Relato de experiência profissional de uma Socióloga na Administração Local, concretamente num município em meio rural, concelho de Sousel em que se pretende demonstrar a polivalência das competências pessoais e profissionais do Sociólogo, tendo por base a tipologia de perfis tipo do papel do sociólogo, definida por Manuel João Ribeiro que situa em quatro domínios fundamentais: o planeamento; investigação; relacional e operacional.
No entanto, dos domínios elencados o relacional e operacional serão abordados mais minuciosamente numa perspetiva em que a sociologia da intervenção tem dado um importante contributo no sentido de se ir mais além da corrente positivista da sociologia, tendo vindo a introduzir novos suportes concetuais para uma sociologia mais próxima do terreno, tendo em vista novas articulações entre a teoria e ação, entre a investigação e a intervenção. O sociólogo Orlando Garcia defende que “o campo da intervenção social é tão pertinentemente sociológico, que não faz sentido ter a desatenção dos sociólogos” (Garcia, 1990 : 279).
Também se pretende efetuar uma abordagem do ponto da sociologia de ação, defendida por Isabel Guerra na medida em que as mudanças sociais impulsionam mudanças nas perspetivas profissionais...
Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis.
Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations...
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance.
Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention.
Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive...
What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone.
The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions?
Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description...
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students.
Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year.
Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom...
Abstract: This informative and interactive teaching symposium posits the Positive Peer Leadership Mentoring Program (PPLM) as an evidence-based wrap-around service for youth and families in Miami-Dade who are involved in the school-to-prison pipeline. Presenters first provide information to initiate the dialogic process of discerning and interpreting the school-to-prison pipeline, impacted by costs of incarceration for Black youth and families and the move toward effective mental health services in the juvenile justice system. Then, participants experience an interactive pedagogical mentoring format set forth in PPLM as the first step toward transforming the school-to-prison pipeline in their own classroom or other educational setting.
Final doctoral research paper presented at JCDL 2005 Inaugural Doctoral Consortium, 7 June 2005, Denver, Colorado, USA.; The widespread deployment of ubiquitous communication technologies, including
growing Internet access, in the early 21st century has resulted in a growing number of
information sources available for educational purposes. These online information sources
contribute to an educational landscape increasingly capable of near real-time access to
news coverage, scientific data, and critical analyses about earthquakes, volcanic
eruptions, tsunamis, and similar Earth system science (ESS) events. By contrast,
traditional science textbooks provide sanctioned quality educational content, but require
content updating cycles several orders of magnitude longer than online information
sources. Lacking meaningful context, scientific information in traditional textbooks often
leads to disconnected rote learning and limited understanding of scientific concepts.
Lacking the appropriate cognitive skills, learners often fail to recognize and connect the
salient scientific concepts and social issues underlying news coverage of significant ESS
events with their existing scientific knowledge.
Nationally-recognized science education standards have addressed the importance of
learning how to be a scientist through learning goals related to science inquiry and critical
thinking skills in authentic settings...
This action research project will investigate the relationship between participation in extracurricular activities and academic achievement of students in the fourth grade. Students’ achievement scores on the FAIR exams will be the measure of academic success. Analysis will consist of a correlation between extracurricular activities and academic success.
Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem.
U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S.
The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement.
Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features...
This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.
Unidad Académica Campesina-Carmen Pampa (UAC-CP) is an institution of higher education located in the rural community of Carmen Pampa, in the Nor Yungas region of Bolivia. As articulated in its mission, the goal of UAC-CP is to prepare young Bolivians to serve their community as professionals with a commitment to bettering the lot of the poorest among them. This research attempted to answer a main question: What are the perceptions of key UAC-CP stakeholders of how the college prepares seniors and alumni to serve their communities as professionals? The sub-question was: What professional endeavors have seniors and alumni pursued upon completion of their course work or graduation from UAC-CP?
