abstract: ABSTRACT The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-04-13T19:33:30Z No. of bitstreams: 1 Almeida, Bonifácio Chaves de.pdf: 1090715 bytes, checksum: f15a6c96219e88a107cb2874c040cba9 (MD5) / Approved for entry into archive by Patricia Barroso (pbarroso@ufba.br) on 2015-05-05T14:22:14Z (GMT) No. of bitstreams: 1 Almeida, Bonifácio Chaves de.pdf: 1090715 bytes, checksum: f15a6c96219e88a107cb2874c040cba9 (MD5) / Made available in DSpace on 2015-05-05T14:22:14Z (GMT). No. of bitstreams: 1 Almeida, Bonifácio Chaves de.pdf: 1090715 bytes, checksum: f15a6c96219e88a107cb2874c040cba9 (MD5) / Avaliações institucionais são procedimentos administrativos que visam diagnosticar a situação na qual a organização se encontra em comparação ao que foi projetado, em busca da melhoria dos seus serviços ou produtos ofertados. Podem ser classificadas em avaliação institucional externa e avaliação institucional interna ou autoavaliação. A autoavaliação se caracteriza por contemplar a participação de todos os stakeholders. Considera, no caso da organização educacional, a avaliação dos docentes realizadas pelos discentes. A avaliação feita pelos alunos das práticas pedagógicas dos professores são fontes expressivas para auxiliar o desenvolvimento de políticas para formação continuada docente que visem o melhoramento de suas práticas pedagógicas e, consequente, a qualidade do ensino ofertado. Com o objetivo de analisar a percepção de utilização ideal e a percepção de utilização efetiva dos professores do Ifba acerca da avaliação do docente pelos discentes como fonte informacional utilizável na melhoria de suas práticas pedagógicas foi realizada uma pesquisa com 240 professores das carreiras de magistério de ensino superior e de ensino básico, técnico e tecnológico do Ifba, metodologicamente caracterizada como descritiva de levantamento (survey) de cunho quantitativo. Supõe-se, primeiramente, não existir diferenças significativas entre a percepção de utilização ideal e a percepção de utilização efetiva no que tange à avaliação do docente feita pelo aluno como melhoria das práticas pedagógicas docentes. Os resultados obtidos por meio do teste dos postos com sinais de Wilcoxon apontam para uma diferença estatística significativa entre a percepção de utilização ideal de empregabilidade da avaliação do docente realizada pelos alunos e a percepção de utilização efetiva dessa avaliação. Institutional assessments are administrative procedures to diagnose the situation in which the organization is compared to what was projected in the pursuit of improving their services or products offered. They can be classified into external institutional assessment and internal assessment or institutional self-assessment. Self-assessment's main characteristic is that it considers the participation of all stakeholders. In terms of educational organization, it includes assessments of teachers made by students. The assessments performed by students concerning the pedagogical practices of teachers are significant sources to assist the development of policies for continuing teacher training aimed at improving their teaching practices and, consequently, the quality of the education offered. A study was conducted with 240 teachers and professors who work with college, basic, technical and technological education at the IFBA. The aim was to analyze the perception of ideal use and the perception of effective use of teachers and professors at the IFBA about assessments made by students as an informational source shown to be utilizable in the their teaching practices. The study is methodologically characterized as a descriptive survey of quantitative nature. At first, it was assumed that no significant differences between the perception of ideal use and the perception of effective use in regard to teacher assessment made by students as improving pedagogical teaching practices existed. However, the results obtained through the test carried out with posts with Wilcoxon's signs point to a statistically significant difference between the perception of ideal use of applicability of the teacher evaluation performed by the students and the perception effective use of this assessment.