This mixed methods case study investigated mathematics teachers‘ perspectives of the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and the potential for students‘ achievement. The population was 55 teachers from elementary, middle, and secondary schools in a metropolitan area. The three research questions guiding this study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process on their mathematical content knowledge? (2) What are the perspectives of teachers on the impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the perspectives of teachers on the potential impact of the Lesson Study Process on their students‘ achievement? Literature pertaining to constructivism, teacher professional development, and Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were examined both quantitatively and qualitatively to determine common categories, themes, and connections to each of the research questions. The teachers believed that their mathematics content knowledge was positively affected in the areas of deeper understanding which led to an increase in self-confidence. The teachers also believed that their pedagogical knowledge was enhanced in the areas of planning and attention to student thinking. Finally, the teachers mentioned five areas for potential improvement in students‘ achievement. They included: students‘ increased conceptual understanding of the topics taught during the research lessons, planning lessons more thoroughly by making them relevant to the students‘ daily lives and planning it within the context of the state‘s curriculum, shifting the focus of an in-class observation from the teacher‘s performance to student thinking, and a similar shifting of the manner in which students are assessed—from right/wrong answers to seeking thought processes whereby the student may correct misunderstanding.

This thesis deals with professional liability insurance. It discusses professional liability insurance, including specifics relating to this insurance. The thesis analyzes the framework agreement concluded by selected professional associations with insurance companies. It examines the situation on the Czech market in terms of this insurance product.

Thesis advisor: Vincent Cho / Thesis advisor: Diana C. Pullin / This study explored the role of professional learning communities for district leadership implementing large-scale technology initiatives such as 1:1 implementations (one computing device for every student). The existing literature regarding technology leadership is limited, as is literature on how districts use existing collaborative structures such as professional learning communities (PLCs) to implement technology initiatives. This study examined how superintendents and their leadership teams expect educator collaboration and whether and how they connect these expectations to large-scale technology implementation. Specifically, the concept of professional learning communities (PLCs) and their constructs were studied as collaborative mechanisms designed to support educators implementing large-scale technology initiatives. This qualitative study employs a multiple case study method to explore how the use of collaborative structures supported large-scale technology implementation in five school districts. These respondents and their stories detail a unique moment in educational leadership as increasing numbers of districts seek to implement such large-scale initiatives in school systems. Study results highlight how superintendents use leadership planning and implementation teams to serve as PLCs at the district level. This study confirms that the collaborative constructs of the PLC do serve to assist in the implementation of large-scale technology implementations in school systems, but largely at the central office strategic planning level. Superintendents utilize these collaborative structures for personal learning as they design implementation but do not scale up such structures for use by all educators across the implementation or system. Recommendations are made for use of collaborative structures to create technology educator learning ecologies across school systems. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Elizabeth A. Twomey / Thesis advisor: James Marini / This qualitative case study focused on a Response to Intervention (RTI) literacy initiative in a suburban elementary school near an urban area in New England. The initiative incorporated professional development about RTI and implementation of components of an RTI model. The participant-researcher analyzed teachers' feedback regarding the professional development and the RTI model, as the initiative developed, with a specific focus on the teachers' perceptions about the impact of the initiative on the school's capacity to effectively instruct urban students of color who are participants in a voluntary desegregation program. The professional development about RTI incorporated three features which are recommended for professional learning communities: content which is research-based, process which includes reflection and dialogue, and context which is job-embedded. The RTI model utilized the "problem-solving" approach, and incorporated progress-monitoring and interventions. The findings from the