Artigos científicos constituem-se em uma rica fonte de material para trabalho no ensino superior. Atividades cuidadosamente planejadas com base em informações nele contidas oferecem aos estudantes a oportunidade de desenvolvimento de habilidades necessárias à carreira profissional, assim como o aperfeiçoamento do conhecimento em química. Este trabalho descreve uma proposta de ensino aplicada no primeiro ano de um curso de graduação em química. A atividade, baseada na utilização de artigos científicos, proporcionou aos estudantes o contato com a literatura primária da área de química tendo como principal objetivo o desenvolvimento de habilidades de leitura e interpretação deste tipo de texto. Artigos científicos extraídos das revistas Química Nova e Eclética Química foram selecionados. Foram oferecidas aos estudantes orientações para a leitura e discussão dos artigos científicos e, em seguida, foi solicitada a produção de um texto (gênero livre) sobre o conteúdo do mesmo, que deveria ser direcionado a um leitor com as características de um calouro do curso de química. Os textos produzidos pelos estudantes foram analisados segundo a Análise de Discurso, linha francesa, como vem sendo divulgada por Eni Orlandi. Verificou-se que a estratégia adotada permitiu que a maioria dos estudantes manifestasse o seu entendimento sobre o conteúdo do artigo científico, apresentando em seu texto elementos com uma abordagem própria e desvinculada da forma e organização do artigo original. / Scientific papers are a rich source of material for undergraduate work. Carefully designed assignments based on selected papers offer opportunities for students to develop skills needed by professional chemists and at the same time reinforce their chemical knowledge. This work describes a research journal assignment introduced into a scientific communication course. The assignment provided a method to acquaint students with the current chemical literature and the main goal is to develop students’ reading and interpretation abilities of this kind of material. Papers from the journals Química Nova and Eclética Química were chosen as the main material of this assignment. The students were provided with guidelines to critically read and discuss the research articles and were required to turn-in a written text (free genre) of what they had read, which would then be directed to a reader with the characteristics of a freshman chemistry student. The texts written by the students were analysed by Discourse Analysis, in its French orientation, as divulged by Eni Orlandi. It was concluded that the assignment enabled the majority of the students to express a great amount of personal reflection in the texts, showing their individual understanding in a different format and approach than what was read in the original paper.

Thesis (M.A. (Psychology) - Rhodes University, 2000.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [64]-69).

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on January 12, 2010. Major professor: Clinton Staley, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Computer Science." "December 2009." Includes bibliographical references (p. 89-91).

Thesis (M.S.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains x, 57 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 38-39).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 234-246). Available also in a digital version from Dissertation Abstracts.

No description available.

The literature on the Ph.D. and on the preparation of college teachers reveals a century-long criticism of the Ph.D. as preparation for college teaching. Elements both within and without the profession of’ English have called for more attention to be paid to preparation for college teaching. The profession itself is undecided as to what preparation for the college teaching of English should involve. Thus, the problem dealt with in this study is the following: What do college teachers of English need to know and be able to do as teachers? The goal of this study is to answer the question and to use the resulting information as the basis for a course on Teaching College English.When developing a course or a program of professional training, there are, basically, two sources of information to draw from: (1) what people do when performing the task or job you wish to prepare others to do, and (2) what experts in the area call for. Since no single information source is adequate by itself, both are drawn from. Thus, a job analysis was done to determine what college teachers of English teaching predominantly lower division English, actually do as teachers. Likewise, a content analysis of the books and articles on teaching college English was done to course on Teaching College English.The purpose of the job analysis was two-fold: (1) to construct a comprehensive list of the tasks performed by college teachers of English in their capacities as instructors, and (2) to determine which of these tasks the prospective college teacher of English can best learn to do with the assistance of preservice training.Fifteen faculty members and fifteen doctoral students at two Indiana Institutions were queried regarding the frequency, difficulty, importance, and desirability for training of twenty-nine tasks. Scores assigned to answers permitted ranking the tasks from highest to lowest.The purpose of the content analysis was (1) to identify what those who write about the preparation of college teachers of English believe they need to know and be able to do as teachers, (2) to classify beliefs, and (3) to rank them in order of the frequency of their appearance.Assertions dealing with what is done for, during, and because of instructional contact were recorded, grouped under twenty-one headings. The groups were then ranked according to the number of assertions in them. The data from both the job analysis and the content determine what is most often recommended for inclusion in a analysis was used as the basis for a course on Teaching College English which was developed using an instructional systems approach.

