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Myrick, Harriet Jane. "Education journal reading habits of public elementary school teachers." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3343.
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Purpose. The purpose of this study was to determine education journal reading habits of public elementary school teachers in grades kindergarten through six in San Joaquin, Stanislaus, and Tuolumne counties in California. Problem. The study was designed to answer the following research questions: To what extent do teachers read education journals; what influences teachers to read education journals; what discourages teachers from reading education journals; what is the teacher's perception of the value or importance of reading education journals; to what extent and in which areas do the teachers use information obtained from reading education journals to make changes in their classrooms; what strategies can an administrator use with teachers to increase journal reading; and what, if any, is the relationship between gender, age, educational degree, size of school, and size of district with respect to the reading habits of teachers. Procedures. Six hundred and fifty teachers from fifty-eight elementary schools in grades kindergarten through six responded to a thirteen item questionnaire related to education journal reading. Frequencies and percentages with means and standard deviations for descriptive statistics were used. The.01 level of significance was used. Findings were reported on sixteen tables. Findings. The data revealed that teachers prefer reading education journals which contain practical and useful information. Principals were identified as having the greatest influence to encourage teachers to read education journals. The factor which most often encouraged teachers to read journal articles was the usefulness of the information. Teachers reported that the greatest value derived from journal reading was to keep updated on current education issues. It was found that journal reading had the greatest influence on language arts instruction. Some significance was found in the demographic data with reading habits of teachers. Recommendations. From the findings, five suggestions for further research are provided dealing with topics related to the utilization of journal articles in the classroom, the classroom change process, and the use of journal reading in teacher college preparation programs. Nine recommendations are made on techniques principals can use to increase journal reading by teachers.
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Mavis, Joni E. "Journal Writing in the Secondary Mathematics Classroom." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281623548.
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Handschuh, Plowman Katrina Lynn. "An Analysis of School Psychology Journal Articles and Annual Convenion Program Presentations." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1569.
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Ethics is a topic of great importance for professional school psychologists. The National Association of School Psychologists’ (NASP) Principles for Professional Ethics is a document that originated in 1974 and was most recently revised in 2010. The function of this document is to guide school psychologists’ conduct in their professional careers. This study examines the content of school psychology journals, the NASP school psychology newspaper, and NASP convention abstracts from the last 16 years to evaluate the ethical topics being discussed within the school psychology community. A search of the publications related to ethics provides answers to several questions while highlighting the contemporary concerns and interests of school psychologists. The findings of this study include the representation of ethical issues in four domains to varying degrees. The greatest topics of interest and concern for school psychologists were found to be related to assessments and interventions while issues related to professional behaviors seem underrepresented in the literature.
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Dickson, Joanna, and n/a. "The visual representation of the Maori in the School Journal 1907-95." University of Otago. Department of Anthropology, 1997. http://adt.otago.ac.nz./public/adt-NZDU20070531.122035.
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This thesis concerns the visual representation of the Maori in illustrations featured in the School Journal, Bulletins, Maori Language Readers, and Remedial Readers published by the New Zealand Department of Education from 1907-96. The main focus is to examine how the prehistory of Aotearoa has been presented to the public. For this reason School Journals were chosen as they have been a resource available to all school children for almost a century, and reflect changing theories incorporated into illustrations which can be just as significant, or even more powerful, than text in transmitting information (and sometimes culture-bound values) to the public about past Maori lifeways.
I examined specific areas such as the representation Maori physiognomy, representation of gender and ethnicity, material culture, and activities in illustrations and photographs to create an overview of how the Maori have been depicted and question how closely these representations adhere to reality.
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Linn, Mary McMahon. "Effects of Journal Writing on Thinking Skills of High School Geometry Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/38.
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The purpose of the project was to determine the effects of journal writing on the thinking skills of high school geometry students. The research supports the idea that writing can enhance a student's metacognitive ability. The results show that the journals served effectively in various capacities. Each student became actively involved in his or her own learning process. Writing forced the students to synthesize information and they became aware of what they did and did not know. They recognized their individual learning style and strengths and began to take advantage of those strengths. The journals served as a diagnostic tool for the instructor and they opened lines of communication between teacher and student and personalized the learning environment. The results of the project suggest that this type of journal keeping would be effective in all disciplines but it is especially recommended that it be implemented throughout a mathematics department.
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Szeneszi, Elisabete Schramm. "The use of dialogue journal writing to teach efl secondary school students." reponame:Repositório Institucional da UFSC, 1991. https://repositorio.ufsc.br/xmlui/handle/123456789/157718.
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Previous issue date: 1991<br>Este estudo investigou os efeitos do uso do "dialogue journal writing" para ensinar os alunos do segundo grau a escreverem em inglês. O objetivo deste trabalho foi verificar se o uso do "dialogue journal writing" aplicado como técnica de ensino em sala de aula, afetaria a motivação, as atitudes e a habilidade destes alunos em relação ao aprendizado da escrita em inglês como língua estrangeira. Um método de abordagem qualitativa foi escolhido para conduzir esta investigação, e o estudo foi realizado num período de 3 meses. Os sujeitos que fizeram parte deste estudo foram alunos da 1a série do segundo grau do Colégio de Aplicação da UFSC, e os resultados revelaram que esta técnica mostrou-se favorável quanto a motivação, atitudes e habilidades destes alunos no aprendizado da escrita em inglês.
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Ruffer, John A. "The Influence of Journal Writing on High School Students' Views of Personal Health Issues." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281637818.
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Anjos, Cleriston Izidro dos. "A educação infantil representada: uma análise da revista Nova Escola (2005-2007)." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-163833/.
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Tomando como corpus as edições da revista Nova Escola, do período de janeiro de 2005 a agosto de 2007, a presente pesquisa tem o objetivo de propiciar uma reflexão a respeito das representações concernentes à Educação Infantil que podem ser depreendidas por meio das matérias lá veiculadas. Tendo, portanto, como pano de fundo, o imaginário de Educação Infantil veiculado pela mídia e, partindo do pressuposto de que tal publicação tem como traço distintivo fundamental um desejo de impor modelos ao professor, procuro analisar os modos por meio dos quais as diversas teorias concernentes à Educação Infantil são representadas no periódico. No decorrer da análise, foi possível inferir que a revista Nova Escola representa a si mesma como portadora de prescrições por meio das quais o professor poderá atingir a excelência em sua atividade docente. Também, é possível afirmar que, visando a aumentar a adesão a esta imagem, a publicação repetidamente veicula críticas com relação às atividades docentes, qualificando-as como ultrapassadas e dando origem a um processo de segregação com relação àqueles que não conseguem se enquadrar no referencial por ela divulgado. No que se refere às teorias que, atualmente, fundamentam a reflexão a respeito da Educação Infantil, concluiu-se que a revista Nova Escola procura construir uma imagem de ser a portadora do que há de \"mais moderno e atual\", considerando, assim, a educação como sendo algo que necessita estar em permanente renovação para ser de qualidade e desconsiderando, inclusive, a existência de um passado como possibilidade de entendimento das questões postas no presente.<br>Having as its corpus the editions of the \"Nova Escola\" journal, from January 2005 to August 2007, the present research has as its main goal to provide a reflection about the representations related to Children Education that can be perceived by means of the matters conveyed by that journal. Considering the imaginary of Children Education conveyed by the media as the background of our study and having as a presupposition the fact that the referred publication has as its distinctive characteristic an aspiration to impose models to the teacher, I intend to analyze the ways by which the main theories concerning to Children Education are represented by the journal in that period of time. During the analyses, it was possible to infer that Nova Escola journal represents itself as the bearer of prescriptions by means of which the teacher can achieve excellence in his teaching activity. Also, we can say that, aiming at increasing the adherence to that image, the publication repeatedly conveys critical matters regarding to teaching activities, considering them outdated and giving origin to a process of segregation regarding to those who fails to fit the proposed reference frame. Regarding to the current theories that serve as the basis for the reflection about Children Education, we concluded that the \"Nova Escola\" journal aims to build an image of being the bearer of what is thought to be \"the most modern and current\" ideas, thus considering education a subject that needs to be in constant renewal to have quality, and disregarding the existence of a past as a possibility to understand the questions posed in the present.
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Knickerbocker, Leah M. "Enhancing the development of sense of place using reflective field journal techniques during a Traveling School semester." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/knickerbocker/KnickerbockerL0812.pdf.
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This project evaluated the effects of field journaling techniques in the natural science class at The Traveling School. Students that participate in a Traveling School semester are inclined to make strong connections to the areas they travel in by learning about their surroundings. This study examined the impact of specific techniques that enhanced metacognitive reflection through field journaling techniques and formative assessment. These teaching techniques impacted not only students sense of place in southwestern Africa, but also student development of sense of place when they returned to their home town/region at the end of the semester. Each student participated in surveys measuring place attachment and place meaning for their home town/region. Additionally, students participated in interviews and questionnaires. Colleagues provided best practices of teaching with science field journals, as well as input on formative assessment techniques. Surveys pre and post treatment showed minimal overall change in student perceptions of sense of place. Interviews, observations and colleague feedback showed support that field journaling techniques enhanced student learning and connection to their home town/region.
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Freeman, Sally. "The effects of enhanced word processing on the journal writing of middle school students with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ52789.pdf.
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Brown, Susan Ann. "The effective use of journal writing in a fourth grade classroom, an inservice for elementary school teachers." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1073.
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Wojcik, Paul. "An investigation in journal writing and cooperative learning with 8th grade geometry students in the construction of proof." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5083.
