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Um estudo longitudinal de trajetórias de desempenho escolar; A longitudinal study of school performances trajectories

Pizato, Elaine Cristina Gardinal
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 28/10/2010 PT
Relevância na Pesquisa
46.04%
O ensino fundamental é a fase da construção de novas amizades e desenvolvimento de habilidades acadêmicas específicas. Desde que a criança ingressa no primeiro ano, está exposta a um universo novo, onde lhe são colocadas regras e responsabilidades além daquelas vivenciadas na educação infantil. Todos esses desafios requerem um repertório prévio para o enfrentamento, que a passagem pela educação infantil pode ajudar a construir. O objetivo principal do presente estudo foi investigar o impacto da freqüência à educação infantil (EI) sobre alguns indicadores de adaptação da criança no ensino fundamental, bem como verificar possíveis efeitos compensadores da freqüência ao ensino fundamental nas diferenças eventualmente observadas no início do terceiro ano. Como preditores de resultados acadêmicos, foram incluídas na pesquisa, além da variável frequência na EI, as seguintes variáveis: (a) da criança - potencial cognitivo, habilidades sociais, problemas de comportamento, autoconceito e nível de estresse escolar; (b) do contexto - envolvimento de um membro adulto da família na vida escolar da criança. A amostra foi composta por 294 participantes de ambos os sexos, estudantes das cinco escolas públicas de ensino fundamental de um município do Estado de SP com aproximadamente 23.000 habitantes. Os participantes foram divididos em três grupos: Grupo 0 - alunos sem acesso prévio à EI; Grupo 1 alunos com um ano de EI; Grupo 2 alunos com dois anos na EI. As crianças foram avaliadas em três etapas: 3º...

As representações enativas, icônicas e simbólicas decorrentes do processo de enculturação científica no primeiro ano do ensino fundamental; The representations enactive, iconic and symbolic from the process of scientific Enculturation in the first year of elementary school.

Blasbalg, Maria Helena
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 08/06/2011 PT
Relevância na Pesquisa
46.04%
Em vista das recentes mudanças que acarretaram a inclusão da criança de seis anos no ensino fundamental, fez-se necessária a reflexão sobre um ensino de ciências coerente com a criança dessa faixa etária. Os documentos governamentais apontam uma perspectiva sociocultural de ensino e aprendizagem dessa área do conhecimento, mas esclarecem pouco sobre como promover seu ensino no dia-a-dia escolar. O presente trabalho partiu do pressuposto de que a ciência possui uma cultura própria, com valores, linguagem, práticas, percepções, teorias, crenças, materiais e etc. Sob essa perspectiva ensinar ciências implica a valorização de diferentes práticas que possibilitem a introdução dos alunos nessa cultura e, nesse sentido, o ensino deve ir além da simples memorização de conceitos em busca de uma aprendizagem capaz de atribuir sentido ao que somos e aos acontecimentos que nos cercam. Trata-se, portanto, de um processo de Enculturação científica. Considerando que as crianças do primeiro ano constroem seus significados através das representações enativas, icônicas e simbólicas, essa pesquisa buscou compreender como as crianças do primeiro ano do ensino fundamental constroem o conhecimento mediante o ensino intencional de ciências sob a perspectiva da Enculturação científica. O presente trabalho envolveu um estudo qualitativo...

Ensino Fundamental de nove anos: dificuldades enfrentadas e aprendizados construídos por gestores e professores; Nine year Elementary School Cycle

