cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20005732.v1
title: A question of merit: access to vacant places at a municipal public school in São Gonçalo

description: ABSTRACT This study aims to present the results of a study carried out in a public school in the city of São Gonçalo in the State of Rio de Janeiro in 2019, demonstrating the assumptions underlying the action of the school principal/bureaucrat in relation to vacant places at the school and the influence of his administrative discretion on the results of education policy. From an interpretativist research perspective, we analyzed the discretionary act of the school principal/bureaucrat as a factor in addressing or consolidating educational inequalities, based on data resulting from a semi-structured interview with the school principal, reflecting on the interaction of that bureaucrat with citizens who seek the benefits of education policies and the guarantee of rights. As a result of such interaction, we found distinct forms of discretion, rooted in the microcultures of bureaucratic practice, revealing processes that both include and exclude, based on the interference of endogenous and exogenous factors emanating from the bureaucrat's relations with the community.
DOI: 10.6084/m9.figshare.20005734
title: Literacy assessment in Espírito Santo: analysis of Paebes Alfa between 2009 and 2017

description: ABSTRACT This article analyzes Paebes Alfa, the literacy assessment program of the state of Espírito Santo, between 2009 and 2017. Therefore, a set of ten criteria was proposed for analysis and description of the program, something not found in the educational literature, whose mapping showed the absence of studies about this theme. The study included detailed bibliographic and documentary research, as well as interviews with managers and specialists who worked in the program throughout are the analyzed period. It is expected that this work will be able to serve as a starting point for researches about literacy assessment programs in Brazil, helping to fill the current gap in the specialized literature.
DOI: 10.6084/m9.figshare.20005734.v1
title: Literacy assessment in Espírito Santo: analysis of Paebes Alfa between 2009 and 2017

description: ABSTRACT This article analyzes Paebes Alfa, the literacy assessment program of the state of Espírito Santo, between 2009 and 2017. Therefore, a set of ten criteria was proposed for analysis and description of the program, something not found in the educational literature, whose mapping showed the absence of studies about this theme. The study included detailed bibliographic and documentary research, as well as interviews with managers and specialists who worked in the program throughout are the analyzed period. It is expected that this work will be able to serve as a starting point for researches about literacy assessment programs in Brazil, helping to fill the current gap in the specialized literature.
DOI: 10.6084/m9.figshare.20005735.v1
title: The Prêmio Escola Nota Dez (PENDez) - an instrument to reduce educational inequalities in child literacy

description: ABSTRACT This paper aims to analyze the role of the Programa de Aprendizagem na Idade Certa [Program for Appropriate Age Learning] (Paic) in relation to educational inequalities in elementary schools in Ceará State, Brazil, since 2007, when its implementation began. The focus of this study is the Prêmio Escola Nota Dez (PENDez) [Grade A school prize], an instrument to induce public action used to reward and to allocate financial support to public schools based in cut-off points established by the state’s assessment system. This study is based on a qualitative approach, with the analysis of interviews, visits to schools, documentary research and data from national and state educational assessments. The theoretical foundation is based on the instrumentation of public action and bureaucratic agencies. The data analyzed indicate that all 184 municipalities of Ceará reached the ideal level of literacy in state assessments in 2019. According to the most recent indicators, Ceará's educational policies to combat child illiteracy are promising. The results of these policies have been effective in reducing educational inequalities in elementary schools in Ceará, which stands out among Brazilian states with successful experiences in public education.
DOI: 10.6084/m9.figshare.20005737
title: Selection of school principals and the meaning of school management: principals’ perceptions about the management plan

description: ABSTRACT Mixed mechanisms for selecting school principals have been increasingly established in public education systems in Brazil in order to assess the technical and political competence of candidates to manage schools. In the context of the process of decentralizing educational policies and affirming the post-bureaucratic paradigm of the management matrix, the management plan, a technical requirement for selecting principals, is an instrument to induce the use of educational indicators, the definition of goals and the achievement of school effectiveness. Based on bibliographic and documentary analysis and semi-structured interviews, this case study seeks to verify the perceptions of the principals of two public schools in Rio de Janeiro, considering them as street-level bureaucrats, regarding the implementation of diagnosis and self-evaluation, which are constitutive stages of the management plan in schools. We found that the principals who took part in the study acted with margins of freedom to manage the process and, based on different experiences and values, they attributed different meanings to the management plans.
DOI: 10.6084/m9.figshare.20005737.v1
title: Selection of school principals and the meaning of school management: principals’ perceptions about the management plan

