The purpose of this study was to develop and provide construct validation evidence for the Children’s Academic Motivation Inventory (CAMI). The CAMI, the junior Index of Motivation Scale (JIM Scale), and the Children’s Social Desirability Scale (CSDS) were administered to 534 sixth-, seventh-, and eighth-grade students. Additionally, teacher assigned math grades; total math and total reading scores from the Kentucky Essential skills test (KEST); and the Cognitive Skills Index (CSI) from the Test of Cognitive Skills were obtained for each participant. Principal-components factor analysis with varimax rotation performed on the CAMI items produced essentially one factor, entitled academic achievement motivation. Coefficient alpha for the total CAMI was .92. The alpha coefficients for the twelve proposed factors of the CAMI ranged from .50 to .67. Stepwise multiple regression analysis was performed using total CAMI scores as the criterion variable. JIM scale scores: CSDS scores; teacher-assigned math grades; total math reading scores from the KEST: and CSI scores functioned as the predictor variables. Stepwise multiple regression indicated that the combination of JIM scale scores, teacher-assigned math grades, CSDS scores, and total reading achievement scores provided the best prediction model for total CAMI scores (R2 = .18). JIM scale entered the equation first (F = 60.969; df = 1, 407; p < .001); CSDS scores entered second (F = 20.348; df = 1, 407; p < .001); CSDS scores entered third (F = 6.104; df = 1, 407: p < .05); and total reading achievement scores entered last (F = 4.667; df = 1, 407; p < .05). JIM Scale scores were selected for evidence of discriminant validity. The regression analysis demonstrated that the CAMI has convergent validity with regard to the JIM scale: discriminant validity with respect to the CSDS: and sensitivity to group differences with respect to the teacher-assigned math grades, the CSI scores, and total reading and math scores from the KEST. Pearson product-moment correlation coefficients were also computed to aid interpretation of the stepwise multiple regression results. The correlations between total CAMI scores and each of the predictor variables were: JIM Scale scores (r = .35, p < .001), teacher-assigned math grades (r = .23, p < .001), CSDS scores (r = .18, p < .001), Cognitive Skills Index (r = .19, p < .001), total reading achievement scores form the KEST (r =. 22, p < .001), and total math achievement scores from the KEST (r = .11, p < .05). This investigation provides evidence to support the construct validity of the CAMI. Implications for future research are discussed.

No description available.

[pt] Nossa sociedade concebe o processo de aprendizagem, em linhas gerais, através de dois modos: a perspectiva cognitiva considera que o aprendizado se dá na mente dos indivíduos, isoladamente, como na leitura e assimilação de certos livros; a perspectiva social da aprendizagem considera que o processo do conhecimento resulta de práticas sociais, por meio de uma ativa participação dos indivíduos – é nesta perspectiva em que está situado o conceito de Comunidades de Prática (LAVE; WENGER, 1991). A partir do interesse em pesquisar o processo de aprendizagem em Comunidades de Prática, o ambiente organizacional em que se situa a Empresa Júnior pareceu um espaço adequado para esta pesquisa. Baseada na experiência francesa, as Empresas Juniores são geridas exclusivamente por alunos de graduação, que, atuando na elaboração e execução de projetos para pequenas e médias empresas, têm a oportunidade de desenvolver-se tanto pessoal quanto profissionalmente, de forma independente, mas ainda sob a orientação de professores. Para atingir o objetivo proposto, foi realizada uma pesquisa qualitativa, com base em estudo de caso, na qual os dados foram coletados por meio de entrevistas com treze membros da Empresa Júnior PUC-Rio, nos meses de novembro a dezembro de 2013. A análise do conteúdo das entrevistas resultou em cinco categorias de análise: Acesso Legitimado às Práticas; Ambiência Organizacional; Engajamento Mútuo; Empreendimento Comum e Repertório Compartilhado. Como conclusão, este trabalho sugere, com base na percepção dos membros entrevistados, que a EJ PUC-Rio seja uma Comunidade de Prática, tendo em vista que todos os indicadores de formação propostos por Wenger (1998) foram identificados na pesquisa. / [en] Our society conceives the learning process, in general, through two distinct modes: the cognitive perspective considers that learning is done in the mind of the individuals; the social perspective of learning considers that the process of knowledge results from social practices, through an active participation of individuals – it is in this perspective that is situated the concept of Communities of Practice (LAVE; WENGER, 1991). From the interest in researching the process of learning in Communities of Practice, the organizational environment in which the Junior Enterprise is situated seemed an adequate space for this research. Based on French experience, Junior Enterprise are managed exclusively by graduate students, who, working on the elaboration and execution of projects for small and medium companies, ha the opportunity to develop themselves in a personal as well as in a professional level, in an independent way, but still under teacher’s orientation. To reach the proposed goal, it was done a qualitative research, based in a case study, in which data was collected through interviews with thirteen members of the Junior Enterprise PUC-Rio, in the months of November and December 2013. The content’s analysis of the interviews resulted in five categories of analysis: Legitimated Access to Practices; Organizational Ambience; Mutual Engagement; Joint Enterprise and Shared Repertoire. As a conclusion, this work suggests, based on the perception of the interviewed members, that the JC PUC-Rio is a Community of Practice, as all indicators of formation proposed by Wenger (1998) were identified in the research.

