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Estágio supervisionado e práticas de oralidade, leitura e escrita no ensino fundamental; Supervised training course and reading, writing and oral communication practices in elementary and middle schools

SEMEGHINI-SIQUEIRA, Idméa; BEZERRA, Gema Galgani; GUAZZELLI, Tatiana
Fonte: Centro de Estudos Educação e Sociedade - Cedes Publicador: Centro de Estudos Educação e Sociedade - Cedes
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.125156%
Este artigo propõe-se a discorrer sobre o contexto de realização de um projeto de comunicação a distância entre alunos do ensino fundamental (EF) mediada por estagiários e professores. Trata-se de uma modalidade de estágio supervisionado proposto aos alunos de Pedagogia e de Licenciatura na disciplina "Metodologia do Ensino de Português". O objetivo da proposta é motivar o aluno do EF a se apropriar de seu papel de sujeito na interlocução, descobrindo o prazer de ler e escrever e a importância de estar bem instrumentalizado para se comunicar. O projeto consiste numa proposta geral que tem por finalidade desencadear a construção de um projeto específico pelo estagiário, com a colaboração do professor do EF. Envolve, para tanto, um trabalho intenso com a linguagem verbal e com as linguagens não verbais. Ao mesmo tempo, viabiliza-se o intercâmbio entre universidade e escola e caminhos são apontados para a formação inicial e contínua do professor de língua materna.; This paper discusses the context of a distance communication project involving Brazilian elementary and middle schools (EMS) students mediated by trainees and teachers. This supervised training course for students of the Pedagogy and the Pre-service Teacher Education Programs is part of the "Portuguese Teaching Methodology" course. It aims to motivate EMS students to take on their role as subjects in interlocutions...

Rede do conhecimento digital : habilidades e competências dos gestores de escolas do estado de São Paulo, através do gerenciamento da rede de Bibliotecas Escolares Digitais (BEDnet) - um estudo exploratório; Digital network of knowledge: skills and competencies managers of schools in the state of São Paulo, through the management of the network of School Libraries Digital (BEDnet) - an exploratory study

Gildenir Carolino Santos
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 07/11/2008 Português
Relevância na Pesquisa
47.529336%
O presente estudo, de caráter descritivo-análitico, com foco na pesquisa exploratória, analisa as percepções dos gestores, através de diretores e vice-diretores em 04 (quatro) escolas públicas e municipais de ensino fundamental e médio, sobre aspectos relacionados à administração pelas habilidades e competências de operar em suas escolas à rede BEDnet. O principal objetivo desse estudo é, a partir das percepções particulares investigadas, compreender o sentido do trabalho coletivo perante as habilidades apresentadas e o que o mesmo pode significar para as escolas públicas e municipais de ensino fundamental e médio ao ingressar na BEDnet, através da competência informacional. Foram empregados nos procedimentos de coleta de dados: entrevista, baseada no roteiro de entrevista de indicadores de desempenho, com ênfase na experiência de vida de cada sujeito pesquisado como gestor e; a aplicação de um questionário de afirmativas e respostas abertas contendo 15 questões e semi-estruturado a partir da noção de quatro grandes áreas de atividades (pessoal, profissional, tecnológico e gestão) relacionadas a seu conhecimento e administração da rede BEDnet. Por fim, estes procedimentos nos levaram a identificar as habilidades e competência informacional dos gestores como receptores e disseminadores de conhecimento na integração e compartilhamento do portal BEDnet. Finalmente...

A leitura no livro didático de Língua Portuguesa de Ensino Médio; The reading on the school Portuguese textbooks in Brazilian public middle schools

Marly Aparecida Fernandes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 19/11/2010 Português
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47.42875%
Este trabalho tem como objetivo discutir os modos/formas de se apresentar a leitura como objeto de ensino e aprendizagem em determinados livros didáticos de Língua Portuguesa de Ensino Médio presentes nas escolas públicas brasileiras. Esses livros didáticos foram analisados e aprovados pelo programa Nacional do Livro Didático para o Ensino Médio (PNLEM/2006). Fundamentamos nossas análises nos pressupostos da teoria dos gêneros do discurso e de compreensão ativa responsiva postulados por Bakhtin e seu Círculo para compreender a natureza dos textos selecionados para compor os livros didáticos de nosso corpus, atentando para o favorecimento de formação de um leitor crítico e responsivo. Nossas análises centraram-se nos textos em seus respectivos gêneros discursivos e nas propostas de atividades de leitura elaboradas pelos autores desses livros didáticos a partir desses textos. Nosso olhar, dessa forma, procurou orientar-se pela configuração dos respectivos projetos didático-autorais para leitura dos livros didáticos que circulam no Ensino Médio público brasileiro.; The present work aims at discussing how reading is taken as a learning and teaching object by some Portuguese Language school textbooks, used in Brazilian Public High School Portuguese classes. These selected school textbooks have been analyzed and approved by the National Program of Textbooks for High Schools (PNLEM/2006). The analysis...

