bluuebunny/crossref_metadata_2025 huggingface dataset:
Cultural implications for learners’ effectiveness as governors of schools in rural South Africa
Authors: Gamede Vangeli Wiseman
Published: September 2020

The South African Schools Act, 84 of 1996, articulates the establishment of School Governing Bodies, which authorises stakeholders such as parents, educators and learners to participate actively in decision-making processes pertaining to school governance. The Act further stipulates that learners, through the Representative Council of Learners, should be afforded full opportunity to participate in crucial decisions by the broader governing body. The reason for undertaking the study reported on here was triggered by the concern raised by various authors about the high level of ineffectiveness of learners as governors of schools in South Africa. This study explored and analysed the significance of culture in relation to learners’ effectiveness as governors of schools in rural South Africa. A qualitative research approach, based on a purposive sampling method and interviews, was espoused by engaging members of the Representative Council of Learners in certain selected high schools of the Harry Gwala district in KwaZulu-Natal. The findings of the empirical study investigation divulged that culture was one of the main impediments to learners’ effective school governance in the rural South African setting. The study recommends the intervention of the Department of Education, with the view of creating an environment conducive to active learner participation in school governance in rural areas.
Social and structural barriers related to menstruation across diverse schools in the Eastern Cape
Authors: Macleod Catriona Ida , du Toit Ryan , Paphitis Sharli , Kelland Lindsay
Published: September 2020

The barriers to education associated with menstruation vary from country to country and within countries. We report on a cross-sectional survey conducted in diverse schools in 2 districts of the Eastern Cape, South Africa. Using multi-stage sampling (stratified random sampling of schools, and purposive sampling of Grade 11 female-identifiedii learners), we accessed 1,035 respondents with an average age of 17.2 years. Respondents completed a questionnaire developed from previous questionnaires and our readings of the literature. We report here on results pertaining to the social and structural barriers related to menstruation. Just over one fifth of young womeniii across the whole sample reported missing an average of 1.8 days of school per menstrual cycle, while a significant minority reported restrictions related to sporting and classroom activities. Results show, contrary to expectations, that young women attending under-resourced schools report missing fewer days than young women attending resourced schools, despite young women in under-resourced schools experiencing inadequate sanitation facilities and feeling unsafe using these facilities. This research indicates the importance of recognising social as well as structural features when considering the gendered barriers to education that menstruation may represent.
Principals’ views on the implementation of the no-fee policy through the lens of capability theory
Authors: Barnett Emma Priscilla , Maarman Rouaan
Published: September 2020

The purpose of the study reported on here was to investigate the implementation of the no-fee schools policy in quintile 1 schools in the Frances Baard district of the Northern Cape province. The South African schooling system categorises schools into quintile 1 to 5 schools, and, since 2006, disadvantaged learners in quintiles 1 to 3 have been exempted from paying fees. This study explored the perceptions of school principals regarding the implementation of the no-fee policy in the South African context, by applying a capability approach, which offers a novel perspective. In the study we used a descriptive design located within the qualitative tradition. Nine principals from quintile 1 schools were purposively selected as participants. Data were collected using semi-structured interviews, and a thematic framework was used for analysis. The findings indicate that the no-fee schools policy is only implemented partially by stakeholders (principals and school governing bodies). Furthermore, it was found that there is a lack of knowledge about the content of the policy which consequently inhibits effective implementation. Based on the findings, it is recommended that the Department of Education monitors the implementation of the no-fee policy more closely.
Prevalence of ADHD symptoms and their association with learning-related skills in Grade 1 children in South Africa
Authors: de Milander Monique , Schall Robert , de Bruin Elizna , Smuts-Craft Melissa
Published: September 2020

Attention Deficit / Hyperactivity Disorders (ADHD) are developmental disorders in children with 3 symptom clusters, namely hyperactivity, attention deficit and impulsivity, and a combination. We investigated the prevalence of the 3 symptom clusters and their association with learning-related skills among children aged 6 to 7 years in Bloemfontein, Free State province, South Africa. The Aptitude Test for School Beginners (ASB) was applied to determine learning-related skills, and the Strength and Weaknesses of ADHD Symptoms Normal Behaviour rating scale (SWAN) was used to determine ADHD symptoms. Data on SWAN scores were available for 390 children, while data on both the SWAN and ASB were available for 345 children (189 girls and 156 boys) with a mean age of 6 years and 8 months. The prevalence of ADHD symptoms was as follows: 74.6% of the children did not fulfil the criteria for ADD/ADHD, 7.7% presented with the combined subtype, 6.7% presented with hyperactivity and impulsiveness, and 11.0% with inattentiveness. The presence of ADHD symptoms had a significant effect p = < 0.05 on reasoning, numerical abilities, gestalt, coordination and memory. We conclude that ADHD symptoms are a significant risk factor for 5 of the 8 learning-related skills in children, namely numerical skills, memory, reasoning, gestalt and coordination.
The concept of prime number and the strategies used in explaining prime numbers
Authors: Gürefe Nejla , Sarpkaya Aktaş Gülfem
Published: September 2020