The purpose of this study was to determine if there was any difference between beginning high school art students at Calhoun High School, Port Lavaca, Texas, who had had a junior high art experience and those who had no such experience in regard to their art information, art attitudes, and ability to produce quality art work. The Eisner Art Information and Art Attitude Inventories and three art performance tasks were administered to the population. Those with junior high art experience scored significantly higher on the art information inventory and art performance tasks than those without. The data support the positive effect of a junior high art experience on beginning high school art students.

Thesis advisor: Curt Dudley-Marling / This qualitative dissertation, informed by sociocultural theory (Gee, 1996; Vygotsky, 1978), examines how a fourth grade teacher and his students learned to participate in Shared Inquiry, a discussion practice where students learn how to build an evidential argument, including a claim that is supported by evidence and justified by a warrant (Toulmin, 1969). Students also learn how to weigh the merits of opposing arguments and how to modify their initial opinions as evidence demands. Over the course of ten weeks, the fourth grade teacher implemented Shared Inquiry as part of the Junior Great Books (JGB) program, offered as a supplement to a district mandated reading program. The teacher was observed while using the JGB program and while providing instruction through the mandated reading program. He participated in action research (Stringer, 2007) to examine how to make Shared Inquiry most successful. This dissertation describes how the teacher's action research enabled his students to become successful with Shared Inquiry, after they initially struggled with the practice. Over time, they learned a new way of engaging, not only with literature, but also with fellow classmates. This dissertation also describes how the fourth grade students learned a different set of literacy practices through the mandated reading program. The argument is made that Shared Inquiry has the potential to be a far more substantively engaging (Nystrand, 2006; Nystrand & Gamoran, 1991, 1997) literacy practice compared to the mandated reading program. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

A presente tese tem por objetivo traçar um perfil dos empreendedores universitários atuantes em incubadoras de empresas e empresas juniores. Para tanto, realizamos uma pesquisa qualitativa junto a estudantes de engenharia, integrantes da POLI-Júnior, e empresários envolvidos em inovação tecnológica, incubados no CIETEC. Após uma breve apresentação, no primeiro capítulo, procuramos conceituar quem são os empreendedores. Exibiremos também, no primeiro capítulo, alguns dados acerca da recente expansão na criação de incubadoras de empresas e empresas juniores no Brasil. No segundo capítulo, fizemos uma revisão bibliográfica a partir das contribuições que a economia e a sociologia do conhecimento deram ao tema. Preferimos enquadrar o problema de pesquisa no bojo da teoria dos campos. No terceiro capítulo, o tema da tese é situado no quadro histórico das políticas públicas para C&T e da trajetória da comunidade de pesquisa brasileira. No quarto capítulo, apresentamos a amostra e o âmbito de pesquisa, os métodos e técnicas empregados no trabalho de campo. Lançamos ainda hipóteses conforme as quais o empreendedorismo representaria a nova face das recentes tentativas de reforma universitária e estreitamento das relações entre pesquisa e mercado. No quinto capítulo, apresentamos e analisamos os resultados das observações e das entrevistas, por meio das quais testamos nossas hipóteses. Por fim, fechamos com uma breve conclusão onde estão resumidas nossas contribuições e onde refletimos acerca das ampliações e limitações desta tese. / This thesis aims to draw a profile of university entrepreneurs today actives in business incubators and junior companies. Therefore, we conducted a qualitative research with engineering students (members of the POLI-Junior), and entrepreneurs engaged in technological innovation (incubated in CIETEC). After a brief introduction, in the first chapter, we try to conceptualize who are the entrepreneurs. Also, we display some data about the recent expansion in the creation of business incubators and junior companies in Brazil. In the second chapter, we made a review of the available literature from the contributions that the economy and the sociology of knowledge gave the theme. We prefer to frame the research problem in the field theory. In the third chapter, the topic of the thesis is situated in the historical framework of public policies for S&T and the trajectory of Brazilian research community. In the fourth chapter, we present the sample and the scope of research, the methods and techniques employed in the empirical research. We also launched hypothesis according to which entrepreneurship represent the new face of recent attempts to university reforms and closer relations between research and market. In the fifth chapter, we present and analyze the results of observations and interviews, through which we test our hypotheses. Finally, we close the work with a brief conclusion, where our contributions are summarized and where we reflect about the extensions and limitations of this thesis.

