cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.5719261.v1
title: Conceptions on mediated learning and relations with indicators of occupational stress

description: Abstract The mediation of learning is an important process for literacy. Thus, this study analyzed the relationships between conceptions about mediation, personal variables and stress indicators in 36 teachers from the metropolitan region of Vitória, ES. From a protocol and a set of scales, there was quantitative and qualitative treatment of the data. Participants presented basic knowledge about mediation but did not know the theory of the Mediated Learning Experience (MLE). About 40% had a high level of stress. The main stressors were related to the students' involvement and the relationships with the community or institution. There was a negative correlation between stress and satisfaction at work and positive correlation between satisfaction and evocations related to teacher actions as responsible for quality mediation. It is suggested access to theories about mediation of learning and investment in public policies aiming at job satisfaction, a possible mediating variable between conceptions and perceived stress.
DOI: 10.6084/m9.figshare.5718715
title: The use of cognitive games in the school context: contributions to executive functions

description: Abstract The use of games in the school context enables the exercise of cognitive, emotional and social skills, since games favor social interaction and mutual collaboration. This study aims to analyze the effects of intervention with cognitive games in the school context to improve executive functions, especially attention, considering its importance in the learning process. This study is characterized as exploratory and descriptive, guided by the qualitative approach. Six primary school students participated in this study, all males aged 7 and 9 years. The procedures used were the intervention with children denominated as focal care, observation and systematization of the records. From this study it was possible to verify the importance of cognitive games in the school context and how they can contribute significantly to the improvement of executive functions.
DOI: 10.6084/m9.figshare.5718715.v1
title: The use of cognitive games in the school context: contributions to executive functions

description: Abstract The use of games in the school context enables the exercise of cognitive, emotional and social skills, since games favor social interaction and mutual collaboration. This study aims to analyze the effects of intervention with cognitive games in the school context to improve executive functions, especially attention, considering its importance in the learning process. This study is characterized as exploratory and descriptive, guided by the qualitative approach. Six primary school students participated in this study, all males aged 7 and 9 years. The procedures used were the intervention with children denominated as focal care, observation and systematization of the records. From this study it was possible to verify the importance of cognitive games in the school context and how they can contribute significantly to the improvement of executive functions.
DOI: 10.6084/m9.figshare.5718529
title: Experiential workshops: reflections on human rights of persons with disabilities

description: Abstract Considering the increased attention to the inclusion of persons with disabilities in society, it is essential for future teachers, students of undergraduate programs, understand how people with disabilities realize their life, fit, day to day living and participate of community life. This study aims to report the experiential workshops, the project "Experiencing Disability: (mis) educating to include" held by the 638 students enrolled in the course Educational Psychology at the Federal University of Uberlândia (MG). The workshops were conducted by the experience simulation of disabilities, with participants putting themselves in another's place, with equipment that simulate visual and / or hearing impairments. In the final assessment, it is explicit, the commitment to be multipliers of accessibility and the need for disciplines that work Human Rights, specifically for people with disabilities to break stereotypes.
DOI: 10.6084/m9.figshare.5718529.v1
title: Experiential workshops: reflections on human rights of persons with disabilities

description: Abstract Considering the increased attention to the inclusion of persons with disabilities in society, it is essential for future teachers, students of undergraduate programs, understand how people with disabilities realize their life, fit, day to day living and participate of community life. This study aims to report the experiential workshops, the project "Experiencing Disability: (mis) educating to include" held by the 638 students enrolled in the course Educational Psychology at the Federal University of Uberlândia (MG). The workshops were conducted by the experience simulation of disabilities, with participants putting themselves in another's place, with equipment that simulate visual and / or hearing impairments. In the final assessment, it is explicit, the commitment to be multipliers of accessibility and the need for disciplines that work Human Rights, specifically for people with disabilities to break stereotypes.
DOI: 10.5281/zenodo.5976062
title: Sample graphs and sequences for testing sequence-to-graph alignment

description: File descriptions: MHC-61.agc: 61 complete MHC sequences, including GRCh38, CHM13 and 59 haplotypes extracted from HPRC year-1 assemblies. Use AGC to extract individual haplotype sequences. MHC-57.gfa.gz: sequence graph constructed by minigraph-0.18, excluding sample HG002 and HG005 C4-96.agc: 96 complete C4 sequences obtained from HPRC C4-90.gfa.gz: sequence graph extracted from the full HPRC year-1 minigraph graph (v0.17) around the C4A/C4B genes. The graph takes GRCh38 as the reference and excludes sample HG002, HG005 and NA19240.
DOI: 10.6084/m9.figshare.5718889
title: Perceptions of Brazilian university professors on the virtues most valued in the teaching profession

