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Formação superior de professores em serviço: um estudo sobre o processo de certificação do magistério no Brasil.; College Education for teachers in-service: a study about the certification process of the teacher preparation courses in Brazil.

Bello, Isabel Melero
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 14/04/2008 PT
Relevância na Pesquisa
46.08%
Esta pesquisa teve como objetivo analisar as iniciativas empreendidas no Brasil para certificar em nível superior grandes contingentes de professores da educação infantil e séries iniciais do ensino fundamental, em uma abordagem que busca contemplar tanto o nível macro como micropolítico. Para atingir tal objetivo se efetuou um levantamento dos programas especiais e cursos dessa natureza criados no Brasil entre 1990 e 2000 para certificar professores nesse nível, buscando relacionar essa configuração com o contexto internacional, sobretudo, a América Latina e a Europa (com destaque para o contexto francês). Com vistas a compreender como as políticas e iniciativas tomadas em plano governamental são traduzidas em nível local, buscou-se por meio de uma pesquisa empírica acompanhar a execução de um programa, sobretudo, para tentar compreender as apropriações que os docentes fizeram desse tipo de experiência de formação e os saberes por eles produzidos nesse contexto peculiar. O trabalho de campo, realizado nos moldes de um estudo de caso, foi desenvolvido junto a uma turma de alunos-professores do PEC Formação Universitária Municípios/São Paulo (2003-2004). Os dados foram analisados à luz dos conceitos de habitus...

Rotas alternativas: histórias de professoras que não puderam cursar os Programas Especias de Formação Pedagógica Superior em São Paulo; Alternative routes: histories of teachers who could not attend the Special Programs of Higher Education in Pedagogy in São Paulo.

Sene, Daniela Gilvana Alfredo
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 14/10/2010 PT
Relevância na Pesquisa
66.12%
Esta pesquisa propõe-se a investigar as rotas alternativas de formação superior desenvolvidas por professoras de educação infantil e dos anos iniciais do ensino fundamental OFAs, Comissionadas Não- Estáveis e Auxiliares de Desenvolvimento Infantil que não puderam cursar os Programas Especiais financiados pelas Secretarias de Educação. Para atingir esse objetivo, foi realizada pesquisa bibliográfica sobre o tema da formação de professores no período pós Lei de Diretrizes e Bases da Educação Nacional (LDBEN 1996), acerca dos principais discursos veiculados nesse campo. Os procedimentos metodológicos incluíram um mapeamento em dados estatísticos e publicações oficiais, entrevistas com seis professoras e três representantes de diretoria de sindicatos. Os dados foram analisados, principalmente, a partir dos conceitos de campo e habitus de Bourdieu (1983, 2004), das concepções de consumo e tática de Certeau (2007) e dos estudos sobre a profissionalização docente de Nóvoa (1991, 1997, 1999a, 1999b). A análise das entrevistas também se beneficiou de trabalhos que abordam as discussões de gênero, principalmente, os de Carvalho (1999) e Hirata (1986), e dos conceitos de grupos estabelecidos e outsiders propostos por Elias e Scotson (2000). Partiu-se do pressuposto de que essas professoras procuraram formação superior...

Avaliação externa e educação especial na rede municipal de ensino de São Paulo; External assessment and special education in the municipality of São Paulo

Raimundo, Elaine Alves
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 09/08/2013 PT
Relevância na Pesquisa
36.11%
As avaliações externas foram concebidas, sobretudo após a década de 1990, como elemento estruturador das políticas e dos programas educacionais, além de serem apresentadas como o principal indicador de acompanhamento da qualidade da educação ofertada pelos sistemas de ensino. Com base nessa perspectiva, o propósito deste estudo foi analisar como vem se constituindo a participação do público-alvo da educação especial nessa modalidade avaliativa, tomando como referência a Prova São Paulo, criada pela Secretaria Municipal de Educação de São Paulo para produzir informações periódicas sobre o desempenho de seus alunos e, com isso, verificar quais os efeitos das políticas e dos programas educacionais adotados. Para cumprir com esse objetivo principal, desenvolvemos uma pesquisa exploratória, de caráter qualitativo, em que se buscou resgatar as produções sobre o assunto abordado em âmbito nacional e internacional; a descrição e a análise da política de avaliação educacional do município de São Paulo, focalizando a participação do público-alvo da educação especial; verificar o envolvimento dos setores da educação especial e da avaliação educacional na proposição de provas que contemplassem as especificidades desses alunos; e averiguar quais os desdobramentos dessa política de avaliação na política de inclusão escolar paulistana. Como resultados...