description: ABSTRACT Mixed mechanisms for selecting school principals have been increasingly established in public education systems in Brazil in order to assess the technical and political competence of candidates to manage schools. In the context of the process of decentralizing educational policies and affirming the post-bureaucratic paradigm of the management matrix, the management plan, a technical requirement for selecting principals, is an instrument to induce the use of educational indicators, the definition of goals and the achievement of school effectiveness. Based on bibliographic and documentary analysis and semi-structured interviews, this case study seeks to verify the perceptions of the principals of two public schools in Rio de Janeiro, considering them as street-level bureaucrats, regarding the implementation of diagnosis and self-evaluation, which are constitutive stages of the management plan in schools. We found that the principals who took part in the study acted with margins of freedom to manage the process and, based on different experiences and values, they attributed different meanings to the management plans.
DOI: 10.6084/m9.figshare.20005740
title: Implementation study contributions to education policy analysis: a brief discussion of the context of BNCC implementation

description: ABSTRACT By turning to contributions from the fields of Political Science and Public Administration, the present article aims to conduct a brief review on implementation studies, originally divided into two contrasting schools. It also discusses Matland’s (1995) synthesizing model developed in the 1990s to reconcile such approaches, by articulating two important attributes by which policies are differentiated. Finally, it investigates how levels of conflict/ambiguity have varied in recent education policies, especially those focused on curriculum standards, such as the Parâmetros Curriculares Nacionais - PCNs [National Curricular Parameters] and Base Nacional Comum Curricular - BNCC [Common National Curricular Base].
DOI: 10.6084/m9.figshare.20005740.v1
title: Implementation study contributions to education policy analysis: a brief discussion of the context of BNCC implementation

description: ABSTRACT By turning to contributions from the fields of Political Science and Public Administration, the present article aims to conduct a brief review on implementation studies, originally divided into two contrasting schools. It also discusses Matland’s (1995) synthesizing model developed in the 1990s to reconcile such approaches, by articulating two important attributes by which policies are differentiated. Finally, it investigates how levels of conflict/ambiguity have varied in recent education policies, especially those focused on curriculum standards, such as the Parâmetros Curriculares Nacionais - PCNs [National Curricular Parameters] and Base Nacional Comum Curricular - BNCC [Common National Curricular Base].
DOI: 10.6084/m9.figshare.20005743
title: What hinders creativity? Investigating middle school students’ perceived influence of barriers to creativity for improving school creativity friendliness

description: ABSTRACT In recent years, cultivation of students’ creativity is a widely recognized goal of modern education. Yet, various barriers hinder the expression of creative ability within the school context. The influence of many barriers that research has identified may vary within different cultural contexts as well as in relation to individual creative ability. In this regard, the present study investigated the perceived influence of certain barriers to creativity on Greek secondary students in terms of their gender and creative ability. For the purposes of the study, 152 young adolescents completed the translated version of Barriers to Personal Creativity (ALENCAR, 1996; MORAIS et al., 2014), while their creative potential was evaluated by the graphic-artistic scales of the Evaluation of Creative Potential Battery (EPoC). Results demonstrated that barriers such as lack of time and opportunities, inhibition, shyness and lack of motivation were perceived by participants as common obstacles that considerably affect their creativity, whilst social repression was reported to be affecting their creativity to a lesser degree. In general, perceptions of obstacles to creativity did not appear to significantly affect students’ creative potential or gender. In this regard, the perceived high influence of specific inhibitors to creativity reflected a climate in Greek schools which in general seems to be of limited friendliness towards creativity. Thus, interventions for enhancing students’ creativity should focus on removing such barriers and improving the school climate.
DOI: 10.6084/m9.figshare.20005743.v1
title: What hinders creativity? Investigating middle school students’ perceived influence of barriers to creativity for improving school creativity friendliness

description: ABSTRACT In recent years, cultivation of students’ creativity is a widely recognized goal of modern education. Yet, various barriers hinder the expression of creative ability within the school context. The influence of many barriers that research has identified may vary within different cultural contexts as well as in relation to individual creative ability. In this regard, the present study investigated the perceived influence of certain barriers to creativity on Greek secondary students in terms of their gender and creative ability. For the purposes of the study, 152 young adolescents completed the translated version of Barriers to Personal Creativity (ALENCAR, 1996; MORAIS et al., 2014), while their creative potential was evaluated by the graphic-artistic scales of the Evaluation of Creative Potential Battery (EPoC). Results demonstrated that barriers such as lack of time and opportunities, inhibition, shyness and lack of motivation were perceived by participants as common obstacles that considerably affect their creativity, whilst social repression was reported to be affecting their creativity to a lesser degree. In general, perceptions of obstacles to creativity did not appear to significantly affect students’ creative potential or gender. In this regard, the perceived high influence of specific inhibitors to creativity reflected a climate in Greek schools which in general seems to be of limited friendliness towards creativity. Thus, interventions for enhancing students’ creativity should focus on removing such barriers and improving the school climate.
DOI: 10.6084/m9.figshare.20005744
title: Parenting Style and Creative Potential of Children

