This field study aims to identify and examine the consequences and influences of course selections and career choices made by students, their parents and college staff. Because of a lack of information regarding the implications of their selected programmes of study, many students choose unwisely and as a result, have become confused about the relevance of their choices in relation to the achievement of their ultimate career aspirations. To achieve the aims of this study, an analysis of the course selections and career choices of the Year 12 graduates of 1983 from Copland College was completed. This field study is divided into three main sections. The first section comprises Chapters I and II which outline the historical development of secondary colleges within the Australian Capital Territory. The author briefly discusses the influence of both the Hughes and the Campbell Reports and illustrates how these Reports were used as the basis for the establishment of the educational structure we now have for our senior secondary college students in Canberra. In addition, this section details the historical background of careers education within the Australian Capital Territory and the influences this has had on the status of career education at Copland College. The second section covers Chapters III, IV and V. In this section the function of the Student Services Faculty within Copland College is discussed and also a brief explanation given of the type of information gathered by college and administrative staff for career and course advice. The author provides a description of the procedures II used to obtain and collate the information collected for this field study. A questionnaire method of data collection was the basis used to examine the post-collegiate activities of over 240 graduate students of 1983, and part of the questionnaire relates specifically to the destinations of these ex-students. Finally, the third section incorporates Chapters VI and VII. It details the results of my research covered in earlier chapters and at the same time, synthesizes that of other educationalists as it relates to this field study. The concluding portion of this section sets out recommendations proposed to meet the problems identified in such areas as student course selections and careers advice.

The purpose of the study was to investigate the physiological and psychological benefits provided by a self-selected health and wellness course on a racially and ethnically diverse student population. It was designed to determine if students from a 2-year Hispanic serving institution (HIS) from a large metropolitan area would enhance their capacity to perform physical activities, increase their knowledge of health topics and raise their exercise self-efficacy after completing a course that included educational and activity components for a period of 16 weeks. A total of 185 students voluntarily agreed to participate in the study. An experimental group was selected from six sections of a health and wellness course, and a comparison group from students in a student life skills course. All participants were given anthropometric tests of physical fitness, a knowledge test, and an exercise self-efficacy scale was given at the beginning and at the conclusion of the semester. An ANCOVA analyses with the pretest scores being the covariate and the dependent variable being the difference score, indicated a significant improvement of the experimental group in five of the seven anthropometric tests over the comparison group. In addition, the experimental group increased in two of the three sections of the exercise self-efficacy scale indicating greater confidence to participate in physical activities in spite of barriers over the comparison group. The experimental group also increased in knowledge of health related topics over the comparison group at the .05 significance level. Results indicated beneficial outcomes gained by students enrolled in a 16-week health and wellness course. The study has several implications for practitioners, faculty members, educational policy makers and researchers in terms of implementation of strategies to promote healthy behaviors in college students and, to encourage them to engage in regular physical activities throughout their college years.

This study provides a rationale for adopting course materials. It demonstrates the relationship between ability to read assigned materials and academic achievement, and that selection of materials creates two groups having different probabilities of success. The sample was selected from a population of all students enrolled in Principles of Economics courses at North Texas State University in the spring semester of 1986. The Nelson-Denny Reading Test was used to determine reading ability. Assigned materials were analyzed for readability. A frustration level was determined and used to divide the sample: the group of interest, those with reading abilities below the frustration level who underwent the treatment of reading materials written above their ability to comprehend; and the comparison group, those with reading abilities above the frustration level who did not undergo the treatment.

