Submitted by Maria Medeiros (maria.dilva1@ufcg.edu.br) on 2018-08-02T12:13:59Z No. of bitstreams: 1 ELVIA LANE ARAÚJO DO NASCIMENTO - TESE - (PPGCS) 2017.pdf: 1659599 bytes, checksum: 4efa8af5b9c0010e8cda53e1497b80db (MD5) / Made available in DSpace on 2018-08-02T12:13:59Z (GMT). No. of bitstreams: 1 ELVIA LANE ARAÚJO DO NASCIMENTO - TESE - (PPGCS) 2017.pdf: 1659599 bytes, checksum: 4efa8af5b9c0010e8cda53e1497b80db (MD5) Previous issue date: 2017 / O presente trabalho de tese tem como objetivo principal analisar as políticas públicas de avaliação da educação superior no Brasil e seus rebatimentos sobre o trabalho docente e sobre a produção acadêmica, considerando suas relações com processos internacionais de regulação da atividade universitária, a partir de um recorte temporal que contempla o período que recobre os anos transcorridos entre a década de 1990 até a atualidade, embora considere que os contornos dessa questão tenham sido desenhados desde idos dos anos de 1968 com o advento da Reforma Universitária. Para aceder a essa compreensão, as análises aqui engendradas são pautadas pela inserção deste tema no contexto das intensas transformações observadas na relação capital-trabalho, decorrentes dos processos dinâmicos adotados pelo capital para superar sua crise estrutural e suas implicações nas políticas de avaliação da educação superior. Busca, nesse sentido apontar uma tendência de que as políticas de avaliação são instrumentos utilizados pelo Estado para regular e controlar a educação superior com vistas a atender os interesses do mercado. Os princípios metodológicos que guiaram as análises aportam-se nas bases materialismo histórico-dialético, em sua ênfase nas categorias da totalidade, da contradição e da relação necessária entre essência e aparências dos fenômenos estudados. Quanto ao procedimento técnico e aos instrumentos para coleta e análise de dados, elegeu-se a análise documental dos documentos oficiais referentes à avaliação da educação superior brasileira, quais sejam: PARU, CNRES, GERES, PAIUB e SINAES. Como resultado da pesquisa constatamos que as políticas públicas de avaliação, condicionadas por determinantes que exigem a garantia de padrões de qualidade referendados internacionalmente, cumprem o papel de regulação e controle da produção acadêmica e produz efeitos sobre o trabalho docente, transmutando-o em trabalho adaptado ao produtivismo e ao eficientismo. / The main objective of this thesis is to analyze public policies for the evaluation of higher education in Brazil and its repercussions on teaching work and on academic production, considering its relations with international processes of regulation of university activity, from a clipping Which considers the period covering the years between 1990 and present, although it considers that the contours of this question have been drawn since the early years of 1968 with the advent of the University Reform. In order to access this understanding, the analyzes generated here are guided by the insertion of this theme in the context of the intense transformations observed in the capital-labor relation, arising from the dynamic processes adopted by capital to overcome its structural crisis and its implications for higher education evaluation policies . It seeks, in this sense, to point out a trend that evaluation policies are instruments used by the State to regulate and control higher education in order to meet market interests. The methodological principles that guided the analysis are based on historical-dialectical materialism, in their emphasis on the categories of totality, contradiction and the necessary relation between essence and appearances of the studied phenomena. As technical procedure and instruments for data collection and analysis, we used the documentary analysis of the official documents concerning the evaluation of Brazilian high education: PARU, CNRES, GERES, PAIUB and SINAES. As a result of the research, we find that the public policies of evaluation, conditioned by determinants that demand the guarantee of internationally endorsed quality standards, fulfill the role of regulation and control of academic production and effects on the teaching work, transmuting it in adapted work to productivism and to efficiency.