The teaching of mathematics does not only require the teacher to have knowledge about the subject, but the teacher also needs mathematical knowledge that is useful for the teaching and explaining thereof, as the teacher’s knowledge effects the students’ knowledge. A teacher should use appropriate mathematical explanation to be understood well by her/his students. In the study reported on here we investigated how prospective mathematics teachers defined the concept of prime number and which strategies they employed to explain the concept. The study was a descriptive survey within qualitative research. Forty-eight participants took part in the study and all completed the abstract algebra courses where they learned about the concept in question. The data collection tool was a form comprising 3 open-ended questions challenging what the concept of prime number was and how this concept could be explained to secondary/high school students. The data were analysed and the results show that the preservice teachers experienced great difficulty in defining the concept of prime number and that they used rules to explain prime numbers.
The effect of the successful intelligence interactive module on Universiti Utara Malaysia students’ analytical, creative and practical thinking skills
Authors: Azid Nurulwahida , Md-Ali Ruzlan
Published: September 2020

The study reported on here aimed to examine the effectiveness of the successful intelligence interactive module (SIIM) that employs thinking skills using the successful intelligence theory. This was an empirical study that used mixed method analysis. The rationale for the development of this interactive module was to increase the analytical, practical, and creative thinking skills score among undergraduates in the education programme at Universiti Utara Malaysia (UUM). We administered a quasi-experimental design with pre-tests and post-tests to 70 UUM undergraduates in the education programme. The participants were randomly selected and divided into a control group and an experimental group. The ANCOVA test result showed that SIIM was effective in increasing the respondents’ analytical, practical, and creative thinking skills scores. Overall, the findings showed that the teaching approach of using the interactive module was effective in enhancing analytical, creative and practical thinking skills. This study provides positive implications for undergraduates’ soft skill development in preparation for their future careers.
School-based supervision enhances the professional development of teachers
Authors: Ngwenya Victor C
Published: September 2020

The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point Likert-type questionnaire (1 to 31) was used to collect quantitative data with one question (32), gathering qualitative from 102 respondents who were purposively and systematically selected. The developmental aspect embedded in the school-based supervisory model demands that the process is constant and continuous, ruling out traditional supervisory models which demanded more control, compliance, predictability and accountability. Consequently, this would render the traditional inspectorate teams redundant. Supervisors armed with various models of supervision would be compelled to adopt an eclectic approach to supervision contingent to the situation.
Voices of resilience: Female school principals, leadership skills, and decision-making techniques
Authors: de Bruyn Nicolette , Mestry Raj
Published: September 2020

In this article we report on a qualitative study which explored the life narratives and career trajectories of female school principals, to determine resilience factors in the principalship position. The female principals’ voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants’ perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study reveal, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.
A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana
Authors: Dzamesi Felicia Elinam , van Heerden Judy
Published: September 2020

In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
Pre-service teachers’ pedagogical development through the peer observation professional development programme
Authors: Dos Santos Luis Miguel
Published: September 2020

Student-teaching internships in a teacher-preparation programme are a significant way for teachers to gain practical skills and transfer their textbook knowledge into classroom practice. One of the outcomes of student-teaching internships is that pre-service teachers can observe experienced teachers’ teaching pedagogy and strategies for implementing their skills. The purpose of the research study reported on here was to explore how pre-service teachers acquire and improve their teaching pedagogy through the peer observation training model at the secondary school at which they intern, with a focus on pre-service teachers with an interest in science, technology, engineering and mathematics (STEM) teaching. The results indicate that most of the participants could learn and improve their teaching pedagogy through the peer observation professional development programme – particularly young teachers without significant work experience. More importantly, the research proved how a peer observation cycle programme may apply to different educational systems with similar structures internationally, particularly in former European colonised countries with similar backgrounds.
Collaboration practices between the two tiers of school leadership in eradicating underperformance
Authors: Setlhodi Itumeleng Innocentia
Published: September 2020

Collaboration between the school governing body (SGB) and the school management team (SMT) in underperforming schools remains the crest for successful action taken to turn around performance as envisaged in the South African Schools Act 84 of 1996 (Republic of South Africa, 1996). Their interaction is crucial in advancing the course of performance improvement. In the study reported on here a qualitative method and an interpretivist approach was used to explore how shared leadership collaboration practices between the SGB and SMT can improve performance. A case of 3 purposefully sampled underperforming schools in the Gauteng West district was undertaken. Interviews with 3 principals (individually) and 3 focus group interviews with parent SGB members, SMT members and teachers were conducted. Findings show that when developmental needs of SGBs are considered significant and stakeholders are mobilised towards collective effort (letsema), collaboration and interaction enable school performance. It is recommended that SGB development be contextualised to enable swift interaction with stakeholders; the essence of the SGB and SMT collaboration in providing leadership and dealing with issues impacting on performance should be highlighted, so that they can plan activities that bring about improved performance. Employing courageous conversations to achieve institutional goals should be through collaborative endeavours that are inspired by ubuntu leadership practice.
Social media commenters’ understanding of the antecedents of teacher-targeted bullying
Authors: de Wet Corene
Published: September 2020

