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Trama urbana moderna em Vinhedo e educação das sensibilidades (1970-1990); Urban modern plot in Vinhedo and education of the sensibilities (1970-1990)

Fernanda Ferragut Favaro
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 27/08/2014 Português
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Este projeto tem como tema principal a relação entre o processo de urbanização e de industrialização na cidade de Vinhedo e a educação das sensibilidades dos sujeitos envolvidos. O recorte temporal focalizado para a pesquisa é o período de 1970 a 1990, uma vez que é neste momento que Vinhedo intensifica o avanço do sistema capitalista amalgamando em sua paisagem imagens tradicionais e modernas. No entanto, o ponto de partida e de chegada da pesquisa é o tempo presente: é a partir dele, que as relações com o passado são tecidas. A fim de investigar como estas "novas" práticas sociais instituíram uma "nova" educação urbana das sensibilidades e de perceber como as "novas" experiências socioculturais urbanas foram transformadas (pelas) e, ao mesmo tempo incorporadas nas práticas sociais e escolares, fez-se necessária a realização de entrevistas com antigos moradores e com ex-professores (os quais estavam inseridos nas instituições públicas do período focalizado). Ainda, com o intuito de perceber como os sujeitos se relacionavam com a cidade, privilegiei a análise de outros documentos, como fotos da paisagem urbana, jornais da época e textos literários.; This project has as main theme the relationship between the process of urbanization and industrialization of the Vinhedo¿s city and the education of the sensibilities of the subjects involved. The timeframe for the focused research is the period from 1970 to 1990...

Civil society strategies on urban waterways : stewardship, contention, and coalition building

Campbell, Lindsay Kathleen
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 169 p.
Português
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Urban, industrial waterways-with their contamination, environmental injustice, and nebulous development futures given changing economies-present multiple problems that are confronted by environmental civil society organizations. Despite the many problems, these groups view urban waterways as some of the last available open space in the city and as potential public amenities and natural resources that merit revitalization. This work focuses on the means by which citizen groups and nonprofit organizations-which are often in positions of relatively less power and authority vis-h-vis public and private actors-attempt to engage, be heard, and leverage influence over decision-making on and end use of three New York City river resources. Depending on the situation and the groups involved, strategies rooted in conflict or collaboration rise to the fore. Civil society organizations select from "insider" strategies based on cooperation with government, "outsider" strategies that depend upon advocacy and pressure tactics directed towards either government or the private sector, and "independent" strategies like stewardship, education, and environmental monitoring that engage with the resource, regardless of the political and policy context.; (cont.) To understand the selection and efficacy of strategies in general and alliance-building in specific...

Accessing resources for identity development by urban students and teachers: Foregrounding context

Luehmann, April Lynn (1967 - )
Fonte: Universidade de Rochester Publicador: Universidade de Rochester
Tipo: Artigo de Revista Científica
Português
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Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students’ academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the ‘‘digital divide’’ by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths’ identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including...

Fighting, loving, teaching : an exploration of hope, armed love and critical pedagogies in urban teachers’ praxis

Daniels, Emily (1973 - ); Ares, Nancy (1957 - )
Fonte: University of Rochester. Publicador: University of Rochester.
Tipo: Tese de Doutorado Formato: Number of Pages:ix, 210 leaves
Português
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Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2010.; The purpose of this study was to explore urban teachers’ praxis with historically marginalized youth. Specifically I examined of the role of hope and armed love, as well as critical pedagogy as conceptualized and implemented in urban classrooms. The basis for this is the continued educational inequities for urban youth, and an exploration of the roles that hope, caring and armed love in teachers’ praxis can play in buffering youth against an oppressive schooling system. I engaged in a qualitative case study with 2 urban teachers, which involved life history interviews and videotaped classroom observations. The theoretical framework was a combination of caring, armed love, and critical pedagogy and data analysis consisted of a Grounded Theory approach. The findings included the importance of understanding, relationship, community and caring, the salience of race, as well as armed love, in supporting historically marginalized youth. In addition, critical pedagogical approaches were found, and spirituality and the persistence of hope in spite of challenges was another notable finding.

Emerging Evidence on Vouchers and Faith-based Providers in Education : Case Studies from Africa, Latin America, and Asia

Barrera-Osorio, Felipe; Patrinos, Harry Anthony; Wodon, Quentin
Fonte: World Bank Publicador: World Bank
Português
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The case studies in this book provide useful information on the characteristics of students and the performance of various types of schools that benefit from public-private partnerships. While these case studies are empirically grounded, their results are not necessarily of universal application, because context also matters. The authors are careful to point out that while one of the case studies is based on an experiment, the other case studies use instruments or matching methods that have their limitations. Yet a key result from this work is that sound analyses of existing data are feasible and can yield useful conclusions about the contribution that private service providers can offer to educational development. These case studies will encourage more researchers to undertake similar work to demonstrate the many options that developing countries have to reach their education goals.

