HIGH PREVALENCE OF Blastocystis spp. INFECTION IN CHILDREN AND STAFF MEMBERS ATTENDING PUBLIC URBAN SCHOOLS IN SÃO PAULO STATE, BRAZIL

After a gastroenteritis outbreak of unknown etiology in the municipality ofSebastião da Grama, SãoPaulo, Brazil, we conducted a parasitological survey to establish the epidemiological profile of enteroparasitosis in children and staff members attending the public urban schools in operation in town. The cross-sectional study evaluated 172 children aged 11 months to 6 years old and 33 staff members aged 19 to 58 years old. Overall, 96 (55.81%) children and 20 (60.61%) staff members were mono-parasitized, while 58 (33.72%) children and 4 (12.12%) workers were poly-parasitized. Protozoa (88.37%; 72.73%) was more prevalent than helminthes (3.48%; 0%) in children and staff members respectively.Blastocystis spp. was the most prevalent parasite in children (86.63%) and staff members (66.67%). The age of 1 year old or less was found to be associated with increased prevalence of giardiasis [OR = 13.04; 95%CI 2.89-58.91; p = 0.00] and public garbage collection was identified as a protective factor against intestinal helminth infections [OR = 0.06; 95%CI 0.00-0.79; p = 0.03]. Although most of the children tested positive for Blastocystis spp. and also presented clinical signs/symptoms (62.2%), this association was not statistically significant [OR = 1.35; 95%CI 0.53-3.44; p = 0.51]. Intestinal parasites still represent a public health concern and this study underscores the importance of further investigations to better understand the pathogenic role ofBlastocystis spp.

How Principals Exercise Transformative Leadership in Urban Schools in Disadvantaged Areas in Montréal, Canada

This study aims at understanding how elementary school principals in disadvantaged areas implement transformative leadership for social justice. Our previous studies showed that social justice is rarely present in principals’ discourse. Using a transformative leadership framework, we analysed data from the observation of these school principals. Data failed to show evidence of transformative behaviour on the part of principals. Because of some concerns and questions that arose from these findings, we found and interviewed three outstanding elementary school principals who are implementing transformative leadership in their schools. In contrast with our previous data, our present data shows that these principals have a rich view of social justice, that they see instances of inequities in their schools, that they identify situations in which they can implement transformative leadership, and that they report intervening to fight inequities. We also discuss the implications of these results in the follow-up of our research programme.

Dental caries in adolescents from public schools in Maputo, Mozambique

Aim: To assess dental caries prevalence in adolescents at urban and sub-urban areas of Maputo-City, Mozambique and to identify its relationship with dental fluorosis, dental plaque, nutritional status, frequency of sugar consumption and the concentration of fluoride in public water supply. Methods: Subjects (n=601) were randomly selected from five urban schools and five sub-urban schools. Clinical examinations were performed under standardised conditions by a trained examiner using DMFT index, SiC index, fluorosis index, PHP, BMI, a sugar consumption questionnaire and water supply analysis. The bivariate analysis and Pearson correlation was used (p<0.05). Results: The mean (DMFT) was 0.9 (+/- 1.65 SD). Children in urban schools showed less dental caries (0.8 +/- 1.49SD) than children in sub-urban schools (1.1 +/- 1.80SD, p=0.03). Only 8.15% had very mild to moderate fluorosis but most presented poor oral hygiene. Cases of malnutrition were found in more sub-urban schools (n = 109; 36.22%) than in urban schools (n = 66; 22.00%) (p=0.03). The frequency of sugar consumption was higher among urban children compared to suburban schools (p<0.00). The level of fluoride in water consumption in urban schools was 0.4 ppmF, above the level of fluoride in sub-urban schools, 0.2 ppmF. Conclusion: Dental caries should not be considered a major oral health problem in Maputo at the moment. However the data suggest the implementation of a population strategy to reduce dental caries rates, in children of both urban and sub-urban areas, in Maputo.

This Was Not on the Syllabus!: An Examination of First-Year Urban Teachers' Self-Efficacy

Many first-year teachers find it difficult to reach the needs of all their students in part, because they feel their college coursework left them ill-prepared for the complexity they face in the classroom. This is particularly true among urban teachers who often face crowded classrooms of diverse students with a wide range of instructional needs. This study is a comparative case study of two University of Connecticut graduates during their first year teaching in urban schools. Using mixed-methods, the study draws on interviews, questionnaires, and videotape data shared as a part of a monthly teacher study group of similar graduates. I also draw on group conversations in which teachers discussed their ability to reach the needs of all of their students as this was related to their preservice coursework. My findings suggest that many first-year teachers feel university coursework failed to help them. One teacher felt it did not help her at all, while the other felt it helped her but she still could not meet all of her students' needs. Many first-year, urban teachers do not feel confident in the classroom as a result of their preparation from coursework. With this lack in confidence, the teachers may be more likely to leave their urban position, and this may contribute to the high turnover of teachers in urban placements.

Don’t Let Me Down: An Autoethnography of an Urban Teacher

Students in urban schools who are negatively impacted need stability and continuity the most. However, at least half of new teachers leave their profession within five years. In order for this situation to change, support is needed for new teachers and encouragement is needed for experienced teachers. The purpose of the study is to offer a first-hand description of factors that affect the profession of teaching and especially teachers who may be wondering how to stay in teaching for more than five years. Veteran teachers gain the opportunity to reflect, validate, and (probably) celebrate their own journey through this profession. This autoethnography uses my experience of a 29-year veteran teacher, who started with an alternative teaching license, to mirror what researchers have identified as key factors for sustainability and how they affected my continued commitment to teaching in urban schools. The following questions framed the study: 1. Why did I choose teaching as a career? 2. What supportive factors contributed to my decision to continue teaching in an urban school rather than leave the profession? 3. What internal and external struggles have I encountered in teaching and what strategies did I use to overcome them? 4. What beliefs and experiences led to my steadfast commitment to teaching in an urban setting? 5. How do I define success as an urban teacher? 6. What are the implications of my story for urban education? This autoethnography involves data collection and in-depth analysis of documents and artifacts that were generated during my teaching career as an urban educator. These documents and artifacts come from both internal and external sources. The study’s implications reach beyond teachers and include two sub-groups: teacher education programs and school administrators. The implication for teachers is the importance of a two-fold support system in order to thrive: first teachers need spiritual support and second they need to surround themselves with likeminded teachers. The implications for teacher education programs include making pre-service teachers aware of the realities of urban settings and provide them with resources, which could help overcome the attrition rate. Additionally, pre-service teachers need to know how to form credible relationships with their students. This study also reveals the important role that school principals play in the success of their teachers. First, principals are responsible for creating a positive school climate that promotes a professional learning community. Second, they need to establish relational trust in their building. Third, they need to nourish their staff both physically and emotionally. Finally, the implications of autoethnography for teachers and researchers are also discussed.

Vital points touching the public schools of a large city : an address before the Public Education Association of the City of Philadelphia, Monday, January 19th, 1903 /

Cover title.

Collaboration to build competence : the urban superintendents' perspective /

"December 1991"--P. [ii].

Parental Involvement between Two Different Urban Communities

Parent involvement is an integral part of a child’s educational progress. In some cases, students’ academic achievement can be directly related to the level of parental involvement exhibited in schools. Families’ perception of roles toward parental involvement in schools may vary among groups from diverse cultures. In today’s urban schools, the increasing diversity of cultures may contribute to differences in levels of parental involvement. The purpose of this research is to address the need to promote parental participation in the educational process of their children. This study will focus on three research questions: Are there differences in levels of parental involvement after participating in a program designed to assist them with their children’s reading skills? Are there changes in the attitudes of families towards parental involvement after participating in the instructional cycle? Is there a relationship between the level of parental involvement and student academic achievement?

School Efficacy and Educational Leadership: How Principals Help Schools Get Smarter

Schools become learning communities when both teachers and students exert extraordinary commitment and performance. When shared leadership between administrators and teachers is fostered, students benefit academically. This is called school efficacy. In this action-research paper, two principals in low-performing, high-poverty urban schools share their recommendations for fostering higher student achievement, making their respective schools smarter.

Planning of schools as communities

The purpose of this research paper was to conduct a literature review to explore both the physical and historical aspects of schools and their communities in order to ascertain the nature of the disconnect that exists today between schools and communities. This paper reviews the purpose of the public school, from the origin of the one-room schoolhouse to today's urban schools; the impact of immigration, segregation, technology and industrialization on the public school and the forces behind public school reform. The reform processes and the programs developed to stimulate the public school including the transformation of the learning environment in the communities they serve was discussed. The research indicates that the return to a community school with small learning environments that involves communities and residents in the planning of schools as communities, is the most promising form of public school reform.

Children exposure to indoor ultrafine particles in urban and rural school environments

Extended exposure to ultrafine particles (UFPs) may lead to consequences in children due to their increased susceptibility when compared to older individuals. Since children spend in average 8 h/day in primary schools, assessing the number concentrations of UFPs in these institutions is important in order to evaluate the health risk for children in primary schools caused by indoor air pollution. Thus, the purpose of this study was to assess and determine the sources of indoor UFP number concentrations in urban and rural Portuguese primary schools. Indoor and outdoor ultrafine particle (UFP) number concentrations were measured in six urban schools (US) and two rural schools (RS) located in the north of Portugal, during the heating season. The mean number concentrations of indoor UFPs were significantly higher in urban schools than in rural ones (10.4 × 10(3) and 5.7 × 10(3) pt/cm(3), respectively). Higher UFP levels were associated with higher squared meters per student, floor levels closer to the ground, chalk boards, furniture or floor covering materials made of wood and windows with double-glazing. Indoor number concentrations of ultrafine-particles were inversely correlated with indoor CO2 levels. In the present work, indoor and outdoor concentrations of UFPs in public primary schools located in urban and rural areas were assessed, and the main sources were identified for each environment. The results not only showed that UFP pollution is present in augmented concentrations in US when compared to RS but also revealed some classroom/school characteristics that influence the concentrations of UFPs in primary schools.

REDUCING TEACHER ATTRITION: THE ROLES AND RESPONSIBILITIES OF BUILDING PRINCIPALS IN A LARGE URBAN DISTRICT TO SUPPORT TEACHER RETENTION

The high rate of teacher attrition in urban schools is well documented. While this does not seem like a problem in Carter County, this equates to hundreds of teachers that need to be replaced annually. Since school year (SY) 2007-08, Carter County has lost over 7,100 teachers, approximately half of (50.1%) of whom resigned, often going to neighboring, higher-paying jurisdictions as suggested by exit survey data (SY2016-2020 Strategic Plan). Included in this study is a range of practices principals use to retain teachers. While the role of the principal is recognized as a critical element in teacher retention, few studies explore the specific practices principals implement to retain teachers and how they use their time to accomplish this task. Through interviews, observations, document analysis and reflective notes, the study identifies the practices four elementary school principals of high and relatively low attrition schools use to support teacher retention. In doing so, the study uses a qualitative cross-case analysis approach. The researcher examined the following leadership practices of the principal and their impact on teacher retention: (a) providing leadership, (b) supporting new teachers, (c) training and mentoring teaching staff, (d) creating opportunities for collaboration, (d) creating a positive school climate, and (e) promoting teacher autonomy. The following research questions served as a foundational guide for the development and implementation of this study: 1. How do principals prioritize addressing teacher attrition or retention relative to all of their other responsibilities? How do they allocate their time to this challenge? 2. What do principals in schools with low attrition rates do to promote retention that principals in high attrition schools do not? What specific practices or interventions are principals in these two types of schools utilizing to retain teachers? Is there evidence to support their use of the practices? The findings that emerge from the data revealed the various practices principals use to influence and support teachers do not differ between the four schools.

Prova de Consciência Morfológica (PCM): contributos para a sua validação

A relação entre consciência fonológica e consciência morfológica e a contribuição independente de cada uma para a aprendizagem da leitura não reúnem ainda consenso na literatura. Alguns autores argumentam que a consciência morfológica não contribui de forma independente da consciência fonológica para a aprendizagem da leitura. No entanto, outros encontraram dados que indicam que a consciência morfológica tem um papel específi co na progressão da aprendizagem da leitura. Todavia, para além da variedade de tarefas usadas não permitir a comparação de resultados, a ausência de estudos prévios sobre a validade e a fi delidade das mesmas conduz a resultados cuja confi abilidade pode ser posta em causa. Este estudo tem como objetivo apresentar uma análise das qualidades psicométricas da PCM - Prova de Consciência Morfológica. A amostra é constituída por 243 crianças do 2.º (n = 79), 3.º (n = 83) e 4.º (n = 81) anos frequentando escolas públicas, urbanas, do distrito do Porto (norte de Portugal). Os resultados revelaram que a PCM possui uma elevada consistência interna (α = .95). Na análise em componentes principais, foi extraído um único fator, com valor próprio igual a 10.88, que explica 54.42% da variância total dos resultados. Os itens são todos saturados no fator, variando as saturações fatoriais entre um mínimo de .42 e o máximo de .91

Azulejaria portuguesa e a valorização do património: interpretação de fontes patrimoniais iconográficas por alunos do 1º e 2º ciclo do ensino básico

Relatório de estágio de mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico

Exploración y análisis de las políticas educativas relativas a la educación rural en Centroamérica : casos de Costa Rica y Nicaragua

Différents organismes internationaux se sont penchés sur l’école rurale des pays en émergence. La plupart de ces travaux de recherche montrent que ces écoles n’offrent pas une éducation adaptée au milieu dans lesquelles elles sont situées, du fait essentiellement qu’on y a implanté la structure administrative et pédagogique des écoles urbaines sans tenir compte des caractéristiques de la population infantile des zones rurales. Afin de tenter de remédier aux difficultés identifiées, ces organismes ont proposé diverses solutions ou préconisé des politiques adaptées à ce contexte particulier. Le but de cette recherche est d’étudier comment ces recommandations convergent-elles avec les politiques éducatives et dans le quotidien des écoles en milieu rural de deux pays de l’Amérique centrale, le Costa Rica et le Nicaragua. À cette fin, comme cadre d'analyse, nous avons établi six catégories : condition socio-économique, plan d'études et pédagogie, relation école et communauté, enseignants, technologie et finalement, gestion et gouvernance. Pour ce faire, nous analysons les recommandations globales formulées par diverses organisations internationales et d’autres organismes des pays développés à propos de l'éducation rurale. Nous comparons ensuite ces informations avec les décisions politiques prises ces dernières vingt années, dans les deux pays sélectionnés afin de favoriser le développement éducatif des zones rurales. Pour finir, nous observons sur le terrain le quotidien de quelques écoles rurales des deux pays retenus. En partant de l’hypothèse qu’il existe suffisamment d’information et de recommandations permettant l’élaboration des politiques éducatives appropriées pour améliorer les conditions des écoles rurales, le travail présente une analyse multiniveaux (recommandations globales, politiques nationales et pratiques scolaires) en établissant la convergence ou la divergence dans chacune des catégories. Les principaux résultats de la recherche démontrent qu'il existe une convergence entre les pratiques scolaires et les politiques éducatives émises par les pays étudiés, avec quelques exceptions. Quant à la convergence entre les recommandations globales et les politiques émises par ces pays, on ne peut pas parler de convergence de façon générale. La recherche propose l'élaboration de profil de politiques nationales pour chaque pays, en fonction de la manière par laquelle ils abordent la problématique de l'éducation rurale : soit par l’assignation des ressources pour étendre les services éducatifs normalisés pour tous les enfants, ou en produisant des politiques focalisées, créant des programmes spécifiques, faisant remarquer la différence du monde rural.