Evaluating the Portuguese National Reading Plan: teachers’ perceptions on the impact in schools

The final publication is available at Springer via http://dx.doi.org/10.1007/s10671-014-9171-y

WATER RESOURCES, HEALTH, AND THE SUSTAINABILITY OF INTERVENTIONS TO ACHIEVE WATER AND SANITATION TARGETS OF THE MILLENNIUM DEVELOPMENT GOALS IN A CHANGING WORLD

This dissertation addresses sustainability of rapid provision of safe water and sanitation required to meet the Millennium Development Goals. Review of health-related literature and global statistics demonstrates engineers' role in achieving the MDGs. This review is followed by analyses relating to social, environmental, and health aspects of meeting MDG targets. Analysis of national indicators showed that inadequate investment, poor or nonexistent policies and governance are challenges to global sanitation coverage in addition to lack of financial resources and gender disparity. Although water availability was not found to be a challenge globally, geospatial analysis demonstrated that water availability is a potentially significant barrier for up to 46 million people living in urban areas and relying on already degraded water resources for environmental income. A daily water balance model incorporating the National Resources Conservation Services curve number method in Bolivian watersheds showed that local water stress is linked to climate change because of reduced recharge. Agricultural expansion in the region slightly exacerbates recharge reductions. Although runoff changes will range from -17% to 14%, recharge rates will decrease under all climate scenarios evaluated (-14% to -27%). Increasing sewer coverage may place stress on the readily accessible natural springs, but increased demand can be sustained if other sources of water supply are developed. This analysis provides a method for hydrological analysis in data scarce regions. Data required for the model were either obtained from publicly available data products or by conducting field work using low-cost methods feasible for local participants. Lastly, a methodology was developed to evaluate public health impacts of increased household water access resulting from domestic rainwater harvesting, incorporating knowledge of water requirements of sanitation and hygiene technologies. In 37 West African cities, domestic rainwater harvesting has the potential to reduce diarrheal disease burden by 9%, if implemented alone with 400 L storage. If implemented in conjunction with point of use treatment, this reduction could increase to 16%. The methodology will contribute to cost-effectiveness evaluations of interventions as well as evaluations of potential disease burden resulting from reduced water supply, such as reductions observed in the Bolivian communities.

Urban-rural connections and development perspectives in Portugal

Portugal is characterized by a significant asymmetry in the population distribution/density and economic activity as well as in social and cultural dynamics. This means very diverse landscapes, differences in regional development, sustainability and quality of life, mainly between urban and rural areas. A consequence coherent with the contemporary dynamics: urbanization of many rural areas that loose their productive-agricultural identity and, simultaneously, the reintegration in urban areas of spaces and activities with more rural characteristics. In this process of increasing complexity of organization of the landscape is essential to restore the continuum naturale (between urban and rural areas) allowing closer links to both ways of life. A strategy supported in the landscape, which plays important functions for public interest, in the cultural, social, ecological and environmental fields. At the same time, constitutes an important resource for economic activity, as underlined in the European Landscape Convention. Based on this assumption, and using a multi-method approach, the study aims to analyse a) the links between urban and rural areas in Portugal and b) the reasons why these territories are chosen by individuals as places of work and mobility, residence or evasion, culture and leisure, tranquillity or excitement – meaning overall well-being. Primary information was obtained by a questionnaire survey applied to a convenience sample of the Portuguese population. Secondary data and information will be collected on the official Portuguese Statistics (INE and PORDATA). Understanding the urban-rural links is essential to support policy measures, take advantage from the global changes and challenge many of the existing myths.

E-learners’ experiences of time

This paper explores the experiences of e-learners participating in continuing professional development programmes in three UK universities. Data was collected using questionnaires, discussion group postings and informal telephone interviews. These were analysed using two approaches to content analysis: a coding scheme and metaphors. Findings indicated that: e-learners reconstruct their approaches to time management at an early stage in their programme; the e-learners developed different time management strategies (planned, opportunistic, planned/opportunistic); and metaphors illustrated their underlying experiences of time. These provide the basis of recommendations for e-tutors. Finally, the paper explores methodological issues and outlines some implications for practice.

Pratiques éducatives et facteurs favorisant l’application des connaissances acquises pour le développement professionnel infirmier

Travail dirigé présenté à la Faculté des sciences infirmières en vue de l’obtention du grade de Maître ès sciences (M.Sc.) en sciences infirmières option formation des sciences infirmières

Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola

This present thesis has the object to study the discursive constitution the teacher s subjectivities of practice permeating the sections of the magazine Nova Escola between the years 2000-2005. Problematizes how the teacher s subjectivities are produced facing the discourse of truth, which effects establishes a program for autonomist professional development in a perspective of neo-liberal governmentality. Then from this uneasiness arises some requisite questions: in the new century how teacher s subjectivities are discursively produced in magazine s sections Nova Escola during those five years of governmentality? In which perspective the discourses throughout government documents in related with professional development reflect in the linguistic-discursive repertories adopted by Nova Escola? How the experts belonging to the cadre from and/or guests from the magazine, seeking equip discursive the teacher s subjectivities for the XXI Century? Therefore, this paper objective is to examine the linguistics strategies used to produce these subjectivities at magazine s sections, what it admittedly teaches another method how to be teacher; and also it analyzes the discursive practices that compound and set boundaries to the autonomist professional development proposed by sections the magazine; describe technologies used by experts to equip and conduct of conduct the teacher to govern the self. This research is inserted theoretically in the field of Applied Linguistis, to the Cultural Studies and about the contribution of Michel Foucault s theories and methodologically in the perspective discursive interpretative. The results seek to show that the teacher s subjectivities are produced by many technologies of the self, traversed by government discourses and ratified by discursive practices of the magazine s experts. That discourse, without any oppressing or authoritarian connotation, opens space for practice of Freedom and self guiding to both constitute the subjectivity process of the teacher in the XXI Century s path

O uso de instrumentos e procedimentos de pesquisa sobre crenças: promovendo formação reflexiva

Sabe-se que as crenças do professor influenciam suas percepções, decisões e ações antes, durante ou depois da aula. Dessa forma, é importante que ele as conheça e reflita sobre as mesmas, o que pode levá-lo a possíveis alterações em suas práticas, possibilitando seu desenvolvimento profissional. Para levantar essas crenças é necessária a utilização de instrumentos e procedimentos que sejam eficientes e promovam reflexão. Neste artigo apresentaremos um trabalho cujo objetivo foi pesquisar quais tipos de crenças podemos detectar com o uso de diferentes instrumentos e procedimentos, investigando se estes afetam a maneira como os professores refletem sobre suas crenças e quais combinações entre eles são eficazes para a promoção de reflexão. O referencial teórico foi constituído de estudos sobre o pensamento do professor, crenças de professores e metodologia na investigação de crenças. Foi realizada uma pesquisa qualitativo-interpretativista de natureza etnográfica, com cinco professoras de inglês de uma escola de línguas de uma cidade do interior de SP. Para a coleta de dados foram aplicados cinco instrumentos e procedimentos de pesquisa: questionário, grupo focal, auto-relato, observação de aulas e entrevistas (com a técnica stimulated recall). Os resultados mostraram que é possível levantar crenças sobre aprendizagem e ensino com os instrumentos e procedimentos selecionados e que os mesmos interferem na maneira como os professores refletem sobre suas crenças, entretanto, a combinação deles pode ser um bom caminho para o desencadeamento do processo reflexivo.

Socialização de professoras em atividades de educação continuada

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A produção e a construção de vídeo-caso em hipertexto (VCH) na educação matemática

Pós-graduação em Educação Matemática - IGCE

O que dizem os autores sobre formação docente no Estado do Pará

Objetiva-se com este estudo examinar o que é dito, na literatura relevante, sobre Formação Docente no estado do Pará, com ênfase no processo de identidade e profissionalização do professor. Do ponto de vista teórico-metodológico, realizou-se uma pesquisa bibliográfica, seguindo uma abordagem qualitativa, cuja base teórica pauta-se na Análise de Conteúdo de Laurence Bardin (2010). O corpus sobre o qual incidiu a pesquisa é composto por fontes documentais (livros, artigos, legislação), teses e dissertações registradas no Banco de Dados da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível superior) e periódicos e outras produções bibliográficas do grupo de trabalho sobre formação de professores (GT 08) da Associação Nacional de Pesquisa e Pós-graduação – ANPED. Verificou-se que os cursos de formação de professores no estado do Pará cresceram significativamente a partir dos anos 2000. Esta expansão legitimou o aumento de professores formados, mas não garantiu a eficiência na qualidade dos cursos de formação, haja vista a primazia do caráter pragmático estabelecida nos espaços formativos. Exige-se um professor versátil, inovador, mas os cursos oferecem uma formação fragmentada. Quanto à identidade docente, compreendeu-se que ela perfaz um caminho complexo e por vezes contraditório, demarcado pela desvalorização, falta de autonomia, limitação à regência de classe, mas também por resistências, as quais refletem a imagem de um professor crítico e atuante. A profissionalização docente apresenta-se com fragilidades, devido à falta de investimento no tripé ensino, pesquisa e extensão, uma vez que pesquisa e extensão são vistos de forma secundária nos cursos de licenciatura no Pará.

