O funcionamento de uma escola de ensino integral no município de Rio Claro

EE Prof. Carolina Augusta Seraphim, School of Basic Education Cycle II, located in the municipality of Rio Claro in São Paulo, adopted the new Model School of Integral Education in 2013 from analysis and studies of state and local experiences, as an alternative to the demands of the public. The objective of the study is to characterize the operation of this new teaching model implemented by the Secretary of Education of São Paulo, based on the experiences gained through this school in the city of Rio Claro. This is a documentary research that was grounded on the content analysis of documents relating to the design of the program and the school to be searched. Having the information gathered will be compiled and analyzed using the theoretical framework as bibliographies of authors related to the topic, resulting in discussions about the recovery and casualization of teaching about this new teaching model

Os saberes dos professores-referência no ensino de contabilidade

O presente estudo tem como propósito avaliar os saberes predominantes nos docentes percebidos como professores-referência pelos alunos de um curso de Graduação em Ciências Contábeis de uma universidade pública brasileira. O estudo justifica-se pelas recentes e significativas mudanças no contexto da Contabilidade no Brasil. Para alcance desse propósito, estruturou-se uma pesquisa qualitativa, em que foram utilizadas as seguintes estratégias de pesquisa e técnicas de coleta de dados: (i) pesquisa bibliográfica em obras relevantes que tratam do tema; (ii) pesquisa documental nas avaliações dos professores feitas pela instituição; (iii) questionários aplicados aos alunos do último ano; (iv) grupo focal com parte do grupo de alunos respondentes dos questionários; e (v) entrevista semiestruturada com professores apontados pelos alunos como docentes de referência. Amparados pelas discussões tecidas acerca de saberes, competências e conhecimentos necessários à docência (Shulman, 1986; Garcia, 1992; Freire, 2000; Pimenta, 1998; Pimenta & Anastasiou, 2002; Gauthier, Martineau, Desbiens, Malo, & Simard, 1998; Tardif, 2003; Cunha, 2004; Masetto, 1998; Braslavsky, 1999; Perrenoud, 2000; Zabalza, 2006) e aqueles necessários ao ensino de contabilidade (Antonelli, Colauto, & Cunha, 2012; Miranda, 2011; Catapan, Colauto, & Sillas, 2011; Vasconcelos, 2010; Slomsky, 2009; Araujo & Santana, 2008; Celerino & Pereira, 2008; Andere & Araújo, 2008; Laffin, 2005), bem como pesquisas sobre professores exemplares (Young & Shaw, 1999; Lowman, 2007), verificaram-se os seguintes resultados: as disciplinas responsáveis pelas experiências mais significativas de aprendizagem, durante o curso, eram as percebidas como base do curso (Contabilidade Básica, Intermediária e Avançada) e que apresentavam maior aplicação prática. As razões principais para escolha dos docentes de referência foram: didática ou metodologia de ensino, atitudes e qualidades pessoais do professor. Além disso, verificou-se que os três saberes docentes que subsidiaram essas escolhas foram, nesta ordem: conhecimento didático, domínio do conteúdo e saberes experienciais. Esses resultados apontam para: a necessidade de preparação didática sistematizada para o exercício da docência; a necessidade de formação continuada, notadamente, stricto sensu, para melhor domínio do conteúdo que ensina; e a importância de o docente estar conectado com as práticas mercadológicas.

Los factores de la integración de las TIC en el currículo de historia : El modelo de enseñanza practicado como llave del fracaso y del éxito

El propósito de este trabajo es reflexionar sobre las dificultades de la integración de las Tecnologías de la Información y Comunicación en el currículo de historia. Para ello hemos realizado un proceso de documentación bibliográfica y de análisis de los currículos reglados, y también un estudio y periodización de nuestra propia experiencia. Las políticas públicas para promover el empleo de las TIC en la enseñanza son un factor de este problema, pero el modelo de enseñanza de la mayoría del profesorado de historia es el principal. Su transformación parece un logro difícil, por lo que el futuro de las TIC en las clases de historia sigue siendo incierto

Los factores de la integración de las TIC en el currículo de historia : El modelo de enseñanza practicado como llave del fracaso y del éxito

