Adolescent Illicit Drug Use and Subsequent Academic and Psychosocial Adjustment : an Examination of Socially-Mediated Pathways

Background: Questions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy. Method: 4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10–11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8. Results: Illicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10–11. These associations were mediated by peer deviancy and school engagement (conduct problems only). Conclusion: Adolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement.

Análise das principais dificuldades dos alunos de uma turma do 2.º ano do 1º CEB na construção e interpretação de gráficos

Relatório Final apresentado para a obtenção de grau de mestre em Educação pré-escolar e ensino do 1º ciclo do ensino básico

Adolescent Illicit Drug Use and Subsequent Academic and Psychosocial Adjustment : an Examination of Socially-Mediated Pathways

Background: Questions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy. Method: 4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10–11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8. Results: Illicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10–11. These associations were mediated by peer deviancy and school engagement (conduct problems only). Conclusion: Adolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement.

The Classroom teacher at work in American schools /

Includes bibliographical references and an index.

A FORMAÇÃO INICIAL E O ESTÁGIO SUPERVISIONADO: AS REPRESENTAÇÕES DE ALUNOS SOBRE A PRÁTICA DO ESTÁGIO DE UM CURSO DE LETRAS A DISTÂNCIA

O estágio supervisionado é uma etapa primordial a ser cumprida pelos alunos de um curso de licenciatura, pois é durante seu cumprimento que o aluno poderá, de fato, experimentar sua profissão docente a partir da unidade teoria/prática. Contudo, muitas vezes, o estágio é visto apenas como uma questão burocrática do curso e não como uma ferramenta pedagógica, sendo o momento em que é possível observar as práticas em sala de aula, compará-las e refazê-las, além de ser uma experiência que contribui para a formação inicial desse aluno enquanto futuro professor. Esta pesquisa teve como objetivos verificar qual a representação que o aluno estagiário tem sobre o estágio, desvelando quais saberes docentes são adquiridos por meio dessa prática e como é estabelecida a relação entre a lei de estágio, o curso investigado e o aluno estagiário. Para tal, realizou-se uma pesquisa de revisão da literatura a fim de se obter um aprofundamento no referencial teórico e, posteriormente, uma pesquisa documental envolvendo estudos sobre os aspectos legais do estágio e sobre o Projeto Pedagógico do Curso. Com a intenção de constatar quais representações os alunos têm sobre o estágio, realizou-se uma pesquisa de campo com aplicação de um questionário a dezesseis alunos de um curso de Letras a distância de uma Instituição de Ensino Superior localizada na Grande São Paulo. As análises dos dados foram realizadas a partir da criação de cinco categorias de análise: As representações sobre a escola pública, As representações sobre os professores, As representações sobre o estágio, A carga horária e A relação teoria e prática. Os resultados apontam para representações bastante positivas sobre o estágio, representações estas que revelam no discurso dos alunos a valorização do professor e da escola pública, a aquisição de saberes docentes e o estágio enquanto momento de observação, reflexão e práxis docente. Além disso, embora a maioria dos estagiários considere excessiva a carga horária legalmente exigida, reconhecem a importância e relevância desse momento para sua formação acadêmica e profissional.

CONSELHO DE CLASSE E SÉRIE PARTICIPATIVO: DIFÍCIL APRENDIZAGEM PARA UMA PRÁTICA DEMOCRÁTICA

A presente pesquisa, de natureza qualitativa, está direcionada à análise das políticas educacionais ligadas à democratização da gestão escolar e demais processos escolares ligados à avaliação. Nesse contexto, é evidenciado o Conselho de Classe e Série, pois esse vem se concretizando como um dos espaços que favorecem a participação de pais e alunos, tornando-se fator determinante para a qualidade da democratização da gestão escolar e do ensino-aprendizagem. A pesquisa desenvolveu-se em três momentos: (1) análise da documentação escolar; (2) estudo de caso em duas instituições escolares da Rede Pública de São Paulo e (3) entrevistas com pais, alunos, professores e gestores que serviram de parâmetros para saber como estão realizadas as reuniões de Conselho de Classe e Série. Os objetivos da pesquisa foram voltados para verificar como vem sendo estruturada a participação da comunidade na construção da gestão democrática da escola, principalmente nas práticas do Conselho de Classe e Série.(AU)