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-06-04T15:48:25Z No. of bitstreams: 2 Dissertação - Daniela da Costa Britto Pereira Lima - 2018.pdf: 3313599 bytes, checksum: 133b6b6c17f4d9306afe452774d7e97d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-05T10:41:36Z (GMT) No. of bitstreams: 2 Dissertação - Daniela da Costa Britto Pereira Lima - 2018.pdf: 3313599 bytes, checksum: 133b6b6c17f4d9306afe452774d7e97d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-05T10:41:36Z (GMT). No. of bitstreams: 2 Dissertação - Daniela da Costa Britto Pereira Lima - 2018.pdf: 3313599 bytes, checksum: 133b6b6c17f4d9306afe452774d7e97d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-28 / This study has the general objective of analyzing and understanding the trajectory and mechanisms of the institutional self-evaluation of courses in the distance modality of the Federal University of Goiás. The research developed is of the qualitative, bibliographic and documentary type. The theoretical support for the analysis of the institutional evaluation is based on Afonso (2000, 2010, 2013), Lehfeld et al. (2010) and Sobrinho (2002, 2003a, 2003b, 2008a, 2008b, 2010). The study of distance education is based on Lima (2013, 2014a, 2014b), Moore and Kearsley (2010), and Peters (2004). The data collection and its analysis was used in the triangular methodology, in the scope of bibliographical, documentary and field research, theorization and interviews carried out to the managers of the university linked to the evaluation, to the Dean and also to different members of the Institutional Evaluation Committee (Cavi): an administrative technician, a student representative and a representative of civil society, totaling 9 respondents. In the meantime, we try to understand in which the place of distance education in the institutional self-assessment of the Federal University of Goiás stands? Throughout its development, the study deals with distance education, its evolution from the use of radio to the advent of the Internet, its aspects in Brazilian legislation and its trajectory in the Federal University of Goiás. Institutional assessment, its conceptions, history in Brazil, current legislation, and, finally, self-assessment and the role of the Self Assessment Commission (CPA). Finally, the self-assessment of the Federal University of Goiás, along with its Cavi/CPA are studied in the aspect of distance education, seeking to understand its trajectory, mechanisms and processes. The result obtained was that distance education is not completely institutionalized in the context of the university, so that the realized self-assessment does not contemplate it in an integral and formative way, also hindering the process of diagnosis and improvement of the modality in the institution of higher education. / Este estudo tem como objetivo geral analisar e compreender a trajetória e mecanismos da autoavaliação institucional de cursos da modalidade a distância na Universidade Federal de Goiás. A pesquisa desenvolvida é do tipo qualitativa, bibliográfica e documental. O suporte teórico para a análise da avaliação institucional baseia-se em Afonso (2000, 2010, 2013), Lehfeld et al. (2010) e Sobrinho (2002, 2003a, 2003b, 2008a, 2008b, 2010). O estudo da educação a distância (EaD) tem como base Lima (2013, 2014a, 2014b), Moore e Kearsley (2010), e Peters (2004). A coleta de dados e sua análise utilizou-se da metodologia triangular, no âmbito da pesquisa bibliográfica, documental, pesquisa de campo, teorização e entrevistas realizadas aos gestores da universidade ligados à avaliação, à EaD e também a diferentes integrantes da Comissão de Avaliação Institucional (Cavi): docentes, um técnico- administrativo, um representante discente e um representante da sociedade civil, somando um total de 9 entrevistados. Nesse ínterim, busca-se compreender qual é o lugar da educação a distância na autoavaliação institucional da Universidade Federal de Goiás? O estudo trata, ao longo de seu desenvolvimento, da modalidade a distância, sua evolução desde a utilização de rádio até o advento da internet, seus aspectos na legislação brasileira e sua trajetória na instituição. Em um segundo momento, é considerada a avaliação institucional, suas concepções, histórico no Brasil, legislação atual e, enfim, a autoavaliação e o papel da Comissão Própria de Avaliação (CPA). Enfim, a autoavaliação da Universidade Federal de Goiás, juntamente a sua Cavi/CPA, são estudados no aspecto da educação a distância, buscando compreender sua trajetória, seus mecanismos e processos. O resultado indica que a EaD não está completamente institucionalizada no contexto da universidade, de modo que a autoavaliação realizada não a contempla de maneira integral e formativa, dificultando, também, o processo de diagnóstico e aprimoramento da modalidade na instituição de educação superior.