Dissertationen: „Educational areas“

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de, Fraguier Niels, und Jannik Halfwassen. „Youth empowerment as an educational incentive in Ethiopian rural areas“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23903.

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With a tremendous demographic boom and the high importance of the youth population, Ethiopia is currently dealing with critical challenges to ensure sustainable development within the country. The recent appointment of Abiy Ahmed as prime minister has brought new hope for Ethiopian liberalisation and the improvement of former political systems. Positively impacting the non-governmental sector, concrete measures taken by the federal government are still lacking whereas time is running on the youth generation. Quality education and enrolment rates in schools remain low which has high consequences on the participation of youths in the labour market. Lacking basic skills, youth are not provided with opportunities and trust that are essential for favouring their self-development. Conducted in parts of Ethiopia’s rural areas, this research aims to understand, discuss and elaborate on different youth empowerment methods for educational incentives to contribute to the overall improvement of youth conditions. In collaboration with local and international stakeholders working on policy and field level in the country, this research provides the reader with a clear understanding of the Ethiopian youth sector situation and the need for improvement in order to ensure meaningful youth participation and empowerment towards inclusive sustainable change. The role of the government has been discussed in extent in order to provide the reader with concrete recommendations for policy-making and other issues related to skills-mismatching, access to resources, training, and data, as well as cross-collaboration between youth and other stakeholders to increase awareness about challenges faced. The study concludes with giving clear guidance on youth empowerment in Ethiopia and future research on the overall topic.

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Marks, Lori J. „Learning Strategies for Reading, Writing, and Content Areas“. Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3574.

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Ellis, Lorianne Marie. „Career and College Readiness| What Is the Community's Role in Rural Areas?“ Thesis, University of Oregon, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828086.

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Historically, school counselors have been the primary facilitators in supporting the career and college transition process for students, but many school counselors do not have the knowledge, resources, or materials to support students in this transition (Belasco, 2013). One way to help support career and college readiness is to develop comprehensive career and college readiness plans that involve more stakeholders than just the counselor and engage the community in supporting students to define and prepare for their paths for after high school (Alleman & Holly, 2013). This convergent parallel mixed methods study investigated what educators,students, and community partners in rural Oregon think is important to include in a career and college readiness plan that supports all students. I used Bronfenbrenner’s (1994) Ecological Model of Human Development to inform my data collection activities, casting a wide net to identify the stakeholder groups that have a potential impact on supporting students in their pursuit of a career or college education beyond high school. The qualitative data came from interviews with five Douglas County high school career and college readiness teams (n = 8 participants), three student focus groups (n = 24), and two partner meetings (n = 15). The quantitative data was gathered through a career and college readiness survey administered to the staff and faculty at 14 Douglas County high schools (n = 74 respondents). I used Farrell & Coburn’s (2016) Absorptive Capacity Theory as the lens through which to analyze the data, coding for the theory’s constructs around how prior knowledge, communication pathways, strategic knowledge leadership, and resources for partnering can be shared and leveraged between high schools and external partners. Findings from this study provide lessons learned about what should be included in a rural high schools’ career and college readiness plan that will help rural communities better support students in their transitions beyond high school.

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Forrest, Michael G. „Aligning Secondary Benchmarks in High School Curriculums across Content Areas“. Thesis, Nova Southeastern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843963.

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This applied dissertation was designed to provide insight into aligning secondary benchmarks in a high school curriculum across content areas to prevent students from failing reading in a South Florida high school. Few studies have investigated the effects of the alignment of secondary benchmarks across content areas. The study focuses on a case study design for data collection to reveal its analysis. The researcher utilizes content analyses and a panel of experts in the field of education to review the protocol and review the assessments, using open-ended interview protocol procedures on more than 13 teachers. The teachers’ positions can be found within the administration, reading department, and content areas teachers of instruction in mathematics, science, English/language arts, physical education, and business education to investigate changes in instructional alignment with secondary standards. The data analysis revealed nine themes that enhanced the researcher’s understanding of specific details that will ensure methods to improve students’ needs.

This qualitative research study provided an awareness to adequately support useful provision to educate students on different levels of reading. This increases their knowledge acquisition, which brings awareness to their utilization of secondary benchmark standards. The research concluded that teacher training included, professional development day among participants that were congruent with the themes revealed within the data analysis. The instructional alignment between reading teachers and content area teachers indicates that alignment in Grades 9 to 12 will increase if the alignment of standards is supported and if the implications for developing a better curriculum design is discussed.

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Clifton, Suzanna. „Transformational Leadership in Public Schools Within Impoverished Areas“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7790.

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Most students in schools from impoverished areas in one southeastern state were not achieving academically according to state-mandated accountability expectations. However, students in 3 impoverished schools from 1 school district demonstrated successful academic achievement according to state standards. The purpose of this qualitative case study was to explore how 14 administrators of these impoverished schools described personal transformational leadership behaviors. The study was based on the conceptual framework of transformational leadership as defined by a set of leadership behaviors. Data were collected from individual interviews and personal reflection surveys of administrators of public schools in 1 school district in which at least 50% of the student population was from low socioeconomic circumstances. Through thematic analysis using a priori coding, open coding, and axial coding of administrators' descriptions, key results aligned with the conceptual framework indicated that application of transformational leadership behaviors explained much of the successful outcomes of the schools. The themes that resonated through the study included relationships, collective efficacy, and a culture of coaching. The study contributes to positive social change by identifying areas in which school leaders may build professional capacity to more effectively use transformational leadership behaviors to positively affect the academic achievement of students from impoverished households.

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Rhodes, Megan E. „Increased Diversity in Rural Areas: One School's Response to Change“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305135075.

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Hamilton, Rachael Anne. „Educational interpretive programs for ecotourism destinations“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.

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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.

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Saffle, Elisa. „A qualitative study investigating administrator perceptions on the need, benefits, challenges, and areas for principal mentoring“. Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123592.

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Structured mentoring programs for new principals are designed to support and enhance their professional abilities. Providing mentoring support for new principals has benefits that extend beyond the novice principal to the mentor, school, and school district. Although the benefits of principal mentoring are established, mentoring of new principals is not a common practice in many school districts. The purpose of this study was to investigate the perceptions of principals and district administrators regarding the benefits and challenges of principal mentoring, as well as perceptions surrounding implementation. This qualitative phenomenological research was structured to describe views on principal mentoring and determine areas of focus for mentoring. This study examined views of principals and district administrators in a semi-rural area of Idaho, a state without mandated or funded principal mentoring.

The data from the participants in this study produced three areas that should be part of a formalized mentoring process: personal (organization, time management, emotional support, managing stress, and professional ethics), instructional leadership (district-specific learning and curricular requirements, teacher support and evaluation, using data to make decisions, and staff development), and management (district financial and policy processes, student behavioral issues, difficult relationships and stakeholders, and legal compliance). The three areas are foundational for a program and need balance to help support student learning. Mentoring can ensure the necessary balance.

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Mims, Pamela J. „Comprehension in Content Areas: Lessons from the Literature“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/191.

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Students with significant disabilities are most at risk for exclusion from grade-aligned content due to the barriers imposed by traditional instruction. This presentation will provide special and general education teachers with effective, research-based strategies to increase comprehension in content areas, including math, science, ELA, and social studies. Learner outcomes: • Participants will learn about research-based strategies to increase comprehension in content areas, including math, science, ELA, and social studies; • Participants will learn about results from a recent review of the literature focused on comprehension strategies targeting Common Core content areas for students with Autism Spectrum Disorder and Intellectual Disability; and • Participants will be provided with specific comprehension strategies and ways to increase opportunities for comprehension in inclusive contexts for students across a variety of diverse backgrounds.

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Carpenter-Kabel, Amy Lynn. „How is Reading in the Content Areas Taught in Rural Schools?“ Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1209657391.

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Henry, Colin, und edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. „CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE“. Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.

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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

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Hussey, Anthony T. „Selected Principals' Perceptions of the Importance of the National Policy Board for Educational Administration's Initially Recommended Foundational Areas of Learning for Principal Education“. Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etd/2739.

