This study examines the development of science identity and understanding of science inquiry among a sample of high school and college-aged students of color, a majority of whom were female, during a yearlong informal science research internship. Formal science settings often have structures that form barriers between students and science, by removing these structures, informal science settings transform the science process into a relevant learner-centered experience. Informal science education (ISE) programs have been commonly studied for simple affective outcomes. These programs have been shown to improve interest, confidence, and motivation in science in addition to improving general attitudes toward science. However, the outcomes of ISE programs on deeper affective outcomes such as identity have yet to be thoroughly explored. Additionally, research on the impact these programs have on cognitive growth and science inquiry development is extremely limited. With the importance of ISE programs becoming increasingly recognized, the need to develop a deeper understanding of the program impacts is imperative. Lastly, the impact these programs have on students of color is of keen interest as ISE programs show potential for combatting their persistent underrepresentation in science. Guided by Carlone and Johnson’s (2007) science identity framework, this study utilized a case-study approach, which included a mixed-methods data collection process. Observations and semi-structured interviews were used in conjunction with an open-response questionnaire and quantitative survey to analyze the interactions within the informal science setting more deeply. Findings showed that participants experienced a positive statistical change in their understanding of science inquiry and science identity. Qualitative analysis of the data revealed two over-arching themes of the research experience: (1) Students’ Self-Development; and (2) The Learning Environment. Lastly, structural implications, such as program duration and same-race mentorship, are discussed as methods for retaining students of color in science.

The purpose of this study was to examine the relationship between internships and Social and Emotional Competence (SEC). SEC was conceptualized as the combination of Emotional and Social Intelligence. Increasingly, areas of SEC have become the subject of research, because SEC enables people to use emotions advantageously to achieve desired outcomes. Measures of seven components of SEC (self-awareness, selfperception, self-regulation, self-motivation, self-ownership, empathy, and social awareness) were evaluated. Qualitative phone interviews were conducted with 21 undergraduate and graduate Communication students whom had recently served as interns. All interviews were recorded and transcribed. Research questions sought to evaluate the effect of internships on (1) self-awareness and self-perception; (2) self-regulation and self-management; (3) self-motivation and career development; and (4) empathy, social awareness and relationship skills. The majority of subjects reported increases in all areas of SEC after the internship process. In addition, a formal survey of members of the Educators Academy of Public Relations Society of America (PRSA) was conducted to compare internship guidelines by professors at other universities. Eleven professional educators responded. Results found that interns from University of the Pacific's Communication program were being held to the highest standard, in terms of supervision and guidance.

No description available.

The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. / Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak. / Psychology / M. A. (Clinical Psychology)

Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2007 iv, 126 leaves / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-06T10:59:45Z No. of bitstreams: 1 Ana Lúcia Nunes Pereira.pdf: 1764700 bytes, checksum: 7690156c519f4d7366e5c0ed751f86da (MD5) / Made available in DSpace on 2017-12-06T10:59:45Z (GMT). No. of bitstreams: 1 Ana Lúcia Nunes Pereira.pdf: 1764700 bytes, checksum: 7690156c519f4d7366e5c0ed751f86da (MD5) Previous issue date: 2017-10-23 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim of this research is to analyze the supervised curricular internship in non-school educational services and their contribution to teacher training. The question posed was: Which is the formative contribution that the supervised curricular internship in non-school spaces brings to the teachers in training from the pedagogy course of the State University of Bahia (UNEB)? The general objective was to investigate the formative contributions that the supervised curricular internship in non-school spaces enables to teachers in training from the pedagogy course of UNEB. The specific objectives were: to analyze the articulation between curriculum, culture and the formation in the internship in non-school educational services; to identify, in the political and pedagogical project of the pedagogy course from UNEB, the elements that define and constitute the internship in non-school educational services; to analyze if the internship in non-school educational services contributes to the formation of the students of the pedagogy course from UNEB. The theoretical reference is based on the conceptions proposed by Afonso (2014, 2001), Bauman (2012), Brandão (1995), Contreras (2013), Chizzotti and Ponce (2012), Marcelo Garcia (1999), Gohn (2013,2010), Grundy (1991), Haddad (2016), Pimenta e Lima (2004), Freire (1967, 1980, 1983, 1987, 1989, 1992, 2000, 2002, 2006, 2013), Feldmann (2014, 2009), Gimeno Sacristán (2007, 2002, 2000, 1999), Vásques (2011), Zabalza (2014). The analysis of the authors' ideas allowed understanding the context in which the supervised curricular stage develops in non-school educational services, as well to enlarge and interpret the data produced. This is a qualitative research, developed in two independent stages. The first stage was the bibliographical and documentary research. The second one was an investigation of the phenomenon, to understand the vision of the subjects involved in the formation process. Considering the importance of the data collection instruments to the process of a research, to this phase was selected the observation and the semi-structured interview as methodology. The subjects of this study were 30 training teachers and 05 Professors that coordinate the curricular internship, all of them belonging to the State University of Bahia. The results showed that the internship in non-school spaces is important to enlarge the performance of the pedagogues, as a space for the construction of training and humanization and also explained the distance between theory and practice in the development of their actions. It is expected that this research may encourage others studies in the field of the internship in non-school spaces to the teacher training / O estudo se propõe a analisar o estágio curricular supervisionado em espaços não escolares e suas contribuições na formação dos professores. Partimos da seguinte questão: qual a contribuição formativa que o estágio curricular supervisionado em espaços não escolares possibilita aos professores em formação do curso de pedagogia da Universidade do Estado da Bahia (UNEB)? Nosso estudo tem como objetivo geral: investigar as contribuições formativas que o estágio curricular supervisionado em espaços não escolares possibilita aos professores em formação no curso de pedagogia da UNEB. Os objetivos específicos são: analisar a articulação entre o currículo, a cultura e a formação no estágio em espaços não escolares; identificar, no projeto político pedagógico curricular do curso de pedagogia da UNEB, os elementos que definem e constituem o estágio em espaços não escolares; analisar se o estágio em espaços não escolares tem contribuido com a formação dos estudantes do curso de pedagogia da UNEB. O referencial teórico fundamenta-se, principalmente, nas concepções propostas por Almerindo Janela Afonso (2014, 2001), Bauman (2012), Brandão (1995), Contreras (2013), Chizzotti e Ponce (2012), Marcelo Garcia (1999), Gohn (2013,2010), Grundy (1991), Haddad (2016), Pimenta e Lima (2004), Freire (1967, 1980, 1983, 1987, 1989, 1992, 2000, 2002, 2006, 2013), Feldmann (2014, 2009), Gimeno Sacristán (2007, 2002, 2000, 1999), Vásques (2011), Zabalza (2014). A análise das ideias dos autores nos possibilitou a compreensão do contexto em que se desenvolve o estágio curricular supervisionado nos espaços não escolares, bem como nos permitiu ampliar e interpretar os dados produzidos. A investigação se inscreve dentro dos princípios da pesquisa qualitativa, desenvolvida em duas fases interdependentes. A primeira fase foi composta por uma pesquisa bibliográfica e documental sobre o referido campo de estudo. Já a segunda fase se constitui numa investigação do fenômeno, na qual se busca resgatar a visão dos sujeitos envolvidos no processo de formação. Considerando a importância dos instrumentos de coleta de dados na construção de todo o processo de uma pesquisa, para essa etapa do estudo selecionamos a observação e a entrevista semiestruturada. Os sujeitos desse trabalho foram 30 professores em formação e 05 professores coordenadores do estágio curricular, todos pertencentes ao corpo discente e docente da Universidade do Estado da Bahia. O estudo demonstrou que o estágio em estágio não escolares evidenciou-se como importante campo para ampliação e atuação do profissional pedagogo; como espaço de construção da formação e humanização e também explicitou o distanciamento entre a teoria e a prática no desenvolvimento de suas ações. Esperamos que esta pesquisa possa incentivar outras investigações sobre o campo do estágio em espaços não escolares na formação dos professores

No description available.

