Dissertations / Theses on the topic 'Teacher wage'

This dissertation consists of two essays concerning the determination of wages across areas. The first essay investigates the equilibrium relationship between wages and prices across labor markets. Of central interest is the extent to which workers receive higher wages to compensate for differences in the cost of living. According to the spatial equilibrium hypothesis, the utility of homogenous workers should be equal across labor markets. This implies that controlling for amenity differences across areas, the elasticity between wages and the general price level across areas should equal one, at least under certain conditions. We test this hypothesis and find that the predicted relationship holds when housing prices are measured by rents and the general price level is instrumented to account for measurement error. When housing prices are measured by housing values, however, the wage-price elasticity is significantly less than one, even using instrumental variables. Rents reflect the price paid for housing per unit of time and are arguably the superior measure. Thus, findings in this essay provide support for the full compensation hypothesis. These findings also have important implications for researchers estimating the implicit prices of amenities or ranking the quality of life across areas. The second essay uses a national level dataset and a spatial econometric framework to examine the effects of teacher unions and other school district characteristics on teacher salaries. The results confirm that salaries for both experienced and beginning teachers are positively affected by salaries in nearby districts. Investigations of the determinants of teacher salaries that ignore this spatial relationship are likely to be misspecified. We find that union activity increases salaries for experienced teachers by as much as 16-21 percent but increases salaries for beginning teachers by a considerably smaller amount. This result is consistent with predictions from a median voter model.

O objetivo desta dissertação é analisar a diferença salarial existente entre indivíduos que trabalham como professores do ensino fundamental e indivíduos que trabalham em outras ocupações. Busca-se compreender se tal diferença está na própria profissão docente ou na formação desses profissionais. Pretende-se identificar se é mais vantajoso trabalhar na ocupação docente ou em outras ocupações, dependendo da formação do indivíduo. Para tanto, calculam-se diferenciais de salário controlados e não-controlados. Os principais resultados para os diferenciais não-controlados revelaram que trabalhar como docente do ensino fundamental é mais vantajoso para indivíduos que ainda não possuem ensino superior. Para aqueles que são docentes e possuem curso superior ou estão em curso (graduação ou pós-graduação), independentemente dos controles, a ocupação docente não é vantajosa. Já no caso dos diferenciais controlados, ser professor do ensino fundamental quase sempre é vantajoso quando se considera o salário por hora.
The objective of this dissertation is to identify the wage differential between primary school teachers and individuals working in other occupations. We try to comprehend if the differential is on the teacher profession itself or on the career chosen by these individuals. In other words, we analyze if the differential is on the education of these professionals. We intend to identify through controlled and non-controlled wage differentials if (depending on the education of the individual) it is more advantageous working as a teacher or in another occupation. The main results for non-controlled differentials showed that working as a primary school teacher is more advantageous for individuals who did not complete the undergraduate level. For teachers with higher education completed or ongoing (undergraduation or graduation), independently of the controls, the teacher profession is not advantageous. For the controlled differentials, being a high school teacher is almost always advantageous when the hourly wage is considered.

Este estudo tem por objetivo analisar as políticas de valorização do magistério realizadas pela Prefeitura Municipal de Belo Horizonte durante os governos de 1993 a 2007, considerando os elementos: condições de trabalho, jornada de trabalho e plano de carreira. Situado entre os estudos de Estado, Sociedade e Educação, a pesquisa desenvolve uma abordagem da complexidade das relações de mudanças, de interpenetrações, de articulação e conflitos entre as ações do Estado, no nível de poder executivo municipal e seus agentes, por um lado, e a organização, reivindicações e lutas dos/as profissionais da educação que atuam na Rede Municipal de Educação de Belo Horizonte (RMEBH), por outro. A metodologia de estudo de caso envolve o uso de análise documental e de entrevista como instrumentos para a compreensão do seu objeto. Três partes constituem este estudo. Na primeira parte analisamos as definições de política de valorização do magistério, a partir das reflexões de João Monlevade, documentos de organismos internacionais como a UNESCO e a OCDE, documentos do Ministério da Educação, documentos de movimentos sociais, entre eles a CNTE, Sind-UTE/MG e Sind-REDE/BH, legislações federais, estaduais e municipais. Consideramos também o debate sobre carreira docente, realizado a partir de estudos existentes na área, como o de Rodolfo Ferreira, sobre trabalho docente e remuneração; os de Michel Huberman, José Alberto Gonçalves e Maria Isabel Loureiro, numa perspectiva de vida profissional; o de Gatti, focalizando a formação docente; e os de Bertha Valle, Mariza Abreu e Sonia Balzano, relacionados especificamente com plano de carreira. Na segunda parte, analisamos a política de valorização na Rede Municipal de Educação de Belo Horizonte (RMEBH), a partir do histórico da sua constituição, das reivindicações dos trabalhadores e trabalhadoras em educação, das propostas dos governos de 1993 a 2007 e da organização do trabalho escolar. Também verificamos em que medida as regulações das relações de trabalho, na RMEBH, incorporam ou não as alterações ocorridas na política educacional durante o mesmo período, na esfera federal e internacional. Na terceira parte refletimos acerca do trabalho das mulheres no sentido de compreender como as lutas das professoras primárias e das educadoras infantis da RMEBH vinculam-se à luta pela valorização do magistério e do trabalho feminino, a partir de uma perspectiva que considera a dimensão das relações sociais de gênero, particularmente as reflexões elaboradas por Helena Hirata e Daniele Kergoat. Nas conclusões, dialogamos com as reflexões realizadas em entrevistas por dirigentes sindicais e governamentais que participaram das mesas de negociações durante o período de 1993 a 2007. Este estudo possibilitou perceber que as políticas de valorização do magistério, nos aspectos que se referem à remuneração, carreira e condições de trabalho, estão, historicamente, entrelaçadas à problemática da qualidade do ensino. Os avanços e recuos se constituem no jogo contraditório de valores, que são próprios do processo educacional e de suas instituições e agentes, na formação humana de todos os cidadãos e cidadãs, e que não vem sendo reconhecidos pelos governos em suas políticas de formação profissional, salários e incentivos. Nesse jogo, é observada a articulação das esferas da produção e da reprodução para a manutenção da desvalorização de um trabalho eminentemente feminino, e direcionado, sobretudo, às crianças e adolescentes da classe trabalhadora.
This study aims to analyze the policies directed to valuate teaching professionals that have been held by the Municipality of Belo Horizonte during the governments from 1993 to 2007 and it considers the elements: working conditions, weekly journey of work and career plan. Aligned with the studies of State, Society and Education, the research has been developed through an historical approach of the complexity of the changes relationships, interpenetrations, articulations and conflicts between the actions of the State, which is considered in the level of municipal executive and of its officials by one side and the organization, claims and struggles of the education professionals who work in the Municipal Education System in Belo Horizonte (RMEBH), by the other. The methodology of case study involves the use of document analysis and interviews as tools for the understanding of its object. Three parts constitute this study. In the first part, we examine the politic definitions to valuate teaching professionals beginning from the thoughts of João Monlevade, the documents presented by international organizations such as UNESCO and OECD, the documents of Brazilian Ministry of Education, documents of social movements, including CNTE, Sind-UTE /MG and Sind-REDE/BH, the national laws and also the state and municipal ones. We consider also the debate over teaching career, which has been based in the studies conducted in the area, such as the work of Rodolfo Ferreira on teaching work and wages, the ones of Michel Huberman, José Alberto Gonçalves and Maria Isabel Loureiro, in the perspective of the professional life; the ones of Gatti about teacher training, and the ones of Bertha Valle, Mariza Abreu Sonia Balzano, that are specifically related to career plan. In the second part, we analyze the policies directed to the valuation of teaching professionals in the Municipal System of Education of Belo Horizonte (RMEBH), from the history of its construction, the claims of the workers in education, the proposals of the governments from 1993 to 2007 and the organization of school work. We also verify whether the regulations of labor relations by the City Board of Belo Horizonte have (or have not) incorporated the changes in the educational policy during the same period, in the federal and international scope. In the third part, we reflect about the work of the women in order to understand how the struggles of the \"primary teachers\" and \"childrens educators\" of the Municipal System of Education of Belo Horizonte RMEBH- have been connected to the struggle for the valuation of teaching professionals and female work from a perspective that considers the aspect of the gender social relations, particularly referred to the reflections elaborated by Helena Hirata and Daniele Kergoat. In the conclusions, we analyze the considerations made in interviews by union and government leaders who attended the table of negotiations during the period 1993 to 2007. The study enabled to realize that the policies to valuate teaching professionals in their aspects which refer to the remuneration, career and working conditions, have been historically, intertwined to the quality education question. The advances and setbacks have been forged in the contradictory play of values which are themselves specific of the educational process and its institutions and officials, in human formation of all citizens, and which have not been recognized by the governments in their policies of professional formation, wages and incentives. In this play, the articulation of the production and reproduction spheres it is seen for the maintenance of the devaluation of a predominantly female work and directed especially to children and adolescents of the working class.

