anos: a criança de seis anos; 3- Currículo; 4- Material didático adotado/centralidade na alfabetização; 5- Acompanhamento e formação; 6- Avaliação da ampliação/Adaptação?; 7- Aprendizados construídos. As falas das participantes são entendidas como um meio de se compreender os sentidos e significações que foram sendo construídos ao longo do ano no processo de implantação da nova política educacional. Encontramos nas falas das participantes o despreparo dos envolvidos - gestores, professores e funcionários - e a ausência de organização prévia para receber a criança de seis anos, o que gerou dificuldades de várias ordens: de infra-estrutura; na organização de tempos e espaços escolares; no processo de acompanhamento e avaliação do trabalho; na ação pedagógica das professoras. Essas dificuldades levaram o município estudado a adotar um material didático terceirizado, caracterizando para a rede e seus profissioanais uma novidade adicional. Apesar das dificuldades, são afirmadas importantes aprendizagens que foram sendo construídas nas relações vivenciadas com as crianças que trouxeram ritmos e demandas específicas. Essas especificidades impactaram concepções e sentidos das participantes entrevistadas. Os aprendizados construídos nesse processo podem ser apoio a novas experiências e contribuir para importantes reflexões envolvendo a extensão do ensino fundamental para nove anos e a consequente inserção da criança de seis anos nesse nível educacional, bem como pontos de discussão de outras reformas que, certamente, virão. The theme of extending elementary school cycle from eight to nine years, thus obeying ruling Law 11.114/ 2005 and Law 11.274/2006, has been debated and had antagonistic positions due to the mandatory entrance of six-year-olds in elementary school. The present study, in a qualitative character, defends the need to understand, in the concreteness of implementing this proposal, some difficulties which are faced, some solutions which are searched and learnings built upon by those involved in this extension. The study has as its base the reality of a municipal school network in a town which is undergoing a process of implementation of the nine-year elementary school cycle. The use of semi-structured interviews with each participant at the beginning as main empiral material, in the middle and at the end of the school year were used. The participants are: the municipal Education secretary supervisor; professionals from three municipal schools - a coordinator and a first grade teacher from each school. This study\"s theoretical and methodological reference is based upon the documents of the Significance Network (Rede de Significações) perspective. The analysis process was oriented by seven pillars: 1 - Material conditions; 2 - The elementary school 9 subject: the six-year old child; 3 - syllabus; 4 - teaching material adopted / centrality in literacy; 5 - Observation and assessment; 6 - Expansion assessment / Adaptation?; 7 - Built learnings. The participants\" speech is understood as a means of understanding the meanings and significances which were being built throughout the process of implementing the new educational politics. We found, in the participants\" speech, the lack of preparation in those involved - principals, teachers and staff - and the lack of previous organization to welcome a six-year old child, which brought about difficulties of several types: infrastructure, time management and school spaces, in the process of follow-up and assessment of work and teachers\" teaching performance. These difficulties made the town which was studied to adopt an outsourced teaching material, thus bringing novelty to the network. In spite of difficulties, important learnings are affirmed, which have been shared with the children and brought specific rhythms and demands. These specificities clashed with conceptions and meanings from the participants who were interview. The learnings built in this process can be the support to new experiences and contribute to important considerations which involve the implementing of the nine-year elementary school cycle and the consequent entrance of a six-year old child in this educational level, as well as points of discussion of other restructures which will certainly come.

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Mendes, Joelma de Souza Costa. "Perspectivas e entraves dos professores que trabalham com os três primeiros anos do ensino fundamental de nove anos no Brasil: o caso das Escola Públicas do Município de Macapá." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11524.

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O presente estudo teve como grande finalidade identificar os entraves e as perspectivas dos professores e dos coordenadores pedagógicos que no ano letivo de 2010 trabalhavam com os três primeiros anos do ensino fundamental de nove anos em Escolas Públicas do Município de Macapá, Estado do Amapá, Brasil. O estudo contou, em concreto, com a participação de 115 professores e 34 coordenadores pedagógicos, abrangendo 35 escolas integrantes da Secretaria Municipal de Educação do Município de Macapá, do 1º, 2º e 3º anos de cada escola pesquisada. Os dados que tornaram possível o presente estudo foram recolhidos através de um inquérito por questionário. A análise dos resultados obtidos permitiu inferir que tanto os professores quanto os coordenadores pedagógicos que atuam no sistema de nove anos, em particular nos três primeiros anos de escolaridade, requereriam um conhecimento mais amplo sobre a nova proposta e deveriam beneficiar de formação continuada mais ampla e frequente e mais específica que possam nortear as diretrizes ao atendimento da criança em seus aspectos físico, psicológico, intelectual e social. Concluiu-se que o sistema educacional do município deverá estabelecer um compromisso mais acentuado com a formação continuada dos professores e coordenadores pedagógicos, contribuindo, assim, para atender melhor o aluno, nomeadamente a criança dos três primeiros anos do Ensino Fundamental, na sua aprendizagem; ### ABSTRACT: PROSPECTS AND BARRIERS OF TEACHERS WHO WORK WITH THE FIRST THREE YEARS OF ELEMENTARY SCHOOL OF NINE YEARS IN BRAZIL: the case of public schools in the city of Macapá This study was intended to identify major obstacles and perspectives of teachers and teacher trainers that in academic year 2010 worked with the first three years of basic education of nine years in public schools in the city of Macapá, Amapá State, Brazil The study was, in particular, with the participation of 115 teachers and 35 pedagogical coordinators covering 35 schools members of the Municipal Education Secretariat of the city of Macapá, the 1st, 2nd and 3rd year of each school studied. The data that made possible the present study were collected through a questionnaire survey. The analysis of the results allowed to infer that both the teachers and coordinators who work in educational system of nine years, particularly in the first three years of schooling, require a broader knowledge about the new proposal and should receive ongoing training and broader frequent and more specific guidelines that can guide the care of children in their physical, psychological, intellectual and social. It was concluded that the educational system of the municipality must have a commitment to ongoing training of teachers and teacher trainers thus contributing to better serve in their teaching the student.

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Câmara, Regina Celia dos Santos. "A ALFABETIZAÇÃO E O ENSINO FUNDAMENTAL DE NOVE ANOS: OS DESAFIOS DO 1º ANO." Universidade Metodista de São Paulo, 2012. http://tede.metodista.br/jspui/handle/tede/1044.

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Made available in DSpace on 2016-08-03T16:15:49Z (GMT). No. of bitstreams: 1 ReginaCelia2.pdf: 1687141 bytes, checksum: 50e7ce162b3229936883a80bf80b87cd (MD5) Previous issue date: 2012-09-27 The present study consists of a survey on the entry of children of six years in elementary education with a duration of nine years at four public schools in the state of São Paulo. As a foundation for the analysis of this educational policy, the theoretical approach is guided studies on the legislation, the concept of childhood, knowledge about the learning processes of reading and writing, training and practice of teachers. This is a qualitative research, structured analysis of propositions in official documents, in a questionnaire (for 25 teachers) and interviews with five of deepening teachers among those who answered the questionnaire. The purpose of the questionnaire and the interviews presented as objective: profiling and studying aspects of the professional life of teachers (research subjects); examine the ideas that guide their literacy practices; were prepared to analyze how this new reality, to discuss the progress and / or difficulties encountered in developing the pedagogical work with children from 1 year and analyze what they believe to be guaranteed for the successful education of these children. The research shows that include children six years in elementary school was, for the respondents, a positive measure, however, the deployment occurred without the preparation of schools and teachers. Teachers who took classes fell 1st year of the challenge, even without the structural conditions and proper training, organize time and school spaces. It was evident in the analysis, reporting about the practices of the teachers interviewed, the emphasis on literacy and literacy, although all recognize the importance of playful dimension in educational activities in the classroom. This emphasis stems from interpretations that make the determinations of the State Secretariat for Education and the indirect pressures perceived by them as the commitment to literacy in the 1st year of compulsory schooling, between them, the expectation of the school community parents and teachers the years following Elementary School. Finally, the data also show the need to ensure the training of educators, as well as discussions about the curriculum of classes for six years. O presente estudo consiste em uma pesquisa sobre o ingresso das crianças de seis anos no Ensino Fundamental com duração de nove anos, em quatro escolas públicas do Estado de São Paulo. Como fundamento para as análises desta política educacional, o referencial teórico adotado pauta-se em estudos sobre a legislação, a concepção de infância, os conhecimentos sobre os processos de aprendizagem da leitura e da escrita, a formação e a prática dos professores. Trata-se de uma pesquisa de cunho qualitativo, estruturada na análise das proposições dos documentos oficiais, na aplicação de um questionário (para 25 professoras) e realização de entrevistas de aprofundamento com cinco professoras dentre aquelas que responderam o questionário. O propósito da aplicação do questionário e da realização de entrevistas apresentou como objetivos: traçar o perfil e conhecer aspectos da vida profissional das professoras (sujeitos da pesquisa); analisar as ideias que norteiam suas práticas de alfabetização; analisar como foram preparadas para esta nova realidade; discutir sobre os avanços e/ou as dificuldades encontradas para desenvolverem o trabalho pedagógico com as crianças do 1º ano e analisar sobre o que acreditam que deve ser garantido para o sucesso da escolaridade destas crianças. A pesquisa revela que incluir as crianças de seis anos no ensino fundamental foi, para as entrevistadas, uma medida positiva, no entanto, a implantação ocorreu sem o preparo das escolas e dos professores. Aos docentes que assumiram as classes de 1º ano coube o desafio de, mesmo sem as condições estruturais e a devida formação, organizarem o tempo e os espaços escolares. Ficou evidente nas análises, acerca do relato das práticas das professoras entrevistadas, a preocupação dada à alfabetização e o letramento, entretanto, todas reconhecem a importância da dimensão lúdica nas atividades pedagógicas da sala de aula. Esta preocupação decorre das interpretações que fazem das determinações da Secretaria Estadual de Educação e das pressões indiretas percebidas por elas quanto ao compromisso com a alfabetização neste 1º ano da escolaridade obrigatória, entre elas, a expectativa da comunidade escolar pais e professoras dos anos seguintes do Ensino Fundamental. Por fim, os dados revelam, ainda, a necessidade de se garantir a formação dos educadores, bem como de discussões sobre o currículo das turmas de seis anos.

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Assis, Liliane Souza de. "As crian?as de seis anos no ensino fundamental: implica??es na organiza??o do trabalho pedag?gico de escolas municipais de Concei??o do Jacu?pe (2007-2012)." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/218.