This article reports on the findings of a small-scale, extant, qualitative social media research study on commenters’ understanding of the antecedents of teacher-targeted bullying. Comments on an article posted by Sarah Sorge (2013) on The Educator’s Room were used as data source. Guided by an ecological model and the attribution theory, the study identified victim and perpetrator attributes, colleagues’ indifference and unprofessionalism, school management’s lack of leadership and failure to address the problem, as well as socio-cultural factors and policy changes as antecedents of teacher-targeted bullying. It is argued that conventional teacher-learner power relations are flawed due to the unsupportive, even antagonistic attitudes of parents, colleagues, society at large, people in leadership positions and policy makers towards the victims of teacher-targeted bullying. It is concluded that, despite ethical dilemmas, the advent of the Internet and social media has created opportunities for researchers to use comments posted on the Internet as a data source to investigate teacher-targeted bullying.
Critical skills for deputy principals in South African secondary schools
Authors: Khumalo Jan B. , Van der Vyver C.P.
Published: September 2020

The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
Registered psychological counsellor training at a South African faculty of education: Are we impacting educational communities?
Authors: Joubert Carmen , Hay Johnnie
Published: September 2020

The study reported on in this article explored the perceived psychosocial and educational impact on educational communities by alumni of the North-West University who completed their Bachelor of Education Honours degree in Educational Psychology. This programme has been running since 2003 and aimed at training registered counsellors who need to pass the Board of Psychology examination of the Health Professions Council of South Africa to be qualified as registered counsellors. To achieve the aim of this study, telephonic interviews were conducted to gather data from the counsellor alumni of the 2007, 2013, 2014 and 2016 cohorts. In total, 18 participants voluntarily participated in this qualitative research study. The participants’ perceptions were analysed using inductive content analysis; the findings suggest that counselling is an add-on skill for these alumni, utilised only on a part-time or secondary basis, as the overwhelming majority work as teachers in educational settings. The psychosocial and educational impact from a registered counsellor’s perspective seems to be limited as most of them are teachers and only some provide counselling services in the educational environment where they work. The implications are that some adjustments in the training of registered counsellors – from a holistic wellbeing framework – need to be made, as that the category should be intensively marketed.
The relationship between assessment and preparing BEd undergraduate students for the South African school context
Authors: Imbrailo Nicole , Steenekamp Karen
Published: September 2020

The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule – especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession.
A responsabilidade social corporativa afeta a agressividade fiscal das firmas? Evidências do mercado acionário brasileiro
Authors: Melo Larissa Queiroz de , Moraes Gabriela Silva de Castro , Souza Rafael Morais de , Nascimento Eduardo Mendes
Published: September 2020

Esta pesquisa analisa os efeitos das dimensões da responsabilidade social corporativa (RSC) sobre o nível de agressividade fiscal das companhias brasileiras de capital aberto. Para tanto, identificou-se o desempenho em relação à RSC das empresas a partir das dimensões ambiental, social e de governança. Após isso, foi empregada uma variável agregada que representa a média geral das companhias em todas as dimensões. A agressividade fiscal foi mensurada a partir do cálculo da taxa de imposto efetiva (effective tax rate – ETR). O período de análise compreendeu os anos de 2010 a 2018 e os modelos analisados foram operacionalizados a partir de regressões múltiplas de dados em painel com estimação por mínimos quadrados generalizados factíveis (FGLS). Os resultados revelam relação significativa entre RSC e agressividade fiscal, indicando que adotar mais ou melhores práticas de RSC, independentemente de sua dimensão, acarreta menor nível de agressividade fiscal para as empresas analisadas na amostra. No geral, os achados encontrados reforçam a noção de que a RSC pode afetar as decisões organizacionais.
Investigação da presença de elementos da avaliação de desempenho na geração de aprendizagem organizacional: um estudo de caso
Authors: Valmorbida Sandra Mara Iesbik , Ensslin Sandra Rolim
Published: September 2020

Esta pesquisa investigou a presença dos elementos da Avaliação de Desempenho (AD) na geração de Aprendizagem Organizacional, pela percepção dos envolvidos no processo. Trata-se de um estudo de caso, com entrevistas de três pessoas diretamente envolvidas com o desenho, implementação, uso e retroalimentação do sistema. As entrevistas semiestruturadas foram orientadas pela literatura de base que aponta a presença dos elementos. Analisando as falas dos entrevistados, verifica-se que o sistema de AD foi construído num ciclo contínuo de reflexão, visto que as experiências de planejamento estratégico anteriores não prosperaram. Pela percepção dos entrevistados o sistema possibilitou à organização se dar conta da realidade, detectar e corrigir problemas existentes e, antes, não conhecidos. Assim, pode-se pensar em ações de melhorias. Ademais, ficou evidente que a comunicação permeou todo o processo de AD, pois explicitou o que se desejava com a construção de métricas e direcionou o estabelecimento de metas. Estas, fomentaram a utilização das informações para gestão e garantiram feedback oportuno, permitindo a comparação dos resultados obtidos com aqueles esperados, definidos pelas metas colocadas. Esse feedback proporcionou a participação de todos os envolvidos, fazendo com que a organização pudesse verificar o alcance dos seus objetivos estratégicos, periodicamente retroalimentar o sistema, revisando sua estratégia, e rever suas crenças, comportamentos e ações, tornando a organização mais preparada para as mudanças ambientais. Por fim, pode-se concluir que a aprendizagem é percebida pelos gestores quando conseguem evidenciar o que a organização desejava atingir, refletir sobre a adequação dos objetivos perseguidos e demonstrar que a colaboração se dá em aperfeiçoar rotinas já desenvolvidas na organização. Também quando conseguem identificar o que é importante mensurar, parametrizar as metas, com esses dados, e instrumentalizar o feedback, de forma que possibilite analisar os resultados, comparando-os com as metas estabelecidas. E sobretudo, quando é possível confiar nas informações para balizar decisões.
SON YİRMİ YILDA TÜRKİYE’DE SOSYAL BİLGİLER ÖĞRETMENLİĞİ LİSANS PROGRAMLARI
Authors: TONGA Deniz
Published: September 2020

