cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.11350646.v1
title: Burnout among teachers in private institutions of higher education

description: Abstract The occupational health of teachers is an important theme in international and national literature. In Brazil, there is a lack of studies on Burnout in university teachers of the private school system. Thus, the purpose of this study is to assess the influence of Perceived Organizational and Social Support at work as well as socio-demographic variables over the incidence of Burnout in this public. The participants were 173 teachers who voluntarily answered valid and reliable questionnaires in their work environment. Data analyzed has used described statistics and standard multiple regression analysis. The results indicated symptoms of Burnout syndrome in teachers as well as greater predictive power of organizational support in the occurrence of the syndrome. Emotional social support, working time in the institution, age, and workload were predictors, but with less emphasis. Studies have recommended in samples from other regions of the country as well as longitudinal studies.
DOI: 10.6084/m9.figshare.20006322
title: Teachers´ collaborative work: new toward for teacher´s development

description: Abstract Chilean education is undergoing through a process of structural change driven by new educational reforms. Proper implementation of educational change necessarily involves the main actors responsible for reforms implementation: teachers. Researches agree that reforms implementation introduces elements of stress among teachers. This situation adds to the challenges faced by schools located in communities with high rates of social vulnerability. This qualitative research, based on a case study, explores the practicing teacher’s discourse regarding their obstacles and facilitators factors based on their experiences with collaborative work with peers. The data obtained shows that collaboration between peers is associated with teachers’ professional development and their working experiences as teachers.
DOI: 10.6084/m9.figshare.20006322.v1
title: Teachers´ collaborative work: new toward for teacher´s development

description: Abstract Chilean education is undergoing through a process of structural change driven by new educational reforms. Proper implementation of educational change necessarily involves the main actors responsible for reforms implementation: teachers. Researches agree that reforms implementation introduces elements of stress among teachers. This situation adds to the challenges faced by schools located in communities with high rates of social vulnerability. This qualitative research, based on a case study, explores the practicing teacher’s discourse regarding their obstacles and facilitators factors based on their experiences with collaborative work with peers. The data obtained shows that collaboration between peers is associated with teachers’ professional development and their working experiences as teachers.
DOI: 10.6084/m9.figshare.20006325
title: Identification of Creative and Intellectual Talent in the Classroom

description: Abstract In order for the school to fulfill the role of talent development, it is necessary to identify them. Therefore, this study compared the identification of creative and intellectual talents by teachers with psychological test results and the influence of gender in the process. Ten teachers (F10) and 120 students (F62), aged between 9 and 11 years old, participated in two private schools in the metropolitan region of Campinas, SP. The instruments had used the Teacher Talent Identification Scale (ITP), and the Intelligence and Creativity Assessment Kit for Children (BAICI). Both measure verbal, spatial, logical, rapid thinking, memory, and creativity. Pearson's correlation showed that the subtests of verbal comprehension, visual memory and creativity had significant relationships with BAICI'stotal cognitive index. No significant differences had found by sex. The need to train teachers for a more timely and assertive identification of talents has been realized in order to better develop them.
DOI: 10.6084/m9.figshare.20006325.v1
title: Identification of Creative and Intellectual Talent in the Classroom

description: Abstract In order for the school to fulfill the role of talent development, it is necessary to identify them. Therefore, this study compared the identification of creative and intellectual talents by teachers with psychological test results and the influence of gender in the process. Ten teachers (F10) and 120 students (F62), aged between 9 and 11 years old, participated in two private schools in the metropolitan region of Campinas, SP. The instruments had used the Teacher Talent Identification Scale (ITP), and the Intelligence and Creativity Assessment Kit for Children (BAICI). Both measure verbal, spatial, logical, rapid thinking, memory, and creativity. Pearson's correlation showed that the subtests of verbal comprehension, visual memory and creativity had significant relationships with BAICI'stotal cognitive index. No significant differences had found by sex. The need to train teachers for a more timely and assertive identification of talents has been realized in order to better develop them.
DOI: 10.6084/m9.figshare.20006326.v1
title: Phonological Awareness Skills Improved by the Teaching of Reading and Writing

description: Abtract The objective of the study was to verify the development of phonological awareness skills duringthe process of children learning reading and writing by means of a computer program.Three students with learning difficulties, enrolled in the second year of elementary school, took part in this research. Pre and post-test were employed by means of the Phonological Awareness Test and the Reading and Writing Diagnostic Test before and after the realization of Module 1 of the program named Learning to Read and Write by Small Steps, or “Aprendendo a Ler e a Escrever em Pequenos Passos.” Results show that the three participants reached the end of the learning program and demonstrated improvement in their reading and writing repertoire. On the Phonological Awareness Test, participants presented improvement in their performance at rhyme, alliteration, and syllabic skills but did not present consistent improvement in their phonemic skills. Results point at the necessity to develop and enhance procedures for the teaching of phonological awareness, especially phonemic skills.
DOI: 10.6084/m9.figshare.20006326
title: Phonological Awareness Skills Improved by the Teaching of Reading and Writing

description: Abtract The objective of the study was to verify the development of phonological awareness skills duringthe process of children learning reading and writing by means of a computer program.Three students with learning difficulties, enrolled in the second year of elementary school, took part in this research. Pre and post-test were employed by means of the Phonological Awareness Test and the Reading and Writing Diagnostic Test before and after the realization of Module 1 of the program named Learning to Read and Write by Small Steps, or “Aprendendo a Ler e a Escrever em Pequenos Passos.” Results show that the three participants reached the end of the learning program and demonstrated improvement in their reading and writing repertoire. On the Phonological Awareness Test, participants presented improvement in their performance at rhyme, alliteration, and syllabic skills but did not present consistent improvement in their phonemic skills. Results point at the necessity to develop and enhance procedures for the teaching of phonological awareness, especially phonemic skills.
DOI: 10.6084/m9.figshare.20006328
title: Invented Spelling in Kindergarten: comparing two interventions programs

description: Abstract The aim of this study was to compare the effect of two training programs on invented spelling on the quality of written and reading productions. Participated 100 children who could not read or write, distributed by four experimental groups and one of control. Groups 1 and 2 had followed the methodology of Alves Martins, Albuquerque, Salvador e Silva (2013) and groups 3 and 4 the methodology of Ouellette, Sénéchal and Haley (2013). In groups 1 and 3 we used facilitator words whose initial syllable coincides with the name of the letter and in groups 2 and 4 facilitator words whose initial syllable coincides with the sound. Groups 1 and 2 had higher results than groups 3, 4 and control.
DOI: 10.6084/m9.figshare.20006328.v1
title: Invented Spelling in Kindergarten: comparing two interventions programs

description: Abstract The aim of this study was to compare the effect of two training programs on invented spelling on the quality of written and reading productions. Participated 100 children who could not read or write, distributed by four experimental groups and one of control. Groups 1 and 2 had followed the methodology of Alves Martins, Albuquerque, Salvador e Silva (2013) and groups 3 and 4 the methodology of Ouellette, Sénéchal and Haley (2013). In groups 1 and 3 we used facilitator words whose initial syllable coincides with the name of the letter and in groups 2 and 4 facilitator words whose initial syllable coincides with the sound. Groups 1 and 2 had higher results than groups 3, 4 and control.
DOI: 10.6084/m9.figshare.20006331
title: Cyberbullying and homophobic content communication in adolescence: an exploratory study of their relations

description: Abstract Following previous attempts to integrate bullying and homophobia in adolescence, this research aimed to extend the study to cyberbullying and address the phenomenon in the Portuguese context. Thus, 688 students from the University of Porto were asked to recall their experiences of cyberbullying and homophobic content communication (CTH) during adolescence. The results revealed that 67% of the sample had targeted, and 34% agent, of at least one occurrence of cyberbullying. We also identified 44 frequent victims and 10 frequent perpetrators. CTH is frequent (45%), particularly with friends (34%), but also with strangers (23%). Confirming our hypotheses, significant correlations had found between the frequencies of cyberbullying and CTH behaviors, as a victim or as a perpetrator. The results therefore suggest that there is a need, at the level of intervention in adolescent bullying and cyberbullying, to confront directly its homophobic component.
DOI: 10.6084/m9.figshare.20006331.v1
title: Cyberbullying and homophobic content communication in adolescence: an exploratory study of their relations

description: Abstract Following previous attempts to integrate bullying and homophobia in adolescence, this research aimed to extend the study to cyberbullying and address the phenomenon in the Portuguese context. Thus, 688 students from the University of Porto were asked to recall their experiences of cyberbullying and homophobic content communication (CTH) during adolescence. The results revealed that 67% of the sample had targeted, and 34% agent, of at least one occurrence of cyberbullying. We also identified 44 frequent victims and 10 frequent perpetrators. CTH is frequent (45%), particularly with friends (34%), but also with strangers (23%). Confirming our hypotheses, significant correlations had found between the frequencies of cyberbullying and CTH behaviors, as a victim or as a perpetrator. The results therefore suggest that there is a need, at the level of intervention in adolescent bullying and cyberbullying, to confront directly its homophobic component.
DOI: 10.6084/m9.figshare.20006332
title: Beyond the grade: defining school success and failure profiles