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Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-10-01T23:47:40Z No. of bitstreams: 1 Liliane Souza de Assis.pdf: 4082156 bytes, checksum: f7cd61327c03998590b5dce3a5ecd1c7 (MD5) Made available in DSpace on 2015-10-01T23:47:40Z (GMT). No. of bitstreams: 1 Liliane Souza de Assis.pdf: 4082156 bytes, checksum: f7cd61327c03998590b5dce3a5ecd1c7 (MD5) Previous issue date: 2015-05-12 Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB This research discusses the implications of Law 11.274 / 06 in the organization of educational work to care for six year-old children inserted in elementary public schools in Concei??o do Jacu?pe, from 2007 to 2012. For this, the study elected as a matter central question: What are the implications of Law 11.274 / 2006 in the organization of educational work to care for six year-old children inserted in elementary public schools in Concei??o do Jacu?pe? In dialogue with this issue, this research aimed to analyze the implications of Law 11.274 / 2006 in the organization of educational work to care for six year-old children inserted in elementary public schools of Concei??o do Jacu?pe. The methodology is based on qualitative approach and seeks to articulate policy analysis with the processes experienced by the subjects, taking as main categories of analysis the concepts of childhood and organization of educational work. As data collection instruments, were used analysis of national and local official documents related to the object, particularly those that indicate the guidelines for education policy in the municipality, as well as semi-structured interviews with teachers who work in the first year, teaching managers and coordinators of two municipal schools, and systematic observations of educational relations established in schools in order to care for six year-old child. The data collected allow us to infer that the documents prepared by the Education City of Concei??o do Jacu?pe to implement the basic education of nine years, dialogue with the proposal of the law, with regard to operational aspects: a gradual transition from elementary school from eight to nine years' duration; cutting age for enrollment and the recast proposal of the organization of pedagogical work to care for six year-old children. The analysis of the processes experienced by the subjects in the law implementation process revealed the theoretical and methodological challenges that come into play, especially regarding the vagueness of childhood conception and organization of educational work in the statements of the subjects and the documents of the institutions; the fragility of discussions about the organization of the pedagogical work and its relationship with childhood specificities and the need for a debate, in the municipality, on for what and for whom we are educating. Esta pesquisa problematiza as implica??es da Lei 11.274/06 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe, no per?odo de 2007 a 2012. Para isso, o estudo elegeu como quest?o central de investiga??o: Quais as implica??es da Lei 11.274/2006 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe? E di?logo com esta quest?o a pesquisa teve como objetivo analisar as implica??es da Lei 11.274/2006 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe. A metodologia dotada baseia-se na abordagem qualitativa e busca articular a an?lise da pol?tica com os processos vividos pelos sujeitos, tomando como principais categorias de an?lises os conceitos de inf?ncia e organiza??o do trabalho pedag?gico. Como instrumentos de coleta de dados foram usados an?lise de documentos oficiais nacionais e locais relacionados ao objeto, particularmente os que indicam as diretrizes para as pol?ticas educacionais no munic?pio, bem como entrevistas semiestruturadas com professores que atuam no primeiro ano, gestores e coordenadores pedag?gicos de duas escolas municipais, al?m de observa??es sistem?ticas das rela??es educativas estabelecidas nas escolas com vista ao atendimento das crian?as de seis anos. Os dados coletados permitem afirmar que os documentos elaborados pelo Conselho Municipal de Educa??o de Concei??o do Jacu?pe para implanta??o do ensino fundamental de nove anos, dialogam com a proposta da lei, no que diz respeito aos aspectos operacionais: transi??o gradativa do ensino fundamental de oito para nove anos de dura??o; idade de corte para matr?culas e proposta de reformula??o da organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos. A an?lise dos processos vividos pelos sujeitos no processo de implementa??o da lei revelaram os desafios te?ricos e metodol?gicos que entram em cena, especialmente em rela??o ? indefini??o de concep??es de inf?ncia e organiza??o do trabalho pedag?gico nos depoimentos dos sujeitos e nos documentos das institui??es; ? fragilidade das discuss?es acerca da organiza??o do trabalho pedag?gico e suas rela??es com as especificidades da inf?ncia, bem como, a necessidade de um debate, no munic?pio sobre para que e para quem estamos educando.

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Pugliese, Ebe Camargo. "Implantação do ensino fundamental de nove anos e mudança educacional: estudo de duas experiências escolares no município de Taubaté/SP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01072016-102714/.

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Esta pesquisa teve como objeto de estudo a implantação da política educacional do ensino fundamental de nove anos, tal como expressa na lei federal no. 11.274/06. Partiu-se da suposição básica de que mudanças educativas efetivas dependem da implicação dos atores diretamente envolvidos com as práticas no interior das escolas. O compromisso da investigação foi trazer possíveis respostas aos seguintes questionamentos: como procedeu-se à implantação da política de ampliação do Ensino Fundamental para nove anos em um município do interior paulista? Que debates e medidas formativas foram considerados pela gestão educacional do município? No âmbito de duas unidades de ensino fundamental, que discussões sobre a política de ampliação foram feitas e quais processos formativos foram desenvolvidos? Como objetivos específicos constaram: investigar que medidas foram consideradas pela gestão local visando à implantação da política no município; averiguar qual a inserção e participação de professores na implementação dessa política em duas escolas públicas municipais do interior paulista; compreender quais ações formativas foram desenvolvidas na esfera local e, particularmente, nos contextos de trabalho, visando ao acolhimento da política educacional; identificar que impressões gestores locais e professores das unidades estudadas revelaram a respeito de suas vivências no processo de implantação. Como referenciais teóricos, o estudo baseou-se nos textos dos documentos legais, nos estudos de Michael Fullan e Andy Hargreaves para abordar os conceitos de inovação e mudança educativa e nas formulações a respeito da formação de professores e profissionalismo docente de autores como António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire e outros. A investigação de natureza qualitativa (LANKSHEAR, KNOBEL, 2008) constou de um estudo de caso múltiplo (STAKE, 1999; YIN, 2005) envolvendo duas unidades educacionais públicas de Ensino Fundamental I e II pertencentes à Secretaria Municipal de Educação de Taubaté/SP. Com o estudo, constatou-se que a implantação do ensino fundamental de nove anos preteriu do debate e do envolvimento os profissionais da educação. Identificou-se que as escolas estudadas não estavam devidamente organizadas tanto no que tange à infraestrutura para receber o público mais novo de seis anos, como também no tocante às suas propostas pedagógicas. Os depoimentos das professoras indicam que elas foram conduzidas a pensar estratégias emergenciais para atender crianças de seis e sete anos que estavam no 1º e no 2º ano, respectivamente. Além disso, a adoção de um sistema apostilado não atendeu às necessidades daquela população escolar do ensino fundamental. Conclui-se que há um enorme abismo entre o texto da lei, as orientações emanadas da esfera federal e aquilo que aconteceu no nível da municipalidade e, mais, no nível das unidades de educação do município. The object of study of this research was the implementation of the nine-year elementary school educational policy, as expressed in the Federal Law 11.274/06. This research was based on the basic assumption that effective educational changes rely on the implication of the actors directly involved with the school practices. In this context, this investigation was committed to bring possible answers to the following questions: how was the extension policy from the eight to the nine-year elementary school implemented in a city in the interior of the São Paulo State? Which debates and formative measures did the city´s educational council consider? In the sphere of two elementary schools, what were the discussions about this extension policy and which formative measures were developed? The specific objectives of this research comprised: investigate the measures considered by the local management with regards to the implementation of this policy in the city; inquire into the insertion and participation of teachers in the implementation of this policy in two municipal public schools in the interior of the São Paulo State; understand which formative actions were developed in the local sphere and particularly in the working context aiming at the reception of this educational policy; identify the impressions that local managers and teachers of the schools studied had with regards to their experiences in the implementation process. As theoretical references, this study derived from the legal documents, the studies of Michael Fullan and Andy Hargreaves to approach the concepts of innovation and educational change and the formulations related to the development and professionalism of teachers from authors such as António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire amongst others. The investigation of the qualitative nature (LANKSHEAR, KNOBEL, 2008) included a multiple-case study (STAKE, 1999; YIN, 2005) involving two educational public units from Elementary I and II schools associated with the Secretariat of Municipal Education from Taubaté/SP. This study revealed that the implementation of the nine-year elementary school policy neglected to involve the educational professionals in the debate. It was also identified that the studied schools were not properly organized concerning their pedagogical propositions and the infrastructure to receive the younger six-years-old children. The testimonials of teachers indicated that they were led to formulate emergency strategies to cope with six and seven-years-old children that were in the first and second years of school, respectively. In addition to that, the adoption of a workbook system did not meet the necessities of that educational population. It was concluded that there is an enormous abyss between the law, the guidance from the federal sphere and what happened in the municipality level and in the schools.

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Simão, Ana Lucia. "Escola fundamental de nove anos: em destaque o trabalho do professor do 1º. ano na rede municipal paulistana." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10327.

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Made available in DSpace on 2016-04-27T16:32:33Z (GMT). No. of bitstreams: 1 Ana Lucia Simao.pdf: 5777019 bytes, checksum: 8e45e43c8d1188b432ea0337e41db0d4 (MD5) Previous issue date: 2011-09-27 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This study aimed to investigate the work of the classroom´s teacher of the current 1st year of the nine years elementary school implemented in accordance with Law No. 11.274/06, which determines the inclusion of six years old children in a nine years term elementary school. We tried to capture the daily activities of the teacher of the six years old children, as well as the organization of the educational work. It is a qualitative research complemented by an analysis of the legislation enforcing the expansion of the term of the elementary school. Instruments were the observation and questionnaires , based in the work of two teachers and first year students in a public school in São Paulo. The theoretical framework was based on the investigative process in Wallon for understanding social interaction in the learning process and development of the child. The data point to a sudden commute of children in early childhood education to the elementary school, marked by the concern of teachers in literacy, but generally there is no understanding by the students in reading and writing. Time and space intended for recreational activities and collectives, were considered inadequate to meet the specifics of the education of children this age group Este estudo teve como objetivo investigar o trabalho educativo da escola fundamental de nove anos, em especial o trabalho do professor da sala de aula de 1º ano atual, decorrente da Lei nº 11.274/06, a qual determina a inclusão das crianças de seis anos de idade na escola fundamental de nove anos. Buscou-se apreender como se dão as atividades cotidianas da escola e do educador, em especial às crianças de seis anos, bem como, a organização do trabalho pedagógico. Trata-se de uma pesquisa qualitativa acrescida da análise de documentos legais que tratam da ampliação da educação fundamental. Teve como instrumentos a observação e o questionário, tendo como sujeitos duas professoras de classe de 1º ano e seus alunos, em uma escola pública do município de São Paulo. A fundamentação teórica teve como base o processo investigativo em Wallon para o entendimento da interação social no processo de aprendizagem e desenvolvimento global da criança. Os dados apontam para uma passagem brusca da criança da educação infantil para a educação fundamental, acentuada pela preocupação por parte dos professores em alfabetizar, porém, de modo geral, não há, por parte dos alunos compreensão na leitura e na escrita. No que se refere ao tempo e ao espaço destinados para as atividades lúdicas e coletivas foram considerados inadequados para atender às especificidades ligadas à educação das crianças nessa faixa etária

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Zanon, Daiane. "Aumento do tempo na educação formal e performance dos estudantes : evidências de curto e médio prazo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172461.