Bu çalışmanın amacı, son yirmi yılda üç kez güncellenen sosyal bilgiler öğretmenliği lisans programını çeşitli açılardan değerlendirmektir. Araştırma nitel araştırma yaklaşımına uygun olarak tasarlanmış ve veri toplama aracı olarak doküman incelemesi kullanılmıştır. 1998, 2006 ve 2018 Sosyal Bilgiler Öğretmenliği Lisans Programları üzerinden betimsel analizlere yer verilmiştir. Elde edilen bulgular ışığında, 1998 Programı’nda yan alan uygulaması ile Türkçe derslerinin fazlalığı dikkat çekmektedir. 2006 Programı, sosyal bilgileri oluşturan sosyal bilim disiplinlerinin çoğuna yer vermesi ile dikkat çekerken, 2018 Programı’nda bu yaklaşımdan vazgeçilmiş ve dersler ağırlıklı olarak meslek bilgisi (eğitim bilimleri) içerikli derslerden tercih edilmiştir. Teori ve uygulama açısından bakıldığında 1998 Programı’nda 32 saat olan uygulamalı dersler, 2006 Programı’nda 28 saate, 2018 Programı’ndaysa 14 saate düşmüştür. 1998 Programı’nda seçmeli derslerin sayısı 3 iken, 2018 Programı’nda seçmeli derslerin sayısı 16’ya yükselmiştir. En dikkat çekici bulgulardan birisiyse programlarda ders sayısının artmasına karşın ders saatlerinin azalmasıdır. 1998 Programı’nda yer alan ders sayısı 57 ve saat karşılığı 163 iken, 2018 Programı’nda ders sayısı 68, saat karşılığı ise 154’tür. Zaman içinde programlarda bazı derslerin isimlerinin değiştiği, bazı derslerin ise 2018 Programı’nda yer almadığı, ulaşılan sonuçlar arasındadır.
ORTAOKUL ÖĞRENCİLERİNİN MATEMATİK DERSİ VE MATEMATİK ÖĞRETMENİ KAVRAMLARINA İLİŞKİN METAFORİK ALGILARININ FARKLI DEĞİŞKENLERE GÖRE KARŞILAŞTIRILMASI
Authors: KEBAP Murat , ÇENBERCİ Selin
Published: September 2020

Bu çalışma ortaokul öğrencilerinin matematik dersi ve matematik öğretmeni kavramları hakkındaki metafor sayılarının sınıf seviyeleri ve cinsiyetlerine göre dağılımlarını araştırmak ve bu metaforik algıları, öğrencilerin cinsiyetlerine göre karşılaştırmak amacıyla yapılmıştır. Çalışmanın örneklemini Konya ilinde bir devlet ortaokulunun beşinci, altıncı, yedinci ve sekizinci sınıflarında öğrenim görmekte olan toplam 92 öğrenci oluşturmaktadır. Öğrencilere “Matematik dersi … gibidir. Çünkü …” ve “Matematik öğretmeni … gibidir. Çünkü …” ifadelerinin yer aldığı iki form dağıtılmış ve bu formları doldurmaları istenmiştir. Toplanan tüm verilerin analiz edilmesinde içerik analizi yöntemi kullanılmıştır. Yapılan uygulama sonucunda 64’ü matematik dersi ve 72’si matematik öğretmeni kavramı hakkında olmak üzere toplam 136 geçerli metafor öğrenciler tarafından üretilmiştir. Çalışma kapsamında erkek ve kız öğrencilerin matematik dersi ve matematik öğretmeni kavramları hakkında ürettikleri metaforlar ayrı ayrı incelenmiştir. Çalışmaya katılan kız öğrencilerin her iki kavram hakkında da erkek öğrencilere kıyasla daha yüksek oranda geçerli metafor ürettikleri tespit edilmiştir. Hem matematik dersi hem de matematik öğretmeni kavramı için üretilen metaforlar, doğa, okul, soyut ve yaşam olmak üzere dört ortak tema altında kavramsal kategorilere ayrılmıştır. Üretilen metaforların her iki kavram için de en çok yaşam temasında yer aldığı belirlenmiştir. Matematik dersi kavramı hakkında üretilen en az sayıda metaforların okul temasında, matematik öğretmeni kavramı hakkında üretilen en az sayıda metaforların ise doğa ve soyut temalarında yer aldığı belirlenmiştir.
Level of combinatorial thinking in solving mathematical problems
Authors: HİDAYATİ Yulıa Maftuhah , NGALİM Abdul , SUTAMA Sutama , ARİFİN Zainal , ABİDİN Zaenal , RAHMAWATİ Eka
Published: September 2020