O objetivo deste trabalho é refletir sobre os modos como alunos do Ensino Fundamental II constroem seus objetos de discurso em textos escritos argumentativos. A referenciação, um dos principais temas de estudo da Linguística Textual (cf. MONDADA e DUBOIS, 2014[1995]; CAVALCANTE, 2003; CAVALCANTE e LIMA, 2015; KOCH, 2011b), debruça-se sobre os processos de construção dos referentes, entendendo que a língua é uma proposta de categorização do mundo, de tal modo que os sujeitos, em seus enunciados, de maneira estratégica e interativa, refletem e criam objetos e categorizações, razão pela qual estes objetos são chamados objetos de discurso. Em nosso trabalho, analisamos um conjunto de 103 redações de alunos de todos os anos do Ensino Fundamental II, estudantes de uma escola da rede municipal de ensino da cidade de São Paulo, observando de que modos eles introduzem e retomam seus objetos de discurso e como esses processos de construção e progressão referencial constituem as estratégias argumentativas que utilizam, dentre as quais se destacam: descrição dos fatos, argumentum ad consequentiam, argumentum ad misericordiam e reciprocidade (cf. FIORIN, 2015; PERELMAN e TYTECA 2014[1996]). Foi possível, também, pontuar as estratégias referenciais mais conhecidas por este público, bem como as menos dominadas, o que nos permitiu traçar um diagnóstico sobre a referenciação nos textos analisados. Preocupados com uma análise que observasse não somente as estratégias formais utilizadas pelos alunos, mas que também buscasse compreender os efeitos de sentido que elas produziam e que identificasse indícios de possíveis fatores que as motivassem, consideramos também alguns elementos contextuais sobre a produção de textos na escola. Diante disso, acreditamos que nosso trabalho possa contribuir para um maior conhecimento sobre a escrita de alunos em contexto escolar, evidenciando algumas especificidades do Ensino Fundamental II. / The objective of this research is to reflect on the ways in which Junior High School (Ensino Fundamental II) students construct their discourse objects in written argumentative texts. The referenciation, one of the main subjects of study of Textual Linguistics (cf. MONDADA e DUBOIS, 2014[1995]; CAVALCANTE, 2003; CAVALCANTE e LIMA, 2015; KOCH, 2011b), focuses on the processes of construction of referents, understanding that language is a proposal of categorization of the world, in such a way that the subjects, in their utterances, strategically and interactively, reflect and create objects and categorizations, reason by which these objects are called \"objects of discourse\". In this research, we analyzed a set of 103 essays of students of all the years of Junior High School, students of a school of the municipal education system of Sao Paulo City, observing in what ways they introduce and retake their discourse objects and how these processes of construction and referential progression constitute the argumentative strategies they use, among which the following stand out: description of the facts, argumentum ad consequentiam, argumentum ad misericordiam, and reciprocity (cf. FIORIN, 2015; PERELMAN e TYTECA 2014[1996]). It was also possible to punctuate the referential strategies better known by this public, as well as the less dominated ones, which allowed us to draw a diagnosis about the reference in the texts analyzed. Concerned with an analysis that not only observed the formal strategies used by the students, but also sought to understand the effects of meaning that they produced and identified indications of possible factors that motivate them, we also consider some contextual elements about the production of texts in the school. In view of this, we believe that our research can contribute to a greater knowledge about the writing of students in a school context, bringing the specificities of Junior High School.