Since 1994, South African education system has been undergoing continuous transformation which had an impact on the quality of teaching and learning. There appeared to be a huge underperformance in the High School and FET College learners which for many years forced Universities to embark on bridging courses in order to enroll new students. Furthermore, a misalignment of college’s National Technical Diploma (NATED) programmes that did not afford college graduates an opportunity to register with Universities nor Universities of Technology brought about the questioning of the quality of teaching and learning in the FET College sector. Tabling the unified quality improvement plans in education in South Africa, the Education Ministry introduced an integrated approach to measure teaching and learning with the view of identifying improvement strategies. However, the implementation of this integrated tool called the Integrated Quality Management System had educators and managers attaching ambiguous meanings to the system. The IQMS instrument is meant to be a dependable quality assurance tool to measure and improve the quality of teaching and learning. The ambiguity lies with educators and managers referring to IQMS as a means to acquire 1% pay progression and the possible return of the old apartheid systems’ inspectorate. This research study was promulgated by a concern on the effectiveness and efficiency of implementing the IQMS instrument to measure the quality of teaching and learning in South African FET sector. In exploring literature on the concept of quality teaching and learning in the FET sector in South Africa, the researcher identified that similar trends of integrating quality management systems in education are being followed globally. The difference to the South African system is the attachment of the salary progression of 1% as an incentive to performance. In view of the introduction of the new system of education and training, the researcher realized that ‘short cut’ processes were followed in preparing educators to be able to offer new education programmes using the OBE system of teaching and learning. That appeared to be another shortfall to the adequacy of implementing IQMS as a quality assurance instrument to measure the quality of teaching and learning in the FET sector in South Africa. In addition, there appeared to be conflicting trends in the FET sector where the same sector provided curriculum 2005 programmes for schools which differed from college programmes offering National Certificate Vocational {NC(V)}. Both sectors were expected to use IQMS as a tool to measure the quality of teaching and learning with the view of enhancing improvement thereof. Furthermore, the end product of the FET sector for both schools and colleges is the Further Education and Training Certificate (FETC). Unfortunately, it was difficult for the education department to achieve its objectives because time frames to prepare educators and the critical element of providing adequate human resources for the implementation of IQMS could not be met through Umalusi the national quality assurance body for the sector. The FET Sector which is expected to deliver Education and Training to produce quality students for HE sector and the world of work is faced with shortfalls of quality delivery. The driving force of this research study was to explore the dependability and adequacy of implementing IQMS as a quality assurance instrument to effectively and efficiently measure the quality of teaching and learning to meet the expected outcomes. It is in this regard that the researcher through empirical evidence realized that IQMS did not have theoretical grounding hence there are no principles, procedures or processes that govern the implementation of this very important system. In addition, the empirical evidence from the qualitative study proved that quality delivery of teaching and learning has been monitored using diverse assessment practices. A variety of assessment tools like the TQM and QMS which exist in FET Colleges with the summative IQMS in FET Schools of which the three practices are premised around Quality Management. Quality Management refers to a process where quality delivery in a school, college or any other organization is systematically managed to maintain the competence of the organization. It is in this regard that TQM, QMS and IQMS refer to Quality Assurance Practices in any organization that is geared to effective and efficient client relations. / Teacher Education / D.Ed. (Education Management)

MUNIZ, Rita de Fátima. Os efeitos de uma sistemática de avaliação municipal na aprendizagem de alunos de 2º ano dos anos iniciais em escolas do Município de Jijoca de Jericoacoara (CE). 2016. 121f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-04-07T14:56:02Z No. of bitstreams: 1 2016_dis_rfmuniz.pdf: 1865712 bytes, checksum: 60eaf01b995a3eb628b06bd282b109bc (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-04-08T14:41:56Z (GMT) No. of bitstreams: 1 2016_dis_rfmuniz.pdf: 1865712 bytes, checksum: 60eaf01b995a3eb628b06bd282b109bc (MD5) / Made available in DSpace on 2016-04-08T14:41:56Z (GMT). No. of bitstreams: 1 2016_dis_rfmuniz.pdf: 1865712 bytes, checksum: 60eaf01b995a3eb628b06bd282b109bc (MD5) Previous issue date: 2016 / Trâmites legais como a nova Lei de Diretrizes e Bases da Educação Nacional (Lei 9.394/96) e o Plano Nacional de Educação estimulam a criação de sistema de monitoramento da educação em estados e municípios. Quais seriam então os efeitos da adoção dessas sistemáticas por parte dos municípios? Tais monitoramentos contribuem para a aprendizagem de alunos em anos iniciais do Ensino Fundamental? Esta pesquisa buscou responder a questões como essas. Para tanto, focou vivências de sistemas de avaliação externa, mais especificamente aquelas pertinentes ao Sistema de Avaliação do Ensino Municipal em Jijoca de Jericoacoara, no Ceará. Os objetivos deste trabalho consistiram em avaliar o papel desempenhado pelo referido Sistema de Avaliação do Ensino Municipal em face do processo de ensino-aprendizagem em Língua Portuguesa e em Matemática dos alunos do 2º ano dos anos iniciais nas escolas do município de Jijoca de Jericoacoara. Como suporte teórico, embasou-se na perspectiva de uma avaliação formativa, de Scriven (1981), e em autores como Luckesi (2011), Pavão (1998), Werle (2010), Vianna (1989, 2000, 2005), dentre outros, que abordam a temática da avaliação educacional. A pesquisa foi prioritariamente de natureza qualitativa, utilizando-se de estatísticas descritivas, entrevistas, questionários semiestruturados, análise documental e observações. A corrente filosófica fenomenológica heideggeriana foi utilizada como suporte teórico na metodologia durante a análise e discussão dos resultados. As informações obtidas permitiram concluir que o Sistema de Avaliação do Ensino Municipal em Jijoca de Jericoacoara realiza um trabalho de acompanhamento da educação, contribuindo positivamente para o enriquecimento do processo de ensino-aprendizagem no município.

