Dissertations / Theses: 'CEO Education'

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Cobley, Ronald S. "A comparative investigation into the issues affecting IT directors in UK higher education." Thesis, Brunel University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340729.

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Turkington, Mark. "The Catholic Education Office (CEO) as a learning organization and its perceived impact on standards." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/1deb431d2a4cb2ef985280087019cd4e2ee7efaca501bbdff709b069008c25fd/2415635/65120_downloaded_stream_345.pdf.

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The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: 'Systemic Thinking and Mental Models', 'Continuous Improvement of Work', 'Taking Initiatives and Risks', 'Ongoing Professional Development', 'Trusting and Collaborative Climate', 'Shared and Monitored Vision/Mission', 'Effective Communication Channels' and 'Team Work and Team Learning'. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in 'Continuous Improvement of Work', 'Systemic Thinking and Mental Models' and 'Shared and Monitored Vision/Mission'. The weakest characteristic was 'Taking Initiatives and Risks'. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.

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Turkington, Mark, and res cand@acu edu au. "The Catholic Education Office (CEO) Sydney as a Learning Organization and its Perceived Impact on Standards." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp57.29082005.

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The Catholic Education Office (CEO) Sydney is a large non-government education authority which administers the systemic, Catholic schools of the Archdiocese of Sydney, Australia. The system consists of 148 primary and secondary schools with an enrolment of some 62,000 students. The major research question was: What characteristics of a learning organization can be identified in the Catholic Education Office (CEO) Sydney and are these perceived to raise standards in systemic schools of the Archdiocese of Sydney? Like all western education systems the CEO Sydney is immersed in constant change and is expected to account for improving educational standards within the system. The learning organization with its emphasis on adaptability and continuous improvement was considered an appropriate framework within which to conduct this research. The study consisted of two main parts the first investigated the CEO Sydney as a learning organization using a survey questionnaire distributed, using a dedicated web site, to a sample of primary and secondary principals in the system and a smaller number of senior CEO Sydney personnel. The response rate was 91%. This was complemented by examination of relevant CEO Sydney documentation and policies. The definition of the learning organization adopted for the study consisted of eight characteristics each of which formed a scale in the questionnaire. The eight characteristics adopted were: ‘Systemic Thinking and Mental Models’, ‘Continuous Improvement of Work’, ‘Taking Initiatives and Risks’, ‘Ongoing Professional Development’, ‘Trusting and Collaborative Climate’, ‘Shared and Monitored Vision/Mission’, ‘Effective Communication Channels’ and ‘Team Work and Team Learning’. This part of the study was essentially a quantitative one, with the data subjected to descriptive, statistical analysis complemented by some clarifying and contextualising qualitative data. The second part of the study investigated the perceived relationship between the CEO Sydney and its learning organization characteristics and the standards in three curriculum outcome areas (religious education, literacy and numeracy). This part of the study was also quantitative using descriptive statistics complemented by Pearson correlation, multiple regression and canonical correlational analyses. Once again some relevant contextualising qualitative data was gathered. Five demographic groups (gender, role, region (principals only), years of experience as a principal and age) were examined to see if there were any differences in the extent to which the various learning organization characteristics and curriculum outcomes were identified by each group. The results of this study indicated that the CEO Sydney exhibited many of the characteristics of a learning organization with particular strengths in ‘Continuous Improvement of Work’, ‘Systemic Thinking and Mental Models’ and ‘Shared and Monitored Vision/Mission’. The weakest characteristic was ‘Taking Initiatives and Risks’. Demographic group analysis of this data revealed that there were no statistically significant differences in the responses of the different demographic groups. The results also indicated that there were correlations between the CEO Sydney as a learning organization and raising standards particularly in religious education and literacy and less so in numeracy. Finally, the study made a number of recommendations for the further development of the CEO Sydney as a learning organization and ways that it can further raise standards in the schools of the system.

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Lemon, Tate Courtney. "“IT DIDN’T MATTER THAT I HAD NO ONE TO ASK, I KNEW THE BEST ANSWER” THE CHARTER SCHOOL CEO: LONELY, OVERCONFIDENT, AND UNDERPREPARED." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/590147.

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Educational Leadership
Ed.D.
The advent of charter schools has been one of the biggest reform initiatives in the history of schooling in the US: charters have significantly altered the landscape of many of our country’s largest public-school systems (Bracey, 2002; Hassel, 2009; Hill, 2006). Recent studies have examined a number of aspects of charter school leadership; however, there has been little research on charter school chief executive officers (CEO). The CEO is a relatively new role that oversees the entire charter school or network and is almost always independent of the principal. This mixed-methods study examined the organizational dynamics of Philadelphia Charter School CEOs by using a survey, personal interviews, and quantitative data analysis to obtain information regarding all CEOs of Philadelphia. Interviews were focused on the CEO job role and day-to-day duties, CEO successes and struggles, and what prior experiences prepared CEOs for this role. The quantitative findings show two correlations: suggesting that male CEOs and CEOs of stand-alone schools are in charge of schools with higher school performance. Five common themes emerged across CEOs during interviews: loneliness, overconfidence, under preparedness, non-traditional career path, and having a prior work experience in the field of education was crucial to success. Lastly, it was discovered that certifications and prior education experience were not commonplace for current CEOs, 19 of the 64 CEOs in this study did not have prior education experience.
Temple University--Theses

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Idobo, Michael, and res cand@acu edu au. "Quality Assurance Processes: The nature, outcomes and effectiveness of quality Assurance Processes of the Catholic Education Office, Sydney." Australian Catholic University. School of Educational Leadership, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp212.01092009.

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AIMS:The project examines the perceptions of significant stakeholders in the Catholic Education system concerning the nature, outcomes and effectiveness of the implementation of the Quality Assurance Processes developed by the Catholic Education Office (CEO), in the Archdiocese of Sydney. The study identifies factors that were assisting or hindering the effective implementation of these processes as they existed in 1996. It offers suggestions and recommendations for a future and more effective implementation of these processes. SCOPE This research is qualitative in nature, and uses interview as the main source of data collection. The Catholic schools selected for this study are those that have been involved in the implementation of the first Cycle of the Quality Assurance Processes of the CEO, Sydney. Care was taken to select two schools from each of the three Regions under which the Catholic schools in the Archdiocese of Sydney are presently organised. CONCLUSIONS The achievement and maintenance of quality outcomes has always been an integral part of Catholic Education. Through the brief historical background, this study has revealed that leaders in Catholic Education in Sydney have always sought to achieve and maintain quality outcomes since the establishment of the first schools, up until the implementation of the current quality assurance processes. This study found that the current form of Quality Assurance Processes is a most effective means of achieving and maintaining quality outcomes in the present-day Catholic education system. The Processes are professionally articulated in context with current practices, and have the potential to enhance accountability, credibility and development of both the personnel and the schools system. The implementation of the Quality Assurance Processes, to a great degree, has been effective and successful, the present study has shown that, stakeholders are becoming more and more aware of the actual nature and outcomes of these processes. The study also found great optimism among in the key player about the future of the Processes and has concluded that they well received and appreciated across the system. There were a few concerns about the clarity of aims and objectivity, the link between the different processes, and the apparently high and technical terms involved in naming/describing these Processes. The study has, therefore, concluded further that the Processes need streamlining, regular reviews and training programs to strengthen the practice and consolidate the gains and achievement. The implementation of Cycle 2 with appropriate modification is desirable.

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Carreira, Fernanda Cassab. "Formação de CEOs para a sustentabilidade: o papel das escolas de negócio." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/23929.

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Quando perguntamos aos/às CEOs qual o business case da sustentabilidade, a maior parte das respostas gira em torno de expressões como vantagem competitiva, oportunidades de negócios, redução de custos, gestão de risco e alinhamento a propósito. Nesses casos, reconhece-se que a formação para a sustentabilidade veio se dando de forma pouca estruturada, mais pela prática e com espaço para desenvolvimento. Porém, a partir das entrevistas realizadas para esse trabalho, pode-se constatar que nem todos/todas CEOs conseguem conectar sustentabilidade ao core business da empresa. Mas onde e como eles e elas poderiam se formar para a sustentabilidade? O presente trabalho buscou compreender se existe e, se sim, qual é o papel das Escolas de Negócio na formação de CEOs para a sustentabilidade, de maneira a identificar insights para que a FGV EAESP avance nesse tipo de formação. A revisão da literatura buscou i) compreender o conflito entre a formação executiva tradicional e a para a sustentabilidade e, ii) analisar a oferta do que existe hoje em educação executiva de CEOs para a sustentabilidade. Já a pesquisa empírica buscou criar, utilizando a Teoria Fundamentada em Dados, uma teoria a partir da voz de CEOs de qual seria o papel das Escolas de Negócio na formação de C-Level para a sustentabilidade. Os resultados do trabalho apontam que as Escolas de Negócio têm um papel essencial na formação de gestores/as para a sustentabilidade, principalmente nos primeiros estágios de suas carreiras, e que as instituições que avançarem nesse sentido estarão em vantagem competitiva devido à baixa oferta de cursos nesta linha. Quanto à formação para a sustentabilidade para CEOs, o espaço existe, desde que as Escolas ofereçam um formato que esteja adequado à realidade profissional do C-Level. Por fim, este trabalho traz contribuições para que as escolas repensem sua abordagem de ensino-aprendizagem. Utilizando o espelho como metáfora, se as escolas de negócio foram criadas como um reflexo do avanço do setor empresarial, as transformações pelas quais as empresas estão passando deveriam ser refletidas no ensino e na formação de gestores/as pelas Escolas.
When we ask CEOs about the sustainability business case, most answers revolve around expressions such as competitive advantage, business opportunity, cost reduction, risk management, and alignment on purpose. In these cases, it is recognized that education for sustainability came about in a little structured way, more with the practice and with space for development. However, from the interviews conducted for this work, it can be seen that not all CEOs can connect sustainability to the core business of the company. But where and how could they graduate for sustainability? The present work sought to understand if there is and, if so, what is the role of Business Schools in the formation of CEOs for sustainability, in order to identify insights for FGV EAESP to advance in this type of education. The literature review sought to (i) understand the conflict between traditional executive education and sustainability, and (ii) to analyze the supply of what exists today in CEOs executive education for sustainability. Empirical research has sought to create, using Grounded Theory, a theory based on the CEO voice of what the role of Business Schools in C-Level education for sustainability will be. The results of the study indicate that Business Schools play a key role in educating managers for sustainability, especially in the early stages of their careers, and that institutions that advance in this direction will be in a competitive advantage due to the low supply of courses in this line. As for education for sustainability for CEOs, space exists, as long as the Schools offer a format that is appropriate to the professional reality of the C-Level. Finally, this work contributes to schools rethinking their teaching-learning approach. Using the mirror as a metaphor, if business schools were created as a reflection of the advancement of the business sector, the transformations that business is going through should be reflected in the teaching and education of managers by the Schools.

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Marks, Lori J. "Meeting CEC and NCATE Teacher Education Standards with Limited Resources." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3567.

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Ofe, Hosea Ayaba. "Chief Executive Officer’s (CEO’s) Educational Background and Firm Performance : An empirical study on Manufacturing and IT listed firms in the Stockholm Stock Exchange." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet (USBE), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-53352.

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In this thesis I examine the impact of the educational background of Chief Executive Officers (CEOs) on firm performance of listed firms in the Stockholm stock exchange. This area of research is important given that researchers in the area of behavioral finance and in management argue that CEO characteristics such as educational orientation, age and functional background influence the way business problems are perceived and the decision making process. The numerous and growing challenges which businesses face, particularly in the area of operations,cost-cutting and production efficiency makes the need to examine how CEO educational background could be beneficial for firm performance very relevant. Particular attention is on listed firms in the manufacturing, oil and gas, energy sector characterized by low instability (turbulence) and the IT industry characterized by rapid growth and high turbulence. Educational background information for 100 CEOs is examined between 2008-2010. The information gathered from the annual reports of these companies, shows that the educational path way for most CEOs in these industries has been an engineering degree. The regression analysis on CEO educational background and firm performance show no significant relationship. More specifically the regression analysis show no support for the assertion that firms controlled by CEOs with an educational background in engineering have a firm performance advantage or outperformed firms controlled by CEOs with other backgrounds such as law ,marketing and finance. In addition, the finding shows no significant relationship between CEO educational level (undergraduate or postgraduate) and firm performance. The analysis thus showed no support for the claim that firms controlled by CEO with a higher level of education (postgraduate degree) had a superior firm performance over firms controlled by a CEO who had an undergraduate degree.

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Celik, Goknur. "University Continuing Education Units For Local Development: The Case Of Metu Cec." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608895/index.pdf.

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The aim of this thesis is to point out the critical position of University Continuing Education Units in the context of knowledge economy for their contribution to local development, and to analyse to what extent these units in the case of Turkey serve for this function. For this purpose, first, the nature of knowledge economy and transformations initiated in this process in labour markets and in nature of education are analysed. Next, new understanding of lifelong learning and restructuring process in universities, which are connected with transformation in these two fields, are discussed. Later, position of cities and importance of urban policy for local development within the context of knowledge economy is examined. Consequently, as a product of these intertwined transformations, it is revealed that University Continuing Education Units appear to be key actors for cities for their contribution to local development. Then, based on the facts developed in the theoretical arguments
data of University Continuing Education Units of Turkey and Middle East Technical University Continuing Education Center (METU CEC) scrutinised in order to reveal how far these units in Turkey serve for local development. Finally, findings and conclusions are summarised, and policy proposals are developed for University Continuing Education Units should follow in order to serve local development effectively.

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Nunes, Patrícia Matos Souza. "O processo educacional do cego em Aracaju (1950-1970)." Pós-Graduação em Educação, 2013. https://ri.ufs.br/handle/riufs/4921.

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Doing an analysis of the circumstance about the education of disabled person, we identify mechanisms of segregation and exclusion promoted by welfares and philanthropic politics. Before addition, the objective of this study is to understand how the educational process of blind in Aracaju started. As theoretical basis, this research is based in the assumptions of Cultural History because this perspective shows a preoccupation with anonymous populations, their modes of living, feeling and thinking. The sources used were Official Documents, Records, magazines, newspapers, laws, testimonials and other. These different registers were collected in file located in Aracaju and Rio de Janeiro. We have searched on the file of the Metropolitan Archdiocese of Aracaju, in the Historical and Geographic Institute, Epifânio Dórea Library in Aracaju; and in the file of the Benjamin Constant Institute, at Rio de Janeiro. The testimonials were collected through semi structured interview with the first teachers who worked with the blind education in Aracaju. The timeframe comprises the 50-70 decades in the twenty century, since this time was characterized by the beginning of the institution that provided education treatment to the disabled people. The first schools to blind were the Escola de Reabilitação dos Cegos de Aracaju, founded by the Bishop Dom Fernando Gomes and the Escola de Cegos Lyon s Club that worked at the Centro de Reabilitação Ninota Garcia . The main categories of analisys used were: scholar culture, scholar material culture, representation and appropriation. We hope, with this investigation, to identify elements of the education practices used with blind in Aracaju during 1950-1970.
Ao fazermos uma análise das circunstâncias que cercam a educação da pessoa com deficiência, identificam-se mecanismos de segregação e exclusão fomentados por políticas assistencialistas e filantrópicas. Diante disso, o presente estudo tem como objetivo compreender como se deu o processo educacional do cego em Aracaju. Como base teóricometodológica, a pesquisa se fundamenta nos pressupostos da História Cultural, uma vez que essa perspectiva apresenta uma preocupação com as massas anônimas, seus modos de viver, sentir e pensar. As fontes utilizadas foram: documentos oficiais, Atas, revistas, jornais legislação e depoimentos, dentre outros. Os diferentes registros citados foram coletados em arquivos localizados em Aracaju e no Rio de Janeiro. Pesquisamos no Arquivo da Arquidiocese Metropolitana de Aracaju, no Instituto Histórico e Geográfico de Sergipe, na Biblioteca Epifânio Dória, em Aracaju; e no Arquivo Instituto Benjamin Constant, no Rio de Janeiro. Os depoimentos foram coletados através de entrevistas semiestruturadas com as professoras pioneiras que atuaram na educação de cego em Aracaju. O marco temporal compreende as décadas de 1950, 1960 e 1970 do século XX, uma vez que este período foi marcado pelo surgimento das instituições que prestaram atendimento educacional à pessoa com deficiência visual. As primeiras escolas para os cegos foram a Escola de Reabilitação dos Cegos de Aracaju, fundada pelo Bispo Dom Fernando Gomes e a Escola de Cegos Lyon s Club que funcionou no Centro de Reabilitação Ninota Garcia. As principais categorias de análise utilizadas foram: cultura escolar, cultura material escolar, representação e apropriação. Espera-se, com esta investigação, elucidar elementos das práticas educativas utilizadas com os cegos em Aracaju, no período de 1950-1970.

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Peterson, Benjamin Charles. "Pathway: A Gateway to Global Church Education." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6105.

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Education and learning have ever been at the core of The Church of Jesus Christ of Latter-day Saints. Throughout its history that now extends nearly one hundred ninety years, the Church has made numerous attempts to provide educational opportunities for its members. Some attempts have failed, and others were met with some success—though limited, to be sure. In hindsight, most of these efforts were simply laying the foundation for something far greater. At the dawn of the twenty-first century, the groundwork for global Church education had been laid, and the seeds planted. Beginning with a pilot administered through BYU-Idaho, a program known as “Pathway” grew into a worldwide effort that is successfully providing educational opportunities to individuals distanced from such occasion. The Church-affiliated university also created a robust online program, that coupled with Pathway, was providing a largely affordable, yet high-quality education to Church members and even a few other individuals across the globe. Not without its barriers, Pathway and the BYU-Idaho online degree program worked to overcome legal and other limitations in order to create and expand a vigorous offering across cultures, time, and space. Recently, these programs have given root to what is now a global education initiative, collaborating a united effort from each institution affiliated with the Church Educational System.

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Silva, Heloísa da. "Centro de educação matemática (CEM) : fragmentos de identidade /." Rio Claro : [s.n.], 2006. http://hdl.handle.net/11449/102135.

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Orientador: Antonio Vicente Marafioti Garnica
Banca: Antonio Carlos Carrera de Souza
Banca: Antonio Miguel
Banca: Carlos Roberto Vianna
Banca: Marcelo Carbone Carneiro
Resumo: Esta pesquisa teve como objetivo analisar o processo de constituição da identidade do Centro de Educação Matemática (CEM), um grupo que atuou, sobretudo, nos anos de 1984 a 1997 na grande São Paulo e que se apresenta como equipe prestadora de serviços de assessoria e consultoria especializada em Educação Matemática a escolas, Diretorias de Ensino, Secretarias de Educação e instituições especializadas como a Coordenadoria de Estudos e Normas Pedagógicas CENP e a Fundação para o Desenvolvimento da Educação FDE da Secretaria de Educação do Estado de São Paulo. Nesta tese concebemos identidade como processos de produção de significados ou invenções, estas vistas como o avesso de origem, de expressões do real para atores pessoais, coletivos ou coisas, que se constituem em meio a discursos com base em um atributo cultural; ou, ainda, um conjunto de atributos culturais inter-relacionados que prevalecem sobre outras fontes de significado. Pautados nessa desconcepção de identidade, no desenvolvimento do trabalho nos dedicamos a constituir e apresentar diferentes processos de produção de significados para o CEM, ou seja, diferentes identidades desse grupo. Para tanto, constituímos e analisamos quinze depoimentos, registros textuais de fontes orais, dos quais dez são de integrantes desse grupo, e a partir desses registros foram constituídos alguns fragmentos. Como um segundo objetivo desta tese, buscamos constituir distintas teorizações da identidade do grupo pesquisado com vistas a apresentar distintos processos de produção de significados para este grupo a partir de um olhar externo a ele. Tais teorizações, apresentadas nos cinco dos seis últimos fragmentos, estiveram, respectivamente, fundamentadas em René Descartes (Fragmento XI); Émile Durkheim, George Herbert Mead, Peter Berger... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aimed at analyzing the constitution process of the identity of the Centro de Educação Matemática (CEM; in English, Centre for Mathematics Education), which was active particularly from 1984 to 1997, and mainly acting in the São Paulo metropolitan area. They presented themselves as a team specialized in support and consultancy on the field of mathematics education, for schools, government departments and other similar institutions. In this dissertation we conceptualize identity as processes of meaning production or inventions, understood as the opposite of origin, of expressions of the real for individual or collective actors, or things, that are constituted through discourses on the basis of a cultural attribute; or as a set of inter-related cultural attributes that prevail over other sources of meaning. Based on such des-conception of identity, throughout the development of this study we have constituted and presented different meaning production processes for the CEM, that is, different identities for the group. In order to do so, we produced and analyzed fifteen testimonials, ten of which are textual renderings of (faceto- face) interviews with CEM members; from these fragments were produced. Apart from that, and aiming at a second objective of the study, we attempted to constitute distinct theorizations of the identity of the CEM, in order to present distinct meaning production processes for the group, from viewpoints external to it. Those theorizations are presented on five of the last six fragments, and are supported on René Descartes (fragment XI), Émile Durkheim, George Herbert Mead, Peter Bergman & Thomas Luckman and, particularly, Norbert Elias (fragment XII), Etienne Wenger (fragment XIII) and Michel Foucault (fragment XIV). One of the suggestions produced in this study is that none of the particular identity fragments... (Complete abstract click eletronic address below)
Doutor

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Douab, Ouafâa. "Les négociations visant la mise en oeuvre de la Communauté économique de l'Afrique de l'Ouest (CEAO)." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5268.

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Silva, Heloísa da [UNESP]. "Centro de educação matemática (CEM): fragmentos de identidade." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/102135.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa teve como objetivo analisar o processo de constituição da identidade do Centro de Educação Matemática (CEM), um grupo que atuou, sobretudo, nos anos de 1984 a 1997 na grande São Paulo e que se apresenta como equipe prestadora de serviços de assessoria e consultoria especializada em Educação Matemática a escolas, Diretorias de Ensino, Secretarias de Educação e instituições especializadas como a Coordenadoria de Estudos e Normas Pedagógicas CENP e a Fundação para o Desenvolvimento da Educação FDE da Secretaria de Educação do Estado de São Paulo. Nesta tese concebemos identidade como processos de produção de significados ou invenções, estas vistas como o avesso de origem, de expressões do real para atores pessoais, coletivos ou coisas, que se constituem em meio a discursos com base em um atributo cultural; ou, ainda, um conjunto de atributos culturais inter-relacionados que prevalecem sobre outras fontes de significado. Pautados nessa desconcepção de identidade, no desenvolvimento do trabalho nos dedicamos a constituir e apresentar diferentes processos de produção de significados para o CEM, ou seja, diferentes identidades desse grupo. Para tanto, constituímos e analisamos quinze depoimentos, registros textuais de fontes orais, dos quais dez são de integrantes desse grupo, e a partir desses registros foram constituídos alguns fragmentos. Como um segundo objetivo desta tese, buscamos constituir distintas teorizações da identidade do grupo pesquisado com vistas a apresentar distintos processos de produção de significados para este grupo a partir de um olhar externo a ele. Tais teorizações, apresentadas nos cinco dos seis últimos fragmentos, estiveram, respectivamente, fundamentadas em René Descartes (Fragmento XI); Émile Durkheim, George Herbert Mead, Peter Berger...
This study aimed at analyzing the constitution process of the identity of the Centro de Educação Matemática (CEM; in English, Centre for Mathematics Education), which was active particularly from 1984 to 1997, and mainly acting in the São Paulo metropolitan area. They presented themselves as a team specialized in support and consultancy on the field of mathematics education, for schools, government departments and other similar institutions. In this dissertation we conceptualize identity as processes of meaning production or inventions, understood as the opposite of origin , of expressions of the real for individual or collective actors, or things, that are constituted through discourses on the basis of a cultural attribute; or as a set of inter-related cultural attributes that prevail over other sources of meaning. Based on such des-conception of identity , throughout the development of this study we have constituted and presented different meaning production processes for the CEM, that is, different identities for the group. In order to do so, we produced and analyzed fifteen testimonials, ten of which are textual renderings of (faceto- face) interviews with CEM members; from these fragments were produced. Apart from that, and aiming at a second objective of the study, we attempted to constitute distinct theorizations of the identity of the CEM, in order to present distinct meaning production processes for the group, from viewpoints external to it. Those theorizations are presented on five of the last six fragments, and are supported on René Descartes (fragment XI), Émile Durkheim, George Herbert Mead, Peter Bergman & Thomas Luckman and, particularly, Norbert Elias (fragment XII), Etienne Wenger (fragment XIII) and Michel Foucault (fragment XIV). One of the suggestions produced in this study is that none of the particular identity fragments... (Complete abstract click eletronic address below)

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Pereira, Ana Albertina Martins. "Sustentabilidade no 3º CEB : concepções dos professores." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/1307.