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-11-10T14:10:23Z No. of bitstreams: 1 Dissert Patricia Morais Mattar.pdf: 3468132 bytes, checksum: df0bd167f46f819a4711603f5f18f0ba (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-11-16T13:51:42Z (GMT) No. of bitstreams: 1 Dissert Patricia Morais Mattar.pdf: 3468132 bytes, checksum: df0bd167f46f819a4711603f5f18f0ba (MD5) / Made available in DSpace on 2017-11-16T13:51:42Z (GMT). No. of bitstreams: 1 Dissert Patricia Morais Mattar.pdf: 3468132 bytes, checksum: df0bd167f46f819a4711603f5f18f0ba (MD5) Previous issue date: 2017-08-28 / As substâncias radioativas têm muitas aplicações benéficas, que vão desde a geração de energia até usos em medicina, indústria e agricultura. Via de regra, elas são produzidas em locais diferentes de onde são utilizadas, precisando ser transportadas. Para que o transporte ocorra da forma segura e eficiente, devem ser atendidas normas nacionais e internacionais. Esta pesquisa objetiva avaliar os processos de análise de segurança do transporte de material radioativo realizados pelo órgão regulador no Brasil, do ponto de vista de sua conformidade com as normas da Agência Internacional de Energia Atômica (AIEA). A metodologia de autoavaliação denominada SARIS, desenvolvida pela AIEA, foi utilizada. As seguintes etapas foram desenvolvidas: avaliação do Diagnóstico e Mapeamento de Processos; respostas ao Conjunto de Questões do SARIS e questões complementares; análise SWOT; entrevistas com stakeholders e avaliação de uma missão TranSAS realizada pela AIEA em 2002. Considerando apenas as questões do SARIS, os processos estão 100% aderentes. O aprofundamento da pesquisa, entretanto, levou à elaboração de vinte e duas propostas de melhoria, além da identificação de nove boas práticas. Os resultados demonstraram que os processos de análise de segurança no transporte de material radioativo estão sendo realizados de forma estruturada, segura e confiável, mas também que há muita oportunidade de melhoria. A formulação de um plano de ação, a partir das propostas apresentadas, pode trazer ao órgão regulador muitos benefícios. Este seria um importante passo para a convocação de uma avaliação externa, proporcionando maior confiabilidade e transparência aos processos do órgão regulador. / Radioactive substances have many beneficial applications, ranging from power generation to uses in medicine, industry and agriculture. As a rule, they are produced in different places from where they are used, needing to be transported. In order for transport to take place safely and efficiently, national and international standards must be complied with. This research aims to assess the safety analysis processes for the transport of radioactive material carried out by the regulatory body in Brazil, from the point of view of their compliance with the International Atomic Energy Agency (IAEA) standards. The self-assessment methodology named SARIS, developed by the AIEA, was used. The following steps were carried out: evaluation of the Diagnosis and Processes Mapping; responses to the SARIS Question Set and complementary questions; SWOT analysis; interviews with stakeholders and evaluation of a TranSAS mission conducted by the IAEA in 2002. Considering only SARIS questions, processes are 100% adherent. The deepening of the research, however, led to the development of twenty-two improvement proposals and the identification of nine good practices. The results showed that the safety analysis processes of the transport of radioactive material are being carried out in a structured, safe and reliable way but also that there is much opportunity for improvement. The formulation of an action plan, based on the presented proposals, can bring to the regulatory body many benefits. This would be an important step towards convening an external evaluation, providing greater reliability and transparency to the regulatory body´s processes.

