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Adesão ao uso do primeiro par de óculos por estudantes da primeira série do ensino fundamental; Acceptance of initial spectacle prescription for children in their first-year at primary school

SANTOS, Mário Jorge; ALVES, Milton Ruiz; LUI NETTO, Adamo; SANTOS, Rodrigo Ribeiro; LUI, Giovana Arlene Fioravanti; LUI, Tatiana Adarli Fioravanti; LUI, Aline Cristina Fioravanti
Fonte: Sociedade Brasileira de Oftalmologia Publicador: Sociedade Brasileira de Oftalmologia
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
65.79%
OBJETIVOS: Avaliar a adesão dos escolares do primeiro ano do ensino fundamental ao uso do primeiro par de óculose identificar barreiras ao uso da correção óptica. MÉTODOS. Foi realizado um estudo transversal descritivo em população de 62 escolares do primeiro ano do ensino fundamental da cidade de Santana do Ipanema (Alagoas) que tiveram a prescrição do primeiro par de óculos durante a realização da Campanha "olho no Olho-2002". Para a escolha da armação dos óculos utilizou-se um kit composto por armações de três tamanhos (pequeno, médio e grande), um modelo com cor sugestiva para o sexo feminino, um sugestivo para o sexo masculino e outro unissex. Após 3 meses da entrega dos óculos, voltou-se as escolas públicas, em data previamente marcada, quando as crianças responderam a um questionário com questões abertas sobre a melhora ou piora da visão com os óculos, razões do não uso dos óculos, frequência do uso dos óculos, razões de gostar ou não dos óculos, comentários sobre o que os seus colegas de classe e seus pais pensam sobre o uso dos óculos e se tem familiar usuário de óculos. Para o processamento dos dados foi construído um banco de dados com o software Access do Office 2000. As análises estatísticas foram feitas com o programa SPSS 10.0. RESULTADOS: A idade...

Representações sociais sobre as crianças negras na educação infantil: mudanças e permanências a partir da prática pedagógica de uma professora; Social representation of black children in primary school: changes and maintenance of practices from the perspective of a teachers teaching practices

Teles, Carolina de Paula
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 12/04/2010 Português
Relevância na Pesquisa
65.79%
A presente pesquisa pretende contribuir para que as professoras da educação infantil possam refletir sobre as representações sociais que possuem a respeito das crianças negras e a partir disso, pensar em transformações tanto nas relações sociais estabelecidas com essas crianças quanto na prática pedagógica, de modo que essas possam se configurar como promotoras da reeducação das relações raciais no ambiente escolar. A intenção de articular representações sociais e relações raciais é que as professoras compreendam quão significativas são suas ações cotidianas e práticas e os possíveis efeitos que elas têm sob as crianças, tanto negras quanto brancas. Nesse contexto, o objetivo do estudo foi o de apreender e interpretar as representações sociais sobre as crianças negras na perspectiva de uma professora de educação infantil bem como analisar como essas refletem em sua prática pedagógica. A fim de cumprir o objetivo mencionado, optamos por realizar uma pesquisa qualitativa na perspectiva etnográfica, sendo esta desenvolvida em uma Escola Municipal de educação infantil (Emei) na cidade de São Paulo com uma turma de crianças de cinco anos. Os dados foram coletados por meio da pesquisa de campo, entrevista com a professora observada e análise de documentos institucionais dando ênfase ao o que e como abordavam a temática racial e das diferenças como um todo. O referencial teórico-metodológico adotado para a análise foi da teoria das representações sociais cunhada por Moscovici (1978). Para o referido autor...

