This study investigates the intensity of English vocabulary input available to non-English major university students in the Chinese classroom. It sets out to explore the lexical environment in China by addressing five core questions: 1. What are word lists in China like? 2. What is the relationship between the syllabus wordlist and the vocabulary presented in the textbooks? 3. What is the relationship between the words prescribed in the syllabus and the vocabulary presented in the classroom? 4. What is vocabulary instruction in China like? 5. Do the classrooms for English major university students provide a suitably rich lexical environment? In order to identify the number and types of words available for teaching and learning, my analysis involved an in-depth examination of the syllabus word lists and textbook word lists, cross-referenced to other ESL word lists. It was found that the vocabulary requirements in the syllabus and textbooks posed enormous demands on teachers in terms of the quantity of words to be covered. University students when they graduate should know 95% of the GSL and 83% of the AWL, but this only covers about half the total amount of English vocabulary input from the syllabus and the textbooks. They are exposed to many of the "other" words in print. In the classroom, teachers were found to teach a new word explicitly every 2.6 minutes, using vocabulary treatment methods in accordance with the culture of teaching and learning in Chinese contexts. It was found, however, that the teachers' oral input failed to provide a lexically rich environment for incidental vocabulary acquisition and that the words available from teacher talk were limited in both variation and frequency range.

El inicio del siglo XXI se caracteriza por intensas transformaciones en el sistema global que apuntan hacia un cambio radical en el paradigma económico, que deja de centrarse en la producción de bienes y pasa a privilegiar la producción de conocimientos. El advenimiento de la sociedad/economía del conocimiento surge de una concepción de educación como factor de competitividad, en gran parte difundida por las organizaciones internacionales, que hacen hincapié en el papel de las universidades y de la formación permanente, ya que el conocimiento es considerado motor del desarrollo económico y social de los países. La transnacionalización educativa señala importantes cambios en los centros de poder y toma de decisión en el ámbito educacional, legitimando el debilitamiento del Estado y admitiendo que la agenda educativa sea determinada por una nueva gobernabilidad, basada en la creación de nuevos espacios y participación de nuevos actores, lo que incrementa su percepción como servicio comercializable y rentable. En los últimos años, se observa además el fortalecimiento de procesos de regionalización educativa, que se efectiva a través de la consolidación de espacios comunes como el Espacio Europeo de Educación Superior y el Sector Educativo del Mercosur. Dentro de estos procesos de integración existe una gran preocupación no solo con el reconocimiento de títulos, movilidad y garantía de calidad, sino también con la formación del profesorado universitario, debido a que estos son considerados actores centrales del cambio educativo. Estos fenómenos generan nuevas demandas a las universidades e inducen alteraciones organizativas y estructurales que afectan el trabajo y formación de los docentes. Teniendo en cuenta que el análisis de la formación de profesores no puede aislarse de las determinaciones del contexto social, político y económico, nuestro objetivo central es caracterizar las tendencias que guían las políticas de formación de docentes universitarios, especialmente con relación a las políticas internacionales y regionales destinadas a la educación superior. Para lograrlo, llevamos a cabo un estudio comparativo de algunas universidades públicas de Cataluña (España) y Sao Paulo (Brasil). Adoptamos una metodología mixta, basada en la complementariedad entre los enfoques cualitativo y cuantitativo, utilizando cuatro técnicas: análisis documental, entrevistas, encuestas y grupos focales. Para el tratamiento de la información, utilizamos el análisis de contenido y estadístico. El estudio de las políticas y prácticas de formación en universidades catalanas y paulistas nos permitió diagnosticar algunas tendencias importantes: en el ámbito de las políticas observamos el traslado de modelos, el aumento de la demandas y la consecuente precarización de las condiciones de trabajo, la fuerte influencia de factores como los cambios metodológicos y las demandas de productividad académica; ésta última no contribuye a la formación ya que existe una clara valoración de la investigación en detrimento de la docencia. En el ámbito de las praxis, existe el énfasis en contenidos técnicos pero también didáctico-pedagógicos, el impulso a actividades prácticas y apoyadas en la reflexión sobre la práctica y el dilema de la formación