A valid, reliable survey instrument was created to be used by public relations student-run firms and other applied public relations courses to gauge client satisfaction. A series of focus groups and pilot tests were conducted to ascertain themes, refine questions, and then to refine the entire instrument. Six constructs to be measured, including strategies used by the students, project management, communication tools, professional demeanor, communication skills, and overall effectiveness, emerged as themes needing to be assessed. The final instrument included 40 scale questions, six follow-up questions (one for each set of scale questions), and four open-ended questions. As an outputs evaluation within General Systems Theory, this evaluative tool provides a feedback loop that did not exist prior for public relations applied courses and student-run firms. This survey, when used by public relations educators, will provide a standardized tool from which discussions can ensue and pedagogy may advance. / Department of Educational Studies

M.Ed. (Educational Psychology) / This study is part of a broader research project that deals with: The perceptions of the importance of the different aspects of discipline when contemplating disciplinary actions toward children. Ten aspects are incorporated under the above mentioned project. The aim of this specific study is to discover by means of theoretical and empirical research how important teachers and parents deem the perceiving aspect of discipline when contemplating disciplinary actions towards children. This study is also aimed at establishing which aspects (as indicated in this study), teachers and parents value as the most important aspects of perceiving. The literature study describes perceiving and its role in the discipline process. The study makes special reference to educational milieu; personality; emotional and normative aspects of perceiving. Validity and reliability was ascertained by means of Factor Analyses and Item Analyses. The identified variables (ie (Ui) gender, language, educational capacity, involvement in school affairs, residence, religious engagement, number of children in primary school, number of children in high school, educational qualifications, age, marital state and income), constituted the multi-dimensional role used to investigate this specific facet.

The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.

Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant competencies which deliver on strategic objectives. Globally, the proportion of e-Learning to instructor led training is growing and the investment in e-Learning is steadily increasing. Executives expect to see better alignment of e-Learning initiatives and a proven return on investment. In order to earn their place at the executive boardroom, learning and development practitioners need to understand and align their programmes to the context of the business environment in order to positively influence business performance.This research set out to investigate the relationship between the corporate learning environment and e-Learning programme effectiveness using a self-administered questionnaire. The survey was completed by 50 corporate learning and development practitioners. It explored e-Learning programme effectiveness and the configuration of learning environments in relation to a corporate learning environment interconnectedness model proposed in this research. Descriptive statistics, correlation analysis and regression modelling were used to determine the relationship between the environment and e-Learning programme effectiveness. The strongest environmental predictors as well as the current perception of e-Learning programme effectiveness within these environments were also identified.The corporate learning environment was found to be significantly correlated with e-Learning programme effectiveness, specifically in driving higher order benefits of e-Learning programme effectiveness, behaviour change and return on investment. The two strongest predictors of e-Learning programme effectiveness in the corporate learning environment were found to be the definition of clear learning outcomes as well as the provision of opportunities for collaboration in the context of learning. The proposed model of corporate learning environment interconnectedness was also validated and found to be reliable. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

This dissertation study seeks to better understand two main ideas around institutional advancement in higher education: the knowledge and evidence that informs practice and the structures and systems are set up for the sharing of this knowledge and evidence within and across these organizations. I use a conceptual framework based on organizational systems, learning, and culture theories along with the tenants of evidence-informed policy and practice (EIPP) to delve deeper into my research questions. These research questions include: 1) To what extent do advancement divisions value certain types of evidence and knowledge? 2) What types of evidence and knowledge do advancement divisions utilize to inform their practice and policies? 2a) What organizational practices and individual and organizational characteristics, if any, affect which knowledge guides the work of advancement organizations? 3) What organizational learning systems and structures are in place both within and outside advancement organizations that guide practice and internal policy making? 4) What sociodemographic and organizational characteristics, if any, show a relationship with systems and structures of knowledge management and mobilization of institutional advancement shops? I draw on an original data set that combines responses from survey methodology and data from the Council for Advancement and Support of Education (CASE) AMAtlas Data Miner and Integrated Postsecondary Education Data System (IPEDS) (n=1,826). Using a combination of descriptive statistics, ordinal logistic regression (OLR), and linear regression, I add to the literature base on philanthropy in higher education and gain insight into my research questions. The field of institutional advancement is understudied and often relies on anecdotal evidence versus more theory-based understanding of how work is carried out (Drezner, 2011; Drezner & Huehls, 2014; Walton, 2019). These findings push the field’s understanding of what knowledge, evidence, and learning systems and structures drive and guide the work of advancement. Advancement organizations value all types of knowledge and evidence in their work, including tacit, explicit, embedded, and research based. However, there is an incongruency between this valuing of all knowledge and evidence types and day-to-day practice. Practitioners are more likely to use and share tacit, explicit, embedded knowledge and evidence sources than research based. In addition to these findings, I find that advancement practitioners share knowledge and evidence using a multitude of different learning structures and systems both within their organization and across the broader field of institutional advancement. My study uses organizational theory and tenants of EIPP to highlight the ways that advancement practice can be further understood and improved. These improvements are critical to ensure that the field works towards a model of equity and inclusion for all alumni, donors, and stakeholders. In addition, with changing demographics and decreased alumni participation rates, the findings from my study are more important than ever to ensure the sustainability of these organizations for generations to come.