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Embora o sistema educacional brasileiro tenha alcançado progressos consideráveis no acesso à educação, os desafios relacionados à qualidade são muitos. Para melhorar o desempenho acadêmico dos estudantes, a expansão do período escolar é uma importante política pública educacional. O Ensino Fundamental de nove anos foi uma ação do governo brasileiro nesse sentido, que procurou antecipar em um ano a entrada das crianças na educação formal. Nesta dissertação avaliou-se a efetividade da política ao estimar o efeito de um ano a mais de educação no desempenho escolar de curto prazo, através de uma amostra de alunos da 4ª série/5º ano, e no médio prazo, quando foi considerado o desempenho dos alunos na 8ª série/9º ano. Para este fim, utilizou-se a abordagem de Diferenças em Diferenças em um contexto de experimento natural, proporcionado pela variação exógena no tempo de implementação do Ensino Fundamental de nove anos entre as escolas. De um modo geral, os resultados apontam que um ano a mais de educação, associado ao ingresso antecipado das crianças no ensino fundamental, possui impacto positivo e significativo no desempenho escolar de Português e Matemática no curto prazo, que variam entre 0,06 e 0,13 desvios padrão. No entanto, não existem evidências de que os efeitos foram persistentes no médio prazo Although the Brazilian educational system has achieved considerable progress in access to education, the challenges related to quality are many. To improve the academic performance of students, expanding the school period is an important educational public policy. In this sense, the nine-year Elementary School was an action of the Brazilian government, which sought to anticipate in a year the entrance of children into formal education. In this dissertation, the effectiveness of the policy was evaluated in estimating the effect of an additional year of education on the short-term school performance, through a sample of 4th grade/5th year students, and on the medium-term, when the performance of students in 8th grade/9th year was considered. To this end, a Differences-in-Differences approach was used in the context of a natural experiment, provided by the exogenous variation in the implementation time of nine-year Elementary School between schools. Overall, the results suggest that an additional year of education, associated with the earlier enrollment of children in elementary school, has a positive and significant impact on the school performance of Portuguese and Maths in the short term, ranging from 0.06 to 0.13 standard deviations. However, there is no evidence that the effects were persistent in the medium term.

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Paulino, Clóvis Edmar. "Quantidade e qualidade no ensino fundamental de 9 anos e uma escola municipal de São Paulo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15022017-142331/.

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Esta pesquisa discute a alteração do Ensino Fundamental, gratuito e obrigatório, de 8 para 9 anos. Verificando, quanto se houve modificações ou não do direito democrático frente ao par quantidade e qualidade no Ensino Fundamental de 9 Anos (EF9). Referencialmente, definimos qualidade e quantidade como componentes indissociáveis de uma Educação democrática. Vogamos nos marcos legais e políticos do primeiro estágio da educação escolar brasileira, verificando como estes conduziram a Educação nacional da instrução primária ao novo Ensino Fundamental de 9 (nove) Anos. Verificamos as possíveis modificações do direito democrático de um ensino de qualidade que vem (ou não) se expressando nos 5 Anos Iniciais do Ensino Fundamental (EF) na nova organização escolar dada pelas Leis Federais n°. 11.114/2005 e n° 11.274/2006, pois elas estabeleceram: a obrigatoriedade para o país da matrícula no EF a partir dos seis anos de idade redefinindo a Educação Infantil (EI) à faixa etária de 0 a 5 anos de idade; e a reorganização do EF, com a ampliação em 1 ano de sua duração, passando de 8 para 9 anos. Verificamos as alterações nas matrículas, suas quantidades e qualidades educacionais (do Brasil e do Município de São Paulo) e verificamos o cotidiano escolar de uma escola da rede municipal paulistana sempre analisando as quantidades e qualidades educacionais, isto é, modificações no direito democrático à Educação. E, finalmente, elaboramos algumas considerações políticas e pedagógicas, em uma reflexão cotidiana vivida por professor-pesquisador, do EF9 que num processo em que a política pública do Ensino Fundamental de 9 (nove) Anos não foi introduzida no sistema educacional sozinha e produziu ou acarretou ou elencou outras políticas públicas, concomitantemente conferiu à Educação brasileira um grande dinamismo e trouxe, aos sistemas educacionais, novas situações dado que a cada nova política introduzida se gerou novas demandas (quantidades) que não estavam diretamente direcionadas à melhoria da Educação e estas novas políticas foram geradoras de novas burocracias, novos obstáculos ao direito democrático de um ensino com novas quantidades e qualidades para EI e o EF, este que por muitas vezes para não ter rumo ou apenas perseguir padrões distantes ou artificiais em relações aos estudantes e aos cotidianos escolares. Portanto, podemos afirmar que o Ensino Fundamental de 9 (nove) Anos não tem sido uma política de ampliação das oportunidades educativas, uma ampliação que tenha significado além da entrada das crianças de 6 (seis) anos no Ensino Fundamental; e, também, não tem sido uma política educacional de orientações para novos arranjos qualitativos nas relações pedagógicas. This thesis is about the change of Brazilian elementary education, free and compulsory, that went from 8 to 9 years. Verifying, as to whether or not there was a change in democratic law in relation to the quantity and quality of the dialectical pair in the new Brazilian Elementary Education called \" Ensino Fundamental de 9 (nove) Anos \" (EF9). We define quality and quantity as inseparable components of a democratic Education.. We have taken on the legal and political milestones of the first stage of Brazilian school education, verifying how they have led the National Education of primary education to the new Basic Education of 9 (nine) Years. We also investigate the possible changes in the democratic right to a quality education that comes (or is not) expressed in the initial 5 years of Elementary School (EF) in the new school organization given by Federal Laws no. 11.114/2005 and 11.274/2006, since they established: the obligation for the country of enrollment in EF from the six years of age to redefine Early Childhood Education (EI) to the age group from 0 to 5 years of age; And the reorganization of EF, with a 1-year extension of its duration, from 8 to 9 years. We verified the changes in the enrollments, their quantities and educational qualities (from Brazil and the Municipality of São Paulo), and during the research we followed the school daily life of a school in the city of São Paulo always analyzing the educational quantities and qualities, ie, changes in the law Education. And, finally, we elaborate some political and pedagogical considerations, in a daily reflection lived by professor-researcher of the EF9 that - in a process in which the public policy Ensino Fundamental de 9 (nove) Anos was not introduced in the educational system alone and produced Or entailed or imposed other public policies, concomitantly - gave Brazilian Education a great dynamism and brought new situations to educational systems, given that each new policy introduced generated new demands (quantities) that were not directly directed to the improvement of Education and These new policies have generated new bureaucracies, new obstacles to the democratic right to a teaching with new quantities and qualities for EI and EF, which for many times not to have or only to pursue distant or artificial patterns in student relations and Of the Brazilian school system. Thus, we can affirm that the 9-Year Primary School has not been a policy of expanding educational opportunities, an extension that has meant beyond the entry of children of 6 (six) years in Elementary School; And it has not been an educational policy of guidelines for qualitative changes in pedagogical relationships.

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Moraes, Milene Carla Rovaron. "O ingresso da criança de seis anos no ensino fundamental de nove anos na perspectiva de professoras da rede estadual de ensino do Estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16136.

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Made available in DSpace on 2016-04-28T20:56:45Z (GMT). No. of bitstreams: 1 Milene Carla Rovaron Moraes.pdf: 941767 bytes, checksum: 50ae3446cfb04953ecb0445fc7bebe20 (MD5) Previous issue date: 2014-05-15 Secretaria da Educação do Estado de São Paulo This study aims to understand the changes in the educational system from the Law 11.274/2006, which expanded elementary school for nine years duration including the entry of a child of six years , aiming to improve the equity and quality of basic education for children pursuing studies , achieving higher levels of education and to ensure that entering early, children have a longer time to the learning of literacy and literacy . Based on this assumption, the research aims to investigate, from the testimony of teachers , as is enabling the nine-year elementary school and entering the six year old in the first year at State Schools in the State of São Paulo . The survey was conducted with five teachers from the first year of elementary school in State Schools in the State of São Paulo and methodological option directed to the qualitative approach. We used semi-structured interview and, after collecting data using document analysis, characterization and interview subject, departed to the confrontation between these data to treat them and analyze them making this research relevant for studies in Education. Among the challenges mentioned by teachers are: the restructuring of the physical space to fit a child of six years; continuing education about the specifics of these children , as well as guidance on the use of teaching materials , the need to have an assistant professor class and reducing the amount of students per class. Therefore necessary to actualize what determines the Law 11.274/2006 changes are: partnership between ESS, managers and teachers in order to meet the needs of the school and the teacher feel supported to do their jobs; integration between school planning polyvalent teachers and specialists, that is, teachers of all disciplines and arts, and physical education, respectively, sufficient for teachers to maintain a decent standard of life and dedicate themselves only to the State Schools in the State of São Paulo remuneration Este estudo busca compreender as mudanças do sistema de ensino a partir da Lei nº 11.274/2006, que ampliou o Ensino Fundamental para nove anos de duração incluindo o ingresso da criança de seis anos, visando melhorar as condições de equidade e de qualidade da Educação Básica, para as crianças prosseguirem nos estudos, alcançando maior nível de escolaridade e assegurar que, ingressando mais cedo, as crianças tenham um tempo mais longo para as aprendizagens de alfabetização e letramento. Partindo desse pressuposto, a pesquisa tem como objetivo investigar, a partir do depoimento de professoras, como está se viabilizando o Ensino Fundamental de nove anos e o ingresso da criança de seis anos no primeiro ano na Rede Estadual de Ensino do Estado de São Paulo. A pesquisa foi realizada com cinco professoras do primeiro ano do Ensino Fundamental I da Rede Estadual de Ensino do Estado de São Paulo e a opção metodológica direcionou-se para a abordagem qualitativa. Foi utilizada a entrevista semiestruturada e, após a coleta de dados utilizando a análise de documentos, caracterização dos sujeitos e a entrevista, partiu-se para a confrontação entre esses dados para tratá-los e analisá-los tornando esta pesquisa relevante para os estudos em Educação. Dentre os desafios mencionados pelas professoras estão: a reestruturação do espaço físico para adequá-lo à criança de seis anos; a formação contínua a respeito das especificidades dessas crianças, bem como orientações quanto à utilização dos materiais pedagógicos; a necessidade de ter um professor auxiliar de classe e a redução da quantidade de alunos por sala. Portanto, as mudanças necessárias para efetivarmos o que determina a Lei 11.274/2006 são: parceria entre a SEE, os gestores e professores, a fim de suprir as necessidades da escola e o professor sentir-se amparado para exercer sua função; integração do planejamento escolar entre professores polivalentes e especialistas, isto é, professores de todas as disciplinas e de arte e educação física, respectivamente, remuneração suficiente para os professores manterem um padrão de vida digno e se dedicarem apenas à Rede Estadual de Ensino do Estado de São Paulo

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COSTA, Sônia Santana da. "Ensino fundamental de nove anos em Goiânia: o lugar criança de seis anos, concepções e fundamentos sobre sua educação." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/1184.