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This study was undertaken to determine selected principals' perceptions of the importance of the NPBEA's initially recommended seven foundational areas of learning and associated topics to be included in doctoral programs for preservice preparation of principals. A secondary purpose of the study was to determine the amount of coverage of the foundational areas and associated topics in the preparation programs of the selected principals. National samples of U.S. public elementary and secondary school principals were surveyed over a 14 week period. Except for four topics, both groups of principals perceived the areas and topics to be important. Both groups perceived an additional eight topics to be less important than the other topics. There was no significant difference between the elementary and secondary school principals' perceptions of the importance of the areas and topics. Except for two areas and one topic, both groups of principals did not perceive the seven foundational areas and associated topics to have been covered in their preparation programs. Both groups perceived an additional seven topics to have been covered more than the other areas and topics. Generally, the principals perceived the areas and topics to be important, but a corresponding high degree of coverage for the areas and topics in the principals' preparation programs had not been perceived. Conclusions of the study indicated that NPBEA had correctly identified a large number of topics that practicing principals perceive to be important and that should be included in one core curriculum for preparation of principals. Additionally, more detailed investigations should be completed to determine why principals perceive the topics concerned with demographic changes, organizational theory, and research to be of lower importance than the other NPBEA topics. In support of claims in the literature, preparation programs of both elementary and secondary school principals are not relevant and are inadequate in many instances because the programs do not cover to the required degree the NPBEA's foundational areas and associated topics that the principals perceive to be important.

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Murphy, Melissa A. „AN EXAMINATION OF EDUCATION SERVICES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS IN RURAL AREAS“. UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/7.

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Much research and media attention in recent years has focused on Autism Spectrum Disorders (ASD), a pervasive developmental disorder that impacts children in multiple areas of their lives. Early identification and intervention, as well as access to mental health, behavioral, and pediatric services for this population are crucial to their later outcomes and quality of life (American Academy of Pediatrics, 2001; Blane & Borden, 2008; Jacobson & Mulick, 2000; Rogers & Vismara, 2008). Unfortunately, research suggests that access to educational services may be complicated for individuals living in rural areas (Applequist, 2009; Collins et al., 2005, Ludlow, Conner, & Schechter 2005; Pennington, Horn & Berrong, 2009). Therefore, the purpose of this project was to investigate education services for children with ASD in rural areas. Education services were assessed via a survey of 42 parents of children with ASD and a review of educational records. Contrary to previous research, results from this study indicated that parents in more rural areas reported more satisfaction with educational counseling services and a lower age of diagnosis when compared to parents in more urban areas. Similarly, parents in more rural areas reported a higher number of services and more frequent educational counseling services (i.e., more direct service hours) compared to parents in more urban areas. Results of this study were interpreted from an adapted version of Andersen’s Behavioral Model of Access to Care. Possible explanations for these findings, as well as limitations, directions for future research, and implications are discussed.

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Boni, Giulia. „Planning humanitarian projects with educational focus in Guinea rural areas: analysis and proposal for a change“. Master's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4194.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Acção Humanitária, Cooperação e Desenvolvimento
Este projecto decorre de minha experiência direta: passei seis meses trabalhando com uma ONG em uma escola em uma área rural na República da Guiné. Além do entusiasmo e da paixão, esta experiência deixou-me uma pergunta: porque a maioria das crianças que frequentam a escola primária regularmente têm enormes lacunas de modo a ser muitas vezes praticamente analfabeto? A maioria dos projetos que olhem para questões de educação em África para trazer as crianças para a escola ou para construir a própria escola, se não há. Este projeto concentra a atenção sobre o que acontece quando o aluno já está sentado no banco da escola. O que se segue destina-se a ser um estudo completo, tanto quanto possível, e uma ferramenta necessária para futuras intervenções humanitárias, em qualquer nível neste campo — de uma única escola a uma campanha nacional. Uma compreensão completa e abrangente da intervenção no território e dos destinatários é crucial para os planos para um projeto humanitário eficaz, durável e sustentável. Minha análise começa com um estudo geral sobre Guiné, indicando aspectos histórico-cultural, económico e político, juntando num último ponto minha interpretação. Na segunda etapa faz-se uma análise mais concentrada da educação na Guiné, dos contornos que envolvem o seu âmbito territorial (países de língua francesa da África sub-sahariana) quando necessário, mas também tentando apontar uma distinção que muitas vezes não é detectada entre oportunidades sócio-educativas em áreas rurais e cidades. A partir de problemas objectivos indicados nos relatórios do UNESCO Institute for Statistics, intregro minha experiência pessoal através da detecção de três problemas de base: regras Ministerial, professores, políticas de língua (focando na Guiné como um estudo de caso único e interessante). Na terceira parte, sugerir possíveis estratégias para uma mudança palpável. Para fazer isso, uso minha experiência de dois novos estudos sobre a educação de que tomei conhecimento enquanto estudante em Erasmus em Bruxelas (Université Saint-Louis). Analisando os resultados que tive a possibilidade de encontrar nos alunos que seguiram um curso de alfabetização intensivo de recuperação, detectei que a memorização era a única estratégia de ensino até agora utilizada, com resultados devastadores a nível psicológico e educacional. Através do estudo da formação de especialistas tais como Xavier Roegiers, proponho como possível abordagem a Pedagogia da Integração destinadas a proporcionar à criança conhecimentos e a permitir-lhe de aplicar os seus conhecimentos, deixando de lado a técnica da memorização que, além de causar desconforto nos jovens com insucesso, não conferia nenhuma habilidade real para os que pareciam ter sucesso.
This project stems from my direct experience: I spent six months as a volunteer in an NGO in a rural school in the Republic of Guinea. Apart from the enthusiasm and passion, this experience has left me with a question: how can we explain that the majority of children who attend regularly primary school often have huge gaps at the point of being virtually illiterate? The majority of projects relating to the issue of education in Africa aim at bringing children to school, or plan to build these schools if they do not exist. This project focuses rather on what happens when the student is already sitting on the bench of the school. This work intends to serve as a comprehensive study, as far as possible, and as a necessary tool for future humanitarian actions, regardless of their level of intervention — it may be targeted at a single school or at a national campaign. An complete understanding and a comprehensive knowledge of the territory and beneficiaries is essential to plan a sustainable, efficient and sustainable. humanitarian project. My analysis begins with a comprehensive study on Guinea, indicating historical and cultural, economic and political aspects, and adding final note on my own interpretation. The second step consists into a more specific analysis on education in Guinea, its sphere of action and its influence at the territorial level (french-speaking countries of sub-Saharan Africa) when necessary. It also underlines a distinction that is not often detected: that between social and educational opportunities in rural areas and in cities. From the objective findings contained in the reports of the UNESCO Institute for Statistics, I have added my personal experience by detecting three fundamental problems: the government rules, the teachers praxis, and language policy (focusing on Guinea as unique and interesting case study). In the third part, I suggest possible strategies for a realistic change. To do this, I use my experience from two new studies on education that I learned on while is Erasmus in Brussels (Université Saint-Louis). I use them to analyze the results that I had the opportunity to collect on students who have followed intensive literacy classes, where I noticed that the memorization was the only strategy of education used up to now, with devastating effects at psychological and educational levels. Through the study of the materials of specialists such as Xavier Roegiers, I propose as one possible approach the Pedagogy of Integration, designed to provide the child knowledge and to enable her or him to apply this knowledge, leaving aside the memorization technique which, in addition to causing discomfort among youth in school failure, not provide any real skill for those who seem to have more success.
Ce projet découle de mon expérience directe: j’ai passé six mois comme volontaire au sein d’une ONG dans une école en milieu rural dans la République de Guinée. En plus de l'enthousiasme et de la passion, cette expérience m'a laissé une interrogation : comment expliquer que la majorité des enfants qui fréquentent régulièrement l'école primaire ont d'énormes lacunes au point d’être souvent pratiquement analphabètes ? La majorité des projets qui ont trait à des questions d'éducation en Afrique visent à amener les enfants à l'école ou à construire ces écoles, s'il n’y en a pas. Ce projet attire plutôt l'attention sur ce qui arrive quand l'élève est déjà assis sur le banc de l’école. Ce travail est destiné à servir comme une étude complète autant que possible et un outil nécessaire pour les futures interventions humanitaires, quel que soit le niveau dans ce domaine, d'une école unique à une campagne nationale. Une compréhension complète et globale de l'intervention sur le territoire et sur les bénéficiaires est essentielle à une planification pour un projet humanitaire durable, efficace et durable. Mon analyse commence avec une étude globale sur la Guinée, en indiquant les aspects historiques et culturels, économiques et politiques, et en ajoutant en note finale ma propre interprétation. Dans la deuxième étape une analyse de façon plus ciblée l'éducation en Guinée, sa sphère d’action et son rayonnement au plan territorial (les francophones des pays de l'Afrique subsaharienne) quand nécessaire, mais on essaye aussi de souligner une distinction qui n'est souvent pas détectée entre opportunités socio-éducatives dans les zones rurales et dans les villes. À partir des constatations objectives contenues dans les rapports du UNESCO Institute for Statistics, j’intègre mon expérience personnelle en détectant les trois problèmes fondamentaux : les règles ministérielles, les enseignants, les politiques linguistiques (en se concentrant sur la Guinée comme étude de cas unique et intéressante). Dans la troisième partie, sont suggérées des stratégies possibles de changement palpable. Pour ce faire, j’utilise mon expérience de deux nouvelles études sur l'éducation acquises lors de mon séjour en Erasmus à Bruxelles (Université Saint-Louis). J’analyse des résultats que j'ai eu la possibilité de collecter sur des élèves qui ont suivi des cours d'alphabétisation intensifs de récupération, où j'ai détecté que la mémorisation était la seule stratégie d’enseignement jusqu'à maintenant utilisée, avec des effets dévastateurs au niveau psychologique et éducatif. Grâce à l'étude de la matériaux de spécialistes tels que Xavier Roegiers, je propose une approche possible à la pédagogie de l'intégration conçue pour fournir à l'enfant les connaissances et lui permettre d'appliquer ces connaissances, laissant de côté la technique de mémorisation qui, en plus de causer une gêne chez les jeunes en échec scolaire, ne confère aucune compétence réelle pour ceux qui semblent avoir plus de succès.
Questo progetto nasce dalla mia diretta esperienza: ho passato sei mesi lavorando con una ong in una scuola in una zona rurale della Repubblica di Guinea. Oltre a tanto entusiasmo e passione questo periodo mi ha lasciato un interrogativo: perché la maggior parte dei bambini che frequentavano regolarmente la scuola primaria presentavano enormi lacune tanto da essere spesso praticamente analfabeti? La maggior parte dei progetti che guardano ai problemi dell’educazione in Africa puntano a portare i bambini a scuola o a costruirla qualora non ci fosse, io ho focalizzato la mia attenzione su quello che succede quando lo studente è già seduto al banco. Quello che segue vuole essere uno studio quanto più completo possibile, uno strumento necessario per futuri interventi umanitari a qualsiasi livello in questo campo, dalla singola scuola a una campagna nazionale. Una conoscenza approfondita e globale del territorio di intervento, dei destinatari e dei precedenti piani è fondamentale per un progetto umanitario efficace, duraturo e sostenibile. La mia analisi parte da uno studio generale sulla Guinea inquadrandone l’aspetto storico-culturale, economico e politico, unendo a quest’ultimo punto una mia chiave di lettura. Nella seconda parte passo a un’analisi più mirata dell’educazione in Guinea, inquadrandola nel suo contesto territoriale (paesi francofoni dell’Africa Sub-Sahariana) quando serve ma anche cercando di sottolineare una distinzione che spesso non viene rilevata: quella tra le possibilità socio-educative nelle zone rurali e nelle città. Partendo da problemi oggettivi emersi da rapporti dell’Unesco Institute for Statistics integro la mia personale esperienza rilevando tre nodi principali: le disposizioni ministeriali, gli insegnanti, le politiche linguistiche (che rendono la Guinea un caso di studio unico e interessante). Nella terza parte, suggerisco possibili strategie per un cambiamento tangibile. Per fare ciò utilizzo sia la mia diretta esperienza sia i nuovi studi sull’educazione di cui sono venuta a conoscenza mentre ero studente in Erasmus a Bruxelles (Université Saint-Louis). Analizzando i risultati che ho potuto riscontrare negli allievi che seguivo in un corso di recupero e alfabetizzazione intensivo ho rilevato la memorizzazione come unica strategia d’insegnamento abbia dei risultati a livello psicologico e didattico devastanti. Tramite lo studio di specialisti della formazione quali Xavier Roegiers propongo come possibile approccio la Pedagogia dell’Integrazione, volta a rendere il bambino in grado di conoscere e applicare le sue conoscenze, cancellando la tecnica della memorizzazione che, oltre a causare sconforto per i giovani che fallivano nelle prove di valutazione, non dava reali competenze a chi pareva riuscire.

