Thesis (Ph. D.)--University of Mississippi, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Mississippi, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

Thesis (M.S.)--University of Wisconsin-Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 37-40).

O uso de ambientes virtuais de aprendizagem propÃe uma adequaÃÃo das metodologias de ensino e tem se tornado cada vez mais comum no Brasil nos Ãltimos anos. O objetivo desta pesquisa foi avaliar o Ambiente Virtual de Aprendizagem SOLAR no ensino de graduaÃÃo em Odontologia da UFC na percepÃÃo dos alunos. Fizeram parte do estudo 94 alunos egressos das disciplinas de Metodologia CientÃfica aplicada à Odontologia I (1 semestre), SaÃde Coletiva II (6 semestre), Odontologia Legal (7 semestre), ofertadas no perÃodo de 2012.1. Foi utilizado como instrumento de coleta de dados um questionÃrio semiestruturado, dividido em blocos temÃticos e aplicado por um Ãnico pesquisador, cujas informaÃÃes foram organizadas em um banco de dados no Epi Info e analisadas no programa estatÃstico Stata 11. A pesquisa foi aprovada pelo Comità de Ãtica em Pesquisa da UFC pelo protocolo N 44/12. Constatou-se que 42,4% dos alunos jà haviam realizado outros cursos na modalidade presencial, enquanto que apenas 2,1% afirmaram ter realizado cursos na modalidade semipresencial. Aproximadamente 98% dos entrevistados relataram que foi na graduaÃÃo em Odontologia sua primeira experiÃncia com disciplinas semipresenciais, especificamente com a utilizaÃÃo do SOLAR e 89,3% dos alunos afirmaram que o SOLAR favoreceu o processo de ensino-aprendizagem. à possÃvel afirmar, tambÃm, que 98,9% dos estudantes analisados possuem computador para realizar as atividades das disciplinas nesta modalidade, entretanto, aproximadamente 64% afirmaram que esse computador nÃo à de uso individual. O fÃrum foi considerado a ferramenta de interaÃÃo mais utilizada pelos alunos nas disciplinas semipresenciais e as ferramentas digitais que mais contribuÃram no processo de aprendizagem foram os textos de apoio com 41,5%, seguido do fÃrum de discussÃo com 31,9% e o portfÃlio com 19,1%. O uso do SOLAR na graduaÃÃo, em disciplinas semipresenciais, trouxe benefÃcios ao processo de ensino-aprendizagem, pois facilitou a construÃÃo do conhecimento atravÃs das ferramentas de interaÃÃo e comunicaÃÃo, contribuindo no desenvolvimento da autonomia do aluno. / The use of virtual learning environments proposes an adaptation of educational methodologies and has become increasingly common recently in Brazil. The objective of this research was to evaluate the Virtual Learning Environment SOLAR program according to the perception of the graduate students of the Dentistry course at UFC â Federal University of CearÃ. The participants were 94 students egress in the disciplines of Scientific Methodology applied to Dentistry I (1st semester), Public Health II (6th semester), Forensic Dentistry (7th semester), offered in the period 2012.1. A questionnaire was used as an instrument of data collection, whose information was organized in a database in Epi Info and analyzed using Stata 11. The study was approved by the Ethics in Research Protocol N  44/12. It was found that 42.4% of the students took courses in attendance, while only 2.1% said they had done courses in blended. Approximately 98% of respondents reported that was their first undergraduate dental experience with semipresential disciplines, specifically with the use of SOLAR and 89,3% of students stated that the SOLAR favored the teaching-learning process. Also it can be argued that 98.9% of students have studied computer to carry out the activities of the subjects in this mode, however approximately 64% stated that this computer is not for individual use. The forum was considered the interaction tool most used by students in the semi presential disciplines and digital tools that contributed most in the learning process were the handouts with 41.5%, followed by the discussion forum with 31.9% and the portfolio with 19.1%. Using the SOLAR graduation program, the semi presential disciplines brought benefits to the teaching and learning process, because as facilitated the construction of knowledge through the tools of interaction and communication, contributing in the development of learner autonomy.

