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A escola isolada à meia-luz (1891/1927); The school for isolated half-light (1891/1927).

Reis, Rosinete Maria dos
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 27/06/2011 Português
Relevância na Pesquisa
36.18%
A presente tese se insere na Área de História e Historiografia da Educação e objetiva analisar e compreender o processo de constituição das Escolas Isoladas enquanto modalidade escolar no contexto Mato-Grossense no período de 1890-1928. Trata-se de rehistoricizar o objeto escola de (des) naturalizá-la, retratá-la em seus aspectos internos, definindo sua cultura e os processos que configuram a sua modelização e organização. A busca pela compreensão dos aspectos internos da escola isolada, ou seja, como se dava a construção social e cultural das instituições escolares, exigiu o entendimento daquilo que chamamos de cultura escolar. Na medida em que a cultura escolar se constitui numa apropriada ferramenta teórica para explorar o passado e o presente da escola na sua relação com a sociedade e a cultura, e permite explorar o jogo tenso das lutas e tensões que perpassam a escola e expressam as contradições sociais. Como instrumentos de pesquisa, utilizei de documentos oriundos de atividades funcionais e pedagógicas, como: Mensagens governamentais, Relatórios dos inspetores (diretores, após 1880) da instrução; e de Diretores dos Grupos Escolares, alguns números de Jornais, Livros de Matrículas, Ofícios, Circulares...

Uma maior ameaça de reprovação faz os alunos estudarem mais? Uma análise do impacto da volta ao regime seriado nas escolas públicas de Ensino Fundamental: efeitos agregados e dinâmicos; Greater threat of grade repetition makes students study more? An analysis of the impact of the back to series system in Basic Education school: aggregate effects and dynamic effects

Carvalho, João Carlos de
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 11/06/2014 Português
Relevância na Pesquisa
46.34%
Essa dissertação explora o aumento da retenção escolar, introduzido pela mudança da forma de organização escolar de ciclos para séries. Por meio do método de diferenças em diferenças e usando um desenho de avaliação da política diferente de trabalhos similares, apresentamos os efeitos agregados e dinâmicos da maior retenção sobre o desempenho escolar, taxa de aprovação e taxa de abandono para as escolas públicas urbanas do Ensino Fundamental Regular do Brasil. As estimativas para desempenho mostram uma queda na proficiência de matemática e língua portuguesa para 4ª séries e 8ª séries. As estimativas do efeito dinâmico apresentam maiores no curto prazo para 4ª séries, enquanto para 8ª séries os efeitos maiores foram no longo prazo. Também ocorre uma queda da aprovação e aumento da taxa de abandono para ambas às séries. Concluímos que o retorno ao sistema de séries parece não ter sido uma boa estratégia para essas escolas.; This dissertation explores the increasing school retention, introduced by changing the form of school organization of cycles for series. Through the method of difference in differences and using an evaluation design of policy different from similar studies, we present the aggregate and dynamic effects of the increased of retention on school performance...

Dinamica da retenção de fosforo de aguas residuais em sistemas de alagados construidos; Dynamics of phosphorus retention in constructed wetlands treating domestic wastewater

Celso Luiz Borges de Oliveira
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 31/01/2006 Português
Relevância na Pesquisa
35.96%
Este estudo objetivou avaliar a dinâmica na retenção do fósforo no sistema de alagados construídos de fluxo subsuperficial, que funciona como tratamento secundário da água de esgoto da Faculdade de Engenharia Agrícola da Universidade Estadual de Campinas, Campinas (SP), e encontra-se em operação desde setembro de 1998. O experimento teve início em maio de 2003 e término em agosto de 2004, totalizando quinze amostragens, com medidas horárias durante oito a dez horas por dia. Foram anotadas as vazões de entrada e saída dos leitos e simultaneamente coletadas as amostras para análise do fósforo, pH e condutividade elétrica. A determinação do teor de fósforo foi feita pelo método AOAC Official Method 973.55 - Phosphorus in water. As plantas da Typha passaram por quatro cortes e as de Arroz por três cortes durante os quinze meses do experimento. Os resultados demonstraram que as maiores taxas de retenção do fósforo ocorreram nos leitos cultivados com a Typha, atingindo percentuais médios de até 92%. A utilização do Arroz é uma alternativa, quando manejadoadequadamente, em função do seu ciclo reprodutivo, com cortes próximos ao estágio deformação de grãos. As opções pelas culturas da Typha e do Arroz não são excludentes...