Estudo sobre efeitos da participação em programas especiais de formação docente nas trajetórias profissionais de suas egressas; Study of the effects of the participation in special programs of teacher education upon the professional trajectories of the alumni

Amaral, Daniele Kohmoto
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 22/04/2015 PT
Relevância na Pesquisa
66.2%
Com a promulgação da Lei de Diretrizes e Bases da Educação Nacional (LDBEN), de 1996, e impulsionado pela chamada Década da Educação (1997 2007), desencadeou-se um movimento caracterizado pelo desenvolvimento de diversos convênios entre as Secretarias de Educação, universidades públicas e privadas e fundações, com o intuito de certificar em nível superior professores com formação em nível médio. Nesse cenário, intensificou-se a oferta dos Programas Especiais de Formação Docente, sendo assim nomeados em decorrência de seu caráter temporário, avançando as problematizações que os atrelavam às políticas e reformas de cunho neoliberal. Mostravam-se escassas, porém, as reflexões sobre as implicações desse modelo de formação para as trajetórias docentes, colocando-nos diante das seguintes questões: Os Programas Especiais trouxeram implicações para as trajetórias profissionais? O que ficou de mais significativo da experiência de participação em um Programa Especial? Essas foram algumas das indagações que nortearam esta investigação que busca conhecer os efeitos da formação em um Programa Especial nas trajetórias profissionais de suas egressas. Para responder a elas, foi tomado como referente empírico uma das experiências pioneiras realizadas em São Paulo nos âmbitos estadual e municipal: o PEC. Esta pesquisa foi estruturada em três etapas: (1) revisão bibliográfica e sistematização de materiais sobre o Programa Especial...

Special Programs in Medical Library Education, 1957-1971: Part I: Definition of the Problem and Research Design *

Roper, Fred W.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /04/1973 EN
Relevância na Pesquisa
46.15%
This report discusses the background and design of a study on special programs of education for medical librarianship in the United States. Between 1957 and 1971, 238 persons completed special programs in medical librarianship. Since little information has been available concerning the occupational success of these individuals, the study was undertaken (1) to determine the nature and distinguishing characteristics of the special programs of education for medical librarianship in the United States and (2) to provide some quantitative evidence of the value of those programs by studying a group of professional medical librarians who have had specialized training and a group of practicing medical librarians who have not had specialized training and comparing and correlating the data with regard to selected characteristics.

Special Programs in Medical Library Education, 1957-1971: Part II: Analysis of the Programs *†

Roper, Fred W.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/1973 EN
Relevância na Pesquisa
35.99%
In this report, responses to a questionnaire to the directors of the sixteen past and present medical library education programs are presented. The questionnaires indicate a rather wide variety of training programs with emphases that vary from preparation of management personnel to preparation of subject specialists and those skilled in the techniques of information storage and retrieval. The content of the degree programs is fairly evenly divided among general retrieval and outside courses. The internship programs place more emphasis on the work experience than do the degree programs, supplementing this experience with appropriate courses in science, health sciences, management, and information storage and retrieval. Program directors indicated that new or expanded programs are needed in medical library education, although caution is reflected in comments concerning the limited job market. Most of the internship directors stated that they could not accommodate more individuals in their programs without expansion of staff and facilities.

Motivation and Readiness for Drug Treatment: Differences by Modality and Special Populations

Melnick, Gerald; Hawke, Josephine; De Leon, George
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2014 EN
Relevância na Pesquisa
36.08%
The purpose of this research is to expand our knowledge of motivational factors among admissions to various substance abuse treatment modalities and among those entering special programs. Differences in motivation are reported in a convenience sample of over 6000 admissions to 38 programs. Results from multilevel analyses show (1) an ordered increase in motivation by settings from referral to out patient, to methadone maintenance, to highest levels in residential programs; (2) significantly lower motivation among admissions to programs for special populations. Results are discussed in relation to the demand characteristics of treatment and non-recovery reasons for entering treatment.

