Navegando por Palavras-chave "School Performance"
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- ItemSomente MetadadadosAplicabilidade De Uma Escala Qualitativa De Sondagem Do Desenvolvimento Acadêmico E Neuropsicomotor Para Alunos Nos Três Primeiros Anos Do Ensino Fundamental Na Percepção Do Professor(Universidade Federal de São Paulo (UNIFESP), 2017-08-28) Juliao, Bruna De Oliveira [UNIFESP]; Mello, Claudia Berlim De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The Evaluation Of Learning, With Emphasis On Monitoring The Progressive Acquisition Of Reading, Writing And Mathematical Skills, As Well As The Development Of Neuropsychomotor Skills, Can Be A Process Of Extreme Importance In The Detection Of Children At Risk For Learning Problems, As Well As In The Identification Of Individual Needs That Subsidize Appropriate Educational Interventions That Promote A Satisfactory Learning. However, In Brazil, There Are Still Few Instruments, Destined For Teachers In A Classroom Context, That Specifically Consider Neuropsychomotor Milestones Of Students In Elementary Grades. Thus, The Development Of Instruments That Help Teachers In Their Pedagogical Practice, By Guiding And Monitoring The Progress Of Pupils' Academic And Neuropsychomotor Development Throughout The School Year Is Necessary. This Study Aimed To Analyze How Teachers Evaluated The Adequacy And Applicability Of A Qualitative Scale Of Academic And Neuropsychomotor Development For Students In The First Three Years O
- ItemSomente MetadadadosA Aritmética Sob Medida: A Matemática Em Tempos Da Pedagogia Científica(Universidade Federal de São Paulo (UNIFESP), 2017-08-23) Pinheiro, Nara Vilma Lima [UNIFESP]; Valente, Wagner Rodrigues [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This study addresses the changes in school arithmetic in times of scientific pedagogy. These are times in which pedagogy, in the name of science, treats, in an unprecedented way, the teaching programs, knowledge to teach and school books, as well as introducing forms considered objective for evaluation. The delimited period for the research begins in the late 19th century, with the installation of laboratories that aimed to study the child in the school space, extending until the first half of 20th century, with the closing of the activities or with the modification of the statute of these same laboratories, which no longer focus on education. In order to show the changes in arithmetic, the research analyzed, from the viewpoint of Cultural History, different documentary sources, such as: periodicals, reports, minutes of meetings, manuals, and textbooks, among many others. The analysis of the research sources revealed the constitution of a tailor-made arithmetic, prepared with the aim of following a psychological order, adjusted to children’s maturity, replacing the logical order of arithmetic itself.
- ItemSomente MetadadadosDesempenho escolar e de linguagem em crianças nascidas com baixo peso(Universidade Federal de São Paulo (UNIFESP), 2020-06-19) Nepomuceno, Pablo Felicio [UNIFESP]; Puccini, Rosana Fiorini [UNIFESP]; Universidade Federal de São PauloObjectives: To verify associations between low birth weight, according to socio-demographic conditions and receptive and expressive language performance in the semantic, syntactic-semantic and pragmatic aspects, of metalinguistic, reading, writing and arithmetic skills of children between 6 and 10 years, enrolled in public schools in the municipality of Embu das Artes; specifically, to verify the association between reading and writing performance and arithmetic in this population. Method: 315 schoolchildren (176 girls and 139 boys) participated in the study, aged between 6.0 and 10.9 years, enrolled from the 1st to the 4th grade of Elementary School in municipal public schools of Embu das Artes. Of these children, 180 were born with low weight (<2500g) and 135 with weight equal to or above 2500g. The students were taken advantage of in terms of performance in writing, arithmetic and reading, by the Test of School Performance-TDE; and performance in receptive and expressive language and metalinguistic skills by the Language Competence Test-TLC (Ambiguous Sentences, Listening Comprehension: Making Inferences, Speaking: Recreating Acts of Speech and Figurative Language); the information attributed by the schools regarding the performance in the subjects of Portuguese Language (LP) and Mathematics (Mat) was presented, through School Mentions-ME. For data analysis, students were grouped into quartiles according to birth weight (P1: <2170g, P2: between 2171g and 2450g, P3: between 2451g and 3150g and P4:> 3150g). In order to verify the role of birth weight and the other variables considered in the study outcomes, comparisons, correlations and regressions were analyzed. Results: Weight at birth, in isolation, highlighting positive correlations with the Reading Subtest and the General performance of TDE, with P1 presenting a worse performance to the other groups. Birth weight, child and maternal education are dissipating as predictors of TDE and TLC performance. Overlapping the other predictor variables, the education of the participants influenced all the outcomes of the TDE and TLC. Different correlations were identified between the Arithmetic Subtest and the Writing and Reading Subtest to groups in each birth weight range and to the total number of individuals, regardless of birth weight range. Conclusion: Birth weight had a clinically measurable impact on the students' oral and written language. In isolation, birth weight affected aspects of written language, more specifically in reading. Already, added to other variables that predict associations in view of the clinical outcomes of interest in the study, birth weight demonstrated an influence on aspects of writing, arithmetic and metalinguistic competence in recognizing ambiguities. Although, the weight at birth of an individual can interfere with his development of oral and written language, the determination of these processes occurs in the face of a complex interaction that also includes sociodemographic factors such as advancement in schooling and family support, often represented by schooling maternal. In addition, students showed partial associations between performance in arithmetic, reading and writing, suggesting the existence of common mental processes between written language and mathematics.