Comparative Analysis of State and Non-State Higher Educational Institutions in Terms of their Adaptation to New Societal Conditions in Post-Soviet Russia

The present paper investigates post-Soviet non-state and state higher educational institutions in terms of students’ perceptions of school curriculum, quality of teaching, available educational resources and overall organization in their higher educational institutions.

Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.

Human capital and the quantity–quality trade-off during the demographic transition

This paper provides an empirical test of the child quantity–quality (QQ) trade-off predicted by unified growth theory. Using individual census returns from the 1911 Irish census, we examine whether children who attended school were from smaller families—as predicted by a standard QQ model. To measure causal effects, we use a selection of models robust to endogeneity concerns which we validate for this application using an Empirical Monte Carlo analysis. Our results show that a child remaining in school between the ages of 14 and 16 caused up to a 27 % reduction in fertility. Our results are robust to alternative estimation techniques with different modeling assumptions, sample selection, and alternative definitions of fertility. These findings highlight the importance of the demographic transition as a mechanism which underpinned the expansion in human capital witnessed in Western economies during the twentieth century.

Implicações Emocionais e Sócio-Cognitivas da Depressão Materna na Criança em Idade Escolar

A depressão materna tem sido associada a factores que em nada promovem o desenvolvimento infantil. O presente estudo tem como objectivo compreender implicações da depressão materna no desenvolvimento da criança em idade escolar A amostra foi composta por 24 mães e respectivos filhos de ambos os sexos, com idades compreendidas entre os 8 e os 15 anos, do 1º, 2º e 3º ciclo, pertencentes ao Agrupamento de Escolas da Batalha, encaminhados aos Serviços de Psicologia e Orientação. As crianças foram distribuídas em grupos distintos, G1, constituído por 12 crianças cujas mães sofreram depressão nos primeiros três anos de vida dos seus filhos, e G2, composto por 12 crianças cujas mães não sofreram depressão nem outros distúrbios psiquiátricos nos primeiros três anos de vida dos seus filhos. A identificação das mães com indicadores de depressão foi feita de forma retrospectiva, através do questionário sobre a saúde do paciente (PHQ-9) e a confirmação diagnóstica através da SCID. Os dados sociodemográficos das mães e crianças foram recolhidos em contexto de entrevista, em que se analisaram dados relativos à gravidez, ao desenvolvimento da criança e ao seu contexto escolar. As mães responderam igualmente ao questionário de capacidades e dificuldades (SDQ) relativo ao comportamento dos seus filhos. Para a análise do sucesso escolar, foi feito um levantamento das notas a Português e Matemática. Por fim, realizou-se a avaliação psicológica das crianças através da WISC-III. A partir da análise dos resultados obtidos, conclui-se a existência do impacto negativo da depressão materna no desenvolvimento da criança em idade escolar, observando-se que as crianças que conviveram com a depressão nos três primeiros anos de vida, apresentam piores notas nas áreas estruturantes do Português e da Matemática, e maiores problemas na adaptação escolar. Relativamente aos Q.I.’s, observam-se diferenças estatisticamente significativas em todos os domínios da escala, apresentando estas crianças um perfil de resultados mais baixo. De acordo com a avaliação feita pelas mães, estas crianças manifestam maiores dificuldades na regulação emocional e apresentam menores habilidades pró-sociais. / Maternal depression has been linked to factors that in no way promote child development. The present study aims to understand the implications of maternal depression on child development at school age. The sample consisted of 24 mothers and their children of both sexes, aged between 8 and 15, from 1st, 2nd and 3rd cycle, belonging to Agrupamento de Escolas da Batalha, referred to the Serviços de Psicologia e Orientação (Psychology and Guidance Services). The children were divided into distinct groups, G1, consisting of 12 children whose mothers suffered depression in the first three years of life of their children, and G2, composed of 12 children whose mothers did not suffer depression or other psychiatric disorders in the first three years of life of their children. The identification of mothers with indicators of depression was made retrospectively, by questionnaire on the patient's health (PHQ-9) and diagnosis confirmation by SCID. Socio-demographic data of mothers and children were gathered in the context of the interview, where data on pregnancy, child development and their school context were analysed. Mothers also responded to the strengths and difficulties questionnaire (SDQ) on the behavior of their children. For the analysis of academic success, a survey was made of the notes on Portuguese and Mathematics. Finally, there was a psychological assessment of children using the WISC-III. From the analysis of the results obtained, the existence of the negative impact of maternal depression on child development at school age is concluded, noting that children who lived with depression for the first three years of life, have worse grades in the structuring areas of Portuguese and Mathematics, and major problems in school adjustment. For IQs, there are significant statistical differences in all areas of the scale, presenting these children lower profile results. According to the assessment made by the mothers, these children have greater difficulty in emotional regulation and have lower pro-social skills.

