Motiva����o para a l��ngua portuguesa em alunos do 3�� ciclo

Disserta����o de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obten����o de grau de Mestre na especialidade de Psicologia Educacional.

University students' engagement: Development of the university student engagement inventory (USEI)

Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure ��� the University Student Engagement Inventory (USEI). This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female) majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI���s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

Desempe��o num��rico de los ni��os de primer a��o de b��sica

Las destrezas num��ricas que poseen los ni��os en el kindergarten (primer a��o de b��sica en Ecuador) predicen altamente su desempe��o escolar posterior, lo cual sugiere que evaluar estas destrezas a temprana edad es fundamental con miras a implementar programas de refuerzo que los ayude a mejorar su rendimiento acad��mico a lo largo de la escolaridad. El objetivo del presente estudio fue examinar las destrezas num��ricas de los ni��os de primer a��o de b��sica por medio del Test de Evaluaci��n Matem��tica Temprana. Los participantes fueron 100 ni��os de primer a��o de b��sica de cuatro escuelas particulares de Cuenca. Los resultados indicaron que los ni��os presentan un nivel bueno de desempe��o num��rico y que el dominio de habilidades para establecer relaciones l��gicas es superior al dominio de habilidades para contar. No se observaron diferencias de g��nero en este desempe��o. Adicionalmente, se encontr�� que existen diferencias significativas entre escuelas en el desarrollo de las destrezas num��ricas de sus estudiantes. Las implicaciones te��ricas y pr��cticas de este estudio son discutidas.

The Impact of a Classroom Performance System on Learning Gains in a Biology Course for Science Majors

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as ���Clickers���, improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after controlling for sex, GPA, academic status, experience with clickers, and instructional style. The results indicated a small increase in learning gains but these were not statistically significant. The data did not support an increase in learning based on the use of the CPS technology. This study adds to the body of research that questions whether CPS technology merits classroom adaptation.

Giving Voice to Voiceless: Engaging Urban Youth for Possibilities

This symposium will discuss the expansion of The Education Effect ��� Booker T. Washington, as a university community school partnership designed to engage urban youth for college and career readiness. The partnership is focused on developing collective impact and capacity for academic achievement, social success and college completion. The partnership aligns university expertise, resources and evidenced based strategies to address educational needs through the improvement of teaching and learning; increase graduation rate and parental involvement.

O curso de literacia da informa����o da NOVA Escola Doutoral: The road to information literacy

Descrevem-se as diversas fases do ���Projeto para uma Estrat��gia de Literacia Informacional na NOVA��� com vista �� implementa����o de uma estrat��gia transversal de literacia da informa����o que abrangesse todas as Unidades Org��nicas da NOVA e o modo como a sua orienta����o de topo, din��mica, metodologia e objetivos conduziram, posteriormente, �� inclus��o de um curso de Literacia Informacional no programa da NOVA Escola Doutoral. Real��ando que a implementa����o do curso de Literacia Informacional nesse projeto passou a constituir um dos poucos exemplos de oferta formativa e de efetiva concretiza����o de um projeto de interven����o curricular e pedag��gica ao n��vel da literacia da informa����o no ensino superior em Portugal, promovendo a colabora����o entre colegas e indo ao encontro de uma transfer��ncia de saberes e de uma partilha de compet��ncias abertas �� colabora����o de doutorandos e orientadores, enunciamse os objetivos do curso de Literacia Informacional e de cada m��dulo que o constitui e os resultados esperados ao n��vel do ensino e da aprendizagem. Conclui-se que a diversifica����o dos percursos formativos em contexto universit��rio, em estreita converg��ncia com outras aprendizagens ao n��vel sociocultural, confere aos bibliotec��rios a responsabilidade de desempenhar um papel ativo no ensino e na promo����o e consolida����o das compet��ncias transversais dos estudantes, contribuindo a literacia da informa����o para o sucesso acad��mico tamb��m ao n��vel do ensino superior.