study indicated that the combination of three elements (sustained professional development about RTI, implementation of RTI in the school setting, and conversations and questions about addressing the needs of urban students of color) resulted in increased teacher confidence in their ability to provide effective instruction to this population of students. Further, the interaction of these three elements resulted in identification of next steps which the teachers believe will specifically address these students' needs. However, several teachers questioned whether RTI was adequate to address the complex issues of students of color in a voluntary desegregation program. They recognized that they needed more information about effective instructional strategies to match the learning profiles of this population of students. Combining the results of this case study with the recommendations of the professional literature about culturally responsive teaching, it appears that Response to Intervention has the potential to address the learning needs of urban students of color, but only if practitioners incorporate some basic principles of culturally responsive teaching. Integrating the results of this study with the professional literature about Response to Intervention, culturally responsive teaching, and effective professional development, the participant-researcher recommends that policymakers and educators should consider incorporating culturally responsive teaching into their RTI models in order to truly make RTI effective for addressing the achievement gap. Further, the researcher recommends that schools should provide sustained professional development (with content based upon research, process which includes reflection and dialogue, and context which is job-embedded) to increase teachers' understanding about Response to Intervention and about culturally responsive teaching. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

O sucesso de uma educação com qualidade compreende vários fatores que se relacionam e se somam para um processo educativo significativo, entre eles: estrutura física e financeira, políticas públicas de educação e formação profissional de qualidade. O professor trabalha com alunos que apresentam diferentes perfis e que por isso aprendem de formas diversas. Em meio a diversidade estão aqueles alunos que apresentam Distúrbios Específicos de Aprendizagem. Por isso, uma questão importante diz respeito a: como o professor constrói seus conhecimentos para atender as necessidades educacionais desse aluno? Ainda: diante de um cenário de sala de aula com diversas necessidades, o que norteia suas práticas e o que é modificado nas mesmas quando encontram um aluno com algum Distúrbio Específico de Aprendizagem? Assim, o presente estudo teve como objetivo elaborar e aplicar um programa de formação profissional sobre os distúrbios específicos de aprendizagem para aprofundar os conhecimentos teóricos e práticos, de professores de 1º ao 5º ano do ensino fundamental, aferidos a partir de um questionário prévio. Para tanto, foi oportunizado um curso de Atualização para professores de 58 horas com a temática sobre os Distúrbios Específicos de Aprendizagem. Após a intervenção, por meio do curso de atualização no processo de formação continuada, houve significativa mudança na fala dos professores quanto aos conhecimentos e práticas em sala de aula, evidenciando a importância de uma formação profissional que contribua para a discussão e conhecimentos sobre o tema Distúrbios Específicos de Aprendizagem, tanto no modo inicial como continuado. / The success of a quality education comprises several factors that are related and added to a significant educational process, among them: physical and financial structure, public education policies and professional quality training. The teacher works with students who have different profiles, and learn of various forms. In the midst of the diversity are those students that present Specific Learning Disorders. Therefore, an important issue concerns: how the teacher build their knowledge to meet the educational needs of this student? Besides: in a classroom setting with diverse needs, what guides teachers practice and what is modified when they find a student with a Specific Learning Disorder? Thus, the present study aimed to develop and apply a program of professional training on the specific learning disorders to deepen theoretical and practical knowledge of teachers from 1st to 5th grade of elementary school, measured from a prior questionnaire. So, it was provided an update course for teachers of 58 hours with the theme of the Specific Learning Disorders. After the intervention, the course of continuous formation process update, there was significant improving in the teacher´s speech about the practices in the classroom, highlighting the importance of professional training to contribute to the discussion and knowledge on the subject of Specific Learning Disorders, both in initial mode as in continued mode.

