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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.
1

A college department's approach to plagiarism| A case study of micropolitics

Escobar, Alexandra A. 30 June 2015 (has links)
<p> This single qualitative case study was an exploration of the various ways elements of micropolitics influenced college department administrators and faculty members in their approach to plagiarism prevention, education, and response. The study parameters involved a purposive sample of seven education faculty members, one department chair, and two university administrators, along with an examination of artifacts related to academic integrity, and participant observation of applicable segments of the university&rsquo;s new student orientation. Five themes emerged from the data: shared mission is balanced with individual approach, formal policies accompanied by informal approaches, faculty serves as gatekeeper to the teaching profession, unused potential for maximizing resources, and faculty feel only limited direct and indirect pressures. The micropolitical considerations relative to each theme revolved around faculty members&rsquo; collaboration; gaps between formal and informal policies; faculty members&rsquo; self-pressures to support students and the teaching profession; tensions relative to how teaching loads impact faculty members&rsquo; time; and faculty collegiality. Given the collaborative nature of the department faculty members and the rather limited tensions that arose between them relative to their approach to plagiarism, the micropolitical perspective was deemed only marginally useful as a lens to examine plagiarism within this college department. Two main recommendations were presented. The first was the importance of creating spaces for faculty members to discuss academic integrity regularly and purposefully. The second was to re-examine formal policy and informal practice to help bridge some of the gaps identified in the study.</p>
2

Religação dos conhecimentos : o lugar da arte na formação geral em universidades brasileiras contemporâneas / Reunite of knowledges : the place of art in general education in contemporary brazilian universities