description: Abstract Articles are now being disseminated throughout the world that highlight the way in which teachers feel and experience the profession.The present study investigated the virtues necessary to be a good teacher and how much the participants perceive that these characteristics describe them as professionals. For this, the mixed research method was used, in order to contemplate quantitative and qualitative aspects of the investigated phenomena. A total of 214 Brazilian university professors participated in this study, who answered a questionnaire formed by sociodemographic questions and two open questions about the virtues of the good teacher. The textual analysis was performed from the IRAMUTEQ software and graphically represented by similarity analysis. According to the results obtained, the virtues most valued in the teaching exercise were knowledge, temperance, justice and humanity. These results help to think about the skills and competences required in academic life, as well as the evaluation of teaching practices.
DOI: 10.6084/m9.figshare.5718889.v1
title: Perceptions of Brazilian university professors on the virtues most valued in the teaching profession

description: Abstract Articles are now being disseminated throughout the world that highlight the way in which teachers feel and experience the profession.The present study investigated the virtues necessary to be a good teacher and how much the participants perceive that these characteristics describe them as professionals. For this, the mixed research method was used, in order to contemplate quantitative and qualitative aspects of the investigated phenomena. A total of 214 Brazilian university professors participated in this study, who answered a questionnaire formed by sociodemographic questions and two open questions about the virtues of the good teacher. The textual analysis was performed from the IRAMUTEQ software and graphically represented by similarity analysis. According to the results obtained, the virtues most valued in the teaching exercise were knowledge, temperance, justice and humanity. These results help to think about the skills and competences required in academic life, as well as the evaluation of teaching practices.
DOI: 10.6084/m9.figshare.5719003
title: School complaint: repercussions at school from psychological support

description: Abstract In addition to the cultural or structural difficulties that schools have in discussing school complaints as a production of their actors' interactions in the socio-political field, we started from the schools' own claims to understand how these institutions reorganize themselves from the students' sent to school with psychological complaints. We researched 09 municipal public schools in Ariquemes (RO), carried out documentary analysis of the referrals and interviewed the Educational Advisors of the institutions and the Psychologist who does the referred calls in a health center of the municipality. The results point to the absence of adequate records and the absence of modifications in the organization of the analyzed institutions, based on the psychological care returns, since the school does not create spaces for the discussion about the school complaint, thus perpetuating the blame only of the student and his family for the school complaint.
DOI: 10.6084/m9.figshare.5719003.v1
title: School complaint: repercussions at school from psychological support

description: Abstract In addition to the cultural or structural difficulties that schools have in discussing school complaints as a production of their actors' interactions in the socio-political field, we started from the schools' own claims to understand how these institutions reorganize themselves from the students' sent to school with psychological complaints. We researched 09 municipal public schools in Ariquemes (RO), carried out documentary analysis of the referrals and interviewed the Educational Advisors of the institutions and the Psychologist who does the referred calls in a health center of the municipality. The results point to the absence of adequate records and the absence of modifications in the organization of the analyzed institutions, based on the psychological care returns, since the school does not create spaces for the discussion about the school complaint, thus perpetuating the blame only of the student and his family for the school complaint.
DOI: 10.6084/m9.figshare.20006275
title: The first year of elementary school of nine years: a theoretical review

description: Abstract The paper reviews Brazilian publications dealing with the theme of the first year of elementary school of nine years, considering the period from 2005 to 2015. The SciELO database (Scientific Electronic Library Online) and Portal de Periódicos da CAPES database were searched from two descriptors: The nine year of basic education and the first year of elementary school. The search resulted in 43 papers in SciELO database and 37 in Portal de Periódicos da CAPES. Of the total, 16 articles were selected for the analysis of content, which comprised three thematic categories: Education Policy, Implementation of the First Year of Elementary School, Literacy and letramento. The results revealed concerns, especially about the mismatch between educational policy and educational practice. While these issues can not be generalized, it is important to consider that the extension of school time is not necessarily an indicator of educational quality.
DOI: 10.6084/m9.figshare.20006275.v1
title: The first year of elementary school of nine years: a theoretical review