Implications of WTO Disciplines for Special Economic Zones in Developing Countries

Creskoff, Stephen; Walkenhorst, Peter
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
36.18%
Many developing countries operate geographically delineated economic areas in the form of export processing zones, special industrial zones, or free trade zones. This paper provides an overview of the application of World Trade Organization disciplines to incentive programs typically employed by developing countries in connection with such special economic zone programs. The analysis finds that the disciplines under the Agreement on Subsidies and Countervailing Measures have the most immediate relevance for middle-income World Trade Organization members that are not exempt for certain "grandfathered" programs, but will also concern other developing countries in the future, as their exemption expires or their per-capita income passes a threshold of US$1,000. Incentives related to special economic zones can be broadly grouped into three categories: (i) measures that are consistent with the World Trade Organization, notably exemptions from duties and taxes on goods exported from special economic zones; (ii) measures that are prohibited or subject to challenge under World Trade Organization law...

Partners in Reform : The Special Program of Assistance for Africa (SPA)

Jeffrey, Katz; Alison, Rosenberg
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
36.02%
It is essential to obtain a far more thorough understanding of how economic reforms affect household welfare, particularly the poor, and how households react to economic reform. It is therefore important to monitor the evolution of poverty levels and social conditions over time. The Working Group on Poverty and Social Policy in the Special Program of Assistance for Africa (SPA) has begun this monitoring process, and is supporting information gathering and analysis at the country level. This work will be expanded. Donor support for adjustment programs will continue to be the principal objective of SPA-3. It would be misleading to assume that SPA donors can address all the development issues that confront Africa. Ultimately, the resolution of these fundamental concerns will depend on the resolve and talent of the people and governments of Sub-Saharan Africa.

Achieving WTO Compliance for Special Economic Zones in Developing Countries

Creskoff, Stephen; Walkenhorst, Peter
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
36.1%
Many developing countries operate geographically delineated economic areas in the form of export processing zones, special industrial zones, or free trade zones. They experiment in these special economic zones (SEZs) with infrastructure, regulatory, and fiscal policies that are different from those implemented in the rest of the domestic economy with the aim of attracting foreign investment, creating employment opportunities, and boosting exports. Special incentives for zone-based firms play a prominent role in most countries programs. This note provides an overview of the application of World Trade Organization (WTO) disciplines to incentive programs typically employed by developing countries in connection with SEZ programs. It is intended to inform policy makers, zone administrators, and the development community about the WTO consistency of such incentive measures. The analysis is concerned exclusively with multilateral law and leaves economic aspects concerning beneficial or adverse effects of such fiscal incentives aside. As in all legal analysis...

Early Child Education : Making Programs Work for Brazil’s Most Important Generation

Evans, David K.; Kosec, Katrina
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
36%
This report draws deeply on the extraordinary efforts and innovations demonstrated by early child development policy makers around Brazil. This report draws on background papers about innovations in early child education in Rio de Janeiro and in caregiver training and supervision in two municipalities within Sao Paulo state. The year 2011 marked the beginning of a new administration in Brazil. The Ministry of education clearly identified early child education (ECE) as one of the top priorities of the new administration, along with secondary school and improving the reputation of the teaching profession. Early child development interventions are essential to both increasing the productivity of Brazil as a whole and to providing equitable opportunities for the disadvantaged. These programs benefit the poor more than other populations, and the poor are most in need of these benefits. Education interventions are crucial. Creches and preschools provide opportunities for stimulation and development that can wire children for future success. Therefore, early child education can particularly benefit the poor, helping to close the gap in cognitive development across income groups. A World Bank study compares adults from two regions of Brazil (the Northeast and the Southeast) who attended preschool to those who did not and found that pre-school attendance is associated with additional total years of education.

Quality of untreated water for public supplies in Florida

Hull, Robert W; Irwin, G. A. ( joint author ); Florida -- Bureau of Drinking Water and Special Programs; Florida -- Bureau of Water Resources Management; Florida -- Bureau of Geology; Geological Survey (U.S.)
Fonte: Bureau of Geology ( Tallahassee ) Publicador: Bureau of Geology ( Tallahassee )
Tipo: cartographic Formato: 12 maps : col. ; on sheet 57 x 71 cm.
Publicado em //1979 ENGLISH
Relevância na Pesquisa
45.91%
(Bibliography) Bibliography.; Each map shows concentration of 1 element.; In upper margin: United States Department of the Interior, Geological Survey.; Includes text, statistical tables, and inset of aquifers.; (Funding) Map series (Florida. Bureau of Geology); (Statement of Responsibility) by Robert W. Hull and G. A. Irwin ; prepared in cooperation with the Florida Department of Environmental Regulation, Bureau of Drinking Water and Special Programs, and Bureau of Water Resources Management.