The Work-related Voice Disorder (WRVD) is defined as any vocal deviation directly associated with professional activity. Studies point to the relationship between some work activities attributed to Community Health Agents (CHA) and the susceptibility to the impairment of vocal well-being, since they deal with the users and other members of the Basic Health Unit. In this perspective, the study aimed to evaluate vocal self - perception and quality of life in the voice of CHA in the urban area of Lagarto. It is a quantitative and cross-sectional study, with a descriptive and analytical approach, performed through the application of self-filling questionnaires with 47 CHA. The majority of participants were female (85.1%), married (a) (46.8%), high school (66%) and working time = 10 years (66%). Voice self-perception and voice-related quality of life assessment were performed using the instruments: Voice Disorder Screening Index (VDSI), Glottic Function Index (GFI) and voice-related quality of life (VR-QOL). For the statistical analysis, the univariate and bivariate techniques and the Spearman test were used. Of the CHA participants, 57.4% reported voice disorders with the VDSI instrument, with the most frequent symptoms being dry throat, hoarseness, throat clearing, dry cough, throat secretion and Tiredness when speaking. Through the GFI questionnaire, 37% of the sample fulfilled the criteria that characterized them with a voice disorder, the most frequently mentioned symptoms being vocal fatigue and voice loss. The VR-QOL scores indicated low voice impact on the quality of life of these professionals. The most evident complaints through the VR-QOL in a higher and lower frequency were "the air ends quickly and I need to breathe many times while I speak", "I do not know how the voice will come out when I start to speak", "I have to repeat what I say to Be understood, "" I have difficulty speaking loudly or being heard in noisy environments, "and" I become anxious or frustrated (because of my voice)." In addition, statistically significant associations were found between dry throat symptoms, voice failure and tiredness when speaking with complaints related to quality of life in the CHA voice (p <0.05). It was concluded that there was a high reference to voice disorders among CHA, but with a low impact on voice quality of life. / O Distúrbio de Voz Relacionado ao Trabalho (DVRT) é definido como qualquer desvio vocal diretamente associado à atividade profissional. Estudos apontam para a relação entre algumas atividades laborais atribuídas aos Agentes Comunitários de Saúde (ACS) e a susceptibilidade ao comprometimento do bem-estar vocal, pois lidam por meio da interlocução com os usuários e demais membros da Unidade Básica de Saúde. Nesta perspectiva, o estudo objetivou avaliar a autopercepção vocal e a qualidade de vida em voz de ACS da zona urbana de Lagarto. Trata-se de um estudo quantitativo e transversal, com abordagem descritiva e analítica, realizado por meio da aplicação de questionários autopreenchíveis com 47 ACS. A maioria dos participantes foi do gênero feminino (85,1%), situação conjugal casado (a) (46,8%), com ensino médio completo (66%) e tempo de trabalho = 10 anos (66%). A autopercepção vocal e avaliação da qualidade de vida relacionada à voz foram realizadas respectivamente por meio dos instrumentos: Índice de Triagem para Distúrbio de Voz (ITDV), Índice de Função Glótica (IFG) e o Questionário de Qualidade de Vida em Voz (QVV). Para a análise estatística foram utilizadas as técnicas univariada e bivariada e o teste de Spearman. Dos ACS participantes, 57,4% relataram distúrbios da voz por meio do instrumento ITDV, sendo os sintomas mais referidos garganta seca, rouquidão, pigarro, tosse seca, secreção na garganta e cansaço ao falar. Através do questionário IFG, 37% da amostra preencheram os critérios que os caracterizam portador de um distúrbio de voz, sendo os sintomas mais referidos fadiga vocal e quebra na voz. Os escores do QVV indicaram baixo impacto da voz sobre a qualidade de vida desses profissionais. As queixas mais evidentes através do QVV em maior e menor frequência foram “o ar acaba rápido e preciso respirar muitas vezes enquanto eu falo”, “não sei como a voz vai sair quando começo a falar”, “tenho que repetir o que falo para ser compreendido”, “tenho dificuldade em falar forte (alto) ou ser ouvido em ambientes ruidosos” e “fico ansioso ou frustrado (por causa da minha voz)”. Foram encontradas associações estatisticamente significativas entre os sintomas garganta seca, falha na voz e cansaço ao falar com queixas relacionadas à qualidade de vida em voz dos ACS (p < 0,05). Concluiu-se que houve representável índice de referência a distúrbios da voz entre os ACS, porém com baixo impacto na sua qualidade de vida em voz. / Lagarto, SE