Made available in DSpace on 2014-12-17T14:20:09Z (GMT). No. of bitstreams: 1 PedroIXL_DISSERT_PARCIAL.pdf: 48804 bytes, checksum: cae9c1e2413f3678cd4dc5335be3afd2 (MD5) Previous issue date: 2013-03-08 / We had as the problem of analysis in this research: what are the assumptions, principles and general content that based the Sistema Nacional de Avalia??o da Educa??o Superior (SINAES). We started from the hypothesis that the general content of SINAES is essentially based on the assumptions and principles of a control/regulatory perspective of evaluation and a summative epistemology, objectivist and quantitativist, constituted by members who prioritize testing and classification of courses and institutions based on market values. The overall goal was to make a political evaluation of SINAES and the specific objectives were: a) apply the concepts of politics evaluation and meta-evaluation, b) identify the role of international organizations in education reform in the 1990s and its impact on superior education in Brazil c) redeem the concept of evaluation, especially in the field of studies in education; and d) investigate the evaluation policies of Brazilian superior education leading to SINAES. As for the technical procedures for collecting and analyzing data, the research was made with bibliography and documents, considering that it was developed by bibliographic sources and official publications. It was developed by crossing sources: texts or documents remitted to others; it was also concentrated: on the role of international organizations in educational and State reforms (in the 1990s); on the policies of evaluation of the Brazilian superior education (1980s and 1990s); on the proposal of the Comiss?o Especial de Avalia??o (CEA); on the Law No. 10.861/2004; on the documents of CONAES; on the Decree No. 5.773/2006, and the MEC Regulatory Ordinances No. 4/2008 and No. 12/2008. It did not stop in the so called purely technical aspects, but in the ideological field itself. The research found that international organizations, notably the World Bank, played a political, intellectual and financial role determinant to the field of education, a fact that reflects in the legal framework. It was also found that the politics of evaluation of the superior education is historically marked by conflict, represented by two distinct perspectives of different natures and emphases. On one hand, the focus is on control / regulation, favoring efficiency, productivity and competitiveness benchmarking and prioritizing the punctual performance and measurement. On the other, it seeks to transform academic perspective in primarily formative / emancipatory, in order to support more institutional improvement. It was concluded that the CEA presented a conception evaluation predominantly formative and emancipatory, which emphasized the idea of system, centered around the institution and repudiated the rankings practices. In the post-formulation period, however, some of its principles were fragmenting and, gradually, the institution was giving way to the courses and the Exame Nacional de Desempenho de Estudantes (ENADE) grew in prominence. With the creation of the Conceito Preliminar de Cursos superiores (CPC) and of the ?ndice Geral de Cursos da Institui??o de Educa??o Superior (IGC), it was redemeed the practice of evaluation as measurement and control, under the principles of efficiency and productivity. So, SINAES that seemed like a progressive evaluation method has assumed a setting that close resembles the Exame Nacional de Cursos (ENC-Prov?o). Nevertheless, the survival of institutional formative evaluation, in the superior education evaluation policies, still an issue in dispute / Teve-se como problema de an?lise nesta pesquisa: quais os pressupostos, princ?pios e conte?do geral que fundamentam o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES)?. Partiu-se da hip?tese que o conte?do geral do SINAES est? essencialmente fundamentado nos pressupostos e princ?pios de uma perspectiva de controle/regulat?ria da avalia??o e de uma epistemologia somativa, quantitativista e objetivista, constitu?do por elementos que priorizam os testes e a classifica??o de cursos e institui??es, baseados em valores de mercado. O objetivo geral foi realizar uma avalia??o pol?tica do SINAES e os objetivos espec?ficos foram: a) aplicar os conceitos de avalia??o pol?tica e meta-avalia??o; b) identificar o papel dos organismos internacionais na reforma educativa nos anos 1990 e sua repercuss?o na educa??o superior no Brasil; c) resgatar a concep??o de avalia??o, sobretudo no campo de estudos da Educa??o; e d) investigar as pol?ticas avaliativas da educa??o superior brasileira que antecederam ao SINAES. Quanto aos procedimentos t?cnicos de coleta e an?lise dos dados, a pesquisa foi bibliogr?fica e documental, uma vez que se desenvolveu por fontes bibliogr?ficas e publica??es oficiais. Desenvolveu-se