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Made available in DSpace on 2014-07-29T15:13:51Z (GMT). No. of bitstreams: 1 Sonia.pdf: 3489157 bytes, checksum: 5fb96de31282866dcdac88be0de8a8ce (MD5) Previous issue date: 2009-08-10 This research is linked to the Public Politic Project and Infant Education in Goiás: history, conceptions, projects and practices and to the line of research Formation and Professionalization of Teachers from Faculty of Education at Federal University of Goias. It aims to investigate the place of the six-year-old child on the Nine-year Elementary School in a Municipal school in Goiânia. This is na ethnographic research based on the dialectical materialism method with Socio-Historical approach and on the writings of the following authors: Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). A mapping of the theses and dissertations deposited in Capes from 2002 to 2006 dealing with themes related to this research was done in order to verify the relevance and the pertinence of the research. The conceptions of Infancy were situated historically through the analysis of the theses and dissertations to comprehend its place in history, its vinculation to the school context and to select the paradigms that guide the current school and that define the place of child in this space. Legal orientations that determine the inclusion of the six-year-old child in the Elementary School were discussed in order to understand the place of Infancy deliberated by legal procedures as well as the Pedagogic proposal of the Municipal Education Bureau to understand the conceptions of Infancy and Education that guide the work developed in schools. In order to apprehend the concrete real , the conceptions of Infancy and Education and their implications to the school quotidian were analysed having in mind the representation objectivated by the six-year-old child about him(her)self when starting Elementary School. The child speech was analysed aiming to understand the place attributed to the child by school and the place claimed by her(him)self. In this process categories as escolarization and issues related to this concept of Zone of Proximal Development and Discipline were highlighted. Another concept that emerged in the dialogic interaction with children and with adult was Ludicity when teacher or child-directed play was proposed. Some intervenient factors such as: Religiosity and Sexuality were also analysed. After this study it was possible to comprehend that the six-year-old child demands an education that is differentiated from the traditional one offered by the Elementary School.This study presented some considerations and among them that the the six-year old child lost his/her place historically instituted , the Infantile Education, that has been studied by various researchers in order to qualify this space, so that the specifity of the child could be respected and also to propose a teaching based in an omnilateral perspective.This is the place defended by the six-year old child. He/she demands a differentiated education from the Elementary school. The child has searched his/her space by the speech, cry, agressivity and indiscipline. It is necessary to listen to the child. And based on this listening it is necessary that the Municipal Education Secretary and schools start a critical and democratic debate aiming to analyse and guarantee an educational space to fulfill the child wishes and needs, that offers a meaningful and ludic learning and to propiciate his/her development. Essa pesquisa vincula-se ao Projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas e à linha de pesquisa Formação e Profissionalização Docente da Faculdade de Educação da UFG. Tem como objeto investigar o lugar da criança de seis anos no Ensino Fundamental de nove anos em uma escola da Rede Municipal de Goiânia. É uma pesquisa do tipo etnográfico, baseada no método materialista histórico-dialético e com a abordagem sócio-histórica, compreendida, principalmente, a partir das obras de Bakhtin (1992 a/b), Luria, (1991, 2006), Leontiev (2004, 2006) e Vygotsky (1979, 1988, 1989, 1991, 2001 a/b, 2006). Verificou-se a pertinência e relevância da pesquisa por meio de um mapeamento das teses e dissertações, depositadas na Capes entre 2002 e 2006, que abordam temas conexos à presente pesquisa. A partir da análise das teses e dissertações selecionadas, situaram-se historicamente as concepções de infância para compreender o seu lugar na história, sua vinculação ao contexto educativo escolar e levantar os paradigmas que norteiam a escola atual e que definem o lugar da criança nesse espaço. Discutiram-se as orientações legais que determinam a inclusão da criança de seis anos no Ensino Fundamental, para entender o lugar da infância, deliberado pelas vias legais, como também a proposta pedagógica da Secretaria Municipal de Educação, com o intuito de compreender as concepções de infância e educação que orientam o trabalho desenvolvido nas escolas. Para apreender o real concreto, analisaram-se as concepções de infância e educação e suas implicações no cotidiano escolar, tendo em vista as representações objetivadas pela criança de seis anos a respeito de si mesma, ao iniciar o Ensino Fundamental. Com esse objetivo analisou-se a fala da criança para compreender o lugar atribuído a ela pela escola e por ela reivindicado. Nesse processo emergiram categorias como Escolarização e permeadas a ela se destacaram questões relativas ao conceito de zona de desenvolvimento proximal e disciplina. Outra categoria que emergiu, na interação dialógica com as crianças e adultos, foi a Ludicidade, com questões relativas a brincadeiras e jogos propostas pelas professoras e/ou pelas crianças. Alguns fatores intervenientes como a religiosidade e a sexualidade também foram analisados. Esse estudo teceu algumas considerações finais, dentre elas a de que a criança de seis anos perdeu um lugar historicamente instituído, a Educação Infantil, que tem sido estudada por diversos pesquisadores no sentido de qualificar esse espaço, de modo a respeitar a especificidade da criança e de se propor a lhe oferecer um ensino de cunho onilateral. Esse é o lugar defendido para a criança dessa faixa etária. Ela exige uma educação diferenciada da que historicamente tem sido propiciada pelo Ensino Fundamental. A criança tem buscado seu espaço por meio da fala, do choro, da agressividade, da indisciplina. É imprescindível que ela seja ouvida. Com base nessa escuta, torna-se necessário que a SME e a escola estabeleçam um debate crítico e democrático, objetivando analisar e garantir um espaço educativo que vá ao encontro dos desejos e necessidades dessa criança, que lhe ofereça aprendizagem significativa, lúdica e que propicie seu desenvolvimento.

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Martinati, Adriana Zampieri. "Faz de conta que eu cresci: o processo de transi??o da educa??o infantil para o ensino fundamental." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/706.

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Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1 Adriana Zampieri Martinati.pdf: 4869657 bytes, checksum: acf4ce5f7119bf55d063cea6eefd9b99 (MD5) Previous issue date: 2012-12-12 The transition from Childhood Education (Educa??o Infantil EI) to Elementary School (Ensino Fundamental EF) is the topic of this study, which presents as main objective to analyze this passage from the perspective of their main characters, the children and teachers. The Brazilian Law number 11.274/06 has broadened the duration of EF to 9 years, having children entering at 6 years old; and the official documents prescribe that the transition from EI to EF shall not happen in an abrupt way, because it is a potential moment of breaches and crises which may interfere on the child s bio-psychological development. Such moment shall be lived in the most productive way possible. In this sense, the issue on this research has been formulated in the following way: How has the process of school transaction from EI to the nine-year EF taken place in both schools segment?. The specific objects are: (i) analyzing the children s interpretation on their experiences in EI and EF, (ii) identifying the teachers actions regarding the passage from EI to EF; and (iii) identifying the teachers conceptions on the mandatory entrance of six-year-old children in EF. The method, of qualitative nature, is based on the school transition process, which happens in two moments: Phase I, completed with a group of 10 children between 5 and 6 years old in a Childhood Education Municipal School (Escola Municipal de Educa??o Infantil EMEI); Phase II, completed with 4 children who were part of the previous EI group, but who now are in the 1st year of EF in an Elementary Municipal School (Escola Municipal de Ensino Fundamental EMEF), aged between 6 and 7 years old. The research instruments have been: (i) documental analysis (of the pedagogical projects in EMEI and EMEF), (ii) questionnaire for the parents, (iii), participative observation, (iv) semi-structured interview with teachers in EMEI and EMEF, (v) (reflexive and narrative) interview with the children; and (vi) drawing. The empirical material has been recorded in video and there was a daily field registration, besides, the drawings produced by the children have been kept. The results of the research indicate the absence of reciprocal references about the school transaction in both school units, which do not exist on the pedagogical projects and on the school day-by-day. There is not a systematic work on the children s future lives in EMEI; their entrance on the EMEFs is only mentioned when the children show curiosity about their new school. They know the new school will be different, and they want to change, most likely because the elementary school is socially valued. Also, in EMEF, there are few references on the children s previous lives, and it is as if a new child was born, who must adjust to the new reality through silence and body control. In this scenario, the playing, which, in the Historical-cultural theory, is the main activity of the child, is cramped. Because of the breach, the lack of articulation and of continuity in the pedagogical work, some children have signed suffering in the process of adaptation; and others, subverting the established order, have presented frequent small playful episodes during classes, somehow attenuating the loss of playing. EI and EF children give a great importance to playing; and a systematic work on the school transaction would cause relevant contributions, moreover in EF, where there is the diminution of playful activities. Therefore there is an urgent need of articulating actions between EI and EF and investing on the initial and ongoing formation of teachers, mainly regarding playful activities from the Historical-cultural theory point of view, especially when these activities are considered to be the instrument for developing superior psychological functions. The problems noticed on the implementation of the new nine-year EF are also a consequence of how the public agencies prescribe, as in laws and regulations, but do not provide, which indicates the need for debates on what our education project for childhood really is. A transi??o da Educa??o Infantil (EI) para o Ensino Fundamental (EF) foi o tema deste trabalho, que apresentou como principal objetivo analisar essa passagem na perspectiva de seus protagonistas, as crian?as e os professores. A Lei n? 11.274/06 ampliou a dura??o do EF para 9 anos com ingresso da crian?a aos seis anos de idade e os documentos oficiais prescrevem que a transi??o da EI para o EF n?o ocorra de maneira abrupta, pois ? um momento potencial de rupturas e crises que incidem sobre o desenvolvimento biopsicol?gico da crian?a, devendo ser vivenciada de maneira mais produtiva poss?vel. Assim, o problema da presente pesquisa foi formulado da seguinte maneira: Como se tem constitu?do o processo de transi??o escolar da EI para o EF de nove anos em institui??es de ambos segmentos? . Os objetivos espec?ficos foram: (i) analisar as interpreta??es das crian?as sobre suas experi?ncias na EI e no EF, (ii) identificar as a??es das professoras relativas ? passagem da EI para o EF e (iii) identificar as concep??es das professoras sobre a obrigatoriedade do ingresso da crian?a de seis anos no EF. O m?todo, de natureza qualitativa, foi constitu?do no processo de transi??o escolar, ocorrida em dois momentos: Fase I, realizada com um grupo de 10 crian?as de 5 e 6 anos de idade de uma Escola Municipal de Educa??o Infantil (EMEI); Fase II, feita com 4 crian?as do grupo da EI, mas, agora, ingressantes do 1? ano do EF de uma Escola Municipal de Ensino Fundamental (EMEF), com idades entre 6 e 7 anos. Os instrumentos de pesquisa foram: (i) an?lise documental (projetos pedag?gicos da EMEI e da EMEF), (ii) question?rio com os pais, (iii), observa??o participante, (iv) entrevista semiestruturada com as professoras da EMEI e da EMEF, (v) entrevista com as crian?as (reflexiva e narrativa) e (vi) produ??o de desenhos. O material emp?rico foi videogravado e houve o registro em di?rio de campo e tamb?m de desenhos produzidos pelas crian?as. Os resultados da pesquisa indicaram aus?ncias de refer?ncias rec?procas sobre a transi??o escolar em ambas as institui??es de ensino, inexistentes nos projetos pedag?gicos e no cotidiano escolar. N?o h? um trabalho sistem?tico sobre a vida futura das crian?as na EMEI; men??es quanto ao seu ingresso em EMEFs s?o feitas apenas quando elas manifestam curiosidade sobre a nova escola. As crian?as sabem que a nova escola ser? diferente e querem mudar, muito provavelmente porque a escola de ensino fundamental ? socialmente valorizada. Tamb?m na EMEF, h? poucas refer?ncias ? vida pregressa das crian?as, pois ? como se nascesse uma nova crian?a, que tem que se ajustar ? nova realidade por meio do sil?ncio e do controle corporal. Nesse cen?rio, tolhe-se o brincar, que dentro da Teoria Hist?rico-Cultural, ? a principal atividade da crian?a. Em fun??o da ruptura, da desarticula??o e descontinuidade do trabalho pedag?gico, algumas crian?as sinalizaram sofrimento no processo de adapta??o e outras, subvertendo a ordem estabelecida, realizaram frequentes microepis?dios l?dicos em sala de aula, de certo modo, atenuando a perda do brincar. As crian?as da EI e do EF atribuem grande import?ncia ao brincar e um trabalho sistem?tico sobre a transi??o escolar traria contribui??es relevantes, sobretudo no EF, onde h? o esmaecimento da atividade l?dica. Portanto, urge a necessidade de a??es articuladoras entre a EI e o EF e o investimento na forma??o inicial e continuada de docentes, principalmente no que diz respeito ? atividade l?dica ? luz da Teoria Hist?rico-Cultural, sobretudo, quando se considera esta atividade como instrumento do desenvolvimento das fun??es psicol?gicas superiores. Os problemas evidenciados sobre a implanta??o do novo EF s?o tamb?m consequ?ncia da forma pela qual o poder p?blico prescreve, como em leis e normas, mas n?o prov?, indicando a necessidade de debates sobre qual ?, de fato, nosso projeto para a educa??o da inf?ncia.