A entrevista de acolhimento e o contrato de trabalho pedagógico como uma possibilidade frente à evasão escolar em um Curso Superior de Tecnologia; The acceptance interview and the educational contract work as a possibility towards school evasion rates in a Technology Superior Course

Sandra Lopes Guimarães
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: dissertação de mestrado Formato: application/pdf
Publicado em 02/07/2012 Português
Relevância na Pesquisa
36.01%
Este trabalho apresenta um estudo de caso referente a uma experiência bem sucedida, realizada pelos professores e pela coordenação do curso Superior de Tecnologia em Mecatrônica Industrial do Instituto Federal de Santa Catarina (IF-SC), Campus Florianópolis, no período de março de 2007 a dezembro de 2009. A experiência, denominada Contrato de Trabalho Pedagógico, acontece a partir da Entrevista de Acolhimento, realizada no primeiro módulo desse curso, com cada novo aluno, individualmente. Ela faz parte de um conjunto de ações integradas no curso e no Instituto Federal de Santa Catarina (IF-SC). Estas ações dizem respeito a um projeto institucional de acesso, permanência e êxito escolar. Ao mesmo tempo em que busca entender os sentidos dados à Entrevista de Acolhimento e ao Contrato de Trabalho Pedagógico, pelos professores, no Curso da Mecatrônica, a partir de seu efeito na diminuição da "Evasão Escolar" nesse curso, esta pesquisa destaca a importância desse tema tanto pelo custo social da evasão como pela falta de produção acadêmica na área que supere as questões estatísticas/indicadores. A hipótese desta pesquisa é de que a relação que se estabelece entre professor e aluno, a partir da Entrevista de Acolhimento e do Contrato de Trabalho Pedagógico...

School dropout, problem behaviour and poor academic achievement : a longitudinal view of portuguese male offenders

Saraiva, A. Beatriz; Pereira, Beatriz Oliveira; Cruz, Judite Zamith
Fonte: Routledge Publicador: Routledge
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
36.11%
This study examines school drop outs from the perspective of male adults themselves through interviews with offenders currently serving sentences. Participants were 10 Portuguese male inmates, between the ages of 19 and 46 years of age, incarcerated in two prison facilities of the Azores. Qualitative and interpretative methods were carried out using a semi-structured in-depth individual interview that was audiorecorded and conducted on the basis of a list of topics. Interview transcripts and thematic analysis were used in data treatment and analysis. The findings primarily indicate that poor academic achievement and emotional and behavioural difficulties of participants played a particular role in early school drop out. The trajectories these individuals followed within the education system presented problem behaviour, learning disabilities, and/or foster care interventions. While school drop out circumstances were apparently various, analysis showed that they were underpinned by three distinct sets of conditions generally not addressed by the education system. The analysis of the triggering factors and the maintenance dynamics of school drop outs indicated three distinct types: retention/absenteeism, life turning points and positive resolution. Implications for secondary prevention and screening practices are discussed.; FCT (SFRH/ BD/ 44245/ 2008); CIEC - unidade de investigação 317 da FCT

School dropout screening through artificial neural networks based systems

Figueiredo, Margarida; Vicente, Lídia; Vicente, Henrique; Neves, José
Fonte: Europment Publicador: Europment
Tipo: info:eu-repo/semantics/bookpart
Publicado em //2014 Português
Relevância na Pesquisa
36.09%
School dropout is one of the major concerns of our society. Indeed, it is a complex phenomenon, resulting in economic and social losses, either to the individual, family or the community to which the person belongs. Academic difficulty and failure, poor attendance, retention, disengagement from school together with family and socio-economic reasons can lead to such occurrence. In this work Logic Programming was used for knowledge representation and reasoning, letting the modeling of the universe of discourse in terms of defective data, information and knowledge. Artificial Neural Networks were used in order to evaluate potential situations of school dropout and the degree of confidence that one has on such a happening.

