Treinamento de habilidades sociais educativas parentais: comparação de procedimentos a partir do tempo de intervenção

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O impacto dos termos competências e habilidades na prática docente de uma professora paulista

The article aims at discussing how the official documents of the curricula of the state of São Paulo, as well as the state's in service teacher training initiatives, provide to teachers guidance towards the development of competencies and skills, with the ultimate objective of guaranteeing successful student performance. The study used semi-structured interviews with a public school teacher in the state of São Paulo, which took place during six meetings. The findings show how the Curriculum of the State of São Paulo, which is part of the System of Assessment of Scholastic Performance in the State of São Paulo (SARESP), when asking elementary school teachers to fulfill the task of affording students the development of competencies and skills, is not effective in its guidance as for the ways of carrying out and modifying teaching practices.

Efeitos de um programa com jogos virtuais na aquisição de habilidades psicomotoras de crianças com paralisia cerebral

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Relação entre as habilidades metalinguísticas, leitura e compreensão leitora em escolares com Transtorno do Déficit de Atenção com Hiperatividade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelo de Resposta à Intervenção (RTI) para desenvolvimento das habilidades fonológicas com tutoria instrucional em contexto escolar: elaboração e controle de eficácia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Altas habilidades ou superdotação: um estudo em uma Diretoria de Ensino da rede estadual paulista

Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observação de crianças dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills