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Yick Doi Pei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 63-66). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Raw score approach --- p.4 / Chapter 1.2 --- Residual approach --- p.4 / Chapter 1.3 --- Indicator approach --- p.5 / Chapter 1.4 --- Overview --- p.5 / Chapter 2 --- Application --- p.7 / Chapter 2.1 --- Data --- p.7 / Chapter 3 --- Modeling --- p.10 / Chapter 3.1 --- Linear Regression at Individual Level --- p.13 / Chapter 3.2 --- Linear Regression at Group Level --- p.21 / Chapter 3.3 --- Polytomous Logistic Model --- p.28 / Chapter 3.4 --- Mixed Effect Model --- p.35 / Chapter 3.5 --- Discrete Response Multilevel Model --- p.41 / Chapter 4 --- Conclusion --- p.51 / Appendix --- p.55 / Reference --- p.63

Cette recherche vise à analyser le rôle des référentiels de compétences sur le pilotage de la formation à l’université et sur les pratiques d’enseignement et d’évaluation des enseignants. Cette analyse cherche également à explorer les liens entre le rôle joué par un référentiel (son usage, ses effets) et les conditions qui ont présidé à sa réalisation :motivation de départ, méthode d’élaboration et de diffusion. La méthodologie utilisée est double. D’une part, nous avons mené une étude croisée reprenant 10 cas, soit 10 équipes d’enseignants ayant élaboré un référentiel en Belgique, en France, aux Pays-Bas et au Canada. D’autre part, nous avons suivi, durant trois années, l’élaboration du référentiel de formation de l’Ecole polytechnique de l’ULB. Entretiens semi-dirigés et observation participante ont été les deux outils respectifs de cette double méthodologie. Nous avons pu montrer que dans la plupart des cas, les référentiels ont joué un rôle dans le pilotage de la formation et dans les pratiques d’enseignement et d’évaluation mais nous avons également identifié d’autres rôles joués par les référentiels tels un rôle de gestion des ressources humaines (outil d’engagement et d’intégration de nouveaux engagés, outil de construction d’une identité collective, outil de communication interne) ou encore de communication à caractère promotionnel. Nous pouvons également formuler des hypothèses quant aux conditions susceptibles de favoriser l’usage du référentiel dans le pilotage et dans les pratiques d’enseignement et d’évaluation. Par contre, nous n’avons pas identifié l’impact de la forme du référentiel (concept de référence ou modèle théorique) sur son usage, l’usage du référentiel étant davantage lié à une politique qui l’englobe et dont il est sans doute l’un des rouages.<p>Enfin, en regard de nos résultats et de notre échantillon, le référentiel ne semble pas constituer un levier pour accroître la professionnalisation de la formation mais se trouve au contraire en équilibre entre professionnalisation et académisation, en ce qui concerne les formations initiales de deux cycles dans un contexte universitaire ou assimilé.<p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

A dissertation submitted in fulfillment of the requirements for the degree of Master in Technology: Information Technology, Durban University of Technology, 2011. / This study examines the perceived effect of the following factors on web searching ability of academic staff in the computing discipline: demographic attributes such as gender, age group, position held by the academic staff, highest qualification, etc; lecturing experience, research experience, English language proficiency, and web searching experience. The research objectives are achieved using a Likert-scale based questionnaire for 61 academic staff from Information Technology and Computer Science departments from four Universities from the Kwazulu-Natal and Eastern Cape provinces of South Africa. Descriptive and inferential statistics were computed for data analysis from the questionnaire after performing data reliability and validity tests using factor analysis and Cronbach‟s coefficients methods on the PASW Statistics 18.0 (SPSS). Descriptive statistics revealed a majority of staff from IT as compared to staff in CS and, a majority of under qualified middle age male staff in junior positions with considerable years of lecturing experience but with little research experience. Inferential statistics show an association between web searching ability and demographic attributes such as academic qualifications, positions, and years of research experience, and also reveal a relationship between web searching ability and lecturing experience, and between web searching ability and English language ability. However, the association between position, English language ability, and searching ability was found to be the strongest of all. The novelty finding by this study is the effect of lecturing experience on web searching ability which has not been claimed by existing research reviewed. Ideas for future research include mentoring of academic staff by more experienced staff, training of novice web searchers, designing and using semantic search systems both in English and in local languages, publishing more web content in local languages, and triangulating various research strategies for the analysis of the usability of web search engines.

