Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-22T18:24:26Z No. of bitstreams: 2 Rosana_ Ossucci2016.pdf: 4134861 bytes, checksum: bfd04d754067e9e8bc2d9c48b3ff7eb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-22T18:24:26Z (GMT). No. of bitstreams: 2 Rosana_ Ossucci2016.pdf: 4134861 bytes, checksum: bfd04d754067e9e8bc2d9c48b3ff7eb3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-09 / The System of Basic Education Assessment (SAEB), discussed since 1980 and established in 1990 in Brazil, included the samples of Nature Sciences and Human Sciences in the appliance of the tests for the ninth (9th) year of the Basic Education in the 2013 cycle, with the expectation of definitive inclusion in the next cycles. The main objective of this research was to investigate the possible implications of the Nature Sciences inclusion in SAEB for the school environment. It was made, initially, the documental research, followed by a field research with a semiestructured interview, which had the participation of a National Institute for Educational Studies and Research "Anísio Teixeira" (INEP) representative and a State Education Secretary of Paraná (SEED) representative, besides six Basic Education Science teachers and an Educator who works in five state schools jurisdicted to the Regional Nucleus of Foz do Iguaçu, Telêmaco Borba and Toledo. The analysis of the qualitative data was based in bakhtinian contributions and bordieusian sociology and education. The focus was the process and the comprehension of bakthnian theory's elements of Heteroglossia, Dialogism and Polyphony as methodological approach. The concepts of the Habitus, Symbolic Violence, the Field and Cultural Reproduction were used as a conceitual approach, based on the bordieusian Social and Education theory. The analysis of the data shows that including the Nature Sciences in SAEB may lead to implications such as: 1) to enrich the Science subject; 2) to envolve more teachers in the system assessments in the school environment; 3) to integrate the fields of knowledge; 4) to conduct changes to Science teaching; 5) to promote the scientific culture on Basic Education students; but may as well lead to: 6) prejudice Science teachers. There are also specific indications that points the necessity of: a) spreading more information to teachers and schools about SAEB and the inclusion of the Nature Sciences in the assessment system; b) promoting the knowledge to teachers about the Nature Sciences references and the school subjects to correlate them; c) elaborating a state-based assessment policy that considers the diversity of the brazilian education. / O Sistema de Avaliação da Educação Básica (SAEB), discutido a partir da década de 1980 e instituído na década de 1990 no Brasil, contou com a inclusão amostral de Ciências da Natureza (CN) e Ciências Humanas (CH) na aplicação das provas para o nono (9º) ano do Ensino Fundamental (EF) no ciclo de 2013, com perspectiva da inclusão definitiva nos próximos ciclos. O objetivo da presente pesquisa foi investigar sobre as possíveis implicações da inclusão de CN no SAEB para o ambiente escolar. Realizou-se, inicialmente, a pesquisa documental, seguida de pesquisa de campo, mediante entrevista semiestruturada, que contou com a participação de um representante do Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP) e um representante da Secretaria de Estado da Educação do Paraná (SEED), além de seis professores de Ciências da Educação Básica (EB) e uma pedagoga que atuam em cinco escolas estaduais jurisdicionadas aos Núcleos Regionais de Educação de Foz do Iguaçu, Jacarezinho, Laranjeiras do Sul, Telêmaco Borba e Toledo. A análise dos dados, de cunho qualitativo, embasou-se em contribuições da análise do discurso bakhtiniano e da sociologia da educação bourdieusiana. O enfoque foi sobre as condições de produção e apreensão do sentido dos discursos produzidos pelos entrevistados mediante os elementos da teorização bakhtiniana de Enunciação, Dialogismo e Polifonia como aportes metodológicos. Como aportes conceituais às análises realizadas utilizou-se dos conceitos de Habitus, Violência Simbólica, Campo e Capital Cultural, elementos da teorização da sociologia da educação bourdieusiana. As análises dos discursos indicam que incluir CN no SAEB pode apresentar implicações no sentido de: 1) valorizar a disciplina de Ciências; 2) envolver mais professores com as avaliações de sistema no ambiente escolar; 3) integrar as áreas do conhecimento; 4) orientar mudanças para o ensino de Ciências e trabalho docente; 5) estimular a cultura científica nos estudantes da EB; assim como, pode: 6) denegrir a imagem do professor de Ciências. Também há indicativos da necessidade de: a) difundir mais as informações para os professores e as escolas sobre o SAEB e a inclusão de CN no sistema de avaliação; b) promover o conhecimento aos professores sobre as matrizes de referência de CN e matrizes curriculares das escolas para relacioná-las; c) elaborar uma política estatal de avaliação que considere a diversidade educacional brasileira.

The aim of this work is to introduce a new assessment method of children's cognitive abilities, the Cognitive Assessment System 2, to examine its criterion concurrent validity in a population of children with special educational needs and analyze the test profiles of these children. In the theoretical part of the work various assessment tools of children's cognitive abilities are presented. The Cognitive Assessment System 2 is also introduced. In the empirical part concurrent criterion validity of the CAS2 is examined via the correlation between the results of CAS2 and the results of other commonly used intelligence tests - it is examined on a sample of children with specific learning disabilities and children with below- average intelligence or mental retardation. The test profiles of children from both groups are analyzed. It was found that the overall scores in the method CAS2 highly correlate with total scores of the WISC-III in a group of children with a below-average intelligence and mental retardation, and with total scores of the WISC-III or the K-ABC in a group of children with specific learning disabilities. This is considered as evidence of the concurrent criterion validity of the CAS2. It was found that the children with a below-average intellect and mental retardation have balanced...

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted. / 2031-01-01

The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.

No description available.

No description available.

O presente trabalho aborda as perspectivas de certificação que se abrem para a agricultura orgânica familiar, através dos processos alternativos de certificação, a certificação participativa em rede – CPR, e a certificação de grupo por auditoria externa. Os objetivos gerais do trabalho foram contribuir para um melhor entendimento sobre o potencial dos processos participativos na certificação de produtos orgânicos. Avaliar em que medida a certificação pode ser associada a um processo pedagógico, para os produtores familiares paulistas, no qual a possibilidade de fortalecimento do controle social pode levar à redução dos processos burocráticos no Sistema de Controle Interno - SCI. O objetivo específico foi verificar se o processo de certificação de grupo da APROVE, proposto pela AAOcert, baseado nas diretrizes da IFOAM, abre maiores possibilidades de construção de processos mais participativos para os produtores, tomando-se a CPR como embasamento para busca de um referencial teórico, por ser uma proposta construída com este propósito. O trabalho é orientado pela seguinte pergunta: é possível um sistema de certificação reconhecido internacionalmente, como a certificação de grupo por auditoria de terceira parte, construir uma participação mais efetiva do produtor, sem perder a qualidade exigida dos seus processos? A hipótese central é que a diretriz da IFOAM para a construção do Sistema de Controle Interno (SCI) permite considerar processos participativos e com controle social, desenvolvidos como processo pedagógico, a partir do Sistema de Avaliação de Risco (SAR). A segunda hipótese é que trabalhar com os grupos a partir da avaliação dos riscos a que estão sujeitos proporciona aos agricultores melhor compreensão sobre o que é o sistema de controle interno que precisam desenvolver. A pesquisa foi realizada em três momentos, sendo o último uma intervenção com a introdução da diretriz da IFOAM para teste da hipótese. Os resultados da pesquisa evidenciaram que a introdução das diretrizes da IFOAM permitiu processos mais participativos e de controle social, que, ao mesmo tempo são adequados pedagogicamente ao grupo. Assim, é recomendável que os formuladores de políticas públicas que atuam na área de inclusão da agricultura familiar, na agricultura orgânica, levem em consideração as diretrizes da IFOAM para a certificação de grupo. / The present paper approaches the perspectives of certification for the organic family farmer agriculture, through alternative certification processes, the participatory certification, and the third party smallholder group certification. The main goal of this paper is to contribute to a better understanding about the potential of the alternative organic certification processes. To assess so far as the certification can be associated to a pedagogical process for the Paulista family farmers in which the possibility of strengthening the social control can lead to a bureaucratic process reduction in the Internal Control System – ICS. The specific goal is to verify if the APROVE’s small holder group certification proposed by the AAOcert based on the IFOAM basic standards opens possibilities of building more participatory processes for the producers, taken the CPR as a basis for seeking a theoretical reference, to be a proposal built with this purpose. The paper is led by the following question: is it possible to a certification system recognized internationally, as the third party small holder group certification, to build a more effective participation from the producer, without losing the quality demanded by its processes? The central hypothesis is that the IFOAM basic standards opens perspectives for more participatory processes and with social control and at the same time they best fit to the pedagogical process feature to be introduced with the producers with third party certification today. The research was achieved in three moments, however, the last one with an intervention with the introduction of the IFOAM basic standard to test the hypothesis. The results of the research proved that the IFOAM basic standards introduction allowed more participatory and social control processes and at the same time pedagogically suitable to the group. So, it is advisable for the public policy makers who work in the family farmer agriculture inclusion in the organic agriculture take into account the IFOAM basic standards for group certification.

O presente trabalho aborda as perspectivas de certificação que se abrem para a agricultura orgânica familiar, através dos processos alternativos de certificação, a certificação participativa em rede – CPR, e a certificação de grupo por auditoria externa. Os objetivos gerais do trabalho foram contribuir para um melhor entendimento sobre o potencial dos processos participativos na certificação de produtos orgânicos. Avaliar em que medida a certificação pode ser associada a um processo pedagógico, para os produtores familiares paulistas, no qual a possibilidade de fortalecimento do controle social pode levar à redução dos processos burocráticos no Sistema de Controle Interno - SCI. O objetivo específico foi verificar se o processo de certificação de grupo da APROVE, proposto pela AAOcert, baseado nas diretrizes da IFOAM, abre maiores possibilidades de construção de processos mais participativos para os produtores, tomando-se a CPR como embasamento para busca de um referencial teórico, por ser uma proposta construída com este propósito. O trabalho é orientado pela seguinte pergunta: é possível um sistema de certificação reconhecido internacionalmente, como a certificação de grupo por auditoria de terceira parte, construir uma participação mais efetiva do produtor, sem perder a qualidade exigida dos seus processos? A hipótese central é que a diretriz da IFOAM para a construção do Sistema de Controle Interno (SCI) permite considerar processos participativos e com controle social, desenvolvidos como processo pedagógico, a partir do Sistema de Avaliação de Risco (SAR). A segunda hipótese é que trabalhar com os grupos a partir da avaliação dos riscos a que estão sujeitos proporciona aos agricultores melhor compreensão sobre o que é o sistema de controle interno que precisam desenvolver. A pesquisa foi realizada em três momentos, sendo o último uma intervenção com a introdução da diretriz da IFOAM para teste da hipótese. Os resultados da pesquisa evidenciaram que a introdução das diretrizes da IFOAM permitiu processos mais participativos e de controle social, que, ao mesmo tempo são adequados pedagogicamente ao grupo. Assim, é recomendável que os formuladores de políticas públicas que atuam na área de inclusão da agricultura familiar, na agricultura orgânica, levem em consideração as diretrizes da IFOAM para a certificação de grupo. / The present paper approaches the perspectives of certification for the organic family farmer agriculture, through alternative certification processes, the participatory certification, and the third party smallholder group certification. The main goal of this paper is to contribute to a better understanding about the potential of the alternative organic certification processes. To assess so far as the certification can be associated to a pedagogical process for the Paulista family farmers in which the possibility of strengthening the social control can lead to a bureaucratic process reduction in the Internal Control System – ICS. The specific goal is to verify if the APROVE’s small holder group certification proposed by the AAOcert based on the IFOAM basic standards opens possibilities of building more participatory processes for the producers, taken the CPR as a basis for seeking a theoretical reference, to be a proposal built with this purpose. The paper is led by the following question: is it possible to a certification system recognized internationally, as the third party small holder group certification, to build a more effective participation from the producer, without losing the quality demanded by its processes? The central hypothesis is that the IFOAM basic standards opens perspectives for more participatory processes and with social control and at the same time they best fit to the pedagogical process feature to be introduced with the producers with third party certification today. The research was achieved in three moments, however, the last one with an intervention with the introduction of the IFOAM basic standard to test the hypothesis. The results of the research proved that the IFOAM basic standards introduction allowed more participatory and social control processes and at the same time pedagogically suitable to the group. So, it is advisable for the public policy makers who work in the family farmer agriculture inclusion in the organic agriculture take into account the IFOAM basic standards for group certification.

IT-system är idag en del av i stort sett varje organisation. Tidigare forskning har visat attinförandet och användningen av nya IT-system påverkar organisationens struktur, aktiviteteroch aktörer och att mer forskning behövs för att förstå hur IT-systemen förändrarorganisatoriska processer. Äldreomsorgen är ett exempel på en kontext där mer forskningbehövs enligt tidigare forskning. Det blir allt vanligare att Sveriges kommuner implementerararbetssättet “Individens Behov I Centrum” (IBIC) i äldreomsorgen, vilket förändrar hurbedömning av individers behov utförs. Som stöd i arbetet med behovsbedömning i enlighetmed IBIC har flera av landets kommuner börjat använda behovsbedömningssystemet Kuben.Studien syftar till att bidra med ny kunskap om hur IT-system förändrar organisatoriskaprocesser. Med en abduktiv ansats och kvalitativa intervjuer som metod belyser vi i dennastudie hur Kuben förändrat behovsbedömningsprocessen utifrån en handläggares perspektiv.Med utgångspunkt i vår litteraturstudies tre förändringsområden visade resultatet exempelvisatt Kubens avsaknad av integrering med kommunernas verksamhetssystem leder till en ökadrisk för felaktiga behovsbedömningar. Samtidigt visade resultatet även att användning avKuben bland annat leder till en högre kvalitet i behovsbedömningen. Om förändringen ikvaliteten beror på användning av Kuben eller IBIC är dock svårt att avgöra eftersom Kubenoch IBIC i de flesta fall har införts samtidigt. Studiens slutsatser har bidragit tillrekommendationer för organisationer som avser att implementera behovsbedömningssystemsamt riktlinjer för framtida forskning. / IT systems are today part of virtually every organization. Previous research has shown thatthe introduction and use of new IT systems affects the structure, activities and actors of theorganization and that more research is needed to understand how IT systems changeorganizational processes. According to previous research the elderly care is an example of acontext where more research is needed. It is becoming increasingly common for Sweden'smunicipalities to implement the "Individens behov i centrum" approach (IBIC) in the elderlycare, which changes how assessment of individuals' needs is carried out. In support of thework on needs assessment in accordance with IBIC, several of the country's municipalitieshave started to use the needs assessment system Kuben. The aim of this study is to contributewith new knowledge about how IT systems change organizational processes. Using anabductive approach and qualitative interviews as a method, we illustrate how Kuben haschanged the needs assessment process from the perspective of a practitioner. On the basis ofthe three areas of change in our literature study, the results showed for example that Kubenslack of integration with the municipalities' ERP systems leads to an increased risk of incorrectneeds assessments. At the same time, the results also showed for example that the use ofKuben leads to higher quality in the needs assessment. However, whether the change inquality is due to the use of Kuben or IBIC is difficult to determine since in most cases Kubenand IBIC have been introduced simultaneously. The study's conclusions have contributed torecommendations for organizations that intend to implement needs assessment systems aswell as guidelines for future research.

This dissertation aims to investigate the sustainability impacts of alternative vehicle technologies and develop comprehensive sustainability assessment frameworks to analyze potential impacts of these vehicles in the U.S. In order to assess sustainability impact of vehicle alternatives, life-cycle based models has been extensively used in the literature. Although life cycle-based models are often used for environmental impacts of alternative vehicles, analysis of social and economic impacts of these vehicles has gained a tremendous interest. In this regard, there is a growing interest among the international platform and academia to use the Life Cycle Sustainability Assessment framework to have more informed sustainable products, material and technology choices by considering the environmental, as well as social and economic impacts. The Life Cycle Sustainability Assessment framework is still under development and there is an ongoing research to advance it for future applications. In this dissertation, current and future needs of sustainability assessment frameworks and the U.S. transportation are identified and addressed. The major research gaps are identified as follows: (1) there has been small emphasis on effects of spatial and temporal variations on the sustainability impacts of alternative vehicle technologies, (2) no national research efforts as of now have been directed specifically toward understanding the fundamental relationship between the adoption of electric vehicles and water demand, (3) there has been a lack of understanding the dynamic complexity of transportation sustainability, encompassing feedback mechanisms, and interdependencies, for the environmental, social, and economic impacts of alternative vehicles, and (4) there is no emphasis on addressing uncertainties inherent to the U.S. transportation and its complex relationships with the environment, society, and economy. The environmental, economic, and social impacts of alternative vehicles are highly critical for truly assessing and understanding the long-term sustainability of vehicles and propose economically viable, socially acceptable, and environmentally-friendly transportation solutions for U.S. passenger transportation. This dissertation provides a more comprehensive sustainability assessment framework by realizing following objectives: (1) inclusion of spatial and temporal variations when quantifying carbon, energy, and water footprints of alternative vehicle technologies, (2) quantifying environmental, social, and economic impacts of alternative vehicle technologies, (3) capturing the dynamic relations among the parameters of U.S. transportation system, environment, society, and the economy, (4) dealing with uncertainties inherent to the U.S. transportation sector considering the complexity of the system and dynamic relationships. The results of this dissertation reveal that the results with consideration of uncertainties, temporal and spatial variations, and dynamic complex relationships among the system variables can be significantly different than those of without consideration of those. Therefore, when developing policies the robustness of proposed scenarios should be valuated with consideration of uncertainties, temporal and spatial variations as well as the dynamic feedback mechanisms. The outcomes of this study can pave the way for advancement in the state-of-the-art and state-of-the-practice in the sustainability research by presenting novel approaches to deal with uncertainties and complex systems.