School Segregation, Educational Disparities, and Impacts on Haitian Youth in South Florida

This paper examines the ways in which the legacy of school segregation in South Florida has affected the education of Haitian students and continues to limit their prospects. The high schools that serve neighborhoods with concentrated Haitian populations achieve shockingly poor academic results, which negatively affect Haitian student academic achievement.

Equity policy, educational practice, and limited english proficient (LEP) students in two high schools in Miami

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance.

School Mobility for Children in Out-of-Home Placement: Incidence, Educational Outcomes, and Tools for Mitigation

Thesis (Ph.D.)--University of Washington, 2016-08

Educational Videos and Exposure to Nature as Predictors of Environmentally Responsible Behaviours among University Students

The purpose of this study was to examine if the effects of exposure to educational videos on climate change and exposure to a view of nature could elicit environmentalist behaviours and increase one’s environmental identity. It was predicted that participants who were exposed to a view of nature and saw a video on climate change would have a higher likelihood to plant a seed and experience greater connectedness to nature. Fifty-four students (38 females, 15 males, and 1 gender fluid) with ages ranging from 18 to 47 were recruited for the experiment. A 2 (type of video) x 2 (type of view) factorial design was conducted, in which participants were randomly assigned to watch either an educational video on climate change or on popsicles, and they either had a view of outdoors or indoors. There was no significant interaction for setting and video (p = .172) on whether participants chose to plant a seed or not. Likewise, there was no significant interaction for setting and video (p = .262) on planting intentions. There was a significant effect for the video on experiencing connection to nature (p = .039, ηp2 = .08). These findings suggest that this video could change one’s perception of nature.

A real time electromagnetic analysis of electric machines for educational purposes and laboratory implementation

This thesis presents a system for visually analyzing the electromagnetic fields of the electrical machines in the energy conversion laboratory. The system basically utilizes the finite element method to achieve a real-time effect in the analysis of electrical machines during hands-on experimentation. The system developed is a tool to support the student's understanding of the electromagnetic field by calculating performance measures and operational concepts pertaining to the practical study of electrical machines. Energy conversion courses are fundamental in electrical engineering. The laboratory is conducted oriented to facilitate the practical application of the theory presented in class, enabling the student to use electromagnetic field solutions obtained numerically to calculate performance measures and operating characteristics. Laboratory experiments are utilized to help the students understand the electromagnetic concepts by the use of this visual and interactive analysis system. In this system, this understanding is accomplished while hands-on experimentation takes place in real-time.

From the workplace to the classroom:examining the impact of self-leadership learning strategies on higher educational attainment and success

Self-leadership is a concept from the organisational and management literature broadly combining processes of self-goal setting, self-regulation and self-motivation. Research has typically focused on the impact of self-leadership on work performance outcomes, with little attention to potential benefits for learning and development. In this paper, we employ a longitudinal design to examine the association of a number of processes of self-leadership with higher educational attainment in a sample of business students (N = 150). Self-reported use of strategies related to behavioural, cognitive and motivational aspects of self-leadership were measured in the first semester of the academic year, and correlated with end-of year grade point average. We found that in particular, self-goal setting, pro-active goal-related behaviour, behaviour regulation and direction, motivational awareness, and optimism were all significant predictors of educational attainment. We discuss implications for educational research and for teachers and tutors in practice.

Control and Supervision of Wind Energy Conversion Systems

This paper is about a PhD thesis and includes the study and analysis of the performance of an onshore wind energy conversion system. First, mathematical models of a variable speed wind turbine with pitch control are studied, followed by the study of different controller types such as integer-order controllers, fractional-order controllers, fuzzy logic controllers, adaptive controllers and predictive controllers and the study of a supervisor based on finite state machines is also studied. The controllers are included in the lower level of a hierarchical structure composed by two levels whose objective is to control the electric output power around the rated power. The supervisor included at the higher level is based on finite state machines whose objective is to analyze the operational states according to the wind speed. The studied mathematical models are integrated into computer simulations for the wind energy conversion system and the obtained numerical results allow for the performance assessment of the system connected to the electric grid. The wind energy conversion system is composed by a variable speed wind turbine, a mechanical transmission system described by a two mass drive train, a gearbox, a doubly fed induction generator rotor and by a two level converter.

Route of Oxytocin administration and nonsurgical embryo recovery in Santa Inês ewes after induction synchronous estrus.