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Bravo, Ismael. „Gestão educacional em areas em transição : uma contribuição a metropolização“. [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253549.

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Orientador: Sonia Giubilei
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-04T01:51:08Z (GMT). No. of bitstreams: 1 Bravo_Ismael_D.pdf: 995309 bytes, checksum: fad2910cc903837f2c1da472333111f2 (MD5) Previous issue date: 2004
Resumo: Este trabalho visa a desvelar, dentro dos diferentes níveis de ensino das unidades escolares localizadas em áreas de transição na região de Campinas (SP), o modo como os aspectos que integram os domínios socioeconômicos poderão beneficiar a formulação e a execução de políticas públicas para uma gestão educacional integrada em região metropolitana. A produção e a sistematização do conhecimento de áreas de transição são relevantes para a definição e implementação de políticas educacionais, com significativa importância social, ao serem adotadas por instituições e/ou organizações responsáveis por sua execução. Este estudo permitiu constatar que a consideração exclusiva dos aspectos socioeconômicos dos meios urbanos e rurais é insuficiente para caracterizar as experiências sociais, culturais e econômicas dos alunos de unidades escolares em áreas de transição, na medida em que elementos de periferia ou mesmo de conurbação são relevantes no caso. A fim de investigar os problemas levantados por este trabalho e responder a eles, bem como aos objetivos nele propostos, tornase necessário o auxílio de outra ciência para a explicação de fatos que informarão a problemática própria de uma área geográfica. O enfoque será posto num trabalho contextualizado com base em determinado referencial teórico, consubstanciado na bibliografia fundamental mediante abordagens descritivo-analíticas do objeto investigado. Assim, disponibilizam-se às políticas públicas da região fundamentos de novos elementos para a elaboração de uma gestão integrada com a finalidade de atender às premências educacionais
Abstract: This work seek to the unveil, within the different levels of instruction of scholastic unto localized in transition areas of the region Campinas (SP), the way how the aspects that integrate the socioeconomic dominions will be able to benefit the formularization and the application of public politics for a educational management integrated in the region metropolitan. The production and the systematization of the knowledge of transition areas are considerable for the definition and implementation of educational politics, with significant social importance, when being adopted by institutions and/or responsible organizations for its execution. This study allowed to evidence that the consideration exclusive socioeconomic aspects of the urban and rural is insufficient to characterize the social, cultural and economic experiences of the students in these scholastic units in transition areas, in the elements of the periphery or even the conurbation is it notable of the case. In order to investigate the problems raised from this research and answer them, as well as the objectives in proposed, the aid of another science for the explanation of facts becomes necessary that will inform the problematic in a geographic area. The emphasis will be placed in a work contextually on the basis of determined theoretical reference, to consubstantiate in the basic bibliography by means of description-analytical approach the investigated object. Thus, they are availableness to public politics of the region fundamentals new elements for the elaboration of an integrated management with the finality of attend the educational urgency
Doutorado
Educação
Doutor em Educação

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ALYAMANI, HANADI. „Targeted Areas of School Improvement in Saudi Arabia“. University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481327990973813.

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Hacohen, Refael. „Collaborative approaches to educational change : the negotiation of flexible learning programmes for gifted children in peripheral areas“. Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364139.

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Arif, Nasiha. „A Phenomenological Investigation of the Experiences of Women with Blended Learning in Rural Areas of Pakistan“. Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1486462114875603.

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Greene, Andrea Paige. „A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance“. TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.

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Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.

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Keble, Jo-Anne. „An investigation into the low pass rate in science and mathematics in selected schools in the northern areas, Port Elizabeth“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1658.