como proceso amplio, pero que acaba restringiéndose a actividades puntales, debido a la falta de tiempo de los docentes. Las opiniones indican algunos desafíos y propuestas importantes, como la de superar el reconocimiento desigual entre enseñanza e investigación, potenciar la participación de los docentes y la realización de un trabajo colectivo e interdisciplinar en el campo de la formación. Finalmente, constatamos la importancia de los actores locales en la reconfiguración de las lógicas que vienen desde arriba en favor de la comunidad académica, a través de algunos proyectos que se proponen como alternativas a la tendencia de instrumentalización de la formación, potenciando el desarrollo profesional, la dimensión didáctico-pedagógica de la docencia y aproximando las universidades a las demandas de la comunidad. / The beginning of the XXI century is marked by an intense shift in the global system pointing towards a radical change in the economic paradigm, which no longer focuses on the production of goods but on an intensive use of knowledge. The advent of the “knowledge society/knowledge economy” emerges from a conception of education as a factor of competitiveness, largely propagated by international organizations, which emphasize on the role of universities and permanent training in higher education, because knowledge is regarded as an engine for the social and economic development of countries. The transnationalization of education suggests important changes in the power dynamics and decision making centers in the educational field. On the one hand, this legitimates the weakening of the State and allows the educational agenda to be defined by a new educational governance based on the creation of supranational spaces for decision-making and the participation of new actors. On the other hand, this increases the perception of education as a marketable and profitable service. In recent years, we also observe the reinforcement of regionalization processes in education, through the consolidation of common spaces like the European Higher Education Area (EHEA) and the Educational Sector of Mercosul (SEM). Within these integration processes there is not only a concern about the recognition of degrees, mobility and quality assurance, but also about university teachers’ training, because these actors are held accountable for realizing the goals established by the corresponding projects of regionalization. These phenomena generate new demands for universities and induce organizational and structural changes that affect the work and training of university teachers. Considering that an analysis of training cannot be isolated from the social, political, and economic context, we consider relevant to identify the trends that are influencing university teachers’ training in relation to international and regional guidelines and recommendations. In order to achieve this goal, we carry out a comparative study of some public universities from Catalonia (Spain) and Sao Paulo (Brazil). We rely on a mixed methodology based on the complementarity between qualitative and quantitative approaches, using four techniques to collect data: documental analysis, interviews, surveys and focus groups. Regarding the treatment of information, we used content analysis and statistical analysis. The study of the training policies and practices in universities from Catalonia and Sao Paulo allowed us to diagnose some important trends: in the framework of policies, there is a transference of models, increasing demands and the consequent precarization of university teachers’ working conditions, strong influence of external factors like methodological changes and demands of academic productivity, that do not contribute to the training since there is a clear promotion of research at the expense of teaching. In the field of the praxis, there is an emphasis on technical contents, but also a concern about didactic-pedagogical issues, the promotion of practical activities and activities supported by reflection on practice. There is also the dilemma to consider training as a permanent process but, at the same time, most activities are short and punctual, due to the lack of time of university teachers, which does not allow them to participate in permanent activities. The dimension of opinions showed us major challenges and proposals such as overcoming the unequal recognition between teaching and research, increasing the participation of university teachers and achieving a collective and interdisciplinary work in the field of training. Finally, we notice the importance of local actors in the reconfiguration of logics which come top to down in order to benefit the academic community through some initiatives that are proposed as alternatives to the trend of instrumentalization of training, promoting professional development, the didactic-pedagogical dimension of university teaching and approaching universities to the demands of local community.