description: Abstract These days, individuals must be able to think and produce creatively. Therefore, stimulating creative abilities forms an important objective for educators and professionals. Parenting style that includes daily child-rearing practices, creativity specific parent-child interactions, and perceptions about creativity relates fundamentally to the development of creative potential. These constructs shape children’s understanding of their environment enabling them to form a mindset, personal qualities, traits and skills that help determine attitudes towards creativity. This preliminary study explored the relationship between parenting style and children’s creative potential. Participating parents responded to questionnaires assessing the level of rigidity structure in daily child rearing practices, creativity specific parent-child interactions, and parental perceptions of their children’s creative self-efficacy. Their children completed the Evaluation of Creative Potential (EPoC) instrument that measures convergent and divergent thinking in graphic and verbal domains. Although, we found no statistically significant relationship between parenting style and creative potential, several parent-child interactions correlated significantly with parental perceptions. The more parents encourage novelty, the more they perceive their children to show creative behavior. Additionally, too much support for direct creativity could diminish certain creativity - related behaviors such as fantasizing. These findings support the notion that parental attitudes and interactive behaviors are significant predictors of children’s creative abilities, thus suggesting possible avenues for further research and educational practices to support novel, discovery activities.
DOI: 10.6084/m9.figshare.20005744.v1
title: Parenting Style and Creative Potential of Children

description: Abstract These days, individuals must be able to think and produce creatively. Therefore, stimulating creative abilities forms an important objective for educators and professionals. Parenting style that includes daily child-rearing practices, creativity specific parent-child interactions, and perceptions about creativity relates fundamentally to the development of creative potential. These constructs shape children’s understanding of their environment enabling them to form a mindset, personal qualities, traits and skills that help determine attitudes towards creativity. This preliminary study explored the relationship between parenting style and children’s creative potential. Participating parents responded to questionnaires assessing the level of rigidity structure in daily child rearing practices, creativity specific parent-child interactions, and parental perceptions of their children’s creative self-efficacy. Their children completed the Evaluation of Creative Potential (EPoC) instrument that measures convergent and divergent thinking in graphic and verbal domains. Although, we found no statistically significant relationship between parenting style and creative potential, several parent-child interactions correlated significantly with parental perceptions. The more parents encourage novelty, the more they perceive their children to show creative behavior. Additionally, too much support for direct creativity could diminish certain creativity - related behaviors such as fantasizing. These findings support the notion that parental attitudes and interactive behaviors are significant predictors of children’s creative abilities, thus suggesting possible avenues for further research and educational practices to support novel, discovery activities.
DOI: 10.6084/m9.figshare.20005746.v1
title: Creatividad. Inteligencia emocional. Implicaiones educativas

description: RESUMEN El objetivo de este trabajo es estudiar la relación entre creatividad e Inteligencia Emocional (IE). En primer lugar, se analizan estudios previos sobre estos dos constructos. En Segundo lugar, presentamos nuestro estudio empírico realizado con dos muestras: 187 estudiantes con alta capacidad (superdotados y talentosos) que completaron el TTCT y el EQ-i: YV; y 228 estudiantes seleccionados de la muestra normativa del EQ-i: YV. Los datos indican que la dimensión intrapersonal muestra correlaciones más fuertes con el pensamiento divergente, y puede predecir modestamente la creatividad. Al comparar a los estudiantes con la alta capacidad y sus compañeros, se encontraron diferencias estadísticamente significativas para el estado de ánimo general y la adaptabilidad (capacidad para manejar el cambio, incluye la resolución de problemas y la flexibilidad, ambos son rasgos de creatividad). Finalmente, se extraen algunas implicaciones educativas sobre cómo fomentar el potencial creativo a través de las emociones.
DOI: 10.6084/m9.figshare.20005746
title: Creatividad. Inteligencia emocional. Implicaiones educativas

description: RESUMEN El objetivo de este trabajo es estudiar la relación entre creatividad e Inteligencia Emocional (IE). En primer lugar, se analizan estudios previos sobre estos dos constructos. En Segundo lugar, presentamos nuestro estudio empírico realizado con dos muestras: 187 estudiantes con alta capacidad (superdotados y talentosos) que completaron el TTCT y el EQ-i: YV; y 228 estudiantes seleccionados de la muestra normativa del EQ-i: YV. Los datos indican que la dimensión intrapersonal muestra correlaciones más fuertes con el pensamiento divergente, y puede predecir modestamente la creatividad. Al comparar a los estudiantes con la alta capacidad y sus compañeros, se encontraron diferencias estadísticamente significativas para el estado de ánimo general y la adaptabilidad (capacidad para manejar el cambio, incluye la resolución de problemas y la flexibilidad, ambos son rasgos de creatividad). Finalmente, se extraen algunas implicaciones educativas sobre cómo fomentar el potencial creativo a través de las emociones.
DOI: 10.6084/m9.figshare.20005749.v1
title: 21st century skills: relationship between creativity and socioemotional skills in Brazilian students