Submitted by Aline Amarante (1146629@mackenzie.br) on 2017-03-27T23:16:25Z No. of bitstreams: 2 WILSON DE MORAES.pdf: 1079542 bytes, checksum: 6099360007d99844eac2e5ab5365e283 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2017-04-03T13:15:33Z (GMT) No. of bitstreams: 2 WILSON DE MORAES.pdf: 1079542 bytes, checksum: 6099360007d99844eac2e5ab5365e283 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-03T13:15:33Z (GMT). No. of bitstreams: 2 WILSON DE MORAES.pdf: 1079542 bytes, checksum: 6099360007d99844eac2e5ab5365e283 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-01 / Risk management is one of the most important features for the survival of organizations. In a background in which transparency and reliability are fundamental cornerstones in financial statements, appropriate management of operational risks is a growing concern. As a result, risk management is increasingly necessary and a vital tool to reduce the opportunities for deviations from the route plan. However, the literature on the subject addresses, mainly, companies in the financial sector, showing a lack of data for organizations in other industries. Within this context, this study aims to present the implementation of operational risk management in the Integrated Receiving (IR) area of a National Publisher. The analysis of this study was based on the concepts of COSO (Committee of Sponsoring Organizations of the Treadway Commission) methodology and made possible using Control Self Assessment (CSA) methodology, in addition to the interventionist approach. CSA methodology provides the identification of risks by managers of the area under analysis. However, in order to develop a theoretical contribution, this study analyzed data referring to employees in IR area. After data were collected, the implementations of the necessary corrective actions were discussed and negotiated with the concerned manager. The result was a success throughout the whole process of implementation; in addition, the participation of all employees were beneficial and constructive for the company in order to determine weaknesses of the area. The main benefit observed was the dissemination of the risk culture among the participants of this work and an improvement in the control environment for the company. Results should be analyzed considering the limitations of this work, as the company studied belongs to a specific sector. Therefore, as a suggestion for future research, there is a need to expand the number of companies and internal areas to be studied, comparing the conclusions with those of this study. / A gestão de riscos é um dos mais importantes recursos para a sobrevivência das organizações. Em um cenário de demanda por transparência e confiabilidade nas demonstrações financeiras, o adequado gerenciamento de riscos operacionais é preocupação cada vez mais presente. Em razão disso, a gestão de riscos torna-se um instrumento de extrema importância para minimizar as ocorrências de perdas nas organizações. Porém, a literatura sobre o assunto aborda, principalmente, empresas do setor financeiro, havendo uma carência de dados para organizações pertencentes aos demais setores do mercado. É nesse contexto que o presente estudo teve como objetivo principal a implementação do gerenciamento de riscos operacionais na área de Recebimento Integrado (RI) de uma Editora Nacional. As análises deste trabalho tiveram por base os conceitos da metodologia COSO (Committee of Sponsoring Organizations of the Treadway Commission) e foram viabilizadas com a utilização da metodologia CSA (Control Self Assessment) e da abordagem intervencionista. A metodologia CSA estabelece a identificação dos riscos pelos gestores da área em análise, porém, nesse trabalho, com o intuito de se obter contribuição para a teoria, foram apurados dados referentes a todos os funcionários da área de RI. Posteriormente ao levantamento de dados, as implementações das ações corretivas necessárias foram discutidas e negociadas junto ao gerente da área. O resultado apurado demonstrou sucesso no processo de implementação, destacando que a participação de todos os funcionários da área para apuração de fragilidades é benéfica e salutar para o negócio. O principal ganho verificado foi a disseminação da cultura de riscos entre os participantes deste trabalho e uma melhoria no ambiente de controle para a empresa. Os resultados devem ser analisados considerando-se as limitações deste trabalho, que estudou uma empresa em um setor específico. Para tanto, como sugestão de pesquisas futuras, há a necessidade de se ampliar o número de empresas e áreas internas a serem estudadas, comparando-se as conclusões com as do presente trabalho.