Combinatorial thinking is an important reasoning process in building one's knowledge and experience. The purpose of this study is to describe the characteristics of the level of combinatorial thinking in solving mathematical problems. The subjects of the study were 40 students of Elementary Teacher Education Department (PGSD): 20 students of the second semester and the others of the sixth semester. The reason for choosing subjects from these two levels is to meet all levels of combinatorial thinking. All research subjects were given test questions about combinatorial problems. From 40 subjects, five students were selected to be interviewed as they had fulfilled all five levels of combinatorial thinking. The data validity was conducted by triangulation through recording interview results and comparing it with data from students' written test results to ensure the validity and reliability of this research. The results show that there are five levels of combinatorial thinking in solving mathematical problems: investigating “some cases’, systematically checking cases, using the calculation order, systematically generating all cases, and changing the problem into another combinatorial problem. Level one is the identification of the possibility of students’ understanding the questions incorrectly, or vice versa, already can answer the questions with systematic procedures but the results are less precise. Level two is conducting systematic checking about students' understanding of the combination material. Besides, it also concerns about the ability to answer problems systematically using diagram trees. Level three is students are able to apply the calculation orders, which are addition and multiplication. Level four is systematically generating all cases about the ability to calculate possibilities without schematic, drawings, or diagrams. Level five is changing the problem into another combinatorial problem, it is the ability to calculate possibilities with complex problems Based on the research findings, it turns out there is another level of combinatorial thinking, which is using the calculation order and this is found between level two and level three. The researchers recommend further research to explore more on the application of calculation order.
Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance
Authors: SUGİMAN Sugiman , RIZKIANTO Ilham , PUJIASTİ Endar
Published: September 2020

Mathematics learning in Art Vocational Schools (AVSs), the one that should be tailored to the career-related needs of young adult learners of their era, would inevitably necessitate continuous improvement. Such improvement of mathematics learning quality would be possible when considering the perceptions of Artistically Talented Students (ATSs). This research aimed to describe these students’ perceptions of mathematics in four aspects, namely view, interest, competence, and mathematics relevance to art after they attend compulsory mathematics learning for two years. This was phenomenology research involving 30 students from four different majors - painting, visual communication design, ceramic craft, and wood craft - at an AVS located in Bantul Regency, Special Region of Yogyakarta, Indonesia. The data were mainly collected through in-depth interviews and then triangulated with classroom observations. Content analysis methods were implemented to produce themes and their relationship, whilst to ensure reliability, two independent coders conducted the process of coding. Later, the researchers conducted a thematic analysis and drew some conclusions. The results generally showed that, first, ATSs were interested in learning mathematics though most of them labelled mathematics as mechanistic and unattractive. Second, in terms of competence, this study revealed that over half would opine that they lacked mathematics competence. Third, all of them viewed that essentially mathematics could be used in artworks. However, just under half of them considered that mathematics learning contents were relevant to their major. These findings, hence, implied that further research needs to formulate instructional contents that meet the demands of the relevant artistic jobs and students’ daily lifes.
TÜRKİYE’DE HAZİNE BORÇLANMA LİMİTİ
Authors: KADIKÖYLÜ Ahmet , ÖZPENÇE Özay
Published: September 2020

Borç limiti ya da borç tavanı uygulamaları hükümet borçlarının etkin bir şekilde yönetilmesini ve maliye politikasının kurala dayalı olarak uygulanmasını sağlamaktadır. Özellikle bütçe açıklarının finansmanı ve faiz ödemeleri için yapılan borçlanmaların yıldan yıla artış gösterdiği göz önüne alındığında borç limiti uygulaması bütçe disiplininin sağlanması açısından önem taşımaktadır. Ülkelerin mali sistemlerinde borç limiti uygulamaları farklılık gösterse de genel olarak oran ya da miktar olarak belirli bir limit uygulandığı görülmektedir. Türkiye’de 2002 yılında çıkarılan 4749 sayılı kanun ile borçlanmaya oransal olarak limit getirildiği bilinmektedir. O tarihten günümüze kadar uygulanmakta olan borç limiti, kamuda mali disiplini sağlayıcı bir çıpa görevi görmektedir. Çalışmada 2002-2019 yılları arasında borç limiti uygulamasının değerlendirilmesi ve bazı bütçe verileri ile olan ilişkisi incelenmektedir. Hazine borçlanma verileri ile çalışmada değinilen bütçe verileri grafikler üzerinden betimsel analiz ile değerlendirilmeye çalışılmıştır. Yapılan değerlendirmelere göre borç limiti uygulaması, bütçenin temel dayanağı olan vergi gelirlerinin yeteri kadar artırılamadığı dönemlerde, hazinenin mali disiplin içerisinde hareket ederek ve bütçe dengelerini de gözeterek borçlanmasını sağlamaktadır. Borç limiti ile birlikte mali disiplini sağlayıcı diğer bir uygulama faiz dışı fazla uygulamasıdır ve bütçede faiz dışı fazla verilmesi de borç limiti sınırları içerisinde kalınarak borçlanmayı ve net borçlanma uygulamasını kolaylaştırdığı değerlendirilmektedir. Özetle borç limiti uygulaması kamu borçlanmasının istikrarlı bir şekilde sürdürülmesini sağlarken bütçe dengesinin ve faiz dışı fazla uygulamasının da borç limiti üzerinde etkili olduğu değerlendirilmektedir.
TİCARET YOĞUNLUĞUNUN ANALİZİ: TÜRKİYE VE TÜRK CUMHURİYETLERİ ÖRNEĞİ
Authors: DEMİR Mehmet Ali
Published: September 2020