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Hastings, Cloyd L. (Cloyd Lee). "A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279287/.

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This is a qualitative description of the decision making processes that nine elementary principals use in determining campus level services for the differently abled and of how their administrative styles and values impact those decisions. Both the literature on leadership and on special education inclusion are reviewed. This review creates the framework in which the research questions are examined and structures the reporting of the findings. The defining attributes of leadership styles in conjunction with the defining attributes of inclusion are the heart of this study. Audiotaped interviews with each principal provide the data related to questions of leadership style, decision making, philosophy and autonomy. Separate site visits in which teachers from both regular and special education are queried as to the actual practices on their respective campuses and to their reactions to program changes involving the differently abled students. The combination of data gathered from the principal interviews, from the site visitations and the use of triangulation of data provide the basis for the findings.

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Gladish, Edward L. Arnold Robert. "Changes in per pupil cost and achievement from mergers of nine elementary school districts." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115224.

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Thesis (Ed. D.)--Illinois State University, 1990. Title from title page screen, viewed November 23, 2005. Dissertation Committee: Robert Arnold (chair), Ronald L. Laymon, Ronald Halinski, G. Alan Hickrod, Calvin Jackson. Includes bibliographical references (leaves 109-116) and abstract. Also available in print.

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Murray, Lynda B. "Job satisfaction among elementary school counselors in Virginia : seven years later /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-152409/.

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DeMato, Doris S. "Job Satisfaction Among Elementary School Counselors in Virginia: Thirteen Years Later." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28964.

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This study was conducted to determine the current job satisfaction level of elementary school counselors in Virginia and compare it with elementary school counselors surveyed in 1995 and 1988. At the time of the 1988 survey, the Virginia Board of Education had passed a resolution to phase elementary guidance and counseling programs into the public schools over a four-year period beginning in the 1986-1987 school year. The elementary school counseling program was in full effect when the 1995 survey was conducted. In 2001 the program was no longer state mandated, but instead was a local option to be determined by school boards. An array of social and political changes have taken place since the first two studies were conducted by Kirk (1988) and Murray (1995) that may have impacted how satisfied counselors in Virginia are with their jobs. Because the job satisfaction level of elementary school counselors in Virginia in 2001 was undetermined, this study was undertaken . Two mailed questionnaires were used to collect the data. An Individual Information Form (IIF) and a modified version of the Minnesota SatisfactionQuestionnaire (MSQ) were sent to 444 elementary school counselors who were members of the Virginia School Counselor Association. The total response rate was 76.35%. In the current study, 90.9% of counselors surveyed indicated they were either satisfied or very satisfied with their jobs, while 9.1% were very dissatisfied or dissatisfied. Of the 20 aspects of work measured by the MSQ, counselors only indicated dissatisfaction with the compensation area. The two demographic variables of educational degree status and counselors' intent to remain in the current position were found to be predictors of job satisfaction for counselors in 2001. A majority of all counselors in the 2001 study responded affirmative to whether the current social and political climate affected their feelings about their jobs. Counselors expressed feeling dissatisfaction with the lack of a state mandated counseling program and feeling stress and pressure from conflicting role expectations and demands. Compared to counselors surveyed in 1995 and 1988, the overall level of job satisfaction in 2001 is similar. There were six areas of counselors' jobs that produced the most satisfaction in all three studies although the order varied somewhat. These areas were social service, moral values, creativity, activity, variety, and ability utilization. In all three studies, counselors were the least satisfied with the same three areas which included compensation, company policies, and advancement. Job security was the fourth area producing the most dissatisfaction in both the 2001 and 1995 studies, while it was eighth in 1988. There was an increase of about 5% in the number of counselors who are dissatisfied with their jobs in 2001 compared to 1995 and about a 2% increase from 1988. There has been a slight increase across all three studies in the percentage of counselors who are very satisfied with their jobs. Ph. D.

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Johansen, Shannon Elizabeth. "School Functioning of Children with Asthma: A Study of the Elementary and Middle School Years." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000329.

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Bechtel, Donald Keith. "A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28772.

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Educators often employ instructional approaches because of their customary use in the classroom, not because they are necessarily supported by validated evidence. Missing from leadership literature is an understanding specifically about elementary school principals' use of knowledge sources to support their instructional leadership. This study identified the knowledge sources used by nine elementary school principals, discovered the barriers they faced in using the sources, and revealed how they guided their teachers to use the sources. This study was guided by three research questions: (a) What are the knowledge sources used by elementary school principals in Virginia? (b) What are the barriers elementary school principals face to using the knowledge sources? (c) How do elementary school principals guide their teachers to use the sources? The elementary school principals completed extensive data analysis of students' Standards of Learning (SOL) test results and curriculum related benchmark test results to determine their students' instructional weaknesses and strengths. Despite the complexity of challenges such as students' poverty, mobility, and diversity, the elementary school principals conveyed a commitment to access the best current professional knowledge related to the curriculum, leadership, the brain, poverty, diversity, and motivation. Time constraints and funding limitations emerged as barriers for elementary school principals with using knowledge sources. The elementary school principals disseminated knowledge to teachers in a variety of formats. This study provides useful information to school system leaders, school board members, designers of principal preparation programs, and for professional organizations that seek to improve the profession by promoting evidence-based practices. The elementary school principals led with an overriding belief that all children could be successful. Their omnipresent spirit and motivating presence allowed their teachers to prevail despite significant contextual issues and identified instructional weaknesses related to their students. As head learners they accessed the best available knowledge sources and exemplified continuous professional enhancement. Results from SOL tests and curriculum based tests data were critically important knowledge sources. Data allowed the elementary school principals to lead teachers to make sound instructional decisions and enhance their pedagogical repertoires. Ed. D.

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MARAFELLI, CECILIA MARIA. "CHALLENGES IN TEACHERS TRAINING FOR INITIAL SCHOOL YEARS OF ELEMENTARY SCHOOL: A LOOK ON TWO PEDAGOGY COURSES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32246@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR PROGRAMA DE EXCELENCIA ACADEMICA O presente trabalho retoma a questão da formação de professores pelos cursos de Pedagogia. Para tal empreendeu uma pesquisa com alunos, professores e coordenadores de dois cursos de Pedagogia considerados de qualidade, pertencentes a instituições voltadas para a pesquisa e que estão avaliadas entre as melhores da cidade do Rio de Janeiro, uma pública e uma privada comunitária. Buscamos compreender como se dá a atual formação de professores para o Primeiro Segmento do Ensino Fundamental, uma vez que esta formação hoje, após um movimento de reestruturação, submete-se à exigência da formação em nível superior, num processo de universitarização, na suposição de que esta seria uma forma de qualificar melhor a formação docente e encaminhá-la para a profissionalização. Indagamos aos estudantes se percebem-se preparados para enfrentar os desafios da profissão a partir, principalmente, do valor atribuído às questões pedagógicas em sua trajetória acadêmica. Os motivos da escolha, as possibilidades de atuação dentro da profissão, as condições de formação e de desenvolvimento do trabalho estudantil dos futuros professores foram analisados através do olhar do próprio estudante e de seus professores. Os dois cursos foram investigados a partir da aplicação presencial de 252 questionários para alunos, 62 questionários online para professores, além da realização de entrevistas semiestruturadas com os coordenadores dos dois cursos. Os estudantes de Pedagogia da nossa pesquisa, da mesma forma como divulgado pela literatura, são, em sua maioria, provenientes de estratos de camadas populares, e demandariam, portanto, condições humanas e materiais para maior dedicação e investimento no curso superior, de modo a contrabalançar as possíveis deficiências de sua formação básica, buscamos identificar as possíveis oportunidades oferecidas pelas instituições para suplantar essa dificuldade inicial. Com este conjunto de elementos procuramos levantar algumas hipóteses sobre as dificuldades a serem enfrentadas pelos cursos de Pedagogia e os rumos da formação docente em nosso país. The present work resume the question of teachers training under Pedagogy graduation courses. To do so, a research with students, professors and coordinators of two top quality Pedagogy courses was undertaken. Both of them belonging to research institutions evaluated among the best in the city of Rio de Janeiro, one public and one community private. We seek to understand how the present teachers training for initial school years of elementary school works. Since this qualification now a days, after a movement of restructuring, is under the demand of university diploma. A process that can be called universitization, in order to better qualify teachers training and enhance professionalization. We asked th students IF they see themselves prepared to face the challenges inherent to the profession, based on the value given to pedagogy questions in their academic trajectory. Why they chose the course, the possibilities of professional performance, the conditions of formation and the development of students work were questions asked and driven by the look of the students and their teachers themselfs. Both courses were researched through the application of 252 presence questionnaires for students, 62 online questionnaires for professors and semi structured interviews with both courses coordinators. The majority of the students in our research, as indicated by the literature, come from popular strata. There so, demanding more human and material conditions to increase dedication and investment to achieve university diploma, in order to counterbalance possible deficiencies in their basic education. We also aimed to identify opportunities offered by those institutions to overcome these initial difficulties. With this group of elements, we looked forward to raise some hypothesis about the challenges to be faced by the Pedagogy courses and the pathways of teachers training in our country.