School Dropout Screening through Artificial Neural Networks based Systems

Figueiredo, Margarida; Vicente, Lídia; Vicente, Henrique; Neves, José
Fonte: INASE Publicador: INASE
Tipo: bookpart
Português
Relevância na Pesquisa
36.09%
School dropout is one of the major concerns of our society. Indeed, it is a complex phenomenon, resulting in economic and social losses, either to the individual, family or the community to which the person belongs. Academic difficulty and failure, poor attendance, retention, disengagement from school together with family and socio-economic reasons can lead to such occurrence. In this work Logic Programming was used for knowledge representation and reasoning, letting the modeling of the universe of discourse in terms of defective data, information and knowledge. Artificial Neural Networks were used in order to evaluate potential situations of school dropout and the degree of confidence that one has on such a happening.

A influência dos estilos de vida no auto-conceito e ansiedade social em adolescentes

Alves, Dina Maria da Ressurreição
Tipo: masterthesis
Português
Relevância na Pesquisa
26.43%
Dissertação de Mestrado em Psicologia - especialização em Psicologia do Exercício e Saúde; Este estudo objectiva analisar a influência dos estilos de vida, mais especificamente dos comportamentos de saúde (prática de exercício físico, alimentação e consumo de álcool e tabaco) no auto-conceito e na ansiedade social, em jovens adolescentes com idades compreendidas entre os 12 e os 18 anos. A amostra contemplou a participação de 537 estudantes do 7º ao 12º ano, de uma Escola Secundária de Vila Real, sendo constituída por 263 (49%) alunos do sexo masculino e 274 (51%) alunos do sexo feminino, com média de idades de 14,66±1,90 anos. Como instrumentos foram utilizados: 1) um Questionário sociodemográfico, que permitiu caracterizar a amostra relativamente a algumas variáveis, nomeadamente, o sexo, as fases de adolescência, o ano escolar e as retenções; 2) o Inventário de comportamentos relacionados com a saúde dos adolescentes, que permitiu recolher informações sobre os comportamentos relacionados com a saúde e estilos de vida dos adolescentes; 3) o Self-Description Questionaire II concebido para medir o auto-conceito em jovens que se situam na adolescência média e final; e por fim 4) a Social Anxiety Scale for adolescents para medir a ansiedade social em adolescentes. Os resultados obtidos foram diversos. Relativamente à caracterização dos estilos de vida...

Fatores explicativos do insucesso escolar no ensino superior em alunos autóctones e de descendência não lusa

Catanho, Olga Cristina Gonçalves
Tipo: info:eu-repo/semantics/masterthesis
Publicado em //2014 Português
Relevância na Pesquisa
36.1%
Mestrado em Psicologia Social e das Organizações. / Códigos PsycINFO: 3000 Social Psychology, 3500 Educational Psychology, 3550 Academic Learning & Achievement; Em Portugal existe um grande desfasamento entre o número de alunos inscritos no ensino superior e o número de diplomados, estando a percentagem destes últimos muito aquém dos números estipulados pela União Europeia para Portugal até 2020. São vários os estudos que procuram analisar que fatores contribuem para o sucesso escolar neste nível de ensino, mas são escassos os estudos que têm em conta a multiculturalidade destes alunos, negligenciando-se o papel da etnicidade. Apesar de algumas pesquisas procurarem compreender que fatores contribuem para o sucesso de alunos não lusos, mas de origem PALOP (Países Africanos de Língua Oficial Portuguesa), os mesmos têm sido realizados com crianças e adolescentes existindo uma lacuna ao nível da pesquisa com alunos do ensino superior. O objetivo do presente estudo consistiu em analisar, simultaneamente, o papel de variáveis sociodemográficas (sexo, idade), psicológicas (autoeficácia e autoconceito académico) e contextuais (relacionamento com a família, colegas e professores) no insucesso escolar, para alunos autóctones (454) e para alunos com descendência não lusa (47). Os resultados obtidos apontam para a clara influência de variáveis sociodemográficas no sucesso escolar...