atrav?s do cruzamento de fontes: textos ou documentos remetiam a outros; tamb?m se concentrou: no papel dos organismos internacionais nas reformas educativa e do Estado (d?cada de 1990); nas pol?ticas de avalia??o da educa??o superior brasileira (d?cadas de 1980 e 1990); na proposta da Comiss?o Especial de Avalia??o (CEA); na Lei n? 10.861/2004; nos documentos da CONAES; no Decreto n? 5.773/2006; e nas Portarias Normativas do MEC n? 4/2008 e n? 12/2008. N?o se deteve a aspectos ditos puramente t?cnicos, mas sim ao campo propriamente ideol?gico. A pesquisa constatou que os organismos internacionais, destacadamente o Banco Mundial, tiveram um papel pol?tico, intelectual e financeiro, determinantes para o campo da educa??o, fato este que reflete no marco jur?dico. Verificou-se tamb?m que a pol?tica de avalia??o da educa??o superior ? marcada historicamente por um conflito, representado por duas perspectivas de naturezas distintas e de ?nfases diferentes. Por um lado, o foco ocorre no controle/regula??o, privilegiando efici?ncia, produtividade e competitividade e priorizando a aferi??o pontual de desempenhos e a mensura??o. Por outro, busca-se a transforma??o acad?mica, em uma perspectiva prioritariamente formativa/emancipat?ria, com o intuito de subsidiar a melhoria institucional. Concluiu-se que a CEA apresentou uma concep??o de avalia??o predominantemente formativa e emancipat?ria, que enfatizava a ideia de sistema, centralizava a institui??o e repudiava as pr?ticas de rankings. No per?odo p?s-formula??o, por?m, alguns de seus princ?pios foram se fragmentando e, paulatinamente, a institui??o foi cedendo lugar aos cursos e o Exame Nacional de Desempenho de Estudantes (ENADE) foi crescendo em destaque. Com a cria??o do Conceito Preliminar de Cursos superiores (CPC) e do ?ndice Geral de Cursos da Institui??o de Educa??o Superior (IGC), resgatou-se a pr?tica de avalia??o como medida e controle, sob os princ?pios de efici?ncia e produtividade. Assim, o SINAES, que parecia possibilitar uma avalia??o progressista, tem assumido uma configura??o que o aproxima da sistem?tica do Exame Nacional de Cursos (ENC-Prov?o). N?o obstante, a sobreviv?ncia da avalia??o institucional formativa, nas pol?ticas de avalia??o da educa??o superior, ainda ? uma quest?o em disputa

O sistema brasileiro de avaliação de programas de pós-graduação vem evoluindo desde 1976, sendo considerado como um dos mais eficientes do mundo. Este sistema tem se mostrado essencial para a formação de recursos humanos de alto nível e para o desenvolvimento efetivo da ciência e tecnologia no País, pois, por meio de seus critérios e indicadores, ele permite avaliar a qualidade dos programas e apontar as áreas que o Estado deseja desenvolver. Este trabalho tem por objetivo propor contribuições à gestão dos programas de pós-graduação stricto sensu em Administração do Brasil, com base nos sistemas de avaliação de pós-graduação norte-americano e brasileiro. Para tanto, procedeu-se uma pesquisa em oito programas: quatro nos Estados Unidos, credenciados pela Association to Advance Collegiate School of Business (AACSB), e quatro no Brasil, reconhecidos e recomendados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O método de pesquisa foi o estudo de casos múltiplos, baseado nos trabalhos de Eisenhardt (1989) e Yin (2003). A análise de dados seguiu as técnicas de agrupamento e de cluster sugeridas por Miles e Huberman (1994). Os principais resultados indicam diferenças na concepção e no uso dos sistemas pelos programas brasileiros e americanos. Por exemplo, nos Estados Unidos, os programas utilizam o sistema para assegurar o cumprimento da própria missão e atender a um padrão mínimo de qualidade. No Brasil, entretanto, os programas investem no aprimoramento da produção intelectual (qualidade e quantidade), na formação de alunos e na inserção social para cumprir com as exigências do sistema e obter maior nota. Contudo, propõe-se um o modelo de gestão que - além de atender aos requisitos do sistema de avaliação da CAPES - leve em consideração a realidade do programa e demais elementos importantes para seu contínuo aprimoramento, dentre eles, o plano estratégico, que abrange a missão e a visão; o egresso e as estratégias de acesso a recursos para melhor atender a seus stakeholders. / The Brazilian evaluation (or accreditation) system of graduate programs has been evolving since 1976 and it is considered as one of the most efficient in the world. This system has been shown to be essential for the formation of high-level human resources for the effective development of science and technology in the country. By means of its criteria and quality indicators, the newer system is capable of evaluating the quality of programs and to point to the areas that the State desires to develop. The goal of this research is to propose possible extensions to the current system to manage graduate programs in business field in Brazil, by