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CORREA, ERISSON VIANA. "EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR Repetência refere-se à prática escolar de reter, em uma determinada série, estudantes que em geral não alcançaram o rendimento desejado ao final de um ano letivo. O objetivo desta prática seria corrigir possíveis falhas na aprendizagem ou adequar situações de imaturidade do aluno. No contexto do debate sobre as vantagens e desvantagens desta medida, a dissertação busca verificar os efeitos da repetência no desempenho dos estudantes nos anos iniciais do Ensino Fundamental que participaram do Projeto Geres entre 2005 e 2008. Ao longo da pesquisa busca-se compreender: 1) se os alunos que passaram pela experiência de repetência, mesmo ao custo de um ano extra de escolarização, apresentaram ganhos reais de proficiência que justifiquem a utilização de tal medida; 2) no caso de ter havido ganhos reais em aprendizagem, se esses ganhos se mantém ao longo dos anos iniciais do Ensino Fundamental. Para tentar responder a estas perguntas, foi desenvolvido um estudo observacional que compara dois grupos de alunos, repetentes e promovidos, pareados através de matching, e analisa o impacto da repetência nas medidas de proficiência em Língua Portuguesa e Matemática desses grupos de alunos em diferentes momentos da sua trajetória escolar. Corroborando com diversas pesquisas sobre os efeitos da repetência, os resultados mostram que os alunos repetentes progridem menos que os alunos promovidos ao longo do tempo. Quando comparados em uma mesma série, independente do ano letivo em que a cursaram, os repetentes se saem melhor, embora o efeito em Língua Portuguesa se perca ao longo das séries. Repetition refers to the school practice of holding back, in a given grade, students that generally did not achieve the desired performance at the end of a school year. This practice has the goal to correct possible flaws in learning or adjust to situations of immaturity of the student. In the context of the debate about the advantages and disadvantages of this practice, this dissertation intends to verify the effects of failure on the student’s performance during the initial years of Elementary School. Those students took part in the Longitudinal Study of School Generation 2005 (Geres Project) from 2005 to 2008. Throughout the research the study aims to comprehend: [1] If the students that experience failure, even at the cost of an extra year of schooling, presented real gains of proficiency that justify the use of such measure; [2] in the case of real gains in learning, do this gains maintain during the initial years of the Elementary School? To try to answer these questions, a observational study was developed that compare two pupils groups, the ones who failed and the ones who got promoted, paired up through matching, and analyze the failure impact on the proficiency level in Reading and Mathematics from these groups of students in different moments of their school trajectory. Corroborating with several researches on the failure effects, the results show that the students who failed improve less than the students who were promoted along the years. When comparated in the same grade, regardless from the school grade that they have attended, the students who failed have better results, although the effect in Reading gets lost along the school grades.

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Wicker-Wright, Debora D. "Teaching the Writing Process Through Computers As An Early Intervention To Third Graders In A Nine Month Elementary School." NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/919.

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This dissertation investigated whether computer assisted instruction improves vocabulary, spelling, style, logical sentences, sentence combining thematic maturity, contextual vocabulary, syntactic maturity, contextual spelling, and contextual style when compared to traditional writing instruction. Two groups were used in the study. One group used computer-assisted instruction and the other did not. The questions investigated were, did the computer assisted instruction group show a significant improvement and second, was that improvement significantly larger than that of the traditional writing instruction group. The research hypotheses of this study were not supported. There was not sufficient evidence to conclude that the computer-assisted instruction group showed an improvement and that improvement was higher more than that of the traditional writing instruction group. There were possible reasons why the research hypotheses of this study were not supported. The subjects in the computer-assisted instruction group were not proficient at using the keyboard before entering the study. The subjects in the computer assisted instruction group were frustrated from the lack of keyboarding skills. They seemed to have difficulty looking at the keyboard, their hands, and the screen while they were word processing. The subjects ‘eye hand coordination may have limited their keyboarding skills. There may not have been sufficient time to have the desire affect. The study intervention was for a short time. Only 15 hours were planned. During the posttest section of the study, the subjects in the computer-assisted instruction group and the traditional writing instruction group were fatigued from taking The Test of Written Language - Second Edition (Form B), the Clark County School District new version of the Criterion Reference Test, and the Clark County School District old version of the Criterion Reference Test. The fatigue problem may have had an effect or reduced assisted instruction group were frustrated from the lack of keyboarding skills. They seemed to have difficulty looking at the keyboard, their hands, and the screen while they were word processing. The subjects'eye hand coordination may have limited their keyboarding skills. There may not have been sufficient time to have the desire affect. The study intervention was for a short time. Only 15 hours were planned. During the posttest section of the study, the subjects in the computer-assisted instruction group and the traditional writing instruction group were fatigued from taking The Test of Written Language - Second Edition (Form B), the Clark County School District new version of the Criterion Reference Test, and the Clark County School District old version of the Criterion Reference Test. The fatigue problem may have had an effect or reduced

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Daly, Caroline. "Collective Memory, Commemoration and Ways of Remembering Little Rock: 50 Years After the Integration Crisis at Central High School." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/359.

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This thesis uses the 50th Anniversary of the 1957 Integration Crisis at Central High School as a case study to explore issues of memory and remembrance. After looking at various forms of commemoration, Little Rock proves to provide key insights into the dangers of memory, as well as more effective ways of remembering.

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Philander, Rochelle. "Management of children with sexual behaviour problems, between the ages of five to nine years old, by educators and social workers." University of the Western Cape, 2018. http://hdl.handle.net/11394/6404.

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Magister Artium - MA (Child and Family Studies) The Management of children, younger than twelve years of age, who pose a risk to other children, remains complex and confusing. When their behaviour includes sexual aggression towards other children, ignorance about how to manage them becomes even more challenging. Society has an expectation that any sexual aggressor should be punished, however, when the aggressor is younger than ten years old, different responses are necessary. The aim of this current study was to explore the management of learners with sexual behaviour problems, within the primary school setting. The main question underpinning this study was: How are children, aged five-to-nine-years, with sexual behaviour problems, managed by social workers and educators? A qualitative methodology, with focus group discussions and semi-structured interviews were used to conduct this study. Educators from primary schools, as well as social workers from the Western Cape Education Department, were purposively selected to form the sample for this study. Focus group discussions were conducted with the educators, while semi-structured interviews were conducted with the social workers.

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Doyle, Sara L. "Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:85.

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Benson, Patrick David. "The integration of educational technology in the elementary years curriculum, a qualitative case study in the Fort Garry School Division." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62691.pdf.

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Peled, Anat. "Support for beginning science teachers : developing a support programme for elementary school science teachers during their first years of teaching." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323524.

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Brandt, Shannon Lindsey Boyd Pamela C. "A life preserver for the "Sink or Swim" years an investigation of new teacher obstacles and the impact of a peer support group /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/BRANDT_SHANNON_34.pdf.

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Davis, Tammy E. "Three years at Jones Elementary School : a qualitative case study of a principal and teachers shaping a school culture for continuous improvement in an era of increased accountability /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399160105411.

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Schetzina, Karen E., William T. Dalton, Deborah Pfortmiller, Hazel Robinson, Elizabeth Lowe, and H. Stern. "The Winning With Wellness Pilot Project: Rural Appalachian Elementary Student Physical Activity and Eating Behaviors and Program Implementation 4 Years Later." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5106.

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School-based efforts to promote physical activity and healthier eating are a potentially effective approach to decreasing child obesity in rural populations. This article describes follow-up data on student activity and eating behaviors 4 years after implementation of the Winning with Wellness obesity prevention initiative. This project was based on the Centers for Disease Control and Prevention's coordinated school health model and used a community-based participatory research approach to address health behaviors in rural Appalachian elementary students. Results suggest significant increases in daily pedometer steps and healthier food selections by students as well as teacher support for continued health promotion efforts.

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Chen, Wei-lung, and 陳威龍. "A Nine-Years Consistent and Integrated Curricula Teaching Aided System for Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/37834299175566419788.

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碩士 南華大學 資訊管理學研究所 94 The purpose of this thesis is to apply the network environment to assist teachers developing a nine-year consistent and integrated curricula teaching aided system for elementary school. We first perform the system analysis,planning,and implementation. After that, we apply the system to the real curriculum planning,design,and implementation.We also evaluate its fitness of curriculum design and supporting content to assist teachers to solve the problems they meet. Moreover, teachers can improve their teaching Performace. After this system is planned and implemented, the results and contribution are obtained as follows: 　　　1.The functions of this system can actually assist teachers to promote the ability of designing curriculum. Also, teachers can obtain related teaching support through the teaching process. 　　　2.This system emphasizes on creation and transmission of knowledge experience and search of relevant curriculum reference. The teachers can save the complicated process of designing integrated curricula. 　　　3.This system can assist teachers to interpret the connotation of each field, goal, and the meaning of leveled competence indicators in the nine-year integrated curricula. Also,it can assist teachers to choose and organize the teaching material, decide the topic and the teaching goal, draw up the sequence of integrated curriculum content, and design suitable teaching activities. 　　　Our research results can provide a reference for future integrated curricula teaching aided system. They can also offer the motivation for teachers, and change traditional teaching model.By means of the integration of subjects,the system can solve the problems that teachers encounter in editing and integrating curriculum plans.

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Yeh, Ya-wen, and 葉雅雯. "Word Analysis of Elementary School Chinese Textbook in Nine-Year Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/97623261496049001563.

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碩士 國立臺南大學 教管所國語文教學碩士班 94 The purpose of this study is to survey for literacy material in the textbooks under the Nine Year Curriculum Alignment Guide. This study is according to the Nine-Year Curriculum Alignment on 2003, and focus on the words in the twelve Chinese textbooks published by Nani, Kangshen, Hanlin, and Ranlin. The author surveys by literature research and content analysis. First the author explores the relative literatures to understand about amounts of words, word frequency, radicals, the principles of six categories of Chinese characters, and the number of strokes, which would affect the difficulties of literacy and writing. Second, the author discusses and compares different texts by content analysis and statistics, then provides suggestions according to the research results for those who are interested of editing, choosing, and using of Chinese textbook. In this study there are five chapters. In the first chapter the author introduces the motivation and purposes for the research, recently research results, and the areas and boundary of the study. The second chapter is about relative literatures, in which the author surveys some relative literatures and focus on the elements about the ‘literacy and writing ability’ indicators in the Language Ability index in the first and second stages of the 9 Year Curriculum Alignment Guide. In the third chapter, the first part of content analysis, the author discusses the amount and frequency of words and the radicals. In the fourth chapter, the second part of content analysis, the author discusses the characteristics recognized by the principles of six categories of Chinese characters, the categories, and the value, and the number of strokes as an indicator to understand if arrangement of the difficulties of literacy and writing is fit to children recognition development. The fifth chapter is conclusion in which the results and suggestions would be displayed. By the survey and discussion about the words of these editions of textbook, this study provides references for editors to improve the teaching materials and for teachers to choose materials and improve teaching.

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Jui, Hsiao Tung, and 蕭東瑞. "Nine-year elementary school fourth grade field of rhetoric Teaching of Chinese Language." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46189420073745591325.

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Chen, Chien-fa, and 陳見發. "The nine-year integrated curriculum for elementary school children factor learning performance and misconceptions." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76389266582481120318.