Thomé, Andréa Cristine Mesquita Bergamasco
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 24/08/2011 PT
Relevância na Pesquisa
46.11%
A temática da ampliação do ensino fundamental de oito para nove anos, em obediência à legislação em vigor - Lei n. 11.114/ 2005 e Lei n. 11.274/2006 -, vem produzindo debates e posições antagônicas frente à obrigatoriedade da inserção da criança de seis anos no ensino fundamental. O presente estudo, de caráter qualitativo, defende a necessidade de se compreender, na concretude da implementação dessa proposta, quais as dificuldades enfrentadas, algumas soluções buscadas e aprendizados construídos pelos envolvidos nessa ampliação. A investigação toma como base a realidade de uma rede de ensino de um município em processo de implantação do ensino fundamental de nove anos. Utilizou-se como fonte principal de material empírico entrevistas semiestruturadas realizadas com cada participante no início, no meio e no final do ano letivo. Os participantes são: a supervisora da secretaria municipal de educação; profissionais das três escolas do município - uma coordenadora e uma professora de primeiro ano de cada escola. O referencial teórico-metodológico do trabalho orienta-se pelos pressupostos da perspectiva da Rede de Significações. O processo de análise seguiu a redação orientada por sete eixos: 1-Condições oferecidas; 2- O sujeito do ensino fundamental de nove anos: a criança de seis anos; 3- Currículo; 4- Material didático adotado/centralidade na alfabetização; 5- Acompanhamento e formação; 6- Avaliação da ampliação/Adaptação?; 7- Aprendizados construídos. As falas das participantes são entendidas como um meio de se compreender os sentidos e significações que foram sendo construídos ao longo do ano no processo de implantação da nova política educacional. Encontramos nas falas das participantes o despreparo dos envolvidos - gestores...

High School Transfer Students and the Transition to College: Timing and the Structure of the School Year

Sutton, April; Muller, Chandra; Langenkamp, Amy G.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /01/2013 EN
Relevância na Pesquisa
46.09%
The timing of a high school transfer may shape students’ transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school year. Using the Education Longitudinal Study of 2002 (ELS), the investigators find that the penalty suffered after the transfer depends on the degree to which students’ high school pathways synchronize with the curricular and extracurricular structure of the school year. Midyear transfer students appear to suffer the greatest postsecondary matriculation penalty. Students who transfer midyear are less likely to attend a four-year college compared with nontransfer and summer transfer students, whereas summer transfer students are less likely to attend a highly selective four-year college compared with their nontransfer counterparts. Curricular and extracurricular disruptions that transfer students experience after their school move explain some, but not all, of the negative associations observed between transferring and the transition to college. Directions for future research and the theoretical and policy implications of the results are discussed.

Educational and Health Impacts of Two School Feeding Schemes : Evidence from a Randomized Trial in Rural Burkina Faso

Kazianga, Harounan; de Walque, Damien; Alderman, Harold
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
46.04%
This paper uses a prospective randomized trial to assess the impact of two school feeding schemes on health and education outcomes for children from low-income households in northern rural Burkina Faso. The two school feeding programs under consideration are, on the one hand, school meals where students are provided with lunch each school day, and, on the other hand, take-home rations that provide girls with 10 kg of cereal flour each month, conditional on 90 percent attendance rate. After running for one academic year, both programs increased girls enrollment by 5 to 6 percentage points. While there was no observable significant impact on raw scores in mathematics, the time-adjusted scores in mathematics improved slightly for girls. The interventions caused absenteeism to increase in households that were low in child labor supply while absenteeism decreased for households that had a relatively large child labor supply, consistent with the labor constraints. Finally, for younger siblings of beneficiaries, aged between 12 and 60 months...

Textbooks and School Library : Provision in Secondary Education in Sub-Saharan Africa

World Bank
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
EN_US
Relevância na Pesquisa
46.04%
This study discusses secondary textbook and school library availability in Africa, its cost and financing, and its distribution and publishing. The study objective is to analyze the issues and provide some options and strategies for improvement. Reforms are urgently required in the secondary school systems of most African countries in order to: (a) reduce the number of textbooks and reference books required by secondary education curricula; (b) reduce the unit costs of textbooks; (c) increase the target book life thus increasing cost amortization and reducing annual textbook fees/budgets; (d) increase the financing allocated to textbook provision from either government or parents and; (e) ensure that curricula change does not make expensive materials redundant too early or too often. The conclusion to be drawn is that if a reliable market exists local publishing can develop to service it, even in direct competition with multinationals. The market does not necessarily have to be large. The critical factor is predictability. If publishers are confident that funding will be available...