Made available in DSpace on 2016-01-26T18:49:50Z (GMT). No. of bitstreams: 1 DISSERTACAO NACY_08_04_2013.pdf: 608428 bytes, checksum: 0ba8493bec940a3880c0cbc9f2a3d329 (MD5) Previous issue date: 2012-08-29 / The spreading of the technology college courses in the country, notably in the past few years, has required a closer look on this category of teaching in the field of professional education, mainly regarding the pedagogical project of the courses. That is because its formation depends on the understanding of each teaching institution on what is implied by the legislation, by the General Curriculum Guidelines and legal regulations for the organization and performance of the Technology College Courses (TCC). Therefore, this research aims at analyzing the adequacy of the pedagogical project of a technology college course in commercial management, supported on the public policies for the professional training and the contributions arising from this formation in college level. As specific objectives, understand the concepts of professional education, technical and technological, the differentiations presented among the courses of such modality, besides specifically analyzing the pedagogical project, the curriculum, teaching plans and other documents of the TCC in Commercial Management from the Universidade do Oeste Paulista, to verify and understand its adequacy to what is established as public policies for this formation. The study approach and investigation is based on the qualitative research, having the bibliographical and documental research as method. It was analyzed the documents produced by the technology college course, such as the pedagogical project, the teaching plans, the curriculum structure, and the official documents such as the curriculum guidelines of the technology college courses, legislations, regulations and the ordinance of the Department of Professional and Technological Education (SETEC). The data analysis was realized in a way that allowed, initially, to acquire general information to get acquainted with the material; later, the identification of units of content from the documents that made possible to identify main topics which favored the data categorization, from the comparison with the adopted theoretical reference; finally, proceeding the analysis and interpretation of the acquired data. The study shows that, in general, the pedagogical project aligns with the legal requirements; however, it presents certain deficiencies from the practical point of view, in the application of what is intended as technology college course confronting the real training that is offered. / O crescimento dos cursos superiores de tecnologia no país, notadamente nos últimos anos, tem demandado um olhar mais apurado sobre esta modalidade de ensino da área da educação profissional, principalmente no que se refere aos projetos pedagógicos dos cursos. Isto porque, a sua construção depende do entendimento de cada instituição de ensino sobre o que pressupõe a legislação, as Diretrizes Curriculares Gerais e regulamentações legais para a organização e funcionamento dos Cursos Superiores de Tecnologia. Desta forma, a presente pesquisa tem como objetivo analisar a adequação do projeto pedagógico de um curso superior de tecnologia em gestão comercial, respaldados nas políticas públicas para a formação profissional e as contribuições advindas desta formação em nível superior. Como objetivos específicos, compreender os conceitos de educação profissional, técnica e tecnológica, as diferenciações que se apresentam entre os cursos desta modalidade, além de analisar especificamente o projeto pedagógico, o currículo e planos de ensino do CST em Gestão Comercial da Universidade do Oeste Paulista, para verificar e compreender sua adequação ao que se estabelece como políticas públicas para esta formação. A abordagem de estudo e investigação ampara-se na pesquisa qualitativa, tendo como método a pesquisa de levantamento bibliográfico e a pesquisa documental. São alvo de análise os documentos produzidos pelo curso de superior de tecnologia, como o projeto pedagógico, os planos de ensino, a estrutura curricular, e os documentos oficiais como diretrizes curriculares dos cursos superiores de tecnologia, legislações, regulamentos e portarias da Secretaria de Educação Profissional e Tecnológica (SETEC). A análise dos dados foi realizada de modo que permitisse, inicialmente, apreender informações globais para conhecer o material; posteriormente, a identificação de unidades de conteúdo inseridos nos documentos que possibilitaram identificar temas principais que favorecessem a categorização dos dados, a partir do cotejo com o referencial teórico adotado; finalmente, procedeu-se a análise e interpretação dos resultados obtidos. O estudo demonstra que, de modo geral, o projeto pedagógico alinha-se às exigências legais; porém apresenta deficiências, sob o ponto de vista prático, na aplicação do que se pretende como curso superior de tecnologia em confronto com a real formação que é oferecida.