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Mathematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.athematics and science are key areas of knowledge and competence for the development of an individual, and the social and economic development of South Africa in a globalising world. Since 1994, the new democratic government in South Africa has emphasised the centrality of mathematics and science as part of the human development strategy for South Africa. Performance in this area is one of the indicators of the health of the South African educational system. It makes an important contribution to the economy and has been a contributor to inequalities of access and income. The twenty-first century is characterised by exponential growth and rapid change, which will be mainly based on information technology. The major asset in any successful country as its inventiveness in science and technology, rather than its abundance of labour or its natural resources. Therefore, it is important that school education should prepare the youth in scientific and technological fields to cope with, and contribute to, the well-being of their country.

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Morris, Laraine, und n/a. „Change agency in the implementation of telematics“. University of Canberra. Professional and Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20061020.115221.

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Educational change can be defined as a systematic, sustained effort at change in learning conditions and other related internal conditions in one or more schools, with the ultimate aim of accomplishing goals more effectively (Miles 1987). One project designed to bring about educational change was the Country Areas Program National Element (NATCAP) distance education by telematics project, funded by the Commonwealth Department of Employment, Education and Training. It was designed to increase curriculum options to students in schools in the western region of New South Wales. All curriculum was delivered through the telematic delivery. This project formed the basis of the research for this thesis. The aim of the study was to examine the roles of change agents and determine who enacted the roles through the process of implementing the NATCAP distance education by telematics project in western New South Wales. Telematics refers to the transmission of signals usually generated in a computer circuit board over distance. It involves using computers, facsimile machines, modems and telephones. Through audio visual links students in western New South Wales can engage in lessons delivered by teachers located in the Australian Capital Territory. This was achieved through a pilot distance education via telematics project conducted in 1991 which was expanded in 1992-1995 to include students in six rural schools. The students were located in both Catholic and Government schools in four rural town in New South Wales. The NATCAP distance education project was administered by the Catholic Education Office, Archdiocese of Canberra and Goulburn and a project manager was appointed to facilitate the implementation of the new project. The question of who enacted the roles of change agents through the process of implementing the distance education project in 1992-1995 became the focus of the study. Change is a process that involves the phases of initiation, implementation and adoption according to Fullan (1991b). There are a number of factors that affect implementation including teachers, principals and outside agencies (Fullan 1991b). The initiative of change does not occur, however without an advocate or change agents. Havelock (1973) has identified four roles of a change agent which are described as the catalyst, the solution giver, the process helper and the resource link. Though the examination of the literature the question of who enacted the roles of the change agents through the process of implementing the NATCAP distance education project was refined and clarified. The qualitative research method, with the researcher as an active participant in the process, was the approach which enabled the research question of this thesis to be examined. The researcher was the project manager for the NATCAP distance education project and was placed in a central position to explore the question of who enacted the roles of the change agents through the process of implementing distance education by telematics. Three research instruments, two questionnaires and a semi-structured interview, were used to gather data based on the perceptions of the six participating school principals. This data ensured that the information gathered by the researcher as an active participant was reliable and valid. The results of the first questionnaire, which examined the role of the project manager as a change agent, indicated that the manager was a catalyst, facilitating the introduction of the new method of teaching and learning. The results also indicated that the roles of the solution giver and the resource link were also enacted by the project manager according to the majority of principals who responded to the questionnaire. The role of the process helper, involved in problem-solving, monitoring and reviewing, was also a part of the project manager's role as a change agent according to all the respondents. The results of the second questionnaire which examined the three phases of implementing change indicated that all six schools involved in the NATCAP distance education project were involved in the initiation stage of implementation. This was achieved by trialing the telematic mode for teaching and learning in each school. All six schools moved into the second stage. This developed into the implementation of Indonesian language and culture lessons, Art/Design and Remedial and Extension Mathematics classes. For two schools the implementation stage included the introduction of the Year 11 and 12 curriculum. The project progressed into the third stage, continuation, for five out of the six schools. One school did not move from the implementation to the continuation stage. As a result of the data collected through the examination of the factors that affect implementation it was stated that the principals enacted a role of resource providers and in some cases on the spot support for teachers. In the schools administered by the New South Wales Department of School Education the cluster director was also a resource provider. In some schools the principal was also a "teacher" actively involved in the implementation of the NATCAP distance education project. The project manager, cluster director (where applicable), principal, assistant principals and teachers were listed as being involved in the identification of needs. Need was identified as the most important factor which affected the change. As a result of the data collected and the interpretations made relating to the findings of this research a number of conclusions were drawn. Educational change goes through a process involving three phases from the initial introduction of the innovation to the initial use and then full implementation as part of the school practice. Change involves a change agency, not one agent of change but a team of change agents or a change agency. The change agency includes the project manager, the principal, assistant principal, teachers and cluster directors (where applicable). The agency enacts the roles of catalyst, solution giver, resource link and process helper. Implementation requires an agent of change from within the school and an agent of change from without of the school working together as part of the change agency. This can be seen by examining the factors affecting implementation. Need, practicality, clarity, complexity and quality all affect implementation of an innovation and all required an agent of change from without and agent of change from within the school to identify each factor and address it. The key personnel affecting implementation are the project manager and cluster directors (where applicable) from the external level and the principal and the teachers from the local level. These key personnel are factors which affect implementation and belong to the change agency. The leadership role of the principal impacts on the degree of implementation of the initiative. Teacher involvement through observation, exchanging ideas, team-teaching and collegiality is required to bring about full implementation of the change. Clustering schools to form learning networks where schools share ideas, knowledge and resources enhances the possibility of initiatives becoming implemented. Schools in the cluster should not only include those in the same education system, schools should go outside their system for new ideas. In the NATCAP distance education by telematics project there were four schools administrated by the NSW Department of School Education and two schools administered by the Catholic Education Office, Archdiocese of Canberra and Goulburn who formed a NATCAP cluster. Together these schools implemented the new method of teaching and learning called telematics. They brought about change in the learning conditions and extended the curriculum.

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Blackwell, Lindsey Diane. „The integration of information and communication technologies in the content areas and adolescent motivation“. Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4670.

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This study was designed to investigate the types of Information and Communication Technologies (ICTs) integrated into the content area classrooms of two local high schools, and whether the use of these ICTs motivated adolescent students to read and write in the content areas. The investigator created a student survey, student, teacher, and other support faculty interview protocols, and a classroom observation protocol to collect data for the study. The investigator faced several challenges which prevented her from spending adequate time in the schools. Due to these challenges, sufficient data was not obtained to form conclusions about the research questions. This thesis will present the review of literature, methodology, and plan for completing the study in the future.
ID: 029050277; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 65-68).
M.Ed.
Masters
Department of Teaching, Learning, and Leadership
Education

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Robinson, Barbara Lockhart. „The effect of the building administrator's leadership behavior and parental involvement on student achievement in the areas of reading and mathematics in middle schools of a metropolitan school system“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2283.

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This study described the relationship between leadership behavior, parental involvement and student achievement in the areas of reading and mathematics in focus middle schools. A questionnaire designed by Bell South Laboratories was used to elicit teachers' perceptions of their principal's behavior in the areas of discipline, climate, communications, community relations, and instructional leadership. The instrument was field tested by a panel of experts whose feedback was used to improve the instrument. Information relative to parental involvement was secured from Board of Education minutes outlining the number of parents who join the PTA and the number of parents who volunteer in the school. Analysis of the data was made by using the Pearson (r) to determine if a relationship existed between the variables. Table values were used to determine the significance of the Pearson r. The statistical tools were utilized to test the 14 null hypothesis in the study. The following significant findings of the study are that: 1.There were significant relationships found between the variables of climate and reading and mathematics, community relations and reading and mathematics, communications and reading and mathematics, PTA and reading and mathematics, volunteers and reading and mathematics. 2. The relationships found crossed focus boundaries. 3. There were non-significant relationships found between discipline and reading and instructional leadership and mathematics. 4. The relationships for non-significant relationships cross focus boundaries. 5. The study revealed that focus status was neither an issue in teachers' perceptions of the principal's behavior, nor was it an issue in the variable of parental involvement.