El propósito de este trabajo es reflexionar sobre las dificultades de la integración de las Tecnologías de la Información y Comunicación en el currículo de historia. Para ello hemos realizado un proceso de documentación bibliográfica y de análisis de los currículos reglados, y también un estudio y periodización de nuestra propia experiencia. Las políticas públicas para promover el empleo de las TIC en la enseñanza son un factor de este problema, pero el modelo de enseñanza de la mayoría del profesorado de historia es el principal. Su transformación parece un logro difícil, por lo que el futuro de las TIC en las clases de historia sigue siendo incierto

Los factores de la integración de las TIC en el currículo de historia : El modelo de enseñanza practicado como llave del fracaso y del éxito

El propósito de este trabajo es reflexionar sobre las dificultades de la integración de las Tecnologías de la Información y Comunicación en el currículo de historia. Para ello hemos realizado un proceso de documentación bibliográfica y de análisis de los currículos reglados, y también un estudio y periodización de nuestra propia experiencia. Las políticas públicas para promover el empleo de las TIC en la enseñanza son un factor de este problema, pero el modelo de enseñanza de la mayoría del profesorado de historia es el principal. Su transformación parece un logro difícil, por lo que el futuro de las TIC en las clases de historia sigue siendo incierto

Nuevos métodos y herramientas para la creación y utilización de recursos multimedia en la educación

La educación y los entornos educativos están en constante evolución. Tanto alumnos como educadores cambian de hábitos, de maneras de aprender, de gustos, de dispositivos que manejan y de aplicaciones que usan regularmente entre otras cosas. Todos estos cambios vienen acompañados y fomentados en gran medida por la evolución paralela que experimenta la tecnología, tanto software en los programas utilizados, como hardware en los dispositivos y capacidades de éstos. La educación debe también adaptarse a estos cambios, tanto personales como tecnológicos y sacar el mayor provecho de ellos. El uso de Sistemas de Gestión del Aprendizaje está muy extendido en todos los centros educativos. Estos sistemas poseen un gran número de características y funcionalidades que permiten desde la aplicación de un modelo didáctico totalmente tradicional en el que el profesor imparte un contenido y los alumnos lo reciben a uno totalmente innovador en el que ocurren procesos totalmente diferentes. Por otro lado, el potencial que ofrecen los recursos multimedia no ha sido completamente aprovechado en la educación y supone una gran oportunidad. Esta tesis doctoral propone un conjunto de métodos y herramientas para la creación y el uso de recursos multimedia en la educación. Para ello el desarrollo de esta tesis parte de la definición de un modelo didáctico social, colaborativo y centrado en el alumno que servirá de hilo conductor y que integrará los diferentes y métodos y herramientas estudiados y desarrollados. En un primer paso se identifican varias herramientas y métodos para el aula, tales son la grabación de clases, donde se crea y posteriormente se mejora un carrito portátil de grabación que da muy buen resultado, las herramientas de grabación de screencast y la videoconferencia. Estas herramientas además se integran en una plataforma colaborativa dando lugar a una arquitectura completa y escalable que permite la realización de dichas actividades y la interconexión sencilla con el Sistema de Gestión del Aprendizaje. A continuación y ya en un entorno totalmente online se desarrolla una nueva plataforma de e-learning llamada Virtual Science Hub (ViSH) que consta de cuatro funcionalidades principales, red social, videoconferencia, repositorio educativo y herramienta de autor. En esta plataforma se aplicaron técnicas de recomendación proactiva tanto de recursos educativos como de otros usuarios similares. Por último se validó el modelo educativo completo usando algunas de las herramientas identificadas y desarrolladas en dos escenarios diferentes con gran éxito. Finalmente, esta tesis discute las conclusiones obtenidas a lo largo de la extensa investigación llevada a cabo y que ha propiciado la consecución de una buena base teórica y práctica para la creación de herramientas y métodos para la generación y el uso de recursos multimedia en la educación. ABSTRACT Education and learning environments are constantly evolving. Students and educators change the things their habits, their ways of learning, the things they like or the devices and applications that they use regularly among other things. All these changes are accompanied and fostered by the parallel evolution that technology experiences, both in the software programs used as in the hardware and capabilities of these devices. Education must also adapt to these changes, both personal and technological and get the most out of them. Learning Management Systems are widely used in all educational centers. These systems have a large number of features and functionalities. They allow from the implementation of a traditional teaching model in which the teacher gives content and students receive it to one absolutely innovative teaching model where totally different processes occur. Furthermore, the potential of multimedia resources has not been fully exploited in education and can be a great opportunity. This thesis proposes a set of methods and tools for the creation and use of multimedia in education. The development of this thesis starts with the definition of a social, collaborative and learner-centered model, that serves as a common thread and that integrates different tools and methods studied and developed. In a first step, several tools and methods for the classroom are identified, such as recording, where a portable kit is created and then improved giving very good results, screencast recording and videoconferencing. These tools also are integrated into a collaborative platform resulting in a complete, scalable architecture that enables the execution of such activities and a simple interconnection with the Learning Management System. In an fully online environment a new e-learning platform called Virtual Science Hub (ViSH) is created. It consists of four main features that combine and complement each other, social network, videoconferencing, educational repository and authoring tool. In this platform proactive recommendation of both educational resources and similar users is applied. In a last step the entire educational model using some of the tools identified and developed is successfully validated in two different scenarios. Finally, this thesis discusses the findings obtained during the extensive research carried out and has led to the achievement of a good theoretical and practical basis for the development of tools and methods for the generation and use of multimedia in education.

Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

CAS: A tool for improving autonomous work

The EHEA proposes a student-centered teaching model. Therefore, it seems necessary to actively involve the students in the teaching-learning process. Increasing the active participation of the students is not always easy in mathematical topics, since, when the students just enter the University, their ability to carry out autonomous mathematical work is scarce. In this paper we present some experiences related with the use of Computer Algebra Systems (CAS). All the experiences are designed in order to develop some mathematical competencies and mainly self-learning, the use of technology and team-work. The experiences include some teachers? proposals including: small projects to be executed in small groups, participation in competitions, the design of different CAS-Toolboxes, etc. The results obtained in the experiences, carried out with different groups of students from different engineering studies at different universities, makes us slightly optimistic about the educational value of the model.

Individual spirit at work and its relationship with employee work attitudes and organisational outcomes:An empirical examination in corporate Thailand

The purpose of this thesis is to conduct empirical research in corporate Thailand in order to (1) validate the Spirit at Work Scale (2) investigate the relationships between individual spirit at work and three employee work attitudinal variables (job satisfaction, organisational identification and psychological well-being) and three organisational outcomes (in-role performance, organisational citizenship behaviours (OCB), and turnover intentions) (3) further examine causal relations among these organisational behaviour variables with a longitudinal design (4) examine three employee work attitudes as mediator variables between individual spirit at work and three organisational outcomes and (5) explore the potential antecedents of organisational conditions that foster employee experienced individual spirit at work. The two pilot studies with 155 UK and 175, 715 Thai samples were conducted for validation testing of the main measure used in this study: Spirit at Work Scale (Kinjerski & Skrypnek, 2006a). The results of the two studies including discriminant validity analyses strongly provided supportive evidence that Spirit at Work Scale (SAWS) is a sound psychometric measure and also a distinct construct from the three work attitude constructs. The final model of SAWS contains a total of twelve items; a three factor structure (meaning in work, sense of community, and spiritual connection) in which the sub-factors loaded on higher order factors and also had very acceptable reliability. In line with these results it was decided to use the second-order of SAWS model for Thai samples in the main study and subsequent analysis. The 715 completed questionnaires were received from the first wave of data collection during July - August 2008 and the second wave was conducted again within the same organisations and 501 completed questionnaires were received during March - April 2009. Data were obtained through 49 organisations which were from three types of organisations within Thailand: public organisations, for-profit organisations, and notfor-profit organisations. Confirmatory factor analysis of all measures used in the study and hypothesised model were tested with structural equation modelling techniques. The results were greatly supportive for the direct structural model and partially supportive for the fully mediated model. Moreover, there were different findings across self report and supervisor rating on performance and OCB models. Additionally, the antecedent conditions that fostered employees experienced individual spirit at work and the implications of these findings for research and practice are discussed.

Методы Интеграции Учебных Материалов для Дистанционного Обучения

The process of training is the most difficult for effective realization through information technologies. Is suggested the methods for the most complete implementation of original techniques of material description, ensuring versatility of development environment and functioning of interactive systems of training process. The given technology requires as the exact description of teaching model, as application of modern methods of development intelligent skills.