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The paper investigates the legal mechanisms used by the Legislature and the Executive to implement the constitutional principle of the teacher s minimum wage, which is proclaimed in the Constitution as a strategy of professional appreciation for this category. The text demonstrates that the legal mechanisms used to value the teacher were: the 1988 Constitution, the constitutional amendments to this Charter updated and modified the original text in relation to the matter, and finally, the Minimum Wage Law . Article n? 206 of 1988 s Federal Constitution established that basic education teachers, who work in public schools, would be entitled to a national minimum wage. Law n? 11.738/2008 ( Minimum Wage Law ) regulated the matter and made other determinations on the relationship between the State and the teachers such as the establishment of parameters for the distribution of the workload of teachers. Based on this law, since 2009 the minimum wage has been set annually by the Federal Government. However, state governments and municipalities throughout Brazil protested prescriptions contained in the Minimum Wage Law . In this context, some governors and mayors led the Supreme Court regarding the constitutionality of this law. The complainants considered that there was unconstitutional by the following: definition of the teacher s workday, which in the complainants point of view was competence of local governments; ensuring that teachers receive salaries tied to the minimum wage with retroactive effect; transformation of the minimum wage in basic salary, lack of sufficient budget in the states and municipalities to honor with the new values to be paid to teachers and, finally, determining workload for the teacher to perform other activities besides classroom activities. At the trial held at the STF the majority of Ministers rejected the claim and considered that the Minimum Wage Law , taken together, was constitutional. However, this decision did not alter the position of the managers or the interpretation of the ministers who agreed with the unconstitutionality of some aspects of the law. This means that one law can present differences in interpretation between ordinary people and among members of the Judiciary. The search showed the following conclusions: the law is not a definitive parameter of justice, because it is deeply linked to various interests; the development, implementation, and judgment of laws dealing with minimum wage of teaching are linked to historical and cultural aspects of society; the demand for enhancement of teacher and setting a minimum wage has only emerged in the late twentieth century, a fact explained in this work based on data that indicate the recent concern of Brazilian State with schooling a phenomenon typically Republican and with the professionalization of teaching emerging concern from the knowledge society; the Legislative and Executive search mechanism to implement the minimum wage of the teachers because of the contemporary need for professionalization of teaching
O trabalho investiga os mecanismos jur?dicos usados pelo Legislativo e pelo Executivo para concretizar o princ?pio constitucional do piso salarial do professor, princ?pio esse proclamado na Constitui??o como uma estrat?gia de valoriza??o profissional dessa categoria. O texto demonstra que os mecanismos jur?dicos usados para a valoriza??o do professor foram os seguintes: a Constitui??o de 1988; as emendas constitucionais que atualizaram essa Carta e modificaram o texto original no tocante ? mat?ria; e, finalmente, a Lei do Piso . O Artigo n? 206 da Constitui??o Federal de 1988 estabeleceu que os professores do ensino b?sico, que atuam em escolas da rede p?blica, teriam direito a um piso salarial nacional. A Lei n? 11.738/2008 ( Lei do Piso ) regulamentou a mat?ria e apresentou outras determina??es sobre a rela??o que o Estado deveria manter com o magist?rio como, por exemplo, a cria??o de par?metros para a distribui??o da carga hor?ria de trabalho do docente. Com base nessa Lei, desde 2009 o piso vem sendo definido anualmente pelo Governo Federal. Todavia, governos estaduais e prefeituras municipais de todo o Brasil protestaram contra prescri??es contidas na Lei do Piso . Nesse clima de protesto, alguns governadores e prefeitos provocaram a Suprema Corte acerca da constitucionalidade dessa Lei. Os reclamantes consideravam que a inconstitucionalidade existia em raz?o dos seguintes aspectos: defini??o da jornada de trabalho do professor, que na vis?o dos reclamantes era atribui??o dos estados e prefeituras; garantia de que os professores receberiam sal?rios vinculados ao piso com efeito retroativo; transforma??o do piso salarial em vencimento b?sico; aus?ncia de or?amento suficiente nos estados e munic?pios para honrar com os novos valores a serem pagos aos professores; finalmente, determina??o de carga hor?ria para o professor realizar outras atividades al?m de ministrar aulas. No julgamento realizado no STF a maioria dos Ministros julgou improcedente o pleito dos gestores p?blicos reclamantes e considerou que a Lei do Piso no seu conjunto era constitucional. Entretanto, essa decis?o n?o alterou a posi??o dos gestores nem a interpreta??o dos ministros que concordaram com a inconstitucionalidade de alguns aspectos da lei. Isso significa que uma mesma lei pode apresentar diverg?ncias interpretativas entre pessoas comuns e entre membros do pr?prio Poder Judici?rio. A pesquisa apontou as seguintes conclus?es: a lei n?o ? par?metro definitivo de justi?a, pois ela est? profundamente vinculada a interesses diversos; a elabora??o, a implanta??o e o julgamento das leis que tratam do piso salarial do magist?rio se vinculam aos aspectos hist?ricos e culturais da sociedade; a demanda por valoriza??o do professor e fixa??o de um piso salarial s? surgiu no final do s?culo XX, fato explicitado no trabalho a partir de dados que indicam a recente preocupa??o do estado brasileiro com a educa??o escolar fen?meno tipicamente republicano e com a profissionaliza??o do professor preocupa??o emergente a partir da sociedade do conhecimento; os poderes Legislativo e Executivo procuram mecanismos para implantar o piso salarial do professor em raz?o da necessidade contempor?nea de profissionaliza??o do magist?rio.

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This study integrates the line of research State and Education Policy of the Program of Post-graduation in Education from Faculdade de Educação, Universidade Federal de Goiás. It has as its object of study the implementation of the Minimum Wage of Professional of the Magisterium (PSPN) in public field schools of Goiás. It aims to analyze the implementation of public policy for salary enhancement and highlighting the conflicts and highlighting the conflicts and limits that permeate the boundaries of the case. Using the bibliographic and documental search, this study concern is to describe the route of PSPN since the 1988 Federal Constitution, to the approval of the Law No. 11.738/2008 and empirically analyzes its implementation in the public state of Goias in 2009 establishing a relation between the financial years of 2008 and 2010. The guiding questions of the study include the analysis of the Law of the Minimum and its relation to other legal rules, the sufficiency of the Government of Goiás for implementation from the revenue and expenditure considered for the Development of Education (MDE), the relationship with the Fund for the Development of Basic Education and Appreciation of the Teaching Profession (Fundeb), the ratio of the number of students served by the number of teachers paid by the network and how to participate in the implementation process of the minimum wage as important agents of the Union Education Workers State of Goiás (Sintego), the Court of Goiás (GO-TEC), the State Council Fundeb (Confundeb), the Legislative Assembly and the government itself. The major conflicts involving the deployment of the minimum wage in the public state of Goias refer to the way that legislation is interpreted with emphasis on the mechanism used by the government to "fulfill" the Law: to divide the minimum wage into a deployment phase, 17 monthly and update it in another stage of four monthly pareels. There is also a conflict about the value of minimum wage: CNTE and for the Sintego PSPN in 2010 would be worth R $ 1,312.00 and for the government, based on interpretation of the Attorney General of the Union (AGU), the value is R$ 1.024,00. Insufficient financial, the adequation for a Career Plan in effect, how the expenses are treated with MDE, the low student / teacher ratio in the network and competition policies to expand the student's school time are major factors limiting progress in implementation of PSPN Goiás Despite the fragmentation of its implementation the minimum wage presents as a mechanism for enhancement of teachers' payment. As the government of Goiás has not complied strictly with the established subdivision, the starting salary paid in November 2010 was R $ 1,006.25, representing a growth of 40.6% compared to February 2009. Nevertheless, disregarding the inflation period, gauged according to a real increase of more than 30%. As a recent happening it was not possible to verify whether the implementation of the minimum wage had the effect desired by the researchers who advocate this policy of upgrading of teachers' payment which, among others, is set to attract and retain good candidates for teaching, and fighting multiexpedient and underemployment. However based on the years 2009 and 2010 in which case the implementation of this policy in public state of Goias, the minimum wage appears, along with the Career Plan in force, as a promoter of better salaries for the public teaching of basic education.
Este estudo integra a linha de pesquisa Estado e Políticas Educacionais do Programa de Pós-Graduação em Educação da Faculdade de Educação, Universidade Federal de Goiás. Possui como objeto a implantação do Piso Salarial Profissional Nacional do Magistério (PSPN) na rede pública estadual de Goiás. Objetiva analisar a implantação dessa política pública de valorização salarial docente destacando os conflitos e os limites que permeiam o campo de estudo. Utilizando da pesquisa bibliográfica e documental, este estudo de caso preocupa-se em descrever o itinerário do PSPN, da Constituição Federal de 1988 até a aprovação da Lei do Piso (Lei nº 11.738/2008), e analisar empiricamente sua implantação na rede pública estadual de Goiás no ano de 2009 estabelecendo relação com os exercícios financeiros de 2008 e 2010. As questões norteadoras do estudo contemplam, dentre outros, a análise da Lei do Piso e sua relação com outras normas legais, a suficiência financeira para implantação, a relação com o Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação (Fundeb) e a relação do número de alunos atendidos pelo número de professores da rede. Os principais conflitos que envolvem a implantação do Piso na rede pública estadual de Goiás referem-se à forma como a legislação é interpretada com destaque para o mecanismo utilizado pelo governo para cumprir a Lei: fragmentar a implantação do Piso em dezessete parcelas mensais e posteriormente atualizá-lo n‟outra etapa de quatro parcelas. Outro conflito refere-se ao valor do Piso: para a Confederação Nacional dos Trabalhadores em Educação (CNTE) e o Sindicato dos Trabalhadores em Educação de Goiás (Sintego), o PSPN em 2010 deveria ser de R$ 1.312,00 enquanto que para o governo do estado, tendo como referência a interpretação da Advocacia Geral da União (AGU), o valor do Piso corresponde a R$ 1.024,00. A insuficiência financeira, a adequação ao Plano de Carreira vigente, a forma como as despesas com Manutenção e Desenvolvimento do Ensino (MDE) são tratadas, a baixa proporção alunos/professor na rede e a concorrência das políticas de ampliação do tempo escolar do aluno são fatores limitadores da implantação do PSPN em Goiás. Apesar do parcelamento de sua implantação, o Piso se apresenta como mecanismo de valorização salarial do magistério. Como o governo de Goiás não cumpriu rigorosamente o parcelamento estabelecido, o vencimento inicial pago em novembro de 2010 foi de R$ 1.006,25, mesmo assim representando um crescimento de 40,6% em relação a fevereiro de 2009 onde, desprezando a inflação do período, pode-se aferir um aumento real superior a 30%. Por ser recente, não foi possível verificar se a implantação do Piso teve o efeito desejado pelos pesquisadores que defendem essa política de valorização salarial do magistério que, dentre outros, consta atrair e manter bons candidatos à docência e combater a multijornada e o subemprego. Entretanto, baseando-se em 2009 e 2010 quando acontece sua implantação na rede pública estadual goiana, o Piso aparece, aliado ao Plano de Carreira vigente, como indutor de melhoria salarial para o magistério público da educação básica.