Indiana University-Purdue University Indianapolis (IUPUI) / Many academicians, business people, and government officials are calling for college students to not only earn a degree but to leave college ready to be active and engaged citizens in their communities. One of the fastest-growing responses to this call within higher education has been the introduction of service-learning courses across disciplines. This study was designed to attempt to bring some focus to community agency needs and desires in service-learning relationships, both in domestic and international programs. Factors and criteria frequently cited in the literature as important to community agencies and when creating partnerships were compiled into a list of 10 criteria. Community agencies and faculty/staff involved in service-learning at Indiana University-Purdue University Indianapolis (IUPUI) were then asked to respond to each factor, indicating how important each was to them and how satisfied they were with how each factor was carried out in their current relationship(s). Overall, the 62 respondents found having interaction based on mutual respect and relationships built on trust as most important and the factors with which they are most satisfied. Faculty/staff respondents tended rate each factor as more important than community agency respondents, though there were no significant differences between the two groups’ satisfaction ratings. International respondents, including both faculty/staff and community agency respondents, in general, rated each item more important and reported greater satisfaction than domestic respondents. Aspects of the relationships under study, including frequency of interaction, type of interaction, and frequency of supervising service-learning students, were also related to respondents’ ratings of each factor. Even with limitations, the study helps move toward a greater understanding of working with community agencies, establishing criteria to aid in evaluating and implementing service-learning relationships, and providing a base for future studies.

Made available in DSpace on 2016-07-27T13:52:24Z (GMT). No. of bitstreams: 1 SIMONE FREITAS PEREIRA COSTA.pdf: 757831 bytes, checksum: df99bb8733cc53c8eb517c0ec05f6b2f (MD5) Previous issue date: 2010-12-14 / This study had as a goal to carry setting the trajectory which would be able to explicit the conceptions of predominant learning evaluation of Brazilian educational thought, identifying the epistemological tones that they are based on. Among the journals initially selected, it was contemplated for this research: Research Periodical, Studies on Educational Evaluation and Educational Brazilian Journal. One of the criteria established for selecting the journals was a requirement that none of them had their circulation interrupted since the diffusion of its first sample. It was also done a survey on dissertations and thesis registered at Capes with the objective of identifying the studies that already produced the trajectory of this thematic. It was found four balances: one thesis and three articles about the learning evaluation. It was possible after this survey establish the period of our trajectory which had as a reference the period between 1999 and 2008. It is important to say that theoretical support that based the methodological way of this study was based on texts of Hadji (2001), Sant´Anna (2002), Luckesi (2008), Tiballi (2007), Chaves, (2003), Vasconcellos (1998, 2000), Hoffmann, (1998, 2004), Demo (2006), Gimeno Sacristán (1998), Libâneo (1994, 1999, 2008, 2009, 2010) and others. We realized, in our studies, that productions on evaluation, an important change occurred about learning evaluation conceptions: from a traditional perspective revealed on the first works, the educational thought has been strengthening a formative, qualitative and mediator evaluation conception. It was showed with this research a considerable concern about evaluation teacher s formation; it is believed that, in order to occur an effective formative evaluation, it is necessary to have teacher formation that enables the exercise of wide reflection about the evaluation practice. / Este estudo teve como objetivo realizar um balanço que permitisse explicitar as concepções de avaliação da aprendizagem predominantes no pensamento educacional brasileiro, identificando as matrizes epistemológicas que as fundamentam. Dos periódicos inicialmente selecionados, foram contemplados para esta pesquisa: Cadernos de Pesquisa, Estudos em Avaliação Educacional e Revista Brasileira de Educação. Um dos critérios estabelecidos para a seleção dos periódicos foi a exigência de que nenhum deles tivesse sua circulação