A study of teachers' espoused instructional beliefs

The purpose of this study was to investigate teachers' espoused instructional beliefs and whether they differed in relation to schools' socioeconomic status, extent of teachers' educational background, or extent of teachers' classroom experience. The study comprised a total of 242 Miami-Dade County public school educators who responded to a thirty-nine question Likert scale, Literacy Instructional Practices Questionnaire. Eighteen schools, three from each of the six regions, were purposively selected based on the socioeconomic status of students. Nine participants were interviewed using semi-standardized interview procedures and open-ended questioning techniques. ^ Multivariate Analysis of Variance (MANOVA) results revealed that teachers' espoused beliefs concerning the instruction of literacy and forces and influences affecting instruction do not significantly differ depending on schools' socioeconomic status, extent of teachers' educational background, or extent of teachers' classroom experience. The majority of teachers appear to follow a top-down generated direct instruction model. Generally, students are taught as a whole class and ability grouped for specific skill instruction utilizing commercially produced reading and language arts texts. ^ There was no evidence of a relationship between teachers' espoused beliefs concerning the model of instruction that they practice or teachers' espoused beliefs concerning research and its application to practice and the three independent variables. Interview data corroborated much of the information garnered through the questionnaire. However, interview participants espoused the belief that research did not influence their selection of instructional practices. ^ Although teachers perceive of themselves as eclectic in their espoused instructional beliefs, they appear to follow a skills based direct instruction pedagogy in practice. Much of what teachers believe constitutes effective practice, few researchers recommend, affirming the findings of Calderhead (1993) and the National Educational Research Policy and Priorities Board (U.S. Department of Education, 1998, p. 18) that “educators rarely know research, seek it out, or act in accordance with its results.” ^

A Study of Teachers' Espoused Instructional Beliefs

The purpose of this study was to investigate teachers’ espoused instructional beliefs and whether they differed in relation to schools’ socioeconomic status, extent of teachers’ educational background, or extent of teachers’ classroom experience. The study comprised a total of 242 Miami-Dade County public school educators who responded to a thirty-nine question Likert scale, Literacy Instructional Practices Questionnaire. Eighteen schools, three from each of the six regions, were purposively selected based on the socioeconomic status of students. Nine participants were interviewed using semi-standardized interview procedures and open-ended questioning techniques. Multivariate Analysis of Variance (MANOVA) results revealed that teachers’ espoused beliefs concerning the instruction of literacy and forces and influences affecting instruction do not significantly differ depending on schools’ socioeconomic status, extent of teachers’ educational background, or extent of teachers’ classroom experience. The majority of teachers appear to follow a top-down generated direct instruction model. Generally, students are taught as a whole class and ability grouped for specific skill instruction utilizing commercially produced reading and language arts texts. There was no evidence of a relationship between teachers’ espoused beliefs concerning the model of instruction that they practice or teachers’ espoused beliefs concerning research and its application to practice and the three independent variables. Interview data corroborated much of the information garnered through the questionnaire. However, interview participants espoused the belief that research did not influence their selection of instructional practices. Although teachers perceive of themselves as eclectic in their espoused instructional beliefs, they appear to follow a skills based direct instruction pedagogy in practice. Much of what teachers believe constitutes effective practice, few researchers recommend, affirming the findings of Calderhead (1993) and the National Educational Research Policy and Priorities Board (U.S. Department of Education, 1998, p. 18) that “educators rarely know research, seek it out, or act in accordance with its results.”

Olimpíada de Língua Portuguesa: ressignificação de práticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCHÍNOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (LÜDKE; ANDRÉ, 1986; ANDRÉ, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students‟ texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

O Ensino de ligações químicas por meio do conceito de energia: uma proposta didática para o ensino médio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.

A descoberta do elétron como tema gerador de um ensino de física mediado por experimentação remota

In this work, we have proposed and applied a methodology for teaching electromagnetism, based on an experimental activity and designed in an investigative teaching model, and containing a high degree of dialogism among teachers and students. We have used the discovery of the electron as a generator theme and a remote experiment to determine the charge-to-mass ratio of the electron as an educational resource. Our analyses indicate favorably towards the promotion of ways of appropriation of knowledge by the student, very different from those perceived in traditional expositive classes. Similarly, we find that the presence of a technological resource and an experimental activity create new posture of the teacher in the classroom, probably caused by the unpredictability of the results from the use of such resources. A challenge that we still need to solve is how to engage students in extra classroom tasks, since learning is not only effective in time for classes. We also present the weaknesses detected in our methodological proposal as well as implementations necessary in order to continue the validation process of this methodology.