Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo

Detalhes bibliográficos
Autor(a) principal: Coser, Danila Secolim
Data de Publicação: 2009
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/3029
Resumo: Parental involvement can be crucial for children s academic success; however, parents often don t have appropriate repertoire to deal with scholar difficulties or to promote autonomous and effective study behaviors in their children. The purpose of this study is to develop and evaluate an intervention program with children s guardians, particularly of those children with a history of low school performance. Participated in the research three guardians of children (two mothers and one grandfather), indicated by teachers as having learning difficulties, which were submitted to the Teaching Program, and also the teachers and the children, who studied at a municipal elementary school in a small town of the state of São Paulo. Initially, information was collected in order to determine the starting repertoire of the apprentices in the teaching program, through interviews with the children, their parents and teachers. The Teaching Program consisted of eight meetings in which was presented information and examples of aspects that promote the behavior of studying at home, in addition to several exercises for evaluation of performance and homework proposals regarding the themes discussed in the program. The parents received an instructional material to help with the explanation of teaching units and suggested activities. Due to holidays in the end of the school year, the intervention meetings were interrupted after the fourth session, but resumed in 60 days. On resumption, the parents were re-interviewed and responded to questions of true or false, concerning the units discussed up to that moment. Teachers, who had finished the school year, were also submitted to an interview. After the completion of the Teaching Program, information was collected as measures of post-test through interviews with parents, children and teachers of the new school year. In addition to the interview, the parents answered a questionnaire of satisfaction about the Teaching Program and a general simulation exercise. A follow-up interview was conducted six months after the post-test, again with the parents, teachers and children, and the parents also went through a new simulation for performance verification. The results show that the program enables the identification of changes in the repertoire of the parents in dealing with the children s study and/or the daily routine of interaction in the family environment, especially for one of the three participants in the period between the pre and post-test. Little evidence of maintenance of these changes was observed in the follow-up interviews. Some indication of improvement in the behavior of study and school performance of children, even minor, could also be identified in the teachers report. The discussion highlights the variables that may be important to understand these results and to advance in the creation of strategies for development, implementation and evaluation of Teaching Programs that are effective for teaching parents to promote appropriate study behaviors in children in order to promote appropriate study repertoires, as well as overcome and prevent school failure.
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spelling Coser, Danila SecolimCortegoso, Ana Lúciahttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4783619U5http://lattes.cnpq.br/13877661614502238d53c9a8-accb-423b-8af7-52b19fb419202016-06-02T19:46:07Z2009-09-162016-06-02T19:46:07Z2009-02-19COSER, Danila Secolim. Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo. 2009. 350 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/3029Parental involvement can be crucial for children s academic success; however, parents often don t have appropriate repertoire to deal with scholar difficulties or to promote autonomous and effective study behaviors in their children. The purpose of this study is to develop and evaluate an intervention program with children s guardians, particularly of those children with a history of low school performance. Participated in the research three guardians of children (two mothers and one grandfather), indicated by teachers as having learning difficulties, which were submitted to the Teaching Program, and also the teachers and the children, who studied at a municipal elementary school in a small town of the state of São Paulo. Initially, information was collected in order to determine the starting repertoire of the apprentices in the teaching program, through interviews with the children, their parents and teachers. The Teaching Program consisted of eight meetings in which was presented information and examples of aspects that promote the behavior of studying at home, in addition to several exercises for evaluation of performance and homework proposals regarding the themes discussed in the program. The parents received an instructional material to help with the explanation of teaching units and suggested activities. Due to holidays in the end of the school year, the intervention meetings were interrupted after the fourth session, but resumed in 60 days. On resumption, the parents were re-interviewed and responded to questions of true or false, concerning the units discussed up to that moment. Teachers, who had finished the school year, were also submitted to an interview. After the completion of the Teaching