Improving the School Food Environment: Results from a Pilot Study in Middle Schools

CULLEN, KAREN W.; HARTSTEIN, JILL; REYNOLDS, KIM D.; VU, MAIHAN; RESNICOW, KEN; GREENE, NATASHA; WHITE, MAMIE A.;
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/2007 Português
Relevância na Pesquisa
47.28298%
Our objective for this study was to examine the feasibility of instituting environmental changes during a 6-week pilot in school foodservice programs, with long-term goals of improving dietary quality and preventing obesity and type 2 diabetes in youth. Participants included students and staff from six middle schools in three states. Formative assessment with students and school staff was conducted in the spring of 2003 to inform the development of school foodservice policy changes. Thirteen potential policy goals were delineated. These formed the basis for the environmental change pilot intervention implemented during the winter/spring of 2004. Questionnaires were used to assess the extent to which the 13 foodservice goals were achieved. Success was defined as achieving 75% of goals not met at baseline. Daily data were collected on goal achievement using the schools’ daily food production and sales records. Qualitative data were also collected after the pilot study to obtain feedback from students and staff. Formative research with staff and students identified potential environmental changes. Most schools made substantial changes in the National School Lunch Program meal and snack bar/a la carte offerings. Vending goals were least likely to be achieved. Only one school did not meet the 75% goal achievement objective. Based on the objective data as well as qualitative feedback from student focus groups and interviews with students and school staff...

The prevalence of evidence-based drug use prevention curricula in U.S. middle schools in 2005

Ringwalt, Chris; Vincus, Amy A.; Hanley, Sean; Ennett, Susan T.; Bowling, J. Michael; Rohrbach, Louise Ann
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/2009 Português
Relevância na Pesquisa
37.728882%
Since the promulgation of its Principles of Effectiveness in 1998, the Office of Safe and Drug-Free Schools of the U.S. Department of Education has promoted the use of evidence-based drug prevention programs in the nation’s schools. We report the results of a survey, conducted in 2005, of a nationally representative sample of 1,721 schools with middle school grades. Respondents comprised the staff member in the school identified as most knowledgeable about the school’s drug prevention programs. The total response rate was 78%. Respondents answered questions concerning which drug use prevention curricula they used, and, if they used more than one, which one they used the most frequently. Three federally-sponsored registries were used to specify which curricula were considered evidence-based. Findings from 2005 were then compared to earlier estimates based on a similar 1999 survey. We found that 42.6% of the nation’s schools with middle school grades were using an evidence-based curriculum, an increase of 8% from our 1999 estimate. The two most prevalent curricula in use, at 19% each, were Life Skills Training and Project ALERT. We note, however, that only 8% of Life Skills Training users and 9% of Project ALERT users reported using those curricula the most...

A Glimpse into Urban Middle Schools on Probation for “Persistently Dangerous” Status: Identifying Malleable Predictors of Fighting

Jones, Vanya C.; Bradshaw, Cathrine P.; Haynie, Denise L.; Simons-Morton, Bruce G.; Gielen, Andrea C.; Cheng, Tina L.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
47.44589%
The No Child Left Behind Act requires state boards of education to identify schools that are unsafe. Schools that are identified by measures such as suspension and expulsion rates are subsequently labeled “persistently dangerous.” To our knowledge there is no published research that attempts to characterize fighting behavior among youth who may attend schools designated as “persistently dangerous.” Two hundred and thirteen sixth grade African American boys and girls attending two urban middle schools on probation for “persistently dangerous” status were examined to investigate differences in demographic characteristics of gender and age and predictor factors of non-parental adult mentorship, parental acceptance of fighting behavior, and peer fighting. These analyses suggest a relationship between the number of peers who fight, youth who believed their parents endorse fighting, and youth without non parental adult mentorship were more likely to fight. This study also indicates that regardless of school status there are modifiable predictors associated with early adolescent fighting.