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This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student's attitude toward mathematics. Writing prompts focused on the students' perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students' written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.<br>ID: 029809427; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2011.; Includes bibliographical references (p. 92-95).<br>M.Ed.<br>Masters<br>Teaching and Learning Principles<br>Education<br>K-8 Math and Science
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Saraiva, Ester da Silva Venâncio. "A polissemia do conceito fracasso escolar em uma fonte histórica digital (1980-2009)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165671.
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Esta dissertação é resultado de um estudo sócio-histórico e tem como objeto o Fracasso Escolar. Como aporte teórico-metodológico parte de Reinhart Koselleck, aproximando-se da história dos conceitos, e de Pierre Bourdieu, principalmente a partir da noção de "excluídos do interior" reflexões sobre o Estado. O objetivo principal foi compreender os significados do Fracasso Escolar, como conceito, a partir da impressa periódica de ampla circulação, nas décadas de 1980, 1990 e 2000. Optou-se por realizar a investigação assumindo a versão digitalizada do jornal Folha de S. Paulo como fonte. A investigação considerou as peculiaridades metodológicas da fonte histórica digital e indicou a operação com documentos digitais como opção fecunda na historiografia contemporânea. O recorte temporal estabeleceu-se a partir da escolha da fonte e de um levantamento prévio onde foi indicado o período de maior recorrência nos discursos sobre o Fracasso Escolar. Considerando a polissemia do conceito, a partir da História dos Conceitos, o corpus empírico da pesquisa foi composto partindo da busca pelos descritores: Fracasso Escolar, Sucesso Escolar, Reprovação Escolar e Repetência Escolar, sendo localizados 207 artigos no período destacado. Na análise dos artigos importou localizar as narrativas em termos de composição do jornal, identificar os autores e os indivíduos envolvidos nessa discussão e, ainda, compreender as causas do Fracasso Escolar anunciadas nas narrativas. O estudo contribui para pensar nas condições de possibilidade desse conceito, o Fracasso Escolar na história brasileira. Além disso, aponta para um certo crescimento da projeção do conceito no jornal Folha de S. Paulo, seja através do crescente número de artigos localizados nas últimas décadas, como também, na ampliação do espaço físico atribuído a este no jornal. Sobre os indivíduos presentes nos discursos analisados, observou-se a centralidade das vozes de especialistas e do Estado. A investigação indicou ainda, sincronia nas causas junto a polissemia do conceito, situando três focos de temas: extra-escolar, sujeitos e intraescolar.<br>This dissertation is the result of a socio-historical study and its object is School Failure. As a theoretical-methodological contribution from Reinhart Koselleck, approaching the conceptual history, and Pierre Bourdieu, mainly from the understanding of "excluded from the interior" and as reflections on the State. The main objective was conceived as the meaning of School Failure, as a concept, from a newspaper of wide circulation, in the 1980s, 1990s and 2000s. It was decided to carry out a survey assuming a digitized version of the Folha de S. Paulo as source. The research considers the methodological peculiarities of the digital history source and indication of an operation with digital documents as a fruitful option in the contemporary historiography. The period was established based on the choice of the source and on the previous survey where the period of greatest recurrence was noticed in the speeches about School Failure. The study takes into consideration the polysemy of the concept, from the History of Concepts, the empirical corpus of the research with the compound by the researchers: School Failure, School Success, School Reprobation and School Repetition, with 207 articles being located in the highlighted period. In the analysis of the articles it was important to locate the narratives in terms of composition of the newspaper, to identify the authors and the individuals involved in this discussion, as well as causes of School Failure announced in the narratives. The study contributes to understand about the conditions of choice of the concept, School Failure in Brazilian history. In addition, it points to a certain growth of the projection of the concept in Folha de S. Paulo newspaper, through the growing number of articles located in the last decades, as well as in the expansion of the physical space assigned to it in the newspaper. Regarding those present in the analyzed discourses, let us observe a centrality of the voices of experts and the State. An investigation indicated, synchronized in the causes next to a polysemy of the concept, locating three focus areas: extra-school, subjects and in-school.
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Hartwig, Kay, and n/a. "Music in the Year 8 Classroom: An Action Research Project." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.115435.
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The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
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Terrell, Paul E. Jr. "Journaling for Critical Thinking." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1341.
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This thesis describes a pretest - posttest study to increase the effectiveness of art journals at the high school level. The targeted population consisted of students in the ninth through twelfth grades in a middle class community, located in central Virginia. The visual art students were involved in the journaling (art workbook, sketchbook) process as a part of their curriculum. Following a pretest students were surveyed and adjustments were made from their input to make the art journals more effective. Often students were not picking up instructional cues introduced through demonstrations and art history integrated into the class structure. The researcher was concerned about the impact of standardized testing and the effect it was having on critical thinking. He hypothesized improved journaling techniques would facilitate the connection between class participation and student art projects.A review of the solution strategy revealed a need to adjust the number of pages required, provide more visual cues for research, and offer alternative two-dimensional design strategies. While these changes were made, the assessment tool was maintained as a consistent standard of measurement. Post intervention data indicated that adjustments to the journaling process significantly improved student's effective involvement and their scores.
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Jones, Rita A. "Developing High School Students' Ability to Write about their Art through the Use of Art Criticism Practices in Sketchbooks: A Case Study." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1213056907.
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Bellot, Rosado Francisco. "Presentation of the Digital School Journal: Revista Escolar de la Olimpiada Iberoamericana de Matemática, Sponsored by the O.E.I. Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79432.
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The purpose of this paper is to present all participants of the Dresden Conference the digital School Journal Revista Escolar de la Olimpiada Iberoamericana de Matemática, online since May-June 2002, with lmost 16,000 subscribers at current issue number 32. Subscribers are based all over the world, but mostly in Spain, Portugal and Latin America.
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Zanlorenzi, Claudia Maria Petchak. "A EXPRESSÃO DO LIBERALISMO NA REVISTA A ESCOLA (1906-1910) NO PARANÁ." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2014. http://tede2.uepg.br/jspui/handle/prefix/1375.
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Previous issue date: 2014-05-13<br>This Thesis presents a study on Brazilian education in the early twentieth century, whose primary source is The School journal, which had been published in Curitiba, PR, between 1906 and 1910, and whose objective is to discuss the spread of liberal ideology in Brazil during early Republican. Specifically, we have proposed to identify the influences of liberalism on education, on changes in teaching and on spreading the intuitive method as an ideal model of education. From the assumption of historical materialism, the methodological procedures adopted in the research went trhough the following steps: literature review, survey and cataloging of The School journal in the Public Archives of Paraná and Public Library located in Curitiba,selection of relevant articles to the research development, analysis and discussion of the selected articles, searching for the objectives of the proposed research and for writing the thesis organized into three parts. In the first section, we addressed, Firstly we have approached the principles of liberalism, based on the classical authors Locke and Smith, in order to demonstrate liberalism as a philosophical and political foundation, as well as its use as an ideology. Then we have analyzed the relationship between liberalism and State and its dissemination in Brazil after the proclamation of the Republic. We have also addressed the liberalism in education, having as source The School journal, by approaching specifically the school education as redefinition of the free worker and its using as a priority strategic based on Liberal Education during the Brazilian first Republic. Our efforts culminate with a discussion about teaching and the intuitive method as a way of homogenizing this proposal. The reflections that come up from the study of The School journal have pointed the speeches, the yearnings, the conveniences, the interests of society over education, and have provided clues about the repercussions and controversy introduced, and even more, have greatly contributed to the understanding of contemporary situations. The present study results’ have allowed us to conclude that education in Paraná State in the early twentieth century was marked by liberal ideology influences, which was widely disseminated in the pages of The School journal.<br>Esta tese apresenta um estudo sobre a educação brasileira no início do século XX, tendo como fonte primária a revista A Escola, publicada em Curitiba-PR no período compreendido entre 1906 a 1910, e como objetivo discutir a disseminação da ideologia liberal nos primórdios republicanos no Brasil. Especificamente, propõe-se identificar as influências do liberalismo na educação, nas mudanças do trabalho docente e na propagação do método intuitivo como modelo ideal de ensino. A partir do pressuposto do materialismo histórico, os procedimentos metodológicos adotados na pesquisa seguiram as seguintes etapas: revisão bibliográfica, levantamento e catalogação da Revista A Escola junto ao Arquivo Público do Paraná e Biblioteca Pública localizados em Curitiba, seleção dos artigos relevantes para o desenvolvimento da pesquisa e análise e discussão dos artigos selecionados, tendo em vista os objetivos propostos para a pesquisa e a escrita da tese organizada em três partes. Na primeira seção, são abordados, os princípios do liberalismo, tomando por base os autores clássicos Locke e Smith, a fim de evidenciar o liberalismo como embasamento filosófico e político, bem como a sua utilização enquanto ideologia. Em seguida, analisa-se a relação entre liberalismo e Estado e a sua disseminação no Brasil após a proclamação da República. Trata, ainda, do liberalismo na educação, tendo como fonte a revista A Escola, abordando, especificamente, a educação escolar como redefinição do trabalhador livre e sua utilização como estratégia prioritária, fundamentada na Pedagogia Liberal durante a primeira República do Brasil. Culmina com a discussão sobre o trabalho docente e o método intuitivo como forma de homogeneização desta proposta. As reflexões que suscitam do estudo na revista A Escola, apontam os discursos, os anseios, as conveniências, os interesses da sociedade em relação à educação, fornecendo pistas sobre as repercussões e polêmicas instauradas, e mais, contribuindo sobremaneira para a compreensão das situações da contemporaneidade. Os resultados desse estudo permitem concluir que a educação no estado do Paraná, no início do século XX, foi marcada pela influência da ideologia liberal, e essa foi amplamente disseminada nas folhas da Revista A Escola.