comparing USA and Brazilian evaluation systems. This research was conducted in eight business school programs: four programs in the USA that are accredited by the Association to Advance Collegiate School of Business (AACSB) and four Brazilian programs recognized by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). The method used was multiple case study analyses based on the work of Eisenhard (1989) and Yin (2003). For the analysis, we followed the cluster techniques of Miles and Huberman (1994). The results point to the conceptual difference in the use of evaluation systems among program in the USA and Brazil. For example, in the USA, programs use the system to assure that mission and minimum quality standards are met. In Brazil the evaluation system is used as a guide to increase and maintain the programs\' overall evaluations. Further, in Brazil, the system is used to focus on areas of improvement in the quality and the quantity of intellectual production, students\' rates or performance, and social development to achieve the stated goals of the programs and to increase the evaluate score. However, the model of management proposed in this study is intended to reach the requirements of CAPES evaluate system, but also to considerate the program reality and the other important elements for the program\'s continuous improvement. Among the suggestions are: a Strategic Plan, that encloses the mission and the vision of each program. Also, inclusion of the alumni (former students), and the strategies to develop and access financial resources to attend the various needs of the stakeholders.

O aumento dos investimentos em processos educativos formais para profissionais trouxe consigo a necessidade de avaliar o efeito dessas atividades, seja sobre o trabalhador treinado, seja sobre a organização. Os instrumentos mais utilizados para avaliação aparentemente não estão atingindo os objetivos, e pouco contribuem para retroalimentar atividades educativas. Na área da saúde são realizados muitos treinamentos, no entanto, nem sempre são avaliados. Sendo assim, surgiu a necessidade de compreender mais sobre o tema e, assim, iniciar a construção de uma metodologia de avaliação capaz de mostrar as informações indispensáveis para retroalimentação dos programas e, por conseguinte, melhorar a prática assistencial que é a finalidade precípua das ações educativas na área da saúde. Assim, esse estudo teve como objetivos analisar a produção científica publicada sobre avaliação de processos educativos formais de profissionais da área da saúde e analisar as características dos instrumentos encontrados na revisão de literatura. Para isso, utilizamos a revisão integrativa, método pelo qual pesquisas primárias são analisadas para elaboração de uma síntese do conhecimento produzido sobre o tema investigado. Foram revisadas as bases de dados da BVS, Pubmed e Cochrane, no período de Janeiro de 2000 a Julho de 2010; a amostra final foi de 19 artigos científicos. Os resultados evidenciaram que não é utilizada uma metodologia validada e sistematizada para avaliar processos educativos formais, que o foco da avaliação é principalmente o aprendizado do participante, com pouca atenção ao processo de ensino e ao comportamento no cargo, sendo assim, ampliar os níveis de avaliação é essencial. Não basta olhar para a satisfação do treinando e a aquisição de conhecimento; também é importante conhecer o quanto esse novo conhecimento é aplicado no trabalho e o que isso impacta na instituição contratante e no usuário do sistema de saúde. A utilização dos resultados de avaliação apenas para captar se o treinando adquiriu algum conhecimento ou se ficou satisfeito com a ação também é um uso restrito das ferramentas de avaliação de processos educativos formais para profissionais. A ausência de avaliações pode reduzir o valor do treinamento que precisariam de alterações. / The increased investment in formal education processes for professionals has brought the need to assess the effect of these activities, the employee is trained, is about the organization. The most widely used instruments for assessing apparently are not reaching the goals, and contribute little to give feedback to educational activities. In the health area are conducted many training sessions, however, are not always evaluated. Thus, the need to understand more about the subject and thus initiate the building of an evaluation methodology capable of displaying the necessary information for feedback from the programs and therefore improve the care that is the primary aim of stock education in health. Thus, this study aims to examine the published scientific literature on evaluation of educational processes formal healthcare professionals and analyze the characteristics of the instruments found in the literature review. For this, we use an integrative review, a method by which primary research are analyzed for developing a synthesis