interrompida desde a vinculação de seu primeiro exemplar. Foi feito ainda um levantamento de dissertações e teses cadastradas na Capes com o objetivo de identificar estudos que já haviam produzido o balanço desta temática. Foram localizados quatro balanços: uma tese e três artigos acerca da avaliação da aprendizagem. Foi possível, após este levantamento estabelecer que o período de nosso balanço teria como referência o período de 1999 a 2008. É importante dizer que o aporte teórico que subsidiou o caminho metodológico desta pesquisa foi baseado em textos de Hadji (2001), Sant´Anna (2002), Luckesi (2008), Tiballi (2007), Chaves, (2003), Vasconcellos (1998, 2000), Hoffmann, (1998, 2004), Demo (2006), Gimeno Sacristán (1998), Libâneo (1994, 1999, 2008, 2009, 2010) e outros. Percebemos, em nosso estudo, que nas produções sobre a avaliação, houve uma importante mudança nas concepções de avaliação da aprendizagem: de uma perspectiva tradicional denunciada nos primeiros trabalhos, o pensamento educacional vem fortalecendo uma concepção de avaliação formativa, qualitativa, mediadora. Evidenciou-se nesta pesquisa uma considerável preocupação com a formação de professores avaliadores; acredita-se que para que ocorra a efetivação de uma avaliação formativa, espera-se que a formação do professor possibilite o exercício de ampla reflexão sobre a prática avaliativa.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-21T13:24:13Z No. of bitstreams: 1 Lilia Alves da Silva Castro.pdf: 7394821 bytes, checksum: ccca7389227d8a9ace7e9c898b543325 (MD5) / Made available in DSpace on 2016-11-21T13:24:13Z (GMT). No. of bitstreams: 1 Lilia Alves da Silva Castro.pdf: 7394821 bytes, checksum: ccca7389227d8a9ace7e9c898b543325 (MD5) Previous issue date: 2016-09-27 / Secretaria de Estado da Educação do Estado de São Paulo / The present research aims to investigate how the pedagogical coordinator articulates the Learning Evaluation in Process (LEP) in Pedagogical Collective Class Work (PCCW) to set it as a diagnostic test and also a the specific objectives are, identify the view that teachers have on the LEP, check if teachers heed the guidance of the pedagogical coordination for the implementation of the LEP and finally identify how teachers consider what should be the role of the principal of the teacher's stance that does not support the guidance of managers. The LEP has sent by the São Paulo State Education (SE) and aims to diagnose the learning level of students enrolled in state schools. The test has applied at the end of the three bimesters periods and aims through the extracted contents, produce guidance to educators in order to develop programs and projects that work in the students' difficulties. During the training meetings that preceded the application of this evaluation, I have observed several reactions that demonstrated aversion as the organization of time and space and the apparent indifference of students towards to the test. This work was developed in order to clarify issues that permeate the evaluation, the application and also the critical position of teachers against the LEP. To support this research we have used the technique of critical incidents, in the form describing situations. Three incidents were applied to teachers of a public school on the outskirts of a town in the metropolitan region of São Paulo. These incidents described situations on the implementation of the LEP that teachers have known and / or have experienced. The theoretical framework used to evaluation of learning was disseminated by authors such as Philippe Perrenoud, Charles Hadji, Miguel Ángel Santos Guerra, Cipriano C. Luckesi, Celso S. of Vasconcellos and Julia Falivene Alves. Regarding the research I have used the technique of critical incidents from John C. Flanagan, Laurinda Ramalho de Almeida inspired by Maria Teresa Estrela and Albano Estrela / O presente trabalho possui como objetivo geral investigar de que modo o coordenador pedagógico articula a Avaliação da Aprendizagem em Processo (AAP) na Aula de Trabalho Pedagógico Coletivo (ATPC) no sentido de configurá-la como diagnóstico. Os objetivos específicos se constituem em identificar a visão que os professores possuem sobre a AAP, verificar se os professores acatam a orientação da coordenação pedagógica em relação à aplicação da AAP e, por fim, identificar como os professores consideram que deveria ser a atuação do diretor sobre a postura do professor que não apoia as orientações dos gestores. A Avaliação da Aprendizagem em Processo é enviada pela Secretaria da Educação do Estado de São Paulo (SE) e tem por finalidade diagnosticar o nível de aprendizado dos estudantes matriculados na rede estadual de