Victimisation par les pairs et climat scolaire : une étude menée en contexte de persévérance et de réussite scolaires chez des élèves du secondaire

Cette étude vise à analyser les liens entre le climat scolaire et la victimisation par les pairs en contexte de persévérance et de réussite scolaires au secondaire. Après avoir démontré l’existence de liens théoriques entre ces trois variables, elle évalue l’influence du climat scolaire décliné en quatre composantes (sentiment de sécurité, de justice, relations interpersonnelles/soutien et collaboration/participation) sur six formes de victimisation par les pairs (physique, verbale, psychologique, matérielle, électronique, à connotation sexuelle). Les résultats de cette recherche menée auprès de 2 154 élèves de la première à la cinquième secondaire révèlent que la composante du climat scolaire « Sentiment de sécurité » se distingue avec une influence sur les six formes de victimisation étudiées, signifiant que les élèves qui se sentent en sécurité dans leur milieu scolaire sont moins à risque de vivre ces différentes formes de violence. L’influence des autres composantes du climat scolaire sur la victimisation s’est toutefois avérée très faible. Comme le vécu victimaire et la perception d’un climat scolaire négatif peuvent nuire à la réussite et à la persévérance scolaires et entraver la diplomation, et que la décision d’abandonner l’école se prend souvent durant la quatrième et cinquième années du secondaire (Frase, 1989; MELS, 2009), c’est à ce groupe particulier d’élèves que la troisième partie de cette thèse s’est consacrée. Les analyses menées spécifiquement auprès d’élèves de quatrième et cinquième secondaire (n = 715) indiquent que ceux qui subissent au moins une des six formes de victimisation perçoivent plus négativement chacune des composantes du climat scolaire de leur établissement, comparativement à leurs pairs non victimisés. Précisément, les élèves victimes de violence physique et verbale perçoivent plus négativement les quatre composantes du climat scolaire et celles de formes matérielle, psychologique et à connotation sexuelle jugent aussi plus négativement toutes les composantes du climat scolaire, excepté celle du climat de sécurité. L’ensemble de ces résultats indiquent que la perception du climat scolaire influence la victimisation pour l’ensemble des élèves du secondaire et soulignent que cette victimisation, vécue par les élèves de quatrième et cinquième secondaire, affecte plus négativement leur perception du climat scolaire. Des réflexions sont finalement proposées afin d’orienter de futures recherches de même que certaines retombées pratiques pour les milieux scolaires.