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Marangon, Ana Carolina Rodrigues. "Crianças e alunos em sala de aula: a circulação do debate sobre métodos de ensino em Portugal e no Brasil (1930-1940)." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07042011-150351/.
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A presente tese procurou compreender algumas dimensões comparativas acerca do debate pedagógico em Portugal e no Brasil, entre os anos de 1930 e 1940, tal como eram representadas em revistas pedagógicas as imagens da educação. Nesse sentido, procurou-se trabalhar, em termos analíticos, conceitos como os de infância; métodos de ensino; concepções de aprendizado; e o papel social da escola. O trabalho estudou dois periódicos especializados em educação, quais sejam: Educação e Escola Portuguesa. A hipótese da pesquisa pautou-se na possível existência de correlações entre os discursos pedagógicos brasileiro e português, oriundos da divulgação internacional dos ideais da Escola Nova. O objetivo da pesquisa foi compreender a função da escola, a divulgação dos métodos de ensino, o papel do professor e o lugar ocupado pela criança, no Brasil e em Portugal, entre os anos de 1930-1940. De modo geral, parece claro que, apesar das muitas particularidades locais, os ideais e princípios da Educação Nova circularam e foram diferentemente apropriados, adequando-se à realidade política de cada país.<br>This thesis intended to comprehend some comparative dimensions of the pedagogical debate in both Portugal and Brazil, between 1930 and 1940, just as educational images were represented in pedagogical journals. In analitical terms, some concepts were considered: childhood, teaching methods, learning concepts and the school social role. Two educational journals were studied: Educação (Education) and Escola Portuguesa (Portuguese School). The hypothesis of this study was based on the possible existence of relations between the Brazilian and Portuguese pedagogical discourses, due to international spread of New School principles. It intended to comprehend the function of the school, the teaching methods diffusion, the teachers and the childs role, in Brazil and in Portugal, between 1930 and 1940. In general terms, it seems clear that, despite many local particularities, the ideals and principles of New School were widespread, but differently taken, being adjusted according to the political situation of each country.
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Katabalwa, Anajoyce Samuel. "Assessing access and use of PERii electronic journal resources at the University of Dar es Salaam : the case of postgraduate students in the School of Education." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/44027.
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This study aimed at assessing access and use of PERii electronic journal resources by postgraduate students in the School of Education at the University of Dar es Salaam. Specific objectives for this study were to examine if the postgraduate students in the School of Eduction are aware of PERii electronic journal resources; to examine if the postgraduate students access PERii electronic journal resources; to examine if the postgraduate students use PERii electronic journal resources; to examine the challenges encountered by postgraduate students in the access and use of PERii electronic journal resources; and to determine possible ways to improve access and use of PERii electronic journal resources. The study was basically a cross-sectional study and data were collected through a combination of questionnaire for postgraduate students and interview for the Reference Librarians. The findings of this study were that the majority of postgraduate are aware of PERii electronic journal resources through various sources including the Library website, notice board, fliers, posters, IL training, colleagues, librarians and supervisors. Again, the majority of them use PERii electronic journal resources for various purposes including working on the assignments, research proposal writing, literature review, research report writing, current awareness, leisure, and for extra exploration of ongoing scientific debates through peer reviewed papers. The challenges encountered include power outage, inadequate bandwidth, slow download speed, inability to access the resources from home, lack of training, lack of awareness, limited access to computers and difficult in making a search. Suggested ways to improve access and use of PERii electronic journal resources include seeking to provide training on how to access and use of PERii electronic journal resources; ensure stable and reliable power, ensure adequate bandwidth; increase awareness of the resources, improve ICT infrastructure, enable access of the resources from home; increase download speed and ensure relevant information is provided. Based on these findings it was recommended that training on access and use of PERii electronic journal resources should be integrated into the University curriculum; ICT infrastructure to support access and use of PERii electronic journal resources should be improved; ensuring stable and reliable power by buying heavy duty generators at the University; increasing awareness by improving methods for promotion and marketing of the resources; enabling access of PERii electronic journal resources from home; ensuring adequate bandwidth through shaping the available bandwidth allowing certain services such as ICT services to receive a large proportion of bandwidth than other services; and ensuring relevant information is provided through subscribing more database with relevant information to all courses at the University.<br>Mini Dissertation (MIT)--University of Pretoria, 2015.<br>Information Science<br>MIT<br>Unrestricted
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Bellot, Rosado Francisco. "Presentation of the Digital School Journal: Revista Escolar de la Olimpiada Iberoamericana de Matemática, Sponsored by the O.E.I.Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 56, 2012. https://slub.qucosa.de/id/qucosa%3A1674.
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The purpose of this paper is to present all participants of the Dresden Conference the digital School Journal Revista Escolar de la Olimpiada Iberoamericana de Matemática, online since May-June 2002, with lmost 16,000 subscribers at current issue number 32. Subscribers are based all over the world, but mostly in Spain, Portugal and Latin America.
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Pinheiro, José Gledison Rocha. "O diário de Dalila: poética, testemunho e tragédia na formação escolanovista do indivíduo moderno (1933-1934)." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8675.
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Previous issue date: 2015-07-17<br>This dissertation is a study about Dalila’s Journal, written between 1933 and 1934. Developed as a pedagogic activity, the journal was supposed to reflect her routine as a student, experienced at the Experimental School Manoel Bomfim, created by Anísio Teixeira, during his administration as General Director of Public Instruction at the Federal District. It was a public school oriented by the most refined system of references of the so-called Progressive Education under Anísio’s perspective. To the student, it promised to set the most favorable conditions to the development of his/her individuality to the limits of his/her natural capacities; in what concerns society, it was committed to educate the new Brazilian man, prepared to answer to the modern world’s challenges that was rising in the heart of Brazil. For those who wanted, by following their own dispositions, to be a poet or, perhaps, a writer, he/she was apparently on the way of a successful experience, but Dalila’s school life, despite her poetic and literary moments, was marked by conflicts, sadness and hopelessness. Melancholic, she can’t stand the experience and drops out of school. If she was not able to fulfill her dream, at least she left a work, her journal, which is a true relic to help us think the contradictions of the New School’s project of giving rise to the Brazilian modern individual. In order to be able to read and interpret her work somewhat enigmatic, it was necessary to count on the precious assistance of Ginzburg and Bakhtin. By betting on an evidence-based and dialogic historiographical approach, it was necessary to read and reread the journal many times, in order to try to reveal the meaning of the several details, the several responsive words. And together with this evidence-based search I started to bring other authors to the dialogue. With Georg Simmel, I tried to understand what Dalila resisted and fought against. And this way the kind of subjectivity stimulated by her school, which she resisted so much to accept, was getting clearer and clearer. By resisting turning her journal into a writing of adaptation, little by little she starts to reveal a surprising testimonial character. There was denunciation in her writing, and it had to do, according to Benjamin, with the process of “cultural redesigning” put into effect by the New School’s ideology. Oriented by this testimonial character, I stablished a linkage between the journal and the Sector of Orthophrenia and Mental Hygiene, created by Teixeira and led by Anthur Ramos. It didn’t take long until the intended education image was completely shaken. From an enriching experience, Dalila’s and her mates’ education started to take the shape of cultural tragedy (Simmel) or catastrophe (Durand). But Dalila’s resistance went even farther, because against a reductionist model of subjective conformation, based on the idea of a scientific morality, she made some openings from which we could see a much richer and more complex image of man, inspired by her feminine-romantic culture.<br>Esta tese é um estudo sobre o Diário de Dalila, escrito entre 1933-1934. Elaborado na forma de atividade pedagógica, o diário deveria dar conhecimento de seu cotidiano de aluna, vivenciado na Escola Experimental Manoel Bomfim, criada por Anísio Teixeira, durante sua administração como Diretor Geral de Instrução Pública do Distrito Federal. Tratava-se de uma escola pública orientada pelos mais refinados referenciais da chamada Educação Progressiva, de vertente anisiana. Ao aluno, ela prometia reunir as condições mais favoráveis para o desenvolvimento de sua individualidade até o limite de suas capacidades naturais; no que se refere à sociedade, se comprometia em formar o novo homem brasileiro, preparado para responder aos desafios do mundo moderno, que despontava no coração do Brasil. Para quem queria, seguindo suas próprias inclinações, ser uma poetisa ou, quem sabe, uma escritora, aparentemente tinha tudo para ser uma experiência bem sucedida, mas a vida escolar de Dalila, apesar de seus instantes poéticos e literários, foi marcada por conflitos, tristeza e desesperança. Melancólica, ela não suporta a experiência e abandona a escola. Se não conseguiu realizar seu sonho, pelo menos deixou uma obra, seu diário, que é uma verdadeira relíquia para pensar as contradições do projeto escolanovista de formação do indivíduo moderno brasileiro. Para conseguir ler e interpretar sua obra um tanto quanto enigmática, foi preciso contar com o auxílio precioso de Ginzburg e Bakhtin. Apostando numa prática historiográfica indiciário-dialógica, foi necessário ler e reler muitas vezes o diário, para tentar desvendar o significado de um ou outro detalhe, de uma ou outra palavra responsiva. E paralelo a esse exercício de indiciarismo fui convidando outros autores para o diálogo. Com Georg Simmel, busquei entender aquilo contra o que Dalila resistia e lutava. E assim foi ficando clara a forma da subjetividade estimulada por sua escola e que ela tanto se recusava a aceitar. Ao resistir fazer de seu diário uma escrita de adaptação, aos poucos este vai revelando um surpreendente caráter testemunhal. Havia denúncia na sua escrita, e ela tinha a ver, conforme Benjamin, com o processo de “reelaboração cultural” colocado em prática pelo ideário escolanovista de sua escola. Conduzido por esse caráter testemunhal, estabeleci uma ligação entre o diário e o Setor de Ortofrenia e Higiene Mental, criado por Teixeira e chefiado por Arthur Ramos. Não demorou muito para que a imagem de formação pretendida pela escola fosse completamente abalada. De experiência enriquecedora, a formação de Dalila e de seus colegas assumia um caráter de tragédia (Simmel) ou catástrofe (Durand) cultural. Mas a resistência de Dalila ia muito mais longe, pois contra um modelo de conformação subjetiva reducionista, baseada na ideia de moral científica, ela deixava frestas por onde se podia ver outra imagem de homem, muito mais rica e complexa, inspirada em sua cultura feminino-romântica.