Getting Girls into School : Evidence from a Scholarship Program in Cambodia

Filmer, Deon; Schady, Norbert
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
46.02%
Increasing the schooling attainment of girls is a challenge in much of the developing world. The authors evaluate the impact of a program that gives scholarships to girls making the transition between the last year of primary school and the first year of secondary school in Cambodia. They show that the scholarship program had a large, positive effect on the school enrollment and attendance of girls. Their preferred set of estimates suggests program effects on enrollment and attendance at program schools of 30 to 43 percentage points. Scholarship recipients were also more likely to be enrolled at any scchool (not just program schools) by a margin of 22 to 33 percentage points. The impact of the Japan Fund for Poverty Reduction (JFPR) program appears to have been largest among girls with the lowest socioeconomic status at baseline. The results are robust to a variety of controls for observable differences between scholarship recipients and nonrecipients, to unobserved heterogeneity across girls, and to selective attrition out of the sample.

Assessing the Role of the School Operational Grant Program in Improving Education Outcomes in Indonesia

World Bank
Fonte: Jakarta Publicador: Jakarta
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46%
Over the last ten years, Indonesia has continued to make significant progress in improving educational opportunities for all its citizens. The purpose of this report is to provide an assessment of the national school grants program, Bantuan Operasional Sekolah (BOS), and its contribution to progress in the education sector. The BOS program aimed to raise educational attainment through the provision of school grants to all primary and junior secondary schools. The report draws together studies and data that have been used to analyze the program and undertakes new analysis that looks at the effect of the program on household education costs and education participation. The review is used to draw out policy options to improve the program further and ensure that it contributes effectively to emerging challenges in the sector. The first chapter provides a brief overview of school funding in Indonesia before setting out the channels through which the BOS program was designed to improve education outcomes. The chapter also provides background information on the size and mechanics of the BOS program as well as the major changes that have occurred over the last ten years. Chapter two explores the effect of BOS on the education costs faced by households and whether these changes have been a key driver of the improvements in participation...

Charter School Entry and School Choice

Ferreyra, Maria Marta; Kosenok, Grigory
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.05%
This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

Effect of intervention aimed at increasing physical activity, reducing sedentary behaviour, and increasing fruit and vegetable consumption in children: active for Life Year 5 (AFLY5) school based cluster randomised controlled trial

Kipping, R.; Howe, L.; Jago, R.; Campbell, R.; Wells, S.; Chittleborough, C.; Mytton, J.; Noble, S.; Peters, T.; Lawlor, D.
Fonte: BMJ Publishing Group Publicador: BMJ Publishing Group
Tipo: Artigo de Revista Científica
Publicado em //2014 EN
Relevância na Pesquisa
46.07%
Objective - To investigate the effectiveness of a school based intervention to increase physical activity, reduce sedentary behaviour, and increase fruit and vegetable consumption in children. Design - Cluster randomised controlled trial. Setting - 60 primary schools in the south west of England. Participants - Primary school children who were in school year 4 (age 8-9 years) at recruitment and baseline assessment, in year 5 during the intervention, and at the end of year 5 (age 9-10) at follow-up assessment. Intervention - The Active for Life Year 5 (AFLY5) intervention consisted of teacher training, provision of lesson and child-parent interactive homework plans, all materials required for lessons and homework, and written materials for school newsletters and parents. The intervention was delivered when children were in school year 5 (age 9-10 years). Schools allocated to control received standard teaching. Main outcome measures - The pre-specified primary outcomes were accelerometer assessed minutes of moderate to vigorous physical activity per day, accelerometer assessed minutes of sedentary behaviour per day, and reported daily consumption of servings of fruit and vegetables. Results - 60 schools with more than 2221 children were recruited; valid data were available for fruit and vegetable consumption for 2121 children...

