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Distribuições discretas zero-modificadas para modelar dados de contagem zeros faltantes
(Universidade Federal de São Carlos, 2020-01-24) Mascarin, Isis Fernanda; Conceição, Katiane Silva; https://lattes.cnpq.br/5789619620619667; https://lattes.cnpq.br/2019010537446525
The analysis of count data takes an important place in applied statistics, since many real problems are expressed in terms of counts. Frequently, count data sets have discrepancies in the frequency of the zero observation, which may be high or low, and in these cases the set is referred as zero-inflated or zero-deflated, respectively. Besides, there are situations where the zero observation does not occur in the data set, and often zero-truncated models are inadequately considered, since there is a positive probability (and not a null one) for such event, although it has not occurred. The main aim of this dissertation is to present the procedure for parameter estimation of the zero-modified distributions in situations where the frequency of zero observation in the data set is zero and the occurrence probability of this same value is positive (zero-deflated). The proposed methodology considers the estimation of missing zeros in the data set consisting only of positive observations, such that the increased data set (with the estimated zeros included) can be explained by a traditional distribution. Moments and maximum likelihood methods are considered for the estimation procedure using the estimation-maximization algorithm. Simulation and artificial data studies are used to evaluate the properties of the estimators and estimates obtained. Real data sets with different cases of zero-modification are also analyzed.
Coensino e Educação Física Escolar: perspectivas colaborativas para a inclusão de estudantes com deficiência
(Universidade Federal de São Carlos, 2020-01-24) Gatti, Melina Radaelli; Munster, Mey de Abreu Van; https://lattes.cnpq.br/7861049737421476; https://lattes.cnpq.br/7187512951398411
The enrollment of students with disabilities in ordinary schools has increased steadily in recent years. From the perspective of inclusive education, school physical education has sought to ensure opportunities for effective participation for students with disabilities, however, the physical education teacher still faces many challenges. Among the various difficulties faced by this professional, the lack of support services for inclusion in his area stands out. As a consequence, most students with disabilities are attending classes, but are not effectively participating in activities related to this curricular component. Then there is an interest in investigating the co-teaching as a possibility of support service for the Physical Education teacher. Thus, the general objective of the study focuses on analyzing the possibilities and limitations of the co-teaching as a support service to promote the inclusion of students with disabilities in the context of school Physical Education, from a collaborative perspective. Specifically, it is intended: to describe and analyze the forms of intervention with the protagonist agents (Physical Education Teacher, student with disabilities and their peers) involved in this process; to identify the different types of support provided by the collaborating teacher, a specialist in Special Education (researcher) in school Physical Education classes; and to evaluate co-teaching based intervention from the perspective of Physical Education teachers. This is a study with a qualitative approach, characterized as collaborative research. Data collection was carried out in two municipal schools in a small city in the interior of the state of São Paulo, selected for convenience criteria. The participants were three Physical Education teachers, their respective classes and a collaborating teacher specialized in school Physical Education. The role of collaborating teacher was played by the researcher, a specialist in Physical Education at School and Special Education. As instruments of data collection, semi-structured interviews and systematic observation were used. The treatment of the data was based on thematic analysis and the results were presented in three parts: step I describes the intervention with each of the participants (case 1, case 2 and case 3), highlighting the various phases of collaborative action (communication, co-planning, codocence, co-evaluation); stage II addresses the support modalities of the co-teaching in Physical Education classes; stage III covers the co-teaching from the perspective of the participating teachers, according to the following thematic categories: 1. inclusion in Physical Education classes; 2. Interpersonal relationships, a) teacher x student with disabilities, b) student with disabilities x class; 3. collaboration / co-teaching. It is concluded that the co-teaching, as a teaching model and support service, provided different supports favorable to the inclusion process of students with disabilities; it was possible to apply the co-teaching models found in the literature, verifying the effectiveness of this collaborative intervention in the context of school Physical Education.