O que ensinar nas diferentes escolas públicas primárias paulistas: um estudo sobre os programas de ensino (1887-1929); What to teach in the different São Paulos public primary schools: a study about course studies (1887-1929)

Shieh, Cynthia Lushiuen
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/05/2010 Português
Relevância na Pesquisa
75.94%
O estudo aqui apresentado insere-se na linha de pesquisa História da Educação e Historiografia. Trata-se da análise dos programas de ensino produzidos entre 1887 e 1929 no Estado de São Paulo, identificando os saberes escolares (matérias e conteúdos) escolhidos para serem ensinados nos seguintes tipos de escolas públicas primárias existentes no período: as escolas isoladas, as escolas-modelo, os grupos escolares, as escolas-modelo isoladas e as escolas reunidas. Para cada uma dessas modalidades de escolas, havia um programa de ensino específico a ser cumprido, significando, portanto, que as crianças que as freqüentavam não tinham a oportunidade de acesso aos mesmos saberes escolares. A partir do exame dos programas de ensino - os quais eram incorporados na legislação escolar ou publicados sob a forma de anexos na mesma - buscou-se atentar para aspectos como a permanência, o acréscimo e/ou a exclusão de determinados saberes escolares, além do modo como esses eram apresentados, isto é, se eram apenas descritas as matérias que deviam ser ensinadas ou se eram também detalhados os conteúdos de cada uma delas. Com isso, foi possível concluir que as finalidades principais das escolas primárias eram a nacionalização e a moralização dos alunos...

Developing Post-Primary Education in Sub-Saharan Africa : Assessing the Financial Sustainability of Alternative Pathways

Mingat, Alain; Ledoux, Blandine; Rakotomalala, Ramahatra
Fonte: World Bank Publicador: World Bank
Português
Relevância na Pesquisa
55.99%
All countries in Sub-Saharan Africa (SSA) face the prospect of a substantial increase in the number of primary school completers in the coming years. Although initial conditions vary widely from country to country, this increase will inevitably intensify pressure on the education system, particularly at the secondary and tertiary levels. African countries may thus find it timely to align their education policies and strategies to the emerging challenges. A key goal is to ensure that the education system continues to develop in an efficient, equitable, and fiscally sustainable manner even as it expands to accommodate the rising numbers seeking a place in secondary and tertiary education. The rest of this report is organized as follows. Chapter two elaborates the policy context for education development in SSA. Chapter three explains the methodology and data sources. Chapter four examines the challenges and constraints posed by the sheer volume of increases in enrollments in post-primary education with which most education systems in SSA must grapple in the coming years. Taking these constraints into account...

School Choice and Cognitive Achievement in Rural Bangladesh

Asadullah, Mohammad Niaz; Chaudhury, Nazmul; Dar, Amit
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
56%
This paper presents new evidence on the impact of school characteristics on secondary student achievement using a rich data set from rural Bangladesh. The authors deal with a potentially important selectivity issue in the South Asian context: the non-random sorting of children into religious schools. The authors do so by employing a combination of fixed effects and instrumental variable estimation techniques. Additionally, the authors use the variation between two classrooms of the same grade within individual schools to identify causal class-size effects. The empirical results do not reveal any difference in test scores between religious and secular schools when selection into religious school is taken into account. Net of school fixed-effects, the authors do not find evidence in support of smaller class size. However, they document significant learning deficit by gender and primary school type: girls and graduates of primary madrasas have a lower test score even after controlling for school and classroom-specific unobservable correlates of learning.

Snakes and Ladders : Factors Influencing Successful Primary School Completion for Children in Poverty Contexts

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
65.9%
The World Bank (New Delhi) commissioned this qualitative study in June 2002 with the objective of exploring various factors that facilitate or impede successful primary school completion, with special reference to children living in diverse poverty situations. The study looks at children from conception to 11 years - tracking key milestones of children in diverse poverty situations in one district each in the states of Andhra Pradesh, Karnataka and Uttar Pradesh. It explores the synergy between health, education and nutritional inputs in the overall development of children in different poverty situations and reflects on whether the proximal and distal environment promotes a holistic development of the child. This study includes the following headings: executive summary; background; through the life cycle of children; emerging issues; and policy implications.

The choral program of the South Australian public primary schools' Festival of Music: a study of its effectiveness.

