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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Indicadores de mensuração de desempenho em pequenas e médias empresas (PMEs): estudo no setor calçadista de Santa Catarina / Indicators of performance measurement in small and medium enterprises (SMEs): a study in the shoe sector de Santa Catarina

Antonia Egidia de Souza 23 September 2011 (has links)
Para competir em um mercado global as organizações precisam, além de formular e implementar estratégias, adotar ferramentas de gestão para monitorar e controlar o desempenho do negócio e comunicar suas ações junto aos seus stakeholders. Diante disso, nos últimos 20 anos, os pesquisadores passaram a examinar e propor sistemas de mensuração de desempenho, considerando os parâmetros financeiros e não financeiros, para auxiliar os gestores na implemtação de planejamento estratégico, na tomada de decisão e no controle das ações. Mas, causa surpresa, os poucos trabalhos dirigidos às Pequenas e Médias Empresas (PMEs), sobre esse tema. Sabe-se que as PMEs têm características organizacionais e de desempenho que as tornam diferentes das grandes empresas, porém não se pode negligenciar o importante papel dos sistemas de mensuração de desempenho para qualquer tipo de empresa ou forma de gestão. Com isso em mente, a intenção desta tese foi responder a duas perguntas importantes, a saber: as Pequenas e Médias Empresas (PMEs) empregam indicadores de mensuração de desempenho? As características organizacionais influenciam no emprego de indicadores de mensuração de desempenho? As questões principais podem ser subdivididas nos seguintes questionamentos: Quais tipos de indicadores de desempenho são adotados pelas PMEs? Os indicadores são financeiros ou não financeiros? Quais dimensões não financeiras dos sistemas de mensuração de desempenho são aplicadas nas PMEs? Quais as motivações para empregar medidas de desempenho? Empresas que adotam práticas de gestão estratégicas e de pessoas, também adotam sistema de mensuração de desempenho? Para melhor compreender essas questões, em um primeiro momento realizou-se um levantamento dos referenciais teóricos sobre sistemas de mensuração de desempenho e as características das PMEs. Na sequência, aplicou-se uma pesquisa de campo com uma amostra não probabilística por conveniência com 87 empresas do setor calçadista de Santa Catarina. O método privilegiado foi o quantitativo, para a coleta dos dados utilizou-se a survey autoadministrada enviada por internet para a análise dos dados aplicou-se técnicas estatísticas (frequência, média, cruzamentos e correlações\\associações) com o auxílio do SPSS. Os resultados revelam que as empresas pesquisadas adotam indicadores financeiros e não financeiros, porém os indicadores financeiros são mais utilizados que os não financeiros. Dentre os não financeiros, os mais utilizados são os de processos seguidos pelos de pessoas. Os menos utilizados são os sociais. A pesquisa indica que existe relação entre práticas organizacionais e emprego de indicadores. Empresas que utilizam poucas práticas organizacionais utilizam poucos indicadores financeiros e não financeiros e empresas que empregam mais práticas organizacionais tendem a utilizar um número maior de indicadores financeiros e não financeiros e empresas com maior número de empregados tendem a empregar mais indicadores financeiros e não financeiros. / In order to compete in a global market, besides formulating and implementing strategies, corporations need to adopt management tools to monitor and control the business performance and communicate their actions to their stakeholders. Facing that, in the last 20 years, researchers began to examine and propose performance measurement systems, considering the financial and non-financial parameters to assist managers implementing strategic planning, decision making, and actions controlling. However, it is surprising the small number of studies concerning Small and Medium Enterprises (SMEs) on that topic. It is known that SMEs have management and performance features that make them different from large companies; however one cannot neglect the important role of performance measurement systems for any kind of company, or type of management. Having that in mind, the intent of this thesis was to answer two important questions, namely: Do Small and Medium Enterprises employ indicators to measure performance? Do the organizational characteristics influence the use of indicators to measure performance? The main issues can be divided into the following questions: What kind of performance indicators are adopted by SMEs? Are the indicators financial or non-financial? What non-financial dimensions of performance measurement systems are implemented in SMEs? What are the motivations to use performance measures? Do companies that adopt people and practices strategic management, also adopt performance measurement system? In order to better understand these issues, a study and compilation of theoretical frameworks was carried out related to the performance measurement systems and the characteristics of SMEs. Following that, an applied field research with a non-probabilistic sample by convenience with 87 companies from the footwear industry in Santa Catarina was done. The chosen method was the quantitative one, for the data collection it was used the self-administered survey sent by the Internet and for the data analysis statistical techniques were applied (frequency, average, crossings and correlations\\associations) with the aid of SPSS. The results reveal that the companies surveyed have adopted financial and non-financial indicators, but the financial indicators are more used than the non-financial ones. Among non-financial, the most used are the processes followed by people. The least used are the social ones. The research indicates that there is a relationship between organizational practices and indicators employment. Companies using few management practices use fewer non-financial and financial indicators, and, companies that use more organizational practices tend to use a greater number of financial and non-financial indicators, and companies with a larger number of employees tend to employ more financial end non-financial indicators.
12

Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes

Rafalski, Shana H. 01 January 2015 (has links)
The purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano instructional model. The number of observations were compared to VAM scores to determine if teachers with a greater number of observations received higher VAM ratings. The comments recorded and submitted as feedback were also reviewed. Data were analyzed to identify relationships between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. No significant relationship existed between VAM scores and number of observations or percentage of comments for teachers at any grade level. In addition, no significant relationship existed between predominant feedback for teachers and VAM scores. The information in this study was valuable for understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction. Observations and feedback should be a tool for improvement of instruction, but the data confirmed this process continues to be compliance based with inflated scores that do not match the level of performance of students. Changing this is strongly linked to the provision of feedback associated with improving instruction and holding teachers accountable in meeting the standards outlined in the feedback. Observers are in need of professional development on how to provide effective feedback in the areas of instruction that will make the biggest impact on student achievement. Continuing to put time and effort into implementing and monitoring evaluation systems without further training and emphasis on feedback will result in the same lack of impact on student achievement outcomes and may even undermine the role of observers in providing support to teachers.
13

Special Education Teachers' Experiences with High Stakes Teacher Evaluation Systems

Dann, Kathleen J. Clingerman 04 December 2022 (has links)
No description available.
14

A PROFICIÊNCIA MATEMÁTICA DOS ALUNOS DO NÚCLEO REGIONAL DE EDUCAÇÃO DE PONTA GROSSA NO SAEP 2012: UMA ANÁLISE DOS DESCRITORES DO TRATAMENTO DA INFORMAÇÃO

