A supervis��o e orienta����o pedag��gica de educadores e professores em S��o Tom�� e Princ��pe : proposta de um programa de desenvolvimento profissional

Disserta����o apresentada �� Escola Superior de Educa����o de Santar��m para obten����o do grau de mestre em Ci��ncias de Educa����o na especializa����o de Supervis��o e Orienta����o Pedag��gica

SCHOOL DISTRICT GOVERNANCE AND KNOWLEDGE-FIT IN DECISION RIGHTS: HOW DISTRICTS RECRUIT AND HIRE SCHOOL LIBRARIANS

This study examines the organizational structures and decision-making processes used by school districts to recruit and hire school librarians. For students to acquire the information and technology literacy education they need, school libraries must be staffed with qualified individuals who can fulfill the librarian���s role as leader, teacher, instructional partner, information specialist, and program administrator. Principals are typically given decision rights for hiring staff, including school librarians. Research shows that principals have limited knowledge of the skills and abilities of the school librarian or the specific needs and functions of the library program. Research also indicates that those with specific knowledge of school library programs, namely school district library supervisors, are only consulted on recruiting and hiring about half the time. School districts entrust library supervisors with responsibilities such as professional development of school librarians only after they are hired. This study uses a theoretical lens from research on IT governance, which focuses on the use of knowledge-fit in applying decision rights in an organization. This framework is appropriate because of its incorporation of a specialist with a specific knowledge set in determining the placement of input and decision rights in the decision-making processes. The method used in this research was a multiple-case study design using five school districts as cases, varying by the involvement of the supervisors and other individuals in the hiring process. The data collected from each school district were interviews about the district���s recruiting and hiring practices with principals, an individual in HR, library supervisors, and recently hired school librarians. Data analysis was conducted through iterative coding from themes in the research questions, with continuous adjustments as new themes developed. Results from the study indicate that governance framework is applicable to evaluating the decision-making processes used in recruiting and hiring school librarians. However, a district���s use of governance did not consistently use knowledge-fit in the determination of input and decision rights. In the hiring process, governance was more likely to be based on placing decision rights at a certain level of the district hierarchy rather than the location of specific knowledge, most often resulting in site-based governance for decision rights at the school-building level. The governance of the recruiting process was most affected by the shortage or surplus of candidates available to the district to fill positions. Districts struggling with a shortage of candidates typically placed governance for the decision-making process on recruiting at the district level, giving the library supervisor more opportunity for input and collaboration with human resources. In districts that use site-based governance and that place all input and decision rights at the building level, some principals use their autonomy to eliminate the school library position in the allotment phase or hire librarians that, while certified through testing, do not have the same level of expertise as those who achieve certification through LIS programs. The principals in districts who use site-based governance for decision rights but call on the library supervisor for advisement stated how valuable they found the supervisor���s expertise in evaluating candidates for hire. In no district was a principal or school required to involve the library supervisor in the hiring of school librarians. With a better understanding of the tasks involved, the effect of district governance on decision-making, and the use of knowledge to assign input and decision rights, it is possible to look at how all of these factors affect the outcome in the quality of the hire. A next step is to look at the hiring process that school librarians went through and connect those with the measurable outcomes of hiring: school librarian success, retention, and attrition; the quality of school library program services, outreach, and involvement in a school; and the perceptions of the success of the school librarian and the library program as seen from students, teachers, administrators, parents, and other community stakeholders.