Os Mestrados Profissionais em Administração (MPAs) foram criados como respostas ao desafio de aproximar a realidade contemporânea e a pesquisa acadêmica, assim como para possibilitar a expansão da pós-graduação brasileira por meio do autofinanciamento dos cursos. Como uma modalidade relativamente recente no país, representam oportunidades de renovação e instigam discussões sobre seus objetivos, identidade e resultados. Entre os aspectos que podem ser renovados na área de ensino em Administração por meio dos MPs está o modelo de ensino e aprendizagem. Esse trabalho teve o objetivo de analisar o uso das Arquiteturas Pedagógicas Inovadoras nos MPAs no Brasil, seu estado atual, particularidades, potencialidades e desafios. A Arquitetura Pedagógica (AP) é constituída por quatro elementos: a) aspectos organizacionais, b) aspectos de conteúdo, c) aspectos metodológicos, e d) aspectos tecnológicos (Behar, 2009; 2011). O referencial teórico foi orientado a propor o conceito das Arquiteturas Pedagógicas Inovadoras (APIs), que ocorrem quando a configuração da AP propicia e instiga a aprendizagem ativa (Anthony, 1996; Bonwell & Eison, 1991; Koohang, 2012; Loeb, 2014; Michael, 2006; Niemi, 2002; Sawyer, 2011), a aprendizagem significativa (Ausubel, 2000; Hay, 2007; Huang, Chiu, Liu, & Chen, 2011; Novak & Cañas, 2010; Novak, 2002; Saiia, Macy, & Boyd, 2008) e a aprendizagem colaborativa (Fischer, Bruhn, Gräsel, & Mandl, 2002; Grau & Whitebread, 2012; Jang, 2015; Kreijns, Kirschner, & Jochems, 2003; Nussbaum, Alvarez, McFarlane, Gomez, Claro, & Radovic, 2009; Sawyer & DeZutter, 2009; Strijbos & Fischer, 2007). A metodologia teve abordagem qualitativa e foi dividida em duas etapas: na primeira, foram entrevistados 12 especialistas em MPAs, a fim de identificar inovações nos modelos de ensino e aprendizagem desses programas. A segunda etapa selecionou quatro casos para aprofundamento, tendo como unidade de análise a Arquitetura Pedagógica das disciplinas. Foram realizadas ao todo 34 entrevistas, em um total de 1.704 minutos, que foram transcritos e analisados, assim como os 40 documentos ligados aos casos estudados. A análise dos dados foi baseada no modelo de análise de dados qualitativos de Miles, Huberman, & Saldaña (2014), uma vez que esse modelo permite a condensação, visualização, elaboração e verificação de conclusões, valorizando a riqueza dos dados. Os resultados permitiram a proposição de um modelo teórico e de tipologia para as APIs, baseados no continuum de cada dimensão: Aprendizagem Passiva e Ativa; Aprendizagem Mecânica e Significativa; e Aprendizagem Independente e Colaborativa. As configurações encontradas nos casos estudados foram: Caso 1 (ASC+, o que significa que a AP daquele caso promoveu aprendizagem ativa, significativa e colaborativa com altos índices); Caso 2 (ASC, ativa, significativa e colaborativa); Caso 3 (SC, promoveu aprendizagem significativa e colaborativa, mas obteve índice zero na dimensão de aprendizagem ativa/passiva); e Caso 4 (PSC, pois promoveu aprendizagem passiva, significativa e colaborativa). A análise das Arquiteturas Pedagógicas Inovadoras nos casos estudados permitiu validar e complementar o modelo teórico proposto. A visão das APIs permite que cada professor ou grupo de professores encontrem a sua maneira de promover aprendizagem ativa, significativa e colaborativa, mas exige clareza de propósito, esforços por uma relação coerente entre os aspectos da arquitetura e conhecimento dos educadores sobre os métodos de aprendizagem aplicados. / The Professional Masters in Business Administration (PMAs) were created as responses to the challenge of approach both contemporary reality and academic research, as well as to allow for the expansion of the Brazilian graduate through self-financed courses. As a relatively new type of course in the country, it represents opportunities for renewal and instigate discussions about its goals, identity and results. Among the aspects that can be renewed in the Administration area through the MPs is the model of teaching and learning. This work aimed to analyze the use of Innovative Pedagogical Architectures (IPA) in MPAs in Brazil, its current state, characteristics, strengths and challenges. The Pedagogical Architecture (PA) consists in four elements: a) organizational aspects, b) aspects of content, c) methodological aspects, and d) technological aspects (Behar, 2009; 2011). The theoretical framework aimed to propose the concept of Innovative Pedagogical Architectures which occur when the AP\'s configuration provides and instigates active learning (Anthony, 1996; Bonwell & Eison, 1991; Koohang, 2012; Loeb, 2014; Michael , 2006; Niemi, 2002; Sawyer, 2011), meaningful learning (Ausubel, 2000; Hay, 2007; Huang, Chiu, Liu, & Chen, 2011; Novak & Cañas, 2010; Novak, 2002; Saiia, Macy, & Boyd, 2008) and collaborative learning (Fischer, Bruhn, Gräsel, & Mandl, 2002; Grau & Whitebread, 2012; Jang, 2015; Kreijns, Kirschner, & Jochems, 2003; Nussbaum, Alvarez, McFarlane, Gomez Bright & Radovic, 2009; Sawyer & DeZutter, 2009; Strijbos & Fischer, 2007). The methodology had a qualitative approach and was divided into two stages: first, we interviewed 12 Brazilian experts in PMAs in order to identify innovations in teaching and learning models in these programs. In the second stage four cases were selected to study, with the focus on the unit of analysis: The Pedagogical Architecture of the disciplines. We conducted 34 interviews, which resulted in a total of 1,704 minutes, which were