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Patrick, Rachel. "Teaching the storied past : history in New Zealand primary schools 1900-1940 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7057.
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This thesis examines history teaching in New Zealand primary schools between 1900 and 1940, situating the discussion within an intertwined framework of the early twentieth-century New Education movement, and the history of Pakeha settler-colonialism. In particular, it draws attention to the ways in which the pedagogical aims of the New Education intersected with the settler goal of ‘indigenisation’: a process whereby native-born settlers in colonised lands seek to become ‘indigenous’, either by denying the presence of the genuine indigenes, or by appropriating aspects of their culture. Each chapter explores a particular set of pedagogical ideas associated with the New Education and relates it back to the broader context and ideology of settler-colonialism. It examines in turn the overarching goals of the New Education of ‘educating citizens’, within which twentieth-century educationalists sought to mobilise biography and local history to cultivate a ‘love of country’ in primary school pupils, exploring the centrality of the ‘local’ to the experience-based pedagogy of the New Education. Next, it argues that the tendency of textbook histories to depict governments – past and present – in an overwhelmingly positive light, served important ongoing colonising functions. Next it examines the influence of the Victorian ideal of ‘character’ in textbooks, particularly during the first two decades of the twentieth century, through a pedagogy centred upon the assumption that the lives of past individuals or groups could be instructive for present generations.<br>By the 1920s and 1930s, the normative models of behaviour represented by character had come under challenge by the more flexible notion of ‘personality’ and its associated educational aims of expression, creativity and self-realisation, aims that emerged most clearly in relation to the use of activity-based methods to teach history. The juxtaposition of textbooks and activity-based classroom methodologies in the primary school classrooms of the 1920s and 1930s brought to light some of the broader tensions which existed within the settler-colonial ideology of Pakeha New Zealanders. The longer-term impact was a generation for whom the nineteenth-century British intrusion into Maori lands and cultures from which Pakeha New Zealanders massively profited was normalised.
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Nishimura, Sahsha Kiyoko Watanabe Dellatorre. "Inventaire Futile: experiência, autoria e linguagens entrelaçadas no ensino-aprendizagem de francês língua estrangeira na escola." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-22022019-183039/.
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Esta pesquisa teve por objetivo suscitar reflexões sobre experiência, autoria e linguagens entrelaçadas no ensino-aprendizagem de francês língua estrangeira em contexto escolar por meio da análise e da discussão de problematizações e temas apresentados no formato de um inventaire futile, exercício de escrita realizado, entre outros, por Roland Barthes (1975) e Jean-Pierre Jeunet (1989) e que tem por base a enumeração e as listas (Eco, 2009). Todos os temas do inventário foram desencadeados por interações vividas nas aulas da disciplina Francês, ministrada no Ensino Médio da Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo (EA-FEUSP) desde 2010, mas especialmente no período de 2014 a 2018, e por relatos dos(as) alunos(as) em seu journal de bord uma proposta trimestral de atividade extra-classe. As pesquisas em educação (Meirieu, 2005; Freire, 2015; Masschelein & Simons, 2015), principalmente as pós-críticas (Silva, 2008; Larrosa, 2002, 2008, 2011; Corazza, 2013) e as pesquisas sobre o pós-método no ensino de línguas estrangeiras (Kumaravadivelu, 1994, 2003, 2006) constituíram a fundamentação teórica para o estudo e a análise de tais interações e permitiu-nos conhecer, por meio do confronto do que foi proposto para o ensino com o que foi relatado pelos(as) estudantes, as perspectivas de quem ensina e as de quem aprende uma língua estrangeira.<br>This research had the objective of encouraging reflections on experience, authorship and intertwined languages on teaching and learning French as a foreign language in a school context through analysis and discussion of problematizations and themes presented in the format of an Inventaire Futile, a writing exercise performed by Roland Barthes (1975) and Jean-Pierre Jeunet (1989), among others, and which is based on enumeration and lists (Eco, 2009). Every inventory theme has emerged from interactions within French classes taught at the Secondary School of the School of Application of the School of Education at the University of São Paulo (EA-FEUSP) since 2010, but specially in the period from 2014 to 2018. It also emerged from students\' accounts on their journal de bord - a quarterly proposal for extra-class activity. Researches on education (Meirieu, 2005; Freire, 2015; Masschelein & Simons, 2015), mainly post-criticism ones (Silva, 2008; Larrosa, 2002, 2008, 2011; Corazza, 2013), and researches on postmethod for teaching foreign languages (Kumaravadivelu, 1994, 2003, 2006) provided the theoretical foundation for us to study and analyze such interactions. It allowed us to learn the perspectives of those who teach and of those who learn a foreign language by confronting what was proposed for teaching with what was reported by the students.
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Silva, Nicolly Peçanha do Nascimento. "Saberes geométricos na Revista do Ensino de Minas Gerais no período de 1925 a 1932." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7891.
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Previous issue date: 2018<br>A presente pesquisa investiga historicamente o ensino dos saberes geométricos no ensino primário em Minas Gerais, no período de 1925 a 1932, tendo como fonte de pesquisa a Revista do Ensino de Minas Gerais. Utilizamos como referencial teórico-metodológico de investigação para este estudo a História Cultural. Duas questões norteiam o estudo: como o ensino dos saberes geométricos se mostrava em relação às concepções de elemento e/ou de rudimento? E quais as profissionalidades identificadas em relação ao ensino de saberes geométricos no período pesquisado? Para concepções de elemento consideramos o conhecimento mais abstrato, racional, o saber pelo saber, tendo como caminho a razão e, de rudimento, consideramos o conhecimento mais concreto, prático, reverenciado pela experiência, o ensino essencial à vida. E o conjunto de saberes, conteúdos, orientações para o professor ensinar são os elementos da profissionalidade. O recorte temporal desta pesquisa se deu de 1925 a 1932, pois 1925 foi um ano de reativação, com número considerável de publicações, e 1932 sendo o limite, já que foi um ano marcado pela aprovação de um novo programa de metodologia para as Escolas Normais de 1º grau e 2º graus, apresentado pelo decreto de 10.392, de 30 de junho de 1932, pelo estado de Minas Gerais. Neste período de 1925 a 1932, a partir das análises feitas nesses impressos pedagógicos, totalizados em 78 Revistas, foi possível destacar para o ensino primário o surgimento de novas tendências, como o escolanovismo, que propunha reformas educacionais deslocando o centro da aprendizagem do conteúdo para o aluno, como também a forte presença de raízes no passado, no caso o método intuitivo, que se baseava na observação de coisas. Foi observado que o ensino dos saberes geométricos mostrava traços de caráter ora elementar, como o trabalho com as formas espaciais de maneira intuitiva, utilizando a observação de modelos para a comparação dos diferentes sólidos e obter sua memorização, e ao ensinar as noções de espaço e corpo, ao utilizar os objetos da classe para observação dos alunos, trabalhando cada saber em favor do próximo conteúdo, valorizando o rigor das definições. Ora rudimentar, ao aproximar o ensino para a vida profissional do aluno, como trabalhar formas planas com o intuito voltado à confecção de toalhinhas, ou explorar os conceitos de perímetro e área de forma livre, sem se prender ao rigor dos conceitos, mas de maneira prática para que o aluno consiga utilizar para sua vida cotidiana. E foram identificados diferentes elementos da profissionalidade para o ensino dos saberes geométricos, como o manuseio de argila e cartolina para trabalhar os conceitos de sólidos (inclusive sua planificação), dobraduras de papel e desenhos, para as formas planas, a observação de objetos de madeira e arame para desenvolver os quadriláteros, visitações com a classe à casa em construção, para as noções de perímetro e, entre outros.<br>The present investigation investigates historically the teaching of the means of communication in primary education in Minas Gerais, from 1925 to 1932, having as a research source the Revista de Ensino de Minas Gerais. He used as a theoretical-methodological reference of research for this study the Cultural History. The basic questions of teaching: how do the teaching of geometric knowledge show in relation to the conceptions of element and / or rudiment? And how about their skills in relation to the teaching of geometric knowledge in the period studied? The conceptions of element considered the knowledge more abstract, the knowledge by the knowledge, the tendency of reasoning, the rudiment, the more concrete knowledge, practical, the recovery of the experience, the essential teaching for the life. And the set of knowledges, contents, guidelines for the teacher are the elements of professionalism. The time cut of this research was 1925, 1932, because 1925 was a year of reactivation, with a considerable number of publications, and 1932 being the limit, since it was a year marked by the help of a new methodology program such as Normal Schools of 1º grade and 2nd degree, presented by the decree of 10,392, of June 30, 1932, by the state of Minas Gerais. This is a year from 1925 to 1932, from the solutions of printing companies, having reached a universe of 78 revolutions, being possible to emphasize for the primary education the emergence of new tendencies, such as Escolanovismo, which proposed educational reforms and the learning center of the student, as well as a strong presence of roots in the past, in the case of the intuitive method, which was based on the observation of things. This study is an instruction of geometrical patterns features ora elementary, or how to work with spatial forms in an intuitive way, using a notification to models from the soil and have their memorization and, and teaching and the teaches in The objectives of the lesson are the objectives of the student, learning each of the following objectives, valuing the rigor of the definitions. Nowadays it is rudimentary, when approaching teaching for the student's professional life, such as working flat shapes with the intention of making wipes, or exploring the concepts of perimeter and free-form area, without being attached to the rigor of concepts, but in a way practice for the student to use for their daily lives. And different elements of professionalism were identified for the teaching of geometric knowledge, such as the handling of clay and paperboard to work on the concepts of solids (including their planning), paper folding and drawing, for flat shapes, the observation of wooden objects and wire to develop the quadrilaterals, class visits to the house under construction, notions of perimeter and, among others.