A NARRATIVE CASE STUDY EXAMINING THE EXPEREINCES OF MEN TEACHING SPECIAL EDUCATION IN THE ELEMENTARY GRADES

Over the past several decades, the landscape of the workplace has changed in many industrialized nations. In the United States this time period has seen the outright elimination or outsourcing of well-paying ���blue collar��� jobs. The workforce continues to evolve, change, and become more global, and men and women are making nontraditional occupational decisions, whether by choice or necessity. The traditional views of men and women have begun to shift. However, gender assumptions about masculinity have failed to keep pace with the shift. There are approximately 1.8 million elementary grade level teachers in United States public schools; of these, a mere 9% are male. The paucity of male teachers in the elementary grades has been a concern for many years. According to the Bureau of Labor Statistics, roughly 86% of all special education teachers are female. In 2012, 86.2% of all special education teachers were female, and by the following year, the number had dropped to 80.4%. The evidence indicates that more men are embarking on nontraditional career paths. Despite theses changes there is minimal research looking at the experiences of men working as special education teachers My goal in this study was to obtain a better understanding of the influences on and the process by which men make the decision to pursuing a career teaching special education in the elementary grades. The study utilized social role theory (Eagly, 1987), and Stead���s (2014) social constructionist theory as well as Williams��� (1992) glass escalator proposition The findings of this study confirm some of the factors related to career choice, experiences and barriers faced by men in nontraditional careers detailed in the literature. Three themes emerged for each research question: Experiences, advocacy, and benefits. Three themes emerged around the second research question exploring the experiences of men in a female-concentrated profession: The male body, communication, and perception. Three themes arose around the third research question: administration, My Masculinity, and pay. The findings run counter to Williams��� glass escalator proposition, which posits men working in female-concentrated professions are at an advantage. The findings advance support for Buschmeyer���s theory of (2013) alternative masculinity.

1. Jogos Escolares Brasileiros da Confedera����o Brasileira de Desportos para Cegos : um estudo de caso

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica

A busca do auto-conhecimento atraves da consciencia corporal : uma nova tendencia

Universidade Estadual de Campinas. Faculdade de Educa����o F��sica

O est��gio supervisionado no curso de Educa����o F��sica da UEPB/Brasil: concep����es e contribui����es na forma����o dos(as) alunos(s)

RESUMO: A forma����o profissional em Educa����o F��sica vem sofrendo mudan��as significativas ao longo da hist��ria. Ap��s a d��cada de 1980, com a Lei de Directrizes e Bases da Educa����o Nacional (LDBEN, N��9394, de 20 de Dezembro de 1996), emergiram novos olhares para o curso. Neste novo contexto, o curso de Educa����o F��sica da Universidade Estadual da Para��ba ��� UEPB ��� vem redimensionando sua pr��tica com vista na forma����o de um profissional comprometido com a educa����o em sua dimens��o ��tica, pol��tica, social e cultural. Assim, tivemos como objectivo, investigar a contribui����o do Est��gio Supervisionado na forma����o inicial do licenciado em Educa����o F��sica. A pesquisa molda-se como um estudo de caso, com abordagem qualitativa. A unidade selecionada para o estudo foi o Curso de Licenciatura em Educa����o F��sica da Universidade Estadual da Para��ba, Para��ba-Brasil. Participaram da pesquisa dez alunos(as) egressos(as) do referido curso. Os dados foram coletados atrav��s de entrevistas e analisadas a partir da An��lise de conte��do. Os resultados apontam a persist��ncia da dicotomia teoria e pr��tica no est��gio docente; defici��ncias no trabalho de supervis��o do est��gio, bem como na insatisfa����o dos(as) entrevistados(as) frente aos aspectos te��rico-pr��ticos do referido curso para atua����o no mercado de trabalho . ABSTRACT: Vocational training in physical education h��s undergone significant changes throughout history. After the 80���s, with the Lei de Directrizes e Bases da Educa����o Nacional (LDBEN) n�� 9.394/96, nem perspectives have emerged for the course. In this new context the course of Physical Education, State University of Paraiba ��� UEPB ��� redefined its practice in order to promote the formation of a professional committed to education in its ethical, political, social and cultural aspects. Thus, we aimed to investigate the extent to which supervised training has a relevant contribution for the initial degree in Physical Education. This research project is a case-study using a qualitative approach. The participants were ten students from Bachelor of Physical Education, State University of Paraiba, Brazil. Data were collected through interviews and analyzed through content analysis. The findings indicate that the dichotomy between theory and practice in teacher training is quite evident. The results also demonstrated deficiencies in the supervision of the training and a level of dissatisfaction concerning the applicability of the theoretical and practical aspects the course for the labour market.