A multidimensionalidade da adapta����o escolar na pr��-adolesc��ncia

A presente investiga����o procura fomentar a reflex��o e a compreens��o do fen��meno da adapta����o escolar. Partindo da explora����o da literatura e de um conjunto de pressupostos te��ricos de ordem desenvolvimental e ecol��gica, foi concetualmente delineado e testado um modelo multidimensional de adapta����o escolar na pr��-adolesc��ncia. O modelo examina principalmente dimens��es sociais, mas tamb��m a dimens��o acad��mica e o n��vel socioecon��mico familiar, propondo uma vis��o integrada da adapta����o escolar. O estudo emp��rico desenvolveu-se junto de 706 estudantes pr��-adolescentes e avaliou as perce����es do pr��prio estudante e as perce����es dos professores e pares acerca da compet��ncia social dos estudantes. O teste emp��rico ao Modelo de Adapta����o Escolar evidencia um ajustamento global razo��vel, suportando as associa����es preconizadas entre as componentes da compet��ncia social e entre estas componentes sociais e a realiza����o acad��mica e o n��vel socioecon��mico e cultural da fam��lia. Estes resultados sublinham a necessidade de considerar m��ltiplas facetas na avalia����o e promo����o da adapta����o escolar, reconhecendo-se que esta engloba especialmente conex��es entre a compet��ncia social e realiza����o acad��mica do estudante. Estes resultados ser��o ainda alvo de reflex��o e discuss��o, sendo extra��das implica����es para a investiga����o, teoria e interven����o.

Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education

This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning learning performance and academic achievement in Physical Education. A quantitative methodology was implemented, comprising a sample of 447 students attending a school grouping located in the coastal region of central Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students��� ability to understand the gains and the effort made in learning.

Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception

The perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don���t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.

Leadership and Pedagogical Interaction as Predictors of Learning Outcomes in Physical Education

Problem Statement: This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning the learning performance and academic achievement in physical education. Research Questions: Are the teacher leadership style and the teacher-student and student-student pedagogical interaction related to the learning performance and academic achievement in physical education in basic schooling? Purpose of Study: There are several factors that contribute for the explanation of learning outcomes, namely teacher leadership styles in the classroom, as well as teacher-student and student-student pedagogical interactions. These factors are considered to be essential in the teaching-learning process and in the subsequent improvement of educational outcomes. Research Methods: A quantitative methodology was implemented, comprising a sample of 447 students attending a School Grouping located in the Central Region of Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. Findings: The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. Conclusions: This study sought to deepen the understanding of the explanatory factors of academic success concerning the teaching-learning process in physical education. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning.

An Integrative Case Study of Positive Youth Development in a Recreational Community Sport Program

Thesis (Ph.D, Kinesiology & Health Studies) -- Queen's University, 2016-07-21 14:22:50.954

High School Task Force report

The Task Force focused on the following questions: 1. What is the current high school experience? 2. How well is the current system preparing students for college and careers? 3. What are the current barriers or system roadblocks? The High School Task Force provided findings and recommendations following an examination and evaluation of the design of the high school experience in South Carolina.

L'Int��gration d'un Module d'��tude Internet Dans la Classe de Comptabilit��: Perceptions des ��l��ves et les R��sultats Acad��miques