Food use in middle and high school fundraising: Does policy support healthy practice? Results from a survey of Minnesota school principals

Kubik, Martha Y.; Lytle, Leslie A.; Farbakhsh, Kian; Moe, Stacey; Samuelson, Anne
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /07/2009 Português
Relevância na Pesquisa
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This descriptive, cross-sectional study aimed to examine classroom, school-wide and club/sports teams fundraising policies and practices of middle and high schools; concordance between policy and practice; and associations between healthy policy/practice scores and selected school characteristics. In 2006, principals/designees of middle (n=45) and high (n=71) schools in the St. Paul/Minneapolis, Minnesota metropolitan area completed a self-administered mailed survey. Schools were attended by a convenience sample of students (n=349) participating in a longitudinal measurement study of children and their environments to assess obesity-related factors. Descriptive statistics, chi-square tests and multivariate linear regression were used to examine variables and associations of interest. Across schools, 50% had policies addressing the nutrient quality of food/drink items used in fundraising or disallowed food use for fundraising. About one-third used chocolate, candy and high-fat baked goods for classroom and school-wide fundraising; 60% sold these items for club/sports teams fundraising. More middle than high schools reported healthy fundraising policies or practices, as well as greater concordance between policies and practices. For all fundraising activities...

The Impact of Alternative Grade Configurations on Student Outcomes through Middle and High School

Schwerdt, Guido; West, Martin Raymond
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.615576%
We use statewide administrative data from Florida to estimate the impact of attending public schools with different grade configurations on student achievement through grade 10. Based on an instrumental variable estimation strategy, we find that students moving from elementary to middle school suffer a sharp drop in student achievement in the transition year. These achievement drops persist through grade 10. We also find that middle school entry increases student absences and is associated with higher grade 10 dropout rates. Transitions to high school in grade nine cause a smaller one-time drop in achievement but do not alter students’ performance trajectories.

Effect of the Planet Health Intervention on Eating Disorder Symptoms in Massachusetts Middle Schools, 2005–2008

Austin, Sydney Bryn; Spadano-Gasbarro, Jennifer L.; Greaney, Mary L.; Blood, Emily A.; Hunt, Anne T.; Richmond, Tracy K.; Wang, Monica L.; Mezgebu, Solomon; Osganian, Stavroula Kalis; Peterson, Karen E.
Fonte: Centers for Disease Control and Prevention Publicador: Centers for Disease Control and Prevention
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.63918%
Introduction: The Planet Health obesity prevention curriculum has prevented purging and abuse of diet pills (disordered weight control behavior [DWCB]) in middle-school girls in randomized trials, but the effects of Planet Health on DWCB when implemented by schools under dissemination conditions are not known. Methods: Massachusetts Department of Public Health and Blue Cross Blue Shield of Massachusetts disseminated Planet Health as part of the 3-year, Healthy Choices obesity prevention program in middle schools. We conducted an evaluation in 45 schools from fall 2005 to spring 2008. We gathered data from school staff to quantify intervention activities, and we gathered anonymous cross-sectional survey data from students on DWCB at baseline and Year 3 follow-up (n = 16,369). Multivariate logistic analyses with generalized estimating equations examined the effect of intervention activities on odds of students reporting DWCB at follow-up. Results: Students in schools reaching a high number of youth with Planet Health lessons on reducing television viewing had lower odds of DWCB at follow-up (odds ratio [OR], 0.80 per 100 lesson-exposures; 95% confidence interval [CI], 0.74–0.85). In addition, reduced odds of DWCB at follow-up were found in schools with active staff teamwork (OR...

Evaluating Public Per-Student Subsidies to Low-Cost Private Schools : Regression-Discontinuity Evidence from Pakistan

Barrera-Osorio, Felipe; Raju, Dhushyanth
Fonte: Banco Mundial Publicador: Banco Mundial
Português
Relevância na Pesquisa
47.33586%
This study estimates the causal effects of a public per-student subsidy program targeted at low-cost private schools in Pakistan on student enrollment and schooling inputs. Program entry is ultimately conditional on achieving a minimum stipulated student pass rate (cutoff) in a standardized academic test. This mechanism for treatment assignment allows the application of regression-discontinuity (RD) methods to estimate program impacts at the cutoff. Data on two rounds of entry test takers (phase 3 and phase 4) are used. Modeling the entry process of phase-4 test takers as a sharp RD design, the authors find evidence of large positive impacts on the number of students, teachers, classrooms, and blackboards. Modeling the entry process of phase-3 test takers as a partially-fuzzy RD design given treatment crossovers, they do not find evidence of significant program impacts on outcomes of interest. The latter finding is likely due to weak identification arising from a small jump in the probability of treatment at the cutoff.