The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. / Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak. / Psychology / M. A. (Clinical Psychology)

Thesis (MTech (Human Resource Management)-- Cape Peninsula University of Technology, 2009 / Learnerships, which are embedded in the skills development strategy for South Africa, have been heralded as the panacea for all shortcomings experienced in the labour market and poverty alleviation in society. Learnerships are vocational education and training programmes, and are purported to fast track acquisition of qualifications for predominantly lower and unskilled workers, equipping them with knowledge, skills, attitudes and experience. At the same time learnerships afford learners an opportunity to enhance their individual employability potential by obtaining a qualification on successful completion of a learnership programme. Anecdotal evidence, however, suggests that learnerships have not been able to deliver on some of its main objectives such as improved employability and living standards of learners. The Department of Labour has placed prominence on quantities and focus on meeting targeted quotas, while insufficient emphasis is placed on efficacy of learnership programmes in terms of its benefits for individual learners. This study investigates opinions of learners who are enrolled in a learnership programme in order to examine their perceptions of a learnership qualification as an enabler for personally enhanced employability and consequent improved living standards. A mixed methods approach was used for the research study in the form of a quantitative survey questionnaire, followed by a qualitative study which used focus group interviews.

Capes / Essa pesquisa objetivou definir um modelo de Gestão para o Estágio Acadêmico, com abordagem em Gestão do Conhecimento e Transferência de Conhecimento e Tecnologia. Os procedimentos metodológicos em relação à classificação como aplicada, qualitativa, descritiva, bibliográfica, documental e levantamento, foram utilizados como objeto de estudo do Estágio Acadêmico e, também, para a construção do portfólio, fez-se uso do Methodi Ordinatio. O protótipo do portal do conhecimento atua como repositório para o estágio e interface de interação do estagiário, orientador, supervisor, instituição de ensino superir, empresa, agente de integração e, também, usuários externos. Essa atuação possibilita a extração, memorização, reutilização e compartilhamento do conhecimento e tecnologia, protegendo-os e ampliando a capacidade do estagiário em descobrir e inovar, a partir dos instrumentos de gestão do conhecimento colaborativos disponíveis a todos os usuários cadastrados no portal. As percepções dos alunos, coordenadores e supervisores de estágio confirmam que a utilização do portal para o estágio pode transferir e armazenar conhecimento e tecnologia e interface de influência e interação. O protótipo do portal apresenta um processo de gestão de estágio inovador, provando que esse ambiente permite suscitar necessidades dos usuários e contribuir para o processo de aprendizagem do aluno/estagiário, sistematizando o conhecimento e tecnologia do ‘saber fazer’ adquirido e vivenciado no estágio. A contribuição dessa pesquisa reside na reformulação do Sistema de Gestão de Estágio. / This research objected to define a management model for the academic internship, with an approach in Knowledge Management and Knowledge and Technology Transfer. The methodological procedures, classified as applied, qualitative, descriptive, bibliographical, documentary and survey, were utilized as an object of study by the Academic Internship. Moreover, the Methodi Ordinatio was employed in the construction of the portfolio. The portal prototype acts as a repository for the internship, with an interaction interface for the intern, professor, supervisor, education institution, firm, integration agent, and external users. Its acting enables the extraction, memorization, sharing, and reuse of knowledge and technology, protecting them and broadening the intern's ability to discover and innovate, based on the collaborative tools of knowledge management available to all users registered in the portal. The paths toward intellectual capital development and innovation in products, processes and services, converting individual knowledge into collective knowledge, will transform the users into, simultaneously, consumers and creators of knowledge and technology, with learning support and no time or place limitations, providing at the same time knowledge and learning to the student. The viewpoints of students, coordinators and internship supervisors confirm that the portal's utilization in internships can transfer and store knowledge with an interface of influence and interaction. The portal prototype presents an innovative internship management process, proving that this environment allows user needs to arise, and contributes to the student/intern's learning process, systematizing the practical knowledge and technology acquired and experienced in the internship. This research contributes to the reformulation of the Internship Management System.