Sovyetler Birliği’nin savaşılmadan ve kan dökülmeden çökmesinin ardından bağımsızlıklarını ilan eden Türk Cumhuriyetleri, sahip oldukları zengin yer altı kaynakları sebebiyle önemli bir konumda bulunmaktadırlar. Türk Cumhuriyetleri olarak adlandırılan Azerbaycan, Kazakistan, Kırgızistan, Türkmenistan ve Özbekistan 1992 yılından itibaren uluslararası ticarette kendilerine yer edinebilmek için, Sovyetler Birliği’nin sosyalist piyasa yapısından kurtulup, liberal piyasa ekonomisine geçebilmek için birçok reform gerçekleştirmiştir. Bu ülkelerin gelişip kalkınması için de en önemli katkıyı hem tarihsel hem de kültürel bağlara sahip olan Türkiye, hem maddi hem de manevi yönden katkıda bulunmuştur ve hala da bulunmaya devam etmektedir. Ülkelerin bağımsızlıklarını ilk kabul eden ülke konumunda bulunan Türkiye, bir yandan bu ülkeler ile siyasi ilişkilerini geliştirme çabasında bulunmakta diğer yandan da Türk Cumhuriyetleri ile ticari ilişkilerinin her zaman üst seviyelere gelmesini amaçlamaktadır. Türkiye’nin, Türk Cumhuriyetleri ile ticari ilişkilerine 1992 yılından itibaren başladığı ve günümüze kadar da devam ettiği görülmektedir. Bu çalışmada Türkiye’nin, Türk Cumhuriyetleri ile gerçekleştirmiş olduğu ikili ticaretinin nasıl bir seyir izlediğini saptayabilmek için, 2010-2019 yılları arasındaki dış ticaret verileri kullanılarak ticaret yoğunluk endeksi, ihracat yoğunluk endeksi ve ithalat yoğunluk endeksi yöntemine başvurulmuştur. Bahse konu yıllar arasında Türkiye’nin Türk Cumhuriyetleri ile dış ticaretinin yoğun bir şekilde gerçekleştiği ve ikili ticaret yapısının genellikle Türkiye lehine bir yapı gösterdiği sonucuna varılmıştır.
SERBEST RİTİMLİ EZGİLERE YÖNELİK DİKTE ÇALIŞMALARINDA FİNALE MUSİC YAZILIMININ KULLANIMI
Authors: AYDIN Aytunç
Published: September 2020

Türk Müziği’nde taksim, açış, gazel gibi formlar usûlsüz olarak icrâ edilen serbest ritimli ezgilerdir. İcrâ edilen serbest ritimli ezgi örnekleri ile bu örneklerin dikte edilmesi sonucu yazılan notaların olabildiğince uyum içerisinde olması için müzik yazılımlarından yararlanmak önem arz etmektedir. Çalışmada serbest ritimli ezgilerin kullanışlı ve doğru bir şekilde dikte edilmesinde finale music programından nasıl yararlanılması gerektiğinin ortaya konulması amaçlanmıştır. Çalışmada, bu amaçla yapılması gereken işlem basamakları görsellerle açıklanarak anlatılmıştır. Serbest ritimli ezgi örneği olarak Davut Sulari tarafından Tan Yıldızı adlı uzun havada icrâ edilen ve 31 saniyeden oluşan giriş bölümünde yer alan açış seçilmiştir. V. 26 sürümlü finale music yazılımının yanı sıra incelenen icrâ örneğinde yer alan gerekli perdelerin frekans değerlerini ölçmek amacıyla Melodyne (versiyon 4.1.0.001) ve Sound Analysis Oscilloscope (versiyon1.1/7) yazılımları kullanılmıştır. Çalışmada veriler belgesel tarama (doküman metodu) ve görüşme tekniği kullanılarak elde edilmiştir. Finale music programında bulunan MIDI/Audio özelliği, ilgili icrâ örneğinin dikte edilmesinde pratik bir kullanım olanağı sağlamıştır. Söz konusu özellik, icrâya ait ses dosyasını ölçü sayılarına bölerek bu ölçülerdeki sesler ile yazılan notaları eş zamanlı olarak duyurabilmektedir. Bu eş zamanlı işlem ve ayrıca ölçülerdeki bölünmüş ses dosyalarının istenilen tekrarlarda dinlenebilmesi notaların tespitini kolaylaştırmış ve doğruluk payını yüksek ölçüde artırmıştır. Çalışmanın, konuya dair yapılacak yeni çalışmalara fayda sağlayacağı düşünülmektedir.
Intervenção federal e a guerra contra os pobres na cidade do Rio de Janeiro
Authors: Morellato Ana Carolina Batista , Pereira Reid dos Santos André Filipe
Published: September 2020