Though a widespread advocacy exists for the use of learning style instruments in adult education, accurate measurement and interpretation using existing instrumentation have proven problematic. Additionally, relatively little attempt has been made to empirically reconcile the different theoretical and conceptual frameworks underlying these instruments. The purpose of this study was to examine the dimensionality, reliability, and construct validity of a cognitive learning style semantic differential instrument, the Cognitive Preference Pattern Indicator (CPPI), and at the same time to examine three instruments commonly used with adults for assessing cognitive learning style, the Myers-Briggs Type Indicator (MBTI), the Success Style Profile (SSP), and the Gregorc Style Delineator, with respect to factor structure and shared learning style constructs. Over 1900 protocols from 1411 adults were used in the analyses. The examination of the CPPI produced clearly acceptable internal reliability coefficients on all scales and relatively strong evidence of construct validity in the internal and comparative factor analyses. Separate internal factor structures were examined for each instrument. Though not all of the other instruments' internal structures completely supported their respective theoretical bases, enough internal structures emerged for an analysis of common constructs. A combined factor analysis of the four instruments yielded a robust three factor solution which was consistent with an information processing model framework for clearly describing individual differences in regard to cognitive learning styles. The clear relationships of this model revealed strong empirical support to the theoretical bases of the CPPI and offered the adult education community a simple, valid, and profound conceptualization of cognitive learning styles. / Ph. D.

Orientador: Ana Silvia Sartori Barraviera Seabra Ferreira / Resumo: A pós-graduação na modalidade profissional vem ganhando espaço em todas instituições mundiais e representa um divisor de águas entre o modelo acadêmico tradicional e as necessidades mais recentes do sistema de inovação científica, tecnológica e setor produtivo. Com isso, passa a ter uma crescente procura por ingressantes que já atuam no mercado de trabalho. O êxito do egresso, seja medido por inserção em instituições, empregabilidade e salários ou outras variáveis, é de grande importância para que os programas possam aprimorar suas metodologias e também conhecer mais sobre a área em que estão atuando. Objetivou-se elaborar um sistema de avaliação do perfil e êxito dos egressos do Programa de Mestrado em Pesquisa Clínica – FMB/CEVAP contribuindo para sua melhoria, atendendo às necessidades da Unesp e órgãos governamentais como a CAPES. Diante desta realidade foram feitas adaptações em um instrumento de avaliação de egressos que foi submetido à metodologia DELPHI por meio de consulta a dois grupos de peritos da área de Pesquisa Clínica que foram selecionados por meio de listas de pesquisadores que atendiam critérios como: obtenção de publicações na área de Pesquisa Clínica, vínculo institucional com estabelecimentos de pesquisa, participação em projetos na área de Pesquisa Clínica. Os participantes avaliaram as questões utilizando a escala LIKERT. Após a análise estatística das respostas e consequente verificação da concordância dos mesmos sobre o instrumento, houve a disponibi... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Professional graduate programs have been gaining ground in all world institutions and represent a watershed between the traditional academic model and the more recent needs of the scientific, technological and productive innovation system. As a result, there is a growing demand for new entrants who already work in the labor market. The success of the egress has been by insertion in institutions, employability salaries and other variables, so identifying the profile of the egress it is of great importance for the programs to improve their methods and also to know more about the field in which the prior students they are acting. The objective of the study was to elaborate and validate a system of evaluation of the profile and success of the graduates of a Masters program and to contribute to the increasing improvement of the same, attending to institutional needs and governmental organs. Faced with this reality, adaptations were made in a graduated evaluation instrument that was submitted to validation by the DELPHI methodology using the LIKERT scale. After it statistical analysis of the answers and consequent validation of the instrument, will be made available an online platform that will be applied graduate students of the Postgraduate Course in Clinical Research (Professional Master's Degree) of FMB / CEVAP - UNESP in 2017 and subsequent years. / Mestre