Does Cash for School Influence Young Women’s Behavior in the Longer Term? Evidence from Pakistan

Alam, Andaleeb; Baez, Javier E.; Del Carpio, Ximena V.
Fonte: Banco Mundial Publicador: Banco Mundial
Português
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37.923562%
The Punjab Female School Stipend Program, a female-targeted conditional cash transfer program in Pakistan, was implemented in response to gender gaps in education. An early evaluation of the program shows that the enrollment of eligible girls in middle school increased in the short term by nearly 9 percentage points. This paper uses regression discontinuity and difference-in-difference analyses to show that five years into the program implementation positive impacts do persist. Beneficiary adolescent girls are more likely to progress through and complete middle school and work less. There is suggestive evidence that participating girls delay their marriage and have fewer births by the time they are 19 years old. Girls who are exposed to the program later, and who are eligible for the benefits given in high school, increase their rates of matriculating into and completing high school. The persistence of impacts can potentially translate into gains in future productivity, consumption, inter-generational human capital accumulation and desired fertility. Lastly...

Conditional Cash Transfers and Female Schooling : The Impact of the Female School Stipend Program on Public School Enrollments in Punjab, Pakistan

Chaudhury, Nazmul; Parajuli, Dilip
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
37.773088%
Instead of mean-tested conditional cash transfer (CCT) programs, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend program in Punjab, Pakistan: Did the intervention increase female enrollment in public schools? To address this question, the authors draw on data from the provincial school censuses of 2003 and 2005. They estimate the net growth in female enrollments in grades 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD), and regression-discontinuity design (RDD) indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average program impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9 percent in female enrollment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the subprovincial level...

Charter School Entry and School Choice

Ferreyra, Maria Marta; Kosenok, Grigory
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
Português
Relevância na Pesquisa
37.892551%
This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

What Matters Most for Engaging the Private Sector in Education; A Framework Paper

Baum, Donald; Lewis, Laura; Lusk-Stover, Oni; Patrinos, Harry
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
Português
Relevância na Pesquisa
37.657075%
This paper provides an overview of what matters most for engaging the private sector in basic education. In many countries, private schools educate a substantial and growing share of the student population. The goal of this paper is not to advocate for private schooling, but to outline the most effective evidence based policies that governments can use to orient these non-state providers toward promoting learning for all children and youth. Systems approach for better education results (SABER) engaging the private sector (EPS) builds upon the framework for effective service delivery outlined in the World Bank's World Development Report 2004, making services work for the poor, as well as in the World Bank's education sector strategy 2020, learning for all. To assist countries in improving their policy frameworks for private education, SABER EPS analyzes and benchmarks four policy goals that, according to the global evidence, can strengthen provider accountability and promote learning for all. These policy goals are: (1) encouraging innovation by providers; (2) holding schools accountable; (3) empowering all parents...

Unfinished but not yet exhausted: A review of Australian Middle Schooling

Prosser , Brenton
Fonte: Australian Council for Educational Research Press Publicador: Australian Council for Educational Research Press
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.1201%
The state of Middle Schooling in many Western countries has been described as under threat, at a crossroads and like a wasteland. Within Australia, it has also been claimed that the past generation focus on Middle Schooling is unfinished and exhausted. Bu

Virtual Success: Examining the Effectiveness of the North Carolina Virtual Public School