Trial for the Prevention of Depression (TriPoD) in final-year secondary students: study protocol for a cluster randomised controlled trial

Perry, Yael; Calear, Alison L.; Mackinnon, Andrew; Batterham, Philip J.; Licinio, Julio; King, Catherine; Thomsen, Noel; Scott, Jan; Donker, Tara; Merry, Sally; Fleming, Theresa; Stasiak, Karolina; Werner-Seidler, Aliza; Christensen, Helen
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica Formato: 17 pages
EN
Relevância na Pesquisa
46%
BACKGROUND: Evidence suggests that current treatments cannot fully alleviate the burden of disease associated with depression but that prevention approaches offer a promising opportunity to further reduce this burden. Adolescence is a critical period in the development of mental illness, and final school examinations are a significant and nearly universal stressor that may act as a trigger for mental health difficulties such as depression. The aim of the present trial is to investigate the impact of SPARX-R, an online, gamified intervention based on cognitive behavioural principles, on the prevention of depression in secondary school students before their final examinations. METHODS/DESIGN: Government, independent and Catholic secondary schools in New South Wales, Australia, will be recruited to participate in the trial. All students enrolled in their final year of high school (year 12) in participating schools will be invited to participate. To account for possible attrition, the target sample size was set at 1600 participants across 30 schools. Participating schools will be cluster randomised at the school level to receive either SPARX-R or lifeSTYLE...

A stakeholder analysis of the Navy's thirty-year shipbuilding plan

O'Loughlin, Patrick Ryan
Fonte: Monterey California. Naval Postgraduate School Publicador: Monterey California. Naval Postgraduate School
Formato: xiv, 57 p. : ill. ; 28 cm.
Relevância na Pesquisa
55.83%
MBA Professional Report; Using a stakeholder management approach, this thesis helps the U.S. Navy understand who the external stakeholders are with respect to the Thirty-Year Shipbuilding Plan, the priority of differing stakeholder claims, and the nature of the U.S shipbuilding industry, one key stakeholder group. By citing the over-arching goals of the Navy's shipbuilding plan, reviewing Congressional testimony and reports on this plan, and financial analysis of individual shipbuilding firms, this thesis discerns key facets that explain shipbuilder behavior. To better manage shipbuilders, the Navy should develop strategies that refine shipbuilding business cases by stabilizing production rates, achieving greater design stability, and reducing order intervals.

Feasibility study and benefit analysis of application virtualization technology for Distance Learning Education at Naval Postgraduate School

Sallam, Salma
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Formato: xiv, 75 p. : col. ill. ; 28 cm.
Relevância na Pesquisa
55.79%
MBA Professional Report; The rapidly changing demands and increasing complexity in software application deployment have necessitated and improved approaches for delivering rapid software application support and updates to non-resident students at the Naval Postgraduate School. The delivery of course material to non-resident students on locked-down computer systems, i.e., NMCI, has become more difficult with the increased security requirements over the past year. Many NPS course offerings require installation and development of various software and programs on student workstations, which is prohibited by policy. Moreover, the process of gaining approval and installation of the course software is often longer than the upgrade cycle of the material, which affects both resident and non-resident students' ability to fully participate and benefit from the learning experience. This problem poses a challenge for the Information Technology Academic and Client Support (ITACS) department at NPS. To counter this problem, NPS must implement a new system wide virtual software delivery method that would: a) provide easy, client-less, conflictfree application deployment and rollback; b) reduce costs for support and regression testing by delivering fully tested applications to users; c) reduce infrastructure requirements and costs with no client or server components to manage or maintain; and...

An analysis of the post-commissioning officer performance for graduates of the Naval Academy Preparatory School (NAPS)

Albritton, David J.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: 122 p.
EN_US
Relevância na Pesquisa
55.79%
Approved for public release; distribution is unlimited.; This thesis analyzes the military performance of Naval officers who graduated from the Naval Academy Preparatory School (NAPS) and subsequently received a commission through the United States Naval Academy (USNA). Using a sample from the Navy Personnel Research and Development Center's USNA longitudinal Officer Data Base, two measures of performance were examined for officers commissioned between 1980 and 1985. Retention was first analyzed by creating a binary criterion to designate whether an officer was on active duty or not as of June 1990, producing a continuation rate for each year group in the study. A performance index was also developed, based on the number of recommendations for early promotion (REP) appearing on all qualified fitness reports. The results indicate that retention rates tend to be higher for USNA graduates who attended NAPS than for those who did not. However, NAPS graduates are less likely than other USNA officers to receive a REP on their fitness report. Performance differences were found based on demographic characteristics, education, and Navy experience. Several recommendations for future research on NAPS graduates are offered.; Lieutenant, United States Navy

The Home, the School and Educational Achievement: A Study of Change in Performance in Mathematics and Science during the First Year at Secondary School

Keeves, John Philip
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
46.07%
The purpose of this inquiry was to examine the ways in which characteristics of the educational environment of the home, the school and the peer group accounted for change in performance at school over the period of a year, in which the children selected for the investigation progressed from primary to secondary school. Since this transition involved a marked change in the educational environment, it was assumed there. would also be a distinct change in educational outcomes. The performance of the student at school was assessed by objective tests and attitude scales rather than by marks assigned and judgments made by the student's teachers. The interaction between the student and the teacher was examined in this inquiry, and the marks given for school tests and a teacher's assessment of a student's attitudes would have depended, in part, on this interaction Consequently objective tests and attitude scales were used as the sole measures of student performance, whatever• their shortcomings. The study also examined the relationships• bet-ween the sociological and demographic characteristics of the home on the one hand and the parents’ attitudes and child-rearing practices on the other . In addition, these sociological and demographic variables were correlated with the characteristics of the classroom the student entered at secondary school and the characteristics of the friends the student chose. In these respects the study fell within the mainstream of current sociological inquiries. The investigation was restricted to children in the Australian Capital Territory. who came from homes in which English was the language normally spoken. A simple random sample of 242 was drawn from children who were in their final primary school year. Assessments of the home environment were made from interviews with the mother and the father of each child. Complete information was obtained in 1968 for 231 out of the 242 students in the sample. To examine factors influencing change in performance the children were tested in 1968 with the New South Wales Basic Skills tests...

Promoting Excellence in Turkey's Schools; Turkiyede okullarda mukemmeliyeti tesvik etmek

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.04%
The education system in Turkey has shown remarkable improvement since 2003 in terms of better student performance and reduced inequality with a concurrent and sustained increase in enrollments. The expansion of primary and secondary schooling was accompanied by the development of new curriculum in primary and secondary education, especially since 2004. A recent independent assessment of the revised secondary school curriculum regarded it as an improvement over the curriculum used in the past. Curriculum reform was accompanied by initiatives to improve the teaching profession policies. This report finds that most of the progress in the education system since 2003 has been the result of a combination of the overall socioeconomic progress being made in Turkey and increased effectiveness in the delivery of education. The Government's educational policies have contributed to the improvements in education outcomes including curriculum reform, phased modernization of teaching and learning materials and practices, stronger focus on measuring learning outcomes through large scale national and international assessments...

A construção de conhecimentos em um Projeto de Horta numa classe de 2º ano do Ensino Fundamental; The construction of knowledge in a Vegetable Garden Project in a class of second grade of the Elementary School

Alyne Franco Brandão Belizário
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 06/02/2012 PT
Relevância na Pesquisa
46.06%
Estudos sobre as pesquisas acadêmicas no campo do Ensino de Ciências têm indicado a carência de produção direcionada aos anos iniciais do ensino fundamental. Além disso, são raras as investigações abrangendo o "método de projetos" e a abordagem interdisciplinar. Nesse contexto, o objetivo desta pesquisa foi desenvolver um Projeto sobre "Horta" com crianças do 2º ano do Ensino Fundamental e analisar a produção de conhecimentos das crianças do ponto de vista cognitivo, social e afetivo, bem como o processo de produção da prática pedagógica da professora. O problema de pesquisa assenta-se na seguinte questão: "quais conhecimentos crianças e professora constroem em um Projeto de Horta no 2º ano do Ensino Fundamental?" No Projeto Horta as atividades e a prática da professora foram baseadas numa proposta construtivista e interdisciplinar, desenvolvida de acordo com as sugestões, interesses, participação dos alunos e por meio de atuação reflexiva e investigativa da professora-pesquisadora. Assim, a pesquisa caracteriza-se como de intervenção, com interface entre a pesquisa experimental de grupo único e a pesquisa-ação. Teve como suporte as teorias construtivista de Piaget e socioconstrutivista de Vygotsky e seus seguidores. Para compreender o construtivismo no Ensino de Ciências autores como Alda Pereira...