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Asharose. „A Study on the significance of enhancing disaster resilience among communities of disaster prone areas of Cuddalore district, Tamil Nadu, India“. 京都大学 (Kyoto University), 2016. http://hdl.handle.net/2433/204597.

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Sheppard, Louise. „How can inquiry groups promote learning within an educational psychology service? : an evaluation of an initiative whereby educational psychologists work together to share and improve areas of practice“. Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/785/.

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This study is a realistic evaluation of Inquiry Groups, an initiative introduced in an educational psychology service in response to the drive towards providing a high quality service, that is based upon psychological theory and research, contributes to positive outcomes for young people, and is responsive to current changes and development. Despite a growing interest in organisational learning, there is very little existing research into organisational learning and improvement in Educational Psychology Services. Research and Development in Organisations (RADIO) is used to structure the study, and realistic evaluation is used to explore the links between learning (outcomes) and the factors supporting/ inhibiting learning for individuals, groups and organisations. Commitment to the initiative, opportunities for reflection, and relationships within the Service, are highlighted as three of the key supporting factors. The study proposes that EPSs can change in response to new knowledge and self-review, providing sufficient time is allocated, and the initiatives are carefully planned to consider organisational and group processes, and the individuals at the heart of the organisation.

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Pintok, Kimberly Rose. „Internet Technology as a Means of Delivering Reading Instruction in the Content Areas“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2456.

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Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how teachers used Internet technology to complement their curricular content. Research questions addressed how teachers described their experiences with Internet technology versus traditional methods to teach those reading skills necessary for students to derive meaning from the material taught. A criterion sample of 30 middle school teachers who were certified in their content areas and who had incorporated literacy into instruction participated in semistructured interviews. Data were coded and organized by themes, which included comfort with the Internet, level of usage, and the need for professional development. Findings revealed that teachers often used Internet technology to address reading skills; however, they were not aware they needed to teach students how to evaluate sources of online information. Participants requested ongoing professional development in reading and on methods to critically evaluate information in a digital world. The findings from this study can be utilized by educators to provide professional development and to design lessons that will focus on these learning gaps, thereby deepening students' literacy and critical thinking skills and thus enacting positive social change for students.

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Prinsloo, Clive Peter. „An analysis of primary school teachers' perceptions of appropriate leadership styles for principals : a case study of schools in the Cape Peninsula and surrounding areas“. Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17455.

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Includes bibliography.
School effectiveness is a multi-faceted concept. One of the important factors leading to school effectiveness is the type of leadership provided by the principal. Through his/her leadership, the principal must create the conditions under which the staff can function optimally in pursuit of the educational goals of the institution. A very important means of creating these conditions is for the principal to try to match his/her leadership style with the expectations of his/her staff. Failure to do so may lead to frustration and consequently to conditions not conducive to education. The only way for this match to take place is to know what teachers perceive as appropriate leadership styles and under which conditions these will be appropriate. Although much research has been done on effective leadership and leadership styles, they remain very complex issues. Research outside the sphere of educational management coupled with institutionally based research will provide us with a source of information rich enough to try to unravel the complexities of effective leadership. This survey must also be seen in that context.

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Hackney, Sarah Webb. „The effects of adult interaction on toddler behavior in the classroom“. [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0324103-200340/unrestricted/HackneyS04152003f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0324103-200340. Includes bibliographical references. Also available via Internet at the UMI web site.

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Havel, Peter Donald. „A change management perspective of the adoption and implementation of an across the curriculum literacy innovation“. Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16287.

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This thesis describes a longitudinal case study conducted in a secondary high school in the North West of Western Australia that was implementing an across the curriculum literacy strategy called Effective Reading in the Content Areas (ERICA). The study was conducted from an educational change management perspective where the adoption and implementation of ERICA was viewed against an educational change management framework. The impact of the adoption and implementation of ERICA on the teaching staff and student writing competence was investigated. The study has demonstrated that an educational change management framework is a useful tool for making the decision to adopt an innovation and for guiding the subsequent implementation. In addition, the study has highlighted the need to plan appropriately using tried and effective planning cycles and to recognize that the outcomes of any implementation of an innovation are unpredictable because of the complex interaction of change principles. Furthermore, the study has highlighted the complexity of the task of trying to improve student writing competence. Much effort was expended with little resultant improvement in student writing competence. This outcome can be rationalized, but considerable change is required in the way in which a traditional school operates before significant improvements in student writing competence will be seen.

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Carpenter, Christopher W. „Perspective Differences of Teacher Leadership in Teacher Education Undergraduate Curriculum: A Comparative Analysis of Pre-Service Physical Education Majors and Other Content Areas“. Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239340166.

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Thesis (M.S.)--University of Akron, Dept. of Sport Science and Wellness Education-Physical Education, 2009.
"May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Sean Cai; Co-Advisors, Sharon Kruse, Alan Kornspan; Department Chair, Victor Pinheiro; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Smith, Angelina. „An external evaluation of the effectiveness of the Souns-for-literarcy program in the Knysna and Plettenberg Bay areas“. Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11157.

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The primary objective of this study was to evaluate the effectiveness of the Souns-for-Literacy program in selected Knysna and Plettenberg Bay pre-schools. This included investigating if there were significant benefits for its recipients and recommending improvements that could be made to the program, particularly in adapting it to fit the South African context. The program claims to build letter-sound associations. In response to evidence gained in the biannual surveys done by KET, it was decided that the program warranted a more formal evaluation. It was later agreed that the evaluation should i) critically examine claims about the effectiveness of the program; ii) analyse the relative value of factors contributing to its effectiveness, such as teachers, implementation practices and the program’s material and methodology, then iii) recommend improvements that cauld be made to the program. The evaluation should also identify insights gained in developing reading skills in pre-school children, specifically in South Africa’s multicultural and multilingual contexts. The total number of schools investigated was 25 (21 pre-schools and 4 primary schools for follow-up purposes). The data collection was primarily through i) interviews with program personnel (mentors, facilitators, teachers and volunteers), ii) observations of the children interacting with the equipment of the program as well as iii) individual, informal and age-appropriate testing of letter-sound association knowledge at the end of the academic year. The findings revealed that: i) the program’s materials and methodology showed ‘highly significant’ benefits to most of its beneficiaries; ii) KET’s support system (including mentors, facilitators and volunteers) was particularly valuable in contributing to the program’s effectiveness; iii) certain adaptations to the sequence of symbol presentation for each language would benefit the children’s word-building capacity; iv)the emergent literacy skill of learning letter-sound knowledge should gain more focus during this pre-school stage.

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Araujo, Thaise Vieira de. „Educação infantil do campo e gestores educacionais“. Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-20042015-105456/.