Oxytocin has been used to promote cervical dilation with the objective to access uterus both in artificial insemination and transcervical embryo recovery in sheep and goats. The objective of this study was to test the effect of two routes of oxytocin administration on nonsurgical embryo recovery efficiency in Santa Inês ewes after induction of synchronous estrus. Results of this study showed that nonsurgical transcervical embryo recovery can be efficiently done in some ewes; a higher number of individuals is needed to conclude that transcervical embryo recovery can be efficiently done in ewes and surgery embryo collections can be avoided in near to 60% of pluriparous Santa Inês ewes; and that the route of oxytocin administration did not affect the parameters evaluated.

Constructing Universities as Organizations: University Reforms in Poland in the Light of Institutional Theory

This chapter shows that apart from changes at the systemic and institutional levels, successful reform implementation struggles with a gradual change in academic beliefs, attitudes and behaviours. Currently, visions of the university proposed by the Polish academic community and visions of it proposed by Polish reformers and policymakers (within ongoing reforms) are worlds apart. I shall study recent reforms in the context of specific academic self--protective narratives being produced in the last two decades (at the collective level of the academic profession) and in the context of the Ivory Tower university ideals predominant at the individual level (as studied comparatively through a large--scale European survey of the academic profession). Institutions change both swiftly, radically – and slowly, gradually. Research literature on institutional change until recently was focused almost exclusively on the role of radical changes caused by external shocks, leading to radical institutional reconfigurations. And research literature about the gradual, incremental institutional change have been emergent for about a decade and a half now (Mahoney and Thelen 2010; Streeck and Thelen 2005, 2009; Thelen 2003). Polish higher education provides interesting empirical grounds to test institutional theories. Both types of transformations (radical and gradual) may lead to equally permanent changes in the functioning of institutions, equally deep transformations of their fundamental rules, norms and operating procedures. Questions about institutional change are questions about characteristics of institutions undergoing changes. Endogenous institutional change is as important as exogenous change (Mahoney and Thelen 2010: 3). Moments in which there emerge opportunities of performing deep institutional reforms are short (in Poland these moments occurred in 2009-2012), and between them there are long periods of institutional stasis and stability (Pierson 2004: 134-135). The premises of theories of institutional change can be applied systematically to a system of higher education which shows an unprecedented rate of change and which is exposed to broad, fundamental reform programmes. There are many ways to discuss the Kudrycka reforms - and "constructing Polish universities as organizations" (rather than traditional academic "institutions") is one of more promising. In this account, Polish universities are under construction as organizations, and under siege as institutions. They are being rationalized as organizations, following instrumental rather than institutional logics. Polish academics in their views and attitudes are still following an institutional logic, while Polish reforms are following the new (New Public Management-led) instrumental logics. Both are on a collision course about basic values. Reforms and reformees seem to be worlds apart. I am discussing the the two contrasting visions of the university and describing the Kudrycka reforms as the reistitutionalization of the research mission of Polish universities. The core of reforms is a new level of funding and governance - the intermediary one (and no longer the state one), with four new peer-run institutions, with the KEJN, PKA and NCN in the lead. Poland has been beginning to follow the "global rules of the academic game" since 2009. I am also discussing two academic self-protection modes agains reforms: (Polish) "national academic traditions" and "institutional exceptionalism" (of Polish HE). Both discourses prevailed for two decades, none seems socially (and politically) acceptable any more. Old myths do not seem to fit new realities. In this context I am discussing briefly and through large-scale empirical data the low connectedness to the outside world of Polish HE institutions, low influence of the government on HE policies and the low level of academic entrepreneurialism, as seen through the EUROAC/CAP micro-level data. The conclusion is that the Kudrycka reforms are an imporant first step only - Poland is too slow in reforms, and reforms are both underfunded and inconsistent. Poland is still accumulating disadvantages as public funding and university reforms have not reached a critical point. Ever more efforts lead to ever less results, as macro-level data show. Consequently, it may be useful to construct universities as organizations in Poland to a higher degree than elsewhere in Europe, and especially in Western Europe.

Os impactos pessoais , sociais e profissionais do processo de reconhecimento validação e certificação de competências, no percurso de vida dos indivíduos, do Concelho de Santiago do Cacém (Periodo de 2000-2005)