O presente artigo se propõe a analisar a intervenção federal no âmbito da segurança pública no Rio de Janeiro em 2018 a partir de uma reconstrução histórica dos projetos de segurança militarizada dentro da metáfora de guerra. Argumenta-se que a intervenção federal opera em continuidade com o paradigma repressivo que inicialmente buscou pacificar áreas não integradas à ordem constituída para o funcionamento da cidade corporativa neoliberal. Porém, inaugura um novo capítulo na gestão populista da segurança pública no Rio, aprofundando e atualizando a guerra contra os pobres favelados pela disseminação do medo.
Sobre a gramática moral do crime: A mobilização de justificativas e acusações em homicídios na Zona Leste de Belo Horizonte
Authors: Rocha Rafael
Published: September 2020

O artigo visa examinar os discursos e elementos simbólicos mobilizados por atores inseridos no “mundo do crime” para justificar ou condenar assassinatos na Zona Leste de Belo Horizonte, área periférica da cidade. A pesquisa, baseada na análise de inquéritos policiais e entrevistas, se concentrou em investigar o modo como esses atores fazem uso de uma gramática moral como forma de justificação da legitimidade de assassinatos ou os considerar injustos, o que configura ofensa a ser reparada por meio de retaliações violentas.
Rasuras, ruídos e tensões no espaço público no Brasil: por onde anda a arte de rua brasileira?
Authors: Diógenes Glória , Pereira Alexandre Barbosa
Published: September 2020

O objetivo deste artigo é descrever as dinâmicas relacionais da arte de rua a partir de um olhar para a trajetórias de artistas memoráveis de duas cidades brasileiras: São Paulo e Fortaleza. Desse modo, se há especificidades na forma em que os artistas de rua atuam nessas duas cidades, há também muitos pontos em comum, como a constituição de formas singulares de ocupação do espaço e de memórias políticas. Ao apresentar as especificidades das artes de rua e seus conflitos em duas cidades brasileiras, também se tentará situá-las no contexto político atual do país, mostrando como o Estado atua tanto para capturar ou reprimir essas intervenções.
O sistema de justiça juvenil na perspectiva sociológica: Entre frouxa articulação e linha de montagem
Authors: Gonçalves Vitor Sousa
Published: September 2020

O artigo promove revisão bibliográfica sobre justiça juvenil no campo da sociologia no Brasil. As pesquisas são divididas em três conjuntos: as clássicas, centradas no perfil sociodemográfico dos adolescentes em conflito com a lei; um segundo grupo, que reúne, em sua maioria, estudos de teor etnográfico, reforçando o argumento da frouxa articulação; e, por fim, ratificando a ideia de justiça em linha de montagem, pesquisas sobre integração das instituições. O artigo demonstra o fortalecimento das abordagens organizacionais e a proeminência dos processos de sujeição criminal na trajetória recente da justiça juvenil no país.
Tão diferentes e tão iguais: As percepções de policiais civis e militares de São Paulo sobre suas instituições
Authors: Cubas Viviane De Oliveira , Alves Renato Antonio , Oliveira André Rodrigues
Published: September 2020

Pesquisas sobre a autolegitimidade de policiais indicam que a percepção desses agentes sobre a justiça procedimental em suas instituições impacta a maneira como eles entendem seu trabalho e sua autoridade. Este estudo apresenta uma análise comparativa das respostas de policiais civis e militares na cidade de São Paulo, coletadas em um survey aplicado em 2016. Explora-se o modo como policiais de corporações distintas percebem suas instituições e os procedimentos adotados por elas. Notou-se uma tendência de convergência nas percepções de policiais civis e militares sobre suas instituições. As implicações destes resultados para a prática policial são discutidas.
‘Pebas’ e ‘vagabundos’: A representação midiática de criminosos no programa DF Alerta
Authors: Monteiro Claudio Dantas
Published: September 2020

O presente artigo busca fazer uma reflexão sobre a relação entre mídia empresarial e representações sociais do crime e de criminosos. Seus efeitos favorecem o surgimento do medo e, com isso, respostas punitivistas por parte do Estado e o aumento da pressão sobre o trabalho policial. Analisamos um telejornal vespertino do canal RedeTV! cuja especialidade é relatar crimes do Distrito Federal e constatamos que a maior parte do conteúdo trata de crimes violentos no entorno do DF. A principal fonte das entrevistas são policiais militares; os acusados com frequência têm o mesmo perfil dos tradicionalmente punidos pelo sistema de justiça criminal: homens jovens negros.
Policiamento comunitário na Polícia Civil de Minas Gerais: Notas sobre uma tentativa de mudança organizacional
Authors: De Azevedo Daniel Araujo , Salgado Nayara De Amorim
Published: September 2020