Pietsch, Helen Marie
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2010 Português
Relevância na Pesquisa
75.78%
This study investigates the effectiveness of a state wide choral program for upper public primary school students that has been operating in South Australia for over a century. The program is jointly run by the South Australian Public (Primary) Schools Music Society, an independent, non-profit organisation dedicated to promoting music in the state's public primary schools, and the state's Education Department. While reviews of educational programs have most frequently been approached from the public service's standpoint, this study incorporates the perspectives of the program's other stakeholders. While some historical background of the program is included, the study concentrates on the program's effectiveness for the period 1995 to 2008. The program's ‘effectiveness' is considered for the way it functions as stakeholders intended – that is, as a program that serves an educational and, specifically, music education role. Other evaluation criteria critical to the program's operation, namely its management, staffing, funding, administration and curriculum are examined for their impact on the program's functions. Methods of inquiry into stakeholders' perceptions included questionnaires, formal and informal interviews, written records...

School Based Management in Lao P.D.R. : Crrent Conditions and Recommendations for the Future

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
Português
Relevância na Pesquisa
56.02%
Despite sustained economic growth since the mid-1980s, Lao PDR's education system faces challenges in meeting its goals of providing all students with access to education and improving learning outcomes. To further the country's economic development, the Government of Lao PDR has placed a priority on improving its education sector. However, as of 2012, Lao PDR was not on track to achieve its Millennium Development Goal (MDG) of universal primary education. There are concerns about education quality as well, particularly whether students are completing primary school with sufficient mathematics and literacy skills. To help address these challenges, the government instituted in 2011 a School Block Grant (SBG) program that gives provinces, districts and schools greater administrative control than they have ever had. This report presents a framework that explains how SBGs can improve education quality. The framework draws lessons from international experience that may be particularly useful for the government...

Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective

Woessmann, Ludger; Fuchs, Thomas
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
65.89%
This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina...

Republic of Madagascar : Primary Education in Time of Crisis

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
Português
Relevância na Pesquisa
56.02%
The Malagasy population has undergone a severe political and economic crisis since 2009, whose impact on children's enrollment is little documented. The stagnation of primary school enrollment in a context of sustained demographic growth points to a rapid deterioration in the access to basic education services. The objective of this study is thus to evaluate the effects of the current crisis on household education choices, to orient education policy decisions over the short and medium term. The study combines recent available qualitative and quantitative data, to propose a set of assumptions on the effects of the crisis and its impact channels on education. Short of being able to carry out a full impact analysis of the crisis, due to its national coverage, the following data and sources are analyzed in detail to better document its effects: 1) monetary and budget data; 2) education statistics from the Ministry of Education (MEN); 3) the last two household surveys (EPM), of 2005 and 2010; 4) a follow-up survey of the pupils...

School-Based Management, School Decision-Making and Education Outcomes in Indonesian Primary Schools

Chen, Dandan
Fonte: Banco Mundial Publicador: Banco Mundial
Tipo: Publications & Research :: Policy Research Working Paper
Português
Relevância na Pesquisa
55.98%
This paper examines the key aspects of the practices of school-based management in Indonesia, and its effect on education quality. Using a conceptual framework of an accountability system of public service delivery, the paper explores the relations among Indonesian parents, school committees, schools, and government education supervisory bodies from three tenets: participation and voice; autonomy; and accountability. Using the data from a nationally representative survey of about 400 public primary schools in Indonesia, the paper finds that the level of parental participation and voice in school management is extremely low in Indonesia. While the role of school committees is still limited to community relations, school facilities, and other administrative areas of school management, school principals, together with teachers, are much more empowered to assert professional control of the schools. The accountability system has remained weak in Indonesia's school system, which is reflected by inadequate information flow to parents...

Explaining Leakage of Public Funds

Reinikka, Ritva; Svensson, Jakob
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
56%
Using panel data from a unique survey of public primary schools in Uganda, The authors assess the degree of leakage of public funds in education. The survey data reveal that on average during 1991-95 schools received only 13 percent of the central government's allocation for the schools' nonwage expenditures. Most of the allocated funds were used by public officials for purposes unrelated to education or captured for private gain (leakage). The survey data also reveal large variations in leakage across schools. A small set of school-specific variables can explain a significant part of this variation. Specifically, the authors find that larger schools receive a larger share of the intended funds per student. Schools with children of wealthier parents also experience a lower degree of leakage, while schools with a higher share of unqualified teachers receive less. After addressing potential selection and measurement issues, the authors show that these school characteristics have a quantitatively large impact on the degree of leakage. The findings are consistent with the view that resource flows-and leakage-are endogenous to schools' sociopolitical endowment. Rather than being passive recipients of flows from government...