Hechtius 1795/98 - der Gedanke der Transnationalität in der ersten Schrift zur Vergleichenden Erziehungswissenschaft

Der 1795-1798 verfasste Text "De re scholastica Anglica cum Germanica comparata" (Über das englische Schulwesen im Vergleich zum deutschen) des sächsischen Rektors Friedrich August Hecht ist die erste bekannte Schrift zur Vergleichenden Erziehungswissenschaft. Ihre zentrale Materialgrundlage bilden englische und deutsche Schulbücher für Latein- und Gelehrtenschulen. Aus deutschsprachiger Sekundärliteratur übernimmt Hecht darüber hinaus Informationen über schulorganisatorische, curriculare und didaktische Besonderheiten der englischen Public Schools Westminster und Eton, und setzt sie zu den ihm aus eigener Praxis bekannten deutschen (sächsischen) Schulverhältnissen in Beziehung. Der Gedanke der Transnationalität im Bildungsbereich, der sich aktuell etwa im Begriff von transnationalen Bildungsräumen ausdrückt, hat bei Hecht der Sache nach drei Anknüpfungspunkte: die bildungspolitische Wirksamkeit transnationaler Herrscherfamilien, die gemeineuropäische Bedeutung der Gebildeten- und Gelehrtensprache Latein und die nationübergreifende Dimension des humanistischen Bildungskanons. Das alte Europa kannte Nationen und Staaten, aber es kannte noch keine Nationalstaaten. Die Deutschen sind für Hecht noch eine alteuropäische Nation, die Engländer dagegen auf dem Wege zur oder sind schon Staatsnation. Die Vergleichende Erziehungswissenschaft entsteht mit Hechts Schrift in einer Situation, da die alte transnationale Ordnung der Nationen und Staaten in die neue internationale Ordnung der Nationalstaaten übergeht. (DIPF/Orig.)

A violência escolar e a sua relação com diferentes psicopatologias

Desde há alguns anos a esta parte, muito se tem discutido a temática do Bullying nas atuais sociedades modernas e industrializadas. Com o avanço da técnica e do conhecimento científico, só recentemente se lhe dá a devida atenção, dado os danos que pode causar a médio e longo prazo em todos os intervenientes nesse fenómeno de exteriorização da violência. Embora se tenham desenhado múltiplas estratégias para a sua explicação e combate, continua a ser um tema muito atual, pois embora pesem os modelos de intervenção de certa forma já padronizados, há sempre a necessidade de os adaptar ao contexto de cada caso. Desta forma este tema continua e continuará a ser alvo de estudo e aprofundamento. Neste trabalho, analisaremos toda a temática do Bullying, desde a sua conceptualização, passando pela sua etiologia, fatores de risco, intervenientes, bem como o seu diagnóstico, combate e prevenção. Partindo da premissa de que este tema envolve uma série de variáveis que vão para além dos problemas comportamentais e/ou da indisciplina, tais como variáveis culturais, sociofamiliares, escolares, pessoais/psicológicas e psicopatológicas, é nesta ultima variável que iremos focar mais especificamente o nosso trabalho, nomeadamente no estabelecimento de uma correlação entre o Bullying e a Perturbação de Défice de Atenção e Hiperatividade. Nos alunos mais jovens, o défice de atenção com hiperatividade, a depressão bem como a ansiedade, são problemas paralelos ao Bullying. Dado o facto de as crianças com estas caraterísticas serem mais vulneráveis à violência, pois têm dificuldades de integração no seio escolar e/ou no grupo de pares, podemos afirmar desde já e com bastante veemência que estas pertencem a um grupo com um enorme fator de risco para se envolver em comportamentos relacionados com o Bulliyng em toda a sua abrangência.

Telefone celular como recurso didático no ensino de física

Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR.

Ensino dos números racionais comparando medidas de unidade

This research aimed to investigate the possibility to develop the process of teaching and learning of the division of rational numbers with guided tasks in interpretation of measure. Adopted as methodology the Didactic Engineering and a didactic sequence in order to develop the work with students of High School. Participated of training sessions twelve students of one state school of Porto Barreiro city - Paran´a. The results of application of the didactic engineering suggest the importance of utilization of guided tasks in interpretation of measure, since strengthened the understanding, on the part of students, the concept of division of fractional rational numbers and contributed for them develop the comprehension of others questions associated to the concept of rational numbers, such as order, equivalence and density.