In this qualitative single case study, the researcher conducted semi-structured interviews with a former director of UAC-CP, three UAC-CP founders, one senior and nine of the college’s alumni. In addition, the researcher conducted a document review and led a focus group session with seven UAC-CP faculty members. Upon analysis of the data collected in the interviews and document review, the researcher identified seven themes that are directly linked to the research question and sub-question: perceived strengths and weaknesses of the college, professional endeavors pursued by seniors and alumni...
Character education has been viewed by many educators as having significant historical, academic, and social value. Many stakeholders in education argue for character development as a curricular experience. While understanding the degree to which character education is of worth to stakeholders of institutions is important, understanding students, teachers, and administrators perspectives from their lived experiences is likewise significant.^ The purpose of this phenomenological study was to gain a deeper understanding of character education within a Biblical framework environment by examining the lived experiences of students, administrators, and teachers of a Seventh-day Adventist School. Phenomenology describes individuals' daily experiences of phenomena, the manner in which these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry was undertaken to answer the question: What are the perceptions of students, teachers, and an administrator toward character education in a Seventh-day Adventist school setting?^ Ten participants (seven students and three adults) formed the homogeneous purposive sample, and the major data collection tool was semi-structured interviews (Patton...
The purpose of this inquiry was to investigate the perceptions of former service personnel, students and their parents about the organizational effectiveness of the Ghana National Service Scheme (GNSS). The inquiry addressed the following questions: How do the participants perceive the effectiveness of the national service program on the Ghanaian society? What are the perceptions of school administrators who worked with service personnel, parents and students vis-à-vis the over all impact of the GNSS on the educational system? What are the perceptions of former service personnel, students and their parents in regard to the impact of the GNSS on them? ^ The GNSS is a part within the ministry of education, which is also part in the Ghanaian social structure. Hence, a systems theory approach which asks, “How and why a system as a whole functions as it does” (Patton, 1990), was utilized in the study. Methodologies included purposive sampling; interviews; participant observation, and follow-up interviews. The study was conducted over a six-moth period. ^ A cross-sectional survey design was used to generate data. The survey was followed up with an ethnographic study where in-depth, face-to-face interviews were conducted together with observations. The results were described and interpreted. ^ The summary of findings concludes that perceptional determinants of the effectiveness of the GNSS were biased by the age and zone of origin but not gender. This partially agrees with Marenin's (1990) except for gender. A significant difference was detected between the responses of those who were officials of the National service Secretariat and of former service personnel. The administrators defended the status quo and demonstrated their deeper knowledge about the scheme. The former personnel and parents freely criticized the program when necessary and did not seem to know much about the GNSS. Respondents mostly stressed the need for the secretariat to focus on the following areas: (1) involvement in the agricultural sector of the economy...
Based on research from an evaluation of
functional adult literacy during the late 70s, focused on
peanut-growing in the western region of Mali, results
demonstrated that while literacy programs only attained its
full quantitative objectives in just a few localities, the
vast majority of participating communities, had nonetheless
managed to produce a nucleus of literate people. These
people, in charge of marketing commercial crops, including
monitoring tax bills, soon enhanced the magnitude of
literacy's uses in the rural environment. However,
indigenous knowledge, which is social in nature, and
culturally transmitted, comes forth in social situations,
where groups of people resolve their perceptions, or
communicate their wisdom across generations. The note thus
focuses on the efforts by the Bank, and the Ministry of
Education in supporting methods, and new directions for
non-formal basic education, premised on the notion that
literacy should be a starting point for training, relevant
to rural development. The training had five closely related
elements: technical content; hands-on developmental work;
field inquiry or local needs assessment; comparison with
indigenous knowledge; and...
This narrative case study explored gifted and highly able adolescents' experiences
with stress and coping. Nine students, ages 13-18, at 2 independent schools in southern
Ontario, participated. They completed the Adolescent Coping Scale (Frydenberg &
Lewis, 1993), and I generated individualized graphs of coping strategies. Participants
talked about experiences they perceived as stressful in their academic, personal, social,
and familial settings during a 60-90 minute one-on-one audiotaped interview. During the
interview, each participant made observations about their own coping strategies profile.