Training reforms implemented over the past ten years have contributed to an extraordinary rate of change within organisations concerned with the delivery of vocational education and training. Institutes of technical and further education (TAFE) and the teachers employed by them have not been immune to these changes. The study reported in this thesis explored the meaning and process of educational change for TAFE teachers as they worked to implement one of the core components of the national training reforms into their teaching programs. / Much of the existing literature has failed to consider adequately individual teachers' responses to educational reform. It has not taken into account the unique character and position held by TAFE as the major provider of vocational education and how this might affect teachers' experiences and approaches to implementing major reforms across all program areas. / The aim of this study was to explore the implementation of one component of the national training reforms, namely the competency-based curriculum framework, from TAFE teachers' perspectives. Research questions formulated to guide the study focused on teachers' concerns and the different versions of the curriculum framework, and on ways of working with the framework that emerged over the implementation process. Questions also focused on illuminating teachers' experiences of the change process itself. / In order to address these questions, an orientation described as 'transcendental realism' by Miles and Huberman (1994) was adopted. This orientation, drawing on both the post-positivist and interpretive paradigms, asserts that social reality can exist both in the minds of individuals and can also be apprehended in the objective world. This world-view represents a pragmatic response to the challenges inherent in attempting to understand the nature of social reality that is multi-faceted, complex and subject to various interpretations. It acknowledges the role that the researcher is able to play in bringing together different perspectives in order to develop a more comprehensive and in-depth view of the social phenomenon under scrutiny. / In order to bring together these different perspectives on the meaning and process of educational change for TAFE teachers a multi-method approach to collecting data was utilised. This approach was built upon the assumption that both qualitative and quantitative data had the potential to provide valuable information that would be complementary and therefore of equal importance in addressing the central issues of this study. The conceptual framework for examining educational change was provided by the Concerns-Based Adoption Model (CBAM), suitably modified and complemented by a detailed examination of the structural and personal factors that impacted on teachers' experiences of the change process. / The research process for the study consisted of a number of phases undertaken over a three-year period from mid 1994 until early 1997. A questionnaire survey was undertaken of a random sample of 503 teachers employed by TAFE South Australia across a variety of program areas. The selection of a random sample of teachers was a deliberate strategy to capture as wide a cross-section of teachers' voices and experiences as possible. Responses were received from 118 teachers. A sub-group of questionnaire respondents (46 in total) was then followed up and invited to participate in focussed interviews. Data analysis was undertaken in several discrete stages so as to provide a basis for examining each set of data and to investigate the ways in which each set supported and contradicted the others. / The outcomes from this study highlight that educational reform of the nature and scope of the competency-based curriculum framework that teachers were asked to implement is a complex and dilemma ridden process. The introduction of this framework required teachers to adopt new ways of working in relation to the conception, delivery and assessment of their programs. As a component of the training reforms, the competency-based curriculum framework also carried with it the imperative that the philosophy embedded in the Kangan reforms of TAFE in the 1970s be reworked in the light of a strong emphasis on the needs of industry to take precedence over the needs of individuals. As such, the reforms also sought to re-order the relationship between teachers and industry. / The data collected for this study provide a micro level, systematic focus on teachers' work across a variety of TAFE program areas. As such, they provide a fine grained perspective, particularly on the phenomenon of 'partial' implementation and how various 'versions' of the framework were constructed within the various implementation sites. / The data also illuminate the experience of the change process as an intensely human process. Teachers' feelings and concerns in relation to the curriculum framework had a significant impact on their ways of working, which, in turn, were realised in the outcomes of the implementation process. Teachers' experiences reported in the study highlight the importance of understanding and supporting the change process in an environment where the policy development process that mandates change is removed from teachers' spheres of influence. / These findings hold implications for policy makers, managers and TAFE teachers in relation to the manner in which they conceptualise the change process, the policy/implementation nexus within the TAFE environment and the influence of institutional and industry cultures in shaping teachers' responses to change. They raise questions in relation to the types of support needed to assist teachers to bring about real and significant change within their teaching environments. They also highlight issues about teachers' roles as pro-active change agents rather than passive recipients of mandated policies which seek not only to change teachers' practices but also to challenge their values and beliefs about their role as teachers and the ways they might relate to industry in a dynamic policy environment. / Thesis ([PhDEducation])--University of South Australia, 2001.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [64]-69).