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 DISSERTACAO NACY_08_04_2013.pdf: 608428 bytes, checksum: 0ba8493bec940a3880c0cbc9f2a3d329 (MD5) Previous issue date: 2012-08-29 / The spreading of the technology college courses in the country, notably in the past few years, has required a closer look on this category of teaching in the field of professional education, mainly regarding the pedagogical project of the courses. That is because its formation depends on the understanding of each teaching institution on what is implied by the legislation, by the General Curriculum Guidelines and legal regulations for the organization and performance of the Technology College Courses (TCC). Therefore, this research aims at analyzing the adequacy of the pedagogical project of a technology college course in commercial management, supported on the public policies for the professional training and the contributions arising from this formation in college level. As specific objectives, understand the concepts of professional education, technical and technological, the differentiations presented among the courses of such modality, besides specifically analyzing the pedagogical project, the curriculum, teaching plans and other documents of the TCC in Commercial Management from the Universidade do Oeste Paulista, to verify and understand its adequacy to what is established as public policies for this formation. The study approach and investigation is based on the qualitative research, having the bibliographical and documental research as method. It was analyzed the documents produced by the technology college course, such as the pedagogical project, the teaching plans, the curriculum structure, and the official documents such as the curriculum guidelines of the technology college courses, legislations, regulations and the ordinance of the Department of Professional and Technological Education (SETEC). The data analysis was realized in a way that allowed, initially, to acquire general information to get acquainted with the material; later, the identification of units of content from the documents that made possible to identify main topics which favored the data categorization, from the comparison with the adopted theoretical reference; finally, proceeding the analysis and interpretation of the acquired data. The study shows that, in general, the pedagogical project aligns with the legal requirements; however, it presents certain deficiencies from the practical point of view, in the application of what is intended as technology college course confronting the real training that is offered. / O crescimento dos cursos superiores de tecnologia no país, notadamente nos últimos anos, tem demandado um olhar mais apurado sobre esta modalidade de ensino da área da educação profissional, principalmente no que se refere aos projetos pedagógicos dos cursos. Isto porque, a sua construção depende do entendimento de cada instituição de ensino sobre o que pressupõe a legislação, as Diretrizes Curriculares Gerais e regulamentações legais para a organização e funcionamento dos Cursos Superiores de Tecnologia. Desta forma, a presente pesquisa tem como objetivo analisar a adequação do projeto pedagógico de um curso superior de tecnologia em gestão comercial, respaldados nas políticas públicas para a formação profissional e as contribuições advindas desta formação em nível superior. Como objetivos específicos, compreender os conceitos de educação profissional, técnica e tecnológica, as diferenciações que se apresentam entre os cursos desta modalidade, além de analisar especificamente o projeto pedagógico, o currículo e planos de ensino do CST em Gestão Comercial da Universidade do Oeste Paulista, para verificar e compreender sua adequação ao que se estabelece como políticas públicas para esta formação. A abordagem de estudo e investigação ampara-se na pesquisa qualitativa, tendo como método a pesquisa de levantamento bibliográfico e a pesquisa documental. São alvo de análise os documentos produzidos pelo curso de superior de tecnologia, como o projeto pedagógico, os planos de ensino, a estrutura curricular, e os documentos oficiais como diretrizes curriculares dos cursos superiores de tecnologia, legislações, regulamentos e portarias da Secretaria de Educação Profissional e Tecnológica (SETEC). A análise dos dados foi realizada de modo que permitisse, inicialmente, apreender informações globais para conhecer o material; posteriormente, a identificação de unidades de conteúdo inseridos nos documentos que possibilitaram identificar temas principais que favorecessem a categorização dos dados, a partir do cotejo com o referencial teórico adotado; finalmente, procedeu-se a análise e interpretação dos resultados obtidos. O estudo demonstra que, de modo geral, o projeto pedagógico alinha-se às exigências legais; porém apresenta deficiências, sob o ponto de vista prático, na aplicação do que se pretende como curso superior de tecnologia em confronto com a real formação que é oferecida.