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FARIA, Gina Glaydes Guimarães de. "Os ciclos do fracasso escolar: concepções e proposições." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/1140.
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Previous issue date: 2008-10-03<br>This theoretical study was developed according to the principles of the research field on
cultural and educational processes. It aimed at reviewing the concepts of school failure
present on the academic journal Cadernos de Pesquisa, published by Fundação Carlos
Chagas, since its first issue, released in 1971, up to 2006.
From the Marxian perspective, this work considers school failure a social product inherent
to a society based on antagonistic classes. Through an analysis of themes, and theoretical
and methodological references, it focused on how school failure was treated, based on the
assumption that the concepts exhibited in this journal throughout this period expressed both
comprehension of this subject and intervention processes in it. Despite the fact that in
discussing issues regarding to education, the main concern has been mostly the
fundamental education, the school level officially assured as compulsory and accessible to
every citizen in Brazil. One hundred an ninety six articles which dealt directly or indirectly
with school failure were selected from Cadernos de Pesquisa and analyzed according to a
systematic listing of the documents, following the themes as well as theoretical and
methodological principles predominant in each article. The changes in the concepts of the
expression school failure were described, identifying the main aspects considered as
modalities of culture emphasis: the emphasis on cultural marginalization, in its critical and
propositional approaches; and also the emphasis on cultural diversity. The results revealed
two main trends in the analyzed data: the prominence, present in most of them, of the
relation between school failure and cultural differences, in opposition to the studies which
focus on the relation between school failure and social disparity developed during the
nineteen eighties, the redemocratization period of Brazilian society. The other trend is
related to school management, considered as able to promote some adjustments to the
school dynamics, sometimes based on the culture of school success, focusing on the
students needs and cultural peculiarities. In a context of educational reforms which tend to
cover social disparity for the sake of cultural differences, more subtle forms of justification
for the school failure are possibly being generated<br>Trata-se de pesquisa bibliográfica vinculada à Linha de Pesquisa Cultura e Processos
Educacionais. Tem como objeto de estudo as concepções de fracasso escolar expressas no
periódico Cadernos de Pesquisa, publicação da Fundação Carlos Chagas, desde seu
primeiro número, publicado em 1971, até 2006. Fundamentando-se no referencial
marxiano, o fracasso escolar é compreendido como produção social inerente à sociedade de
classes. Mediante a análise de seus temas e referenciais teórico-metodológicos, objetivou-se
apreender, nos artigos selecionados, como o fracasso escolar é tratado, partindo-se do
pressuposto de que as concepções veiculadas no periódico ao longo do período expressam
processos de compreensão e também de intervenção relativos à questão. Embora sejam
mencionadas questões pertinentes à educação básica, privilegiou-se a discussão do fracasso
escolar no âmbito do ensino fundamental, nível de escolaridade que, por sua
obrigatoriedade e gratuidade, é assegurado oficialmente. Foram selecionados cento e
noventa e seis artigos de Cadernos de Pesquisa que, direta ou indiretamente, tratam do
fracasso escolar, identificados e analisados por meio de uma planilha de análise e
documentação, após o que se procedeu à organização de quadros sintéticos, de forma a
sistematizar os temas tratados bem como os diferentes enfoques teórico-metodológicos.
Num movimento contínuo de relacionar os dados obtidos à literatura pertinente, são
descritos os deslocamentos das concepções de fracasso escolar no período, identificando-se
os enfoques predominantes, referenciados como modalidades de enfoques de cultura: o
enfoque da marginalidade cultural, tanto em suas abordagens críticas quanto nas
propositivas, e o enfoque da diversidade cultural. Foi possível identificar duas tendências
no campo dos estudos e das pesquisas analisados: a ênfase na relação entre fracasso escolar
e diferenças culturais, presente na maior parte do período investigado, em detrimento dos
estudos que relacionam fracasso escolar às desigualdades sociais, que prevaleceram apenas
na década de 1980, momento de redemocratização da sociedade brasileira. A outra
tendência diz respeito à ênfase na gestão escolar, que promoveria ajustes na dinâmica
escolar, por vezes fundada na cultura do sucesso escolar, com foco no atendimento dos
alunos de acordo com suas necessidades e particularidades culturais. Num contexto de
reformas educacionais que tendem a obscurecer as desigualdades sociais em nome das
diferenças culturais, estariam sendo produzidas formas mais sutis de justificação do
fracasso escolar.
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Oliveira, Maria Fernanda Kosour de. "Autorregula??o: o uso de di?rios de estudo por alunos do 5? ano do Ensino Fundamental." Pontif?cia Universidade Cat?lica de Campinas, 2015. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/751.
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Previous issue date: 2015-02-12<br>This work is part of the research group Training and Teaching Work of Teachers and Pedagogical Practices Training Research Line of the Graduate Program in Education at PUC-Campinas. Discusses questions about the assessment and strategies and self-regulation processes of learning with tools like the use of student s study journal of the 5th elementary school network in a city in the metropolitan region of Campinas. Displays general objective is to analyze the use of daily study within the formative evaluation process, and the following objectives : (1) to investigate the use if daily study as one of the elements of self-regulation improvement processes to studies of students at home and at school ; (Ii) analyze the arguments justifying the dispersion in the tasks and the improvement of self-regulatory processes ; (Iii) verify the relationship between the development of the project, and the study journal as one of the strategies, and improving the self-assessment of students in the subjects of Portuguese Language and Mathematics ; (Iv) identify the impact on the self-regulation process of the participating students design through the IPAA ( Self-Regulation Process Inventory of Learning). This is a descriptive research used qualitative and quantitative data analysis. The study include 99 students. Data collection was performed by mean of: a ) Narrative of students: withdrawal of study daily to be filled fortnightly or monthly; b) The self-assessment questionnaire in a field; c) Inventory of Self-Regulation of Learning Processes (IPAA). The qualitative analysis of the content of the daily revealed the importance of using this tool for understanding how the students were demonstrating the learning of strategies discussed during the project, particularly regarding PLEA Model and its application in practice in the studies. Data from the self-assessment questionnaire show the improvement in self-assessment of the Portuguese language,but not is mathematics, which can be explained by several factors, including the participation in the project the Trick of the Yellow that also represents a reading project; and the most punctual intervention in the area of Portuguese caused by project development. With respect to the instrument IPAA, the difference between pre-( 1 time) and post-test (time 4) is marked and statistically significant . There are major differences between the intermediate times, suggesting that intervention of time required for the effect could be seen. The results suggest the need for time to learning strategies and therefore the educational organization inteven??es should consider this point.<br>Este trabalho faz parte do grupo de pesquisa Forma??o e Trabalho Docente da Linha de Pesquisa Forma??o de Professores e Pr?ticas Pedag?gicas do Programa de P?s Gradua??o em Educa??o da PUC-Campinas. Discute quest?es sobre a avalia??o e as estrat?gias e processos de autorregula??o da aprendizagem tendo como ferramentas o uso do di?rio de estudo dos alunos do 5? do ensino fundamental da rede de um munic?pio da Regi?o Metropolitana de Campinas. Apresenta como objetivo geral: analisar a utiliza??o do di?rio de estudo no ?mbito dos processos da avalia??o formativa, e como objetivos espec?ficos: (i) investigar a utiliza??o do di?rio de estudo como um dos elementos de melhoria dos processos de autorregula??o face aos estudos dos alunos em casa e na escola; (ii) analisar os argumentos que justificam a dispers?o na realiza??o das tarefas e a melhoria dos processos de autorregula??o; (iii) verificar a rela??o entre o desenvolvimento do projeto, tendo o di?rio de estudo como uma das estrat?gias, e a melhoria da autoavalia??o dos alunos nas disciplinas de L?ngua Portuguesa e Matem?tica; (iv) identificar o impacto no processo de autorregula??o dos alunos participantes do Projeto por meio do IPAA (Invent?rio de Processos de Autorregula??o da Aprendizagem). Trata-se de uma pesquisa descritiva que utilizou an?lise qualitativa e quantitativa dos dados. Participaram do estudo 99 alunos. A coleta de dados foi realizada por meio de: a) Narrativa dos alunos: retirada dos di?rios de estudo a serem preenchidos quinzenalmente ou mensalmente; b:) o Question?rio de autoavalia??o em um dom?nio; c) Invent?rio de Processos de Autorregula??o da Aprendizagem (IPAA). A an?lise qualitativa do conte?do dos di?rios revelou a import?ncia da utiliza??o desse instrumento para a compreens?o de como os alunos foram demonstrando as aprendizagens das estrat?gias discutidas no decorrer do projeto, principalmente a respeito do Modelo PLEA e da sua aplica??o na pr?tica nos estudos. Os dados do question?rio de autoavalia??o comprovam a melhora na autoavalia??o de L?ngua Portuguesa, mas n?o na Matem?tica, fato que pode ser explicado por diversos fatores, dentre eles que a participa??o no projeto As Travessuras do Amarelo que tamb?m se constitui como um projeto de leitura; e a interven??o mais pontual na ?rea da L?ngua Portuguesa ocasionado pelo desenvolvimento do projeto. No que diz respeito ao instrumento IPAA, a diferen?a entre o pr? (1? momento) e o p?s-teste (4? momento) ? acentuada e estatisticamente significativa. N?o existem grandes diferen?as entre os momentos interm?dios, o que sugere que a interven??o necessitou de tempo para que o efeito pudesse ser verificado. Os resultados sugerem a necessidade de tempo para a aprendizagem das estrat?gias e, consequentemente, a organiza??o das inteven??es educativas devem considerar esse aspecto.
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Kager, Elisabeth. "Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.
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Eaton, Lucille E. "Constructing rainbow classrooms non-heterosexual students journey toward safer schools /." Connect to this title online, 2005. http://www.lib.ncsu.edu/theses/available/etd-03302005-004209/.
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Neuhold, Roberta dos Reis. "Sociologia do ensino de sociologia: os debates acadêmicos sobre a constituição de uma disciplina escolar." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17112014-113744/.
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A formação da Sociologia como disciplina escolar exemplifica como diferentes forças sociais concorrem na fabricação do currículo. Esta tese centrou-se em uma dessas forças sociais o campo científico para analisar a participação de intelectuais e sociedades científicas no processo de constituição do ensino de Sociologia como objeto de pesquisa das Ciências Sociais e Educação. A investigação recorreu à pesquisa documental, seguida de um esforço de revisão bibliográfica que lhe forneceu substrato teórico e metodológico. Suas principais fontes foram a revista Sociologia, a produção de programas de pós-graduação, os anais de sete edições do Congresso Brasileiro de Sociologia e o Diretório dos Grupos de Pesquisa no Brasil do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). Os materiais coletados, tratados e analisados a partir de uma abordagem qualitativa, resultaram na construção de um mapa da produção acadêmica, organizada em dois contextos intelectuais: entre 1939 e 1955, momento em que a Sociologia como disciplina escolar foi reconhecida pelos intelectuais como parte do seu processo de institucionalização como ciência e profissão; e entre 1993 e 2013, quando as questões referentes ao percurso de escolarização da Sociologia adentraram a agenda de pesquisa de programas de pós-graduação. Ao todo, a pesquisa identificou mais de duas centenas de artigos, 56 dissertações de mestrado e teses de doutorado e 22 grupos de pesquisa. Concluiu que, entre 1939 e 1955, o meio acadêmico problematizou as funções universais e científicas do ensino de Sociologia, ao mesmo tempo em que se interessou por métodos de difusão dos conhecimentos das Ciências Sociais. A despeito dessa produção, o ensino de Sociologia não chegou a compor projetos investigativos autônomos. A maior parte dos trabalhos desempenhou um papel político de demarcar posição no debate sobre o lugar da Sociologia no quadro das ciências, estabelecer um escopo de atuação profissional para os cientistas sociais e expor inquietações relativas à didática da Sociologia no ensino superior. Nesse sentido, confirmou-se a hipótese de que o ensino de Sociologia se configurou como um objeto de pesquisa invisível ou, nas palavras de Bourdieu, ilegítimo para o campo científico. Essa invisibilidade associa-se à própria hierarquização entre, de um lado, atividades de pesquisa e formação de bacharéis, e, de outro e em posição de subordinação, atividades de ensino e formação de licenciados. No caso da produção contemporânea, verificou-se que se encontra em curso um processo de formação de uma área científica, nos termos de António Nóvoa, do ponto de vista acadêmico (produção dos programas de pós-graduação), científico (organização de grupos de pesquisa e eventos científicos) e curricular (criação de disciplinas, linhas de pesquisa e cursos na pós-graduação). Contudo, essa produção permanece circunscrita a alguns grupos de pesquisadores, com poucas evidências de opções teórico-metodológicas afins e sem reconhecimento por parte de cientistas sociais e pedagogos de áreas de pesquisa já consolidadas. A tese divide-se em três capítulos, além da Introdução e Conclusão. O primeiro capítulo Ensino de Sociologia e sociedades científicas propõe uma reflexão a respeito da formação da Sociologia como disciplina escolar a partir da experiência de países como Brasil, Portugal, Estados Unidos e França e à luz dos debates sobre o currículo como construção social. O segundo Debates acadêmicos contemporâneos (1993-2013) e terceiro capítulos Intelectuais e ensino de Sociologia (1939-1955) fazem um balanço das atividades acadêmicas registradas em revistas especializadas, eventos científicos e, em período recente, grupos de pesquisa e programas de pós-graduação.<br>The formation of Sociology as a school discipline is an example of how different social forces concur to fabricate the curriculum. This research focused on one of these social forces the academic-scientific field with the purpose of analyzing the participation of intellectuals and scientific societies in the making of the teaching of Sociology as an object of research in Social Science and Education. The investigation included documental research, followed by an effort of bibliographical review which provided theoretical and methodological substrate. Its main sources were the journal Sociologia, the graduate programs, the annals with seven editions of the Brazilian Congress of Sociology and the Directory of Research Groups in Brazil of the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) (National Council of Scientific and Technological Development). The materials were collected, treated and analyzed based on a qualitative approach, resulting in a map of the academic production, organized in two intellectual contexts: between 1939 and 1955, a moment when Sociology as a discipline was acknowledged by intellectuals as part of the process that institutionalized Sociology as a science and a profession; and between 1993 and 2013, when the issues related to the path of schooling of Sociologyset foot in the research agenda of graduate programs. In whole, the research identified over 200 articles, 56 theses and dissertations and 22 research groups. Conclusion was that between 1939 and 1955, the academic milieu problematized the universal and scientific functions of the teaching of Sociology, and at the same time there was an interest in methods to disseminate the knowledge of the Social Science. Despite such production, the teaching of Sociology did not manage to set up independent investigative projects. Most of the works played a political role in taking a position in the debate about where Sociology stands in the framework of sciences, to establish a scope of professional activity for the social scientists and present concerns about the didactics of Sociology in higher education. Thus, the assumption that the teaching of Sociology turned out as an invisible object of research was confirmed, or illegitimate in Bourdieu´s words, in the academic-scientific field. Such invisibility is associated with the very hierarchy between, on one hand, research activities and the training of Sociology graduates, and, on the other hand and in subordinate position, teaching activities and the training of teachers. In the case of contemporary production, there is process underway to set up a scientific area, according to António Nóvoa, from a perspective that is academic (production of graduate programs), scientific (organization of research groups and scientific events) and curricular (setting up disciplines, lines of research and graduate courses). However, this production is still restricted to some groups of researchers, with little evidence of related theoretical-methodological options and with no acknowledgement by social scientists and pedagogues from research areas already established. The dissertation is divided in three chapters, in addition to the Introduction and Conclusion. The first chapter Teaching of Sociology and the scientific societies proposes to think about how Sociology became a school discipline based on the experience of countries like Brazil, Portugal, the USA and France under the light of debates about the curriculum as a social construction. The second Contemporary academic debates (1993-2013) and the third chapters Intellectuals and the teaching of Sociology (1939-1955) make an assessment of the academic activities that circulated among specialized journals, scientific events and, recently, research groups and graduate programs.
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Harmer, Sheryl Lorraine Pothier. "Creating a context for success : a journey of schools moving from policy to action /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7756.
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Subjinski, Amanda. "A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801878/.
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The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.
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Brown, Stephanie Lynn. "Diversity Literature in Major School Psychology Journals: 2000-2003." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1147454181.
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Rutter, Charlotte E., Richard J. Silverwood, Hywel C. Williams, et al. "Are Environmental Factors for Atopic Eczema in ISAAC Phase Three due to Reverse Causation?" Elsevier B.V, 2019. http://hdl.handle.net/10757/625720.
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Some previously described environmental associations for atopic eczema may be due to reverse causation. We explored the role of reverse causation by comparing individual- and school-level results for multiple atopic eczema risk factors. The International Study of Asthma and Allergies in Childhood (i.e, ISAAC) Phase Three surveyed children in schools (the sampling unit) regarding atopic eczema symptoms and potential risk factors. We assessed the effect of these risk factors on atopic eczema symptoms using mixed-effect logistic regression models, first with individual-level exposure data and second with school-level exposure prevalence. Overall, 546,348 children from 53 countries were included. At ages 6–7 years, the strongest individual-level associations were with current paracetamol use (odds ratio [OR] = 1.45, 95% confidence interval [CI] = 1.37–1.54), which persisted at school-level (OR = 1.55, 95% CI = 1.10–2.21), early-life antibiotics (OR = 1.41, 95% CI = 1.34–1.48), and early-life paracetamol use (OR = 1.28, 95% CI = 1.21–1.36), with the former persisting at the school level, whereas the latter was no longer observed (OR = 1.35, 95% CI = 1.00–1.82 and OR = 0.94, 95% CI = 0.69–1.28, respectively). At ages 13–14 years, the strongest associations at the individual level were with current paracetamol use (OR = 1.57, 95% CI = 1.51–1.63) and open-fire cooking (OR = 1.46, 95% CI = 1.33–1.62); both were stronger at the school level (OR = 2.57, 95% CI = 1.84–3.59 and OR = 2.38, 95% CI = 1.52–3.73, respectively). Association with exposure to heavy traffic (OR = 1.31, 95% CI = 1.27–1.36) also persisted at the school level (OR = 1.40, 95% CI = 1.07–1.82). Most individual- and school-level effects were consistent, tending to exclude reverse causation.<br>Revisión por pares
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Costa, Arminda Tereza dos Santos. "Jornal escola e comunidade - A Tribuna, trajetória de uma educadora (1992-2008)." Universidade Católica de Santos, 2014. http://biblioteca.unisantos.br:8181/handle/tede/741.