transcribed and analyzed, as well as the 40 documents related to the cases. Data analysis was based on the qualitative data analysis model proposed by Miles, Huberman, & Saldaña (2014), as this model allows condensation, exhibition, drawing and verifying conclusions, valuing the richness of collected data. The results allowed to propose a theoretical model and a typology for the IPAs, based on the continuum of each dimension: Passive and Active learning; Rote and Meaningful learning; and Independent and Collaborative learning. The settings found in the cases studied were: Case 1 (ASC +, which means that the PA promoted active, meaningful and collaborative learning with high rates); Case 2 (ASC, active, meaningful and collaborative learning); Case 3 (SC, promoted meaningful and collaborative learning, but got zero score in the dimension of active/passive learning); and Case 4 (PSC, as it promoted passive, meaningful and collaborative learning). Innovative Pedagogical Architectures found in the case studies allowed us to validate and complement the proposed theoretical model. The vision of IPAs enables each teacher or group of teachers to find their way to promote active, meaningful and collaborative learning, but requires clarity of purpose, seeking for a consistent relationship between aspects of architecture and knowledge of educators on learning methods applied

Thesis advisor: Ted I. K. Youn / Independent professional schools were a significant part of higher education in the United States until the rise of universities at the beginning of the 20th century. In the 21st century, the overwhelming majority of professional schools are indeed affiliated with universities; however there are a growing number of professional schools in variety of fields that are independent. The institutional perspective from organizational theory suggests these schools, like all organizations, must be creating and maintaining legitimacy in order to survive. This multiple case study explores how independent professional schools of acupuncture and Oriental medicine (AOM) demonstrate legitimacy over time. Analysis was focused on temporal patterns, correlations, and interdependencies between and/or among particular legitimizing activities within institutions, and global patterns of legitimizing activities across different institutions. Data were analyzed with specific reference to the possibility that there are multiple alternative paths to legitimacy outside of isomorphism with educational myths and structures. Findings included identification of higher education, health care, context, the profession, and business as the five arenas in which AOM schools signal their legitimacy, as well as general patterns of signaling to these arenas across all institutions over the past twenty years. Signals in each arena ebb and flow between relatively narrow limits, and it is not possible for schools to increase their signals in all areas simultaneously. Over time, the business and academic signals are generally increasing, contextual and professional signals decreasing, and health care remains fairly stable. This research marks an initial effort bring scholarly awareness both to schools of acupuncture and Oriental medicine to independent professional schools as a group. It offers support for the idea that there are multiple avenues for demonstrating legitimacy, and suggests a model for the arenas in which legitimacy operates for independent professional schools. In addition, this research articulated the concept of multi-liminality as both a characteristic of independent professional schools and an important feature for future research. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

A preocupação com a identificação das competências individuais dos profissionais da enfermagem torna-se fator principal para o desenvolvimento dos processos de seleção, avaliação de desempenho e treinamento e desenvolvimento. Este estudo foi desenvolvido com o objetivo geral de construir um perfil de competências de enfermeiros e os objetivos específicos de conhecer a relevância atribuída, pelo enfermeiro, aos indicadores de comportamentos das competências e redefinir as competências conforme os comportamentos que as compõem. O método utilizado foi o descritivo, exploratório com abordagem quantitativa. A população foi constituída pelos 125 enfermeiros de uma instituição hospitalar da rede privada (UCE). As fontes utilizadas para a construção do instrumento de coleta de dados foram os indicadores de comportamento das competências estabelecidas pelo COREN-SP, as organizacionais e as do enfermeiro propostas na Unidade Campo de Estudo, totalizando 17 competências e 89 indicadores de comportamento. A análise de consistência mostrou a confiabilidade do instrumento com a exclusão de três indicadores de comportamento. Após essa análise e análise fatorial, foram excluídos 16 indicadores de comportamento que não se apresentaram importantes a nenhum fator. Utilizando-se os 70 comportamentos, obteve-se 14 fatores com diferentes números de comportamentos em cada um deles. Esses fatores formados foram diferentes das distribuições dos indicadores de comportamentos nas diferentes competências. Os novos fatores foram nomeados pelos enfermeiros e surgiram 13 novas