Estudo exploratório da inteligência emocional em adolescentes

Oliveira, Elisabete Sofia Meelind de
Tipo: info:eu-repo/semantics/masterthesis
Publicado em //2008 Português
Relevância na Pesquisa
36.01%
Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada; O presente estudo teve como principal objectivo estudar a Inteligência Emocional numa amostra de adolescentes com idades compreendidas entre os 14 e os 18 anos. Pretendeu-se averiguar a existência de correlações entre a Inteligência Emocional, a idade, o género, o número de retenções vs nenhuma retenção escolar, a inteligência geral, o ser aluno dos Cursos Educação e Formação vs. alunos do Ensino Regular, o auto – conceito e o estatuto sócio económico. Para concretizar o objectivo, usou-se o Emotional Intelligence Scale (EIS), as Matrizes Progressivas de Raven (SPM), a Escala de Auto-Conceito de Song & Hattie e a Classificação Social Internacional de Graffar. As restantes variáveis foram obtidas mediante preenchimento de dados colocados no início dos instrumentos atrás mencionados. Como principais resultados obteve-se uma correlação não significativa entre a Inteligência Emocional e a idade e o género, grupo (ser aluno dos CEF vs do ensino regular), o número de retenções vs. nenhuma retenção a inteligência geral e o estatuto sócio económico (verificou-se no entanto que estas três últimas variáveis relacionam-se entre si). A Inteligência Emocional mostrou-se então correlacionada unicamente com a variável Auto-Conceito.; ABSTRACT: The main objective of this study is to analyse Emotional Intelligence within a sample of adolescents of ages ranging between 14 and 18 years old. It is aimed to examine the existence of the correlation between Emotional Intelligence...

Recruitment and retention strategies and methods in the HEALTHY study

Drews, KL; Harrell, JS; Thompson, D; Mazzuto, SL; Ford, EG; Carter, M; Ford, DA; Yin, Z; Jessup, AN; Roullet, J-B;
Tipo: text
Publicado em /08/2009 Português
Relevância na Pesquisa
26.42%
HEALTHY was a 3-year middle school-based primary prevention trial to reduce modifiable risk factors for type 2 diabetes in youth. The study was conducted at seven centers across the country. This paper describes the recruitment and retention activities employed in the study. Schools and students were the focus of recruitment and retention. Each center was responsible for the recruitment of six schools; eligibility was based on ability to enroll a sufficient number of predominately minority and lower socioeconomic status students. Study staff met with district superintendents and school principals to verify the eligibility of schools, and to ascertain how appropriate the school would be for conducting the trial. Sixth grade students were recruited employing a variety of techniques; students and their parents did not know whether their school was randomized to the intervention or control arm. This cohort was followed through sixth, seventh and eighth grades. In the eighth grade, an additional sample of students who were not originally enrolled in the study was recruited in a similar manner to participate in data collection to allow for cross-sectional and dose-response secondary analyses. Parents signed informed consent forms and children signed informed assent forms...

Retention, retention, retention: targeting the young in CPR skills training!

Roppolo, Lynn P; Pepe, Paul E
Fonte: BioMed Central Publicador: BioMed Central
Tipo: text
Português
Relevância na Pesquisa
26.38%
The usefulness of basic cardiopulmonary resuscitation (CPR) training in school systems has been questioned, considering that young students may not have the physical or cognitive skills required to perform complex tasks correctly. In the study conducted by Fleishhackl and coworkers, students as young as 9 years were able to successfully and effectively learn basic CPR skills, including automated external defibrillator deployment, correct recovery position, and emergency calling. As in adults, physical strength may limit the depth of chest compressions and ventilation volumes given by younger individuals with low body mass index; however, skill retention is good. Training all persons across an entire community in CPR may have a logarithmic improvement in survival rates for out-of-hospital cardiac arrest because bystanders, usually family members, are more likely to know CPR and can perform it immediately, when it is physiologically most effective. Training captured audiences of trainees, such as the entire work-force of the community or the local school system, are excellent mechanisms to help achieve that goal. In addition to better retention with new half hour training kits, a multiplier effect can be achieved through school children. In addition...

Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors

Willson, Victor L.; Hughes, Jan N.
Tipo: text
Publicado em 01/02/2006 Português
Relevância na Pesquisa
26.42%
A sample of 283 Hispanic children with literacy performance at entrance to first grade below the median for their school district was studied as part of a larger research project on the predictors of grade retention in grade 1. Following retention decisions, 51 Hispanic students were retained in first grade. Low literacy skills, being young at entrance to first grade, low ego resilience, low support in the teacher–student relationship, and parents’ low sense of responsibility for their children’s educational outcomes predicted retention decisions. Hierarchical logistics regression investigated the contribution of six categories of variables (academic competencies; socio-demographic characteristics; social, emotional, and behavioral adjustment; resiliency, school context; and home environment) to retention. Controlling for literacy, only being young for grade and parents’ low sense of responsibility for their children’s adjustment to school made a direct contribution to retention. Early literacy skills were higher for children enrolled in bilingual classrooms than for children in non-bilingual classrooms. Implications for educational policy are discussed.

Effect of Grade Retention in First Grade on Psychosocial Outcomes

Wu, Wei; West, Stephen G.; Hughes, Jan N.
Tipo: text
Publicado em /02/2010 Português
Relevância na Pesquisa
26.38%
In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children’s externalizing and internalizing behaviors; social acceptance; and behavioral, cognitive, and affective engagement. From a large multiethnic sample (n = 784) of children below the median on literacy at school entrance, 124 retained children were matched with 251 promoted children on the basis of propensity scores (probability of being retained in first grade estimated from 72 baseline variables). Relative to promoted children, retained children were found to benefit from retention in both the short and longer terms with respect to decreased teacher-rated hyperactivity, decreased peer-rated sadness and withdrawal, and increased teacher-rated behavioral engagement. Retained children had a short-term increase in mean peer-rated liking and school belongingness relative to promoted children, but this advantage showed a substantial decrease in the longer term. Retention had a positive short-term effect on children’s perceived school belonging and a positive longer term effect on perceived academic self-efficacy. Retention may bestow advantages in the short-term, but longer term detrimental effects on social acceptance may lead to the documented longer term negative effects of retention.

Special Diabetes Program for Indians: Retention in Cardiovascular Risk Reduction

Manson, Spero M.; Jiang, Luohua; Zhang, Lijing; Beals, Janette; Acton, Kelly J.; Roubideaux, Yvette;
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: text
Publicado em /06/2011 Português
Relevância na Pesquisa
36.16%
Purpose:?This study examined the associations between participant and site characteristics and retention in a multisite cardiovascular disease risk reduction project.?Design and Methods:?Data were derived from the Special Diabetes Program for Indians Healthy Heart Demonstration Project, an intervention to reduce cardiovascular risk among American Indians and Alaska Natives with diabetes. In 2006, a total of 1,072 participants from 30 participating sites completed baseline questionnaires measuring demographics and sociobehavioral factors. They also underwent a medical examination at baseline and were reassessed annually after baseline. A Provider Annual Questionnaire was administered to staff members of each grantee site at the end of each year to assess site characteristics. Generalized estimating equation models were used to evaluate the relationships between participant and site characteristics and retention 1 year after baseline.?Results:?Among enrolled participants, 792 (74%) completed their first annual assessment. Participants who completed the first annual assessment tended to be older and had, at baseline, higher body mass index and higher level of physical activity. Site characteristics associated with retention included average age of staff...