Program, information was collected as measures of post-test through interviews with parents, children and teachers of the new school year. In addition to the interview, the parents answered a questionnaire of satisfaction about the Teaching Program and a general simulation exercise. A follow-up interview was conducted six months after the post-test, again with the parents, teachers and children, and the parents also went through a new simulation for performance verification. The results show that the program enables the identification of changes in the repertoire of the parents in dealing with the children s study and/or the daily routine of interaction in the family environment, especially for one of the three participants in the period between the pre and post-test. Little evidence of maintenance of these changes was observed in the follow-up interviews. Some indication of improvement in the behavior of study and school performance of children, even minor, could also be identified in the teachers report. The discussion highlights the variables that may be important to understand these results and to advance in the creation of strategies for development, implementation and evaluation of Teaching Programs that are effective for teaching parents to promote appropriate study behaviors in children in order to promote appropriate study repertoires, as well as overcome and prevent school failure.O envolvimento dos pais pode ser determinante para o sucesso escolar de seus filhos; contudo, muito frequentemente os pais não possuem repertórios apropriados para lidar com dificuldades escolares ou promoverem comportamentos de estudo autônomos e eficazes em suas crianças. O presente estudo teve como objetivo desenvolver e avaliar um programa de intervenção junto a responsáveis de crianças, particularmente aquelas que apresentem história de baixo rendimento escolar. Participaram da investigação, três responsáveis (duas mães e um avô) de crianças, indicadas por professoras como apresentando dificuldades de aprendizagem, que foram submetidos ao programa de ensino, além das professoras e as crianças, que estudavam em uma escola municipal de ensino fundamental de uma cidade de pequeno porte do interior de São Paulo. Inicialmente foram coletadas informações para conhecer o repertório de entrada dos aprendizes do programa de ensino, por meio de entrevistas com os responsáveis, crianças e professores. O programa de ensino consistiu de oito encontros, nos quais foram apresentadas informações e exemplos de aspectos favorecedores do comportamento de estudar em casa, além de serem realizados exercícios diversos para avaliação de desempenho e proposição de tarefas de casa referente a temas abordados. Os responsáveis receberam uma apostila que ajudava na discussão das unidades de ensino e atividades propostas. Devido às férias escolares do final do ano letivo, os encontros da intervenção foram interrompidos após a quarta sessão, sendo retomado em 60 dias. Na retomada, os responsáveis foram novamente entrevistados e responderam a perguntas de verdadeiro ou falso, referente às unidades discutidas até aquele momento. Os professores, que haviam encerrado o ano letivo, também se submeteram a uma entrevista. Após a finalização do programa de ensino, foram coletadas informações como medidas de pós-teste, por meio de entrevistas com responsáveis, crianças e as professoras do novo ano letivo. Além da entrevista, os responsáveis responderam ainda a um questionário de satisfação do programa de ensino e a um exercício de simulação geral. Uma entrevista de seguimento também foi realizada seis meses após a realização do pós-teste, novamente com os responsáveis, professores e crianças, sendo que os primeiros também responderam a uma nova simulação para verificação do desempenho. Os resultados demonstram que o programa possibilitou identificar algumas mudanças no repertório dos responsáveis ao lidar com o estudo de crianças e/ou na rotina diária de interação no ambiente familiar, principalmente para um dos três participantes, no período entre o pré e o pós-teste. Poucos indícios de manutenção dessas mudanças foram observados nas entrevistas de seguimento do estudo. Algumas indicações de melhorias no comportamento de estudo e rendimento escolar das crianças, ainda que pouco significativas, também puderam ser identificadas no relato dos professores. São discutidas algumas variáveis que podem ser importantes para compreender estes resultados e para avançar na criação de estratégias para elaboração, implementação e avaliação de programas de ensino que sejam eficazes para ensinar pais a promoverem comportamentos de estudos adequados em crianças, a fim de promover repertórios de estudo apropriados, bem como superar e prevenir o fracasso escolar.Universidade Federal de Sao Carlosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialTreinamento de paisTécnicas de estudo - paisRendimento escolarComportamento de estudoParents trainingStudy behaviorLow school performanceCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALAvaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-173bd0829-1c19-4f33-a0c7-444b8cc09c27info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2318.pdfapplication/pdf3557390https://repositorio.ufscar.br/bitstream/ufscar/3029/1/2318.pdfd82bccd21068c2e57fe54a2127820103MD51THUMBNAIL2318.pdf.jpg2318.pdf.jpgIM Thumbnailimage/jpeg6560https://repositorio.ufscar.br/bitstream/ufscar/3029/2/2318.pdf.jpg82bfbf789726ea7d45348153846fd7b8MD52ufscar/30292023-09-18 18:30:53.781oai:repositorio.ufscar.br:ufscar/3029Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:53Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
title Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
spellingShingle Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
Coser, Danila Secolim
Educação especial
Treinamento de pais
Técnicas de estudo - pais
Rendimento escolar
Comportamento de estudo
Parents training
Study behavior
Low school performance
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
title_full Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
title_fullStr Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
title_full_unstemmed Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
title_sort Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo
author Coser, Danila Secolim
author_facet Coser, Danila Secolim
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/1387766161450223
dc.contributor.author.fl_str_mv Coser, Danila Secolim
dc.contributor.advisor1.fl_str_mv Cortegoso, Ana Lúcia
dc.contributor.advisor1Lattes.fl_str_mv http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4783619U5
dc.contributor.authorID.fl_str_mv 8d53c9a8-accb-423b-8af7-52b19fb41920
contributor_str_mv Cortegoso, Ana Lúcia
dc.subject.por.fl_str_mv Educação especial
Treinamento de pais
Técnicas de estudo - pais
Rendimento escolar
Comportamento de estudo
topic Educação especial
Treinamento de pais
Técnicas de estudo - pais
Rendimento escolar
Comportamento de estudo
Parents training
Study behavior
Low school performance
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Parents training
Study behavior
Low school performance
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description Parental involvement can be crucial for children s academic success; however, parents often don t have appropriate repertoire to deal with scholar difficulties or to promote autonomous and effective study behaviors in their children. The purpose of this study is to develop and evaluate an intervention program with children s guardians, particularly of those children with a history of low school performance. Participated in the research three guardians of children (two mothers and one grandfather), indicated by teachers as having learning difficulties, which were submitted to the Teaching Program, and also the teachers and the children, who studied at a municipal elementary school in a small town of the state of São Paulo. Initially, information was collected in order to determine the starting repertoire of the apprentices in the teaching program, through interviews with the children, their parents and teachers. The Teaching Program consisted of eight meetings in which was presented information and examples of aspects that promote the behavior of studying at home, in addition to several exercises for evaluation of performance and homework proposals regarding the themes discussed in the program. The parents received an instructional material to help with the explanation of teaching units and suggested activities. Due to holidays in the end of the school year, the intervention meetings were interrupted after the fourth session, but resumed in 60 days. On resumption, the parents were re-interviewed and responded to questions of true or false, concerning the units discussed up to that moment. Teachers, who had finished the school year, were also submitted to an interview. After the completion of the Teaching Program, information was collected as measures of post-test through interviews with parents, children and teachers of the new school year. In addition to the interview, the parents answered a questionnaire of satisfaction about the Teaching Program and a general simulation exercise. A follow-up interview was conducted six months after the post-test, again with the parents, teachers and children, and the parents also went through a new simulation for performance verification. The results show that the program enables the identification of changes in the repertoire of the parents in dealing with the children s study and/or the daily routine of interaction in the family environment, especially for one of the three participants in the period between the pre and post-test. Little evidence of maintenance of these changes was observed in the follow-up interviews. Some indication of improvement in the behavior of study and school performance of children, even minor, could also be identified in the teachers report. The discussion highlights the variables that may be important to understand these results and to advance in the creation of strategies for development, implementation and evaluation of Teaching Programs that are effective for teaching parents to promote appropriate study behaviors in children in order to promote appropriate study repertoires, as well as overcome and prevent school failure.
publishDate 2009
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2016-06-02T19:46:07Z
dc.date.issued.fl_str_mv 2009-02-19
dc.date.accessioned.fl_str_mv 2016-06-02T19:46:07Z
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dc.identifier.citation.fl_str_mv COSER, Danila Secolim. Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo. 2009. 350 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/3029
identifier_str_mv COSER, Danila Secolim. Avaliação de programa para capacitar pais como agentes de promoção de comportamentos de estudo. 2009. 350 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.
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