of knowledge produced about a topic. We reviewed the databases of the VHL, Pubmed and Cochrane, in the period January 2000 to July 2010, the final sample of 19 scientific articles. The results showed that there is a validated methodology used to assess systematic and formal educational processes, the focus of the evaluation is primarily the learning of the participant, with little attention to teaching and behavior in office, thus, increase the levels of evaluation is essential. Do not just look for the satisfaction of training and knowledge acquisition, is also important to know how this new knowledge is applied at work and that this impacts on the contracting institution and the user of the health system. The use of evaluation results to capture only if the trainee has acquired some knowledge or if she was satisfied with the action is also limited use of evaluation tools for formal educational processes for professionals. The lack of assessment can reduce the amount of training they needed changes.

Orientador: Heloísa Vieira da Rocha / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-21T18:04:31Z (GMT). No. of bitstreams: 1 Lachi_RicardoLuis_D.pdf: 4478707 bytes, checksum: fe1b464d73bb0d024ceb47d853970c03 (MD5) Previous issue date: 2012 / Resumo: O objetivo deste trabalho foi o de demonstrar que os dados armazenados nos Ambientes Virtuais de Aprendizagem (AVAs) podem ser usados como importantes fontes de informação para avaliar a qualidade dos cursos. Para isso foi construído um modelo de avaliação baseado na coleta de respostas para conjuntos de perguntas específicas relacionadas a aspectos que a literatura define como relevantes para a avaliação de um curso online. A validade e a confiabilidade desses conjuntos de perguntas elaborados são discutidas e, especificamente no caso das perguntas subjetivas, foi apresentada uma comprovação estatística de sua confiabilidade por meio do cálculo do valor do indicador de confiabilidade Alfa de Cronbach, a partir de uma amostra de respostas coletadas. A definição desses conjuntos de perguntas específicas permitiu identificar que dados registrados em um AVA devem ser recuperados e que efetivamente trazem informações importantes para a avaliação do curso online. Por fim, foi desenvolvido todo um suporte computacional, tanto para facilitar a aplicação do modelo de avaliação proposto, quanto para a recuperação de dados registrados em um AVA. Isso comprovou a possibilidade de automatizar e resgatar computacionalmente dados registrados em um AVA e que eles são uma fonte de informação relevante para a avaliação de um curso online. Os resultados obtidos neste trabalho abrangem: a definição de um modelo claro e bem detalhado de quais aspectos devem efetivamente ser considerados na avaliação da qualidade de um curso online; a construção de um sistema computacional denominado SAESD (Sistema de Apoio para a Avaliação de cursos Superiores a Distância) para dar suporte e facilitar a aplicação do modelo de avaliação definido; a construção e o projeto de ferramentas computacionais capazes de recuperar informações relevantes para a avaliação da qualidade de um curso online, abrangendo desde a análise de logs do Sistema Operacional até o padrão de acessos dos participantes do curso online / Abstract: The goal of this study was to demonstrate that the data stored in Virtual Learning Environments (VLEs) can be used as important sources of information to evaluate the quality of a distance course. This way, it was developed an evaluation model based on collection of answers to specific sets of questions related to aspects that literature defines as relevant to the evaluation of an online course. The validity and reliability of these sets of questions are discussed and developed. Particularly, it was calculated the Cronbach's Alpha coefficient for the set of subjective questions in order to prove statistically its validity. These questions helped to identify which data recorded in a VLE should be recovered and which effectively provide important information for the evaluation of an online course. Finally, we developed an entire computer support, both to facilitate the implementation of the proposed evaluation model, and for the recovery of data recorded in a VLE. This demonstrated the possibility to automate and rescue data recorded in a VLE, besides proving they are a source of relevant information to the evaluation of an online course. The main results reached in this work include: the definition of a clear and well detailed model of what aspects should effectively be considered in evaluating the quality of an online course; building a computer system called SAESD to support and help the implementation of the evaluation model defined; the construction and design of computational tools able to retrieve relevant information to online course assessment, which includes, the log analysis of the operating system and the access pattern of the online course participants / Doutorado / Ciência da Computação / Doutor em Ciência da Computação