En un marco en el que el cuidado enfermero evoluciona para dar respuesta a los requerimientos, cada vez mayores, de la profesión, asociado al hecho de la implementación del Espacio Europeo de Educación Superior (EEES), comportan elementos de un escenario privilegiado e intenso de adecuación de la formación enfermera. Esto se asume al menos en dos vertientes de naturaleza distinta, por una parte la dimensión personal-profesional de la enfermera cuyo perfil debe ser capaz de ajustarse a las necesidades de los nuevos requerimientos de forma activa y permanente; y por otro lado, la dimensión de la formación que debe dar las respuestas ajustadas a la formación de este perfil, a través de la planificación, implementación y evaluación de la formación de una forma coherente con los nuevos modelos que rigen la educación. En este contexto, tiene cabida la presente tesis doctoral, cuya finalidad principal es Valorar el desarrollo de la competencia del Pensamiento Crítico a partir de la implementación de diferentes estrategias metodológicas de enseñanza aprendizaje, durante el Grado en enfermería Las competencias genéricas adquieren protagonismo en el EEES y entre ellas el Pensamiento Crítico adquiere gran visibilidad como potenciador de la autonomía y el aprendizaje a lo largo de toda la vida, así como el desarrollo del hábito de reflexión sobre la práctica diaria, igualmente vemos su especial vinculación con el pensamiento enfermero, no sólo por las características antes mencionadas sino desde una perspectiva quizás más técnica, al mejorar la toma de decisiones enfermeras, la resolución de problemas prácticos derivados de la rutina profesional y la reflexión activa sobre el cuidar. Dentro del proceso de formación, destacamos muy especialmente las estrategias docentes implementadas en el aula, que partiendo de un modelo constructivista de la educación fomentan las buenas prácticas docentes, en las que el estudiante no solo tiene un papel mucho más activo sobre su propio proceso sino que yendo más allá, se convierte en el protagonista responsable de su aprendizaje. Para desarrollar estas ideas, en la tesis, hemos desarrollado un modelo metodológico mixto de investigación, al tratar de comprender, capturar, acercarse a la realidad desde una perspectiva multimétodo, combinando técnicas de recogida de información y planteamientos metodológicos cualitativos y cuantitativos. Desarrollando un estudio híbrido donde se utilizan o combinan diferentes procesos en las distintas fases de la investigación, partiendo de una formulación del problema que plantea una integración de los dos enfoques hasta la interpretación de los resultados donde emergen inferencias que surgen de ambos enfoques. De este modo, se han seleccionado cuatro grupos naturales de nombre aproximado a 30 en la asignatura Enfermería Clínica del 2º curso del Grado de enfermería, en los que se ha desarrollado la asignatura siguiendo cuatro estrategias docentes diferentes: el Aprendizaje Basado en Problemas, Estudio de casos, método combinado (lección magistral, lectura y análisis de artículos y mapas conceptuales) y Tradicional. En cada uno de los grupos se han tomado medidas iniciales y finales del desarrollo del Pensamiento Crítico. Acompañando estas mediciones, también se hizo el seguimiento del proceso a lo largo del semestre, utilizando para ello distintos procedimientos. Obteniendo resultados muy interesantes que decantan claramente el uso de métodos activos y novedosos que potencian el trabajo reflexivo y continuo de los estudiantes, que les permiten “hacer suyo” el conocimiento, descubriéndolo y construyéndolo de manera colaborativa. / In a context in which nursing care is evolving to meet the increasing requirements of this profession, associated with the implementation of the European Higher Education Area (EHEA), which both entail elements for an intense and privileged scenario where the modification of nursing care education is needed. This is assumed at least in two aspects of a different nature. On the one hand, the nurses’ personal and professional dimension whose profile should be able to adjust to the needs of the new requirements, both actively and permanently. And, on the other hand, the training dimension should provide tailored answers to the education of this profile; through the planning, implementation and evaluation of training in a consistent way with the new models that govern education. The present thesis can be accommodated into this context. Its main purpose is to assess the progress of the competence of Critical Thinking through the implementation of different teaching and learning methodological strategies during the degree in Nursing. Generic skills assume a major role in the EHEA and, among them, Critical Thinking acquires high visibility as an enhancer of autonomy and lifelong learning, as well as the development of the habit of reflection about daily practice. We also see its special link with the nurse thinking not only about the aforementioned characteristics but also from a perhaps more technical perspective because it improves the nursing decision-making, the resolution of practical problems arising from the professional routine and the active reflection on caring . In the training process, we especially emphasize the teaching strategies implemented in the classroom which, following a constructivist model of education, encourage the teaching of good practices, in which students not only have a much more active role in their own process but they also become responsible for their own learning. To develop these ideas, in this thesis, a mixed methodological research model has been developed to try to understand, capture and approach reality from a multi-method perspective, combining data collection techniques and both qualitative and quantitative methodological approaches. Developing a hybrid study, different processes are combined at the different stages of the research, starting with a formulation of the problem, that considers an integration of the two approaches, to the interpretation of the results where inferences emerge drawn from both approaches. We have selected four natural groups (30 individuals in each) taking the 2nd year subject Clinical Nursing in the Degree in Nursing. The subject has been developed following four different teaching strategies: Problem-Based Learning, Case Studies, a combined method (lectures, articles and concept maps reading and analysis) and Traditional methodology. The progress of Critical Thinking was measured in each of the groups at the beginning and at the end of the research. The monitoring of this process was also monitored throughout the semester using different procedures. The interesting results obtained clearly show a preference to the use of active and innovative methods that promote the reflective and continuous work of the students, allowing them to "own " the knowledge, discovering and building it collaboratively.

No description available.

The aims of this research study were threefold. Firstly, to explore the impact of the strategic arrangements and mechanisms to implement and support practice based learning. Secondly, to investigate the selection processes, preparation, support and evaluation of mentors. Thirdly, to explore the impact of mentorship from the viewpoint of mentors, students, managers and educational links within the clinical learning environment. The study design incorporated both quantitative and qualitative approaches involving a three phased approach engaging three regional sites. The first phase involved a quantitative approach using a survey. Phase one data arose from senior staff in Higher Education Institutions (n = 10) and the National Health Service (n = 22). The results from the survey, which focused on the strategic implementation of practice based learning and the preparation of mentors in Scotland, were used to inform phases two and three of the study. Phases two and three of the research study used a modified grounded theory approach. A range of data collection methods were used to gain information from mentors, Link Lecturers, Practice Education Facilitators, managers and students. Data collection and analysis for phases two and three occurred simultaneously and incorporated the constant comparative method of analysis. Phase two provided data from interviews with mentors across the three regional sites giving a total of 30 with ten participants in each site. Focus groups were conducted with Link Lecturers (n=17); Practice Education Facilitators (n=13); ward managers (n=21) and third year student nurses in the adult branch of the undergraduate programme (n=34). Three major categories were developed ‘Becoming a mentor to facilitate learning in practice' ‘Operationalising the facilitation of learning in practice', and ‘Quality infrastructure optimising learning in practice. From these major categories a core category emerged. The core category ‘Strategic Engagement for a Quality Learning Experience in Practice' captured the process that mentors, Link Lecturers, Practice Education Facilitators, managers and students perceived as their experience related to the clinical learning environment. A tentative theory emerged which addresses the gap between strategy and operationalisation in order to enhance the learning experience in practice. The emerging tentative theory is closing the strategic and operational gap: strategic engagement for a quality learning experience in practice. A model is provided to illustrate how to manage the interface in order to provide quality learning in practice. The study provided useful insight into learning in practice and the roles of staff within the clinical learning environment with how learning maybe more effectively managed and strengthened.

This thesis presents an investigation into the effectiveness of faculty-based student learning support and comprises three volumes. Volume 1 provides an overview of the background literature, research methodology, ethical and reliability considerations linked to two projects whose overarching theme is the support and improvement of the student experience. The overview begins with an outline of the aim of this thesis, followed by a synopsis of the literature concerning student support in higher education and the use of technology to support learners. The methodological framework is then discussed and a brief introduction to the projects is provided. The overview concludes with an exploration of the effectiveness of faculty-based student learning support and the presentation of a new blended approach to the organisation, delivery and typology of advising. This seeks to demonstrate the strength of a blended approach and thus makes a contribution to the practice, theory and method of supporting student learning. Volume 2 discusses the Advice Shop project and considers the processes, methods and ethics of this student learning support. A summary of eight interventions is presented together with details of how the project was subsequently rolled out across the University. A consideration of the organisational model and personnel involved in student advising is also offered. The volume concludes with student and staff feedback and a discussion of how the project aims have been achieved. Evidence of the research output and components of practice relating to Project 1 can be found in Volume2 Part 2. Volume 3 presents a discussion of Project 2 - the use of technology to support learners. The project presents two technology-enhanced interventions - an electronic student attendance monitoring scheme, and the development of two online learner support tools using QuestionMark Perception as the delivery software. The methods and ethical considerations used to establish and implement these interventions are present together with feedback from students and staff. The volume concludes with a discussion of how the aims of the project have been achieved. Evidence of the research output and components of practice relating to Project 2 can be found in Volume 3 Part 2.

This study focused on quality management at the HCT. The HCT implements a quality programme, the Program Quality Assurance (PQA). Based on the Baldrige’s Education Criteria for Performance Excellence, which comprises seven Criteria, the study added an eighth Criterion, that is, Organisational Culture, to investigate whether or not the added Criterion has any impact on the implementation of the quality programmes. Both quantitative (using questionnaires) and qualitative (using interviews and content analysis of the PQA) approaches were used to identify the influence of Organisational Culture on the seven Baldrige Criteria and on the implementation of the quality programmes by the HCT. A questionnaire based on the SERVQUAL methodology was also employed to identify the extent of satisfaction of the HCT students with the quality of services and programmes offered to them by the HCT. Quantitative Research findings indicated that Strategic Planning is related to Leadership and MAKM, Staff Focus is related to Leadership and MAKM, Process Management is related to Strategic Planning, Staff Focus and MAKM, Process Management and Leadership are indirectly related through Strategic Planning and Staff Focus, Staff Focus is related to Strategic Planning, Student Focus and MAKM, Student Focus and Leadership are indirectly related through Strategic Planning and Staff Focus, Results is related to Process Management and Student Focus, Results and Leadership are indirectly related through Strategic Planning, Process Management, Staff Focus and Student Focus, and There is a relationship between Organisational Culture and the MBNQA seven Criteria. In terms of student satisfaction with the services provided by the HCT, the majority of respondent students agreed with all items of the SERVQUAL questionnaire. The Tangible dimensions were the utmost concern by HCT students, followed by the Assurance dimensions. The HCT’s organisational culture was also found to have substantial influence of the outcomes of the other seven categories of the MBNQA.

No description available.

Dissertação (mestrado) - Pontifícia Universidade Católica do Paraná, Curitiba, 2003 / Inclui bibliografias / Este trabalho tem por objetivo apontar as semelhanças entre a relação poder-saber presente no panoptismo próprio da sociedade disciplinar analisada por Michel Foucault, e, o formulário eletrônico (Plataforma Lattes) do MCT, do CNPq, da Finep e da CAPES/ME / This work aims point out the similarities between the know/power relationship in disciplinary society# panoptism analyzed by Michel Foucault, and electronic report (Lattes Platform) of MCT, CNPq, Finep and CAPES/MEC to the researcher#s cadastre and users

Dissertação (Mestrado) - Pontifícia Universidade Católica do Paraná, 2000 / Inclui bibliografias