Made available in DSpace on 2016-04-04T18:33:03Z (GMT). No. of bitstreams: 1 Lajara Janaina Lopes Correa.pdf: 1662892 bytes, checksum: 6e859d11b2b2a70f52a1b0fe1cc25351 (MD5) Previous issue date: 2011-02-17 / This research aims to analyze the trajectories of former students of pre-university course Herbert de Souza, located in Campinas (SP), who enrolled in universities, to identify: (i) points in the trajectories that contributed to longevity school these young people, (ii) how they interpret and evaluate their educational experiences and school and (iii) possible contributions that the institution may have provided for their students to critically interpret the Brazilian school system and become activists in their fight against inequality. Regarding methodology, we conducted desk research on the local community college and semi-structured interviews with seven former students of Herbert de Souza. Because it is a qualitative research, respondents were not chosen according to statistical criteria, but intentional. The search for the respondents, or employees, occurred in part through the test network, whereby the interviewees themselves suggest others to be interviewed, creating a community of arguments. The qualitative analysis of empirical data allow to indicate how results: (i) the almost total absence of incentive for high school teachers for employees to attend craved Higher Education, (ii) in return had influence within and outside the household for the continuation of studies, primarily by attitudes of the families of employees who, though little educated, they pointed to the value of school, (iii) the trajectory of its employees as an arena of struggle in that conflict were not considered good students, not like the school, have low cultural capital and at the same time, have adequate provisions for the sacrifices of schooling, (iv) the entry of these subjects at university does not put an end to these struggles, because the route to higher education remains marked by challenges inescapable and obstacles in the encounter between institutions and teachers trained to work with students from more affluent social classes and our collaborators, in popular classes, (v) evidence that the actions of militant former students to have as a result of inflow and relations established in the preparatory course, (vi) evidence that these actions do not materialize militants in university spaces and (vi) the challenges in setting up a preparatory course intended for the young working class and its double goal: preparing for the examination of vestibular and training critical, despite the efforts of institutions to foster critical interpretations of the Brazilian educational system and the entrance exam, which is difficult to infer the effective implementation of this process in a broader sense. Thus, we conclude that the educational experiences at prep school show a contradiction between the preparation for the exam and training in relation to this critical examination and the Brazilian educational system in general. We expect this work to contribute to a deeper understanding of education through the lives of former students of Project Herbert de Souza, in view of the role of political-educational teaching spaces, which are defined as social movements for democratization of education higher. / Esta pesquisa tem como objetivo analisar as trajet?rias de ex-alunos do curso pr?vestibular Herbert de Souza, situado na cidade de Campinas, (SP), que ingressaram em universidades, buscando identificar: (i) pontos nestas trajet?rias que contribu?ram para a longevidade escolar destes jovens; (ii) como interpretam e avaliam suas experi?ncias educacionais e escolares e (iii) poss?veis contribui??es que a institui??o possa ter fornecido para seus estudantes interpretarem de forma cr?tica o sistema escolar brasileiro e se tornarem militantes na luta contra as suas desigualdades. Quanto ? metodologia, realizamos pesquisa documental sobre o cursinho e entrevistas semi-estruturadas com 7 ex-alunos do Herbert de Souza. Por se tratar de uma pesquisa qualitativa, os entrevistados n?o foram escolhidos segundo crit?rios estat?sticos, mas de forma intencional. A busca pelos entrevistados, ou colaboradores, ocorreu, em parte, atrav?s do crit?rio de rede, pelo qual os pr?prios depoentes indicam outros para serem entrevistados, criando uma comunidade de argumentos. As an?lises qualitativas do material emp?rico permitem indicar como resultados: (i) a quase total aus?ncia de incentivo dos professores de Ensino M?dio para que os colaboradores almejassem cursar o Ensino Superior; (ii) em contrapartida, houve influ?ncia dentro e fora do grupo familiar para o prosseguimento dos estudos, sobretudo por atitudes das fam?lias dos colaboradores que, embora pouco escolarizadas, destacaram para eles o valor da escola; (iii) a trajet?ria dos colaboradores como uma arena de lutas em que