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Mestrado em Ensino de Física e Química
O contexto deste estudo tem em consideração o reconhecimento generalizado do decisivo papel da educação na promoção do Desenvolvimento Sustentável. Por isso as Nações Unidas decidiram declarar o período entre 2005 e 2014 como Década das Nações Unidas para a Educação para o Desenvolvimento Sustentável. Considerando por um lado as potencialidades educacionais do tópico, e por outro a sua assumida complexidade, é fundamental dar uma particular atenção ao papel desempenhado pelos professores na forma como procedem à respectiva abordagem, conhecendo-se aliás da literatura de investigação educacional a forma como as percepções dos docentes influenciam as respectivas práticas lectivas. Nesse sentido, pretendeu-se com este trabalho analisar as principais concepções dos professores que leccionam Ciências Físico-Químicas, no 3º CEB, sobre o conceito de Sustentabilidade assim como alguns aspectos relacionados com as suas práticas lectivas. A técnica de recolha de dados utilizada foi o inquérito por questionário. A amostra é constituída por 46 professores a leccionar na região centro do país. Para o tratamento de dados recorremos à análise estatística e à análise de conteúdo. As principais conclusões confirmam o referido na literatura sobre a excessiva importância atribuída à vertente ambiental dos professores em detrimento das restantes dimensões. A influência destas concepções na sua prática educativa não pode ser inteiramente comprovada embora seja notória a falta de formação dos professores nesta área. ABSTRACT: The context of this study is the generalized recognition of the decisive role, played by education in the promotion of Sustainable Development. Therefore, the United Nations decided to proclaim the period between 2005 and 2014 as the United Nations Decade of the Education for the Sustainable Development. Considering the educational potential of the topic, and the recognized complexity, it is important to give particular attention to educational approaches. This educator’s conceptions influence their school practices. The main aim of this piece of research is to analyze the main conceptions of science teachers of Ciências Físico-Químicas, teaching at 3rdgrade, about sustainable development, as well as some aspects related with their pratices. The technique of retraction of data used was the inquiry by questionnaire. The sample is constituted by 46 educators of the central region of the country. For the data handling we appeal to the analysis statistics and the analysis of content. The main conclusions confirm data from the literature about the excessive importance credited to the environmental conditions instead cultural, economics and social dimensions. The way as this conceptions influence teacher practices cannot be totally established by this work but it becomes patent the prioritary to promote teacher’s education.

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Santos, Sueli Souza dos. "Linguagem e subjetividade do cego na escolaridade inclusiva." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/12199.

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Nesta tese, propomo-nos a analisar efeitos de sentido no discurso de alunos cegos e de professores cegos e videntes. Temos como propósito a educação inclusiva, sob a perspectiva da linguagem e subjetividade do cego no processo de educação formal escolarizada. Buscamos compreender como são produzidos sentidos na experiência pedagógica da inclusão de crianças portadoras de necessidades especiais, tendo em vista trazer elementos para novas significações educacionais. Fundamentamos a pesquisa, principalmente, em conceitos da teoria da Análise de Discurso (AD) de linha francesa, criada por M. Pêcheux e teoria enunciativa de Authier-Revuz, autores que consideram a interface dos campos teóricos da linguagem e da psicanálise de Freud e Lacan, bem como nos estudos que configuram a área da Educação Inclusiva de portadores de deficiência. Trabalhamos com conceitos tais como os de discurso, interdiscurso, intradiscurso; enunciação e heterogeneidade, não-coincidências do dizer, conceitos estes que abrem um leque de articulações com a psicanálise e o complexo campo das questões de identidade, singularidade, subjetividade, bem como da pulsão escópica, implicados na constituição das representações discursivas, tanto dos deficientes visuais como dos videntes. O corpus da pesquisa foi constituído a partir de transcrições de gravações de observações diretas em sala de aula em classes de pré-alfabetização e alfabetização e outros contextos escolares, durante dois anos, e ainda a partir de entrevistas semi-estruturadas, realizadas com alunos cegos em estágio avançado de escolarização, com professores licenciados cego e vidente, atuantes em classes inclusivas, na cidade de Porto Alegre-RS. A análise discursiva, efetivada a partir de recortes destacados, foi conduzida de modo a evidenciar efeitos de sentidos produzidos pelos sujeitos. As conclusões da análise evidenciam a singularidade de cada experiência relacionada à inclusão escolar do cego. Propõe-se a abertura para uma investigação constante e sistemática de avanços e recuos das possibilidades de trabalho em educação inclusiva, de modo que os novos fazeres e relações pedagógicas promovam um contínuo movimento revitalizador do processo educativo, o qual está sempre em construção, quer se trate de cegos, videntes ou portadores de qualquer tipo de diferença. A educação deve ser sempre inclusiva.
In this thesis we propose to analyze the effects of sense in the discourse of blind students and of blind teachers and not blind ones. Our purpose is the inclusive education from the perspective of the language and subjectivity of the blind in the process of formal education in schools. We intend to understand how senses are produced in the pedagogical experience of the inclusion of disabled children, having in mind new educational significations. We based our research, mainly on the concepts of the Discourse AnalysisTheory (AD) from the French line of thinking, created by M.Pêcheux and on the Enunciative Theory by Authier-Revuz who are authors that consider the interface of the theoretical fields of language and Freud and Lacan’s psychoanalysis, as well as on the studies which build the field of Inclusive Education of disabled children. We worked with concepts like the ones of discourse, interdiscourse, intradiscourse, enunciation and heterogeneity, as well as non-coincidence of speech, concepts which establish a wide range of discussions with psychoanalysis and the complex field of identity questions, singularity and subjectivity as well as scopic pulsion, implicated in the discourse representations of visually impaired children and not blind ones. The corpus of this research was based on recorded transcriptions of direct observations in classrooms of prealphabetized and alphabetized as well as on other school contexts during two years. It was carried out also based on semi-structured interviews that were conducted with blind students in a high scolarization level and with graduated blind and not blind teachers, who were working in inclusive classes in the city of Porto Alegre – RS. The discoursive analysis accomplished was based on paper clippings in order to make evident the effects of the senses produced by the subjects. The conclusions of the analysis show the singularity of each experience related to the inclusive process of the blind in school. We propose a constant and systematic investigation of the advances and setbacks of the possibilities of working with inclusive education, aiming at new constructions and pedagogical relationships in order to promote a continuous movement to revitalize the educational process that’s being built, not taking into account if it deals with the deaf, not blind or people with any kind of disability. Education has to be always inclusive.

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Silva, Otávio de Oliveira. "O Centro de Estudos de Línguas (CEL) na história do ensino de língua japonesa nas escolas públicas paulistas." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-11122017-152049/.

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Este trabalho estuda a implantação do ensino de japonês nas escolas públicas do estado de São Paulo, através do Centro de Estudos de Línguas (CEL), cuja criação, em 1987, objetivava implantar o ensino de espanhol na rede pública paulista de ensino fundamental e médio, com interesses que visavam os acordos políticos entre os países latino-americanos e a intenção de estreitar as relações econômicas entre esses a partir da criação do Mercosul. Para a nossa pesquisa, investigamos documentos oficiais publicados pelo Estado como Decretos e Resoluções, como também fizemos entrevistas semiestruturadas com professores, diretores e funcionários que participaram no processo da implantação ocorrido em 1989. Para a nossa análise, baseamo-nos em estudos concernentes à Política Linguística e Planejamento Linguístico (CALVET, 2007; OLIVEIRA 2013; RICENTO, 2006; WRIGHT, 2007).
The purpose of this study is to analyze the implementation of japanese language teaching in public schools in the state of São Paulo, through The Foreign Language Study Center (Centro de Estudos de Línguas CEL, in portuguese), whose creation in 1987 aimed to implant the teaching of spanish language in the public network of primary and secondary education in São Paulo with interests that aimed at the political agreements between the Latin American countries and the intention to strengthen the economic relations between them from the creation of Mercosul. For our research, we investigated official documents published by the State as Decrees and Resolutions, as well as semi-structured interviews with teachers, directors and employees who participated in the implementation process that took place in 1989. For our analysis, we are based on studies concerning Language Policy and Language Planning (CALVET, 2007, OLIVEIRA 2013, RICENTO, 2006, WRIGHT, 2007).

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Rodrigues, Ana Sofia Ribeiro. "Aprendizagem cooperativa no 1º CEB." Master's thesis, Universidade de Aveiro, 2018. http://hdl.handle.net/10773/22947.

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Mestrado em Educação Pré-escolar e Ensino no 1º Ciclo do Ensino Básico
A escola tem o dever de garantir a aprendizagem de conteúdos científicos, mas também a missão de formar os alunos, através do desenvolvimento de atitudes e valores que permitam gerar cidadãos interventivos, capazes de participar de forma plena numa sociedade humana caraterizada por diversidade, liberdade, justiça e equidade, em que o potencial de cada indivíduo é otimizado. Este relatório apresenta o trabalho realizado no contexto da componente de Prática de Ensino Supervisionada, do Mestrado em Educação Pré-Escolar e Ensino do 1º CEB da Universidade de Aveiro, constituída pelas unidades curriculares Prática Pedagógica Supervisionada e Seminário de Orientação Educacional.Foi desenvolvido com um grupo de crianças do 3º ano de escolaridade, e teve como objetivos centrais, compreender e promover processos de aprendizagem colaborativa entre as crianças, com base na relação de colaboração entre os adultos intervenientes, e entre as próprias crianças. Ao longo de todo o trabalho, o bem-estar emocional e a implicação, variáveis processuais desenvolvidas no contexto da Abordagem Experiencial em Educação, permitiram obter contínuo feedback sobre a contingência da intervenção face às necessidades, interesses e motivações que as crianças evidenciavam.
The school has the obligation to ensure learning of scientific syllabus, but also the mission of educating students through the development of attitudes and values that allow the formation of interventional citizens, capable of fully participating in a human society characterized by diversity, freedom, justice and equity, where each individual's potential is optimized. This report presents the work done in the context of the Supervised Teaching Practice component of the Master on Early Childhood and Primary Education, at the University of Aveiro, consisting of the Supervised Pedagogical Practice and Educational Guidance Seminar courses. It was developed with a group of children at third. grade, aiming to understand and promote collaborative learning processes among children, based on the collaborative relationship between the intervening adults, and between the children themselves. Throughout the project, emotional well-being and involvement, process variables developed in the context of the Experiential Approach in Education, allowed to obtain continuous feedback on the contingency of intervention to the needs, interests and motivations that children evidenced

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(UPC), Universidad Peruana de Ciencias Aplicadas, and Ripamonti Giuseppe Romero. "CEB Centro de Estudios Brasileño, Lima, Perú." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/582719.

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Webb, Sharon Hammett. "The Disparity of Racial Diversity in Counselor Education and Supervision." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1467.

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In general, doctoral programs in counselor education and supervision (CES) have low minority enrollments. Faculty members in clinical mental health counseling (CMHC) master's degree in science (MS) programs primarily come from CES doctoral programs; therefore, faculty members do not generally reflect the diversity of the MS student population. Using the theory of planned behavior and the bioecological model, the purpose of this research was to determine the extent to which age, gender, faculty support, income, level of parents' or primary caregivers' education, and the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status predict White and racial minority MS students' decisions to pursue CES doctoral studies and to see if there were differences between the factors for White and minority students. A demographic questionnaire and the Perceived Faculty Support Scale were used to measure the variables through multiple regression, Spearman rho, t tests, chi square, and the Mann Whitney U analyses. No variables were significantly predictive for either student groups. Because there were no significant differences between White and minority MS students choosing CES programs, an approach to increase the number of minority faculty members in CMCHC MS programs as a way of promoting positive social change might be for program administrators and faculty to recruit more minority students into MS programs in order to expand the pool of potential CES students. An additional recommendation is for current CES faculty to encourage more minority students who do choose CES doctoral programs to pursue faculty positions after graduation.

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Batista, Tânia Cristina de Paiva. "Do jardim de infância ao 1º CEB: apoiando a transição." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16780.

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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
O presente relatório de estágio foi realizado no âmbito das Unidades Curriculares de Prática Pedagógica Supervisionada e Seminário de Investigação Educacional, do Mestrado em Educação Pré-Escolar e Ensino no 1º Ciclo do Ensino Básico, da Universidade de Aveiro. O processo de transição e articulação entre a educação pré-escolar e o 1º ciclo do ensino básico tem sido reconhecido como um fator importante para o bem-estar da criança e, consequentemente, para o seu sucesso educativo. Neste estudo pretendemos abordar a temática da transição para o 1º ciclo do ensino básico, analisando e compreendendo quais as principais expetativas, preocupações e experiências dos principais intervenientes neste processo, ou seja, das crianças, educadora, professora e dos encarregados de educação. Para além da observação direta, recorremos a entrevistas, tanto à educadora como à professora do 1º CEB e às crianças do 1º ano de escolaridade. Realizámos ainda questionários aos encarregados de educação de ambos os níveis de ensino. Além disso, concretizámos algumas atividades pedagógicas, com vista à melhor integração das crianças no 1º CEB. Procurámos também acompanhar e apoiar uma criança que nos pareceu experienciar algumas dificuldades. Verificámos que a temática da transição não parece ser muito valorizada pelos profissionais que trabalhavam nos contextos estudados, não se observando verdadeira atenção a este processo. Também não verificámos que houvesse estabelecimento conjunto de estratégias facilitadoras da entrada para a escola, entre os profissionais de educação e os familiares. Percebemos que o processo de transição para o 1º CEB é vivido de forma muito diferenciada entre as crianças, algumas conhecendo dificuldades e outras, aparentemente, não. Concluímos ser importante uma reflexão, envolvendo os profissionais e famílias, sobre a importância da temática da transição e integração escolar, no sentido de assegurar as melhores condições de bem estar e de sucesso educativo a todas as crianças.
The present report of internship was elaborated in the context of Curricular Units of Supervised Pedagogical Practice and Education Research Seminar. These curricular units belong to the Masters in Pre-school Education and Teaching in 1st Cycle of Basic Education, taught at the University of Aveiro. The process of transition and articulation between pre-school education and the 1st cycle of basic education has been recognized as an important factor for the well-being of the child and, consequently, for their educational success. In this study we intend to discuss the theme of transition for the 1st cycle of basic education, by analyzing and understanding the main expectations, concerns and experiences of the key actors in this process – children, pre-school teacher, teacher and families. Besides the direct observation, we interviewed the pre-school teacher, the teacher of the 1st CEB and the children of the 1st year of schooling. We used questionnaires to obtain more information from the parents of both levels of education. In addition, we’ve realized some pedagogical activities to improve the integration of the children in the 1st CEB. Another of our concerns was supporting a child that seemed to be having some difficulties. We’ve noticed that the transition isn’t a very important subject to the professionals who have worked in the studied contexts. This process isn’t given much attention. We’ve also noticed that there was no joint establishment of strategies facilitating the entry to the school between the professionals of education and the family. We understood that each child lives the process of transition to the 1st CEB in their own way. Some of them have difficulties and others, apparently, don’t. Finally, we concluded that the professionals and the families should reflect and discuss about the importance of the transition and school integration. This is a vital step to ensure the best conditions for the well-being and educational success of all children.

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Franco, António Manuel Lanita. "Relatório da prática de ensino supervisionada na Escola Secundária com 3º CEB Diogo de Gouveia." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14814.

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O presente relatório de natureza descritiva e reflexiva envolve as atividades desenvolvidas ao longo da Prática de Ensino Supervisionada, no ano letivo 2011/2012, na Escola Secundária com 3º CEB Diogo de Gouveia. Este pretende apresentar as experiências vividas, que decorreram da operacionalização das competências pedagógicas, didáticas e formativas, consubstanciadoras dos objetivos formulados, estratégias e opções seguidas, metas alcançadas. E estas devidamente acompanhadas de reflexões e análises decorrentes de todo o processo metodológico desenvolvido com duas turmas da instituição, respetivamente, do 3º CEB (7º ano) e Ensino Secundário (10º ano). As questões relacionadas com a prática pedagógica visaram focalizar modelos reflexivos e de investigação que a procuraram fundamentar cientificamente, nas diferentes componentes, com o intuito de melhorar competências profissionais e pessoais. Este composto pelas diferentes dimensões, resultou numa experiência formativa de assinalável relevância, permitindo-me desenvolver e aplicar novos conhecimentos, que resultaram numa maior eficácia do processo de ensino e aprendizagem; ABSTRACT: The present report of deceptive and reflective nature involves the activities that were developed along the supervised teaching practice, during the 2011/2012 school year, in Diogo de Gouveia Secondary/3rd Cycle School in Beja. The purpose of this report is presenting the learned experiences that were result from the operalization of pedagogical, teaching and training skills. Those of three mentioned skills are consubstantiate of formulated objectives, strategy and taken options, achievements and those duly accompanied by reflections and analysis deriving from all methodological process developed with two classes from this School. Those two classes are from 7th and 10th grades. The questions that are related from the pedagogical practice were aimed to focus in reflective and investigation models. Those models were intended to substantiate scientifically the pedagogical practice in all the different components with the intention to improve professional and personal skills. This, constituted by the different dimensions, resulted in a remarkable relevance of training experience, allowing me to develop and apply new knowledge, which resulted in a bigger effectiveness of teaching and learning.

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Santos, Jefferson Januário dos. "Dimensões da qualidade educativa nos Centros de Estudos de Línguas do estado de São Paulo (CEL-SP): subsídios à implementação do ensino de espanhol nas escolas públicas paulistas." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21072011-102442/.

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Este trabalho de pesquisa tem como objetivo essencial verificar quais as contribuições que a experiência pedagógico-organizacional dos Centros de Estudos de Línguas do estado de São Paulo e, em específico, de alguns de seus docentes pode oferecer para uma implementação de boa qualidade e eficaz (BROOK; SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) da língua espanhola nos currículos das escolas públicas do Ensino Médio paulista. Para tanto, daremos enfoque especial a duas questões: ao contexto educativo no qual o ensino de castelhano está inserido nas unidades do CEL pesquisadas e às estratégias de ensino que seus docentes utilizam no desenvolvimento de atividades pedagógicas cotidianas. Os dados que embasam o estudo dessas questões foram obtidos, essencialmente, em contexto de pesquisa qualitativa (LUDKE e ANDRÉ, 1986) em três unidades do CEL-SP, na Capital, Grande São Paulo e Interior. Também serão fundamentais os elementos coletados na pesquisa de Santos (2007) acerca das representações (ROUSSIAU e BONARDI, 2000) de alunos, coordenadores e professores dos CEL sobre a qualidade de ensino e aprendizagem de espanhol da instituição. Por meio da análise de tais dados, verificamos se as relações (sociais, afetivas, culturais e organizacionais) existentes nas escolas pesquisadas e se a prática pedagógica dos docentes fundamentam-se em princípios de qualidade educativa expostos em documentos oficiais para o ensino de línguas estrangeiras no Brasil como os Parâmetros Curriculares Nacionais (PCN, 1998; 2000) e as Orientações Curriculares (OC, 2006) e, ainda, em princípios teóricos que descrevem a boa qualidade de ensino (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS e LAGESWEUJ, 1997, MACHADO, 2007 et al.).
The main goal of this research is to make an assessment of how the historical knowledge and analysis of the pedagogical activities developed by São Paulo Language Study Centers (CEL-SP) units can contribute to an effective and high quality implementation (BROOK and SOARES, 2008; HOPKINS, 1987; HOPKINS, 1997; MURILLO, 2007) of the spanish language in the curriculum of the public schools of São Paulo. With this objective, we will approach mainly two questions: the educational context of the spanish education in the analyzed schools and the approaches and teaching methodology used by teachers in the development of daily pedagogical activities. The data that sustains the study of these questions were obtained basically through a qualitative research (LUDKE e ANDRÉ, 1986) in three units of CEL-SP, in the Capital, Great São Paulo and countryside. The elements gathered by Santos (2007) research about the CELs students, coordinators and teachers representations (ROUSSIAU e BONARDI, 2000) about the teaching and learning quality of the institution are also fundamental. Through data review, we will clarify if the relations (social, affective, cultural and organizational) present in the analyzed schools and the teachers pedagogical practice are related to the principles of the educational quality stated in official documents for education in Foreigner Languages like the Parâmetros Curriculares Nacionais (PCN, 1998; 2000) and the Orientações Curriculares (OC, 2006) and, also, the theoretical principles that characterize high quality education (AÇÃO EDUCATIVA, UNICEF, INEP, 2007; HOPKINS, 1987; HOPKINS and LAGESWEUJ, 1997, MACHADO, 2007 et al.).

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Borges, Tiago Nuno Rosa. "Relatório da prática de ensino supervisionada na Escola Secundária c/ 3º CEB Diogo de Gouveia em Beja." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15018.

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O presente relatório surge no âmbito da minha Prática de Ensino Supervisionada (PES), realizada no ano letivo de 2011/2012, e pretende refletir e documentar todo o trabalho desenvolvido por mim ao longo deste ano letivo na lecionação da disciplina de Educação Física. Além da reflexão associada ao trabalho desenvolvido, uma componente científica estará presente ao longo do relatório com o objetivo de suportar as decisões tomadas e que regularam todo o processo de ensino-aprendizagem. Ao longo do relatório serão destacadas várias temáticas que estarão divididas em quatro capítulos: A Educação Física na Escola; Dimensão de Desenvolvimento do Ensino e Aprendizagem; Dimensão de Participação na Escola e Relação com a Comunidade e Dimensão de Desenvolvimento Profissional ao longo da Vida; ABSTRACT: This report comes within my Supervised Teaching Practice, held throughout the academic year of 2011/2012, and it aims to reflect and document all the work developed by me throughout this academic year in the teaching of Physical Education. Besides the reflection associated to the work a scientific component will be present all long the report in order to support the decisions taken which regulate the whole process of teaching and learning. Throughout this report will be highlighted several themes that will be divided into four chapters: Physical Education in School; Teaching and Learning Development Dimension; School Participation and Relationship with the Community Dimension and Professional Development Lifelong Dimension.

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Silva, Marcelo luiz bezerra da. "O discurso cego sobre o universo : narrativas invisuais sobre o espaço sideral /." Bauru, 2019. http://hdl.handle.net/11449/192356.

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Orientador: Eder Pires de Camargo
Resumo: O objetivo geral desta pesquisa foi compreender quais elementos estão presentes no discurso das Pessoas Cegas percebem o Universo e os seus fenômenos. Especificamente buscou-se identificar as formas de percepção sobre o Universo e analisar essas percepções. O referencial teórico que conduziu a pesquisa, assentou-se na Análise de Discurso de linha francesa, sustentada por três pilares epistemológicos: a) a linguística; b) o materialismo dialético; c) a psicanálise. Neste sentido, não cabe ao investigador interpretar, mas sim compreender os discursos dos sujeitos e a sua formação discursiva. Logo a pesquisa teve finalidade descritiva, não tentando explicar como os sujeitos Cegos formulam suas representações sobre o Universo, mas sim descrever essas percepções. Assim, optou-se pela arquegenealogia foucaultiana como mecanismo de pesquisa, com abordagem indutiva, a partir de entrevistas narrativas com duas pessoas cegas desde o nascimento, mas já na fase adulta, sujeitos cegos adultos, por possuírem um referencial mais extenso. A pesquisa verificou que o repertório sensorial tátil foi insignificante para a constituição da cosmopercepção das pessoas invisuais, visto que as discursividades dos dois sujeitos participantes da pesquisa, a epistemologia da pessoa cega está fundamentalmente relacionada à linguagem. Isso revela que não formulamos conceitos in natura, pois estamos todos interdependentes do que os outros nos dizem para nos constituir como realmente somos. Conclui-se ainda q... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The general objective of this research was to understand how Blind People perceive the Universe and its phenomena. Specifically sought to identify the forms of perception about the universe and analyze these perceptions. The theoretical framework that conducted the research was based on the French Discourse Analysis, which is supported by three epistemological pillars: a) linguistics; b) dialectical materialism; c) psychoanalysis. In this sense, it is not for the researcher to interpret, but to understand the discourses of the subjects and their discursive formation. Therefore the research had a descriptive purpose, not trying to explain how the blind subjects formulate their representations about the universe, but rather to describe these perceptions. Thus, Foucault's archegenealogy was chosen as a research mechanism, with an inductive approach, based on narrative interviews with two blind people from birth, but already in adulthood, blind adult subjects, because they have a more extensive reference. Research has shown that the tactile sensory repertoire was insignificant for the constitution of the cosmoperception of blind people, since analyzing the discursivities of the two subjects participating in the research, the epistemology of the blind person is fundamentally related to language. This reveals that we do not formulate concepts in natura, for we are all interdependent on what others tell us to constitute us as we really are. It is also concluded that, even in the fac... (Complete abstract click electronic access below)
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Maddy, Deborah Jones. "Women who shattered the glass ceiling : postpositivist inquiry into the aspirations, values, motives and actions of women serving as CEOs of cooperative extension systems /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487780393267633.

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Garcia, Bianca Rigamonti Valeiro. "Quanto mais cedo melhor (?): uma análise discursiva do ensino de inglês para crianças." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-29032012-154615/.