Introduction

Professional Encounters in TESOL investigates the developing discourses of English Language teachers in a variety of international contexts. By analysing how professional development takes place through participation in professional discourse, the chapters shed light on what teachers do and why they do it. The book is organised in four sections, reflecting the stages in an English language teacher's career: 'Starting Out' focuses on initial teacher training, 'Becoming Experienced' looks inside their classroom, 'New Horizons' shifts the perspective to the professional development of experienced teachers, and 'Passing on Knowledge' investigates the discourses of experienced teachers as they contribute to the professional development of their peers. Each section is followed by reflections on the chapters written by a teacher from an international context at the particular stage in their professional development reflected in the section. The book should have particular appeal to all those working in the area of teacher development and will also be of interest to practising teachers.

How drug metabolism influences treatment outcomes

Recent developments within the National Health Service have led to an increase in personnel 'qualified' to prescribe a wide range of pharmacological agents. A short (38-day) Continuing Professional Development course in prescribing is deemed adequate to fully train individuals for practice. A sound understanding of prescribing medicines has important implications for patient benefit. For example, a prescriber would require some knowledge of drug absorption, distribution, metabolism and excretion, as well as aspects of drug delivery and drug-drug interactions. Drug metabolism in particular exerts a powerful influence on drug action; this can range from complete failure of efficacy through to life-threatening toxicity. Moreover, it is conservatively estimated that there may be several thousand deaths each year in the UK arising from an inadequate knowledge of drug metabolism when prescribing medicines. This one-day course focused on the importance of understanding drug metabolism on treatment strategies and outcomes, and was accessed by a range of healthcare professionals in the West Midlands area of the UK. © 2007 Informa UK Ltd.

Identity development in career-changing beginning teachers : a qualitative study of professional scientists becoming school teachers

This qualitative study provides a critical case to analyse the identity development of professionals who already have a strong sense of identity as scientists and have decided to relinquish their professional careers to become teachers. The study followed a group of professionals who undertook a one-year teacher education course and were assigned to secondary and middle-years schools on graduation. Their experiences were examined through the lens of self-determination theory, which posits that autonomy, confidence and relationships are important in achieving job satisfaction. The findings indicated that those teachers who were able to achieve this sense of autonomy and confidence, and had established strong relationships with colleagues generated a positive professional identity as a teacher. The failure to establish supportive relationships was a decisive event that challenged their capacity to develop a strong sense of identity as a teacher.

Understanding teacher collaboration in disadvantaged urban primary schools: uncovering practices that foster professional learning communities

This study is set in the context of disadvantaged urban primary schools in Ireland. It inquires into the collaborative practices of primary teachers exploring how class teachers and support teachers develop ways of working together in an effort to improve the literacy and numeracy levels of their student. Traditionally teachers have worked in isolation and therefore ‘collaboration’ as a practice has been slow to permeate the historically embedded assumption of how a teacher should work. This study aims to answer the following questions. 1). What are the dynamics of teacher collaboration in disadvantaged urban primary schools? 2). In what ways are teacher collaboration and teacher learning related? 3). In what ways does teacher collaboration influence students’ opportunities for learning? In answering these research questions, this study aims to contribute to the body of knowledge pertaining to teacher learning through collaboration. Though current policy and literature advocate and make a case for the development of collaborative teaching practices, key studies have identified gaps in the research literature in relation to the impact of teacher collaboration in schools. This study seeks to address some of those gaps by establishing how schools develop a collaborative environment and how teaching practices are enacted in such a setting. It seeks to determine what skills, relationships, structures and conditions are most important in developing collaborative environments that foster the development of professional learning communities (PLCs). This study uses a mixed method research design involving a postal survey, four snap-shot case studies and one in depth case study in an effort to establish if collaborative practice is a feasible practice resulting in worthwhile benefits for both teachers and students.

ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools

Information and communication technology (ICT) curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is neither value neutral nor universally understood. The literature indicates the complexity of rationales and terminology that underwrite various initiatives; various dimensions and stages of integration; inherent methodological difficulties; obstacles to integration; and significant issues relating to teacher professional development and ICT competencies (Jamieson-Proctor, Watson, & Finger, 2003). This paper investigates the overarching question: Are ICT integration initiatives making a significant impact on teaching and learning in Queensland state schools? It reports the results from a teacher survey that measures the quantity and quality of student use of ICT. Results from 929 teachers across all year levels and from 38 Queensland state schools indicate that female teachers (73% of the full time teachers in Queensland state schools in 2005) are significantly less confident than their male counterparts in using ICT with students for teaching and learning, and there is evidence of significant resistance to using ICT to align curriculum with new times and new technologies. This result supports the hypothesis that current initiatives with ICT are having uneven and less than the desired results system wide. These results require further urgent investigation in order to address the factors that currently constrain the use of ICT for teaching and learning.