Romania - Functional Review : Pre-university Education Sector (2nd Output) : Final Report, Volume 1

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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This report follows the first report delivered by the Bank team in October 2010 under the Functional Analysis of the Pre-university education that focused on the capacity within the Ministry and its main agencies at the central level to meet the strategic objectives of the sector. This second report summarizes a review of the delivery of education services at sub-national levels, focusing on the county inspectorate offices, the schools and the county and local authorities. The main chapters include: (i) the objectives of decentralization and the extent of consensus around them, (ii) the roles assigned to the key players at the local level as well as the MERYS in relation to them, (iii) the fiscal arrangements underpinning the decentralized system and (iv) the capacity to decentralize both at the local level and at the Ministry.

Secondary Education in Brazil : Time to Move Forward

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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The study focuses on secondary education issues, particularly the supply, and demand factors affecting student attainment, and performance. It explores the main challenges resulting from the rapid expansion in secondary education enrolments, in terms of access, equity, quality and financing, and, presents policy options to address them. It is important to note that vocational education, and the issue of curriculum content, are not being addressed, since the Government took the policy to separate technical education from secondary schools, clearly selecting secondary education as the last stage of basic education, and, the definition of secondary education curriculum - which emphasizes basic skills and competencies - is linked to the reform being implemented. The report reviews the access to primary education, which appears not to be a problem, and the growing demand for secondary education. However, completion rates, raises major questions regarding system efficiency. The differences among regions, and socioeconomic groups...

Next Steps for Education in Four Selected States in Brazil

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
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Despite an increased economic growth following the introduction of the Real Plan in 1994, the poverty rate in Northeast Brazil is not declining at par with that in other regions, aggravated by the fact that the Northeastern illiteracy rate, is twice as high as the national average. This report identifies exclusion from educational opportunities, suggesting ways to attain inclusion, based on an analysis of successful experiences, both in other parts of Brazil, and abroad. The analysis covers four states, selected on the basis of poverty incidence, and of educational failure and exclusion, as well as on the extent to which education authorities at the state level have expressed interest in educational reform. The study examines the determinants of educational exclusion, including that of rural, indigenous, and Quilombo (groups of slave descendants) children, stipulating there is a clear need for policymakers to adopt educational approaches that account for the many different perspectives of the Brazilian population...

Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School

Wasserberg, Martin J
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic competence of African Americans. This sequential mixed-methods study investigated whether the standardized testing experiences of African American children in an urban elementary school are related to their level of stereotype awareness. The quantitative phase utilized data from 198 African American children at an urban elementary school. Both ex-post facto and experimental designs were employed. Experimental conditions were diagnostic and non-diagnostic testing experiences. The qualitative phase utilized data from a series of six focus group interviews conducted with a purposefully selected group of 4 African American children. The interview data were supplemented with data from 30 hours of classroom observations. Quantitative findings indicated that the stereotype threat condition evoked by diagnostic testing depresses the reading test performance of stereotype-aware African American children (F[1...

The estimation of the rate of return to education in China: an empirical analysis using instrument variable estimation with months of birth and its Issues

Cowling, Michael Leith
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (Honours)
Português
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Any attempt to estimate the rate of return to education using ordinary least squares (OLS) models suffers from omitted variable bias due to unobservable factors that are correlated with both the education variable and the return dependent variable. Instrument Variables, such as the birth months of students, provide an alternative estimation method that can create less biased estimates. The validity of the birth months as instrument variables depends on being uncorrelated with individual personal attributes while having an effect on the education outcome of the individual. However, the exogenous criterion is violated if unobservable factors influences the month of birth and education outcome creating the omitted variable bias problem. We investigate if the birth month is a good instrument for use in estimating the rate of return to education using empirical evidence from the 2000 Chinese Population Census and the 2009 Chinese Urban Household Income and Expenditure Survey. We split the sample into two groups, individuals with rural education and individuals with urban education due to an urban/rural education gap that the literature captures. A Two Stage Least Squares Model (TSLS) is run to estimate the rate of return to education and to determine if the instrument birth month variables are strong instruments. We also run an OLS model to compare the OLS rate of return to education with the TSLS estimates. We use the parent’s education level as a proxy for socioeconomic status and investigate if there is a violation of the exclusion restriction for the birth month instruments. We find students born after August typically achieving a higher education level on average than students born in the August and months before August. In addition...