Esse artigo objetiva compreender como o policiamento comunitário, que visa uma mudança nos objetivos organizacionais, promove alterações nas polícias que o adotam. Para isso, estudamos a aplicação do modelo comunitário de policiamento em um segmento voltado à prática investigativa da Polícia Civil de Minas Gerais. Utilizamos como framework de análise os conceitos estruturantes da sociologia das organizações, a partir de uma pesquisa qualitativa realizada em 2017. Os apontamentos gerados nos permitem concluir que o policiamento comunitário se configura, a instituição em análise, em um novo nome para velhas práticas.
Violência e performance no chamado ‘novo cangaço’: Cidades sitiadas, uso de explosivos e ataques a polícias em assaltos contra bancos no Brasil
Authors: Aquino Jania Perla Diógenes
Published: September 2020

Neste texto analiso uma modalidade de roubos e furtos contra agências bancárias que tem ocorrido em todas as regiões do Brasil, cuja característica principal é a truculência das quadrilhas nas abordagens dos alvos. Devido às afrontas ao poder público, à audácia e ao tamanho das quadrilhas, essas ações criminais têm sido chamadas por jornalistas, agentes e delegados de polícia de “novo cangaço”, em alusão aos grupos de sertanejos que, na primeira metade do século XX, percorriam o Nordeste e norte de Minas Gerais, sitiando e saqueando cidades, vilas e fazendas, confrontando e abatendo forças policiais. Discutirei as características principais desses roubos e furtos, bem como a socialidade nas quadrilhas que organizam e executam estas investidas ilegais.
'Todo ladrão vai trabalhar com a sua mente': O uso da força e de armas nos assaltos em Belo Horizonte, Minas Gerais
Authors: Caminhas Diogo Alves , Beato Filho Claudio Chaves
Published: September 2020

Este artigo analisa os fatores associados ao uso da força e de armas no cometimento de roubos e como essas questões são interpretadas pelos assaltantes. Tem como fonte de dados 40 entrevistas em profundidade com autores de roubos, bem como registros oficiais de ocorrências dessa modalidade criminal em Belo Horizonte, Minas Gerais. O estudo indica que, além da personalidade, o tipo e o grau de violência empreendidos durante os assaltos estão associados ao contexto ou à forma como a vítima reage ao roubo, à maturidade do infrator na prática de roubo, ao tipo de arma que o infrator possui e ao tipo de alvo roubado.
Vivendo o roubo: Um momento de adrenalina, deleite e performance
Authors: Prado Sophia
Published: September 2020

Partindo da vivência de um assalto que se desdobrou em uma pesquisa etnográfica com jovens autores de atos infracionais, o artigo reflete sobre como a experiência da transgressão é capaz de oferecer recompensas únicas ao sujeito (Katz, 1988), sensação que se intensifica para os que estão submetidos ao processo sujeição criminal (MISSE, 2010). Refletindo sobre o aspecto vivencial desses comportamentos tidos como “violentos” (RIFIOTIS, 2006) é possível perceber que um roubo pode ser, também, uma performance criativa que envolve uma série de técnicas e improvisos. Entretanto, a continuidade desse processo de elaboração de si é capaz de se aprofundar tanto no sujeito a ponto de passar a se constituir como parte fundamental do seu ritual da vida cotidiana.
Indo até o problema: Roubo e circulação na cidade do Rio de Janeiro
Authors: Grillo Carolina Christoph , Martins Luana Almeida
Published: September 2020

Este artigo aborda as distintas práticas de roubo nas ruas do Rio de Janeiro, levando em conta as espacialidades, a circulação e as regulações dessas atividades operadas pela polícia e pelo tráfico de drogas. A partir de pesquisas etnográficas, descrevemos os riscos encontrados pelos ladrões que circulam pela cidade para roubar e os repertórios técnicos adotados para minimizá-los, estabelecendo uma distinção analítica a partir dos meios de locomoção utilizados: o ato de roubar de carro/moto e o ato de roubar de ônibus. Assim, refletimos sobre a territorialidade dos roubos em um contexto urbano marcado pela violência e segregação socioespacial.
Adotando o ponto de vista do outro: Mead, o assalto e a empatia tática
Authors: Corrêa Diogo Silva
Published: September 2020

O presente artigo tem por intuito explicitar, à luz das noções de “adoção do papel ou da atitude do outro” de George Herbert Mead e da noção de “empatia tática” tal qual trabalhada por Bundbant e Willerslev, elementos que influem para a ocorrência de uma situação de assalto. Para isso, apresento como essa capacidade de assumir ou adotar o papel do outro ou de exercitar a “empatia tática” se apresenta, de modo distintos, em cinco etapas. Com isso, o artigo pretende, em sentido mais geral, produzir um estudo, a partir do ponto de vista dos assaltantes – e não das vítimas –, sobre técnicas de (1) adoção ou assunção do papel do outro (Mead), (2) detecção de suas vulneralidades (Bubandt e Willerslev) e de (3) produção de “consentimento forçado”.