entra em contradi??o terem sido considerados maus alunos, n?o gostarem da escola, terem baixo capital cultural e, ao mesmo tempo, terem disposi??es adequadas para os sacrif?cios da escolariza??o; (iv) o ingresso desses sujeitos na universidade n?o p?em fim a estas lutas, j? que o percurso no Ensino Superior permanece marcado por desafios e obst?culos inescap?veis no encontro entre institui??es e professores preparados para trabalhar com alunos de classes sociais mais abastadas e os nossos colaboradores, pertencentes ?s classes populares; (v) evid?ncias de que as atua??es militantes dos ex-alunos se deram em decorr?ncia do ingresso e das rela??es estabelecidas no cursinho; (vi) ind?cios de que estas atua??es militantes n?o se concretizam nos espa?os universit?rios e (vii) os desafios na constitui??o de um cursinho voltado para jovens de classes populares e seu duplo objetivo: o preparo para o exame de vestibular e a forma??o critica; apesar dos esfor?os da institui??o para fomentar interpreta??es cr?ticas do sistema educacional brasileiro e do vestibular, ? dif?cil inferir qual a efetiva concretiza??o deste processo, de um modo mais amplo. Sendo assim, conclu?mos que as experi?ncias educacionais no cursinho mostram uma contradi??o entre a prepara??o para o vestibular e a forma??o cr?tica em rela??o a este exame e ao sistema educacional brasileiro, de uma forma geral. Esperamos com este trabalho contribuir para um aprofundamento do conhecimento da Educa??o a partir da trajet?ria de ex-alunos do Projeto Herbert de Souza, tendo em vista o papel pol?tico-pedag?gico destes espa?os de ensino, que se definem como movimentos sociais para a democratiza??o da educa??o superior.

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[pt] A presente tese é uma pesquisa sobre o Curso de Comando e Estado-Maior do Exército Brasileiro e tem como objetivo o estudo da formação dos oficiais de carreira bélica do Quadro de Estado-Maior da Ativa e os impactos das políticas de Defesa nos conteúdos e monografias de conclusão do curso, após a criação do Ministério da Defesa. Para isso, foram investigadas as legislações de ensino, os Planos de Disciplinas, os títulos e as palavras-chave das monografias, nos dando uma parte da dimensão de como essa classe militar é formada e uma premissa de como pensam os temas relacionados à Defesa. Constatamos que as Políticas e as Estratégias de Defesa nacionais, bem como as novas conjunturas no campo da segurança e defesa internacional, após a Guerra Fria, estabeleceram mudanças na formação do Estado-Maior do Exército no período de 1999 a 2013. Identificamos as influências das legislações, diretrizes e ações estabelecidas pelo Ministério da Defesa, demonstrando que o Exército não é totalmente refratário e se ajusta, mesmo que lentamente e a seu modo, às transformações exigidas por outros órgãos e pelos eventos externos à instituição. Porém, cabe destacar, que as mudanças afetaram, mas continuam não interferindo na autonomia militar. As mudanças observadas foram protagonizadas pelos próprios militares, que estabelecem os critérios de mudanças de acordo com seus interesses e perspectivas, reafirmando a autonomia institucional. Este trabalho contribui para as discussões sobre o ensino militar brasileiro e sobre quais Forças Armadas desejamos, tendo como contexto o perfil estratégico planejado pelo país e os princípios democráticos. / [en] The purpose of this research is to study the formation of Army career officers in the Course of Command and Staff College of the Brazilian Army, by verifying the impacts of defense policies in course content, and graduating papers, after the creation of the Ministry of Defense. For this, we investigated the related legislation, the curriculum, the titles of thesis and key-words that gave us a partial idea of how military are formed, and how they think the issues related to defense. We found that policies and national defense strategies, along with new situations in the field of international security, and defense after the Cold War, established changes in the formation of career officers during the 1999-2013 period. Thus, we identified the influences of law, guidelines and actions established by the Ministry of Defense, demonstrating that the Army is not entirely refractory and adapts to transformations required by other agencies and by events external to the institution, though in a low way and at its own path. However, it is worth noting that the changes affect, but still do not interfere with military autonomy. The observed modifications were created by the military themselves, who set the changing criteria according to Army interests and perspectives reaffirming institutional autonomy. This work contributes to the discussions on the Brazilian military education, and on the desired Armed Forces within the context of the strategic profile planned by the country according to democratic principles.