O aluno com defici��ncia motora e a acessibilidade arquitect��nica no Ensino B��sico : um estudo de caso : o concelho de Guimar��es

RESUMO:Para que o sucesso educativo se verifique, a escola tem de ajustar a sua pr��tica educativa a todos os alunos, incluindo os que apresentam necessidades educativas especiais (NEE). Portugal disp��e de legisla����o que assegura o direito �� educa����o e �� igualdade de oportunidades, consignados na Constitui����o da Rep��blica Portuguesa (artigos 71��, 73�� e 74��), em conson��ncia com a Declara����o Universal dos Direitos do Homem e na Lei de Bases do Sistema Educativo (artigos 2��, 7��, 17�� e 18��). O nosso pa��s subscreveu tamb��m a Declara����o de Salamanca, a qual reuniu, em 1994, o consenso de noventa e dois governos e de vinte e cinco organiza����es internacionais, reafirmando o direito �� educa����o para todos. A constru����o da escola inclusiva passa pela responsabiliza����o da escola por todos os alunos, na perspectiva de educa����o para todos, exigindo a sua concretiza����o novas estrat��gias e resposta a novos desafios. H�� que alterar pr��ticas para atender �� diversidade. Assim, as escolas precisam de estar arquitectonicamente adaptadas ��s necessidades dos alunos que utilizam a cadeira de rodas como forma de mobilidade, respeitando o direito �� diferen��a e possibilitando, em igualdade de oportunidades, o sucesso escolar e educativo. Levar �� pr��tica as medidas previstas na lei portuguesa e implementar, em cada escola, a inclus��o do aluno com mobilidade condicionada, implica equipar as escolas com adapta����es, meios e recursos educativos facilitadores do seu processo ensino/aprendizagem. A constata����o do que efectivamente acontece no terreno educativo no que concerne aos alunos com defici��ncia motora que usam a cadeira de rodas para se movimentarem assume toda a centralidade da nossa investiga����o, que tem o cariz de um estudo de caso. Incide sobre a compreens��o mais aprofundada de como se processa o acesso arquitect��nico nas escolas do Ensino B��sico da Zona Norte e mais concretamente do Concelho de Guimar��es. Recolhemos dados atrav��s de question��rios dirigidos aos professores de apoio educativo e coordenadores de escola; ouvimos os alunos com defici��ncia motora pronunciar-se sobre as dificuldades que sentiam; observ��mos o seu quotidiano escolar e, finalmente, escut��mos as entidades locais, atrav��s de uma entrevista realizada �� Vereadora da Cultura do Concelho de Guimar��es. Os resultados obtidos ser��o, como foi acordado, divulgados aos intervenientes com responsabilidades directas no campo da educa����o que se prontificaram a partilhar connosco a sua informa����o e saber, no sentido de os sensibilizar para a necessidade de rever o aspecto das acessibilidades arquitect��nicas nas institui����es educativas que servem o seu concelho, pois, como verific��mos, muito h�� ainda a fazer para que o Ensino B��sico, universal e obrigat��rio, se traduza numa igualdade de oportunidades de acesso e sucesso educativo para os alunos que utilizam a cadeira de rodas para se movimentarem no espa��o escolar. ABSTRACT: For the educational success of a school it has to adjust its educational practice so that it includes those with special needs. According to the Portuguese law, disabled people have the right to education and equal opportunities, well expressed in the Constitution of the Portuguese Republic (articles 71st, 73rd, and 74th), in consonance with the Universal Declaration of Human Rights, and in the main law the educational system (articles 2nd, 7th, 17th and 18th). Our country has also subscribed the Declaration of Salamanca, which was written in 1994 with the agreement of Representatives from ninety-two governments and twenty-five International Organizations, where was reaffirmed the right of education for all. It is necessary that school increases its responsibility in what concerns the education of all its students. Educating all and every student demands new strategies to face new challenges and so some practices have to be changed to respond to diversity. Schools must be architecturally adapted to give the disabled students, who use a wheel chair, equal opportunities to achieve educational success. Taking the measures foreseen in Portuguese law into practice, and implementing in each school the inclusion of students with conditioned mobility, involves equipping schools with adaptations, equipment and educational resources that facilitate the teaching / learning process. The observation of what actually happens on educative ground, regarding to pupils with motor disabilities who use a wheelchair to move, assumes the centrality of our research, which is a case study. It focuses on the deeper understanding of the way the architectonic access in primary schools of the North, and more specifically the Municipality of Guimar��es, is processed. We collected data through questionnaires addressed to educational support teachers and school coordinators; heard students with motor disabilities to comment on the difficulties they felt; observed their daily school life, and finally heard the local authorities, through an interview the Councillor of Culture of the Municipality of Guimar��es. As agreed, the results will be communicated to intervenients with direct responsibilities in the field of education who were willing to share with us their information and knowledge in order to raise awareness of the need of looking over the aspect of architectural accessibility in educational institutions that serve their county, because, as noted, much remains to be done so that the basic education, universal and compulsory, will result in equality of educational opportunities in access and success for students who use a wheelchair to move in school space.