Orientador: João Manuel Cardoso de Mello / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-07-23T05:51:06Z (GMT). No. of bitstreams: 1 SampaioJunior_PlinioSoaresdeArruda_D.pdf: 7843659 bytes, checksum: c39474edaa38383f0148272c01b53fe9 (MD5) Previous issue date: 1997 / Resumo: Não informado / Abstract: Not informed. / Doutorado / Doutor em Economia

This investigation, which was conducted on the post-secondary level and included vocational and academic students, was undertaken to develop an instrument to assess the attitude and knowledge of students concerning body language and to develop a module of instruction in body language to favorably influence their attitude and knowledge concerning body language. Hypotheses were formulated related to the differences in mean effective and cognitive scores of the experimental group who were taught body language and the control group. Additional hypotheses were formulated related to mean differences in the scores of students differing in age, sex, business experience, and prior exposure to body language. The findings of this study included first, the testing of the instrument; second, the testing of the validity of the research design and third, the testing of the hypotheses. The following conclusions are based on the findings of the study: the instrument seems to be acceptable for assessing the attitude and knowledge of post—secondary students concerning body language, the module of instruction in body language seems to be acceptable as a basis for influencing the attitude and knowledge of post—secondary students concerning body language, the mid-management and speech students were comparable in attitude and knowledge concerning body language before and after being taught the module, any prior exposure to the principles of body language seemed to favorably influence student's attitude and knowledge concerning body language both before and after they were taught, the age and business experience of students produced no apparent influence on student attitude and knowledge of body language, the sex of the student seemed to produce no apparent influence on student attitude and knowledge of body language.

Made available in DSpace on 2016-04-27T19:30:35Z (GMT). No. of bitstreams: 1 Onofre Alves Portella Junior.pdf: 365974 bytes, checksum: c49fc23d9fc9123e68e8a634ba41ff25 (MD5) Previous issue date: 2012-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is a study about the Caio Prado Junior's perspective concerning brazilian development. It has as main focus the articles published by the author in Revista Brasiliense, a bimonthly periodic edited between September October of 1955 and January February of 1964. Caio Prado Junior was one of the magazine founders and a main collaborator author. His articles usually presented ample thematics, lying toward the magazine main caracteristc. The years between 1955 and 1964 are historiography characterized as the richest period about national debate. In the context of brazilian development issue Revista Brasiliense is absolutely contemporary. Caio Prados's deep analysis always deal with the conceptions of industrialization, dependency e nationalism. Linking all this aspects the author opposes the capitalism mode of production, international characterized, with a national premisse for development / O objetivo básico dessa dissertação é o de estudar o desenvolvimento brasileiro segundo a perspectiva de Caio Prado Junior, a partir do conjunto de textos que esse autor publicou na Revista Brasiliense. A Revista Brasiliense foi uma publicação bimestral editada entre Setembro- Outubro de 1955 e Janeiro-Fevereiro de 1964; Caio Prado Junior foi um de seus fundadores e um de seus principais colaboradores, publicando textos de temática bastante ampla, o que, aliás, foi uma característica marcante da própria Revista. O período compreendido entre os anos de 1955 e 1964 é caracterizado pela historiografia como um dos momentos mais ricos no debate nacional brasileiro, sendo a Revista Brasiliense, assim, absolutamente contemporânea desse debate, tanto como reflexo, como sujeito. Caio Prado Junior desenvolve as análises sobre desenvolvimento brasileiro de forma profunda, estabelecendo um sentido bastante amplo para esse processo; as análises sempre se dão de maneira conjugada com os conceitos de industrialização, dependência e nacionalismo. Ao interligar fortemente esses conceitos, Caio Prado Junior contrapõe a necessidade de uma premissa nacional para o desenvolvimento, ao caráter, necessariamente internacional, da expansão do modo de produção capitalista