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碩士 國立屏東教育大學 數理教育研究所 100 Since 2003 announced a nine-year integrated mathematics syllabus (outline), and 94 academic year were from first grade students and seventh grade students of its implementation, and stressed that the idea is: In addition to mathematical knowledge, math skills, abstract ability and inference ability is the main axis of the entire mathematics education. Many studies have found that students’ factor knowledge representation is not ideal. When children learn the number of certain misconception, this is because the numbers of an overview of the concepts are quite abstract; students can not understand the concept of factor, thus resulting in a bottleneck study. If children can not understand the significance of the number of future study comparing high-end number of hours, the fear will produce old and new knowledge convergence difficulties. The purpose of this study under the implementation of the nine-year integrated mathematics curriculum, the factor is knowledge of elementary school students'' learning performance, and try the analysis of elementary school students Factor solving reasons for using the wrong strategy, to understand the misconceptions of the reasons students learning factor. After the researchers for elementary school students explore the 1-9 math curriculum, the student factor learning performance through the analysis of the school factor solving error for strategic reasons, to understand students'' learning factor of the reasons for misconceptions, provide teachers cited as learn good teaching and teaching preparation redress in order to reach the goal of the factor of teaching. The conclusions of this study are as follows: 1.Elementary school students factor of task performance: (1) the overall accuracy rate of about 70%.(2) to determine the number of the error rate of less than 20%.(3) prime error rate is high.(4) the number of application problems (word problems) average error rate of about 76.7 percent application problems (word problems) is the students learning factor the greatest difficulty. 2.Elementary school students factor problems using the reason of the error problem-solving strategies: (1) lack of prior knowledge of the factor of knowledge. (2) due to the careless error of judgment caused by the omission or more to write. (3) due to not understand the significance of prime numbers, or by their own meaning of problem solving do not realize that the number of significance, or according to their own meaning of problem solving. (4) can not understand because of the number of public factor, greatest common factor arising from misunderstandings or confusion. (5) the solution of application problems (word problems) when misunderstanding the meaning of the questions do keyword associates want. 3.Elementary school students learn the knowledge factor may have misconceptions reason：(1) due to prior knowledge of the factor knowledge and terminology does not understand. (2) careless, the strategic use of improper. (3) prior knowledge of an error, the strategic error of judgment, do not understand the subject misunderstood the meaning of the questions, do not know how to problem-solving.

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Tzou, yu-tay, and 鄒裕泰. "The study of the view and coping of elementary school teachers toward Nine-years Joint Curricula ：Evidence from the Taoyu an County." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/16691185330549953420.

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碩士 國立新竹師範學院 課程與教學碩士班 90 A study of the view point and coping strategies of elementary school teachers toward Nine-years Joint Curriculum ：Evidence from the Taoyuan County Tzou, yu-tay Abstract The main research methods are questionnaire and corroborate interview. The main purpose of the research is to explore the views point and coping strategies of elementary school teachers toward “Nine-years Joint Curriculum” in the County of Taoyuan in Taiwan. The research tool is 5-point scale “the teachers’ view point and coping strategies of elementary school teachers toward Nine-years Joint Curricula” developed by the researcher. The total samples are 1,045, from which 716 are effective. The effective rate is 68.5﹪. The statistical methods include descriptive statistics, factor analysis, reliability analysis, t-test, analysis of variance, Scheffe' method, product-moment correlation, and etc. The conclusions are as following below： 1. The view point of elementary school teachers in Taoyuan County toward “Nine-years Joint Curricula” in cognition（3.69）、support（3.39）、effectiveness（3.22）are at intermediate level. 2. There are significant differences in teachers’ backgrounds in the view point of elementary school teachers toward Nine-years Joint Curricula in Taoyuan County. 3. The coping strategies of elementary school teachers toward Nine-years Joint Curricula are at intermediate level in Taoyuan County. 4. There are significant differences in teachers’ backgrounds in the coping strategies of elementary school teachers toward Nine-years Joint Curriculum in Taoyuan County. 5. The elementary school teachers coping strategies are at lower level in teaching the Nine-years Joint Curriculum class actively, in developing school-based curriculum and in action research. 6. There is significant positive correlation between the view point and coping strategies in Nine-years Joint Curriculum. 7. The teachers consider as the most important related strategy is to increase the teacher members. 8. In order to alter the concept of parents, government needs to reinforce the propaganda on the Nine-years Joint Curriculum. 9. The most achievement felt by the teachers is the implementation of multitude of evaluation. 10. The most difficult task felt by the teachers is the implementation of evaluation of curriculum. Based on the results and conclusions, some suggestions for educational administration departments, elementary schools, teachers, parents and new researchers in the future are presented.

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HO, HAU CHIN, and 許清和. "The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41635446388081450024.

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碩士 國立臺灣師範大學 教育研究所 92 The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung Abstract The research is based on “Nine-Year Integrated Curriculum Temporary Outline in Elementary & Junior High School” printed by Ministry of Education in Jan., 2001, trying to understand Nine-Year Integrated Curriculum Implementation in Keelung in 2002. And how do the teaching, evaluation and correction go under the organizations of curriculum development in schools? I investigated 750 teachers in junior high schools. According to “The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung “ by the researcher instructed by Professor Wen Jing Shan, the researcher gets the following conclusion through statistical analysis First, in the Function of Curriculum Development Committee in School, most teachers consider Curriculum Development Committee as the administrative jobs subjectively and wouldn’t like to participate in it. Second, teaching in coordination is difficult to fulfill and be accepted. According to the analysis, there’s no obvious difference between the teachers with self-devised supplementary teaching materials and the teachers without self-devised supplementary teaching materials. Third, in Measures of Correction & Cooperation, most Schools emphasize the instilled lectures but shortage of innovatory practices while planning advanced studies of Nine-Year Integrated Curriculum. So, the innovatory teaching emphasized by Nine-Year Integrated Curriculum on the basis of the school is expected to be developed well through the participation of the community and parents. Key word: Nine Year Integrated Curriculum Curriculum Implementation Curriculum Tidelity Perspective Curriculum Adaptation Perspective Curriculum Enactment Orientation

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Shan-Yin, Yeh, and 葉珊吟. "Effectiveness of Illustrations in Junior-Grade Elementary School Mandarin Textbooks under the Nine-year Integrated Curriculum." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64364762818086838857.

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碩士 國立臺中教育大學 語文教育學系碩士班 95 The Ministry of Education announced the New Curriculum Standards in 1996 in order to provide superior educational content and enhance national competitiveness. The Ministry of Education simultaneously announced that the textbook market would be formally opened, and would no longer be the monopoly of the National Institute for Compilation and Translation. Many private publishing companies immediately entered the textbook market, which then became the scene of flourishing competition. In order to make their textbooks more distinctive and boost sales, all the competing publishing companies put great efforts into recruiting well-known illustrators. Through the use of bold colors, lively styles, and rich media use, new illustrators launched a revolution in traditional textbook illustrations, and gave students, teachers, and the public a completely new impression. Nevertheless, illustrations in textbooks and pictorial books for general readers are different. Textbook illustrations must be interpreted in a way consistent with course content, and must be more educational than artistic. Limited by their professional backgrounds, illustrators commonly misinterpret or fail to fully understand the text. In addition, the strongly personal drawing styles of individual illustrators sometimes make it hard for young students to understand illustrations' meanings. Illustrations fail to assist reading of the text in these cases. This study therefore seeks to investigate the effectiveness of illustrations in junior-grade elementary school Mandarin textbooks, and gains the following three conclusions: 1. Through literature-analysis, we know that the illustrations in textbooks have the functions of cognition and affection. The examining-terms of illustrations in textbooks are: conforming to the levels and preferences of users, conforming to the educational relationships of pictures and texts, displaying the suitable illustrations. 2. Through content-analysis, the researcher examined the meaning of the illustrations in elementary school Mandarin textbooks and assessed if the pictures and texts are well-matched. The researcher found that as to the arrangement of pictures and texts, three publishers- Nan Yi、Kang Shiuan and Han Lin, pay extremely attention in drawing and editing according to fit with the educational purposes. But, we still could find some pictures and texts are not well-matched and the space of the publications is imbalanced in minority lessons. In designing of illustrations, three publishers still have some problems in, for example, the correction of illustrations and the texts covered by the illustrations. As for the materials-using, it’s plentiful and diversifies. 3. The researcher interviewed the users of the textbooks through interviewing and surveying. From the aspects of teachers, the researcher found that most teachers hold positive attitudes toward illustrations in textbooks. They often use illustrations to assist teaching. They generally consider that students don’t have enough ability to use illustrations by themselves and need the instructions of teachers. The teachers also mentioned some illustrations that need to improve. From the aspects of students, the researcher generalizes the students’ preferences of illustrations are pictures-abounding, animals as the important figures. The students’ dislike characteristics are dull, unclear-subjects pictures. One through this research, let mandarin textbook illustration give play to efficiency actively, represent the plural style and features, in order to improve the domestic textbook level.

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Ching, Su Yuh, and 蘇裕清. "The evaluation of curriculum leadership of nine-year curriculum system in elementary school of Hsinchu County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/17963732022011612611.

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碩士 國立新竹師範學院 課程與教學碩士班 91 This research aims at probing analysis on relevant questions and status of implementation of leadership curriculum in elementary school of Hsinchu County, and design syllabus for study. This study will be administrated by discussed the findings on the issue as well as observation and interviews, and questionnaire will be conducted to the employees in elementary school of Hsinchu county. Generalize a conclusion from cross-examination and interview with six educationists. Participant of this questionnaire included 722 directors and teachers within Hsinchu County. Reclaim 679 questionnaires; rate of retrieval is 94%. The analysis method of this research has divided into two parts: quality and quantity. Under quality, interview would be summarized. On the other hand, under quantity, methods like frequency distribution, percentage, average rate, T test, item analysis, coefficient of variation and Scheffe’s post hoc test would be the essential statistical method. Conclusion of this research as the following: A) Most of the findings on the issue as well as the observation and interviews are concentrate on: significance and purpose of leadership curriculum, curriculum development, planning of curriculum, execution of curriculum, evaluation of curriculum, B) Degree of satisfactory on the implementation of 1st —9th curriculum alignment has appeared appropriate. Average rate of satisfactory on curriculum development is 3.59, average rate of satisfactory on curriculum planning is 3.78, average rate of satisfactory on execution of curriculum is 3.75, and average rate of satisfactory on overall curriculum is 3.73. According to the result, the implementation of leadership curriculum of elementary school director of Hsinchu County has appeared appropriate. C) Divergence has occurred base on different background, gender, different position, school system and length of service. D) Such divergence has only effect on the dimension curriculum planning, (function of service) has reach above 0.05 level. Base on the outcome of this research, advice and follow-up research has been given out to local educational department and elementary school directors.

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Wang, Niann-chyi, and 王念騏. "The Study of Job Stress of the Elementary School Teachers Participating in Experimental Nine-year Integration Curriculum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/86791978103601291246.