The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students. The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters. Consideration of the data findings of this study permitted the following conclusions: 1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format. 2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format. 3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method. 4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods. 5. There are differences between completers and noncompleters of courses regardless of instructional method.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2017-11-07T15:20:50Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Adena, Kelly.pdf: 2406506 bytes, checksum: 82e74fab6c76013750d94753beda1810 (MD5) / Made available in DSpace on 2017-11-07T15:20:51Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Adena, Kelly.pdf: 2406506 bytes, checksum: 82e74fab6c76013750d94753beda1810 (MD5) Previous issue date: 2017-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objeto desta pesquisa é a avaliação do ensino e aprendizagem na docência universitária do Curso de Licenciatura em Artes Visuais da Universidade Estadual de Ponta Grossa (UEPG/PR). A problemática se expressa por meio da seguinte indagação: Quais são os fundamentos teórico-metodológicos de avaliação do ensino e aprendizagem na docência universitária do Curso de Licenciatura em Artes Visuais da UEPG/PR? O objetivo geral é analisar os fundamentos teórico-metodológicos de avaliação do ensino e aprendizagem de Artes Visuais, na docência universitária sob a perspectiva crítica de Adorno (2009, 2010), no Curso de Licenciatura em Artes Visuais da UEPG/PR. Como objetivos específicos deste estudo foram elencados: a) Detectar a concepção de avaliação do ensino e aprendizagem nos documentos oficiais do Curso de Licenciatura em Artes Visuais da UEPG/PR; b) Analisar a concepção de avaliação de ensino e aprendizagem dos professores e dos acadêmicos do 4º ano do Curso de Licenciatura em Artes Visuais da UEPG/PR; c) Analisar os critérios de avaliação e as práticas avaliativas da aprendizagem que os docentes utilizam nas disciplinas do Curso de Licenciatura em Artes Visuais da UEPG/PR. O referencial teórico é constituído principalmente pelos seguintes autores: Adorno (2009; 2010); Barbosa (1984, 1989, 1991, 2003); Demo (1998, 2004); Freire (1989, 1997, 1999, 2005); Isaia (2003, 2005, 2006); Libâneo (1990, 2005); Luckesi (2003, 2005, 2011); Masetto (2003), Pucci (1998, 2001); Saul (1992, 1995, 2008); Zimmerman (2005), dentre outros. A metodologia da pesquisa ampara-se em uma abordagem qualitativa na modalidade estudo de caso com direcionamento do método dialético fundamentado pela Teoria Crítica de Adorno (2002,2010). Os instrumentos de coleta de dados são os questionários, a entrevista aberta ou semiestruturada e a análise documental. Os sujeitos da pesquisa foram os professores com formação em Artes Visuais que atuam no Curso de Licenciatura em Artes Visuais da UEPG/PR e os licenciandos do 4º ano/2016 e 4º ano/2017 do referido Curso. A análise dos dados foi realizada de acordo com os pressupostos teóricos metodológicos da Análise de Conteúdo de Bardin (2004) e Lüdke e André (1986). Os resultados demonstram que os fundamentos teórico-metodológicos de avaliação do ensino e aprendizagem na docência universitária do Curso de Licenciatura em Artes Visuais da UEPG/PR são, na maioria, fundamentados na teoria histórico-crítica, com ênfase na avaliação formativa, processual e na diversidade de instrumentos avaliativos. No entanto, conclui-se que há muito para se discutir, refletir e pesquisar sobre a avaliação na docência universitária do Curso de Licenciatura em Artes Visuais, e que apesar de alguns avanços, a mesma ainda é dispersa, frágil e complexa no processo de ensino e aprendizagem na docência em Artes Visuais, sendo necessários outros estudos para subsidiar a formação de professores para atuar na Educação Básica. / The object of this study is to evaluate the teaching and learning in college teaching of the Course Degree in Visual Arts from the State University of Ponta Grossa - UEPG / PR. The problem is expressed by means of the following question: What are the basics theoretical-methodological evaluation of teaching and learning in college teaching of the Course Degree in Visual Arts of the UEPG/PR? The general objective is to analyze the foundations theoretical-methodological assessment of the teaching and learning of Visual Arts, in college teaching in the critical perspective of Adorno (2009,2010), in the Course of Degree in Visual Arts of the UEPG/PR. As specific objectives of this study were listed: (A) detect the concept of evaluation of teaching and learning in the official documents of the Course Degree in Visual Arts of the UEPG/PR; (B) analyze the concept of evaluation of teaching and learning for teachers and academics from the 4th year Degree in Visual Arts of the UEPG/PR; (C) Examine the evaluation criteria and the evaluation practices of learning that professors use in the disciplines of the Course Degree in Visual Arts of the UEPG/PR. The theoretical referential consists of the following authors: Adorno (2009;2010); Barbosa (1984, 1989, 1991, 2003); Demo (1998, 2004); Freire (1989, 1997, 1999, 2005); Isaia (2003, 2005, 2006); Libâneo (1990, 2005); Luckesi (2003, 2005, 2011); Masetto (2003), Pucci (1998,2001); Saul (1992, 1995, 2008); Zimmerman (2005), among others. The research methodology is supported by a qualitative approach in a case study with routing of the dialectic method founded by Critical Theory of Adorno (2002, 2010). The data collection instruments are the questionnaires, interviews or semi structured interviews and documentary analysis. The research subjects were professors with training in Visual Arts that act in the Course of Degree in Visual Arts of the UEPG/PR and licensees of the 4th year/2016 and 4th year/2017 of that course. The data analysis was performed in accordance with the theoretical assumptions of the methodology of content analysis of Bardin (2004) and Lüdke and André (1986). The results show that the foundations theoretical-methodological evaluation of teaching and learning in college teaching of the Course Degree in Visual Arts of the UEPG/PR are for the most part based on the theory of history and criticism, with emphasis on the formative evaluation, the procedure and the diversity of evaluative instruments. However concludes that there is so much to discuss, reflect and search on the evaluation in college teaching of the Course Degree in Visual Arts, and that despite some progress, the same is still fragmentary, fragile and complex in the process of teaching and learning in teaching in Visual Arts, being required further studies to support the training of teachers to work in Basic Education.