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O objetivo geral do estudo foi compreender as significações dos gestores educacionais sobre o atendimento às crianças do campo na educação infantil. Buscou-se ainda compreender: como municípios da mesorregião de Ribeirão Preto (SP) ofertam a educação infantil às crianças de 0 a 5 anos moradoras em área rural; como gestores educacionais organizam e significam o atendimento às crianças do campo na educação infantil. O estudo teve uma abordagem quantitativa e qualitativa. Os dados quantitativos foram levantados por meio de questionários respondidos por 18 secretarias de educação de municípios da mesorregião de Ribeirão Preto. As informações qualitativas foram levantadas por meio de observação em 4 pré-escolas localizadas no campo e de entrevistas com gestores de um município da mesorregião de Ribeirão Preto, escolhido como foco da pesquisa. Participaram 6 gestores: 1 secretária de educação, 1 coordenadora municipal de educação infantil, 2 diretoras escolares e 2 coordenadoras pedagógicas das pré-escolas no campo. O material empírico foi categorizado e analisado de acordo com a perspectiva teórico metodológica da Rede de Significações. Os resultados advindos dos questionários indicam que: a quase totalidade dos municípios oferta educação infantil para as crianças em área rural; a oferta é prioritária para crianças de 4 e 5 anos de idade, ou seja, na pré-escola; quando ofertado, o atendimento das crianças de 0 a 3 anos do campo ocorre somente em creche localizada em área urbana; a oferta de pré-escola ocorre preferencialmente em área urbana; os municípios alegam possuir proposta pedagógica, mas não a fundamentam em legislações relativas à educação do campo; existe investimento em formação continuada, mas poucos municípios oferecem formação específica; parte das escolas de educação infantil localizadas no campo não possuem autonomia administrativa; investimento em transporte escolar da criança para a área urbana em detrimento de investimento em atendimento na própria área rural; os municípios disponibilizam transporte público, mas ainda alguns não possuem a figura de um monitor para acompanhar as crianças no trajeto entre escola e a casa. A pesquisa qualitativa revela que o município investigado realiza atendimento prioritário da criança do campo de 4 a 5 anos, em pré-escola localizada em área rural. As gestoras apresentam significações que transitam entre a preocupação em manter aspectos gerais da educação infantil para todas as crianças e a busca por adaptações de aspectos específicos da educação infantil para as crianças de área rural. As participantes tomam a valorização da cultura do campo como norteadora das práticas específicas nas pré-escolas no campo. Apontam para a necessidade de reestruturação na gestão escolar no município, que vincula as pré-escolas no campo à escolas de educação infantil localizadas na cidade. A indicação política para cargo de diretor escolar é significada como negativa pelas diretoras escolares e necessária para a secretaria de educação. O envolvimento do prefeito é destaque na educação infantil para as crianças em área rural e reflete nas possibilidades de gestão.
This study mainly aimed at understanding the meanings from educational managers on the support for children from rural areas in preschool education. The study as well intended to comprehend: how townships from the mesoregion of Ribeirão Preto offer preschool education to 0 to 5 year-old children who live in rural areas; how educational managers organize and signify the support for children from rural areas in preschool education. The study was carried out having a qualitative and quantitative approach. Quantitative data were obtained through questionnaires filled out by 18 educational secretaries within the mesoregion of Ribeirão Pretos townships. Qualitative data were obtained through observation of 4 preschools in rural area and through interviews with managers from one township within the mesoregion of Ribeirão Preto, chosen as the research focus. The participants were 6 managers: 1 preschool secretary, 1 city preschool coordinator, 2 school principals and 2 city preschool coordinator in rural area. Empirical material was categorized and analyzed according to the methodological-theoretical perspective of the Network of Meaning. Results from the questionnaires indicate that: almost all townships offer preschool to children from rural areas; offer is mainly for 4 to 5 year-old children; when offered the services for 0 to 3 year-old children from rural areas only occur in kindergartens set in urban places; preschool offer is preferably in urban area; townships allege to have a pedagogical proposal, however it has not been based on legislations concerning education in rural areas; there is investment for continuing education, however only a few townships offer specific degree; some preschools in rural areas have no managerial autonomy; investment in transportation for children to commute from urban to rural areas in detriment of investment to support the rural area itself; townships offer public transportation, however some still do not have someone to monitor the children from school home and from home to school. The qualitative research reveals the investigated township performs prioritize support for 4 to 5 year-old children from rural areas, in preschools located in rural areas. Managers presented meanings that go from worry in keeping general aspects of preschool for all children until the pursuit to adapt specific aspects of preschool for children in rural areas. Participants believe the valorization of rural area culture is the clue for preschools in rural areas to have specific practices. Managers claim for the restructuring of municipal school management, which links preschools in rural areas to preschools in urban areas. School directors mean the position of school principal being indicated politically as negative, although necessary for the Education Secretariat. The involvement of the mayor is a main point in preschool for children in rural areas, and reflects management possibilities.

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Whiting, Ross. „Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas“. Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390560.

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Urban Education
Ph.D.
This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology.
Temple University--Theses

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Bickmore, Ronda L. „Spanish-speaking Parents' Negotiation of Language and Culture with their Children's Schools“. DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1510.

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Latinos are now the largest public school minority population in the U.S. Because of a shift in the states, cities, and counties where Latinos are choosing to live, many schools that did not previously serve substantial numbers of Latinos are doing so now. Additionally, many of the Latinos in these new settlement areas are recent immigrants who speak little or no English. This qualitative study examined how immigrant Latino parents who speak little or no English supported their children in the English-speaking school system of the U.S. It specifically examined how 12 Spanish-speaking parents negotiated language and culture with their children's school in a new settlement area in the state of Utah. From the interviews I conducted with the Latino parents and school staff members, along with school observations and the collection of other data such as forms and notices, I examined how the parents negotiated language and culture with the school. I then analyzed the themes that emerged from this collection of data using a theoretical framework consisting of postcolonial theory, social and cultural capital, and the concept of social discourses. Major themes that emerged included the concern the parents had for their children's education, the parents' limited participation in the school discourse, children serving as language brokers, the maintenance and growth of their children's heritage language, the hegemony of the English language, and issues involving social and cultural capital, linking capital, and racism. Recommendations include assuring availability of interpreters, increasing bridging and linking capital, supporting children's heritage language, and being culturally sensitive and proactive to reduce racism. Hopefully, this research will add to the literature that will help educators better serve the growing Latino school population.

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Lindberg, Jonas. „Education for all in times of global transformations : aspirations and opportunities of poor families in marginal areas of Sri Lanka /“. Göteborg : Göteborg University, School of Business, Economics and Law, 2005. http://www.loc.gov/catdir/toc/fy0706/2006411345.html.

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Ter, Horst Aukje. „An identification and analysis of the socio-economic challenges children from rural areas face in the pré-university cycle in the Mocuba District, Zambézia Province, Mozambique“. Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11216.

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Includes bibliographical references.
The weak performing Mozambican education system has gone through significant changes since independence in 1975. The Government’s main focus has been on increasing access and equity to overcome the high dropout rates, high grade repetition, high pupil-teacher ratios and the low number of qualified teachers. Despite this focus, access remains a large problem for the people of Mozambique. It is particularly so, as this interpretive case study research revealed, for learners from rural areas. The primary purpose of this research, therefore, was to outline the challenges learners from rural areas face in accessing what has been described as the ESG2 (Escola Secundária geral do Segunda Grãu) cycle. This research focussed on a specific school within the Zambézia province.

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Roberts, Jennifer Kessa. „Alignment of Ohio's College Credit Plus Policy with Barriers to and Supports for College Enrollment of High School Students in High-Poverty Rural Areas“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555571977938049.

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Ziskovsky, Lorraine. „Attempts to improve the teaching of English by Black teachers in selected areas of the Eastern Cape and the Transkei, through educational workshops and resource materials“. Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003060.

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This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.

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Stretton, Natasha Anne. „The political economy of educational provision in "white" commercial farming areas: findings from a case study conducted in the Ugie district in the north eastern Cape“. Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003043.

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The under-provision of education for black South Africans has reached crisis proportions. While the education for black people in general is discriminatory and unequal, black rural people suffer further deprivations as there is a serious imbalance in the allocation of resources and the provision of education between urban and rural areas. Black education in the rural areas has been historically neglected for political and socio-economic reasons and, as a consequence, rural blacks have limited or no access to education. The purpose of this' study is to examine an aspect of rural education; viz: black farm schools in the 'white' commercial farming areas. It is argued that the provision of farm schools is intricately linked to the labour requirements of farmers and consequently farm schools cannot be understood independently from the social relations within commercial farming areas. The impact of local decision-making on the process of farm schooling is also significant and is an important aspect of this study. This thesis explores the political and socio-economic processes that have structured the provision of education within a small farming community, looking specifically at the effects of particular interest groups on the provision of black farm schools. The study operates on three levels. The first level provides a theoretical framework within which rural education can be better understood. It is argued that the bias towards urban areas is reflected in the current theoretical debates on the role and function of education ·in South Africa. As these theories are generally incapable of explaining rural education, an alternative model is proposed. As education cannot be understood in isolation from the rest of society, the second level of the study locates farm schooling within the broader political and socio-economic systems. This is done from two perspectives. The first perspective focuses on black education in general, tracing aspects of its development and highlighting the impact .of economic interests, white political control and black resistances to this development. The neglect of rural education is also contextualised historically and politically. The second perspective looks at rural education at a macro-level. The historical origins of the farm schools system and the effects of the relationship between agricultural capital and the state, and between farmers and farm workers on the process of farm schooling is examined. The final level of the study focuses on the micro-situation and provides an in-depth analysis of the political and socio-economic dynamics which have impacted upon the provision and process of farm schools within a specific farming community. In an attempt to understand the types of issues effecting farm schooling in this area, the attitudes of farmers, farm workers, farm- children and farm school teachers towards education are investigated. Four main issues were identified and are discussed in depth, viz: I) factors effecting the provision of black farm schools; 2) the relationship between education and the economic structure of the area; 3) the value of education; and 4) socio-economic factors effecting education in the area.

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Åkerblom, Petter. „Lära av trädgård : pedagogiska, historiska och kommunikativa förutsättningar för skolträdgårdsverksamhet /“. Uppsala : Department of Landscape Planning Alnarp, Swedish University of Agricultural Sciences, 2005. http://epsilon.slu.se/200577.pdf.

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Williams-Collins, LaTanya. „Teachers’ Perceptions and Strategies Implementing the Alabama Reading Initiative to Teach Literacy“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7773.

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A report from a 2015 descriptive study of the Alabama Reading Initiative (ARI) showed that 85% of the participants who were trained in strategies to address students’ reading difficulties in high school were not implementing them. Teachers’ implementation of ARI was the focus of this study. Pragmatism was the epistemological framework of the study, and Roger’s diffusion of innovation theory was the conceptual framework used to support the study. The purpose and corresponding research questions examined the extent of ARI implementation, reasons for not implementing those strategies, and ideas for future professional development in ARI. Six content-area teachers who taught Grade 9 participated in the study. A basic qualitative study was used to address research questions through individual interviews. Inductive and deductive coding was used to analyze data and identify themes. The results indicated that content area teachers who teach science and social studies implemented ARI strategies in their content to teach literacy. Math teachers did not implement ARI, citing time and a mismatch of ARI strategies with math content and ARI strategies. Strategies suggested to implement ARI were time with the literacy coach, embedded professional development, and collaboration among teachers. The results were used to create a 3-day teacher training project, which included these strategies. Results and project implementation can help administrators and teachers understand how to better implement school-wide reading initiatives in secondary schools, creating positive social change.

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Kiviloog, Liisa. „Interacting with EDIT. A Qualitative Study on, and a Re-design of, an Educational Technology System“. Thesis, Linköping University, Department of Computer and Information Science, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1469.

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This thesis aimed to study the interaction between an educational technology system and its users and give suggestions for design improvements. The technology system is called EDIT (Educational Development through Information Technology) and has been developed and applied at Linköping University’s Faculty of Health Science. EDIT supports Problem Based Learning and enables scenarios to be presented through the World Wide Web.

The study was divided into two parts. The first part consisted of a qualitative study with the objective to describe the interaction between the students and EDIT. Students from the faculty’s medical-, nursing- and social care programs were interviewed and observed using the system. The study showed that EDIT was not fully designed to support multiple user interaction. EDIT could only be operated by one user at a time which in turn resulted in an interaction reliant on the operators technical knowledge and ability to handle the system. The second part consisted of a redesign of EDIT. The design goal was to create a groupware that could be operated by multiple users. The design solutions were presented as lofi prototypes to three EDIT users. The users approved of the ideas but stressed the danger of using too advanced and unfamiliar technology.

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Pekarchik, Karin. „RIDING THROUGH LIFE: A LIFESPAN STUDY OF THE ATTITUDES, BEHAVIORS, AND AREAS OF EDUCATIONAL OPPORTUNITY FOR FEMALE EQUESTRIANS TOWARD BRA USE AND HEALTH OUTCOMES WHEN ENGAGED IN EQUESTRIAN SPORTS“. UKnowledge, 2017. http://uknowledge.uky.edu/cld_etds/39.

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Equestrian sport is a popular exercise choice for females of all ages, although the links between this exercise choice, health outcomes, and risk to health have not been thoroughly examined. These issues are of particular interest because the female equestrian has the opportunity to ride and/or compete for decades, from early to very late in life, covering almost the full sequence of the female lifespan. Equestrian sports provide physical activity through riding and caring for the horse, and promote positive mental outcomes through tangible practices, such as engaging in physical activity and hard work, goal-setting, acquisition of skills, and participation in a strong community of practice. Equestrianism is an under-researched activity and sport, but increased understanding of female equestrian health and wellness outcomes may contribute to better health and wellness outcomes for female riders. Since equestrian sports participants are predominantly female, with 74% to 80% of the riding population being women, it is important to understand and potentially improve the health and wellness of female riders. This improved understanding may provide their riding careers with increased longevity, comfort, and healthy. It may allow them to enjoy the sport, whatever their age, minimizing or preventing any health issues. A deeper understanding of mental and physical changes from riding will educate and empower women so they are making informed decisions as they ride, talk to their coaches and doctors, and invest in equipment ranging from sport-specific bras to saddles. Manufacturers may also become aware of the potential opportunity to market female-focused products to this community of practice, which has a demonstrated commitment to the horse and accompanying expenditures. Most research is centered on the horse or major equestrian injuries (death, concussion, bone breakage), but it is hypothesized that having an increased understanding of other health issues, ranging from breast, bladder, and groin health to bone density, weight, and body image, may be of great value. The following master’s thesis will review the current literature related to female health as it relates to equestrian sports; report results of a research survey conducted about female equestrian health and wellness, with a focus on breast health and bra use; discuss the survey results; and make recommendations for future research in this area.

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Ford, Jeremy W. „Statement verification for science : examining technical adequacy of alternate forms for screening decisions“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1598.

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The Rising Above the Gathering Storm report (National Academy of Sciences, 2007) emphasizes a need for improved science education in United States schools. Instruction, informed by assessment, has been repeatedly demonstrated to be effective for increasing students' performance. In particular, the use of curriculum-based measurement (CBM) to assist with making screening decisions has been shown to increase the likeliness of students meeting meaningful outcomes. While CBM tools for assisting with making screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool, Statement Verification for Science (SV-S), for assisting with making screening decisions regarding students' science content knowledge is examined for technical adequacy. A total of 1,545 students across Grades 7 (N = 799) and 8 (N = 746) completed Forms A and B of SV-S the week prior to, and within two weeks after, a statewide high-stakes test of accountability including Science, Reading, and Mathematics. Obtained data were used in order to examine internal consistency, test-retest with alternate forms reliability, and evidence of criterion- and construct-related validity. Promising results were found for reliability, in particular internal consistency, while results related to evidence of criterion- and construct-related validity were less than desired. Such results, along with additional exploratory analyses, provide support for future research of SV-S as a CBM tool to assist teachers and other educators with making screening decisions.

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Stilp, Curt Carlton. „Rural Interprofessional Health Care Education: a Study of Student Perspectives“. PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3624.

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As the cost for health care delivery increases, so does the demand for access to care. However, individuals in a rural community often do not have access to the care they need. Shortages of rural health care professionals are an ever-increasing problem. The Affordable Care Act of 2010 sought to increase health care access by focusing on team-based care delivery. Thus, the need to educate health care students in the fundamentals of team-based practice has led to an increased emphasis on Interprofessional Education (IPE). While past research focused on urban IPE, a literature gap exists for the effects of a rural team-based educational experience on practice location decisions. This study examined how rural IPE influenced health profession students' perspectives of what it means to be a member of a rural health care team and explored what factors go into making decisions of where to live and provide care. Motivational Theory provided the framework for a mixed methods approach with data from student reflective journaling and a post-experience Q sort. Analysis yielded important understandings about the impact of rural IPE. Accordingly, having a rural IPE experience provided positive motivation for returning after graduation. Further, the time spent in rural IPE generated understandings of what it means to live and provide care to a rural community. One important new discovery gained is the clinical setting is not where most IPE took place. As a result, social interactions with fellow students and community members achieved the goals of rural IPE. Despite these influential findings, noted barriers to genuine rural IPE persisted. In the end, students, educators, and rural health care professionals need to be aware of the multiple factors that guide decisions of where to live and provide care.

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Nilsson, Andrea. „Pedagogers anställningsbarhet : En narrativ studie av Värmländska industriföretags syn på pedagogik“. Thesis, Karlstad University, Karlstad University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1508.