Research Naval Postgraduate School v.4, no. 8, May 2012 (Special Edition)

Fonte: Monterey, California, Research and Sponsored Programs, Office of the Vice President and Dean of Research, Naval Postgraduate School (U.S.) Publicador: Monterey, California, Research and Sponsored Programs, Office of the Vice President and Dean of Research, Naval Postgraduate School (U.S.)
Tipo: Periódico
Relevância na Pesquisa
45.86%
NPS Research is published by the Research and Sponsored Programs, Office of the Vice President and Dean of Research, in accordance with NAVSOP-35. Views and opinions expressed are not necessarily those of the Department of the Navy.

Buenas pr??cticas y programas extraordinarios de atenci??n al alumnado en riesgo de exclusi??n educativa

Escudero Mu??oz, Juan Manuel
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
45.91%
En los ??ltimos a??os, las buenas pr??cticas se han convertido en una perspectiva te??rica y pr??ctica aplicada a diversos ??mbitos de las pol??ticas sociales y educativas contra la exclusi??n. De forma singular tambi??n se ha desarrollado en relaci??n con la vulnerabilidad y la exclusi??n educativa. Tras revisar algunas aproximaciones y hacerse eco de sus posibilidades y limitaciones te??ricas y pr??cticas, el art??culo propone un modelo marco que identifica diversos niveles y dimensiones del concepto de buenas pr??cticas en relaci??n con las concepciones, las pol??ticas y las pr??cticas de respuesta al alumnado en riesgo de exclusi??n educativa. Para finalizar se propone una Gu??a con diferentes categor??as y elementos que puede servir para la investigaci??n y la discusi??n sobre las medidas extraordinarias de atenci??n a la diversidad en la Educaci??n Secundaria Obligatoria dentro del sistema educativo espa??ol.; Best practices had recently been developed as one theoretical and practical perspective in different approaches to social and educational exclusion. Singularly its development is also visible concerning school vulnerability and students at risk. After analyzing different approaches and alerting their possibilities and pitfalls...

El curr??culum y la ense??anza ??qu?? se ense??a y c??mo al alumnado en situaci??n de riesgo de exclusi??n?

Gonz??lez Barea, Eva Mar??a; L??pez Calvo, Araceli; Bernal Galindo, Rosa M??
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
36.02%
En el presente art??culo se analiza el curr??culo y la ense??anza de dos programas o medidas que se desarrollan en la Regi??n de Murcia y en la Comunidad de Andaluc??a ???Programa de Diversificaci??n Curricular y Programa de Iniciaci??n Profesional y/o Programa de Garant??a Social- ambos destinados al alumnado con serias dificultades para continuar la ense??anza en las aulas regulares. Tras presentar diversos datos recogidos a trav??s de cuestionarios y entrevistas con diferentes sujetos implicados, se analizan y valoran los resultados de la investigaci??n realizada, procurando responder a la cuesti??n de en que grado el curr??culo dise??ado en tales programas y la formaci??n y aprendizajes logrados han contribuido a responder a las necesidades de este alumnado.; The article analyses curriculum and teaching of two programs in the Region of Murcia and in the Community of Andalusia - Program of Diversification Curricular and Program of Professional Initiation and / or Program of Social Guarantee ??? designed and implemented with students at risks, in serious difficulties to progress their learning in regular classrooms and teaching. After presenting different data gathered throw questionnaires and interviews carried out with different teachers...

Bullying and victimization in children with special educational needs: implications for inclusive practices

Didaskalou, Eleni; Instituto de Educação, Universidade de Lisboa; Andreou, Eleni; Department of Primary Education, University of Thessaly; Vlachou, Anastasia; Department of Special Education, University of Thessaly
Fonte: Escola Superior de Educação do Instituto Politécnico de Santarém Publicador: Escola Superior de Educação do Instituto Politécnico de Santarém
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 06/04/2012 ENG
Relevância na Pesquisa
45.93%
Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children’s diversity often generates discriminating responses contributing to exclusionary educational experiences. In the light of above, the present study aims at exploring the extent and different types of bullying and victimization among Greek students receiving special education support provision. The sample of the study consisted of 173 students attending 5th and 6th primary school grades and participating in pull-out special education delivery programs operating within mainstream schools. According to the findings, participants were actively involved in both bullying and victimization with higher rates in victimization. Bullying was mainly related to physical aggressiveness...