School-Based Education Improvement Initiatives : The Experience and Options for Sri Lanka

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
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Most developing countries following independence opted for strong central control and direction of the education system, partly because of limited resources and the need to plan carefully and partly because of a felt need to create a sense of national unity among diverse ethnic and linguistic groups. This meant that key areas of control and decision making, such as management of resources and personnel, curriculum, evaluation of performance, and accountability, were under central rather than local control. The empowerment of schools has two major components: school-based management and the involvement of parents and communities in the work of schools. The emphasis given to one or other of these components depends on general national policy, local traditions, and context, with the result that almost every system is unique when one considers who makes decisions, the actual decisions that are made, the nature of those decisions, the level at which they are made, and relationships between levels. Thus, there are 'strong' and 'weak' versions of school empowerment. In some...

Violence Against Women and Girls : Education Sector Brief

Gennari, Floriza; Urban, Anne-Marie; McCleary-Sills, Jennifer; Arango, Diana; Kiplesund, Sveinung
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief
Português
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Experiencing violence in schools can negatively impact girls' enrollment as well as the quality of the education they receive. Evidence suggests that sexual harassment is widespread in educational settings in many parts of the world. Children who have witnessed violence at home or experienced violence have lower educational attainment. In Zambia, girls who experienced sexual violence were found to have more difficulty concentrating on studies, some students transferred to another school to escape harassment, and others dropped out of school because of pregnancy. Few ministries of education around the world have explicit policies on sexual violence and harassment as unacceptable, and few have developed guidelines on the definition of harassment and how educational institutions should respond.

What motivates registered nurses to participate in continuing education activities?

Powell, Beverley.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
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The study was undertaken to identify what motivates registered nurses to participate in continuing education activities. The primary questions were whether basic nursing education, employment status, clinical area, and position, as well as readiness for selfdirected learning influenced Canadian nurses' motivational orientations when deciding to participate in continuing education activities. Other individual differences (e.g., age) were also examined. The sample included 142 registered nurses employed at an urban community hospital. Three instruments were used for data collection: the Education Participation Scale, the Self-Directed Learning Readiness Scale, and a nursing survey consisting of demographic questions. Basic nursing education and employment status did not effect motivational orientation or self-directed learning readiness. Clinical area and level of position significantly influenced nurses' decisions to participate in continuing education activities. Motivational orientation had a significant relationship with selfdirected learning readiness. Implications for practice as a result of this study involves program planning and delivery. The identification of the motivational orientations of participants may assist in the development and delivery of continuing education programs that are beneficial...

Trilhos da modernidade : memorias e educação urbana dos sentidos; Ways of modernity: memoirs and urban education of the senses

Maria Silvia Duarte Hadler
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/02/2007 Português
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Memórias diversas, em grande parte nostálgicas e idealizadas, encontradas a respeito do tempo em que o bonde foi presença significativa no espaço urbano de diversas cidades brasileiras, levaram a considerá-lo um objeto culturalmente significativo, capaz de conduzir à apreensão de determinadas práticas culturais de uma cidade na relação com a modernidade capitalista. Tendo sido um dos ícones da modernidade urbana entre décadas finais do século XIX e as iniciais do século XX, e nos anos 1960 símbolo de entrave ao progresso, foram expressão de uma dada forma de circulação e temporalidade, fazendo parte de um processo de produção de relações sócio-culturais no espaço urbano, de conformação de sensibilidades urbanas. Nesse trajeto histórico-cultural percorrido pelos bondes, a pesquisa buscou flagrar, mais especificamente na cidade de Campinas, através de memórias que foram se delineando em torno da figura do bonde, entrelaçamentos sugestivos entre presente e passado, articulações com as vivências e inquietações do presente. Por outro lado, rastreando imagens que se formaram sobre a vida urbana da época, buscou estabelecer relações entre a cidade e seus equipamentos e o processamento de uma educação histórico-política das sensibilidades; Several memories ? most of them nostalgic and idealized ? about the time in which there was a significant presence of the tram in some Brazilian urban areas...

Streetwise for book smarts : culture, community organizing, and education reform in the Bronx

Su, Celina
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 2 v. (298 leaves)
Português
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47.11297%
Education organizing groups that have similar goals frequently employ divergent political strategies in their campaigns. In the literature on social movement organizations, such differences are usually attributed to variations in political context, or variations in resources. This dissertation builds on currently dominant social movement theories by investigating how cultural norms inside organizations also contribute to distinct types of political strategies. Specifically, it utilizes archival, direct observation, and interview data on five education organizing groups in the Bronx to explore the role of cultural norms, usually manifest in the form of rules of membership, activities, and protocols. All of the case study organizations have been engaging in grassroots political campaigns for similar goals in local school reform and funding increases in the South Bronx. The analysis contrasts the categories of Alinsky- and of Freire-derived norms inside these organizations, which, when applied, are more akin to cumulatively developed cultural tool kits than coherently formed, whole "cultures." The dissertation carefully delineates the key characteristics of the two categories. For example, the Freirian category is marked by leadership development that emphasizes the organizer as a partner rather than as a traditional teacher...