Contratualiza����o na Administra����o P��blica: o caso da descentraliza����o de compet��ncias educacionais para os Munic��pios

A presente investiga����o procurou descrever, de forma exaustiva, o processo de previs��o, negocia����o, implementa����o e avalia����o do Contrato de Execu����o celebrado entre a C��mara Municipal de Sintra e o Minist��rio da Educa����o em 2009. Este contrato corresponde a um instrumento previsto na regulamenta����o do quadro de transfer��ncias de compet��ncias para os munic��pios em mat��ria de educa����o, de acordo com o regime previsto no Decreto-Lei n.�� 144/2008, de 28 de julho. Definida a problem��tica e os objetivos, a investiga����o centrou-se num estudo de caso no qual foi feita a descri����o e interpreta����o do processo e das a����es desenvolvidas pelos intervenientes no per��odo compreendido entre 2008 e 2011. Recorreu-se �� confronta����o dos dados obtidos atrav��s da an��lise das fontes documentais e do recurso ��s entrevistas realizadas aos respons��veis pelo Pelouro da Educa����o e diretores dos Agrupamentos de Escolas, �� luz da revis��o da literatura e do contributo de diferentes trabalhos de investigadores nesta mat��ria. A investiga����o permitiu concluir que o processo de contratualiza����o foi algo complexo face �� realidade deste Munic��pio e que o normativo apresenta v��rias lacunas no que diz respeito �� contratualiza����o da referida transfer��ncia de compet��ncias, designadamente porque procura generalizar algo que n��o ��, de todo, generaliz��vel ��� o campo da educa����o face �� complexidade dos territ��rios educativos em causa e aos dos intervenientes envolvidos no mesmo.

Contributo do iPad�� para o desenvolvimento de crian��as com necessidades educativas especiais

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o do grau de Mestre em Ci��ncias da Educa����o, Especialidade Interven����o Precoce

O ensino de auditoria em Angola estudo de caso

Trabalho de Projecto apresentado ao Instituto de Contabilidade e Administra����o do Porto para a obten����o do grau de Mestre em Auditoria, sob orienta����o da Professora Doutora Alcina Augusta de Sena Portugal Dias

Das inten����es ��s iniciativas: contributos para a integra����o das tecnologias de informa����o e comunica����o nas pr��ticas de ensino/aprendizagem na Universidade de Cabo Verde

Tese de Doutoramento em Ci��ncias da Educa����o (��rea de especializa����o em Tecnologia Educativa).

��lbuns narrativos e aprendizagens no pr��-escolar. Um estudo de caso

Tese de Doutoramento em Estudos da Crian��a (��rea de especializa����o em Literatura para a Inf��ncia).

Johtoryhm��ty��skentely p��rssinoteeratussa kasvuhakuisessa logistiikkayhti��ss��

Tutkimuksen tarkoituksena oli selvitt���� johtoryhm��n teht��v��n ja toiminnan t��rkeys ja tarve.Tavoitteena oli saada selville johtoryhm��n muodostumiseen vaikuttavia tekij��it�� sek�� johtoryhm��n toimintaan vaikuttavia tekij��it�� ja miten johtoryhm�� vaikuttaa yrityksen tuloksellisuuteen.Tapaustutkimus toteutettiin teemahaastatteluilla,jotka analysoitiin aihepiireitt��in.Tutkimustuloksen mukaan johtoryhm��ty��skentely on yrityksiss�� t��rke�� yrityksen tuloksellisessa toiminnassa sek�� strategian muodostuksessa. Johtoryhm��n muodostumiseen vaikuttavat yrityksen strategia, mutta johtoryhm��n ty�� on t��rke���� my��s itse strategian muodostumiselle. Johtoryhm��n kokoonpanoon vaikuttavat erityisesti johtajien kokemus ja koulutus. Hyv�� luottamuksen taso johtoryhm��ss�� vaikuttaa positiivisesti uusien ideoiden syntyyn, ja edesauttaa n��in my��s johtoryhm��n voimavarojen keskittymist�� yrityksen kannalta oleellisiin asioihin.

Introduction to engineering : a case study of an interdisciplinary course in Mathematics, Science and Technology

This thesis research was a qualitative case study of a single class of Interdisciplinary Studies: Introduction to Engineering taught in a secondary school. The study endeavoured to explore students' experiences in and perceptions of the course, and to investigate the viability of engineering as an interdisciplinary theme at the secondary school level. Data were collected in the form of student questionnaires, the researcher's observations and reflections, and artefacts representative of students' work. Data analysis was performed by coding textual data and classifying text segments into common themes. The themes that emerged from the data were aligned with facets of interdisciplinary study, including making connections, project-based learning, and student engagement and affective outcomes. The findings of the study showed that students were positive about their experiences in the course, and enjoyed its project-driven nature. Content from mathematics, physics, and technological design was easily integrated under the umbrella of engineering. Students felt that the opportunity to develop problem solving and teamwork skills were two of the most important aspects of the course and could be relevant not only for engineering, but for other disciplines or their day-to-day lives after secondary school. The study concluded that engineering education in secondary school can be a worthwhile experience for a variety of students and not just those intending postsecondary study in engineering. This has implications for the inclusion of engineering in the secondary school curriculum and can inform the practice of curriculum planners at the school, school board, and provincial levels. Suggested directions for further research include classroom-based action research in the areas of technological education, engineering education in secondary school, and interdisciplinary education.

A Case Study of Disengaged Students' Experiences with Teaching Games for Understanding

The purpose of this research study was to determine if the instructional model, Teaching Games for Understanding (TGfU), would allow for the successful teaching of sport to disengaged female students in Physical Education (PE) classes. An instrumental case study research design was used to determine grade nine female students��� experiences with TGfU, the factors of TGfU that facilitated their engagement, and the ways in which these students resisted engaging in TGfU. Data was collected through a pre and post TGfU unit focus group, participant observation, in-depth interviews, and researcher reflections. Results showed that TGfU caused an increase in the participants��� engagement in PE physically, mentally, and socially/emotionally. Future researchers could structure their entire study holistically and should examine TGfU���s impact on student engagement over the course of an entire semester. Subsequent studies should moreover examine the presence of disengagement within physically skilled students in PE.