competências. São elas: Capacidade Analítica (6 indicadores de comportamento), Resiliência Organizacional (7 indicadores de comportamento), Capacidade de Negociação (6 indicadores de comportamento), Gerenciamento de Conflitos (5 indicadores de comportamento), Gestão Ética(7 indicadores de comportamento), Liderança Compartilhada (6 indicadores de comportamento), Planejamento Assistencial (6 indicadores de comportamento), Gestão Criativa (6 indicadores de comportamento), Articulação de Pessoas(5 indicadores de comportamento) e de Equipes (4 indicadores de comportamento), Liderança Arrojada (4 indicadores de comportamento), Capacidade Resolutiva (1 indicadores de comportamento)e Líder Coaching (5 indicadores de comportamento). Para os enfermeiros de uma instituição privada, observa-se que para o cargo gerencial, os indicadores de comportamento das competências são mais relevantes do que aqueles que estão ligados diretamente com a assistência ao paciente. Os indicadores de comportamentos que são relacionados a desenvolvimento de pessoas, tomada de decisão, delegar com autonomia e responsabilidade, gerenciamento de custos, comunicação, negociação, ter a visão do negócio, entender o cenário e o mercado que a instituição está inserida, ousadia, novos projetos, inovações, criatividade e sugestão de melhorias, não estão muito evidentes para os enfermeiros de um modo geral. Com este estudo evidenciou a necessidade de traçar um plano de desenvolvimento dos enfermeiros quanto às competências específicas para as suas áreas de atuação, além de validar as novas competências e seus indicadores de comportamento. / The concern about individual competences identification in nursing professionals becomes the main factor in the development of Recruitment Processes, Performance Evaluation and Training & Development.This study was developed with the general goal of designing a competence profile of nurses and the specific objectives of knowing the given relevance, by nurses, to the behavior indicators of competence and redefine the competences according to the behavior which composes them.The method used was the descriptive, explorer with quantity approach. The population was made of 125 nurses from a private healthcare institution (UCE).The resources used to build the data collection instrument were the competence behavior indicator stablished by COREN-SP, the organizational and the Nurses ones, proposed in Campo Belo Unit with an overall of 17 competences and 89 behavior indicators.The consistency analysis showed the instrument reliability with the exclusion of 3 behavior indicators.. After this factor analysis, 16 indicators were excluded for not showing importance in any factor. Making use of the 70 behaviors, 14 factors with different numbers of behavior in each of them were obtained. These obtained factors were different in the behavior indicator distribution in the different competences.The new factors were named by the nurses and 13 new competences arose. Those are: Analysis Capacity (6 behavior indicators) Organizational Resilience (7 behavior indicators), Negotiation Capability (6 behavior indicators). Conflict Management(5 behavior indicators), Ethical Management (7 behavior indicators), Shared Leadership (6 behavior indicators), Assistence Planning (6 behavior indicators), Creative Management (6 behavior indicators) People Articulation (5 behavior indicators),Team Articulation(4 behavior indicators), Bold Leadership(4 behavior indicators), Resolution Capability (1 behavior indicator) and Coaching Leader (5 behavior indicators).For the nurses from a private instution, it is observed that for managing positions, the behavior indicator of competences are more relevant than those directly related to the straight assistence to patients. The behavior indicators which are related to people development, decision making, delegating with independence and responsibilty, cost management, comunication, negotiation, business vision, understand the scenario and market in which the institution is in, boldness, new projects, innovation, creativity and suggestions for improvement, are not really evident for the nurses in a general way. With this study it was highlighted the need of designing a development plan for nurses regarding specific competences in their areas, besides validating the new competences and behavior indicators.

This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual learning journeys supported by principles and research-based recommendations within a recognised framework of underpinning factors. The theoretical framework for the project is interpretative, based on transformative learning (Cranton, 1994, 2002; ; Mezirow, 1997) with a constructivist epistemology and reflexive ontology (Door, 2014). It builds on previous research (Exley & Ovenden-Hope, 2013) using new data to develop initial ideas through a methodology of creative praxis, representing practices and approaches where reflexive, innovative thinking and impact on the world are equally important. The intention is to arrive at a robust, flexible and well-considered framework designed to support the professional formation and development of prospective, new or experienced teacher educators practicing in the Further Education sector.

Diversos pesquisadores têm sinalizado que o impacto da globalização e das modernas tecnologias da informação e comunicação transformou a noção de como o trabalho é desenvolvido nas organizações. No atual contexto, antigas promessas de estabilidade de emprego não conseguem mais ser sustentadas, fazendo-se necessário repensar os paradigmas de desenvolvimento profissional. Frente a este cenário, surge uma abordagem denominada carreiras sem fronteiras, onde os indivíduos transitam mais livremente entre diversas organizações, desatrelam suas identidades de empregadores específicos e incorporam outras dimensões da vida humana, além da profissional, como elementos vitais à sua realização pessoal. Além disso, o novo paradigma comporta de forma mais natural interrupções temporárias de carreira, entendendo-as como parte da evolução profissional e de vida do indivíduo. Neste sentido, pesquisadores americanos têm crescentemente investigado um movimento denominado \"revolução opt-out\", descrevendo indivíduos altamente qualificados e com alto desempenho que, em busca de maior realização pessoal, voluntariamente tomam alguma decisão de carreira que vai de encontro às tradicionais premissas de evolução profissional. Alguns modelos explicativos têm sido elaborados buscando compreender as motivações de tais profissionais, dentre os quais o modelo ABC de carreiras caleidoscópio utilizado neste trabalho. Embora muito se discuta sobre o cenário acima no exterior, não existem estudos científicos investigando se o movimento opt-out ocorre no país, e se ocorre, quais as suas características e qual o perfil dos profissionais que o adotam, sendo este, portanto, o objeto de pesquisa deste trabalho. Para examinar tais questões, realizou-se um censo quantitativo e descritivo de 248 ex-alunos de graduação e pós-graduação da Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo (FEA USP), que estiveram presentes em encontro de ex-alunos realizado em 10 de novembro de 2007. Os dados coletados foram analisados por meio de estatística descritiva e estatística inferencial (testes qui-quadrado, t de Student, análise de variância, análise de correspondência e análise fatorial). Os resultados obtidos levaram à aceitação das quatro hipóteses propostas para o trabalho, indicando que uma parcela significativa dos respondentes já fez movimentos opt-out ao longo da carreira, e foram comprovadas vinculações significativas entre o perfil dos respondentes e a realização de opt-out; entre o perfil dos respondentes e os motivos apontados para a decisão; e entre os tipos de movimento opt-out e as razões subjacentes à decisão. / Several researchers have indicated that the impact of globalization and modern information and communication technologies transformed the notion of how work is done in the organizations. In the present context, previous promises of job stability can no longer be sustained, resulting in the need to rethink the paradigms of professional development. In this scenario, it comes into play a concept called boundaryless careers, in which individuals move more freely among different organizations, dissociating their identities from specific employers and incorporating other dimensions of life - beyond their professional activities - as essential elements for their personal fulfillment. Furthermore, the new paradigm accepts temporary career interruptions in a more natural way, considering them as part of the evolution of professional and personal lives. In that regard, American researchers are increasingly investigating a movement called \"opt-out revolution\", describing highly qualified and highly performing individuals who voluntarily make a career decision contrary to the traditional premises of professional evolution. Some explanatory models have been elaborated in order to understand the motivations of these individuals, including the ABC model of kaleidoscope careers used in the present study. Despite the intense discussions abroad regarding such scenario, there are no scientific studies investigating if the opt-out movement occurs in Brazil and, if it occurs, what characteristics it has and what is the profile of professionals who adopt it - and these are the objectives of the current study. To examine these questions, a quantitative and descriptive research was performed involving 248 graduate and post-graduate alumni from the School of Economics, Management, and Accounting of the University of São Paulo (FEA USP), who attended the alumni meeting occurred in November 10th, 2007. The data was analyzed through descriptive statistics and inferential statistics (qui-square test, t-Student test, analysis of variance, correspondence analysis and factor analysis). The results permit to accept the four hypotheses proposed for this study, indicating that a significant amount of the respondents had done opt-out movements along their careers, and significant connections were found between the respondents` profiles and the adoption of opt-out movements; between the respondents` profiles and the reasons for making such decisions; and between the type of opt-out movement and the reasons for making the opt-out decisions.