Thesis advisor: Ina V. S. Mullis / Because results from TIMSS 2007 showed a gap in mathematics and science achievement between students in the United States and those in the top-performing countries, TIMSS 2007 data were used to investigate how school effectiveness factors known to be strongly associated with higher STEM achievement operated in the United States compared to Chinese Taipei, the Czech Republic, Singapore, and Slovenia. In each of the five countries, multilevel modeling was used to examine STEM achievement in relation to 11 school effectiveness factors associated with school resources, fidelity of curriculum implementation, and school climate, controlling for student home resources. A secondary purpose of this dissertation research was to help the TIMSS & PIRLS International Study Center prepare for multilevel modeling planned for the TIMSS and PIRLS 2011 data. Findings from this research showed that across the five countries, there were differences in how important school effectiveness factors operated. Teacher preparation, teaching the curriculum, and using instructional strategies involving reasoning and inquiry all were important school characteristics related to STEM achievement in some countries. A school environment conducive to learning emerged as being strongly associated with high STEM achievement in three of the countries, including the United States. Both absence of discipline and attendance problems as well as a school climate supportive of academic success were important predictors of student STEM achievement. This dissertation research also showed the potential of using TIMSS data as a basis for conducting school effectiveness analyses across different country contexts. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

This article outlines a process for developing standardized patient cases. The initial step in the process is to define the educational goals of the exercise. Following this step the patient characteristics, setting for the interaction and clinical information are developed. Clinical information, in addition to history, may include elements of nonverbal communication, actual or simulated abnormal physical findings, and laboratory results. Guidelines for the standardized patient regarding disclosure of information to the student and providing feedback to the student enhance the value of the case. If the case is to be used as part of an examination, a grading system must be developed. Issues of cost, validity, and reliability are briefly addressed. .

Objetivos. Evaluar la correlación y concordancia entre el Examen Nacional de Medicina de Perú (ENAM) y el Promedio Ponderado Universitario (PPU) en estudiantes egresados del pregrado de medicina en el periodo 2007 a 2009. Materiales y Métodos. Se llevó a cabo un análisis secundario de datos, empleando el registro de inscritos en las convocatorias a los procesos del Servicio Rural Urbano Marginal en Salud de Perú (SERUMS) de los años 2008 a 2010, obteniéndose las calificaciones en el ENAM y el PPU. Se efectuó un análisis descriptivo por medio de medianas y percentiles 25 y 75 (p25/p75); la correlación entre ambas calificaciones se realizó por medio del coeficiente de correlación de Spearman; asimismo, se efectuó un análisis de regresión lineal y la concordancia fue medida a través del coeficiente de correlación y concordancia de Bland y Altman. Resultados. Se incluyeron 6 117 médicos, la mediana global del PPU fue 13,4 (12,7/14,2) y del ENAM fue 11,6 (10,2/13,0); del total de egresados el 36,8% reprobó el examen. Se observó un incremento anual de la mediana del ENAM, con la consecuente disminución de la diferencia entre ambas calificaciones. La correlación entre los puntajes es directa y moderada (0,582), independiente del año, ubicación o del tipo de gestión de la universidad (pública o privada). Sin embargo, la concordancia entre ambas calificaciones es regular; con un coeficiente global de 0,272 (IC 95%: 0,260 a 0,284). Conclusiones. Independiente del año, ubicación o tipo de gestión de la universidad, existe una moderada correlación entre la calificación del ENAM y el promedio ponderado del alumno, no obstante se evidencia solo una regular concordancia entre ambos puntajes. / Objectives: To evaluate the correlation and concordance between the ‘Peruvian National Exam of Medicine’ (ENAM) and the Mean Grade Point Average (GPA) in recently graduated medical students in the period 2007 to 2009. Materials and Methods: We carried out a secondary data analysis, using the records of the physicians applying to the Rural and Urban Marginal Service in Health of Peru (SERUMS) processes for the years 2008 to 2010. We extracted from these registers, the grades obtained in the ENAM and GPA. We performed a descriptive analysis using medians and 1st and 3rd quartiles (q1/q3); we calculated the correlation between both scores using the Spearman correlation coefficient, additionally, we conducted a lineal regression analysis, and the concordance was measured using the Bland and Altman coefficient. Results: A total of 6 117 physicians were included, the overall median for the GPA was 13.4 (12.7/14.2) and for the ENAM was 11.6 (10.2/13.0).Of the total assessed, 36.8% failed the TEST. We observed an increase in annual median of ENAM scores, with the consequent decrease in the difference between both grades. The correlation between ENAM and PPU is direct and moderate (0.582), independent from the year, type of university management (Public or Private) and location. However, the concordance between both ratings is regular, with a global coefficient of 0.272 (CI 95%: 0.260 to 0.284). Conclusions: Independently of the year, location or type of university management, there is a moderate correlation between the ENAM and the PPU; however, there is only a regular concordance between both grades.