Anjos, Luiz Fabiano dos 19 March 2015 (has links)
Made available in DSpace on 2017-07-21T20:56:27Z (GMT). No. of bitstreams: 1 Luiz Fabiano dos Anjos.pdf: 1403026 bytes, checksum: a11a5c920d7a1e504e6f9467bb570c19 (MD5) Previous issue date: 2015-03-19 / The external evaluations of Evaluation System, at the national and state level, allow collecting data that offer to the managers and the school community about the use of educational institutions and the performance of each student. This work aims at analyzing the performance of students of the 3rd year of high school under the jurisdiction of public facilities to the Regional Center of Ponta Grossa Education External Evaluation of the evaluation system of the State of Paraná Education in Mathematics with respect to Content Structuring - Treatment Information. From the official documents, there was the recommendations for teaching such content. In textbooks used by the institutions there was the presentation and the time the contente of the treatment was developed. In carrying out the study opted for a literature consisting in a qualitative and quantitative approach to research. As the research and statistical analysis tool used a hypothesis test for data analysis in response to the initial question. So, to complete the examination of the data and the test we found that this came corroborate the hypothesis that the textbook adopted, does not significantly affect the average performance of students in analyzed Content Structuring. / As avaliações externas do Sistema de Avaliação, seja no âmbito nacional ou estadual, permitem coletar dados que oferecem aos gestores e a comunidade escolar informações sobre o aproveitamento das instituições de ensino e o rendimento de cada aluno. Este trabalho tem como objeto analisar o desempenho dos estudantes do 3º ano do Ensino Médio dos estabelecimentos públicos jurisdicionadas ao Núcleo Regional de Educação de Ponta Grossa na Avaliação Externa do Sistema de Avaliação da Educação do Estado do Paraná, na disciplina de Matemática com relação ao Conteúdo Estruturante - Tratamento da Informação. A partir dos documentos oficiais, observou-se as recomendações para o ensino destes conteúdos. Nos livros didáticos utilizados pelas instituições verificou-se a forma de apresentação e o momento em que o conteúdo Tratamento da Informação era desenvolvido. Para a concretização deste estudo optou-se por uma pesquisa bibliográfica constituindo-se em uma pesquisa de abordagem qualitativa e quantitativa. Como ferramenta da pesquisa e análise estatística utilizou-se um Teste de Hipótese para análise dos dados em resposta ao questionamento inicial. Assim, ao finalizar a análise dos dados e o teste foi possível verificar que este veio corroborar com a hipótese de que o livro didático adotado, não afeta significativamente o desempenho médio dos estudantes, no conteúdo estruturante analisado.
15

Aplicação da teoria de resposta ao item na avaliação educacional e seu processo de informatização / Application of item response theory in educational evaluation and its Computerization process

FARIAS, Ana Carolina Melo de Oliveira 04 March 2013 (has links)
Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-08-17T18:07:43Z No. of bitstreams: 1 AnaCarolinaFarias.pdf: 2619448 bytes, checksum: 527d6d61075f9ec94d18e9f864866f3d (MD5) / Made available in DSpace on 2017-08-17T18:07:43Z (GMT). No. of bitstreams: 1 AnaCarolinaFarias.pdf: 2619448 bytes, checksum: 527d6d61075f9ec94d18e9f864866f3d (MD5) Previous issue date: 2013-03-04 / The existing educational process currently uses the computer as an auxiliary tool in the teaching-learning process. This tool has been growining up in the educational field, and this has already been adopted in some schools.The process of educational assessment seeks ways to evaluate to ensure the safety of items and speed and agility in the results, for this the importance of entering the computer to its process.This work deals with the use of computers in the assessment process used with students from 5th grade key associated with the use of Item Response Theory (IRT) in the evaluation process and results.Thus, we developed a web-based assessment module that fostered the development of a test on the computer. The same test was applied to paper and pen so that as a way to experiment is possible with the use of ITR, through software BILOG, evaluate the results and subsequently make a survey of the advantages and disadvantages of entering the computer in the process evaluation, and justify the different behaviors presented by students who submitted the evidence. / O processo educacional existente atualmente utiliza o computador como ferramenta auxiliar no processo de ensino-aprendizagem. Essa ferramenta vem ganhando espaço em âmbito educacional, sendo assim adotada em algumas escolas.O processo de avaliação educacional busca formas de avaliar que garanta a segurança dos itens e a rapidez e agilidade nos resultados, e por isso já destaca a importância de inserir o computador ao seu processo. Este trabalho trata do uso do computador no processo de avaliação aplicado a alunos do 5° ano do ensino fundamental associado ao uso da Teoria de Resposta ao Item no processo de avaliação e obtenção de resultados. Dessa forma, foi proposto o desenvolvimento de um módulo de avaliação online que possibilite a realização de um teste no computador. Este mesmo teste foi aplicado no papel e caneta para que assim, como forma de experimento, seja possível com o uso da TRI e por meio de um recurso computacional, avaliar os resultados e posteriormente fazer um levantamento das vantagens e desvantagens de inserir o computador no processo de avaliação, e justificar os diferentes comportamentos apresentados pelos alunos que se submeteram as provas.
16