Depression and Self-Concept: Personality Traits or Coping Styles in Reaction to School Retention of Hispanic Adolescents

Robles-Piña, Rebecca A.
Fonte: Hindawi Publishing Corporation Publicador: Hindawi Publishing Corporation
Tipo: text
Português
Relevância na Pesquisa
46.26%
The purpose of this study was to investigate whether depression and self-concept could be construed as personality characteristics and/or coping styles in reaction to school retention or being held back a grade. The participants in this study were 156 urban Hispanic adolescents, ages 12–18, and of these, 51 or 33% had been retained in school. Students who had been retained reported a lower self-concept score, higher GPA, and higher rates of depression, and they were more likely to be male than students who had not been retained. The findings of this study indicated that self-concept was a personality characteristic that, due to its malleability, is also a coping style in regards to retention with this Hispanic adolescent population.

Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade

Moser, Stephanie E.; West, Stephen G.; Hughes, Jan N.
Tipo: text
Publicado em /08/2012 Português
Relevância na Pesquisa
26.34%
This study investigated the effects of retention or promotion in first grade on growth trajectories in mathematics and reading achievement over the elementary school years (grades 1–5). From a large multiethnic sample (n = 784) of children who were below the median in literacy at school entrance, 363 children who were either promoted (n = 251) or retained (n = 112) in first grade could be successfully matched on 72 background variables. Achievement was measured annually using Woodcock-Johnson W scores; scores of retained children were shifted back one year to permit same-grade comparisons. Using longitudinal growth curve analysis, trajectories of math and reading scores for promoted and retained children were compared. Retained children received a one year boost in achievement; this boost fully dissipated by the end of elementary school. The pattern of subsequent retention in grades 2, 3 and 4 and placement in special education of the sample during the elementary school years is also described and their effects are explored. Policy implications for interventions for low achieving children are considered.

First through Eighth Grade Retention Rates for All 50 States: A New Method and Initial Results

Warren, John Robert; Saliba, Jim
Tipo: text
Publicado em /11/2012 Português
Relevância na Pesquisa
36.16%
How many students repeat a grade each year? How do retention rates vary across states and over time? Despite extensive research on the predictors and consequences of grade retention, there is no systematic way to quantify state-level retention rates; even national estimates rely on imperfect proxy measures. We present a conceptually simple method—based on publicly available data that are routinely collected each year—that describes retention rates at the state and national levels. After describing and validating this method, we employ it to report first through eighth grade public school retention rates for 2002–003 through 2008–09 for the entire country and for each state.

The grit effect: predicting retention in the military, the workplace, school and marriage

Eskreis-Winkler, Lauren; Shulman, Elizabeth P.; Beal, Scott A.; Duckworth, Angela L.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 03/02/2014 Português
Relevância na Pesquisa
26.35%
Remaining committed to goals is necessary (albeit not sufficient) to attaining them, but very little is known about domain-general individual differences that contribute to sustained goal commitment. The current investigation examines the association between grit, defined as passion and perseverance for long-term goals, other individual difference variables, and retention in four different contexts: the military, workplace sales, high school, and marriage. Grit predicted retention over and beyond established context-specific predictors of retention (e.g., intelligence, physical aptitude, Big Five personality traits, job tenure) and demographic variables in each setting. Grittier soldiers were more likely to complete an Army Special Operations Forces (ARSOF) selection course, grittier sales employees were more likely to keep their jobs, grittier students were more likely to graduate from high school, and grittier men were more likely to stay married. The relative predictive validity of grit compared to other traditional predictors of retention is examined in each of the four studies. These findings suggest that in addition to domain-specific influences, there may be domain-general individual differences which influence commitment to diverse life goals over time.

Analysis of engineering retention programs and their impact on organizational dynamics

Jackson, Richard John; Heard, Marshall Lee; Smith, Charles Dugan
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: thesis Formato: 307 leaves
Português
Relevância na Pesquisa
35.94%
by Richard J. Jackson, Marshall L. Heard, and Charles D. Smith.; Thesis. 1976. M.S.--Massachusetts Institute of Technology. Alfred P. Sloan School of Management.; Microfiche copy available in Archives and Dewey.; Bibliography: leaf 307.