Uppsatsen handlar om att undersöka hur aktuella läroböcker i teknik på grundskolanshögstadium och teknik 1 på gymnasiet adresserar hållbar utveckling (HU). Läroböckerna harjämförts med aktuella läroplaner för både Lgr11 och Gy2011 samt några externa källor, FN:s17 Globala Mål och tidningen Ny Teknik. Som metod har valts en tematisk analys enligt Brown och Clark (2008), ur detkontextualistiska perspektivet. De olika temana har analyserats fram och räknats medavseende på förekomster i de olika källorna, vilket har resulterat i både en kvantitativ och kvalitativ analys. Analyserna har kopplats till litteratur angående forskning inom tre huvudområden;teknikämnet och HU, lärare – elev samt kunskaps- och läroboksperspektiv. Det kan konstateras att läroböckerna inte alls innehåller så stor procentandel (%) HU-textmassa, stycken, som kurs- och ämnesplanerna innehåller. Läroböckerna följer inte läroplanernas inriktningar särskilt väl, utan HU verkar ha adderats till det befintliga innehållet i tidigare utgåvor, i stället för att ha arbetats in från grunden i nya utgåvor. Detta gör att HU ibland betraktas som en valbar kompletteringsaktivitet i undervisningen. Läroplanerna följer i sin tur inte de 17 nya globala målen för HU. Detta eftersom de är på olikanivåer och synkronisering med de globala målen görs med en stor fördröjning. Först görs synkronisering till nationell nivå, därefter till institutionell nivå och sist till kurs- och ämnesnivå. Som det nu är verkar teknikämnet i läroplanerna lyfta fram viktigheten i att tänka på HU, hellre än att lyfta fram tekniker kring hållbar utveckling och hållbara produkter. Slutsatsen är att läroböcker och läroplaner behöver uppdateras och teknikämnena integreraHU på ett mer konkret och genuint sätt, inte som idag, på en allmänt fostrande nivå. Detta föratt betona betydelsen av HU i samhället och för att uppnå en aktuell och likvärdig undervisning samt kunskaps- och färdighetsinhämtning. / The thesis is about examining how certain current textbooks in technology at the lower secondary school and technology 1 in the upper secondary school address sustainable development (SD). The textbooks have been compared with current curricula for both Lgr11and Gy2011 as well as some external sources, the UN's 17 Global Goals and the magazine Nyteknik. As a method, a thematic analysis has been chosen according to Brown and Clark (2008), fromthe contextual perspective. The different themes have been analyzed and counted with regard to occurrences in the various sources, which has resulted in both a quantitative and qualitative analysis. The analyses have been linked to literature on research in three main areas; technical subject and HU, teacher - student and knowledge and textbook perspective. It can be stated that the textbooks do not contain as much percentage (%) of SD text mass, paragraphs, which the course and subject plans contain. The textbooks do not adhere specifically to the direction of the curricula, but SD seems to have been added to the existing content of previous editions, rather than having been worked in from scratch in new editions.This means that SD is sometimes regarded as an optional complementary activity in the teaching. The curricula do not follow the 17 new global goals for SD. This is because they are at different levels and synchronization with the global goals is done with a great delay. First, synchronization is made to the national level, then to the institutional level and last to the course and subject level (curricula). As it is now, the technical subject in the curricula seems to emphasize the importance of thinking about SD, rather than highlighting technologies relating to sustainable development and sustainable products. The conclusion is that textbooks and curricula need to be updated and the technology topics would integrate SD in a more concrete and genuine way, not as today, at a generally educational level. This is to emphasize the importance of SD in society and to achieve a current and equivalent teaching and acquiring knowledge and skill.