Implemented in the context of Business Administration students enrolled in a college level three year technology program, this research investigated students��� perceptions and academic results concurrent with the implementation of an online web module designed to facilitate student self-study. The students involved in this research were enrolled in a program that, while offering a broad education in business disciplines, specialized in the field of accounting. As a result, students were enrolled in academically rigorous accounting courses in each of the six semesters of the program. The weighting of these accounting courses imposes a significant self-study component ��� typically matching or exceeding the time spent in class. In this context many of the students enrolled in the Business Administration Program have faced difficulties completing the self-study component of the course effectively as demonstrated in low homework completion rates, low homework grade averages and ultimately low success rates in the courses. In an attempt to address this situation this research studied the implementation of a web-based self-study module. Through this module students could access a number of learning tools that were designed to facilitate the self-study process under the premise that more effective self-study learning tools will help remove obstacles and provide more timely confirmation of learning during student self-study efforts. This research collected data from a single cohort of students drawn from the first three sequential accounting courses of the Business Administration Program. The web-based self-study module was implemented in the third of the three sequential accounting courses. The first two of these courses implemented a traditional manual self-study environment. Data collected from the three accounting courses included homework completion rates, homework, exam and final grades for the respective courses. In addition the web-study module allowed the automatic reporting of student usage of a number of specific online learning tools. To complement the academic data, students were surveyed to gain insight into their perceptions of the effectiveness of the web-based system. The research provided a number of interesting insights. First among these was a confirmation of the importance of the self-study process in the academic achievement of the learners. Regardless of the self-study environment, manual or web-enhanced, a significant positive correlation existed between the students��� self-study results, demonstrated in both homework completion rates and homework averages and the corresponding final grades. These results confirm the importance of self-study found generally in the prevailing academic literature regarding students enrolled in higher education. In addition, the web-enhanced learning environment implemented during the third accounting course coincided with significantly higher homework completion rates and corresponding homework averages: homework completion rates in particular increased from a combined average of 63% in the first two accounting courses to 93% in the web-enhanced context of the third accounting course. Moreover, the homework completion rates of the web-enhanced course were evenly distributed across the cohort of students. A quartile-based analysis was subsequently completed. Quartiles were constructed by ranking the students according to their combined average homework completion rates from the first two manual self-study courses, Accounting I and II. The quartile-based homework completion rates for the manual self-study courses Accounting I and II were subsequently compared to the results these same quartiles of students achieved in the web-based self-study within Accounting III. While the first two courses demonstrated significantly uneven homework completion rates across the quartiles ranging from 31% to 91% homework completion rates, the differences among the four quartiles within the web-enhanced module, with an average homework completion rate of 93%, were statistically insignificant. Congruent with the positive academic results observed in the third, web-enhanced course, through the corresponding survey, students expressed a strong attitude in favor of the online self-study environment. This research was designed to add to the existing research that studies the implementation of learning in an online setting. Specifically, the research was designed to explore a middle ground of online learning ��� a web-enhanced course ��� a context that supplements the classroom experience rather than replacing it. The web-enhanced accounting course demonstrated impressive favorable results, both academically and in terms of students' perception of the system; these results suggest that a web-enhanced environment can provide learning tools that facilitate the self-study process while providing a structured learning environment that can help developing learners reach their potential.

Pr��tica desportiva e sucesso escolar de mo��as e rapazes no ensino secund��rio

O objetivo do estudo foi verificar a rela����o entre a pr��tica desportiva e o sucesso escolar de jovens que frequentavam o ensino secund��rio. Foram inquiridos por meio de um question��rio an��nimo 490 mo��as (59%) e 341 rapazes (41%) da Madeira, Portugal, isto ��, 9,5% do universo. Os resultados revelam que as mo��as t��m maior sucesso escolar do que os rapazes e as que praticam desporto t��m taxas de reten����o significativamente inferiores ��s dos rapazes, particularmente no setor federado. O sucesso escolar dos jovens que praticam desporto na escola n��o �� diferente daqueles que praticam no setor federado. As modalidades mais praticadas pelos alunos foram o futebol, o basquetebol e o voleibol, por��m n��o se verificou que a modalidade estivesse associada ao sucesso escolar.

Impacto del Programa de Alimentaci��n Escolar en el Trabajo Infantil: Una aproximaci��n desde la toma de decisiones familiares

Esta investigaci��n analiza el impacto del Programa de Alimentaci��n Escolar en el trabajo infantil en Colombia a trav��s de varias t��cnicas de evaluaci��n de impacto que incluyen emparejamiento simple, emparejamiento gen��tico y emparejamiento con reducci��n de sesgo. En particular, se encuentra que este programa disminuye la probabilidad de que los escolares trabajen alrededor de un 4%. Adem��s, se explora que el trabajo infantil se reduce gracias a que el programa aumenta la seguridad alimentaria, lo que consecuentemente cambia las decisiones de los hogares y anula la carga laboral en los infantes. Son numerosos los avances en primera infancia llevados a cabo por el Estado, sin embargo, estos resultados sirven de base para construir un marco conceptual en el que se deben rescatar y promover las pol��ticas p��blicas alimentarias en toda la edad escolar.