The main objective of this bachelor essay is to analyse the impact of increased competition on upper-secondary teachers’ wage. In 1994, the introduction of a school voucher system in Sweden facilitated the expansion of private upper-secondary schools. Based on monopsony and quasi-market, we assess the extent to which the tendency towards increased competition has had any significant effect on upper-secondary teachers’ wage. Using a semi-logarithmic wage equation and cross-sectional individual data we found that upper-secondary school teachers employed in 2010 in the region characterised by the highest degree of competition had significantly higher wage compared to teachers employed in regions with a lower degree of competition. In addition, our findings suggest that upper-secondary teachers employed in the public sector had on average higher wages than private employees. To investigate the wage gap between the two sectors further, we perform a quantile regression.  We found that up to the 80th percentile teachers employed in private school experience, ceteris paribus, a wage penalty. On the other hand, in the upper tail of the wage distribution we found a significant wage premium for teachers in the private sector.

This study provided an overview of the issues science teachers faced in the 2006-07 school year with the change to the block schedule in Wake County, North Carolina. The purpose of this research was to address gaps in literature related to changes teachers had made in their instruction and interaction with students after the implementation of the block schedule. The mixed methods used were a survey instrument, followed by eight focus group interviews. Data Analysis included t-tests, correlations, and triangulation through a phenomenological approach. Results obtained were a difference in methods used by teachers with End-of-Course tests when compared with Non-End-of-Course tests in the areas of outdoor activities, projects, media center visits, and guest speakers. Teachers with more experience also tended to change instructional methods less on the block schedule. Conclusions drawn include state testing negates some benefits of block scheduling including those to curriculum, learning, and student relationships.

Estudar a estrutura de remuneração de um país é importante por várias razões. Talvez uma das principais seja porque a remuneração pode afetar a atratividade da carreira e a habilidade dos profissionais que exercem a função de professor. O presente trabalho buscou comparar a diferença do salário-hora entre professores e não professores graduados em carreiras tipicamente relacionadas à profissão docente: Ciências da Educação, Formação de Professores, Língua Materna, Matemática, Biologia e Química. O objetivo era entender como profissionais recém-graduados escolheram diferentes ocupações (docente versus não docente) levando ao aparecimento de um diferencial salarial importante já nos primeiros anos de vida profissional. Desta análise, sob a hipótese de ignorabilidade e a hipótese de preferências semelhantes antes do ingresso no ensino superior corretamente especificadas, pode-se concluir que aqueles que exercem a profissão de professor, tanto na média, quanto no quantil 10 e na mediana, possuem um diferencial de salário hora positivo com relação aos que não são docentes. Já no quantil 90, não há diferença de salário entre os grupos. Os resultados mostram também que a diferença é explicada majoritariamente pelo retorno às características que determinam o salário e menos por diferenças nos níveis de tais características. Existem duas implicações desses resultados. Primeiro, considerando-se salário como proxy para habilidade, pode-se inferir que os professores já são os mais habilidosos da amostra analisada. Sendo assim, aumentar o salário dos docentes não atrairia profissionais mais habilidosos para a profissão, dentro das carreiras estudadas, pois já são os profissionais mais habilidosos que são docentes. Uma alternativa seria capacitar esses profissionais de forma a aumentar a habilidade destes. Segundo, outra forma de aumentar a habilidade dos professores seria compreender como esse diferencial salarial afeta a decisão de ingresso na carreira docente, e buscar atrair profissionais mais habilidosos para o magistério antes da escolha da carreira a ser cursada no ensino superior. Isso poderia possibilitar que indivíduos com maior habilidade se interessassem pelo magistério. Em ambos os casos, para que seja efetivo para a geração de capital humano, um aumento salarial do cargo de professor deve estar atrelado à criação de condições para o aumento da habilidade dos profissionais que ocupam tal posição.
Studying the compensation structure of a country is important for several reasons. Perhaps the most important of them is because the compensation can affect the attractiveness of the teaching profession and the professional skill of performing the job. This study aimed to compare the difference in hourly wage between teachers and teachers in undergraduate careers typically related to the teaching profession: Education Sciences, Teacher Training, First Language, Mathematics, Biology and Chemistry. The objective was to understand how newly graduated professionals chose different occupations (teaching versus non-teaching) leading to the appearance of a major wage differential in the first years of working life. This analysis, under the hypothesis and the hypothesis ignorabilidade similar preferences before entering higher education properly specified, one can conclude that those who exercise the teaching profession, both on average and in 10 quantile and median of a positive differential hourly wage with respect to non-teachers. You quantile 90, there is no difference in pay between groups. The results also show that the difference is largely explained by the return of the characteristics that determine wages and less by differences in the levels of these characteristics. There are two implications of these results. First, considering salary as textit proxy for skill, it can be inferred that teachers are already the most skilled of the sample analyzed. Thus, increasing teacher salaries would attract more skilled professionals for the profession within the careers studied because they are already the most skilled professionals who are teachers. One such alternative would enable professionals to increase the ability of these. Second, another way to increase the ability of teachers would understand how this wage gap affects the decision of entering the teaching career, and seek to attract more skilled professionals for teaching before the choice of higher education. This could enable individuals with greater ability to be interested by the magisterium. In both cases, to be effective for the generation of human capital, a raise from his professorship should be linked to the creation of conditions for increasing the ability of professionals who hold such a position.

