Going Back into the Classroom: From the University to the Public School

1999 ◽  
Vol 73 (1) ◽  
pp. 6-10
Author(s):  
John J. Chiodo
Keyword(s):  
Public School ◽  
The Public ◽  
The University

scholarly journals CONVERSAS ENTRE A UNIVERSIDADE E A ESCOLA PÚBLICA: ENCONTRO COM EGRESSOS, MESTRANDOS E PROFESSORES DO PROFLETRAS FFP/UERJ / Talks between the University and the public school: meeting with PROFLETRAS FFP/UERJ’s graduates, master’s students and teachers

2019 ◽  
Author(s):  
Andréa Rodrigues ◽  
Marcia Lisbôa Costa de Oliveira
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
Master's Students ◽  
The Public ◽  
The University

Resenha sobre o II Encontro de Egressos do PROFLETRAS FFP/UERJ e o I Simpósio do PROFLETRAS FFP/UERJ, que aconteceram paralelamente em 25 de junho de 2019 na Faculdade de Formação de Professores da Universidade do Estado do Rio de Janeiro.

scholarly journals Resource Exchange: A Case Study

1982 ◽  
Vol 1 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Geoffrey Nelson ◽  
Edward M. Bennett ◽  
James Dudeck ◽  
Richard V. Mason
Keyword(s):  
Public School ◽  
School Board ◽  
Service Organizations ◽  
Resource Exchange ◽  
The Public ◽  
Exchange Program ◽  
The University ◽  
Training Opportunities ◽  
And Training

This paper describes a resource exchange program between two human service organizations: a public school board and a university. This case study illustrates the utility of the concept of resource exchange as a response to pressures for the effective management of limited human resources. With an emphasis on mutual goals, needs, and strengths, the resource exchange program expanded resources available to both organizations. For the public school board, new services in the form of primary, secondary, and tertiary prevention programs were developed. For the university, research and training opportunities were created. Finally, the fragmentation between and within the organizations was reduced in correspondence with their increased mutual interdependence.

scholarly journals Design, Strategy, and Collaboration: a System an Alternative for Reusing Waste From the Bespoke Furniture Sector

2019 ◽  
Vol 5 (1) ◽  
pp. 24-36
Author(s):  
Viviane G. A. NUNES ◽  
Júlia S. ABRÃO
Keyword(s):  
Public School ◽  
Social Innovation ◽  
Research Process ◽  
The Public ◽  
Design Concepts ◽  
Value Perception ◽  
Strategic Design ◽  
Custom Made ◽  
Innovation Practices ◽  
The University

This work describes the proposal of a collaborative inter-organizational network involving different actors operating as a group. The aim was to reuse the waste generated by the custom-made furniture sector, which is very relevant in Brazil. The presented scenario is the city of Uberlandia/MG/Brazil, a medium-sized city, which produces about 30.000m3/year of furniture production waste. The proposed collaborative network involves a furniture micro-enterprise, a primary public school, and a federal University, with the coordination of the last one, linked by design concepts. The theoretical references are based on the building of inter-organizational collaborative networks, Strategic Design, and Design for Social Innovation and Sustainability. The research methodology was based on an action-research process, and the methods were divided into a literature review, case studies, data collection and the development of new and small products. The obtained results are related to the value perception of collaboration among actors and the importance of continuous social innovation practices but also of technological ones. This confirms the feasibility of absorption of new practices into the daily operations both in the microenterprise and the public school as well within the university, as a way of increasing the positive impacts coming from these initiatives and a chance of scaling up the project.

White Subversion of Public School Desegregation in South Carolina, 1963-1970

2020 ◽  
Vol 60 (2) ◽  
pp. 223-246
Author(s):  
Stephen Lowe
Keyword(s):  
South Carolina ◽  
Public School ◽  
Turning Point ◽  
School Desegregation ◽  
Federal Court ◽  
Public School System ◽  
Court Cases ◽  
University Of South Carolina ◽  
The Public ◽  
The University

Abstract Despite small victories for black South Carolinians in desegregating Clemson College and the University of South Carolina in 1963, federal court cases dealing with public education in the mid- to late 1960s reveal that South Carolina officials were willing to go to great lengths to preserve segregation. 1963 as a turning point on South Carolina’s desegregation history should be reconsidered. The state had no lack of white politicians, bureaucrats, and parents who continued to appeal to the courts to undermine the transformative intent of Brown v. Board. Despite some minor steps toward desegregation—small steps that whites were willing to allow as long as they helped to forestall any real integration—white South Carolinians were able, through legal delay and obfuscation, to subvert the promise of “integration with dignity.” Ultimately, policy-related efforts failed and by the early 1970s, desegregation had become a reality. However, personal defiance successfully thwarted integration, leading some white parents to permanently quit the public school system.

scholarly journals Estágio Supervisionado II no ensino fundamental: uma experiência de atividade na aula de História com uso de jogos em uma escola municipal de Ananindeua/PA

2021 ◽  
Vol 5 (9) ◽  
pp. 148
Author(s):  
Eliandra Gleyce Dos Passos Rodrigues
Keyword(s):  
Teacher Education ◽  
Public School ◽  
School System ◽  
Public School System ◽  
Classroom Teaching ◽  
Teaching Methodology ◽  
History Teaching ◽  
The Public ◽  
School Teaching ◽  
The University

O trabalho tem como objetivo relatar a experiência vivenciada no espaço escolar, prática proporcionada pela disciplina de Estágio Supervisionado II, apresentando como resultados as principais atividades realizadas de observações, de regências e de intervenções em sala de aula. Entende-se que acompanhar a disciplina de História, no sistema público de ensino, é a forma pela qual a Universidade dialoga com o ensino da escola pública e proporciona mecanismos de preparação aos futuros professores. Através desse contato com a escola, que recebe os acadêmicos nas suas práticas de estudo, pesquisa e extensão, e de formação docente na área de História, busca-se também incentivar a promoção de metodologias experimentadas, a serem inseridas no ensino em sala de aula; como resultado deste processo de estágio é apresentado aqui a metodologia de um Quiz Histórico usado em sala de aula.Palavras-Chave: Relato de Estágio Supervisionado II; Sala de Aula; Ensino de História; Metodologia de Ensino. AbstractThis paper aims to report the experience in the school space, which was the supervised internship discipline II, presenting, as results, the main activities, observations and interventions performed in the classroom. It is understood that accompanying the discipline of History in the public school system is the way in which the University not only dialogues with the public school teaching, but also provides the mechanisms for the preparation of future teachers through contact with the school. The public school receives academics from the University for the practice of study, research and teacher education in the area of history, and encourages the promotion of methodologies to be inserted in classroom teaching. As a result of this internship process, we present here the methodology of a Historical Quiz carried out in class.Keywords: Supervised Internship Report II; Classroom; History Teaching; Teaching Methodology.

scholarly journals Can philosophy be incorporated in Caxias? and the voices of children from the periphery

2019 ◽  
Vol 10 (23) ◽  
pp. 19-37 ◽  
Author(s):  
Vanise Cássia Araújo Dutra Gomes
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
State University ◽  
Master's Program ◽  
The Public ◽  
Philosophical Project ◽  
The University

This text reflects on questions arising from the displacements associated with a philosophical project entitled Can philosophy be incorporated in Caxias? The public school bets on thinking, which is carried out with children from a public school located on a periphery in Brazil. This is a university extension project implemented by State University of Rio de Janeiro [UERJ in its Portuguese acronym]. It is coordinated by the Philosophy and Children Studies Group from the master’s program in Education at UERJ and it is developed in Municipal School Joaquim da Silva Peçanha in the municipality of Duque de Caxias in Rio de Janeiro; my workplace. We will try to make a brief foray into living this enigmatic exercise in a territory where the intention is to think about philosophy outside the university walls; a peripheral place where philosophy seems to have always been missing. However, when present, it affirms students’ and teachers’ strong, unique, and different voices as well as their thoughts on children in a Brazilian public school.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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