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Atualmente, é notável a expansão do oferecimento de aulas de inglês para crianças pequenas no Brasil. As modalidades disponíveis no mercado são variadas e os pais que se interessam por elas podem optar por cursos específicos de língua estrangeira, escolas internacionais, bilíngues, ou até mesmo escolas regulares que ofereçam aulas de inglês incluídas em suas grades curriculares. De qualquer maneira, todas elas são acessíveis quase que exclusivamente por meio do ensino privado. Ancorados nos pressupostos da Análise do Discurso desenvolvidos na França (Pêcheux, 1975), e no Brasil (Orlandi, 2001; Coracini, 1998),analisamos as representações de criança, língua estrangeira e ensino de língua estrangeira presentes nos dizeres da legislação brasileira, da mídia (reportagens e sites institucionais) e de coordenadoras da área, buscando compreender de que forma as justificativas da inclusão desse componente curricular se materializam e com quais sentidos se relacionam. Esta análise nos permitiu depreender certas regularidades nos sentidos: em primeiro lugar, as representações de criança veiculam duas perspectivas dominantes: a de um ser passivo, que aprende rápido por não realizar processos mentais complexos e uma outra relacionada à ideia de um trabalhador em potencial. Em segundo lugar, quanto às representações de ensino de LE, há dizeres que referem o processo de aprendizagem como absorção, ou, então, modelagem de comportamentos. As representações de LE, por sua vez, remetem majoritariamente a um sentido de garantia de sucesso da vida profissional. Finalmente, pudemos concluir que a prática do ensino de inglês para crianças emerge de uma cadeia discursiva cujos sentidos estão maciçamente alinhados com os dizeres do mercado neoliberal. A análise das justificativas pedagógicas do ensino de inglês para crianças tornou-se, uma análise das projeções da criança no mercado de trabalho e da naturalização da lógica capitalista para a formação e preparação das crianças de elite. Assim, parece que o mais cedo do aprendizado linguístico coincide com o mais cedo da aceitação das práticas do mercado na educação e também da euforização da produtividade, excluindo, até da mais precoce infância, o acesso ao ócio ou a não-obrigatoriedade da produção.
Currently there is a remarkable expansion of English courses for young children in Brazil. There are several modalities available and among them parents may choose from foreign language courses, international and bilingual schools up to schools where English classes are provided in their curricula. Nevertheless, they are all available almost exclusively through private education. Relying on Discourse Analysis assumptions (Pêcheux, 1975; Orlandi, 2001; Coracine, 1998), we have analyzed the representations of children, foreign language and foreign language teaching in the utterances of Brazilian legislation, in the media (reports and institutional sites) as well as in pedagogical coordinators talk, aiming at understanding how the justifications for the inclusion of this curricular component materialize in the discourse, and what senses they relate to. The analysis enabled us to identify certain sense regularities. Firstly, representations of children point to two dominant meanings: one which refers to the belief that they learn fast because they do not perform complex mental processes, and another related to the fact that they are potential workers. Regarding the representations of English teaching, the sayings refer to the learning process as absorption or behavior modeling. The second one concerns representations of English that refer mostly to its sense as a guarantee of success in professional life. Finally, we concluded that the practice of teaching English to children emerges from a discursive chain whose senses are overwhelmingly aligned with the utterances of the neoliberal market. Our analysis of the justifications for teaching English to school children has revealed itself the analysis of projections of the child into the labor market and the naturalization of capitalist logic in the education and the upbringing of elite children. Thus, it seems that the \"early\" language learning coincides with the \"early\" acceptance of market practices in education, as well as the valorization of productivity, preventing, from the earliest childhood, access to idleness or the right to non-compulsory production engagements.

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Cunha, Marleide dos Santos. "Ensino da língua portuguesa na perspectiva da inclusão do aluno cego no nível fundamental." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4906.

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The general purpose of this research was to analyze the Portuguese language teaching in a literacy class and in the 8th year of an elementary school, having, as empirical field, an institution that provides Specialized Educational Assistance for visually impaired people in Sergipe and a regular classroom with blind students included, in a public school in Aracaju. Thus, in order to fill a lack of research about Portuguese language teaching of to people with blindness in the capital of Sergipe, we used the qualitative case study methodology. Data collection instruments were semi-structured interviews, unsystematic and systematic observations, literature review and document analysis. The results allow us to say that Portuguese language teaching in the observed classes is disconnected from the social uses of reading and writing. Resources of Assistive Technology (AT) in the two classes are barely explored. Even considering that, in undergraduate curricula of Letters/Portuguese and Pedagogy courses, there are subjects that address the basic contents legally required to train teachers in the perspective of inclusive education, the educators still consider themselves unprepared to teach students with disabilities. It shows a total dependence on the help that students receive from the Specialized Educational Assistance, since the experts teachers of this service are usually trained in content updates courses about inclusion. On the other hand, regular Portuguese teachers and the ones of the Specialized Educational Assistance are not used to work cooperatively. Finally, this study points out the reality found and strengthens the hope we are advancing in the search for teaching strategies that address the needs of blind students in a school that aims at the effectiveness of inclusive education.
O objetivo geral desta pesquisa foi analisar o ensino da Língua Portuguesa em uma turma de alfabetização e no 8º ano do Ensino Fundamental, tendo como campo empírico uma instituição que proporciona Atendimento Educacional Especializado a pessoas com deficiência visual em Sergipe e uma sala de aula do ensino regular com alunos cegos incluídos, em uma escola pública da cidade de Aracaju. Desse modo, visando atuar em uma lacuna de pesquisas sobre o ensino da Língua Portuguesa à pessoa com cegueira na capital do estado de Sergipe, utilizamos o método de estudo de caso com abordagem qualitativa. Os instrumentos de coleta de dados foram entrevistas semiestruturadas, observações assistemáticas e sistemáticas, revisão bibliográfica e análises documentais. Os resultados possibilitam-nos dizer que o ensino da Língua Portuguesa nas turmas analisadas é desvinculado dos usos sociais da leitura e da escrita. Os recursos de Tecnologia Assistiva (TA) nas duas turmas praticamente não são explorados. Ainda que já existam, nos currículos de licenciatura em Letras/Português e Pedagogia, disciplinas que contemplam o conteúdo básico legalmente exigido para a formação do professor na perspectiva da educação inclusiva, ainda assim os docentes consideram-se despreparados para dar aulas a alunos com deficiência. Nota-se uma total dependência em relação ao auxílio que o aluno recebe no Atendimento Educacional Especializado, visto que são esses professores especialistas que normalmente participam de cursos de atualizações de conteúdos na área da inclusão. Por outro lado, os professores da sala de Língua Portuguesa e do Atendimento Educacional Especializado em nenhum momento trabalham de modo articulado. Diante disso, o estudo aponta a realidade encontrada e fortalece a esperança de estarmos avançando na busca por estratégias de ensino que contemplem as necessidades do aluno cego, em uma escola que almeja a eficácia da educação inclusiva.

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Carvalho, Isabel Cristine Machado de. "Palmyra Wanderley e a educa??o da mulher no cen?rio Norte-rio-grandense (1914 -1920)." Universidade Federal do Rio Grande do Norte, 2005. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14259.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The present work has the intention to analyze the contribution of the writer and journalist Palmyra Guimar?es Wanderley to the education, throughout her writings in the period between 1914 to 1920. I search through her journalist writings produced in the feminine magazine Via L?ctea (1914-1915) her idealization, and as in the newspaper A Rep?blica e Di?rio de Natal, in the decade of 1920 establishing relationships with education, mostly because of her production in the pages of the paper articles regarding feminine education and women condition. At the same time I sketch the biographic profile of Palmyra Wanderley relating her to the historical moment that she lived. To achieve the proposed goals I begin with a documental research within the available archives and use other sources like pictures and interviews with her relatives. The results of the research show that the worry of Palmira Wanderley with the education in our state, goes beyond her published writings in magazines and newspapers. She has been ahead of Escola de Com?rcio Feminino and Alian?a Feminina, she has also done a conference in the House of the Young Single Ladies' Protection (Casa de Prote??o ?s Mo?as Solteiras), institution of the Alian?a s responsibility that offered shelter, food, formal and religious education to the workers of the Fabric Factory of Natal (F?brica Tecidos de Natal). Her involvement evidences her contribution to the historiography of the education in Rio Grande do Norte, specially the history of women education ensuring her presence in the day by day history
O presente trabalho tem como objetivo analisar a contribui??o da escritora e jornalista Palmyra Guimar?es Wanderley ? educa??o, atrav?s da sua pr?tica de escrita no per?odo que compreende de 1914 a 1920. Busco atrav?s de seus escritos jornal?sticos produzidos na revista feminina Via-L?ctea (1914-1915), de sua idealiza??o, assim como no jornal A Rep?blica e Di?rio de Natal, da d?cada de 1920 estabelecer rela??es com a educa??o, uma vez que essa mulher produziu nas p?ginas desses impressos cr?nicas e artigos a respeito da educa??o feminina e da condi??o da mulher. Ao mesmo tempo, tra?o o perfil biogr?fico de Palmyra Wanderley relacionando-a ao momento hist?rico em que viveu. Para atingir aos objetivos propostos, parto para uma pesquisa documental nos arquivos dispon?veis, al?m de utilizar outras fontes como as fotografias e entrevistas com familiares da pesquisada. Os resultados da pesquisa mostram que a preocupa??o de Palmyra Wanderley com a educa??o feminina em nosso estado vai al?m de seus escritos publicados nos jornais e revista em quest?o. A jornalista esteve ? frente da Escola de Com?rcio Feminino e da Alian?a Feminina. Realizou confer?ncia em benef?cio da Casa de Prote??o ?s Mo?as Solteiras, institui??o de responsabilidade da Alian?a que oferecia moradia, alimenta??o, educa??o formal e religiosa ?s oper?rias da F?brica de Tecidos Natal. A sua atua??o evidencia sua contribui??o ? historiografia da educa??o norte-rio-grandense, particularmente, ? hist?ria da educa??o da mulher, configurando a sua presen?a na hist?ria cotidiana

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Flores, Santamaria Marly Alibe, and Carreño Carmen Anette Mendoza. "Prevalencia de caries en dentición mixta usando el método ICDAS y el índice CPO-D/ceo-d en niños de la Institución Educativa “Augusto Salazar Bondy” Chiclayo, 2019." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2020. http://hdl.handle.net/20.500.12423/2374.

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El objetivo de este estudio fue determinar la prevalencia de caries en dentición mixta usando el método ICDAS y el Índice CPO-D/ceo-d en niños de la Institución Educativa “Augusto Salazar Bondy” Chiclayo, 2019. El estudio tiene un enfoque cuantitativo, nivel de investigación descriptivo, diseño observacional y de tipo transversal, prospectivo, descriptivo y observacional. La muestra estuvo conformada por 87 niños entre 7 a 9 años pertenecientes a las aulas de 2°, 3° y 4° de primaria; los cuales fueron seleccionados a través de muestreo probabilístico aleatorio estratificado y cumplieron los criterios de selección. Se evaluó la presencia de lesiones cariosas en dentición mixta a través de dos métodos: ICDAS y CPO-D/ceo-d. Las investigadoras fueron calibradas previamente por un gold estándar. La evaluación se realizó en unidades dentales, y se respetaron las medidas de bioseguridad, asimismo en el método ICDAS los niños se cepillaron los dientes previamente. Los datos obtenidos fueron registrados en una ficha de recolección de datos y se analizaron con estadística descriptiva. Se encontró que la prevalencia de caries en la muestra fue muy alta con 86,21% con el índice ceo-d/ CPO-D y con el método ICDAS fue de 97,7%, asimismo el promedio para ceo-d fue 4,63 ± 3,705 y para CPO-D fue 0,97 ± 1,426. Según ICDAS, la frecuencia de lesiones cariosas fue de 254 superficies para el código 1, 584 para el código 2, 300 para el código 3, 86 para el código 4, 135 para código el 5 y 276 para el código 6.

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Pereira, Joana Andreia de Castro. "Trabalhar emoções no 1º CEB: um contributo para a prevenção do bullying?" Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16775.

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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
O presente relatório de final de estágio descreve o projeto desenvolvido no âmbito das unidades curriculares de Prática Pedagógica Supervisionada e de Seminário de Investigação Educacional, do Mestrado em Educação Pré-escolar e Ensino no 1.º Ciclo do Ensino Básico, da Universidade de Aveiro. O projeto “Trabalhar emoções no 1.º CEB – um contributo para a prevenção do bullying?” decorreu junto de uma turma de crianças do 1.º ano do 1.º ciclo do ensino básico, numa escola pública, em Aveiro. Foi nosso objetivo desenvolver uma ação pedagógica, enquadrada na área de educação para a cidadania, que levasse as crianças a mobilizar competências de identificação e de compreensão de emoções, de empatia, colocando-se na perspetiva dos outros e, em última análise, que tivesse possíveis efeitos ao nível da prevenção do bullying. Pretendíamos assegurar que todas as crianças encontrassem na escola um contexto que as ajudasse a tornarem-se cidadãos com uma boa ligação consigo próprios, com os outros e com o mundo em geral, respeitadores e respeitados. No sentido de concretizar estas ideias, foram desenvolvidas sessões com vista à exploração de comportamentos, emoções e sentimentos, e procurando a tomada de perspetiva do outro na análise de diferentes situações relacionais. No presente relatório descrevem-se essas sessões e apresentam-se as reflexões e conclusões a que chegámos. Destacamos a importância da existência de momentos para conversar, partilhar e desabafar sobre situações vividas pelas crianças, cultivando uma atitude de escuta, atenção e respeito por diferentes pontos de vista. Tais momentos revelaram-se muito importantes para o bem-estar e desenvolvimento pessoal e social das crianças, tornando clara a ideia de que o trabalho do professor não deve circunscrever-se à abordagem das matérias programáticas, mas atender também ao vivido pessoal e relacional dos cidadãos mais jovens, as crianças, enquanto forma de prevenção de comportamentos socialmente inadequados, em particular o bullying.
This report describes the project developed within the framework of the Supervised Teaching Practice and Educational Research Seminal courses, from the Master of Preschool Education in and Teaching the 1st cycle of Basic Education of the University of Aveiro. The project "Working emotions in the 1st CEB - a contribution to the prevention of bullying?" took place with a group of children from the 1st year of the 1st cycle of basic education in a public school in Aveiro. It was our goal to develop a pedagogical action, framed by education for citizenship that would take children to acquire empathy, skills of identification and understanding of emotions, to learn how to put themselves in the perspective of others and, ultimately, this developments could possibly have effects on the prevention of bullying. We wanted to ensure that all children would find at school a context that helped them become citizens with a good connection with themselves, with others and with the world at large. In order to achieve these ideas, sessions were developed to explore behaviors, emotions and feelings, seeking to understand the perspective of others and to analyze the different relational situations. This report describes these sessions and presents the reflections and conclusions we have reached. We would like to highlight the importance of moments to talk and to share about situations experienced by the children, therefore cultivating an attitude of listening, attention and respect for different points of view. Such moments proved to be very important for the well-being and for the personal and social development of children, making clear the idea that the teacher's work should not be limited to addressing the programmatic content matters but also to meet the personal and relational living of the young children as a form of prevention of socially inappropriate behaviors, particularly bullying.

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Melo, Isaac Samir Cortez de. "Um estudante cego no curso de licenciatura em musica da ufrn: quest?es de acessibilidade curricular e f?sica." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14471.

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This work aims to discuss and analyze the process of school inclusion of a blind person in the Bachelor's Degree in Music, at the School of Music at the Federal University of Rio Grande do Norte, as well as reflect on the importance of establishing systems of support and to ensure university inclusive process of people with visual impairments. In pursuit to achieve these objectives, this research chose a qualitative methodological approach, the case study, using as procedures for data construction an interview, observation, analysis of documents and photographs. Joined the group of participants in this study, a blind student in the class of 2009.1of the EMUFRN Bachelor's Degree in Music, teachers from two disciplines complied by the student, two classmates, a monitor support in music theory, the course coordinator and school principal, and two other individuals who contributed to the inclusion process in actions not formalized institutionally. The results indicate UFRN proposed initiatives that contribute to inclusion of students with disabilities in this institution, the main one is the creation of the Standing Committee of Support for Students with Special Educational Needs (CAENE), a group that guides administrative sectors, teachers, principals, coordinators and students on the measures needed to enter and remain in quality education for all. Physical accessibility is still under construction at UFRN, and many access and sectors see it being adapted for students with physical or visual disabilities, and those with mobility impairments, have access to various parts of the university, however, as shown in this study, some points need to be reconsidered, as there are several places where the installation of tactile floor does not fully follow the guidelines proposed in the legislation. The proposals for access to the curriculum, mediated by EMUFRN, are actions that propose the inclusion of the blind student, as the existence of an educational monitor to help in the study of music theory, however, we need to rethink these proposals to not became actions of reactive intervention. Assuming a more proactive posture, the EMUFRN will be prepared to receive the diversity of students that expects. The study also points out that the blind student is part of a group of students that are practical musicians, who must work in events and evening shows, and who have little knowledge in music theory, leading, respectively, in low frequency classes and learning difficulties in certain curricular components, which may cause the closing of such components. In this case, the challenge of EMUFRN, considering the inclusive perspective, it is not specifically fit for the academic host a blind student, but to develop an accessibility project curriculum to consider effectively the diversity of all its students, taking into account mainly the economic and cultural conditions. This implies a process of resizing academic practices that be guided for collaborative and coordinated actions involving the various educational actors at EMUFRN and UFRN
O presente trabalho tem como objetivos discutir e analisar o processo de inclus?o escolar de uma pessoa cega no curso de Licenciatura em M?sica, na Escola de M?sica na Universidade Federal do Rio Grande do Norte, bem como, refletir sobre a import?ncia da constitui??o de sistemas de apoio para assegurar o processo inclusivo universit?rio de pessoas com defici?ncia visual. Na busca de atingir tais objetivos, essa investiga??o opta por uma abordagem metodol?gica qualitativa, do tipo estudo de caso, utilizando como procedimentos de constru??o dados a entrevista, a observa??o, a an?lise de documentos e os registros fotogr?ficos. Integraram o grupo de participantes desse estudo, um aluno cego da turma 2009.1 do curso de Licenciatura em M?sica da EMUFRN, professores de duas disciplinas cumpridas por esse aluno, dois colegas de turma, um monitor de apoio em teoria musical, o coordenador do curso e o diretor da escola, al?m de outros dois sujeitos que contribu?ram com o processo de inclus?o em a??es n?o formalizadas institucionalmente. Os resultados encontrados indicam iniciativas propostas pela UFRN que contribuem com inclus?o de alunos com defici?ncia na institui??o, a principal delas ? a cria??o da Comiss?o Permanente de Apoio a Estudantes com Necessidades Educacionais Especiais (CAENE), grupo que orienta setores administrativos, professores, diretores, coordenadores e alunos quanto ?s medidas necess?rias para o acesso e a perman?ncia com qualidade para todos. A acessibilidade f?sica ainda est? em processo de constru??o na UFRN, v?rios acessos e setores v?em sendo adaptados para que os alunos com defici?ncia f?sica ou visual, al?m daqueles com dificuldades de mobilidade, possam ter acesso aos diversos pontos da universidade, entretanto, conforme apresentado nesse estudo, alguns pontos precisam ser reconsiderados, j? que existem diversos locais onde a instala??o do piso t?til n?o segue totalmente as orienta??es propostas na legisla??o. Quanto ?s propostas de acesso ao curr?culo, mediadas pela EMUFRN, tratam-se de a??es que prop?em a inclus?o do aluno cego, como a exist?ncia de um monitor pedag?gico para auxiliar no estudo da teoria musical, contudo, ? necess?rio repensar essas propostas para que n?o se resumam em a??es de interven??o reativas. Assumindo uma postura mais pr?-ativa a EMUFRN estar? preparada a receber a diversidade de alunos que espera. O estudo aponta, ainda, que o aluno cego faz parte de um grupo de estudantes que s?o m?sicos pr?ticos, os quais precisam trabalhar em eventos e shows ? noite, e que apresentam pouco conhecimento em teoria musical, acarretando, respectivamente, baixa frequ?ncia nas aulas e dificuldades de aprendizagem em determinados componentes curriculares, podendo ocasionar o trancamento de tais componentes. Nesse caso, o desafio da EMUFRN, considerando a perspectiva inclusiva, n?o ?, especificamente, adequar-se para o acolhimento acad?mico de um aluno cego, mas desenvolver um projeto de acessibilidade curricular que considere, efetivamente, a diversidade da totalidade dos seus alunos, levando em conta, principalmente, as condi??es econ?micas e culturais. Isso implica em um processo de redimensionamento das pr?ticas acad?micas que se orientem por a??es articuladas e colaborativas que envolvam os diversos agentes educacionais da EMUFRN e da UFRN

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Souza, Ricardo de. "A educação social em espaços de experimentação pedagógica: as potencialidades dos CEUs." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16092010-135019/.

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Os Centros Educacionais Unificados da cidade de São Paulo foram implantados em duas fases administrativas: na gestão da ex-prefeita Marta Suplicy foram construídos 21 CEUs (Fase vermelha) e na gestão do ex-prefeito José Serra, continuado pelo seu sucessor Gilberto Kassab foram construídos 24 CEUs (Fase azul). Estes complexos educacionais foram apresentados à população como inovação educacional com sua arquitetura escolar diferenciada e suscitaram as principais discussões ideológico-partidárias nos debates eleitorais ocorridos ao final do ano de 2004. Estiveram, desde a sua inauguração, com forte presença nos diferentes meios de comunicação, especialmente na mídia impressa. Podem ser denominados como praças de equipamentos sociais e apresentam um modelo de gestão pública idealizada para a participação popular através de suas instâncias administrativas, dentre eles o Conselho Gestor e o Colegiado de Integração. São regidos com base num documento denominado Regimento Padrão, que normatiza suas ações e estabelece as diretrizes para seu funcionamento, de forma que não haja sobreposição de regimentos entre os diferentes órgãos das diversas secretarias presentes nestes centros. Os atributos arquitetônicos, educacionais, sociais e políticos fazem com que os CEUs sejam submetidos a um fenômeno social denominado de amplificação pública, o que potencializa nestes espaços a Educação Social. O presente trabalho analisa múltiplos aspectos do funcionamento e implantação destes centros numa perspectiva comparada de gestão publica.
The Unified Education Centers (local acronym CEUs) in São Paulo were implanted into two administrative stages: in the administration of former Mayor Marta Suplicy were built 21 CEUs (red phase) and the management of ex-mayor Jose Serra, continued by his successor Gilberto Kassab were built 24 CEUs (blue phase).These educational complexes were presented as educational innovation with its distinct architecture school and created major ideological and political discussions in the electoral debates that happened at the end of 2004.Since its launching, they had a strong presence in different media, especially newspapers.They were named as social facilities squares (park schools) and were conceived as a model of public management open to people\'s participation through its administrative bodies, among them the Management Council and the Board of Integration.They are regulated based on a document called the Standard Rules, which regulates their actions and establishes guidelines for its operation, so there is no overlap between the different departments present at these centers.The architectural attributes, as well as its educational, social and political aspects turn these CEU-centers (Centro Educacional Unificado) into a social phenomenon called social amplification that leverage these spaces to an opportunity of Social Education. This paper examines various aspects of the functioning and deployment of these centers in a comparative basis of public management.

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Boysen, Colby James. "Teachers and Cheating: The Relationship Between the Classroom Environment and High School Student Cheating." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/250.

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Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed.

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Fontes, Vinícius Costa. "Um estudo sobre os sentidos e significados de técnicos de Educação Física de um Centro Educacional Unificado sobre a competição esportiva escolar." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16090.

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Made available in DSpace on 2016-04-28T20:56:37Z (GMT). No. of bitstreams: 1 Vinicius Costa Fontes.pdf: 1528506 bytes, checksum: 37f9244cf51f436500c33fee3938163f (MD5) Previous issue date: 2013-05-23
Conselho Nacional de Desenvolvimento Científico e Tecnológico
This study has the objective of analyzing the significations constituted by the Physical Education Coaches of a Centro Educacional Unificado (CEU), about the scholar competitive sports. The competitive scholar sports is considered, as much to the interviewed as to the literature, a potential didactical resource, making it necessary to comprehend use of this resource by the public politics and the coaches, considering the cultural mediators of the school, the sport, the community and the professional itself. The present research has the proposition of analyzing the senses and meanings constituted by the coaches about the competitive sports in school, considering that they are the ones that coordinate and insert the activities and training for the competitive sports in the school institution. Through the study of the meanings of the Coaches about competitive sports in school, we believe it is possible to know aspects of the competitive sports activities in school which enables a better comprehension of the professional in the educational field, the competition, the sport and its educational proposal in school. The scholar institution that this research was realized has pedagogical purposes for the competitive sports and educational programs and physical installations required for its execution. In the first moment, it was send to all the Coaches of the Centro Educacional Unificado a survey questionnaire made eight open questions, divided in three parts: the first one about their formation and professional activities, the second one about competitive sports in school and the third one with a blank space for free writing of the coach about the theme (competition, sports, education and school). After gathering the data, interviews were made with three coaches for the enrichment and deepening of the data brought up in the surveys. This research, based on the Social-Historical Psychology, used the procedure of the Meaning Core as described by Aguiar and Ozella (2006) for the analysis of the data obtained. It was concluded that the competitive sport in school must be directed according to the pedagogical planning for the sports activity. The competitive sport in school also presents risks in case it doesn t have a leadership concerned with the plain development of the students, being necessary to consider that the scholar competitive sports is mediated by a many elements that composes the totality of the theme, like the perception of the school administrators about the educational possibilities of the sport; the pedagogical planning adopted by the coach/trainer responsible for the activity; the story of the sport in the scholar institution and its insertion in the Brazilian history; the professional formations enabled and the influence of the media in the meaning of the sports for the population, making it essential the critical perception of the competitive sports in school and the possibility of continuous formation for the professionals responsible for these activities
Este trabalho tem como objetivo analisar as significações constituídas pelos Técnicos de Educação Física de um Centro Educacional Unificado (CEU), sobre o esporte competitivo escolar. A competição desportiva escolar é considerada, tanto pelos entrevistados quanto pela literatura, um recurso potencialmente didático, sendo necessário compreender a utilização e o direcionamento das políticas públicas e dos técnicos deste recurso, considerando os mediadores socioculturais da escola, do esporte, da comunidade e do próprio profissional. A presente pesquisa tem a proposta de analisar os sentidos e significados constituídos pelos técnicos sobre o esporte competitivo escolar, visto que são eles que coordenam e inserem as atividades e treinamento para as competições esportivas na instituição escolar. Por meio do estudo das significações destes profissionais, acreditamos ser possível conhecer aspectos da atividade esportiva competitiva escolar que possibilitem uma melhor compreensão do profissional da educação, da competição, do esporte e sua proposta educacional escolar. A instituição escolar pública em que está sendo realizada a pesquisa possui propostas pedagógicas para a competição esportiva além de dispositivos e instalações adequadas para sua execução. Num primeiro momento, foi enviado a todos os Técnicos de Educação Física do Centro Educacional Unificado um questionário elaborado com perguntas abertas, dividido em três partes: a primeira sobre a formação e atividade profissional dos entrevistados, a segunda sobre a competição esportiva escolar e a terceira com um espaço de preenchimento livre do técnico sobre o tema competição, esporte, educação e escola. Após o recolhimento dos dados foram efetuadas entrevistas com três desses técnicos para o enriquecimento e a aprofundamento das questões levantadas na literatura e nos questionários. O trabalho, baseado na Psicologia Sócio-Histórica, utilizou o procedimento dos Núcleos de Significação conforme descrito por Aguiar e Ozella (2006) para a análise dos dados obtidos. Concluiu-se que o esporte competitivo escolar possui diversos benefícios possíveis ao processo de desenvolvimento do aluno, desde que direcionado por adultos responsáveis que zelem prioritariamente pelo bem estar discente e de acordo com um planejamento pedagógico da atividade esportiva. O esporte competitivo escolar também apresenta riscos caso não possua uma liderança preocupada com o pleno desenvolvimento dos alunos, sendo necessário considerar que o esporte competitivo escolar é mediado por uma série de elementos que compõe a totalidade sobre o tema, como a percepção da direção escolar sobre as possibilidades educativas do esporte; o projeto pedagógico adotado pelo técnico/professor responsável pela atividade; a história do esporte na instituição escolar e sua inserção no Brasil; as formações iniciais e continuadas dos profissionais e a influência dos meios de comunicação nas significações do esporte para a população, tornando essencial a percepção crítica do esporte esportivo escolar e trabalhos de formação continuada para os profissionais responsáveis por estas atividades

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Casimiro, Maria de Fátima Figueiredo. "Os jogos na aprendizagem do léxico inglês no 1º CEB." Master's thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/22926.