description: Abstract The paper reviews Brazilian publications dealing with the theme of the first year of elementary school of nine years, considering the period from 2005 to 2015. The SciELO database (Scientific Electronic Library Online) and Portal de Periódicos da CAPES database were searched from two descriptors: The nine year of basic education and the first year of elementary school. The search resulted in 43 papers in SciELO database and 37 in Portal de Periódicos da CAPES. Of the total, 16 articles were selected for the analysis of content, which comprised three thematic categories: Education Policy, Implementation of the First Year of Elementary School, Literacy and letramento. The results revealed concerns, especially about the mismatch between educational policy and educational practice. While these issues can not be generalized, it is important to consider that the extension of school time is not necessarily an indicator of educational quality.
DOI: 10.6084/m9.figshare.5720677
title: The role of scholar psychologist: Conceptions of teachers and managers

description: Abstract Historically, the performance of the psychologist in the school context has been characterized by the clinical model rather than by more systemic and institutional models. The present study aimed to describe the teachers' and managers' conceptions about the role of the school psychologist. Thirty-eight members of the administrative-pedagogical team and teachers of a private school participated in this research, which were interviewed in the school itself, and categories of analysis were constructed. The results show that managers and teachers think the school psychologist as a 'specialist', but also as an 'auxiliary' professional. In addition, there were reports of ignorance of the functions of the psychologist. According to the participants, the psychologist should act primarily with the students. Similar concepts were found in other studies, despite the acknowledgment of criticisms of this model. It is important to emphasize the importance of interventions with a focus on prevention and promotion of development.
DOI: 10.6084/m9.figshare.5720677.v1
title: The role of scholar psychologist: Conceptions of teachers and managers

description: Abstract Historically, the performance of the psychologist in the school context has been characterized by the clinical model rather than by more systemic and institutional models. The present study aimed to describe the teachers' and managers' conceptions about the role of the school psychologist. Thirty-eight members of the administrative-pedagogical team and teachers of a private school participated in this research, which were interviewed in the school itself, and categories of analysis were constructed. The results show that managers and teachers think the school psychologist as a 'specialist', but also as an 'auxiliary' professional. In addition, there were reports of ignorance of the functions of the psychologist. According to the participants, the psychologist should act primarily with the students. Similar concepts were found in other studies, despite the acknowledgment of criticisms of this model. It is important to emphasize the importance of interventions with a focus on prevention and promotion of development.
DOI: 10.6084/m9.figshare.5719456
title: Risk and protection of students during the final years of elementary school

description: Abstract The study compared students with low, medium and high school performance in relation to risk factors: school disapproval and intra and extrafamiliar violence and protection: social skills, self efficacy and social support. A total of 400 students (M = 13.6 years, SD = 1.22) participated in the last three years of elementary school education in the State of Rio de Janeiro. Students answered the Demographic Information Questionnaire, Social Skills Inventory for Adolescents, Social Support Perception Scale, and Self-efficacy Scale. The results indicated that students with low school performance had more risk factors and less protection factors when compared to students with medium and high school performance. No differences were found in the social skills of Assertiveness, Affective Approach and Social Development between groups. The study discusses influences of personal variables and context of students for school performance at the end of Elementary School.
DOI: 10.6084/m9.figshare.5719456.v1
title: Risk and protection of students during the final years of elementary school

description: Abstract The study compared students with low, medium and high school performance in relation to risk factors: school disapproval and intra and extrafamiliar violence and protection: social skills, self efficacy and social support. A total of 400 students (M = 13.6 years, SD = 1.22) participated in the last three years of elementary school education in the State of Rio de Janeiro. Students answered the Demographic Information Questionnaire, Social Skills Inventory for Adolescents, Social Support Perception Scale, and Self-efficacy Scale. The results indicated that students with low school performance had more risk factors and less protection factors when compared to students with medium and high school performance. No differences were found in the social skills of Assertiveness, Affective Approach and Social Development between groups. The study discusses influences of personal variables and context of students for school performance at the end of Elementary School.
DOI: 10.6084/m9.figshare.20006277
title: Transición a la guardería y bienestar emocional de los bebés en Portugal

description: Abstract The present study analyzes the relationship between the implementation of transition practices from home to day care center and the emotional well-being of the infants during the first month of attendance in this extrafamiliar environment. Data were collected, before and after the infant entered the day care center, with the mothers and teachers of 90 infants. The results indicated that the number of transition practices reported by teachers is positively associated with the emotional well-being of infants during the first month of day care attendance. These results recommend the implementation of a diversified set of transition practices, before and after entry into the day care center, to facilitate the infants' adaptation to the new developmental setting.
DOI: 10.6084/m9.figshare.20006277.v1
title: Transición a la guardería y bienestar emocional de los bebés en Portugal