Resumo: No bojo das discussões a respeito da melhoria da qualidade da educação, frequentemente surgem questões relacionadas ao trabalho e aos salários dos professores. Muitas pesquisas defendem que os salários recebidos pelos professores brasileiros contribuem para o quadro de precarização e intensificação do trabalho docente, trazendo consequências negativas para o trabalho do professor. Por outro lado, existem pesquisas que afirmam ser nulo ou muito pequeno o impacto dos salários sobre o trabalho docente. Para compreender melhor esse complexo quadro, essa pesquisa buscou verificar a forma pela qual os salários docentes são tratados nas pesquisas e documentos que abordam o assunto, tendo como objetivo central analisar e compreender as implicações dos baixos salários dos professores da Educação Básica do Brasil para o trabalho docente. Para tanto, foi realizada uma pesquisa de caráter bibliográfico-documental que teve como corpus de análise as pesquisas relacionadas à remuneração docente produzidas, principalmente, por pesquisadores da educação e da economia e documentos relativos à temática elaborados por organismos internacionais como o Banco Mundial e a Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), por duas organizações sindicais de professores, no caso, a Confederação Nacional dos Trabalhadores em Educação (CNTE) e o Sindicato dos Professores do Ensino Oficial do Estado de São Paulo (APEOESP), pelo Conselho Nacional de Secretários de Educação (CONSED) e pela União Nacional de Dirigentes Municipais de Educação (UNDIME), além da legislação brasileira pertinente ao estudo e dos dados da Pesquisa Nacional por Amostra de Domicílios (PNAD) de 2008. A partir da análise realizada é possível afirmar que os salários dos professores brasileiros podem ser considerados baixos e se configuram como um dos aspectos... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: When considering the discussions about improving the quality of education, issues related to teacher‟s work and salaries have always brought up. Many studies have argued that the salaries received by Brazilian teachers have been contributing to the symptoms of instability and intensification of teachers' workday, bringing negative consequences for the teacher's work. On the other hand, there are studies which have been shown to be nil or very small the impact of wages when considering the teacher's work. To better understand this complex situation, this work analyzes the way in which the teacher‟s salaries have been taken based on the researches and documents which have discussed this subject, having as a main objective to analyze and understand the implications of Brazilian teachers‟ low salaries in the Basic Education. Therefore, a bibliographic - documentary survey had been conducted, having as the analyses corpus the study related to teacher‟s wages, mainly the ones made by education and economy researchers together documents related to the theme elaborated by international organizations, e.g. the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO), and two Teacher‟s Trade Unions, as the National Confederation of Education Workers and the Sao Paulo State Official Trade Union of School Teachers (APEOESP) and by the National Council of Education Secretaries (CONSED), the National Union of Municipal Education Managers (UNDIME), as well the Brazilian legislation relevant to the study and data from the National Household Sample Survey (PNAD) 2008. From this analysis, it is possible to state that Brazilian teachers 'salaries have been considered low and they have been configured as one of the main point in the processes of impoverishment and intensification of teachers' workday, with implications on the profession, like the low... (Complete abstract, click electronic access below)
Orientador: Maria Helena Galvão Frem Dias-da-Silva
Coorientador: Maria José da Silva Fernandes
Banca: Bernadete Angelina Gatti
Banca: José Marcelino de Rezende Pinto
Banca: Rubens Barbosa de Camargo
Banca: Maria Aparecida Segatto Muranaka
Doutor

This study investigated the effect of training in equipment use on science teachers’ Pedagogical Content Knowledge (PCK) about the wave concept. The levels of teachers' reported PCK was explored before and after in-service training through interviews and Content Representations (CoRe). Furthermore, the study extended to investigating how the teachers enacted PCK when teaching the wave concept in their classrooms after the training. This qualitative research followed a case study method with three Grade 10 Physical Sciences teachers who were selected purposefully and pragmatically. Their pedagogical reasoning was elicited through a Video Stimulated Recall (VSR) interview and their general views about the training were obtained through a post-training interview. The framework was adapted from the Refined Consensus Model (RCM) and considered PCK at a topic and concept level, with each realm of PCK being underpinned by the Topic-Specific Pedagogical Content Knowledge (TSPCK) components, namely, the learners’ prior knowledge, the curricular saliency, representations, what is difficult and/or easy to teach and understand, and the conceptual teaching strategies. However, all five TSPCK components were considered. The study was centred on three key ideas in the topic of waves, namely: wavelength; frequency; and superposition. The participants' reported PCK improved and the footprint of the training was visible in the enacted PCK of all of the participants. This study suggests that training on the use of equipment improves teachers’ enacted PCK and this may ultimately lead to improved learner performance.
Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
No bojo das discussões a respeito da melhoria da qualidade da educação, frequentemente surgem questões relacionadas ao trabalho e aos salários dos professores. Muitas pesquisas defendem que os salários recebidos pelos professores brasileiros contribuem para o quadro de precarização e intensificação do trabalho docente, trazendo consequências negativas para o trabalho do professor. Por outro lado, existem pesquisas que afirmam ser nulo ou muito pequeno o impacto dos salários sobre o trabalho docente. Para compreender melhor esse complexo quadro, essa pesquisa buscou verificar a forma pela qual os salários docentes são tratados nas pesquisas e documentos que abordam o assunto, tendo como objetivo central analisar e compreender as implicações dos baixos salários dos professores da Educação Básica do Brasil para o trabalho docente. Para tanto, foi realizada uma pesquisa de caráter bibliográfico-documental que teve como corpus de análise as pesquisas relacionadas à remuneração docente produzidas, principalmente, por pesquisadores da educação e da economia e documentos relativos à temática elaborados por organismos internacionais como o Banco Mundial e a Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), por duas organizações sindicais de professores, no caso, a Confederação Nacional dos Trabalhadores em Educação (CNTE) e o Sindicato dos Professores do Ensino Oficial do Estado de São Paulo (APEOESP), pelo Conselho Nacional de Secretários de Educação (CONSED) e pela União Nacional de Dirigentes Municipais de Educação (UNDIME), além da legislação brasileira pertinente ao estudo e dos dados da Pesquisa Nacional por Amostra de Domicílios (PNAD) de 2008. A partir da análise realizada é possível afirmar que os salários dos professores brasileiros podem ser considerados baixos e se configuram como um dos aspectos...
When considering the discussions about improving the quality of education, issues related to teacher‟s work and salaries have always brought up. Many studies have argued that the salaries received by Brazilian teachers have been contributing to the symptoms of instability and intensification of teachers' workday, bringing negative consequences for the teacher's work. On the other hand, there are studies which have been shown to be nil or very small the impact of wages when considering the teacher's work. To better understand this complex situation, this work analyzes the way in which the teacher‟s salaries have been taken based on the researches and documents which have discussed this subject, having as a main objective to analyze and understand the implications of Brazilian teachers‟ low salaries in the Basic Education. Therefore, a bibliographic - documentary survey had been conducted, having as the analyses corpus the study related to teacher‟s wages, mainly the ones made by education and economy researchers together documents related to the theme elaborated by international organizations, e.g. the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO), and two Teacher‟s Trade Unions, as the National Confederation of Education Workers and the Sao Paulo State Official Trade Union of School Teachers (APEOESP) and by the National Council of Education Secretaries (CONSED), the National Union of Municipal Education Managers (UNDIME), as well the Brazilian legislation relevant to the study and data from the National Household Sample Survey (PNAD) 2008. From this analysis, it is possible to state that Brazilian teachers 'salaries have been considered low and they have been configured as one of the main point in the processes of impoverishment and intensification of teachers' workday, with implications on the profession, like the low... (Complete abstract, click electronic access below)

This study examined the nature and breadth of the communication gap between psychology and education with respect to our understanding of reading. Fifteen cognitive psychologists and 17 teacher educators from major faculties of education answered open-ended questions about literacy and educational policy, then read ten hypothetical research scenarios based on seminal studies. For each, participants gave Likert-scale ratings of the probability and the potential scientific value of each outcome, and suggested theoretical or practical implications. Open-ended responses were analyzed for common themes and points of divergence with respect to ideology, epistemology, and social concerns. Prediction ratings and value ratings were compared by means of an overall MANOVA and one-way ANOVAs for individual scenarios. Theoretical and practical implications identified by the two groups were also compared. Responses to the open-ended questions revealed a near-consensus about the nature and value of literacy, and about the undesirability of government's mandating approaches to literacy instruction. The two groups agreed, as well, that the hypothetical research scenarios were potentially worthwhile. However, the groups differed in what they expected the research would find, predicting different, often opposite, outcomes for scenarios whose findings were inconsistent with a whole language/psycholinguistic view of reading. The two groups also suggested different implications for their predicted findings. Most teacher educators suggested that findings would distinguish between reading for meaning and decoding, while cognitive psychologists saw reading for meaning as dependent upon complete orthographic and phonological processing. Possible reasons for the communication gap between psychology and education are considered.
Cette étude explorait la nature et l'étendue de l'écart entre la perspective de la psychologie et celle de l'éducation en ce que concerne l'acte de lire. Quinze psychologues cognitivistes et 17 professeurs des sciences de l'éducation recrutés en Angleterre et en Amérique du Nord ont répondu à des questions ouvertes concernant la littéritie et l'alphabetisation et les politiques éducatives, avant de lire dix mises en situation de recherche tirées d'études germinales sur la lecture. Pour chacun de ces mises en situation, les participants ont indiqué selon une échelle Likert la probabilité et la portée scientifique d'un résultat donné; ils en ont également évoqué des interprétations théoriques ou pratiques. Les réponses aux questions ouvertes ont été analysées en fonction de thèmes récurrents et de points de divergence en ce qui concernait l'idéologie, l'épistémologie et des considérations sociales. Les cotes prédictives et les cotes de portée scientifique ont été comparées à l'aide d'analyses MANOVA et ANOVA à sens unique pour chaque mise en situation. Les interprétations théoriques et pratiques évoquées par les deux groupes ont également été comparées. Les réponses aux questions ouvertes ont démontré un consensus quasi-total quant à la nature et la valeur de la littéritié ainsi que l'opinion qu'il soit inopportun que le gouvernement dicte des approches à l'enseignement de la lecture. Les deux groupes se rejoignaient également sur l'intérêt des mises en situation de recherche; ils prédisaient néanmoins des résultats contraires l'un à l'autre lorsqu'il s'agissait de données qui ne s'enlignaient pas avec une interprétation psycholinguistique de l'acte de lire. Les deux groupes ont également évoqué des interprétations différentes des résultats prévus. La plupart des pédagogues prévoyaient la mise en évidence d'une différence entre la lecture donnant accès au sens d'un texte et le décodage; les psychologues cognitivistes interprétaient la lecture donnant accès au sens comme dépendante d'un traitement orthographique et phonologique complet. Des raisons possibles pour l'écart entre la perspective de la psychologie et celle de l'éducation sont proposées.