description: ABSTRACT A series of skills are more and more valued in the educational context than cognitive ones. The constructs of creativity and socio-emotional competencies are some of them and were the focus of the study. The aim was to investigate the relationship between both constructs in 362 students from the 3rd (n = 168) and 5th year (n = 194) of Elementary School. That sample was composed of 8 and 15-year-old students (M = 10.3; SD = 1.33) and 180 female, from 13 different municipal public schools in Pernambuco, Brazil. The students answered two creativity tests (figural and verbal) and another that assesses six socio-emotional competencies (openness to experiences, conscientiousness, extraversion, agreeableness, external locus of control, and neuroticism). The results indicated significant and positive correlations between figural creativity and three socio-emotional competencies (conscientiousness, agreeableness, openness to experiences, and locus of control) and between verbal creativity and two socio-emotional dimensions (conscientiousness and agreeableness). Although constructs have shown some commonality, the importance of stimulating both in the educational context is relevant, given the positive results related to these skills, considered essential in the 21st century.
DOI: 10.5281/zenodo.6613085
title: Seasonal sediment plumes in the Krishna-Godavari basin using satellite observations - Dataset

description: Seasonal plume patterns of diffuse attenuation coefficient at the wavelength of 490 nm, K<sub>d</sub>(490), in the coastal waters of Krishna-Godavari, southeast coast of India basin, are examined through remote sensing data collected from July 2002 to October 2021 by the Moderate Resolution Imaging Spectroradiometer (MODIS) on the Aqua platform. This dataset provide point values extracted for K<sub>d</sub>(490) and SST at 16.32°N, 82.603°E in a 3x3 grid for turbidity region for the analysis of inter-annual variability in (a) spring, (b) summer, (c) autumn, and (d) winter during July 2002 to October 2021.
DOI: 10.6084/m9.figshare.20005749
title: 21st century skills: relationship between creativity and socioemotional skills in Brazilian students

description: ABSTRACT A series of skills are more and more valued in the educational context than cognitive ones. The constructs of creativity and socio-emotional competencies are some of them and were the focus of the study. The aim was to investigate the relationship between both constructs in 362 students from the 3rd (n = 168) and 5th year (n = 194) of Elementary School. That sample was composed of 8 and 15-year-old students (M = 10.3; SD = 1.33) and 180 female, from 13 different municipal public schools in Pernambuco, Brazil. The students answered two creativity tests (figural and verbal) and another that assesses six socio-emotional competencies (openness to experiences, conscientiousness, extraversion, agreeableness, external locus of control, and neuroticism). The results indicated significant and positive correlations between figural creativity and three socio-emotional competencies (conscientiousness, agreeableness, openness to experiences, and locus of control) and between verbal creativity and two socio-emotional dimensions (conscientiousness and agreeableness). Although constructs have shown some commonality, the importance of stimulating both in the educational context is relevant, given the positive results related to these skills, considered essential in the 21st century.
DOI: 10.5281/zenodo.6613084
title: Seasonal sediment plumes in the Krishna-Godavari basin using satellite observations - Dataset

description: Seasonal plume patterns of diffuse attenuation coefficient at the wavelength of 490 nm, K<sub>d</sub>(490), in the coastal waters of Krishna-Godavari, southeast coast of India basin, are examined through remote sensing data collected from July 2002 to October 2021 by the Moderate Resolution Imaging Spectroradiometer (MODIS) on the Aqua platform. This dataset provide point values extracted for K<sub>d</sub>(490) and SST at 16.32°N, 82.603°E in a 3x3 grid for turbidity region for the analysis of inter-annual variability in (a) spring, (b) summer, (c) autumn, and (d) winter during July 2002 to October 2021.
DOI: 10.6084/m9.figshare.20005753
title: The vulnerabilities of gifted and talented students: socio-cognitive and affective issues

description: ABSTRACT Dealing with giftedness involves a complex and systemic view, given the heterogeneity of this group. Gifted and talented children and youngsters may have different educational and emotional needs, resulting from their cognitive complexity, greater response intensity, emotional sensitivity, vivid imagination, unique interests, personality characteristics and conflicts that differ from their peers. In response to this complexity, gifted and talented individuals may exhibit maladjusted social behaviors, hostility, aggression, low self-concept, insecurity, frustration, anger, and feelings of inadequacy. When not recognized and worked on, these characteristics can take the individual to a position of vulnerability and socioemotional risk. It is important to have a greater understanding of the gifted person's cognitive, emotional, affective, and social world, in order to reduce the vulnerabilities of this group, bringing awareness about their specific way of acting in the world. Clarification of the differentiated affective characteristics of these students and their specific needs can help parents and teachers to outline an environment more suitable for their development.