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Previous issue date: 2014-05-25<br>Universidade Católica de Santos - Católica de Santos<br>This work was mainly seeks to describe the trajectory of an educator: Silvia Costa, managing a program on education newspaper. And present as significant was his contribution to education not only of the Santos region, but in Brazil as a whole. There is a flyover on the company's history: The Tribuna de Santos, who implemented the program in their relationship with the local community, we emphasize the importance of reading, the instrument newspaper in education. These tools as a means of non-formal and informal education. And the purpose of the newspaper in education programs, to get to analyze their management educator at the School Journal Community Program and the Journal Tribuna de Santos. The methodology was based on historical documentary sources through the newspapers, the personal collection of Silvia Costa and use of interviews, bringing the speeches of partners that were important parts of this administration and that could to seal the whole of this work manager. It is concluded that the Program: Community College Journal and assists the coordination of Silvia Costa greatly the work of teachers acceded to it and also the journalists involved .<br>Esta dissertação teve como principal busca descrever a trajetória de uma educadora: Silvia Costa, na gestão de um programa de jornal na educação. E apresentar o quanto significativa foi sua contribuição para a educação não só da baixada santista, mas do Brasil como um todo. Há um sobrevoo sobre a história da empresa: A Tribuna de Santos que implantou o programa em sua relação com a comunidade local, ressalta-se a importância da leitura, do instrumento jornal na educação. Destas ferramentas como forma de educação não escolar e não formal. E os propósitos dos programas de jornal na educação, para chegar à analise da gestão desta educadora, no Programa Jornal Escola e Comunidade do Jornal A Tribuna de Santos. A metodologia utilizada foi a histórica através de fontes documentais dos jornais, do acervo pessoal de Silvia Costa e da utilização de entrevistas, trazendo as falas dos parceiros que foram peças importantes desta gestão e que puderam chancelar o trabalho conjunto desta gestora. Conclui-se que o Programa: Jornal Escola e Comunidade auxilia pela coordenação de Silvia Costa sobremaneira o trabalho de professores que a ele aderiram e também os jornalistas envolvidos.
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Laslett, Alan. "A descriptive analysis of journal writing in four schools : language and personal growth /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edml345.pdf.
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Phillips, Crystal. "Her Fire Within: The Journey Of A School Girl!" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1557163954269483.
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Beiting, Mary Anne. "A Case Study: Archbishop Hoban High School’s Journey to Coeducation." University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1132329970.
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Caldwell, Jimmy R. Jr. "“I Use to Pray and Ask God to Give Me Another Chance”: A Phenomenological Analysis of Black Males’ Journey Attending an Alternative School." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7003.
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Research suggests that there still exists a disproportionate number of Black males who have contact with juvenile justice systems across this nation (Nance, 2016). The disproportionate placement of students of color, specifically, Black American males in alternative schools, serves as the gateway to the school-to-prison-pipeline (Pelzer, 2012). This study examined the lived educational experiences of two Black American juvenile males, who enrolled in an alternative school in the Southeast. This study incorporated phenomenological and narrative methods and provides rich, descriptive analyses of the participants’ experiences while attending an alternative school. Findings from this study revealed instability among the participants’ home life and education, encounters with law enforcement and an early age, varying experiences attending an alternative school, and feelings of uncertain hope displayed by the participants regarding their future lives.
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Pearson, Christina Joanne. "First Nations parent involvement in the public school system : the personal journey of a school principal." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31452.
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The purpose of this study was to determine what factors are needed to guide the practice of non-Native educators to build a positive working relationship between a First Nations community and an elementary public school as well as encourage and support parent involvement. An elementary school in Powell River, British Columbia and the local First Nation were purported to have a good working relationship that had resulted in increased parent involvement. I wanted to determine what factors were contributing to the good relationship, and how these factors could be used in other settings to improve First Nations parent involvement. I conducted a qualitative case study of James Thomson elementary school, and Sliammon First Nation. The research methods included semi-structured interviews, group meetings and an examination of planning documents. A First Nations committee was formed, the Ho ho jo thot group, that became my guide and conscience throughout the study. Through narrative writing I experienced a personal journey of reflexive thought about my own relationship to First Nations people. The findings of this research clearly indicated that James Thomson Elementary and the Sliammon First Nation, had a good relationship that was based on four factors: making an effort; knowing the people; being welcoming, and being respectful. The research also indicated there was increased First Nations parent involvement but not as much as educators and parents wanted. When asked what discouraged involvement, the parents and educators identified the barriers to be: history; economics; racism; lack of skills; lack of school support, and traditional differences. When asked what factors they believed would increase parent involvement they said: personal contact by staff; family networks; non-threatening activities; teachers being more 'aware', and a school plan. What this study has contributed to the literature is in both theory and practice. First, it contributes a respectful process for a non-Native person to work with a First Nations community. The Ho ho jo thot group, was my guide and conscience who gave me advice and approval at each stage of the study. Second, this study provides new ways of thinking about involving First Nations parents in the public school system that causes educators to have personal insights and philosophical thoughts instead of 'techniques.' Finally, this study contributes a Handbook to be used by public school educators to improve First Nations parent involvement, that is based on a framework of understanding Aboriginal knowledge, having personal critical awareness, and working with purposefulness.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Kretzer, Sandra A. "Data-Focused Decision Making: One School's Journey." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26733.
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The use and analysis of data has become a keystone in national policy for educational improvement and a foundational condition in the award of federal grant monies (U.S. Department of Education, 2008, 2009a, 2009b, 2010). Principals are expected to lead their schools in the use of data and are accountable for adequate yearly progress (AYP) for the No Child Left Behind Act (NCLB). Effective use of data can move educators toward student centric learning plans and interventions which improve achievement. While current literature emphasizes the importance of assessment data used to guide sound instructional decisions, gathering scores and generating reports by grade and level does little at individual schools unless there is strong site-based leadership to guide faculty and staff in targeting areas of improvement, implementing a plan, monitoring progress, and adjusting actions.
This qualitative case study describes how the principalâ s leadership guided a journey of data-focused decision making at one middle school. This dissertation describes use of data in decision-making processes to promote student learning from the perspective of a school which has been implementing data-focused decision making for several years and was selected for its established use of student assessment data. This research focused on the processes individuals and groups use to better understand and use data within a school context and the role of school leaders in supporting these actions.
The intent of this case study is to describe and understand how school leaders make the use of data an integral part of the operation within a middle school in a large suburban mid-Atlantic school district. By looking at how principals embed data analysis and interpretation in the decision-making processes of the school and engage teachers in the use of data to promote student learning, findings could be useful as a guide to other educational leaders as they implement site based actions and related professional development for school-based leaders and teachers.<br>Ed. D.
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Parkins, Sophie Yohani. "Exploring hope, a journey with Tanzanian adolescents in a school setting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22725.pdf.
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Longman, Julia. "Could do better : the journey to improve a small primary school." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/47625/.
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This thesis set out to research the process of school improvement in a small primary school as well as to take a look at how that process might feel to the people working in that school. I also wanted to consider whether the size and thus potential intensity of working in a small environment would have an impact on people’s feelings and actions especially as there is still not a great deal of published literature on small schools. I took accepted notions of school improvement and attempted to compare these with what was really happening in a small school struggling to improve. Different models of change, in particular Communities of Practice, were considered alongside what appeared to be taking place inside the research school. The research was undertaken in two distinct parts. The first, a case study of the school in question during the academic year 2009 – 2010, involved observation reflection and regular interviewing of a number of teachers and governors. The second was an auto-ethnographic study of the preceding five years by the headteacher of that school. This came about when evaluating the possibility that real, embedded improvement cannot take place within a single academic year. To look at this further it was decided to situate the one year case study within a longerterm view of the school. Events in the case study school unfolded in a way that reflected current change models. It transpired that embedding change can be a slow process but that without such embedding it is unlikely that sustainable change will occur. It became clear that participants needed to have ownership of the change agenda. However, it was also evident that good leadership plays its part too. If the leader does not have vision then change is likely to be rather aimless, like a journey without a map or compass. The role played by the headteacher in moderating, ameliorating and encouraging change is therefore examined. Another slightly surprising theme that emerged was the apparent magnification effect in a small school. This was a thread which ran throughout both observation and interviews and which was deemed worthy of further exploration. I chose to look further at how the concept of a ‘magnification effect’ can help to explore processes of change and development, particularly in small schools. It was important to look at how this effect can inhibit or enable change in ways where the effects of the individual appear to be greater than in a larger setting.
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Stevens, Julia. "A sustainable journey to school : global issues, local places, children's lives." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/702/.