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Följande studie syftar till att undersöka hur industriföretag på den värmländska glesbygden uppfattar pedagogikämnet vid Karlstads universitet. Studien har en tydlig inriktning mot arbetslivspedagogik, och det är framförallt arbetspedagogiska teorier som utgör studiens teoretiska grund.

Studien bygger på intervjuer med representanter från fem värmländska industriföretag.

Dessa intervjuer har sedan analyserats med avseende på respondenternas berättelser och de uttalande som kan kopplas till ämnet pedagogik, vilket är brukligt vid användandet av narrativ metod och analys.

Resultatet visar att de värmländska industriföretagen har behov av pedagogisk kunskap, men att de föredrar att anlita konsulter framför att ha någon anställd som arbetar med dessa frågor.

This study aims to investigate how industrial companies, situated in the sparsely populated areas of Värmland, understand the subject pedagogy at Karlstad University. The study focuses on educational science in working life.

The study is based on interviews with representatives from five industrial companies in Värmland. The interviews were analysed according to the respondents’ stories and statements which were referable to the subject pedagogy. This approach is customary when using narrative method and analysis.

The result shows that the industrial companies in Värmland have a need of educational knowledge, but that they prefer to engage consultants prior to employing someone to work continuously with these issues.

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Kohlhepp, Beverly Mary. „National legislation and educational provision for children with special needs : a comparative study of the impact of legislation on primary schools in selected rural areas of England and the United States through 1985“. Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384978.

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Sobers, Shawn Naphtali. „Beyond project : an ethnographic study : according to facilitators, participators and trainees of community media educational activity, what are the prime motivations of involvement, and what impacts and areas of sustainability result from the sector's insta“. Thesis, University of the West of England, Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525210.

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Snow, Jessica. „Content area comprehension : best practice strategies /“. Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_snow_conte.pdf.

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Iared, Valéria Ghisloti. „Concepções de educação ambiental e perspectivas pedagógicas de professoras do ensino fundamental e as potencialidades do Pólo Ecológico de São Carlos (SP)“. Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/1995.

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Made available in DSpace on 2016-06-02T19:31:51Z (GMT). No. of bitstreams: 1 3041.pdf: 1763061 bytes, checksum: 4532c93bba50df0ccfddcb6084945bc3 (MD5) Previous issue date: 2010-05-06
Financiadora de Estudos e Projetos
Since 1970´s, in Brazil, a series of educational proposals have incorporated activities related to environmental issues among then outdoor activities in natural spaces. However, we consider that most of those activities don´t take full advantage of its educational potential, both in order to explore all the contributions that the ecology field can offer, or to work with social mobilization and the formation of values. Moreover, it is relevant to identify how primary school teachers deal with three spheres of the educational practice (knowledge, ethical and aesthetics values, and participation) that we consider inseparable in an effective environmental education work. To investigate if the units of the São Carlos Ecological Pole (Pólo Ecológico de São Carlos) are educating spaces that contribute to the understanding of the complexity of environmental issues, and stimulate a sense of belonging and social responsibility, we interviewed primary school teachers who had accompanied visits to these places, people who are involved or have been involved with environmental education (EE) in these spaces, and followed guided tours in all units of the Ecological Pole. To present the results, we chose to discuss them in two stages: Moment I: analysis of all collected material trying to define what each unit of the Ecological Pole can offer, based on 21 listed parameters that are consistent with a critical perspective of EE and Moment II: an analysis of teachers´ interviews aiming to relate the different trends in environmental education conception and educational perspective. Regarding the Moment I, we have identified that the activities of EE in the Pole units can address issues that contemplate the three dimensions of educational practice. This brings up the idea that the issues involve more than one subject, which is consistent with our view that it is up to the EE to unveil the complexity of environmental issues. When we look at each site independent of each other, we realize that many parameters are not dealt with, but when considering the sum of these parameters, we observe that all are identified. This shows the importance of an EE that is permanent and continuous inter and transdisciplinary, requiring partnerships between multiple instances to be viable. The connectivity between the Pole units in a coordinated action would increase each unit´s actions. Therefore, we reinforce the idea that the integration of these units would yield a more thorough EE work. There are certain parameters that are still not addressed frequently. Thus, we envisage a permanent and articulated EE so that other issues, on occasions other than during these visits, can be discussed and reflected upon. For the Moment II analisys, we considered three perspectives of educational trends and three EE conceptual tendencies. We noticed the coexistence of several trends in the same speech, which indicates that the school is reflective and reflects the transition of paradigms through which society in general is going through, and hence the knowledge production in the EE field. From this evidence, we believe that the institutionalization of EE among different groups and social sectors can make the challenge of greening a less arduous task for the school. We identified that the EE actions, both at school and in field activities, do not incorporate all the points that deserve to be addressed in regard to the complexity of environmental issues. The results of this research show how an cross, permanent and continuous EE is a decisive factor for the realization of its principles and objectives.
No Brasil, a partir década de 1970, uma série de propostas educativas tem incorporado atividades relacionadas com a temática ambiental - dentre elas as atividades ao ar livre em áreas verdes. No entanto, consideramos que a maioria das atividades nessas áreas não aproveitam todo o potencial educativo, tanto no sentido de explorar toda a contribuição que a ecologia pode oferecer, como de trabalhar a formação de valores e a mobilização social. Além disso, é relevante identificar como educadores(as) do ensino básico lidam com três esferas da prática educativa (conhecimentos, valores éticos e estéticos e participação) que consideramos indissociáveis em um trabalho efetivo de educação ambiental. Com o intuito de investigar se as unidades do Pólo Ecológico de São Carlos são espaços educadores que contribuem para a compreensão da complexidade da questão ambiental, e que estimulam o sentido de pertencimento e de responsabilidade social, entrevistamos professoras do ensino fundamental que haviam acompanhado visitas a esses locais, pessoas que estão envolvidas ou já estiveram envolvidas com atividades de educação ambiental (EA) nesses espaços, e acompanhamos visitas guiadas em todas as unidades do Pólo Ecológico. Para apresentação dos resultados, optamos por discuti-los em dois momentos: Momento I: análise de todo material, procurando definir o que cada unidade do Pólo Ecológico pode oferecer segundo 21 parâmetros elencados, que estão de acordo com uma perspectiva crítica de EA e Momento II: análise das entrevistas das professoras, objetivando relacionar as diferentes tendências da concepção de educação ambiental e perspectiva pedagógica. Em relação ao Momento I, identificamos que as atividades de EA nas unidades do Pólo podem abordar assuntos que perpassem pelas três dimensões da prática educativa. Isso traz a idéia de que os assuntos envolvem mais de uma questão, o que condiz com a nossa perspectiva de que cabe à EA desvelar a complexidade da questão ambiental. Quando olhamos para cada local independente do outro, percebemos que muitos parâmetros não são trabalhados, mas ao analisar a somatória desses parâmetros, observamos que todos são identificados. Isso mostra a importância de uma EA permanente e contínua, inter e transdisciplinar, que exige parcerias entre várias instâncias para ser viabilizada. A conectividade entre as unidades do Pólo em uma ação coordenada potencializaria a ação de cada uma. Por isso, reforçamos a idéia de que a integração dessas unidades constituiria um trabalho mais completo de EA. Existem certos parâmetros que ainda assim não são abordados com frequência. Desse modo, vislumbramos uma EA permanente e articulada para que outras questões, em outras oportunidades que não sejam durante essas visitas, tenham espaço para serem discutidas e refletidas. Para a análise do Momento II, consideramos três tendências de perspectivas pedagógicas e três tendências de concepção de EA. Percebemos a coexistência de várias tendências no mesmo discurso o que nos indica que a escola é reflexo e reflete a transição de paradigmas pela qual passa a sociedade e, consequentemente, a produção de conhecimento no campo de EA. A partir dessa constatação, nossa aposta é de que a institucionalização da EA entre diferentes públicos e setores sociais pode tornar o desafio da ambientalização uma tarefa menos árdua para a escola. Identificamos que as ações de EA, tanto na escola como nas atividades de campo, não incorporam todos os pontos que merecem ser abordados para contemplar a complexidade da questão ambiental. Os resultados dessa investigação mostram o quanto uma EA transversal, permanente e contínua é fator decisivo para a efetivação dos seus princípios e objetivos.

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Dissertationen zum Thema „Educational areas“

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