description: Abstract Based on a set of variables associated with school success / failure, this study analyses how they combine in differentiated school profiles. In a longitudinal design, 140 pupils from 7th to 9th grade were accompanied by repeated measurements of psychological, social and family variables and school grades. In the cluster, analysis three school profiles were identified. The first, called failure profile not involved with school corresponds to the group with low grades, whose personal and socio-family characteristics make learning difficult. The second group also corresponds to a failure profile but has characteristics that cushion these negative effects (engaged school failure profile). The last group, school success profile, includes students with good grades, and whose personal and socio-family characteristics support their good results. These results emphasize the need to go beyond the grade; counteracting the importance it has in defining what is the school success / failure.
DOI: 10.6084/m9.figshare.20006332.v1
title: Beyond the grade: defining school success and failure profiles

description: Abstract Based on a set of variables associated with school success / failure, this study analyses how they combine in differentiated school profiles. In a longitudinal design, 140 pupils from 7th to 9th grade were accompanied by repeated measurements of psychological, social and family variables and school grades. In the cluster, analysis three school profiles were identified. The first, called failure profile not involved with school corresponds to the group with low grades, whose personal and socio-family characteristics make learning difficult. The second group also corresponds to a failure profile but has characteristics that cushion these negative effects (engaged school failure profile). The last group, school success profile, includes students with good grades, and whose personal and socio-family characteristics support their good results. These results emphasize the need to go beyond the grade; counteracting the importance it has in defining what is the school success / failure.
DOI: 10.6084/m9.figshare.20006334
title: The school classroom as an active-modifying environment in vulnerable contexts: a necessary proposal

description: Abstract The school operates as a routine and aseptic space and time, the product of the perpetuation of pedagogical practices that, often influenced by school technology, are based on an empiricist, disciplined and authoritarian practice. Therefore, the experiences of Mediate Learning, assumed as an optimistic pedagogical approach about the cognitive and emotional development of the students, are relevant. Methodologically, we assume a qualitative interpretative approach; exploring the behavioral guidelines that guide the pedagogical work of Chilean teachers, who are related to young lawbreakers. For the interpretation of the data, we resort to content analysis, following the logic of Grounded Theory and In-Depth Interviews, from a biographical perspective. The results allow us to identify strategies favoring active-modifying environments characterized by curricular autonomy, the deployment of pedagogical intuition and the use of playful strategies in the classroom, as well as the permanent promotion of practical learning.
DOI: 10.6084/m9.figshare.20006334.v1
title: The school classroom as an active-modifying environment in vulnerable contexts: a necessary proposal

description: Abstract The school operates as a routine and aseptic space and time, the product of the perpetuation of pedagogical practices that, often influenced by school technology, are based on an empiricist, disciplined and authoritarian practice. Therefore, the experiences of Mediate Learning, assumed as an optimistic pedagogical approach about the cognitive and emotional development of the students, are relevant. Methodologically, we assume a qualitative interpretative approach; exploring the behavioral guidelines that guide the pedagogical work of Chilean teachers, who are related to young lawbreakers. For the interpretation of the data, we resort to content analysis, following the logic of Grounded Theory and In-Depth Interviews, from a biographical perspective. The results allow us to identify strategies favoring active-modifying environments characterized by curricular autonomy, the deployment of pedagogical intuition and the use of playful strategies in the classroom, as well as the permanent promotion of practical learning.
DOI: 10.6084/m9.figshare.11930082.v1
title: Active school in Brazil in the work of psychologist and educator Helena Antipoff

description: ABSTRACT Aspects of the circulation and appropriation of New Education ideas and proposals are presented through the work done by the Russian-Brazilian psychologist and educator Helena Antipoff in teacher training courses offered at the Fazenda do Rosário Educational Complex, in Ibirité, Minas Gerais, Brazil. from 1948 to 1974. Former students’ testimonials were collected in diary notebooks filed at the Helena Antipoff Foundation, and interviews were conducted with former participants of the courses. It was found that the process of circulation and reception of scientific knowledge in education in this institution was based on New Education principles and on Active School methods, emphasizing the theory-practice relationship, decision making based on the observation of students and of the teaching situation, groupwork and self-government. This knowledge came from the experiences lived in Europe by the educator, and inspired the elaboration of original educational proposals adapted to the reality found in Brazil.
DOI: 10.6084/m9.figshare.11930082
title: Active school in Brazil in the work of psychologist and educator Helena Antipoff