A presente dissertação insere-se no âmbito do Mestrado em Ciências da Educação, na especialização de Gestão e Administração Educacional, tendo como base a concretização do projecto de investigação denominado “As Novas Núpcias da Qualificação no Alentejo”, promovido pelo Centro de Investigação em Educação e Psicologia da Universidade de Évora. O objecto da investigação centra-se na análise dos impactos sociais e profissionais do processo de RVCC (Reconhecimento, Validação e Certificação de Competências) nos indivíduos certificados, no período de 2000-2005, no Concelho de Santiago do Cacém. A investigação, de natureza descritiva, assume uma base metodológica quantitativa e recorreu à aplicação de um questionário a toda a população em estudo. O resultado obtido permite-nos concluir que o PRVCC produz efeitos positivos no percurso de vida dos indivíduos, tendo mais impacto em termos pessoais do que sociais e profissionais; ABSTRACT: The current essay falls under the scope of the Education Sciences Master, Educational Administration and Management specialty, and is based on the completion of the investigation project called “The New Nuptials of Qualification in Alentejo”, promoted by the Education and Psychology Investigation Center of the University of Évora. The aim of the investigation is focused on the analysis of the impact, of the effects at social and professional level of the RVCC process (Recognition, Validation and Certification of Competencies) of the certified individuals, between 2000-2005, in the County of Santiago do Cacém. This investigation is of descriptive nature and assumes a quantitative methodological approach, which resorted to the administration of a questionnaire to the entire study population. The results obtained allow to conclude that the RVCC process has positive effects on the individuals’ life path, with more impact at personal level than social or professional.

As escolas comunitárias de Luanda : um contributo para o desenvolvimento sustentável da escolarização em Angola

Tese de mestrado, Educação (Administração e Organização Educacional), Universidade de Lisboa, Instituto de Educação, 2011

A administração educativa e as políticas de formação de professores : o caso da conceção e implementação de um projeto piloto : ensino bilingue precoce no 1º CEB

Relatório Final de Estágio, Mestrado em Ciências da Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2014

A política pública de reordenamento da rede escolar : perspetivas de atores em relação à intervenção autárquica em matéria relativa a agrupamentos de escolas

Dissertação de mestrado, Ciências da Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2014

Relations entre le leadership transformationnel de directions d’établissement, le contexte scolaire et les conditions favorisant l’engagement du personnel enseignant tels que perçus par des enseignants de quatre écoles primaires de Montréal lors de l’implantation du renouveau pédagogique

Cette recherche vise à examiner les relations entre la perception que des membres du personnel enseignant ont des pratiques du leadership transformationnel de la direction d’école, du contexte scolaire et des conditions favorisant leur engagement à implanter le renouveau pédagogique dans leur école. Le schéma conceptuel et le questionnaire qui sous-tendent cette recherche sont une adaptation de ceux élaborés par Yu, Leithwood et Jantzi (2002). Le questionnaire a été complété par 31 membres du personnel enseignant de quatre écoles primaires montréalaises appartenant à des commissions scolaires anglophones et francophones. À partir de ces données, nous avons calculé des moyennes et nous avons comparé les écoles, à l’aide des tests Mann-Whitney, selon leur niveau d’implantation du renouveau pédagogique, leur niveau socioéconomique et la langue de la commission scolaire d’appartenance. De plus, pour compléter nos données quantitatives, nous avons repris quelques citations des entrevues faites auprès des directions de ces écoles que les professeurs du département d’Administration et fondements de l’éducation de l’Université de Montréal, qui font partie du Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD), ont effectuées dans le cadre d’une autre étude. Les comparaisons des écoles selon leur niveau d’implantation du renouveau pédagogique révèlent que le personnel enseignant des deux écoles en changement se distingue de celui des deux écoles peu engagées dans le changement sur un seul point majeur : il a évalué moins positivement le contexte scolaire, un résultat appuyé par les analyses non paramétriques. Il semble que, dans les écoles qui ont participé à notre étude, le fait de soutenir l’implantation du renouveau pédagogique serait associé à une évaluation plus faible du contexte scolaire ; la culture de l’école et l’environnement étant les conditions les plus touchées. Un autre résultat de cette recherche est le fait que les enseignantes de l’école favorisée ont évalué le contexte scolaire, notamment la culture, l’environnement et les stratégies pour le changement, moins positivement que les enseignantes des écoles défavorisées. Enfin, les comparaisons des écoles en fonction de la langue de la commission scolaire indiquent qu’il n’existe pas de différence significative dans les évaluations faites des trois variables, que les enseignantes travaillent dans une école appartenant à une commission scolaire anglophone ou francophone. Étant donné que l’échantillon d’enseignantes qui a participé à notre étude est modeste, les résultats de cette recherche ne peuvent pas être généralisés, cependant ils pourraient constituer une base pour des recherches ultérieures dans ce domaine.

O tempo e o espaço da administração educacional na formação do pedagogo: um mapeamento a partir dos projetos político-pedagógicos de universidades públicas

Pós-graduação em Educação - FFC