Teacher efficacy of special education teachers of English language learners with disabilities

Paneque, Oneyda Maria
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.03%
This research examined the perceived teacher efficacy of special education teachers of English Language Learners (ELLs) with educational disabilities by surveying 202 elementary special education teachers using the EXCEL Teacher Inventory. EXCEL consists of 20 teacher efficacy items, three open-ended questions, and participant demographic items. ^ Overall participant teacher efficacy scores were high. Of the variables assessed, a statistically significant difference in perceived efficacy was found with self-reported proficiency in the language of the target students. No statistically significant differences in teacher efficacy scores were found for (a) levels of teacher preparation; (b) number of years of teaching experience; or (c) socioeconomic status of the students. A multiple regression analysis indicated that, of the variables listed above, proficiency in the language of the target students accounted for significant variance in predicting the level of teachers' perceived efficacy. ^ Responses to the open-ended questions about what was most helpful when working with ELLs with disabilities yielded two major themes: organizational issues and teacher issues. Participants wrote numerous comments about the value of support from educational professionals and parents. Many participants recommended individuals in preservice programs take ESOL content specific courses. ^ The results demonstrate the positive correlation between proficiency in the language of the target students and teacher efficacy. This suggests that teachers of ELLs with disabilities have proficiency in the ELLs' native language (or have support from others who are language proficient) that allows them to distinguish between language difference and language disability and provide instruction in the native language when needed. Further...

Cameroon Econoic Update, January 2013, No. 5 : Mitigating Poverty, Vulnerability, and Risk--A Special Focus on Social Safety Nets

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Policy Note; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
36%
The economic updates aim to share knowledge and stimulate debate among those interested in improving the economic management of Cameroon and unleashing its enormous potential. The notes thereby offer another voice on economic issues in Cameroon, and an additional platform for engagement, learning and change. Cameroon's overall poverty rate has not declined and has even increased in the poorest regions. Food security is also problematic in those regions. Yet, Cameroon has a number of small-scale and ad hoc safety net programs which are not appropriately designed to address either chronic or transient poverty. Too few resources are put into these programs for the moment to make a real difference with most of these limited resources allocated to emergency initiatives. Social safety nets build households' productive assets and expand their income-earning opportunities by building their skills and enabling them to engage in higher risk and higher return activities. Going forward, in addition to continued efforts to foster faster economic growth...

Australia's Experience with Local Content Programs in the Auto Industry : Lessons for India and Other Developing Countries

Pursell, Garry
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36%
Local content programs - especially in the auto industry - accompanied many import substitution policies during the 1960s and 1970s, but most were abandoned in countries that liberalized trade in the 1980s, and early 1990s. The high economic costs of these programs, and their inherent incompatibility with open, nondiscriminatory international trade, were recognized in the Uruguay Round Agreement on Trade-Related Investment Measures (the TRIMS agreement), which required developing countries to phase them out over five years. Despite this, a number of developing countries have introduced new local content programs, and are currently pressing to relax the TRIMS rules, and to extend the year 2000 phase-out deadline. A leader in this effort at the World Trade Organization (WTO) is India, which in 1995 introduced an "indigenization" program for its auto industry that typifies similar programs in other developing countries. Under India's program, permission to import auto components for assembly, is contingent on agreements to reach specified levels of "indigenization"...

Place Attachment: Grade 2 Students' Special Places at their Schools

Mosscrop, Katrina
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
36.1%
Children transform different spaces into their own special places by interacting with the physical and social environment (Hart, 1979; Rasmussen, 2004; Sobel, 1993/2002). Special place research has focused largely on children’s place–making in neighbourhoods, including the process of finding and constructing forts, playhouses and dens in outdoor environments (Benson, 2009; Hart, 1979; Kylin, 2003; Sobel, 1993/2002). The significant presence of schools in children’s everyday lives (Rasmussen, 2004), however, has encouraged some researchers to investigate what environmental conditions foster learning (Derr, 2006; Maxwell, 2006; O’Dell, 2011; Upitis, 2007), as well as how children use and experience social and physical aspects of these places (Einarsdottir, 2005; Peterson, 2009; Rathunde, 2003). Although researchers recognize that learning environments have the potential to enhance learning by the presence of specific design elements, little is known about what constitutes places that elementary students characterize as special, and to which they become attached. Some schools, including Montessori, claim to offer a uniquely prepared learning environment that enhances students’ development, though empirical studies that involve Montessori elementary programs predominantly use academic standardized test scores to compare them to other programs (Baines & Snortum...