Whose city? Whose schools? : a case study of civic engagement and planning "from below" to promote education equity in New Orleans public schools; Civic engagement and planning "from below" to promote education equity in New Orleans public schools

Tahbildar, Dulari
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 68 p.
Português
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How and why have ordinary citizens claimed their stake in the process of rebuilding public education in post-Katrina New Orleans, and what are the lessons for planning in post-disaster contexts? This paper investigates civic engagement that emerged "from below" in post-Katrina New Orleans through a case study of the Downtown Neighborhoods Improvement Association (DNIA) Education Committee. Civic engagement from below promotes the powerful idea that citizens can and should be agents of change within public decision-making, and not merely recipients of public services or providers of input in top-down approaches to reform. The case of the DNIA Education Committee reveals three key lessons relevant to civic engagement after a disaster. First, opportunities for collaboration between government and community groups can be easily missed, especially when dynamics of mistrust and unequal power are unaddressed, unless each party believes it is possible and knows how to invent options for collaboration that address their different needs while meeting their shared goals. Second, after a disaster residents may find their very survival intrinsically connected to, and indeed dependent on, how public institutions and infrastructure are rebuilt.; (cont.) With a heightened sense of interconnectedness to their environment and awareness of government's role to protect the common good...

Giving Voice to Voiceless: Engaging Urban Youth for Possibilities

Hale, Donnie R., Jr; Whitehead, Chaundra L; Young, Chanika
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
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This symposium will discuss the expansion of The Education Effect – Booker T. Washington, as a university community school partnership designed to engage urban youth for college and career readiness. The partnership is focused on developing collective impact and capacity for academic achievement, social success and college completion. The partnership aligns university expertise, resources and evidenced based strategies to address educational needs through the improvement of teaching and learning; increase graduation rate and parental involvement.

Urban density and pupil attainment

Gibbons, Stephen; Silva, Olmo
Fonte: Centre for the Economics of Education, London School of Economics and Political Science Publicador: Centre for the Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /05/2007 Português
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We explore the association between urban density and pupil attainment using three cohorts of pupils in schooling in England. Although – as widely recognised – attainment in dense urban places is low on average, this is not because urban environments disadvantage pupils, but because the most disadvantaged pupils with low average attainments attend the most urbanised schools. To control for this, we exploit changes in urban density faced by pupils during compulsory transition from Primary to Secondary school, and measure educational progress at the end of the Secondary phase, relative to attainments at the end of Primary schooling. Our results suggest that there are small but significant benefits from education in schools in more densely urbanised settings: Pupils in schools in relatively dense places – measured in terms of school density and other urban indicators – progress faster than others in their cohort, but the elasticity is low, at around 0.02. We detect this density advantage even amongst pupils moving relatively short distances between Primary and Secondary schools within urban areas, so we cannot attribute it to broad urbanisation effects experienced by pupils making rural-urban school moves. A more likely explanation lies in greater school choice and competition between closely co-located educational providers.

Does additional spending help urban schools? An evaluation using boundary discontinuities

Gibbons, Stephen; McNally, Sandra; Viarengo, Martina
Fonte: Centre for the Economics of Education, London School of Economics and Political Science Publicador: Centre for the Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /09/2011 Português
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Improvement of educational attainment in schools in urban, disadvantaged areas is an important priority for policy – particularly in countries like England which have a long tail at the bottom of the educational distribution and where there is much concern about low social mobility. An anomaly in the spatial dimension of school funding policy in England allows us to examine the effect of increasing school expenditure for schools in urban areas. This anomaly arises because an ‘area cost adjustment’ is made in how central government allocates funds to Local Authorities (school districts) whereas, in reality, teachers are drawn from the same labour market and are paid according to national pay scales. This is one of the features that give rise to neighbouring schools on either side of a Local Authority boundary being allocated very different resources, even if they have very similar characteristics. We find that these funding disparities give rise to sizeable differences in pupil attainment in national tests at the end of primary school. This finding lends adds to the evidence that school resources have an important role to play in improving educational attainment and has direct policy implications for the current ‘pupil premium’ policy in England.

Education for migrant children: policy implementation in the changing urban education system in China

Hu, Bo
Fonte: London School of Economics and Political Science Thesis Publicador: London School of Economics and Political Science Thesis
Tipo: Thesis; NonPeerReviewed Formato: application/pdf
Publicado em /09/2012 Português
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This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives...