The perceptions of best mentoring practices in an early literacy intervention project: A case study of nine coaches

There is significant national evidence the language development of four year-olds is a critical area for later school success (Brooks-Gunn, Fuligni, & Berlin, 2003; Cunningham, & Stanovich, 1998). This study originated as part of Literacy Intervention X (LIX), a larger national study conducted to examine the effectiveness of early literacy curricula implemented in subsidized childcare centers. The professional development of childcare center providers is key to improving the quality of subsidized care. In exploring the mentoring practices of nine LIX literacy coaches, the researcher investigated the perceptions of what best mentoring practices facilitated the implementation of literacy curricula by childcare providers. A qualitative case study was conducted using a combination of participant observer notes, document analysis, and focus group semi-structured interviews. The researcher is a participant observer, one of the nine Literacy Coaches. The best mentoring practices from the perspective of the literacy coaches are related to building relationships including trust, mutual respect, support, empathy, and encouragement with the childcare providers, the center directors, and with fellow literacy coaches. Clear, constant, and consistent communication with the childcare providers was a vital mentoring practice in building a relationship between the literacy coach and childcare provider. Another best mentoring practice in building a relationship with the childcare provider was the perceptions of the literacy coaches as co-learners in the mentoring process. The best mentoring practices highlighted in this study exemplified the kind of effective professional development that builds on the strengths of the childcare providers and does not disrupt the childcare centers or the services provided by the subsidized childcare programs that meet the needs of children and families. The experience of these nine literacy coaches, including their perceptions of effective mentoring practices, along with lesson learned about relationships, mentoring team structures, and general project design sheds light on the challenge of mentoring subsidized childcare providers in future literacy intervention projects.

Educational Intervention Project "R.E.D. Bull(ying)"

Introduction: Adolescence is a stage of life cycle marked by various physical, psychological and social changes. During this stage, young people are faced with the feeling of threat of identity, which may trigger aggressive behaviours. Bullying is a form of school violence with high prevalence, that shouldn't be a "normal" occurrence or a event that young people should experience during the transition between childhood and adolescent. In order to reduce the prevalence of bullying in the school community, we elaborated the Educational Intervention Project "R.E.D. BULL(ying)", with the specific objectives: Evaluate the knowledge level about bullyng, before and after the Project, and increase the level of literacy about the subject in the school community (students and teachers). Methodology: Our target population consisted in a total of 203 students from 5th to 9th grade and 13 teachers of school. It's a cross-sectional study of research - action, with the application of a diagnostic questionnaire, before and after, we conducted the educational sessions. Results: After the educational sessions, 93,1% of students identified what to do in a bullying situation, and 62,6% of students responded that in an assault situation, called an adult; 95,1% said they knew what was bullying, 56,8% associated the concept to physical aggression and 92,6 % mentioned to know the types of bullying, and physical bullying (71,9%) and verbal bullying (69,5%) were the most mentioned types. Meanwhile, the teachers: 76,9% considered that the school environment was pleasant, 84,6% characterized the relationship between the students as "adequate" and 77% said they didn't experience any bullying situation. Conclusions: We found an overall improvement to the level of bullying related knowledge after the educational intervention. So, we verified that the integrated intervention in the school health teams, allows greater attention to the detection, signalling and routing situations of violence.

EDUCATIONAL INTERVENTION PROJECT "R.E.D. BULL(YING)"

Introduction: Adolescence is a stage of life cycle marked by various physical, psychological and social changes. During this stage, young people are faced with the feeling of threat of identity, which may trigger aggressive behaviours. Bullying is a form of school violence with high prevalence, that shouldn't be a "normal" occurrence or a event that young people should experience during the transition between childhood and adolescent. In order to reduce the prevalence of bullying in the school community, we elaborated the Educational Intervention Project "R.E.D. BULL(ying)", with the specific objectives: Evaluate the knowledge level about bullyng, before and after the Project, and increase the level of literacy about the subject in the school community (students and teachers). Methodology: Our target population consisted in a total of 203 students from 5th to 9th grade and 13 teachers of school. It's a cross-sectional study of research - action, with the application of a diagnostic questionnaire, before and after, we conducted the educational sessions. Results: After the educational sessions, 93,1% of students identified what to do in a bullying situation, and 62,6% of students responded that in an assault situation, called an adult; 95,1% said they knew what was bullying, 56,8% associated the concept to physical aggression and 92,6 % mentioned to know the types of bullying, and physical bullying (71,9%) and verbal bullying (69,5%) were the most mentioned types. Meanwhile, the teachers: 76,9% considered that the school environment was pleasant, 84,6% characterized the relationship between the students as "adequate" and 77% said they didn't experience any bullying situation. Conclusions: We found an overall improvement to the level of bullying related knowledge after the educational intervention. So, we verified that the integrated intervention in the school health teams, allows greater attention to the detection, signalling and routing situations of violence.

Une intervention de groupe post-parcours au c��ur de l'insertion socioprofessionnelle des jeunes adultes

Essai critique pr��sent�� �� la Facult�� des ��tudes sup��rieures en vue de l���obtention du grade de ma��trise en Service Social

Can we get General Practitioners to Promote Physical Activity? Results of the 10,000 Steps Rockhampton Community-Based Physical Activity Promotion Project

Evidence supporting the efficacy of physical activity promotion in primary care settings has evaluated patient-level changes in physical activity, with little focus on the issue of general practitioner (GP) uptake. The 'GP Strategy' of 10,000 Steps Rockhampton provided an opportunity to explore this issue in the context of a multi-strategy, community-based physical activity intervention project. The 'GP Strategy' was developed in partnership with the Capricornia Division of General Practice. It aimed to: 1) increase GP awareness of the 10,000 Steps project, 2) upskill GPs in brief physical activity counselling techniques, and 3) provide GPs with evidencebased physical activity counselling materials and pedometers. The evaluation, which was guided by the RE-AIM evaluation framework, used a pre-post design, including a GP mailed survey, and collection of process data. Survey response rates were 67% (n=44/66; baseline) and 70% (n=37/53; 14-month follow-up). GP awareness of 10,000 Steps Rockhampton increased from 46% to 97%. 21/23 practices were visited by 10,000 Steps staff and accepted 10,000 Steps posters, brochures, and pedometers. At follow-up, 78% had displayed the poster, 81% were using the brochures, and 70% had loaned pedometers to patients. Despite the very high rate of uptake and use of 10,000 Steps materials, there was no change in the percentage of patients counselled, and relatively few pedometers had been loaned to patients. The results of this trial indicate that it will take more effort to change GP physical activity counselling behaviour, and provide only modest support for use of pedometers in the busy general practice setting. Acknowledgement:This project is supported by a grant from Health Promotion Queensland.

Aprender com os outros : uma estrat��gia para a inclus��o de um aluno com Autismo

Este Projecto de Interven����o, ���Aprender com os outros - uma estrat��gia para a inclus��o de um aluno com autismo���, fundamentado nos pressupostos e nos procedimentos da investiga����o-ac����o, centrou-se nas ac����es em ��reas de maior e menor sucesso do aluno, de nome fict��cio ���Francisco���, no ��mbito da l��ngua portuguesa e da socializa����o, numa perspectiva inclusiva. Este aluno considerado com necessidades educativas especiais (NEE) apresentava perturba����es do espectro do autismo (PEA), o que, �� partida, se repercutia no seu d��fice de aten����o, na autonomia para a realiza����o das tarefas escolares, na ��rea da linguagem e da comunica����o e na interac����o social. Como as interac����es na turma e com a turma s��o essenciais para a aprendizagem, propusemo-nos implementar actividades espec��ficas para o desenvolvimento das compet��ncias sociais e cognitivas, com abordagem comportamentalista, numa turma do 3�� ano de escolaridade, onde estava inclu��do um aluno diagnosticado com PEA. Tamb��m procur��mos desenvolver as suas compet��ncias acad��micas, atrav��s do trabalho realizado no grupo e com o grupo-turma, criando as condi����es que favorecessem a socializa����o do aluno e a sua autonomia. Para atingirmos aqueles objectivos, inici��mos um trabalho a pares e depois em pequenos grupos, para desta forma incluir o ���Francisco��� na din��mica das aulas, para que participasse nas actividades propostas, obtendo o respeito dos colegas na valoriza����o das suas interven����es e do seu ritmo de trabalho. Os objectivos definidos, bem como as actividades realizadas e avaliadas, implicando todos os intervenientes no processo, permitiram que o ���Francisco��� fizesse aprendizagens significativas nas ��reas, acad��mica, social, da autonomia e da comunica����o. Segundo Silva (2009), a inclus��o dos alunos considerados com necessidades educativas especiais no ensino regular implica mudan��as ao n��vel das atitudes e das pr��ticas pedag��gicas de todos os intervenientes no processo ensino e aprendizagem, da organiza����o e da gest��o na sala de aula e na pr��pria escola enquanto institui����o. Acreditamos que s�� desta forma se pode proporcionar aos alunos marcados pela diferen��a, que �� um valor em si mesma (Rodrigues, 2006; Leit��o, 2006; Sanches & Teodoro, 2006; Silva, 2009), as mesmas experi��ncias, aprendizagens e viv��ncias que s��o proporcionadas aos restantes colegas.

Incluir e aprender : o percurso de uma aluno com PEA numa turma de 1�� ano

A inclus��o de alunos com necessidades educativas especiais nas escolas tem feito um caminho ascendente, de melhoria. Pass��mos por momentos de segrega����o e total alheamento a uma educa����o inclusiva, onde todos os alunos t��m um lugar na escola do ensino regular, onde se procura aceitar a diferen��a e identificar respostas educativas eficazes ��s suas necessidades de educa����o espec��ficas. Para que esta inclus��o se fa��a de forma ��til e ben��fica, t��m de existir mudan��as quer na escola, quer na sala de aula, optando-se por mudan��as metodol��gicas e organizacionais. �� a escola que se adapta aos alunos e n��o o contr��rio. Nesse mesmo sentido, o trabalho com alunos com Perturba����es do Espectro do Autismo (PEA), n��o se projecta sempre da mesma forma. Muito embora os tra��os comuns caracter��sticos a esta problem��tica cada um apresenta as suas especificidades e s�� observando e entendendo a forma como cada crian��a aprende, se relaciona e interage, ser�� poss��vel realizar um trabalho eficaz e de sucesso. �� neste contexto que se insere o projecto de investiga����o que se apresenta. Este projecto tem como objectivo apresentar um estudo de caso de um aluno portador de uma Perturba����o do Espectro do Autismo. Ap��s a caracteriza����o s��cio-educativa, identificam-se os objectivos de interven����o, princ��pios orientadores da pr��tica educativa, o plano de ac����o e os pressupostos de avalia����o. Os dados de avalia����o permitem considerar que toda a interven����o, desde que devidamente planeada e avaliada, se constitui uma mais valia no desenvolvimento de compet��ncias sociais e cognitivas dos alunos com PEA. Neste estudo a interven����o procurou ir ao encontro das potencialidades e fragilidades do aluno, numa din��mica de investiga����o-ac����o, onde o ciclo planifica����o-ac����o-reflex��o permitiu um trabalho mais rigoroso e pr��ximo das reais necessidades do aluno, beneficiando a sua evolu����o, sobretudo na aquisi����o de compet��ncias sociais.

Estudo da qualidade organizacional da unidade de rastreio da retinopatia diab��tica do Alentejo central: projecto de interven����o comunit��ria em sa��de

Mestrado em Interven����o S��cio-Organizacional na Sa��de - ��rea de especializa����o: Pol��ticas de Gest��o e Administra����o dos Servi��os de Sa��de.

O curr��culo funcional no desenvolvimento da autonomia e da comunica����o oral e escrita

Os alunos com necessidades educativas especiais, mais concretamente os alunos que apresentam defici��ncia mental, com limita����es acentuadas no comportamento adaptativo, necessitam um ensino mais individualizado, com uma vertente mais funcional. Os curr��culos funcionais, planeados de acordo com os contextos de vida atuais e futuros em que cada aluno se insere e se ir�� inserir, permitem desenvolver compet��ncias com significado e ��teis para a forma����o pessoal, social e laboral, possibilitando uma vida adulta com mais qualidade e com mais autonomia. Este estudo incide no desenvolvimento de atividades funcionais para a promo����o da autonomia e da comunica����o oral e escrita em duas crian��as, com 11 anos de idade, com d��fice cognitivo. Delinearam-se tr��s objetivos para o estudo: i) caraterizar o n��vel de desenvolvimento e aprendizagem de duas alunas com d��fice cognitivo, nomeadamente no que respeita �� autonomia e ao desenvolvimento da linguagem; ii) desenvolver conte��dos, estrat��gias e atividades funcionais que facilitem o progressivo aumento da participa����o das alunas em contextos reais de atividades de vida di��ria; iii) contribuir para o desenvolvimento de compet��ncias de autonomia e comunica����o oral e escrita de duas alunas com d��fice cognitivo. Organizou-se um projeto de interven����o, desenvolvido na l��gica da investiga����o a����o. De modo a se elaborar o plano de interven����o, avaliaram-se as compet��ncias das alunas ao n��vel da comunica����o oral e escrita, autonomia e funcionalidade, recorrendo �� an��lise documental, a entrevistas ��s encarregadas de educa����o e �� docente de Educa����o Especial, �� observa����o direta e �� elabora����o de di��rios de aula. O plano de interven����o foi planeado no quadro dos curr��culos funcionais e centrou-se em atividades de vida di��ria, selecionadas a partir da an��lise das necessidades atuais e futuras das alunas. Ap��s a implementa����o da interven����o, concluiu-se que a aplica����o de atividades de um curr��culo funcional melhorou as compet��ncias de autonomia e de comunica����o oral e escrita das alunas.- Abstract: Students with special educational needs, more specifically students who have mental disabilities, with significant behavior limits to adapt, need a more individual and functional education. The functional curriculum, planned according to the current and future life contexts in which every student is and will be, allow the development of meaningful skills, useful to their personal education, social life and labour, enabling them with an adulthood life with more quality and more autonomy. This study focuses on the development of functional activities for the promotion of autonomy and of oral and written communication in two children with 11 years old with mental disability. Three goals were outlined for the study: i) to characterize the level of development and learning of two students with cognitive dysfunction, regarding particularly the autonomy and the language development, ii) to develop contents, strategies and functional activities that increase the participation of the students in real daily life activities, iii) to contribute to the development of autonomy and oral and written communication of two students with mental disability. We organized an intervention project, developed in the logic of action research. In order to develop the intervention plan, we evaluated the level of oral and written communication, autonomy and functionality, through document analysis, interviews to the guardians and to the Special Educational teacher, as well as through direct observation and preparation of diaries of lessons. The intervention plan was outlined within the framework of functional curriculum and focused on activities of daily living, selected trough the analysis of current and future needs of the students. After the implementation of the intervention plan, we observed that the application of the activities of a functional curriculum improved the skills of autonomy and oral and written communication of the students

A realidade da obesidade infantil em Portugal: epidemiologia, determinantes e interven����o

A obesidade �� apontada como o dist��rbio nutricional mais frequente em crian��as e adolescentes nos pa��ses desenvolvidos e a sua preval��ncia tem vindo a aumentar a n��vel mundial a um ritmo alarmante. Neste artigo, s��o apresentados tr��s estudos que se coordenam entre si. No primeiro estudo, avalia-se a preval��ncia de pr��-obesidade (22,6%) e de obesidade (7,8%) infantojuvenil em Portugal, apresentando valores superiores nos rapazes e nos adolescentes mais jovens. Em rela����o aos h��bitos alimentares, verifica-se que o consumo de alimentos de caracter��sticas nutricionais de baixa qualidade �� superior no grupo normoponderal. Em rela����o �� atividade f��sica, quanto maior o ��ndice de atividade f��sica menor o percentil de I.M.C. No estudo sobre determinantes parentais, salienta-se que a grande maioria dos pais das crian��as com excesso de peso tendem a sub-avaliar o peso da crian��a. Outro aspeto relevante �� a confirma����o de que o conhecimento nutricional dos pais influencia claramente os h��bitos alimentares das crian��as. Por fim, �� apresentado um projeto de interven����o que, intervindo nos determinantes parentais, visa a mudan��a das suas cren��as e comportamentos, de modo a promoverem mudan��as alimentares nos seus filhos.

A educa����o art��stica e o desenvolvimento da criatividade e autonomia dos alunos de um curso profissional

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Educa����o Art��stica, na Especializa����o de Artes Pl��sticas na Educa����o

Ser mulher, aqui: teatro, g��nero e comunidade

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Educa����o Art��stica, na especializa����o de Teatro na Educa����o

Pr��tica de ensino supervisionado no 1.�� e 2.�� ciclo do ensino b��sico: o jogo e o desenvolvimento da consci��ncia lingu��stica

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ensino do 1.�� e 2.�� Ciclo do Ensino B��sico

Pr��tica de ensino supervisionado no 1.�� e 2.�� ciclo do ensino b��sico: contributo das atividades pr��ticas e experimentais em ci��ncias para o aumento da motiva����o dos alunos

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ensino do 1�� e 2�� Ciclo do Ensino B��sico

A arte contempor��nea enquanto elemento facilitador da auto valoriza����o dos jovens perante as suas cria����es art��sticas

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Educa����o Art��stica, na Especializa����o de Artes Pl��sticas na Educa����o