The interview was analyzed to identify stressor and coping themes. Participants
completed a writing or art task to record perceptions of stress and coping. The 3 data
sources were used to craft 9 individual story portraits, from which 5 main stressor themes
emerged: issues of time; relationships, emotions, and communication; ethical, moral, and
spiritual issues; global issues; and silences, or stressors not talked about in depth. Coping
themes were: seeking relaxing activities; having positive attitudes and making wise
choices; maintaining relationships with peers and family; understanding the role of faith
and moral beliefs; having a supportive environment; knowing your own personality type;
being aware of negative coping strategies; and keeping busy and avoiding stressfiil issues.
The narratives are important because they present teenagers talking about their
socioemotional worlds. The present findings provide empirical groundwork for
curriculum development in affective education and highlight the importance of
socioemotional development for future research in the area of giftedness and adolescence.
The harmony and the unity among truth, good, and beauty is the ideal realm for humans to hope for. Our human being’s highest life purpose in the present is to lead a truthful, good, and beautiful life. Our humankind’s preeminent educational aim is the exploration of and the search for truth, good, and beauty. The Confucian philosophy is the base of the constitution of China’s educational ideals. During an extensive period of experimentation, the Confucian philosophy contributes to the education system comprising educational aim, curriculum, and instruction. The Confucian primary educational aim centers on the concept of jen (benevolent), which is to cultivate the person of jen or exemplary person (human quality of truth, good, and beauty); Its curriculum consists of teaching the Six Arts including li or rites (good), yue or music (beauty), she or archery (truth), yu or charioteering (truth), shu or reading (truth), and *shu or mathematics (truth). The Confucian pedagogy focuses on three major instructions such as connecting knowing and acting, teaching students according to their aptitude, and skillful directing. The Confucian educational aim, curriculum, and methods reflect the characteristics of the educational system in ancient China. John Dewey’s pragmatic philosophy and his educational ideals represent the value system of the Western modern society. Built upon pragmatism...
This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students’ written work.
The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities?
The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second...
Fonte: British Academy and Oxford University PressPublicador: British Academy and Oxford University Press
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
Despite the profound impact that the History Workshop Movement has had on the postwar British historiographical tradition, the circumstances of the History Workshop�s founding have received surprisingly little scholarly attention. Rather, the bulk of published work has tended to focus on the broader place of the Workshop, or on specific elements such as the rise of the feminist voice in the Workshop community, or the Workshop�s efforts to bring together forms of historical or historically informed inquiry which normally existed in separate spheres. In this article I focus on the circumstances, influences and motivations behind Raphael Samuel�s setting up of the History Workshop at Ruskin College, Oxford, in 1967. I seek to make three main points. First, profound as was the Workshop�s approach to, and notion of, �history from below�, it emerged not in isolation, but as part of a wider attack by social history on British historiography taking place in the late 1950s and early 1960s. Secondly, I seek to highlight the importance of pedagogy as a formative influence on Samuel�s interest in establishing the Workshop. Plugging into this, I lastly make a case for Samuel�s own romanticized perceptions of Ruskin College�s connection to working-class radicalism � both what this had historically been...
Lynnette Young Overby; The purpose of this research study was to investigate the effect of a music and
movement integrated mathematics curriculum on second grade students??? emotional,
behavioral, and cognitive engagement with learning. A concurrent triangulation
design was used to guide this inquiry. Four types of data were collected from the
following sources: (a) journal reflections; (b) surveys; (c) videotaped student
performances; and (d) written work samples. Participants were seventeen 2nd grade
students from a public school in Newark, Delaware. Findings from in-depth data
analyses suggest that participants perceived the integrated learning experience to be
emotionally, behaviorally, and cognitively engaging.; Elementary Teacher Education