Queiroz, Madeleine Piana de Miranda, 1965- 23 August 2018 (has links)
Orientador: Elisabete Monteiro de Aguiar Pereira. / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T01:19:10Z (GMT). No. of bitstreams: 1 Queiroz_MadeleinePianadeMiranda_D.pdf: 2950947 bytes, checksum: b62bdfa213e5865709d186bd8b3bbdae (MD5) Previous issue date: 2013 / Resumo: O trabalho investigativo teve como objetivo analisar quais concepções e valores, docentes universitários atribuem aos campos do conhecimento presentes na composição curricular dos cursos de Bacharelados Interdisciplinares e Similares para a Formação Geral em Universidades brasileiras contemporâneas e, especificamente, ao conhecimento da Arte. A pesquisa decorreu da constatação de que as universidades brasileiras públicas contemporâneas têm ampliado a implantação de cursos com desenhos curriculares interdisciplinares a fim de contemplar a formação mais ampla e geral do discente. Múltiplos são os campos de conhecimento que compõem o currículo para a Formação Geral, sendo o campo da Arte um desses campos e, o tomamos como objeto de investigação nesta pesquisa. Temos como pressuposto que as concepções curriculares dos cursos para a Formação Geral das universidades brasileiras contemporâneas têm um viés cientificista, pois atribuem ao conhecimento científico, parâmetros valorativos superiores às possibilidades dos conhecimentos advindos pelo sensível como é o conhecimento da Arte. O universo investigado foram algumas das pioneiras universidades públicas brasileiras que adotam currículos interdisciplinares para graduação: UFBA nos cursos de Bacharelados Interdisciplinares: em Ciências e Tecnologias; em Humanidades; em Saúde; e em Artes; UFABC nos cursos de Bacharelado em Ciências e Humanidades; e em Ciências e Tecnologia; USP/leste nos Ciclos Básicos; e UNICAMP no ProFIS-Programa de Formação Interdisciplinar Superior). Pela pesquisa documental analisamos os Projetos Pedagógicos de cursos dessas instituições quanto à composição dos campos de conhecimento no desenho curricular para a Formação Geral e o lugar da Arte nesta composição. Pela pesquisa de campo coletamos dados junto a cinquenta e cinco docentes universitários que atuam nesses cursos, através de um questionário com questões fechadas e abertas, encaminhado aos emails institucionais, com o objetivo de conhecer as concepções sobre Formação Geral e nela, o valor e as contribuições que os docentes atribuem à Arte na formação universitária. As questões do questionário foram trabalhadas pela Análise de Conteúdo proposta por Bardin. Concluímos que há diferentes propostas curriculares para Formação Geral nos cursos investigados e há deficiências de efetividade entre o currículo formal instituído e o currículo real. Os Projetos Pedagógicos formais dos cursos propõem inovações curriculares, todavia, grande parte dos docentes que atuam nesses cursos ainda têm concepções curriculares academicistas, pelas quais atribuem valor superlativo aos conteúdos das disciplinas clássicas, como as das ciências, mesmo em currículos com ênfase na Formação Geral. A Arte por não ser um conhecimento de concepções científicas acaba por ocupar no currículo formal e real lugar de menor prestígio. Consideramos que a subvalorização do campo da Arte nos currículos universitários pode ainda ser reflexo das concepções da construção do conhecimento proposta pela modernidade, as quais ressoam na formação e nas concepções dos docentes universitários, e pela qual o conhecimento científico é sobrevalorizado. Todavia, a sociedade contemporânea tem demandado dos indivíduos formação mais ampla, como é a proposta pela Formação Geral, na qual a Arte é um dos conhecimentos, tendo o seu lugar de valor como conhecimento tanto quanto os outros campos. / Abstract: The investigatory work aims to analyze which conceptions and values the faculties attribute to the fields of knowledge present in the curriculum composition of the Interdisciplinary Bachelor's Degrees and Similar for General Education at the contemporary Brazilian universities, and specifically for the science of Art. The research stems from the ascertainment that the contemporary public Brazilian universities have broadened the implementation of courses with interdisciplinary and curriculum designs in order to behold the more comprehensive and general education of the students. General Education consists of multiple fields of knowledge, while the Art field is one of them, and it has been taken as the object of investigation in this research. It is assumed that the curriculum conceptions of the courses for General Education of the contemporary Brazilian universities have a scientificist bias, for they attribute superior evaluative parameters to the possibilities of the knowledge originated by the sensitive, as the knowledge of Art. The investigated universe was some of the pioneer public Brazilian universities which adopt interdisciplinary curriculum for undergraduation: UFBA (Interdisciplinary Bachelor's Degrees in Sciences and Technologies; in Humanities; in Health; and in Arts); UFABC (Bachelor's Degree in Sciences and Humanities; and in Sciences and Technologies); USP/East (Basic Cycles); and UNICAMP (ProFIS-Higher Interdisciplinary Education Program. Through the documental research, the Pedagogical Projects of the courses of these institutions were analyzed regarding the fields of knowledge composition in the curriculum design for General Education and the role of Art in this composition. Through field research, data was collected from fifty-five university faculties who work in these courses, by means of a questionnaire with both multiple choice and discursive questions, sending them institutional e-mails, aiming to know the conceptions of General Education, and in it, the value and the contributions which the faculties attribute to Art in the university education. The questionnaire questions were worked on by the Content Analyses proposed by Bardin. In conclusion, there are different curriculum proposals for General Education in the investigated courses and there are deficiencies of effectiveness between the instituted formal curriculum and the real curriculum. The formal Pedagogical Projects of the courses propose curriculum innovations. However, the conceptions of most part of the faculties who work in these courses still have academicist curriculum conceptions, through which they attribute superlative value to the contents of the classic disciplines, such as Sciences, even in curriculum with emphasis in General Education. Due to the fact that Art is not scientific conception knowledge, in the end it takes a less prestigious place in the formal and real curriculum. The underestimation of the Art field is still considered to be a reflex of the conceptions of the knowledge construction in the university curriculum proposed by modernity, which resound in education and in the conceptions of the university faculties, and through which the scientific knowledge is overestimate. However, the contemporary society has required a broader education from the individuals, as proposed by General Education, in which Art is one of the knowledge, holding its valuable place as knowledge as much as the other fields. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

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