Heissel, Jennifer Ann
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Masters' project
Publicado em 19/04/2012 Português
Relevância na Pesquisa
37.681367%
EXECUTIVE SUMMARY Although virtual education options have rapidly expanded in recent years, little academic research has examined the effectiveness of these courses. My analysis examines the North Carolina Virtual Public School (NCVPS) and specifically uses the state Algebra I and English I end-of-course (EOC) tests to compare the academic outcomes of students in a statewide, entirely virtual classroom to those in a traditional brick-and-mortar setting. I also use a survey of NCVPS students to examine how students experience the virtual system and why they selected that option. I find that students use NCVPS for two distinct reasons. On one hand, certain students use the course as an opportunity to take an overload of courses or to pursue a course not offered in their local school. These students typically live in rural areas, but they are typically not poor and have a history of academic success. A majority of Algebra I NCVPS students fall into this category, because many rural middle schools use NCVPS to offer a high school course they would otherwise be unable to provide. Such students are likely to do well no matter which system they use. On the other hand, certain students use NCVPS as an accommodation, often to keep them on track for graduation. These students often live in urban area and are typically economically disadvantaged with a history of low academic performance. Such students are likely to struggle either virtually or in a traditional classroom. Not surprisingly...

Usefulness of teaching security awareness for middle school students

Alhejaili, Hani
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.779385%
Technology and the Internet bring many benefits to students. Studies show that technology and the available online resources encourage inquiry and support student success in schools. However, there are many threats to middle school students as a result of the misuse of technology. I believe that teaching security awareness for middle school students through an online interactive program is essential for reducing the risks that could affect them. The online interactive program should be multilingual, completely visual, continually updating, and suitable for both students and their families. Since many efforts have been made to minimize the risks, it has become necessary to examine the current state of security awareness among students and their families. The involvement of technology should be analyzed if it would play a role in the incidents that are committed by and to middle school students. Also, there should be an investigation of whether schools offer procedures and plans to ensure online safety. Lastly, parents should be surveyed to test their knowledge about security awareness. Results show that incidents where technology is involved are growing and could affect the entire nation. Moreover, surveys indicate that middle school students...

Correlates of Achievement Data-based Indicator System For Delaware's Middle Schools

Noble, Audrey J.; Scollon, Kelly L.
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório Formato: 181254 bytes; application/pdf
Português
Relevância na Pesquisa
47.125156%
In June 2004, we released the Correlates of Achievement Data-based Indicator System for Delaware’s Middle Schools Instrumentation Report where we discussed progress that had been made on the system. In this report, we provide an update on the progress made during July and August on its development. We will discuss in detail the results of the past two months’ data collection efforts and the current status of the indicator system.

Delaware Middle Schools Beating the Odds

Grusenmeyer, Linda; Fifield, Steve; Murphy, Aideen; Nian, Qinghua; Qian, Xiaoyu
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório
Português
Relevância na Pesquisa
67.978765%
The investigation identified Delaware public and charter middle schools across the state which outperformed other Delaware middle schools with similar student demographic profiles. Teachers and administrators at six of these "Beating the Odds" schools and at six comparison middle schools were surveyed regarding their schools characteristics and practices. In a second phase of the study, principals, teachers and students from the six "Beating the Odds" schools were interviewed to determine what they believe accounts for their school’s success. The study found that significantly more educators from “Beating the Odds” schools agreed that 18 specific practices and beliefs were typical of their schools when compared to educators from comparison schools. Fourteen of these related to three domains: high expectations, data use, and collaboration. Also, the two samples of schools differed in the intensity of their responses. That is, “Beating the Odds” school respondents “strongly agreed” significantly more often than comparison school respondents to over 80% of the survey items. Twenty-six of these items fell under the domains of teacher role, leadership, district influence, and instructional support. Finally, while participants in on-site interviews described essential local differences...

Ensino médio e educação profissional – reformas excludentes

de Oliveira, Ramon
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 29/11/2004 Português
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Argumenta-se que o governo brasileiro, ao desencadear as reformas do ensino médio e da educação profissional, aprofunda a dualidade no sistema educacional. Ao estabelecer para a educação profissional a responsabilidade de formar para uma atividade específica no mercado de trabalho, retirando do seu interior os conteúdos fundamentais para uma formação mais integral do aluno, o governo brasileiro – influenciado pelas agências multilaterais, particularmente o Banco Mundial − assevera a exclusão dos estudantes das camadas populares ao acesso a conteúdos fundamentais ao exercício da cidadania. Middle school and professional education – excluding reforms Abstract It is argued that the Brazilian government’s reform of middle schools and professional education deepens the duality of the educational system. Its aim of establishing for professional education the task of training for specific activities existing in the labour market increases the exclusion of popular classes’ students from learning the main contents concerning the practice of citizenship. It is also argued that the government’s reform of middle schools and professional education has been influenced by international organizations’ education policies, particularly the World Bank.