description: ABSTRACT Aspects of the circulation and appropriation of New Education ideas and proposals are presented through the work done by the Russian-Brazilian psychologist and educator Helena Antipoff in teacher training courses offered at the Fazenda do Rosário Educational Complex, in Ibirité, Minas Gerais, Brazil. from 1948 to 1974. Former students’ testimonials were collected in diary notebooks filed at the Helena Antipoff Foundation, and interviews were conducted with former participants of the courses. It was found that the process of circulation and reception of scientific knowledge in education in this institution was based on New Education principles and on Active School methods, emphasizing the theory-practice relationship, decision making based on the observation of students and of the teaching situation, groupwork and self-government. This knowledge came from the experiences lived in Europe by the educator, and inspired the elaboration of original educational proposals adapted to the reality found in Brazil.
DOI: 10.6084/m9.figshare.12056337
title: TEACHERS’ SUBJECTIVE THEORIES ABOUT THE EMPLOYMENT INTEGRATION THEIR BLIND STUDENTS

description: ABSTRACT Even though research has been conducted on the employment integration at blind people, studies have failed to consider what teachers think and know about their blind students’ difficulties entering the workforce after completing their education. The aim of this qualitative study was to understand the subjective theories of six teachers from a school in La Serena, Chile. In-depth interviews were used to collect data, which were subsequently studied using grounded theory coding procedures and subjective theory content analysis. The main finding of this study was that participants regarded the inadequate education of blind people as the key reason for their employment difficulties. This study can provide valuable information for policymakers focusing on visual impairment.
DOI: 10.6084/m9.figshare.12056337.v1
title: TEACHERS’ SUBJECTIVE THEORIES ABOUT THE EMPLOYMENT INTEGRATION THEIR BLIND STUDENTS

description: ABSTRACT Even though research has been conducted on the employment integration at blind people, studies have failed to consider what teachers think and know about their blind students’ difficulties entering the workforce after completing their education. The aim of this qualitative study was to understand the subjective theories of six teachers from a school in La Serena, Chile. In-depth interviews were used to collect data, which were subsequently studied using grounded theory coding procedures and subjective theory content analysis. The main finding of this study was that participants regarded the inadequate education of blind people as the key reason for their employment difficulties. This study can provide valuable information for policymakers focusing on visual impairment.
DOI: 10.6084/m9.figshare.12056829
title: Caring and educating: the subject in constitution and the role of the educator

description: ABSTRACT The objective of this research was to get to know how aware educators are of their role in Child Education. A multiple-case study was realized by means of interviews and observations on five educators. Special attention was paid to matters related to child care and education. Data were analyzed in accordance with the theoretical axes of the IRDI methodology: Subject Supposition, Establishment of Demand, Presence/Absence Alternation and Paternal Function. Results showed how scientific discourse cross these conceptions and attitudes. What became also evident was the importance of the instructions provided by the management teams. Therefore, it becomes necessary to better adjust the relation between nurture and education in order to produce subjectivizing practices in Child Education.
DOI: 10.6084/m9.figshare.12056829.v1
title: Caring and educating: the subject in constitution and the role of the educator

description: ABSTRACT The objective of this research was to get to know how aware educators are of their role in Child Education. A multiple-case study was realized by means of interviews and observations on five educators. Special attention was paid to matters related to child care and education. Data were analyzed in accordance with the theoretical axes of the IRDI methodology: Subject Supposition, Establishment of Demand, Presence/Absence Alternation and Paternal Function. Results showed how scientific discourse cross these conceptions and attitudes. What became also evident was the importance of the instructions provided by the management teams. Therefore, it becomes necessary to better adjust the relation between nurture and education in order to produce subjectivizing practices in Child Education.
DOI: 10.6084/m9.figshare.20006340
title: SUBJECTIVE THEORIES ABOUT SCHOOL COEXISTENCE: WHAT DO PARENT SAY?

description: ABSTRACT The aim of this work was to describe and to interpret subjective theories about school coexistence in a group of parents from a Chilean primary school. A theoretical sample was used, group discussions and episodic interviews were conducted to 16 parents from a primary school. Data was analyzed through grounded theory, finding (a) simple subjective theories lead parents to raise their children on an environment-based approach; (b) associated factors with school coexistence environment and emerging proposals to improve them; (c) as well as a schooling parental role that it organizes around three levels of climate schooling teaching. In the discussion section, we analyze implications of these subjective theories into schooling environment and parental role.
DOI: 10.6084/m9.figshare.20006340.v1
title: SUBJECTIVE THEORIES ABOUT SCHOOL COEXISTENCE: WHAT DO PARENT SAY?

description: ABSTRACT The aim of this work was to describe and to interpret subjective theories about school coexistence in a group of parents from a Chilean primary school. A theoretical sample was used, group discussions and episodic interviews were conducted to 16 parents from a primary school. Data was analyzed through grounded theory, finding (a) simple subjective theories lead parents to raise their children on an environment-based approach; (b) associated factors with school coexistence environment and emerging proposals to improve them; (c) as well as a schooling parental role that it organizes around three levels of climate schooling teaching. In the discussion section, we analyze implications of these subjective theories into schooling environment and parental role.