The problem of this study was to determine the differences on selected variables between who prefer a lecture-test learning approach and those who prefer a lecture-contingency management learning approach after experience with both learning systems in an introductory psychology course. The purposes were 1) to compare personality characteristics of self-concept and reward expectancies between students who select a lecture-contingency management and those who select a lecture-test learning approach; 2) to determine the effect on academic achievement of preference for a lecture-contingency management versus a lecture-test learning approach; and 3) to compare age, grade point average, and previous instructional experience between students who choose a lecture-contingency management and those who choose a lecture-test learning approach after experience with both approaches of students in an introductory psychology course in a metropolitan community college.

The purpose of this study is to compare the opinions concerning faculty teaching behaviors among groups of faculty members and senior teacher training students in six teachers colleges in Bangkok, Thailand. Five research hypotheses guided the data analysis for this study; the variables used were sex, age, teaching experience, and college of employment. A published, validated survey instrument, which lists sixty-one behavioral items and incorporates a Likert-type response scale, was used to collect the data. Random sampling of the population corresponded to existing male-female ratios for each group at each schools, with the exception of one school that has only female students. From the sample of 480, the total response was 85.6 percent. In order to test for significant differences of opinion among the variables and between the groups at the .05 level, t and F tests were applied. The data indicate that 70.5 percent of the 190 responding faculty are females who have taught for more than ten years; females also constitute 72.4 percent of the 221 senior teacher training students. In regard to opinions of appropriate faculty teaching behaviors, significant differences were found between faculty and students (faculty members had higher mean scores) and between male and female faculty members (female faculty had higher mean scores). Conclusions drawn from these and other findings for this sample population include that (1) faculty and students do not agree upon what constitutes appropriate faculty teaching behaviors; (2) faculty members have stronger opinions than students about the appropriateness of such behaviors; and (3) there is more agreement among students than among faculty regarding the items that constitute appropriate faculty teaching behavior. The data findings are also discussed in the context of cultural differences that could have affected findings which were different from those discussed in the literature on evaluation of faculty teaching behavior.

This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education. The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education. Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.

University of Macau / Faculty of Science and Technology / Department of Computer and Information Science