Current Practices and Perceptions of Physical Education Teacher Evaluation Systems

January 2014 (has links)
abstract: Given the current focus on high-stakes accountability in America's public schools, this study examined teacher evaluation specific to physical education. This study revealed current teacher evaluation practices used in physical education, perceptions of school administrators related to the value of the physical education evaluation process, and the perceptions of the physical education teachers related to the value of the evaluation process. The first phase of this study was an interpretive document analysis study conducted on four separate teacher evaluation systems commonly used within the public school system to evaluate physical education teachers. Those four systems were: Marzanos teacher evaluation model, Danielson framework for teaching (FFT), Rewarding Excellence in Instruction and Leadership (REIL), and Teacher Advancement Program (TAP). A separate evaluation instrument specific to physical education created by the National Association of Sport and Physical Education (NASPE) was used as a comparative evaluation tool. Evidence suggests that two of the four teacher evaluation systems had a high percentage of alignment with the NASPE instrument (TAP 87.5%, FFT 82.5%). The Marzano teacher evaluation model had the least amount of alignment with the NASPE instrument (62.5%). The second phase of this study was a phenomenological approach to understanding administrators' and physical education teachers' perceptions to teacher evaluation specific to physical education. The participants in this study were administrators and physical education teachers from an urban school district. An informal survey and formal semi-structured interviews were used to reveal perceptions of teacher evaluation specific to physical education. Evidence from the administrator's informal survey and formal semi-structured interviews revealed four common themes: (1) "I value PE, but I live in reality" (administrators value physical education, but practice in reality); (2) "good teaching is good teaching"; (3) "I know my limitations, and I want/need help" (relative to teacher evaluation in PE); and (4) where's the training beef? Evidence from the physical education teacher's informal survey and formal semi-structured interviews revealed three common themes: (a) physical education is valued, but not prioritized; (b) teacher evaluation in physical education is "greatly needed, yet not transparent; (c) physical educators are not confident in their evaluator. / Dissertation/Thesis / Doctoral Dissertation Physical Education 2014
17