ensino. O exame é aplicado nos finais dos três primeiros bimestres letivos e visa através dos índices extraídos, produzir orientações aos educadores com vistas a desenvolver programas e projetos que atuem nas dificuldades dos alunos. Ocorre que durante as reuniões de formação que precediam a aplicação dessa avaliação, observei reações diversas que demonstravam aversão quanto à organização do tempo e espaço e do aparente descaso dos alunos para com a prova. Este trabalho foi desenvolvido com o intuito de elucidar questões que permeiam a valoração, a aplicação e também a posição crítica dos professores frente à AAP. Para dar suporte a esta pesquisa foi utilizada a técnica de incidentes críticos, na modalidade descrição de situações. Foram aplicados três incidentes aos professores de uma escola pública da periferia de um município da região Metropolitana de São Paulo. Estes incidentes descreviam situações sobre a aplicação da AAP conhecidas e/ou vivenciadas pelos professores. O referencial teórico utilizado foi a avaliação da aprendizagem difundida por autores como: Philippe Perrenoud, Charles Hadji, Miguel Ángel Santos Guerra, Cripiano C. Luckesi, Celso dos S. Vasconcellos e Júlia Falivene Alves. Em relação à pesquisa utilizei como referencial teórico John C. Flanagan e Laurinda Ramalho de Almeida inspirada em Maria Teresa Estrela e Albano Estrela

As dificuldades de aprendizagem sobre estatística e suas aplicações simplesmente em razão da matemática envolvida, principalmente, pelos alunos dos cursos de humanas, fazem dela um desafio para o professor que a ministra e também para o aluno que aprende. Assim, esta tese busca mostrar o quanto à elaboração e o desenvolvimento de uma ferramenta de avaliação tipo teste em um ambiente virtual pode contribuir como apoio ao ensino presencial do estudo de ferramentas estatísticas multivariadas para os alunos de graduação em Administração da FEARP/USP, matriculados na disciplina Estatística Aplicada à Administração II. Este trabalho faz parte do projeto virtual denominado LaViE, que é um ambiente virtual de ensino-aprendizagem de estatística, e que está fundamentado em três dimensões: Pedagogia Virtual, Tecnologia da Comunicação e Processo de Validação. Para a criação dessa ferramenta de avaliação tipo teste online foi necessário, primeiramente, a elaboração de um protocolo para desenvolvimento e implementação desse sistema no LaViE. A metodologia, então, foi baseada em três etapas: 1) elaboração do protocolo fundamentado na pesquisa exploratória de pedagogia virtual com base na teoria sobre processo de ensino-aprendizagem para o desenvolvimento de um conjunto de regras e passos que balizasse a criação de questões testes on-line com níveis diferentes de ?adaptação? pelo aluno para cada módulo apresentado na disciplina em questão. Neste caso, foram criados três níveis de adaptação: básico (I), intermediário (II) e avançado (III); 2) implementação dessa ferramenta de avaliação no LaViE (teste seu conhecimento), com o desenvolvimento das questões baseadas nos assuntos sobre análise estatística multivariada e; 3) avaliação quantitativa da opinião dos alunos (usuários) quanto à usabilidade do sistema ?teste seu conhecimento? desenvolvido. Esses dados foram coletados quando essa disciplina foi ministrada, porém em dois períodos diferentes; no segundo semestre de 2005 como projeto-piloto, e no segundo semestre de 2006. Dessa forma, pôde ser feita uma análise comparativa da opinião dos alunos sobre o sistema em dois momentos diferentes. Para esse levantamento foram utilizados dois questionários aplicados diretamente aos alunos em sala de aula momentos antes da avaliação presencial da disciplina e um outro logo após essa avaliação presencial. Essas três etapas finalizadas deram condição de existência de uma ferramenta que faz parte de uma das três dimensões citadas do LaViE ? Processo de Validação. / The mathematical knowledge involved in the process of learning statistics and its applications, brings about difficulties to the Humanities department students, thus making it a challenge not only to those who teach it but also to the ones who learn it. Therefore, this work aims at showing the contribution the elaboration and development of a tool such as an online evaluation test can give, as a support to the presencial teaching of the study of multivariate statistical resources, to the FEARP/USP Business Management undergraduate students, registered in Applied Statistics to Business Management II. This study is part of a virtual project named LaViE which is a virtual environment of teaching-learning of Statistics based on three dimensions: Virtual Pedagogy, Communication Technology and Validation