Netherlands : School Autonomy and Accountability

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
55.97%
Education in the Netherlands is highly decentralized. While education policy is the sole responsibility of the Ministry of education, school boards are responsible for delivery. The entire organization of the school system is based on checks and balances to ensure accountability. Budgetary autonomy is established. The school board controls the school budget, with input from parents. Personnel management is established. Salaries are relatively fixed by civil service rules at the primary school level, but completely negotiable at the secondary school level. The school board controls the hiring and firing of teachers and principals. Participation of parents in school governance is established. There is an accountability system comprised of different supervisory institutions where parents are formally represented. School autonomy and accountability are key components to ensure education quality. The transfer of core managerial responsibilities to schools promotes local accountability, helps reflect local priorities...

Burkina Faso : School Autonomy and Accountability

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
55.99%
Burkina Faso has been rapidly decentralizing its education system since 2004. Although the Parents' Association (APE) is defined as the school council in this report due to its nationwide coverage, the government initiated efforts to establish school management committees (Comites de Gestion, or COGES) in 2008 as a platform for all local stakeholders to be engaged in school management. Budgetary autonomy is latent in the school system. Currently public primary schools in Burkina Faso have no autonomy over salary and non-salary expenditures. By contrast, autonomy in personnel management is established, having been delegated to the commune level in 2009. The role of the school council in school governance is also latent; it has no authority to participate in budget formulation or execution. School and student assessment is emerging: standardized tests are implemented in specific grades, with the results analyzed by the Ministry of national education and literacy and shared with its regional, municipal, and local offices. Finally...

Indonesia - Investing in Indonesia's Education at the District Level : An Analysis of Regional Public Expenditure and Financial Management; Indonesia - Investasi dalam pendidikan pada tingkat kabupaten/kota di Indonesia : sebuah kajian pengeluaran publik dan pengelolaan keuangan pada tingkat daerah

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Public Expenditure Review
Português
Relevância na Pesquisa
56.04%
Since the implementation of decentralization in 2001, district governments have been getting increased responsibilities to provide education services to the citizen. Basic and secondary education management authority has been fully transferred from the central to the provincial and district government. District education expenditure has grown rapidly both in terms of level and as a share of national education expenditure. The amount of district education expenditure has increased from Rp. 26 trillion in 2001 to 52 trillion in 2006 and they constitute 50 percent of the total national education public expenditures in 2006. This review of district education expenditures is one of the outputs of a larger set of analytical and design activities that will prepare the ground for System Improvement through Sector Wide Approaches (SISWA) Program in basic education. In 2006, 56 percent of education expenditure was spent at the sub-national level. District governments are the main spenders, accounting for 51 percent of total spending...

Haiti : Can Non-Public Schools Fill the Gap for Poor Children?

World Bank
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research; Publications & Research :: Brief
Português
Relevância na Pesquisa
56.03%
Worldwide, some 57 million primary school age children don't have the chance to go to school. Many factors hold these children back: poverty, poor health and overcrowded or faraway facilities. The problem is most acute in Sub-Saharan Africa, where some 30 million primary school age children aren't enrolled, but many countries in other regions are also still struggling to reach universal primary school enrollment. In some places, education experts and policymakers are looking to low-cost private schools- whether run by private providers, faith-bases groups or non-governmental organizations to educate more children, especially where the public system is unable to do so. In order to make private schools accessible, governments usually set a per student subsidy that is supposed to cover tuition. In turn, schools agree to charge fees to families. Development experts and policymakers have to consider numerous issues before implementing such approaches, from how to reach the target population to how to ensure schools maintain quality standards...