Denna uppsats undersöker konsekvenserna av den svenska skolans kommunaliseringen under perioden tidigt 1990 - tal till början av 2012. Huvudsyftet med uppsatsen är att undersöka hur arbetsförhållandena har förändrats för lärarna samt ge förslag på hur rådande system kan förbättras. Tre olika områden har undersökts närmre; förändringen av lärarnas lönenivå, lärarnas arbetstid och lärarnas arbetsuppgifter. Den rent konkreta frågeställningen i uppsatsen är: Hur har den kommunala skolan utvecklats när det gäller lönenivå, arbetstid och arbetsuppgifter och vilka konsekvenser har det fått för lärarna under perioden början av 1990-talet fram till början av 2012? Material till detta arbete har hämtats ifrån intervjuer med två rektorer och två lärare som har arbetat i skolan före, under och efter kommunaliseringen, samt de kollektivavtal som slutits mellan den offentliga skolans arbetsgivare och de två största fackförbunden för lärare, Lärarförbundet och Lärarnas Riksförbund, under den undersökta tidsperioden. Fokus på undersökningen av avtalen har varit på de tre tidigare nämnda huvudområdena och resultaten av dessa undersökningar har sedan jämförts med de utsagor som framgått i intervjuerna med lärarna och rektorerna. Uppsatsen avslutas med en diskussion där det framgår att tre tydliga linjer kan skönjas när det gäller den svenska skolans kommunalisering. Till att börja med så har lärare haft en väldigt låg ökning av lönenivån i jämförelse med många andra yrkeskategorier med en likartad längd på utbildningen, vidare har lärarnas självständighet gällande kontroll av den egna arbetstiden minskat i omfattning och slutligen har lärarnas uppdrag ändrats från att handla om att "undervisa elever" till att "planera arbete tillsammans med elever och arbeta som en pedagogisk ledare". Författaren till uppsatsen argumenterar för att en ökning av antalet karriärsteg för lärare, ett förtydligande av hur och till vad arbetstiden ska användas, samt en återgång till det läraruppdrag som handlade om att "undervisa eleverna", skulle leda till högre lönenivåer och status samt en generell ökning av lärarnas arbetsvillkor i Sverige.
This paper examines the consequences of the decentralization of the Swedish school system since the early 1990’s until the beginning of 2012. The main purpose of this paper is to examine how the change influenced the working environment for the teachers. Focus has been on three specific areas regarding the teacher’s wage, working hours and task assignments. The main question for this paper is as follows: How has the decentralization since the early 1990’s to the early 2012 of the Swedish public school system, developed with regard to wages, working hours and task assignments – and what impact has it had on the teachers? Material for this paper has been gathered from interviews from two teachers and two headmasters who has been working in the school before and after it was decentralized and from collective bargaining contracts between the public school employers and the two main trade unions for teachers in Sweden, Lärarförbundet and Lärarnas Riksförbund. Every contract has been examined with regards to the three main areas to be examined and the results from these has been cross-referenced with the answers from the interviews to create what could be described as a chronicle of the decentralization of the Swedish school system. The paper concludes with a discussion that states that since the decentralization three visible trends are shown. First the teachers has had a very low wage increase in comparison with other fields of work with a similar length of education, second they have lost some of their former independence when it comes to the possibility to control their own working hours and third, their main purpose in school has moved from “teaching students” to “planning work together with the students and work as an educational leader”. The author argues that by creating more career steps for teachers, giving the teachers more clear directives on what they should do on their working hours and by changing back the teachers purpose to start teaching students again, would lead to both higher wages and status and a better working environment for the teachers in Sweden.

Neste estudo, avalia-se a remuneração do professor do ensino fundamental público, com base nos coeficientes de duas equações de rendimento. A primeira equação considera o salário mensal e a segunda inclui os benefícios da aposentadoria. Este é o primeiro trabalho a incorporar as questões previdenciárias em uma equação de rendimentos para professores do ensino fundamental no Brasil. Dessa forma, foi possível verificar os principais fatores que determinam a remuneração do professor: escolaridade, sexo do indivíduo, experiência no trabalho, entre outros. A remuneração do professor foi comparada à remuneração de duas categorias de não professores, uma formada por profissionais da ciência cujos cargos exigem elevada qualificação profissional e outra formada por trabalhadores da produção e serviços, com cargos que exigem média qualificação. Além disso, foram comparadas as remunerações dos professores das redes pública e privada de ensino e as remunerações dos que atuam nas áreas rural e urbana. Para avaliar o diferencial de remuneração entre os grupos considerados, foi utilizado o método de decomposição de Oaxaca. Este método analisa a diferença nas médias de remuneração advindas tanto das características produtivas da mão-de-obra (parte explicada) como das características não observadas dos trabalhadores, dos diferentes critérios utilizados na definição do salário e da discriminação (parte não explicada). Os dados utilizados são os da Pesquisa Nacional por Amostra de Domicílios (PNAD) de 2006. As amostras de professores da rede pública de ensino e das duas categorias de trabalhadores consideradas são compostas por funcionários públicos estatutários. A amostra de professores da rede privada de ensino é composta por empregados com carteira assinada. Observou-se que a remuneração média dos profissionais da ciência é 178% maior em comparação à média dos professores. Quando são consideradas as regras previdenciárias, que beneficiam professores do ensino básico com um menor tempo de contribuição para a aposentadoria, o diferencial é 76%. A remuneração média dos trabalhadores da produção e serviços é 4% menor em comparação aos professores. Quando são considerados os benefícios da aposentadoria, o diferencial é 30%. A remuneração do professor do ensino fundamental aumenta 5% para cada ano a mais de estudo, porém esse valor é menor que os 16% dos profissionais da ciência e 17% dos trabalhadores da produção e serviços. Os professores da rede privada recebem remuneração 11% menor que os professores da rede pública. Quando são consideradas as questões previdenciárias, que oferecem benefícios aos servidores públicos, o diferencial de remuneração é 38%, nos quais a parte não explicada da diferença de médias de remuneração apresenta maior participação. O professor que atua na área urbana obtém remuneração 35% maior que o da área rural.
This study evaluates the teacher\'s wage of public elementary schools based on the coefficients of two earnings equations. The first equation considers the monthly salary and the second includes the benefits of retirement. This is the first study to incorporate retirement benefits in earnings equation of elementary school teachers. Thus, it was possible to verify the main factors that determine the teachers\' wage, such as education, sex and work experience, etc. The teacher\'s wage was compared to the earnings of two categories of non-teachers, one formed by professionals in science, whose positions require highly qualified personnel and another formed by the production and service workers, whose jobs require average qualification. In addition, comparisons were made among the salaries of teacher in public schools and those in private ones, as well as those of teachers who work in rural areas compared to urban areas. In order to evaluate the difference in wages among the considered groups, the Oaxaca method of decomposition was used. This method analyzes the difference in average wages resulting from both the characteristics of the productive labor force (explained part) and the non observed characteristics of workers, different criteria used in setting the salary and the discrimination (non explained part). The data used are the National Survey of Sample Households (PNAD), collected in 2006. It was observed that the average wage of workers in science is 178% higher compared to the average wage of teachers. When retirement is considered, the gap is 76%. The average wage of workers in production and services is 4% lower compared to teachers. When the retirement benefits are considered, the gap is 30%. Teachers earnings from elementary schools increase by 5% for each additional year of study, but this gap is lower than the 16% of professionals in science and 17% of workers in the manufacturing and services. Teachers in private schools receive wages that are 11% less than teachers in public schools. When retirements considered, the gap is 38%, in which the non explained part of the difference is higher. Teachers who work in rural areas get 35% more than teachers who work in urban areas.

This essay aims to research how the discussion within the two big teacher unions in Sweden has looked in three different issues. The researched issues are the question of individual and differentiated wages, the question of teacher certification and the question of career opportunities for teachers. Previous research has shown that the teacher profession has been individualized in some aspects, and through an idea analysis I investigate how this is shown in the discussion within the unions. From my material – protocols from four different congresses – I draw the conclusion that the idea of individualisation is strong from the union boards and more mixed from the members. The question of individual and differentiated wages is the issue with the biggest spread of ideas and opinions in the union discussion, while the question of teacher certification is the closest to consensus.

In this dissertation, I examine individual decisions in occupational choice, labor supply, and health care utilization. Occupational choice decisions of female college graduates on whether to teach or not are analyzed to understand the role of fertility and relative wages using a panel estimation method. I also compare the behavioral changes in the labor force participation among teachers and non-teachers conditional on the presence of a new-born baby. Using the human capital model where a worker decides her hours of work responding to wages, and her human capital is accumulated proportional to her hours of work, I predict that the positive relationship between entry wages and post wages. Empirical evidence suggests that the shock in entry wages may be attributed to post wage differentials. I examine individuals?? choice of health insurance plan and utilization of health care services. Empirical evidence shows that there is favorable self-selection into health maintenance organizations (HMOs) plans and that HMO members use more of office-based and hospital outpatient services. It suggests ineffectiveness of HMO plans in reducing utilization.

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Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
In the school environment is fundamental the knowledge about the sleep-wake cycle (SWC), because we find children and adolescents with excessive sleepiness and learning difficulties. Furthermore, teachers with high demand and with different work schedule, which may contribute to changes in SWC. The aim of this study was to describe the SWC of high school teachers in Natal/RN. Habits and knowledge about sleep, chronotype, SWC, daytime sleepiness, sleep quality and job satisfaction were described in 98 high school teachers from public and private school. These parameters were compared according to the characteristics of work, family structure and gender. Data collection was performed with the use of questionnaires in two stages: 1) "health and sleep" (general characterization of sleep habits), Horne & Ostberg questionnaire (characterization of chronotype), Epworth Sleepiness Scale and the Index of Pittsburg Sleep Quality, 2) The sleep diary for 14 days. From the results, we observe that the teachers woke up and went to bed earlier in the week and showed a reduction of time in bed around 42min comparing to weekend. This reduction in time in bed during the week was accompanied by an increase in nap duration on weekend. In addition the teachers woke up earlier on Saturdays than on Sundays, probably due to housework and leisure. The teachers' knowledge about sleep was low in relation to individual differences and effect of alcoholic beverages on sleep, and high in the consequences of sleep deprivation. The differences found in comparisons on the characteristics of work, family structure and gender were punctual, except concerning the work schedule. The teacher who started work in the morning and finished in the night, woke up earlier, went to bed later and had less time in bed, when compared to teachers who work only in two shifts. In addition, teachers with late chronotypes who begin the work in the morning had a greater irregularity in the wake up time compared to teachers with earlier and intermediate chronotypes. Half of teachers have excessive sleepiness, which was positive correlated with work dissatisfaction. In general, teachers showed IPSQ averages equivalent to poor sleep quality and the women showed worst averages. From the results, it is suggested that the SWC of teachers varies according to work schedule, leading to irregularity and partial sleep deprivation in the week, although these responses vary according to chronotype. These changes are accompanied by excessive daytime sleepiness and poor sleep quality. However, it is necessary to expand the sample to clarify the influence of variables related to work, family structure and gender together
No ambiente escolar ? de fundamental import?ncia o conhecimento sobre o ciclo sono e vig?lia (CSV), pois encontramos crian?as e adolescentes com sonol?ncia excessiva e dificuldades de aprendizagem, al?m de professores com alta demanda e hor?rio diferenciado de trabalho, o que pode contribuir para o surgimento de altera??es no CSV. O objetivo deste estudo foi caracterizar o CSV de professores do ensino m?dio de Natal/RN. Participaram da pesquisa 98 professores de escolas p?blicas e privadas, dos quais, foram descritos os h?bitos e conhecimentos sobre o sono, cronotipo, padr?o do CSV, n?veis de sonol?ncia diurna, qualidade do sono e satisfa??o profissional, comparando estas vari?veis quanto ?s caracter?sticas de trabalho, estrutura familiar e g?nero. A coleta de dados foi realizada com a aplica??o de question?rios em duas etapas: 1) sa?de e o sono (caracteriza??o geral dos h?bitos de sono); question?rio de Horne & Ostberg (caracteriza??o do cronotipo); Escala de Sonol?ncia de Epworth e o ?ndice de Qualidade do Sono de Pittsburg; 2) O di?rio de sono durante 14 dias. A partir dos resultados, observamos que os professores levantaram e deitaram mais cedo e apresentaram uma redu??o do tempo na cama em torno de 42min na semana quando comparada ao fim de semana. Esta redu??o no tempo na cama na semana foi acompanhada por uma maior dura??o do cochilo no fim de semana. Al?m disso, os professores levantaram aos s?bados mais cedo que aos domingos, provavelmente devido aos afazeres dom?sticos e lazer. O conhecimento dos professores sobre o sono foi baixo com rela??o ?s diferen?as individuais e o efeito de bebidas alco?licas sobre o sono e alto em rela??o ?s consequ?ncias da priva??o do sono. As diferen?as encontradas nas compara??es quanto ?s caracter?sticas de trabalho, estrutura familiar e g?nero foram pontuais, exceto com rela??o ao hor?rio de trabalho. Os professores que iniciavam o trabalho pela manh? e finalizavam ? noite levantaram mais cedo, dormiram mais tarde e apresentaram menor tempo na cama, em rela??o aos que trabalhavam apenas em dois turnos. Al?m disso, entre os professores que iniciavam o trabalho pela manh? e que foram classificados como vespertinos houve uma maior irregularidade no hor?rio de levantar em rela??o aos matutinos e intermedi?rios. Metade dos professores apresentou sonol?ncia excessiva, que teve correla??o positiva com a insatisfa??o com o trabalho. Em geral, os professores apresentaram m?dias do IQSP equivalentes ? m? qualidade de sono, tendo as mulheres piores m?dias. A partir dos resultados, sugere-se que o CSV dos professores varia de acordo com o hor?rio de trabalho, acarretando em irregularidade no CSV e priva??o de sono durante a semana, embora o efeito sobre irregularidade varie em fun??o do cronotipo. Estas altera??es s?o acompanhadas de sonol?ncia excessiva diurna e m? qualidade de sono. Por?m, faz-se necess?rio ampliar a amostra para esclarecer a influ?ncia das vari?veis relacionadas ao trabalho, ? estrutura familiar e g?nero em conjunto

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A pesquisa se propôs a analisar estatutos e planos de carreira do magistério da rede estadual de São Paulo e de quatro municípios paulistas: Águas de São Pedro, São Caetano do Sul, Barra do Turvo e Natividade da Serra. A escolha dos municípios tomou como referência o Índice de Desenvolvimento Humano Municipal em Educação, sendo selecionados os dois municípios com índice mais elevado do estado (Águas de São Pedro e São Caetano do Sul) e os dois com índice mais baixo (Barra do Turvo e Natividade da Serra). Do ponto de vista teórico-metodológico, recorreu-se ao método dialético, ancorado nos referenciais do materialismo histórico. Trata-se de pesquisa qualitativa, de caráter descritivo-analítico, com base na técnica de análise documental de recomendações internacionais e legislações nacionais, estaduais e municipais sobre o tema em questão e de entrevistas semiestruturadas com representantes das secretarias municipais de Educação. O objetivo do trabalho foi compreender em que medida as recomendações internacionais incidiram nas políticas nacionais para a carreira docente, avaliar o processo de consolidação da legislação federal para a formulação de planos de carreira, e como essa legislação tem sido incorporada nos planos de carreira dos entes federados participantes do estudo. Partiu-se da hipótese de que os planos de carreira apresentariam formulações diversas da legislação nacional, não demonstrando linearidade, mesclando medidas de valorização docente, responsabilização docente, políticas meritocráticas e de pouco incentivo à formação continuada. Inicialmente, discutiram-se as recomendações dos organismos internacionais para a América Latina e o Caribe e respectivas formulações para as políticas educacionais brasileiras, as indicações para a construção da carreira docente, o diagnóstico elaborado sobre condição docente e as medidas necessárias à valorização do magistério. No que tange à construção do marco legal brasileiro para a carreira docente, foram analisadas a Lei do Piso Salarial Profissional Nacional (2008), as orientações contidas na Lei de Diretrizes e Bases da Educação (1996), bem como as perspectivas adotadas nos Planos Nacionais de Educação (2001-2010 e 2014- 2024) e nos pareceres e resoluções do Conselho Nacional de Educação. A partir dessa base legal, buscaram-se erigir relações entre as políticas adotadas para a elaboração dos planos de carreira no magistério estadual e dos municípios estudados, referentes a aspectos dos planos de carreira: jornada de trabalho, estrutura e progressão na carreira, composição da remuneração, dispersão no vencimento-base, licença para formação continuada e relação numérica professor/aluno. Constatou-se que aspectos dos planos de carreira e estatutos não haviam sido implementados pelos municípios, influenciando negativamente nas possibilidades legais de movimentação e, consequentemente, na diminuição da dispersão do vencimento-base, o que significa remuneração inferior àquela possível de acordo com os planos. Observou-se que a carreira da rede estadual incorporou aspectos das recomendações dos organismos internacionais ao adotar políticas meritocráticas de vinculação de bônus a resultados de desempenho dos docentes. Por fim, evidenciou-se a não aplicação de aspectos previstos na legislação nacional nos planos de carreira estudados, especialmente em relação à jornada de trabalho e ao licenciamento remunerado para estudos
The research aimed to analyze statutes and career plans for teachers of the state of São Paulo in four counties: Águas de Sao Pedro, Sao Caetano do Sul, Barra do Turvo and Natividade da Serra. The choice of municipalities took as a reference its Human Development Index applied to Education, and selected two municipalities with highest index (Águas de São Pedro and São Caetano do Sul) and the two with the lowest index (Barra do Turvo and Natividade da Serra). From the theoretical and methodological point of view, it used the dialectical method, anchored in the historical materialism reference. It is a qualitative research, descriptive and analytical, based on document analysis of international recommendations and national, state and local laws on the subject in question and semi-structured interviews with representatives of municipal education. The objective was to understand the extent to which international recommendations focused on national policies for the teaching profession, assess the federal legislation consolidation process for the formulation of career plans, and how that legislation has been incorporated into the career plans in states of Federation, which took part in this study. We started from the hypothesis that the career paths would present various formulations of national law, not showing linearity, mixing teaching enhancement measures, educational accountability, meritocratic policies and little incentive for continuing education. Initially we discussed the recommendations of international organizations in Latin America and the Caribbean and their formulations for Brazilian educational policies, directions to the construction of the teaching profession, the diagnosis elaborated on teaching conditions and the measures necessary for the enhancement of teaching. Regarding the construction of Brazilian legal framework for the implementation of career plans, we analyzed the Law of the National Professional Minimum Wage (2008), the guidelines contained in the Law of Education Guidelines and Bases (1996), as well as the perspectives adopted in the National Education Plans (2001-2010 and 2014-2024) and the reports and resolutions of the National Council of Education. From this legal basis, relationships, similarities and differences between the policies adopted in the preparation of career plans for the state and the municipalities were built, supported by academic discussions concerning certain aspects of career plans: working hours, structure and career development, compensation composition, dispersion in the basic salary, paid leave for continuing education and numerical ratio teacher/student. Some aspects of career plans and statutes were not been implemented by the municipalities, with negative influence on the legal handling of possibilities for career and hence to decrease the dispersion of the basic salary, which means remuneration lower than that possible according with the plans. It was observed that the teaching career in the state of São Paulo has incorporated aspects of the recommendations of international organizations to adopt bonus meritocratic policies linking to the performance results of teachers. Finally, evidence of failure to implement aspects under national law of career plans was found, especially in relation to working hours and paid leave for complementary studies.

Thesis (Ph. D.)--Antioch University New England, 2008.
Title from PDF t.p. (viewed Feb. 19, 2009). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England 2008"--The title page. Advisor: Beth A. Kaplin, Ph. D. Includes bibliographical references (p. 122-123).

The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.

The field of education in the United States is dominated by white educators, many of whom discuss race with their students. Often, white teachers do not know how to discuss race and may shy away from such discussions due to their insecurity with the topic of race. I realized my own ineptitude with racial discussion, and I wanted to find a way to scaffold racial discussions in classrooms, especially classrooms that were mostly white where teachers and students alike may tend to evade the whole discussion of race. I believe that Second Wave Whiteness (SWW) offers a robust theoretical framework to help white teachers discuss race with their white students. Other studies have investigated how white teachers talk about race, but there are few studies that investigate this in the context of a classroom with mostly white students and even fewer that have investigated the efficacy of SWW in practice in this context by directly measuring students’ progress. I conducted a study in which I observed a mostly white class of high school seniors taking an African American literature course that was taught by a white teacher. The teacher and some elements of the study design were influenced by SWW. Throughout the study, I collected and measured students’ responses to journal prompts, discussions, and surveys. Through a quantitative and qualitative analysis, I found that students’ comfort when talking about race increased, students’ change was associated with their beliefs at the beginning of the study, and that students’ politics predicted their engagement. My findings add to a broader body of work that suggests that SWW has a place in practical classroom application and that it may help students and teachers to develop down the path of anti-racism. This study further implies that SWW may have a place in de-radicalization techniques for white students who are resistant to ideas of anti-racism.

To prepare students for the complex, multidisciplinary problems they will face outside of the classroom, current reform initiatives advocate for the integration of content and practices from science, technology, engineering, and mathematics (STEM) in the science classroom. One approach, integrated STEM, uses the engineering design process as a vehicle for learning. However, these lessons can be challenging for students, so it is essential that science educators employ various teaching practices to scaffold student learning. One way to achieve this is through the use of written and oral discourse that promotes meaning-making. The studies in this dissertation utilize Legitimation Code Theory as an analytical framework to create semantic profiles of an integrated STEM unit and middle school teachers’ implementation of integrated STEM lessons. Specifically, we analyze the semantic gravity, or the extent to which meaning is rooted within the context it is acquired in, to map and identify semantic patterns that may promote or constrain meaning-making. The results of these studies indicate that Legitimation Code Theory can be a useful tool for developing and examining integrated STEM curricular materials, evaluating teacher discourse during the implementation of integrated STEM lessons, ascertaining how teachers are integrating multiple disciplinary discourses, and identifying areas where teachers may benefit from additional support as they learn to implement integrated STEM. Keywords: integrated STEM, legitimation code theory, discourse.

利用“甘肃基础教育调查(The Gansu Survey of Children and Families, 2007)提供的数据，以特征工资理论(Hedonic Wage Theory)为基础，本研究建构了一个从个人特征和岗位特征两方面解读甘肃农村公办教师工资差异形成机制和潜在后果的解释框架。
本研究利用科学抽样的微观数据，以特征工资理论的投资假说和消费假说为基础，探讨甘肃农村教师收入差异的前因后果。运用多层线性技术对“特征的逐层分解凸显了环境结构变量对教师工资的层次性影响。研究的主要内容如下：(1)教师个人特征和教职岗位特征在工资及差异结构中的影响性质和强度；(2)工资和包括工作条件及生活环境在内的教职岗位特征在教师职业效用中的替代性及其办学成本意义；(3)地区政策与教师工资差异格局及其教育财政涵义。
通过对甘肃这个边远贫穷地区农村教师工资进行微观计量分析，本研究得出如下主要结论：
教师个人特征和教职岗位特征均是工资差异来源的主成因素。个人特征和岗位特征在收入差异形成过程中分别对应特征工资理论之投资性收益和消费性补偿。一方面，个人素质越高，收入越高；另一方面，与优越的岗位环境相联系的是更低的工资收入。换言之，艰苦的条件对应补偿性工资差异。
工资与教职岗位环境特征在教师职业效用偏好结构中具有替代性。岗位环境与工资的替代率介于-0.03和0.05间。负值代表教师愿意接受较低的工资以换取更优越的工作环境和社区设施，即为在某优越的县(区)工作而承受的工资损失。因此，教学条件和生活环境更艰苦的边穷地区需提供等效用的经济补偿才能保证师资质量。
出于经济补偿的考虑，扶贫政策比边远艰苦地区津补贴方案更有效地鉴别了岗位环境的恶劣程度。贫困地区的教学条件和生活环境更艰苦，由此带来的心理负效用反映在消费性补偿中。与“贫困相联系的不良岗位属性产生的负效用折合成工资约15%。
结合教师偏好和地区政策，更边远艰苦或贫困地区可以通过教师工资成本指数的形式，将额外聘用成本加权到教育财政预算中，以实现均衡发展和社会公平。国贫县聘用一名同等质量的普通合格教师，边际成本高于平均水平10%。但办学成本与边远艰苦等级的关系没有固定规律：更边远的三类地区招聘一名教师的成本只相当于平均水平的74%；而二类地区则需多花3.6-11.8%的附加成本。
本研究的政策启示包括：
第一，边远艰苦地区政策和扶贫政策的针对性不同。虽然边远艰苦地区津补贴政策所鉴定的县(区)地理属性可能具有重要的公共财政意义，但扶贫政策有更明显的区分度，可提供更清晰的教育财政政策启示。
第二，将原始资源禀赋等外部不可控因素造成的额外人员开支纳入财政方案中，并以教师工资成本指数的形式提升其预算等级，是保障各地师资配置从而实现教育均衡和机会均等的公平而有效方法。
Based on the Gansu Survey of Children and Families(GSCF, 2007), this thesis investigates the hierarchical effects of teacher personal characteristics and teaching job attributes as determinants of wages and sources of variations from the perspective of Hedonic Wage Theory.
Based on the Hedonic Wage Theory, this study has made use of a scientific sampled micro data set to analyze teacher wage disparities in rural Gansu, which is a typical less-developed northwestern remote province in Mainland China. Hierarchical Linear Modeling(HLM) is employed to study the regional effects. Major foci of this thesis consist of: (1)The nature and strength of economic values of teacher personal characteristics and teaching job attributes. (2)The substitution between pecuniary rewards from wages and non-pecuniary benefit derived from working conditions and living amenities, and its implications for teacher personnel costs. (3)How regional policies are related to teacher wage variations and what can government do to narrow the consequential gap in education service.
The conclusions of the study include:
Both teacher personal characteristics and teaching job attributes are major determining factors of wages. Human capital components proxying higher teacher quality are positively compensated, while better daily working and living conditions are paid in the form of lower wages. In other words, hardships are associated with compensating wage differentials.
Working conditions in schools and living conditions in community where the teaching position is located are substitutable with wages. The substitution between wages and job conditions varies from -0.03 to 0.05. Negative values mean that teachers are willing to accept lower wages to work in a better-off county. It costs more for hard-to-staff regions to recruit a comparable teacher.
In consideration of wage compensations, the “Helping the Poor policy can give a better indication than the “Subsidy to Remote and Difficult Districts Scheme. Dis-utilities from uncomfortable working and living environment in poor counties cost 15% extra wage expenditures.
Accounting for teacher utility preference, disadvantageous counties classified by economic-geographic features should be financially aided based on teacher cost index(TCI) to recruit and retain quality teachers. Simulation implies that counties labeled as “poor should be provided 10% more marginal personnel budget in order to hire an average teacher who meets the basic education requirements. However, fiscal assistances based on degree of remoteness do not show consistent patterns. The most remote counties can hire a comparable teacher at a cost of only 74% of the average, while those second most remote ones pay 3.6-11.8% more.
There are two major policy implications from the results of the study:
(1)The “Subsidy to Remote and Difficult Districts Scheme and the “Helping the Poor policy have different focuses. Though the former scheme may have public-goods considerations, the latter can give a clear and differentiative policy implication for education finance.
(2)It would be an equitable and efficient way to incorporate uncontrollable external factors into a teacher wage index(TCI), and to use it to adjust education financial strategies to these difficult areas.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
馬紅梅.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 160-173)
Abstracts in Chinese and English.
Ma Hongmei.
Chapter 第一章 --- 研究问题与背景 --- p.1
Chapter 第一节 --- 问题陈述 --- p.1
Chapter 一、 --- 研究问题 --- p.1
Chapter 二、 --- 研究目的 --- p.3
Chapter 三、 --- 研究意义 --- p.5
Chapter 第二节 --- 研究背景 --- p.7
Chapter 一、 --- 现实背景 --- p.7
Chapter 二、 --- 政策背景 --- p.12
Chapter 第三节 --- 论文结构 --- p.25
Chapter 第二章 --- 文献综述 --- p.27
Chapter 第一节 --- 特征工资理论的内容概要 --- p.27
Chapter 一、 --- 特征二因素主张 --- p.28
Chapter 二、 --- 特征的双重补偿 --- p.29
Chapter 三、 --- 职业效用最大化 --- p.32
Chapter 第二节 --- 特征工资理论之消费假说 --- p.33
Chapter 一、 --- 消费性补偿的工资理论 --- p.33
Chapter 二、 --- 消费性补偿经济学分析 --- p.34
Chapter 三、 --- 消费性补偿的现实意义 --- p.39
Chapter 第三节 --- 教师工资特征性补偿综述 --- p.44
Chapter 一、 --- 研究概况 --- p.44
Chapter 二、 --- 教师特征 --- p.47
Chapter 三、 --- 教职特征 --- p.48
Chapter 第四节 --- 教师工资分解的研究启示 --- p.50
Chapter 一、 --- 国外文献 --- p.51
Chapter 二、 --- 国内文献 --- p.52
Chapter 第三章 --- 研究设计 --- p.56
Chapter 第一节 --- 研究方法 --- p.56
Chapter 第二节 --- 数据描述 --- p.60
Chapter 一、 --- 数据来源 --- p.60
Chapter 二、 --- 样本信息 --- p.61
Chapter 第三节 --- 变量界定与分布 --- p.64
Chapter 一、 --- 因变量：教师月工资 --- p.65
Chapter 二、 --- 自变量：个人特征和岗位特征 --- p.68
Chapter 第四节 --- 研究架构 --- p.85
Chapter 一、 --- 分析结构 --- p.85
Chapter 二、 --- 模型界定 --- p.86
Chapter 第四章 --- 教师工资差异的形成机制 --- p.89
Chapter 第一节 --- 教师工资的影响因素 --- p.89
Chapter 一、 --- 教师个人特征：主导因素 --- p.89
Chapter 二、 --- 教职岗位特征：关键因素 --- p.90
Chapter 三、 --- 小结：决定教师工资的双重特征 --- p.91
Chapter 第二节 --- 基于教师个人特征的投资性收益 --- p.92
Chapter 一、 --- 解释变量：人力资本特征 --- p.92
Chapter 二、 --- 控制变量：个人背景特征 --- p.97
Chapter 三、 --- 小结：教师个人特征对工资的影响 --- p.103
Chapter 第三节 --- 基于教职岗位特征的消费性补偿 --- p.104
Chapter 一、 --- 学校实时工作环境 --- p.104
Chapter 二、 --- 县(区)社区人居环境 --- p.111
Chapter 三、 --- 小结：教职岗位特征对工资的影响 --- p.117
Chapter 第四节 --- 本章小结 --- p.119
Chapter 第五章 --- 国家政策对教师工资的影响 --- p.125
Chapter 第一节 --- 地区政策与教师工资 --- p.125
Chapter 一、 --- 边远艰苦地区政策与教师工资 --- p.125
Chapter 二、 --- 国家扶贫政策与教师工资 --- p.131
Chapter 三、 --- 小结：边穷地区政策与教师工资 --- p.134
Chapter 第二节 --- 地区政策的教育成本意义 --- p.136
Chapter 一、 --- 教师人员成本指数的建构 --- p.136
Chapter 二、 --- 边穷属性的成本指数 --- p.138
Chapter 三、 --- 小结：边穷地区政策的教育成本意义 --- p.143
Chapter 第三节 --- 本章小结 --- p.145
Chapter 第六章 --- 结语 --- p.148
Chapter 第一节 --- 主要实证结果 --- p.148
Chapter 一、 --- 教师工资差异的影响因素：个人特征与岗位特征 --- p.148
Chapter 二、 --- 教师工资差异的形成机制：特征性双重补偿 --- p.149
Chapter 三、 --- 边穷地区政策与教师工资的关系：消费性补偿 --- p.151
Chapter 四、 --- 地区政策的教育财政意义：教师工资成本指数化 --- p.152
Chapter 第二节 --- 政策启示 --- p.153
Chapter 一、 --- 教育财政意义 --- p.153
Chapter 二、 --- 完善地区政策 --- p.154
Chapter 第三节 --- 研究总结 --- p.155
Chapter 一、 --- 研究贡献 --- p.155
Chapter 二、 --- 研究不足 --- p.157
Chapter 三、 --- 研究展望 --- p.158
参考文献 --- p.160
附录 --- p.160

O presente documento tem como objetivo principal a descrição do trabalho desenvolvido no âmbito de estágio profissionalizante da Unidade Curricular de Ramo de Aprofundamento de Competências Profissionais. Este relatório descreve a intervenção psicomotora realizada com os alunos do Agrupamento de Escolas Dr. Azevedo Neves, no ano letivo 2016/2017. Esta abrangeu o apoio a 28 alunos, com idades entre os 6 e os 18 anos, integrados nas Unidades de Ensino Estruturado do agrupamento, direcionadas ao apoio de alunos com Perturbações do Espetro do Autismo. Este relatório integra uma revisão da literatura relativa às Perturbações do Espetro do Autismo e à intervenção psicomotora, um enquadramento legal e institucional, uma descrição geral dos casos acompanhados e a descrição detalhada de um estudo-caso, sendo apresentado o seu processo de intervenção e avaliação. Através dos resultados obtidos, foi possível concluir que a intervenção psicomotora no estudo-caso tratado apresentou benefícios na coordenação oculomanual e oculopodal, equilibração, praxia global, praxia fina e ao nível dos domínios emocional e relacional.
The main purpose of the present document is the description of the work developed in the internship of the Curricular Unit of Branch of Intensification of Professional Competences. This report describes the psychomotor intervention performed with the students of the Agrupamento de Escolas Dr. Azevedo Neves in the school year of 2016/2017. This included the support of 28 students, aged between 6 and 18, integrated at the Structured Teaching Units specialized on the support of students with Autism Spectrum Disorders. This report integrates a literature review on the population supported, psychomotor intervention, the legal and institutional framework, the general description of the cases supported and a detailed description of a case-study, followed by its evaluation and intervention process. Through the obtained results, it was concluded that the psychomotor intervention had positive results in coordination, equilibrium, global and fine praxis in emotional and relationships domains.