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T13:22:58Z No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) / Made available in DSpace on 2017-05-31T13:22:58Z (GMT). No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) Previous issue date: 2012-08-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The study was characterized by a qualitative research; based on a bibliographical research, documentation, field observation and semi structured interviews. The overall objective was to analyze the process of institutional self-evaluation at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. Initial concerns focused on the perspective of policy evaluation of higher education, given the reality of the Federal Institutes. So, we started with a theoretical analysis of the macro area, the conceptual point of view of educational and institutional assessment, to support the internal assessment process, also called self-assessment. Continuing the analysis, we dealt with the regulatory frameworks and historical assessment policies of higher education in Brazil. In order to contextualize the reality, the characteristics and specificities of IFRJ, the search also sought to characterize the socio-educational trajectory, through the institution's official documents and interviews. Below presented the theoretical and methodological reasons that contributed to this research. From this basis, we sought to examine the experiences and challenges of institutional self-evaluation process at the institution based on legal documents, in interviews and field observations. Finally, results and discussion section, we analyzed the data collected, providing the opportunity to situate the emergence of institutional self-assessment IFRJ the voices of key informants. This group was composed of managers and members of committees of self-assessment that accompanied the transformation of the institution in the Federal Institute, presenting proposals and challenges for the IFRJ. The main contribution of this study was the possibility of socializing experiences in institutional self-assessment IFRJ in federal institutions and other educational institutions. The dive in the subject led to a reflection on the importance of self-assessment in higher education / O estudo caracterizou-se por uma pesquisa de natureza qualitativa, partindo de uma investiga??o de fontes bibliogr?ficas, documentais, observa??o de campo e entrevistas semiestruturadas. O objetivo geral foi analisar o processo de autoavalia??o institucional no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. As preocupa??es iniciais concentraram-se no ponto de vista das pol?ticas de avalia??o da educa??o superior, face ? realidade dos Institutos Federais. Assim, partiu-se de uma an?lise macro dos referenciais te?ricos na ?rea, do ponto de vista conceitual da avalia??o educacional e da avalia??o institucional, para embasar o processo de avalia??o interna, tamb?m denominado de autoavalia??o. Continuando a an?lise, abordou-se os marcos regulat?rios e hist?ricos das pol?ticas de avalia??o da educa??o superior no Brasil. A fim de contextualizar a realidade, as caracter?sticas e as especificidades do IFRJ, a pesquisa buscou tamb?m caracterizar a sua trajet?ria s?cio-educacional, mediante os documentos oficiais da institui??o e das entrevistas. A seguir apresentou-se os referenciais te?rico-metodol?gicos que contribu?ram para fundamentar a presente investiga??o. A partir deste embasamento, buscou-se analisar as experi?ncias e os desafios do processo de autoavalia??o institucional na institui??o com base em documentos legais, nas entrevistas e nas observa??es de campo. Finalmente, na sec??o resultados e discuss?o, foram analisados os dados coletados, oportunizando situar o despontar da autoavalia??o institucional do IFRJ nas vozes dos informantes-chave. Este grupo foi constitu?do por gestores e membros das comiss?es de autoavalia??o que acompanharam a transforma??o da institui??o em Instituto Federal, apresentando proposi??es e desafios para o IFRJ. A contribui??o principal do estudo foi a possibilidade de socializar experi?ncias de autoavalia??o institucional no IFRJ, em institui??es federais e outras institui??es educacionais. O mergulho no tema levou a uma reflex?o sobre a import?ncia da autoavalia??o na educa??o superior.

Abstract In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.

The aim of my diploma thesis was to find out how teachers lead their pupils to self - assessment and how this effort relates to the type of their teaching style. The individual teaching styles, their suitability for pupils self-esteem, the particularities of individual development periods and the pupils self-evaluation in these developmental periods are characterized in the theoretical part. The practical part contains a case study, which describes the teaching styles of ten elementary school teachers and their influence on pupils' self-assessment. For the research task I used the data processing via observation and interviewing methods. Another method used in my research is the action teacher research, which helped me to find out my own teaching style and the level of self-esteem students are able to achieve in the 5th grade. The results of the research point to the influence of teacher's teaching style on self-assessment of pupils. Teachers focusing on the facilitating or liberal teaching style really lead pupils to the ability of self- assessment. Fifth-grade pupils who have not been lead to self-assessement since the first grade are not able to self-assess on the level of upper secondary school age.