Identidades em jogo: duplo mal-estar das professoras e das coordenadoras pedagógicas do Ensino Fundamental I na constante construção de seus papéis; Identities at stake: double ill-feeling of Primary School teachers and pedagogic coordinators in the construction of their roles

Horta, Patricia Rossi Torralba
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 15/05/2007 Português
Relevância na Pesquisa
65.8%
O objetivo do presente estudo, de cunho teórico-analítico, configura-se como uma tentativa de compreensão da forma pela qual se estabeleceram, no Brasil, as identidades profissionais das professoras de primeiras letras e das coordenadoras pedagógicas, mutuamente referidas, e o mal-estar decorrente das modalidades pelas quais se instituíram, com as reformas educacionais, suas competências desejáveis mediante diferentes descrições das respectivas funções. Na busca de entender teoricamente como se produzem essas identidades nas estruturas hierárquicas das instituições escolares, os aportes teóricos de Foucault forneceram ferramentas úteis para problematizar os saberes vigentes e compreender como certos saberes são desqualificados nas relações de poder. A compreensão de Foucault acerca da relação entre saber e poder, principalmente, possibilita outras leituras dos discursos pedagógicos, acumulados e veiculados como verdades, que permeiam a construção das identidades dessas profissionais. A análise sociológica de Bauman, por sua vez, ajuda a elucidar o presente em que estamos imersos, que ele chama de modernidade \"leve\" e \"líquida\" e, assim, torna possível entender as redistribuições e realocações dos poderes e os novos padrões de dependência na instituição escolar...

Improving Student Performance in Public Primary Schools in Developing Countries: Evidence from Indonesia

Suryadarma, Daniel; Suryahadi, Asep; Sumarto, Sudarno; Rogers, Halsey
Fonte: Routledge, Taylor & Francis Group Publicador: Routledge, Taylor & Francis Group
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
65.79%
This paper investigates the correlates of student performance in mathematics and dictation tests among schoolchildren in Indonesia. This is the first such study to use a new nationally representative sample of Indonesian primary-school students. Our datas

Portuguese primary school teacher´s argumentation for doing or not doing sex education

Anastácio, Zélia; Carvalho, Graça Simões de; Clément, Pierre
Fonte: European Science Education Research Association (ESERA) Publicador: European Science Education Research Association (ESERA)
Tipo: Conferência ou Objeto de Conferência
Publicado em /08/2005 Português
Relevância na Pesquisa
65.72%
In order to identify the obstacles to teaching sex education in Portuguese primary school, we have analysed the arguments used by teachers pro and against sex education in a public debate as well as their different use of the keywords “family” and “parents”.; Fundação para a Ciência e a Tecnologia - POCTI/CED/44187/2002. European Project FP6 Biohead-Citizen CIT2-CT-2004-506015.

Conceptual learning in the first grades of Primary School; Aprendizagem conceitual nas séries iniciais do ensino fundamental

Sforni, Marta Sueli de Faria; Galuch, Maria Terezinha Bellanda
Fonte: Universidade Federal do Paraná Publicador: Universidade Federal do Paraná
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 21/03/2007 Português
Relevância na Pesquisa
65.68%
Teaching and learning are analyzed for evidence within the context of the relationship between development of students‘ thoughts and the manner knowledge is organized and taught in the classroom. Analyses are based on discourse of Historical and Cultural Theory authors about day-to-day and scientific concepts and on the relationship between thought and language. Empirical data were obtained during the project‘s execution with students ofthe fourth grade of the public primary school in the municipality of Maringá, Brazil. The project included themes on food production and conservation, industrialization and technology. Conceptual learning was undertaken during the execution of the project based on the assumption that teacher‘s mediation must exist so that previous knowledge could be transformed into scientific one. In the teaching episodes analyzed in current research, the movement ofstudents‘ thoughts, triggered by the situation-problems that helped them in their trajectory between spontaneous and scientific concepts, has been perceived.; Neste trabalho são analisadas situações de ensino e  aprendizagem em busca de evidências da relação entre o desenvolvimento do pensamento dos estudantes e a forma pela qual o conhecimento é organizado e ensinado na escola. As análises estão fundamentadas em discussões de autores da Teoria Histórico- Cultural acerca dos conceitos cotidianos e científicos...