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Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico
Este relatório que apresento surge no âmbito da realização da Unidade Curricular de Prática de Ensino Supervisionado, inserido no curso de mestrado em Ensino de Inglês no 1.º Ciclo do Ensino Básico. Neste relatório pretendo retratar aquilo que foi o meu estágio neste ciclo de ensino, apresentando e refletindo sobre algumas atividades de ensino-aprendizagem realizadas. Existem certamente várias estratégias para motivar e ajudar os jovens na sua aprendizagem, este projeto apresenta apenas uma, o jogo. Esta ferramenta por vezes ignorada por muitos professores que temem o diferente e a novidade, e que na verdade se pode tornar “o melhor amigo” no combate ao desinteresse e desmotivação nas aulas de inglês. Assim, nesta atividade lúdica, o jogador (aluno) está ativo e empenhado, é o centro da sua aprendizagem e põe à prova as suas capacidades para conseguir uma vitória. Através da diversão, muitos alunos enfrentam os seus medos aprendendo a gostar do inglês de uma forma mais descontraída e divertida. O jogo passa a ser uma ferramenta educacional relevante como também motivante para ajudar os alunos na aprendizagem do inglês. Faz aprendizagem mais ativa, mais centrada na criança. Implementada numa turma do 3.º ano de inglês curricular, esta investigação-ação procurou efetivamente evidenciar o modo como o jogo contribui para um melhor domínio da língua inglesa por parte dos alunos. Domínio, que não seria possível sem a motivação dos mesmos, e por isso, concebi alguns materiais e atividades e procurei saber a opinião dos alunos face à sua utilização. Apesar do reduzido tempo de ação, acredito que os resultados obtidos neste projeto são positivos e clarificadores do sucesso deste recurso didático. Este projeto de investigação-ação procurou desmistificar e se calhar até contradizer alguns argumentos que se mostram contra o jogo como ferramenta de ensino. Apresento razões e evidências da importância e benefícios na utilização do lúdico na educação, nomeadamente no que ao inglês diz respeito.
The following report arises within the curricular unit of Supervised Teaching Practice, inserted in the Master Course in Teaching English in the first cycle of basic education. In this report, I intend to portray what was my internship in this cycle of education, presenting and reflecting on some teaching-learning activities carried out. There are certainly various strategies to motivate and help young children to learn, this project presents only one, games. This teaching tool, sometimes ignored by many teachers who fear what is different and new, and that in fact may become a “best friend” to fight detachment and demotivation in the English class. So with this “playful” activity, the player (student) is active and engaged he is the center of his learning and tests his abilities to achieve victory. Through the fun in games, many students face their fears by learning to like English in a relaxed and fun way. So the game becomes relevant, but also a motivating educational tool to help students in learning English. It makes learning more active, more child centered. Implemented in a third year English class, this action-research sought to effectively demonstrate how games make for a better mastery of the English language by the students. This mastery, which would not be possible without the motivation of the game, and so, I designed some materials and activities, used them in class and had the students give their opinion about them. Despite the reduced time of action, I believe that the results obtained in this project are positive and clarify the success of this educational resource. This action-research project sought to demystify and maybe contradict some arguments that are against the use of games as a teaching tool. I present reasons and evidence of the importance and benefits in the use of “playful” in education, in particular in regard to the English language.

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Dunlap, E., and Ryan A. Nivens. "5E interactive Notebook with CER Framework Using Sail-Cars." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4736.

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CHANG, HUNG-YU, and 張弘諭. "Does Education of CEO and Directors Affect Merger and Acquisition?" Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6kn77m.

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碩士
國立中正大學
財務金融系研究所
105
We examine whether highly educated CEOs and directors affect the bidders’ acquisition behavior. We find that highly educated CEOs are more overconfident. Furthermore, acquirers with highly educated CEO are more likely to choose cash as the method of payment and make diversifying acquisition. The highly educated CEOs also have negative impact on the bidder announcement return. On the other hand, we find that the acquirers with highly educated directors experience higher acquirer announcement return and have the lower the probability of paying in cash. We find that because of their different roles, the education of CEO and directors have different effect on mergers.

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CHEN, HUI-RU, and 陳薈如. "The Impact of CEO Education and Experience Backgrounds on Key Audit Matters." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/m8fk2e.

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碩士
逢甲大學
財稅學系
107
There have been numerous accounting fraud scandals occurring in recent decades, and investors have a more negative perception of the corporation. Because the information of the prior audit report is insufficient, the International Auditing (IAASB) and Assurance Standards Board began to conduct the reform of the new audit report. The Accounting Research and Development Foundation referred IAASB standards to release NO.58 “Communicating key audit matters (KAM) in the independent auditors’ report”. Using Taiwan listed firms from 2016 to 2017, this study aims to investigate the impact of Chief Executive Officer education and work experience backgrounds on key audit matters. This paper shows that CEO with an accounting degree will reduce the disclosure level of KAM in the auditor’s report. Second, CEO with finance degree and CEO with a law degree will increase the disclosure level of KAM in the auditor’s report. Third, CEO with at least five years of tenures and CEO with abroad working experience will increase the disclosure level of KAM in the auditor’s report. Finally, audit firms issue the different length of KAM due to the individual depiction.

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Nguyen, Thuy Lien. "Tone at The Top: The Influence of Ceo Personal Characteristics On Corporate Financial Reporting and Environmental Responsibility." Thesis, 2019. http://hdl.handle.net/2440/120899.

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This thesis examines the impact of personal managerial characteristics on the decision making of chief executives (CEOs) at a corporate level. The research suggests executives’ personal philanthropy and educational backgrounds have a potent effect on corporate malfeasance in financial reporting and corporate environmental engagement and performance. My thesis is comprised of two studies. The first study explores the impact of CEO personal altruism on corporate malfeasance in financial reporting. The results show that firms run by CEOs with altruistic preferences, as captured by their stock donations, are less likely to commit financial fraud and exhibit lower levels of real and accrual-based earnings manipulation. These effects are more pronounced for CEOs who do not backdate when making stock donations and who donate stocks outside the tax season. The results are robust to a battery of endogeneity checks, including examining the effect of CEO turnovers, using difference-in-difference models, and applying an instrumental variable approach. Overall, the results suggest that personal altruism of managers has a disciplining effect on corporate malfeasance in financial reporting. Subsequently, the next chapter addresses potential measurement error of personal managerial altruism and extends the research of the effect of CEO altruism on the readability of a firm’s annual financial report. Similar conclusions are obtained when proxying CEO altruism by five alternative measures other than CEO stock donations. Further, the results also show that financial reports are more comprehendible for firms with altruistic CEOs. Building on the theories of familiarity and self-efficacy, the second study investigates the relationship between CEO educational background in science and MBA degrees, and corporate environmental responsibility. Using a sample of S&P 1500 firms, this research conducts difference-in-difference analyses utilizing CEO turnovers to highlight the impacts of CEOs backgrounds on corporate environmental ratings and performance. The results show that science-educated CEOs take greater environmental risks rather than refraining from investing in environmental strengths which result in lower overall environmental CSR ratings. Conversely, CEO holdings MBA degrees outperform non-MBA CEOs in overall environmental CSR performance because MBA CEOs are more risk-averse in taking additional environmental risks. The overall findings document that CEO educational background may be a potent predictor of differences in corporate environmental engagement and performance.
Thesis (Ph.D.) -- University of Adelaide, Business School, 2019

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Erlim, Kevin Wiyarta, and 林俊雄. "The Influence of CEO Education Level on Market Capitalization: Insight From The Banking Industry." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/vx5kac.

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碩士
輔仁大學
國際經營管理碩士學位學程
107
The growth of FinTech is disrupting retail banking industry. Thus, banks need a leader who can adapt toward this challenge. CEO education level and quality are CEO characteristics that can be measured and be used in this research. This research also will investigate the moderation effect of firm size on the relationship between CEO education level and quality with market capitalization. Methodologies of this research is panel data analysis using stata. Findings show that CEO education level and quality positively influence firm’s market capitalization and firm size is positively moderating the influence of CEO education level and quality on market capitalization, such that the positive relationship is stronger for smaller firms.

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Yu-HsuanKuo and 郭宇軒. "An Empirical Study of the Effect of CEO Education Attainment and Characteristics on Firm Performance ─ Evidence from Taiwan Electronics Industries." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vbpegq.

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Mendes, Rafael Filipe da Cunha. "Relatório de estágio pedagógico desenvolvido no Centro Educativo dos Olivais junto da Turma B3 – Empregado de Restaurante e Bar no ano letivo de 2019/2020 - o ensino da Educação Física através do modelo para o desenvolvimento da responsabilidade pessoal e social a alunos privados de liberdade." Master's thesis, 2020. http://hdl.handle.net/10316/96682.

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Relatório de Estágio do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário apresentado à Faculdade de Ciências do Desporto e Educação Física
Sendo parte integrante e final do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário (MEEFEBS), o Estágio Pedagógico (EP) tem como principal objetivo realizar uma experiência prática, durante um ano letivo, realizando todas as tarefas que estão inerentes às atividades desenvolvidas por um professor de Educação Física (EF).Posto isto, torna-se fundamental que o processo educativo associado ao EP possibilite a formação do professor, através da relação teoria-prática, conhecimentos do campo de trabalho, conhecimentos pedagógicos, administrativos, como também conhecimentos da organização do ambiente escolar, entre outros fatores. (Borssoi, 2008: 2).O relatório final de estágio consiste num documento onde é descrito o que foi realizado ao longo de todo o ano letivo, bem como as aprendizagens e conhecimentos adquiridos durante esta etapa tão importante, tratando-se assim, de um documento indispensável para a conclusão deste ciclo de estudos. Este relatório diz respeito ao estágio realizado no Centro Educativo dos Olivais, mais concretamente, junto da turma de Empregado de Restaurante e Bar (ERB) inserida no Regime Fechado.Seguindo as orientações do Guia de Estágio (2019) (in Prática Pedagógica Supervisionada III de Ribeiro-Silva et al., 2019), este relatório incorpora um conjunto de temas estruturados em três grandes capítulos: (I) Contextualização da Prática, no qual são expostas as expetativas iniciais e a caracterização do meio e contexto escolar; (II) Análise reflexiva da prática pedagógica que engloba três partes fundamentais: atividades de ensino-aprendizagem; atividades de organização e gestão escolar; projetos e parcerias educativas; (III) Aprofundamento do Tema Problema, no qual é apresentado um estudo de investigação-ação desenvolvido com a turma, com base no modelo de desenvolvimento da responsabilidade pessoal e social.
As the final part of the master’s degree in teaching of physical education, the teacher training aims to enable an experience at teaching. So, this is the time when the student in the role of teacher trainee, puts into to practice all the knowledge that has been acquired throughout the academic year and also throughout the degree. That said, it is essential that the educational process associated with Physical Education makes it possible to train the teacher, through the theory-practical relationship, knowledge of the work field, pedagogical and administrative knowledge, as well as knowledge of the organization of the school environment, among other factors" (Borssoi, 2008: 2).This report consists in a document that describe everything that has been done throughout the school year (2019/2020), as well as all the learning and knowledge acquired during this very important stage, and it is therefore an indispensable document for the completion of this cycle of studies. This report concerns the training course held at Centro Educativo dos Olivais.This document incorporates a set of themes structured in three major chapters: (I) Contextualization of the Practice, that describes the initial expectations and the characterization of the school environment and context are exposed; (II) Pedagogical Practice, which as divided in three fundamental parts: teaching-learning activities; organization and school management activities; educational projects and partnerships; (III) Deepening of the Problem Theme which in this case is focused in an action-research study developed with the class based on the model of teaching personal and social responsibility.