Avaliação da educação superior: um estudo comparativo entre Brasil e Portugal

Freitas, Antônio Alberto da Silva Monteiro de January 2010 (has links)
Submitted by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-27T12:31:36Z No. of bitstreams: 1 Antonio Alberto Silva M. de Freitas.pdf: 1595771 bytes, checksum: c3e181d996c550549ad50059d9582c77 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-27T12:32:06Z (GMT) No. of bitstreams: 1 Antonio Alberto Silva M. de Freitas.pdf: 1595771 bytes, checksum: c3e181d996c550549ad50059d9582c77 (MD5) / Made available in DSpace on 2014-01-27T12:32:06Z (GMT). No. of bitstreams: 1 Antonio Alberto Silva M. de Freitas.pdf: 1595771 bytes, checksum: c3e181d996c550549ad50059d9582c77 (MD5) / Não há como compreender as transformações da Educação no âmbito da globalização e da internacionalização do Ensino Superior, sem levar em conta a avaliação desse grau de ensino. Sob o ponto de vista teórico há uma forte tensão entre duas tendências internacionais de avaliação: diferenciação e homogeneização, que parecem conter contradições entre si e que fazem parte dos sistemas de avaliação da Educação Superior adotados em diversos países. A primeira tendência está associada à valorização das especificidades das instituições e ao fortalecimento de valores institucionais com suas missões e vocações próprias. A segunda tendência dá ênfase à homogeneização e padronização de critérios avaliativos, considerando os processos de globalização e internacionalização. A compreensão da relação entre as duas tendências internacionais é muito importante, principalmente quando essa relação é analisada não só teoricamente, mas também na prática avaliativa de dois sistemas nacionais de avaliação da Educação Superior de dois países – Brasil e Portugal – que têm percorrido caminhos diferentes, mas que também têm afinidades e pontos em comum em relação a essa temática. O objetivo principal desta pesquisa é analisar e comparar os sistemas de avaliação da Educação Superior dos dois países, identificando possíveis pontos de confluência e de antagonismo, principalmente em relação às características de universalidade e especificidade das práticas avaliativas. Para fazer essa análise, optou-se pela pesquisa bibliográfica e técnica de recolha de dados empíricos de natureza qualitativa e de planejamento relativamente aberto e flexível, utilizando a entrevista semiestruturada. A população de respondentes foi construída por dezoito pessoas (nove do Brasil e nove de Portugal), sendo considerada uma amostra representativa por se tratar de nomes de destaque na concepção e implementação dos sistemas de avaliação dos dois países. Foi utilizada a metodologia de estudo de caso para estabelecer entre os dois sistemas de avaliação parâmetros de similaridades e diferenças, considerando as categorias de análise selecionadas para este fim. Os principais resultados da pesquisa revelam que a avaliação padronizada e estandardizada é que foi sendo gradualmente apontada como um instrumento importante para a implementação da agenda educacional dos dois países, em detrimento da valorização das diferenciações institucionais. Apesar disso, têm sido concedida maior autonomia às Instituições de Ensino Superior portuguesas para desenvolverem processos de avaliação interna. No Brasil, a avaliação educativa e a avaliação para regulação coexistem num mesmo sistema, gerando tensões e dificultando a compreensão das finalidades e objetivos dessas duas modalidades avaliativas. Em Portugal, há mais clareza entre elas, constituindo-se em etapas distintas, mas que ao mesmo tempo guardam entre si uma relação de complementaridade. No Brasil há fraca internacionalização da avaliação e ainda não há integração do sistema com os demais países do Mercosul. Em Portugal, a avaliação incide com maior intensidade sobre os cursos em geral, não havendo um mecanismo que faça uma análise estratégica de cada instituição como entidade organizacional. / ABSTRACT In order to understand the transformations in higher education in the context of globalization and internationalization, it is necessary to consider the evaluation practices in this educational area. From the theoretical point of view there is a strong tension between two international assessment trends, differentiation and homogenization, which form part of the evaluation systems of Higher Education adopted in several countries and seem to be contradictory. The first trend, differentiation, is associated with the appreciation of local contexts, to specific institutions and with the strengthening of institutional values and missions with their own vocations. The second trend emphasizes international review of homogenization and standardization of assessment criteria, in consideration of the fact that the process of globalization has led to very similar organizational systems in their formal policies and structures. It is very important to understand the relations between the two models and the two international trends, especially when it comes to an analysis which is not only theoretical, but also based on the evaluation practices of national systems in two countries – Brazil and Portugal – that have taken different paths, though presenting similarities with respect to this topic. This research aims to analyze and compare the higher education evaluation systems in both countries and identify common and different aspects, especially concerning the characteristics of universality and specificity in the evaluation practices. In order to perform this analysis, a bibliographic study was conducted and qualitative information was collected under a relatively open, flexible planning approach, by means of semi-structured interviews. Eighteen interviewees participated, nine from Brazil and nine from Portugal, constituting a representative sample of prominent experts dealing with the conception and implementation of the evaluation systems in both countries. A case study was carried out so patterns of similarities and differences could be identified, considering that categories of analysis selected. The main results indicate that standardized evaluation has become an important tool for the implementation of the educational agenda in both countries, to the detriment of appraisals of institutional differentiations. Nevertheless, the Portuguese higher education institutions have been granted more autonomy to develop their internal evaluation processes, whereas in Brazil educative and regulative evaluation have overlapped within the same system, which has caused tensions and difficulties concerning the understanding of the goals and objectives of both evaluation modalities. In Portugal the separation is more noticeable, since they constitute different yet complementary steps. Also, in Brazil there is a low level of internationalization and still very little no integration with the system of other Mercosur countries. In Portugal, evaluation focuses primarily on the courses in general, with no mechanism to undertake a strategic review of each institution as an organizational entity.

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