description: Abstract The present study analyzes the relationship between the implementation of transition practices from home to day care center and the emotional well-being of the infants during the first month of attendance in this extrafamiliar environment. Data were collected, before and after the infant entered the day care center, with the mothers and teachers of 90 infants. The results indicated that the number of transition practices reported by teachers is positively associated with the emotional well-being of infants during the first month of day care attendance. These results recommend the implementation of a diversified set of transition practices, before and after entry into the day care center, to facilitate the infants' adaptation to the new developmental setting.
DOI: 10.6084/m9.figshare.20006280.v1
title: Intellectual styles and learning strategies: perception of fundamental teaching teachers

description: Abstract Intellectual styles and learning strategies can be effective in improving the performance of students who are struggling to learn. The objective of the research was to investigate teachers' perceptions about intellectual styles and learning strategies in elementary school students with a diagnosis of dyslexia and ADHD and without school difficulties. There were 23 teachers from public schools who participated and a questionnaire was used to collect data. The results indicated that the teachers reported benefits in knowing the styles and identified the use of strategies by the students. Most teachers did not know terms such as learning strategies and intellectual styles, so the answers were given according to their teaching practice. The study sought to understand and discuss some aspects that involve learning and to bring contributions to the educational system in the condition of improvements to the quality of teaching.
DOI: 10.6084/m9.figshare.5718700
title: Dialogicity and narrativity in teachers of excellence and its relation to learning

description: Abstract This research studies the dialogic and narrative of instructional discourse of teachers teaching excellence in Bío-Bío (Chile), with the aim of investigating the effect of these on the school learning education student’s first to fourth year primary. The sample included 459 students and 15 teachers. Pre and post learning and memory tests for students and academic performance measures, and observing classes for teacher’s variables were used; from a Hierarchical Linear Model. The results of this study indicated that individual variables explained further academic performance achieved by the students, however the teacher instructional discourse and how to talk with their students would have a mediating role in this relationship. We discuss about the power of language in teachers as a teaching tool in the classroom.
DOI: 10.6084/m9.figshare.5718700.v1
title: Dialogicity and narrativity in teachers of excellence and its relation to learning

description: Abstract This research studies the dialogic and narrative of instructional discourse of teachers teaching excellence in Bío-Bío (Chile), with the aim of investigating the effect of these on the school learning education student’s first to fourth year primary. The sample included 459 students and 15 teachers. Pre and post learning and memory tests for students and academic performance measures, and observing classes for teacher’s variables were used; from a Hierarchical Linear Model. The results of this study indicated that individual variables explained further academic performance achieved by the students, however the teacher instructional discourse and how to talk with their students would have a mediating role in this relationship. We discuss about the power of language in teachers as a teaching tool in the classroom.
DOI: 10.6084/m9.figshare.20006280
title: Intellectual styles and learning strategies: perception of fundamental teaching teachers

description: Abstract Intellectual styles and learning strategies can be effective in improving the performance of students who are struggling to learn. The objective of the research was to investigate teachers' perceptions about intellectual styles and learning strategies in elementary school students with a diagnosis of dyslexia and ADHD and without school difficulties. There were 23 teachers from public schools who participated and a questionnaire was used to collect data. The results indicated that the teachers reported benefits in knowing the styles and identified the use of strategies by the students. Most teachers did not know terms such as learning strategies and intellectual styles, so the answers were given according to their teaching practice. The study sought to understand and discuss some aspects that involve learning and to bring contributions to the educational system in the condition of improvements to the quality of teaching.
DOI: 10.6084/m9.figshare.20006281
title: The meanings of extracurricular activities for ballarinian children

description: Abstract This study investigated the daily life of middle-class children in Salvador, Bahia. The research was developed at a ballet school with girls between six and seven years. The collection of data was done by an unstructured observation of ethnographic and exploratory character in ballet school and interviews with five children. The results point to the ambivalent meanings that circumscribe the ballet between the dimensions of the discipline and the playfulness, as well as the status of hyperactivity, which constitutes a point that unites the children of the present study and makes us reflect on the representations of childhood today. As more and more institutions specialized in offering activities for children appear, the results indicate that the environments in which extracurricular activities are developed are still scarcely explored in Brazil; and also discuss the need to investigate this childhood, which is invisible because it is considered normative.