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Mendes, Rafael Filipe da Cunha. "Relatório de estágio pedagógico desenvolvido no Centro Educativo dos Olivais junto da turma B3 – empregado de restaurante e bar no ano letivo de 2019/2020 - o ensino da educação física através do modelo para o desenvolvimento da responsabilidade pessoal e social a alunos privados de liberdade." Master's thesis, 2020. http://hdl.handle.net/10316/96697.

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Relatório de Estágio do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário apresentado à Faculdade de Ciências do Desporto e Educação Física
Sendo parte integrante e final do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário (MEEFEBS), o Estágio Pedagógico (EP) tem como principal objetivo realizar uma experiência prática, durante um ano letivo, realizando todas as tarefas que estão inerentes às atividades desenvolvidas por um professor de Educação Física (EF).Posto isto, torna-se fundamental que o processo educativo associado ao EP possibilite a formação do professor, através da relação teoria-prática, conhecimentos do campo de trabalho, conhecimentos pedagógicos, administrativos, como também conhecimentos da organização do ambiente escolar, entre outros fatores. (Borssoi, 2008: 2).O relatório final de estágio consiste num documento onde é descrito o que foi realizado ao longo de todo o ano letivo, bem como as aprendizagens e conhecimentos adquiridos durante esta etapa tão importante, tratando-se assim, de um documento indispensável para a conclusão deste ciclo de estudos. Este relatório diz respeito ao estágio realizado no Centro Educativo dos Olivais, mais concretamente, junto da turma de Empregado de Restaurante e Bar (ERB) inserida no Regime Fechado.Seguindo as orientações do Guia de Estágio (2019) (in Prática Pedagógica Supervisionada III de Ribeiro-Silva et al., 2019), este relatório incorpora um conjunto de temas estruturados em três grandes capítulos: (I) Contextualização da Prática, no qual são expostas as expetativas iniciais e a caracterização do meio e contexto escolar; (II) Análise reflexiva da prática pedagógica que engloba três partes fundamentais: atividades de ensino-aprendizagem; atividades de organização e gestão escolar; projetos e parcerias educativas; (III) Aprofundamento do Tema Problema, no qual é apresentado um estudo de investigação-ação desenvolvido com a turma, com base no modelo de desenvolvimento da responsabilidade pessoal e social.
As the final part of the master’s degree in teaching of physical education, the teacher training aims to enable an experience at teaching. So, this is the time when the student in the role of teacher trainee, puts into to practice all the knowledge that has been acquired throughout the academic year and also throughout the degree. That said, it is essential that the educational process associated with Physical Education makes it possible to train the teacher, through the theory-practical relationship, knowledge of the work field, pedagogical and administrative knowledge, as well as knowledge of the organization of the school environment, among other factors" (Borssoi, 2008: 2).This report consists in a document that describe everything that has been done throughout the school year (2019/2020), as well as all the learning and knowledge acquired during this very important stage, and it is therefore an indispensable document for the completion of this cycle of studies. This report concerns the training course held at Centro Educativo dos Olivais.This document incorporates a set of themes structured in three major chapters: (I) Contextualization of the Practice, that describes the initial expectations and the characterization of the school environment and context are exposed; (II) Pedagogical Practice, which as divided in three fundamental parts: teaching-learning activities; organization and school management activities; educational projects and partnerships; (III) Deepening of the Problem Theme which in this case is focused in an action-research study developed with the class based on the model of teaching personal and social responsibility.

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Hsieh, Wan-yu, and 謝琬羽. "The Influence of CEO Educational Background and Career Experience on Corporate Performance." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/79941533599062759034.

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碩士
國立雲林科技大學
應用外語系碩士班
100
This study aimed to explore whether leaders’ nurturing processes in terms of educational backgrounds and career experiences had significant influences on the overall performance of the organizations they led. The sample of this study was 500 firms and their CEOs listed on 2007 Fortune 500. CEO educational backgrounds and career experiences were collected from their company websites, magazines, and Internet resources. CEO educational backgrounds including degree, major, and mix of majors were coded based on the International Standard Classification of Education (ISCED1997) and career experiences including their tenure and experiences in certain industries were coded with Standard Industrial Classification (SIC) system. Corporate performance of this study was measured by ROE, EPS, net sales, market value and sales growth average extracted from DataStream databank during 2004 to 2009. Different mixes of educational backgrounds and career experiences were then correlated and regressed with corporate performance. Results showed CEO tenure with firm had strong relation with net sales performance and tenure as CEO also related to EPS performance. Surprisingly, it was found that CEO majored in Engineering tended to perform better on EPS than those who majored in Business. Key

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Chien, Yu-Hui, and 簡玉卉. "Educational Background of Family Businesses'' new CEO and Business Performance." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3b459v.

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碩士
國立臺灣大學
經濟學研究所
106
This paper explores whether the educational background of a family business’s new family member CEO will affect the performance of the business. This study is based on 122 listed or OTC companies which in total includes 159 observations of family business’s CEO changes. This research applies multiple regression to businesses’ performance with the educational background of new CEO as the key test variable and other effective independent variables controlled. Moreover, by comparing with non-family businesses with no CEO changes, this research explores whether the educational background of new family member CEO could influence the performance difference between family and non-family business. The research results show that among family businesses, for those with new CEOs having educational backgrounds (professional), the performance improvements are significantly larger. However, whether the new CEOs have MBA degree does not significantly affect the performance improvements. The performance improvements of CEO changes were proved to be larger among non-family businesses than family businesses. Fortunately, according to the research results, if the new family member CEO has educational background (professional), the differences of performance improvement will be narrowed. Nevertheless, whether the new CEOs have MBA degree still does not significantly affect the improvement differences.According to the research results, if a family business wants its family member to serve as CEO, it should have this member be educated in the professional field of the business.

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Wu, Guan-Yi, and 吳冠儀. "The Relationship between CEO and CFO Educational Background and Insider Trading Abnormal Returns." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4zrdrd.

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碩士
國立臺灣大學
會計學研究所
106
This study examines the relationship between the educational background of CEOs and CFOs and insider trading abnormal returns. Few prior literature put emphasis on the association between personal attribute and the performance of insider trading. However trading performance, to a great degree, depends on the overall ability of insiders. As a result, this study focuses on the effect of different educational background of CEOs and CFOs on the risk appetite and the decision of insider trading. To better capture the medium-term investor experience, this research adopts buy-and-hold returns to calculate the abnormal returns. As for the educational background of a CEO or a CFO, this study uses his/her MBA degree and CPA license as the major proxies. Using a sample of S&P 1500 companies during 2012-2015, this research finds a negative association between the CEO or the CFO with an MBA degree and insider trading abnormal return, and a positive association between the CEO or the CFO with a CPA license and insider trading abnormal return. These results indicate that when the executives anticipate the stock price declining in the near term or the range of price increase is shrinking, the CEO or the CFO with an MBA degree might sell the stocks before bearing losses, while the CEO or the CFO with a CPA license might not sell the stock. Nevertheless, this result does not mean that the CEO or the CFO with an MBA degree tends to use the non-public information to execute illegal informed trades. In addition, this research finds a positive association between the situations that the CEO with a CPA license matched with the CFO with an MBA degree and insider trading abnormal returns, but there’s no significant association between the situations that CEO with an MBA degree matched with the CFO with a CPA license and insider trading abnormal returns. These results indicate that the CEO with a CPA license have power over the trading decision of the CFO with an MBA degree, while the CFO with a CPA license have no power over the trading decision of the CEO with an MBA degree.

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48

Radonjić, Marija. "The Growth Effects of Education in CEE and Balkan Countries." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-330434.

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This study applies the cross-country growth accounting regressions derived from the augmented Solow-Swan model to ascertain the growth effects of education in CEE and Balkan countries. We firstly test whether the total stock or accumulation of education matters more for corresponding countries' growth and afterwards we decompose the total stock into educational stocks at primary, secondary and tertiary levels to test whether the disaggregated educational levels have different growth effects. We do so by applying the panel fixed effects technique on 17 CEE countries during the 1990-2010 period. In addition, we address the endogeneity of education by using the lags of different educational proxies as instruments. The results suggest that the average stock of education is significantly contributing to economic growth of CEE countries with the biggest growth effect of tertiary education. Regarding the Balkan countries only, the growth effect of education is almost a null. We conclude that one cannot have economic growth without a good educational system and efficient usage of human capital. Thus, the policy implications should be related to the proper identification of the quality of educational governance, problem of mismatch on labor market and better utilization of human capital. Keywords:...

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49

Henriques, Maria Teresa Frazão e. Paula de Carvalho. "Ação de supervisão na melhoria das práticas docentes em turmas CEF." Master's thesis, 2012. http://hdl.handle.net/10437/3257.

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Orientação: Ana Paula Silva
Este projeto consistiu num plano de supervisão aplicado a um público-alvo muito concreto – os técnicos especializados dos cursos de educação formação. Face a problemas empiricamente experienciados, empreendemos um estudo científico que nos permitisse compreender as questões que, este grupo de professores, nos colocava. Assim, apontámos como questão de partida procurar saber como lidar, supervisionar ou coordenar estes professores. Para a concretização do estudo adotou-se a metodologia de investigação-ação com o intuito de se delinear o plano de intervenção, aplicá-lo e avaliá-lo. Assim, procurámos um referencial teórico que nos elucidasse sobre as principais estratégias de supervisão a utilizar no sentido de ajudar a desenvolver, nos técnicos especializados, competências pessoais e profissionais a fim de dar resposta a um grupo específico de alunos. Recolheram-se ainda dados através da aplicação de um questionário e do registo de observações no diário de bordo. O plano de supervisão foi direcionado em três áreas prioritárias: o “ser professor”, as práticas pedagógicas e a avaliação de alunos, implementando-se várias ações que visassem superar as lacunas encontradas e promover a melhoria da profissionalidade destes docentes. Após a aplicação de todas as ações delineadas esperaríamos algumas modificações a nível da atuação dos professores o que se constatou nuns casos e noutros não. Ao procurarmos compreender estes resultados, verificámos que os docentes não manifestavam reconhecimento de algumas das competências inerentes ao cargo de coordenador de curso. O coordenador só é visto como um mero diretor de turma. Logo, questionámo-nos sobre o impacto disso nos resultados, isto é, se os docentes não reconhecem as nossas funções de supervisão pedagógica, também não nos reconhecem a autoridade para tal, coartando o nosso poder de influência sobre eles.
This research consisted in a supervision plan applied to a very specific public group – the specialized technicians of the education formation courses. Due to empirical experienced problems, we carried out a scientific study which allowed us to understand the questions made by this group of teachers. Thus, as a prime question we decided to understand how to deal, supervise and coordinate these teachers. To achieve this study we adopted an action-research methodology so as to outline the supervision plan, implement and evaluate it. Therefore, we looked for theoretical references that enlightened us about the main supervision strategies to use, in order to help us to build, personal and professional competences that would allow us to work with a specific group of students. The data was collected through a questionnaire and with observations noted in a logbook. The supervision plan was directed to three main areas: “being a teacher”, pedagogical practices and student evaluation, by implementing several actions that intended to overcome the identified gaps and promote professional improvement in these teachers. After the application of all the designed actions, we might hope to see some changes in the teacher’s action, which happened in some cases, but in others didn´t. In order to try to understand these results, we realized that these teachers didn´t recognize some competences linked to the role of course coordinator. The coordinator is seen just as a mere course director. So, we questioned ourselves about how this would affect our study, that is, if the teachers didn’t recognize our pedagogical supervision functions, they didn´t also recognize the authority to do so, which would weaken out our power over them.

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Chen, Shu-Fen, and 陳淑芬. "A Study on Cao Wen-Xuan and the Life Education in His Teenage Novels." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/12104008790236809475.

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碩士
國立臺南大學
國語文學系國語文教學碩士班
102
Cao Wen-Xuan, born in a rural village in Yancheng City, Jiangsu in 1954, is a scholar and author; being an author of children’s literature with high erudition, he wrote a series of teenage novels full of literature. In China, he is credited as “a currently grand master of Bildungsroman” and an author of children’s literature drawing people’s attention. With his unique life experience, pursuit of aesthetic perception and having compassion, Cao Wen-Xuan created a series of touching and full of life philosophy teenage novels. He regards suffering as life fortune and guides readers to experience the warmth and poetry in the stories through bitterness to realize the life value. The study object is Cao Wen-Xuan’s teenage novels published in Taiwan. Through four aspects of life education, it analyzes the inspiration and influence of his novels on teenagers’ life education. This study includes five chapters. It first analyzes the perception and connotation of life education. Then it discusses the background, works and perspectives on children’s literature of Cao Wen-Xuan. Also, it analyzes the life education of his teenage novels through the relation of “I and Myself”, “I and Others”, “I and the Environment”, and “I and the Universe”. It generalizes a conclusion of the life comprehension in his teenage novels. The combination of life education and reading education enable teenagers to love life by reading Cao Wen-Xuan’s teenage novels, which guides them to respect life and others, and cultivates the spirit and attitude of cherishing all living things. By doing so, the meaning of life education can be deeply embedded in students’ mind.

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Dissertations / Theses on the topic 'CEO Education'

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