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This research is located in the fields of the geographies of childhood, social and environmental policy and urban transport studies. It adds to geographical thinking about children’s choices in their everyday mobilities. My thesis makes an original contribution by filling in large gaps in knowledge about the journey to school experiences of the children, commenting on household circumstances, public space policy, social exclusion and children’s participation in decision making (Hillman, 2006; Jarvis, 2005; McDonald, 2008; Pain, 2006). Children’s choices in their everyday lives are found to be influenced by a complex mix of factors including gender, age, household structure, residential location, health, social culture, urban design and school culture. The research is timely in light of current high profile public and political debates about childhood health, access to public space, social exclusion, sustainable transport policy and children’s rights (Barker, 2003; CABE, 2008; Lolichen, 2007; SEU, 2003; Unicef, 2007). Despite heightened interest in these issues, little is known about the individual experiences of children’s journeys to school at a fine-grained level. My thesis therefore brings together a number of isolated debates and investigates the opportunities and constraints shaping children’s everyday choices; provides policy-relevant insights into the ways in which they reconcile their everyday mobility behaviour within overlapping spheres of impact; provides a theoretical framework within which to understand the sustainable mobility choices available to children in contemporary British society with relation to their journeys to school; and highlights how children view sustainable policy and practices and the relevance and application to their individual circumstances. The research employed a participatory action research approach whereby the children and young people themselves helped specify the range of qualitative methods (interviews, discussion groups, photography, videos, art, drama, statistics and poetry). This dynamic process revealed the fluid and ambiguous nature of children’s journeys to school. It showed that high levels of understanding exist amongst children and young people concerning health and environmental issues associated with the journey to school, yet circumstances located within the key spaces that children occupy (the home, public space and school) limit individual choice, leading to less healthy behavioural patterns of unsustainable travel. Despite ongoing strategies employed at national and local levels to encourage sustainable travel, modal shift has proved negligible. Possible reasons advanced in this thesis are a lack of understanding on behalf of policy makers of the complexities inherent within the spheres of influence that impact on children’s decision making capabilities, policies and strategies proving to be ambiguous or ineffectively communicated and unsuitable for localised situations and the lack of active, meaningful child participation within the decision-making processes. This research therefore provides a critique of some of the more positive assumptions underpinning current concepts regarding children’s participation within policy debate and argues for more micro- research on individual children’s lives. This research highlights the importance of the social aspects of sustainable policy. This relatively neglected dimension of sustainable environmental policy suggests the possibility of an alternate model of sustainable travel with respect to the journey to school, which accounts for the web of interconnecting influencing structures involved in the formation of children’s everyday lives, and which also considers the importance of children’s agency. Providing a physical structure for sustainable travel is insufficient and a progressive, holistic model encompassing the social and cultural dimensions of sustainability is required. Interventions at the school level to encourage more sustainable journeys to school need to be matched by changes in the social and cultural contexts found within the home in particular, as well as within public space, so benefits can be enhanced and healthier choices, with regards to everyday travel behaviour, can be made.
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Chambers, Katherine O. "Taking the Right Path| A Two-Year Journey through School Turnaround." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722283.
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<p> The researcher conducted a statistical examination of a two-year journey through school turnaround to identify factors that had a direct impact on student performance on state exams. Following 31 students through sixth and seventh grades, the researcher collected data in alignment with five target areas for school improvement defined by the state of Missouri: (1) student performance, (2) highly qualified staff, (3) facilities, support and instructional resources, (4) parent and community involvement, and (5) governance and leadership. </p><p> Applying ANOVA and z-tests at a 95% confidence interval, the researcher analyzed the data to examine for statistically significant differences in scores o the Communication Arts and Mathematics MAP exams, levels of reading proficiency, attendance rates, and discipline, year to year. The researcher found significant increases in students’ Mathematics MAP scores, students’ reading on grade level, and referrals. </p><p> Using a multiple regression analysis the researcher also analyzed data for relationships between multiple independent variables and students’ scores on the MAP exams. An examination of the Pearson Product Moment Correlation coefficient provided information as to which variables had significant relationships with the students’ MAP scores and the coefficient of determination gave indication as to possible percentages of contribution each variable had in the resulting MAP test scores. This study confirmed that student’s grade point averages were the only variables that maintained consistent significant relationships to the students’ scores on both Communication Arts and Mathematics MAP exams during both years of the study. In addition to the consistent contribution of the students GPA to their MAP results, the study also found that in 2012, students’ enrollment in a reading class significantly contributed to their Communication Arts MAP scores and attendance had a significant relationship to their Mathematics MAP scores. </p><p> The concluding reflections in the study were a result of a detailed examination of the statistical analyses in alignment with current turnaround research. While there is a need for further research in the area of school turnaround, this study contributed to a growing field of literature on effective and ineffective school turnaround practices.</p>
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Turriff, Alison. "The effective evidence-based high school librarian : a journey to decision." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/375.
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This thesis aims to establish how high school librarians in Scotland and America can become effective evidence-based decision-makers. Initial data collection consisted of written questionnaires to elicit background data from librarians on the extent of their evidence-based practice. Three main themes emerged: collaboration; interprofessional relationships and roles; and decision-making. These themes are discussed in more detail. A range of qualitative methodologies was designed and implemented to gain more in-depth information on practice and viewpoints, involving librarians and stakeholders. A draft model was created of the effective evidence-based practitioner in a high school library, based on an interpretation of findings and readings from the literature. After member-checking and validating by stakeholders, a final model was produced. This emergent model focuses not on the role of the school librarian in isolation, but stresses the importance of interrelationships involving the librarian. The study makes an original contribution to knowledge by giving a better understanding of the effective evidence-based high school librarian in the wider context of education. There is also a contribution to knowledge by adding to the general theory of workplace decision-making and evidence-based practice which is applicable outwith the school sector, and the pragmatic solution-driven model of decision-making is introduced. Key findings give an insight into the complexity of the school library situation, and highlights that ideally there will be positive relationships between school management, school librarian and collaboration. When these come together, it can mean an increase in student achievement, and more effective evidence-based decisions can be made. Findings also demonstrate links between these elements with evidence, national bodies and skills and qualities needed to be an effective evidence-based high school librarian, and identify how the new and complex expectations made of school librarians can be met. Recommendations are made to help stakeholders improve practice.
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Ingate, Christopher John. "The journey of headship along the road to continual school improvement." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608769.
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Shidemantle, Steven Paul. "Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006." Diss., Texas A&M University, 2008. http://hdl.handle.net/1969.1/85923.
Full textAbstract:
This exploratory synthesis of research was the product of three years of
dissertation research efforts that systematically reviewed 23 years of empirical articles
between 1983 (or its inception) and 2006 from three of the most highly regarded
educational administration journals. Specifically designed to collect investigative data
and information from primary research contained within Educational Administration
Quarterly, the Journal of School Leadership, and the Journal of Educational
Administration; this research synthesis drew upon various research methods to
propose pragmatic insights and proffer an empirically founded response to: What has
the educational administration profession learned from the research efforts that were
independently conducted, presented, and published about the overall connections
between school superintendents and education's technical core -teaching and learning
in schools?
Results from employing meta-analysis, descriptive synthesis, and thematic
synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however,
these connections have evolved from the traditional connections presently maintained
by campus administrators and to new connections that meet the increased
responsibilities and complexities of the superintendents' role. The thematic synthesis,
reinforced by descriptive syntheses, indicated 15 separate superintendent - technical
core constructs that promote new areas for investigation; however, the extent and
strength of these constructs have yet to be determined.
The impact from the next step suggestions for future research indicate that
effects could range from educational administration knowledge base contributions to
refining in-practice standards and professional development programs. The possible
knowledge base contributions, coupled with specific in-practice elements that
demonstrate superintendents' direct impact on the technical core, may be the
necessary raw materials from which a foundational framework that clearly redefines
the superintendent - technical core connections may be forged by scholars and
implemented by district leaders to improve teaching and learning in schools.
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Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
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Ochalski, Heather. "Inuit Students' Journeys from High School into Post-Secondary Education." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42772.
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Education is a critical social process and is the responsibility of the society of which a child is a member. Education and Schooling promote the cognitive development and professional skills acquisition that produce economic development and positive socio-economic outcomes. In the modern world, education is strongly correlated with employability, access to food, housing, social status and associates strongly with measures of individual health and wellbeing. However, despite moderate gains in education outcomes for Inuit students, school engagement and graduation rates remain low across Inuit Nunangat in the K-12 system, and entry into post-secondary education has increasingly lagged behind that of the rest of Canadians. All the while, Inuit remain the most socio-economically disadvantaged people in Canada.
At the root of this education gap is the collision of two cultures and world views. In the last sixty-five years (roughly just two generations), Inuit non-monetary social and economic systems, as well as teaching methods, have been eroded and replaced by dominant Western pedagogical and economic practices. This has caused tension between Inuit and Western pedagogy and provoked re-examination of what gets taught in the dominant Western education system in order to prepare Inuit students to participate in Canadian society.
This study narrates the experiences of six Inuit students' education journeys and explores how they navigated cultural tensions to successfully reach and complete their post-secondary education. Findings indicate that the presence of Inuit Qaujimajatuqangit (Inuit epistemology), or rather its prescriptive Guiding Principles (the branch of Inuit social epistemology) when practiced, supported their success. Further, the lack of these Principles, evident in microaggressions from educators, segregation, racism, suicides, and lateral violence from peers all served as barriers to their educational goals of being able to participate bi-culturally in both the Inuit and Western ways of living.