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碩士 國立臺南大學 國民教育研究所 90 The purpose of the study is to understand the job stress of the elementary school teachers who participate in the project of the experimental Nine-year Integration Curriculum in Kaohsiung city and Tainan city during the 1999 and 2000 academic years. Six main goals of this study are as follows: 1 To understand how much the teachers have got in involved in the experimental Nine-year Integration Curriculum and the stress they have undergone. 2 To analyze the participating teachers’ personal background variables, the degree of their involvement in the project and their job stress that cause the differences among the teachers. 3 To explore the differences between their involvement and their stress, two of the three above-mentioned items. 4 To explore the relation between the degree of their involvement in the project and their job stress. 5 To analyze teachers’ personal background variables and the degree of their participation in the experimental curriculum variables that contribute to the degree of teachers’ stress. 6 To integrate the findings as a reference in order to find ways to help really materialize the Nine-year Integration Curriculum and to help teachers alleviate tension and improve their teaching efficiency so as to enjoy a healthy body and sound mind. To achieve the purpose mentioned above, the study adopts both questionnaire survey and interview methods. The subjects include 581 elementary school teachers from 23 elementary schools in Kaohsiung City and 27 schools in Tainan, who are participating in the project. The instruments include Questionnaire One designed by the researcher: Job Stress of Elementary School Teachers Participating in the Experimental Nine-year Integration Curriculum and Questionnaire Two revised by the researcher: Outline of the Interview Concerning These Teachers’ Awareness of the Job Stress. The data obtained from the questionnaires are analyzed by T-Test, One-Way ANOVA , Multiple Analysis of Variance, Pearson Correlation, and Stepwise Multiple Regression. Ten of the representative interviewee joined in the discussion with the researcher. The findings are inducted as the conclusion. Suggestions are made based on the conclusion. The results are concluded as follows: 1 The teacher’s involvement in the experimental project is more than average, and the teachers’ attitude and the adjustment of their actions take the most important part. 2 The elementary school teachers’ job stress is average, while the adoption of reformation takes the most important part. 3 Female teachers, teachers who have taught for less than 10 years, teachers who are married with no kids, non-classroom teachers, teachers who teach the 1st or the 2nd graders and elementary school teachers teaching in schools with a capacity of 13-60 classes are obviously more enthusiastic about participating in the experimental Nine-year Integration Curriculum. 4 Female teachers, teachers who have taught for more than 31years, teachers with normal school education, teachers graduated from general colleges or universities, married teachers with kids, classroom teachers, and elementary school teachers teaching in schools with a capacity of 61 classes, have obviously higher job stress than other teachers. 5 Teachers with different levels of in enthusiasm about participating in the experimental Nine-year Integration Curriculum shall obvious different degrees of job stress. 6 The teacher’s involvement in the experimental project and their job stress have obvious negative correlation. 7 Teacher’s attitude and the adjustment of their actions, Devoting to school-based curriculum, Educational Level one (teachers with normal school education), Educational Level three (teachers graduated from general colleges or universities), Marriage Condition three (married teachers with kids) have combined predictions to teachers’ job stress. Teacher’s attitude and the adjustment of their actions is the best predictor. Based upon the above study results, suggestions are offered to the educational administration, elementary school teachers, and future studies to help really materialize the Nine-year Integration Curriculum, and at the same time to reduce the job stress for teachers, to improve teaching efficiency and help teachers enjoy a healthy body and sound mind.

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Chen, Huo-chuan, and 陳火川. "The Study of the Elementary School Teachers’ Job Stress Resulted from the Nine-Year Integrated Curriculum Reform." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/95325211513059464307.

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碩士 國立中正大學 教育研究所 93 The purpose of the study was to understand the job pressure of the elementary school teachers who participated in the project of the experimental Nine-Year Integrated Curriculum. Four main goals of this study were as the following： 1. To explore the influence of the elementary teachers’ personal backgrounds on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform. 2. To explore the influence of the elementary teachers’ different school backgrounds on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform. 3. To explore the influence of the teachers’ involvement on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform. 4. To integrate the findings and give suggestions to the related institutes. Survey Study was used in this study. The subjects were the elementary teachers in Chaiyi county and Chaiyi city . The instrument was the questionnaire which was designed by the researcher and was titled “The Questionnaire of Elementary School Teachers’ Job Stress on the Nine-Year Integrated Curriculum”. The data obtained from the questionnaire were analyzed by T- test, One-Way ANOVA. Suggestions were made based on the results. The results were as the following. First, as for the influence of teachers’ different personal backgrounds on the teachers’ job stress resulted from the Nine-Year integrated Curriculum, there were six main findings: (1) There was no significant difference of teachers’ job stress among the teachers at different age groups. (2) There was no significant difference of teachers’ job stress among the teachers having different years of teaching experience. (3) There was no significant difference of teachers’ job stress among the teachers with different degrees. (4) There was no significant difference of teachers’ job stress among the teachers in different marriage status. (5) There were significant differences between the homeroom teachers and the subject teachers in the aspects of time management, curriculum design, and the job loads. The homeroom teachers’ job stress was higher than the subject teachers’. (6) There was significant difference between the administrators and the teachers in the aspect of parents’ involvement. The administrators’ job stress was higher than the teachers’. Second, as for the influence of the elementary teachers’ different school backgrounds on the teachers’ job stress, there were three main findings: (1) The teachers in the rural areas had significantly higher job stress than the teachers in the urban areas in the aspects of job loads and the parents’ involvement. (2) In the aspects of the teaching reform and the parents’ involvement, the teachers teaching in the schools with less than 12 classes had significantly higher job stress than the ones in the schools with more than 37 classes. The teachers teaching in the schools with 13 ~ 36 classes had significantly higher job stress than the teachers in the schools with more than 37 classes. (3) There was no significant difference of job stress among the teachers in different class sizes. Third, as for the influence of the teachers’ involvement on the teachers’ job stress resulted from the Nine-Year Integrated Curriculum Reform, there were three main findings: (1) There were significant differences of job stress in the aspect of curriculum design among the teachers having different times of joining the training programs of Nine-Year Integrated Curriculum. (2) There were significant differences of job stress among the teachers having different curriculum designs. (3) There were significant differences of job stress in the aspects of time management, curriculum design, teaching reform, interpersonal relationship and the parents’ involvement, among the teachers with different parent-teacher interaction. The teachers with less parent-teacher interaction had significantly higher job stress than those who had parent-teacher interaction as usual or those who had more parent-teacher interaction than before. Based on the results, suggestions were offered to the educational administrators, elementary school teachers and the other researchers to help the implementation of the Nine-year Integration Curriculum, to reduce the teachers’ job stress, and to improve the teaching efficiency and the teachers’ health. Key Words：elementary school teacher, Nine-Year Integrated Curriculum reform , teachers’ job stress

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Chang, Mau-Yuan, and 張茂源. "The Interview Study of Job Stress the Elementary School teachers Participating in Experimental Nine-year Integration Curriculum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/93951944651095716406.

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碩士 國立嘉義大學 國民教育研究所 91 The Interview Study of Job Stress the Elementary School Teachers Participating in Experimental Nine-year Integration Curriculum Thesis for Master Degree in Education Mau-Yuan Chang School of Education, National Chia-Yi University Abstract This thesis is an essay focused on to explore how those teachers feel stressed after the past two schools years of joining in this experimental new curricula called ”Nine-year integration curriculum”. Methodologies applied in my research, among them, mainly by “Interview” approach. The tool is a listed set of outlines for interview that the author edited it. Time slot for interviewing is from January to May in 2002. The author has visited and talked to 22 teachers of primary schools in both Chia-Yi City and Yuan-Lin County. My main discoveries are as follows: 1.Teachers have not enough confidence to fulfill such goals as editing, pile-up of teaching material integrating or designing activity, or, in one sentence, they no clear image of what new curriculum means nor what the core value inside it. 2.On this new curriculum, coordinative teaching appears hard to adopt. 3.The implementation of assessment faces an existing problem: The gap between cognitive and practical levels. This leads to anxiety and helplessness of teachers. 4.The seminars and teachers’ refreshments, in quantity, for getting acquaintance with new curriculum are too frequent and are forcing teachers away from regular teaching routine and deteriorate teachers’ teaching standard. 5.Support from schools’ administrative and the experts, scholars are rare and for the most part, theoretical. Such a kind of assistance just offers limited help for practical matters. 6.Too much time and energy consumed for meeting this, challenge of new curriculum has forced many teachers to minimize their time available to take care of home. 7.”Time” is the most worried factor, which brings pressure to teachers. Additionally, teaching material, program, activities, and the entirely new whole curriculum are also the teacher main concern. 8.Parents of the students’ lack the relevant Knowledge about this new trend of thoughts on curriculum. Therefore, their unsuitable intervention at schools’ operation has caused some degree of uncomfortable reaction. 9.School size differs, stress differs. 10.Years of career or service are the cause that differentiate one teacher to another, on the feeling of stress. 11.It’s no wonder that stress could lower teachers; overall performance, however , in the other hand, stress and strain could be positive for motivating teachers to gain progress and achieve their goals. keywords：elementary school、nine-year integration curriculum、teacher stress

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HAU, CHEN SSU, and 陳思樺. "A study of the Contents of Green Consumption in Textbooks for nine-year Integrated Curriculum in Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21670913450476652800.

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碩士 國立新竹教育大學 應用科學系碩士班 94 The main purpose of the study was to analyze the content of green consumption in the textbooks of different versions of 「science and living technology」, 「social study」, 「health and physical education」, 「life curriculum」for nine-year integrated curriculum in elementary school. In this research, content analysis is adopted. There were two parts in the analysis process. 1. analyzing the amount of content of green consumption. 2. study and comparing the way of appearing of content of green consumption. The major conclusions of this study were as follows 1、The amount of content of green consumption （1）science and living technology textbook The times of content of green consumption which appearing in the textbooks are significant difference of all versions. the order of the amount of contents of green consumption more to less was: Hanlin, Nani, Newton, Knsh.「reduce」is the majority of topics discussed, 「refuse」is the least topic discussed in all versions. （2）social study textbook The times of content of green consumption which appearing in the textbooks are no difference of all versions.「reduce」is the majority of topics discussed in all versions. （3）health and physical education textbook The times of content of green consumption which appearing in the textbooks are no differences of all versions.「reduce」is the majority of topic discussed,「refuse」is the least discussed topic in Nani, Knsh, Hanlin versions, while「reuse」is the majority topic discussed,「refuse」is the least topic discussed in Renlin versions. （4）life curriculum textbook The times of content of green consumption which appearing in the textbooks are significant difference in all versions. the order of the amount of contents of green consumption more to less was: Renlin, Nani, Hanlin, Knsh, Newton.「reduce」is the majority topic discussed, 「refuse」is the least topic discussed in all versions,「refuse」is only in the Newton version. （5）Comparison among textbooks of the same versions In Nani, Knsh, Hanl, versions, the times of content of green consumption which appearing in the textbooks are significant difference among all domains. In both of the Hanlin and Nani versions, the health and physical education textbooks have the most amount of contents of green consumption. 2、Way of appearing of content of green consumption The word of green consumption was directly displayed in versions of Nani and Knsh, while other versions do not find. The green consumption in all versions is more likely a declarative knowledge, rather than an actual experience of activities.

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