Transporte ativo entre casa e escola: estudo de uma escola urbana de 2º ciclo; Active transportation between home and school: study of an urban middle school

Costa, Lourival Ribeiro Pereira da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2015 POR
Relevância na Pesquisa
46.08%
Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário; No relatório de atividade profissional mencionamos os aspetos mais relevantes da minha intervenção pedagógica no âmbito da área curricular de Educação Física, pretendendose, ainda, refletir sobre os diferentes projetos desenvolvidos em contexto de escola. Será também apresentada a formação realizada, com implicações na prática profissional. Neste relatório faz-se uma análise do trabalho desenvolvido, procurando confrontar as opções e as intervenções realizadas no contexto da disciplina de educação física, desporto escolar e da prática letiva, com estudos e conhecimento científico atuais. Na segunda parte apresenta-se um estudo realizado, no presente ano letivo, com três turmas do quinto e sexto ano da escola onde exerço funções. Este estudo foi realizado numa escola pública no concelho de Vila Nova de Famalicão. Participaram 148 alunos do 5º e 6º ano, com idades entre 10-16 anos e média de 10,89 anos. Como instrumento de recolha de dados foi utilizado o questionário desenvolvido por Pereira et al. (2014). Neste trabalho estudou-se o modo como os alunos realizam o seu deslocamento entre casa-escola. Pretendeu-se também aferir qual a recetividade em relação ao deslocamento entre casa-escola de bicicleta e as motivações positivas ou negativas quanto ao uso do mesmo. Os objetivos deste estudo foram: (1) identificar os padrões de mobilidade das crianças no percurso casa-escola de acordo com o ano de escolaridade; (2) identificar as preferências de transporte a usar pelos alunos de acordo com o ano de escolaridade. Os resultados apresentaram que a forma de deslocamento mais utilizada é o automóvel ligeiro (68...

Constructing Stage-Environment Fit: Early Adolescents' Psychological Development and their Attitudes Towards School in English Middle and Secondary School Environments

Symonds, Jenny
Fonte: University of Cambridge; Faculty of Education Publicador: University of Cambridge; Faculty of Education
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
46.13%
This longitudinal multiple methods study used an ethnographic approach to examine the development of early adolescents? psychology during pubertal and school transitions. It explored potential associations between attitudes to school, perceptions of school life and transfer, home and peer relations, and puberty over the course of a school year. It compared two groups of UK 11 and 12 year olds (Year 7), one in a middle school (age range 8?13 years) without transfer at age 11, and the other in a secondary school (11?16 years) where transfer from primary school had just occurred. Pupil attitudes to school were surveyed across the Year 7 cohort in each school at the beginning (N=252) and end (N=262) of the school year. The initial survey facilitated selection of two matched groups of target pupils (N=20) who were engaged in an active participation method designed to improve validity. Data on perceptions of school and growing up were gathered in 80 interviews, 40 audio diaries, 42 hours of participant observation and by 63 targeted observations across three school terms. An end of year survey assessed the attitudes of the target pupils and their year groups. Qualitative data were analysed inductively using grounded theory coding procedures which uncovered early adolescent needs that mismatched with many design features of secondary schooling. Of particular developmental offence were impersonal teachers and lessons that were non-practical...

Teachers' attitudes toward the effects of a longer school year or day

Liska, Daniel
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
Relevância na Pesquisa
66.09%
Teachers' Attitudes toward the possible effects a longer school year might have on a district were investigated. A sample size of 64 teachers from a suburban school district in New Jersey were given a descriptive survey with 22 statements or guest ions pertaining to the effects of a longer school year or day- Questions were developed from literature review findings and from a focus group discussion with teachers on the possible effects a longer school year/day could have on a school district. The results indicated that teachers were unwilling to teach a longer school year/day unless they were compensated for the time. Compensation was the most important factor in a teacher's attitude toward working a longer school calendar. In addition, when given the option of teaching a longer school day, there was no difference between elementary and middle school teachers. Teacher related issues received the most agreement to than other statements and those issues were the best predictors of teachers' attitudes towards a longer school calendar.