D.Ed. (Education) / Please refer to full text to view abstract

This study provides an empirical picture of the ways in which the New Public Management doctrine has been implemented in the context of post-Soviet states in Central Asia. Specifically, the data present evidence on the extent of school autonomy along six dimensions in the three states. The implications of the shift towards education decentralisation have been studied and explained. Based on a mixed method this evidence is drawn from three sources: surveys, interviews, and legislative analysis. With the research limitations in mind, based on the analysis undertaken, it is possible to identify some important messages regarding academic theory and education management practice. The first message is that neo-institutional theory, particularly historical institutionalism, has been supported by the evidence from the post-Soviet states. Despite quite diverse trajectories of the countries' political, economic and public sectors development over the last two decades, the policies promoted in education appear to be converging in both outputs and outcomes across the region. The three countries demonstrated persistent path-dependency through their inability to overcome institutional inertia, so that operational policy and structure dimensions have not been decentralized, combined with the effect of declining fiscal and bureaucratic capacity at the centre, so that managerial matters have been delegated to a school level. This trend was regional. The second message is that, the patterns observed in the three post-Soviet states displayed similarities to the patterns observed in education systems of the developed western democracies. Hence, the view that the structure of the post-communist welfare states is problematic, and that the particularities of their transition with budget cuts on top of the communist legacy and a hodge-podge of different approaches do not allow these states to be classified (cf. Orenstein 2008), has not been supported by the evidence. Education institutions in the three post-Soviet countries investigated conformed to a general West European pattern, although for different reasons.

M.Ed. (Subject Didactics) / Research shows that "the aims of secondary school's teaching of mathematics are often not realized with many pupils leaving the school with passive knowledge of mathematics" (H.S.R.C. 1981:8). This means that knowledge of mathematical facts are reproduced on demand, instead of active mathematical knowledge " which is congruent with the aims of teaching secondary mathematics" (Crooks, 1988 : 6/7). Active knowledge of mathematics implies and characterised by the understanding of concepts, principles that underlie facts and ideas and principles and concepts that are connected to each other" (Entwistle & Entwistle, 1992 : 2). Active knowledge also enables pupils to act intellectually independently. One reason for the previously mentioned predicament is that "teaching often encourage passive knowledge because the teaching practice of mathematics teachers are often not in accordance with their educational aims" (Gravett, 1994 :6). Thus, a discrepancy exists between teacher's intentions of teaching mathematics and their conduct during teaching. It can be argued also that teachers teach mathematics in the classroom but that the pupils not always effectively learn. It is from the perception above that a constructivistic view of learning as a conceptual change underlies the idea that teaching "as the creation of a classroom context conducive to learning" (Strike & Posner, 1985:117). Biggs (1993 : 74) thus argues that "if knowledge is constructed, rather than recorded as received, it does not make sense to think of teaching as imparting knowledge, but rather as creating learning environments that enhance the process of mathematical knowledge construction". Russell (1969: 14) mentions that "mathematics is a subject in which we never know what we are talking about, nor whether what we are saying is true". The views, amongst others Oosthuizen, Swart and Gildenhuys (1992:2) see mathematics as "an essential language of a creative but deductive process which has its origins in the problems of the physical world", In the light of this, the origin of mathematics in the real world, it can be argued that from a "constructivistic perspective, mathematical learning is an active process by which pupils construct their own mathematical knowledge in the light of their existing knowledge and through interaction with the world around them" (Gravett, 1994 : 6/7). "Construction, not absorption or unfocused discovery, enables learning" (Leder, 1993 : 13). Mathematics is not something discovered by mankind, mathematics is a creation of mankind and is transmitted and changed from one generation to the next.