Process. For the development and implementation of the online evaluation test in the LaViE project, a protocol was elaborated. The methodology involved is based on three phases: 1) protocol production built on the virtual pedagogy exploratory research founded on the theory concerning the teaching-learning process in order to develop a set of rules and measures which support the creation of online test problems presenting different levels of adaptation for each module of the mentioned discipline. Thus, three levels of adaptation were created: basic (I), intermediate (II), and advanced (III); 2) implementation of such evaluation tool in the LaViE project (test your knowledge) by developing questions based on topics about multivariate statistical analysis; 3) quantitative evaluation of the users? opinion as to the usability of the ?test your knowledge? system. Data were collected in two distinct occasions: second semester of 2005, as a pilot project, and second semester of 2006, what enabled a comparative analysis of the system by the users at two different moments. This survey was conducted by means of two questionnaires completed in class by the students, being the first before the presencial discipline evaluation, and the second immediately after it. At the completion of the three phases previously mentioned, the Validation Process was obtained.

A Lei de Diretrizes e Bases da Educação Nacional 9394/96, ao propor a organização do ensino em ciclos e o regime de progressão continuada, introduz importantes modificações nos sistemas de ensino e nas práticas de avaliação adotadas nas escolas brasileiras. No Estado de São Paulo, toda rede está sob essa forma de organização desde 1998. Com base no exposto, foram definidos como objetivos da pesquisa: investigar junto à equipe pedagógica, professores e funcionários as concepções e práticas associadas à organização do ensino em ciclos; quais valores permeiam as práticas avaliativas escolares e constituem o ambiente avaliativo da sala de aula; que relação é possível identificar entre o ethos escolar e as práticas avaliativas; quais dificuldades podem ser identificadas nessa relação e como são eventualmente superadas. A pesquisa foi realizada em uma escola de ensino fundamental da rede estadual paulista; os participantes foram professores, equipe pedagógica, e funcionários. De acordo com os objetivos propostos, foi adotado o referencial teórico-metodológico da pesquisa qualitativa. Os procedimentos de pesquisa envolveram: observação, entrevistas e análise documental. O conjunto de dados analisados permitiu concluir que: a concepção de ciclos é polissêmica e muitas vezes imprecisa, predominando, na prática, a concepção de oposição ao sistema seriado e dilatação/flexibilização do tempo; há movimentos de resistência e adaptação à desseriação e à não-reprovação; dificuldades estruturais relacionadas às condições de trabalho dificultam uma prática efetiva de avaliação processual e formativa. / When the National Law of Education Directives and Base lines 9394/96, proposes the organization of education in cycles and the regime of continued progression, it introduces importante changes in the education systems and in the evaluation practices adopted by the Brazilian schools. In the State of São Paulo, all the group of schools are under this way of organization since 1998. Based on these statements, it was possible to define the research objectives: investigating together with the pedagogical team, teachers and employees, the conceptions and practices associated to the organization of education in cycles; which values are in the evaluative practices and constitute the evaluative ambiance of the classroom; which relation it is possible to identify between the school ethos and the evaluative practices; which difficulties may be identified in this relation and how they are eventually overcome. The research was done in a public state school of São Paulo, in the middle school level, the participants were teachers, pedagogical team and employees. According to the proposed objectives, it was adopted the qualitative research, as a methodological and theoretical reference. The research procedures involved: observation, interviews and document analysis. The data analysis allowed to conclude that: the conception of cycles is polissemic and most of the times inexact, predominating, the conception of opposition over the serial system and dilatation/flexibility of time, there are movements of resistance and adaptation to the non-serial system as well to the non-repproval; structure difficulties related to working conditions make it difficult to have an effective practice of evaluation, processual and formative.