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Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 131-137). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 27, 2006. Dissertation Committee: Norman C. Bettis (chair), Larry D. Kennedy, Barbara L. Nourie, Raymond L. Schmitt, Michael D. Sublett. Includes bibliographical references (leaves 206-217) and abstract. Also available in print.

The final thesis deals with competitive position of an educational institution, which provides Masters of Business Administration programs on the Czech market with managerial education. Using the methodology of positional maps it evaluates the power of the school towards its competitors. The thesis includes an analysis of internal and external environment which provides us with major strengths and weaknesses of our institution. It also sets the fields management of the school should concentrate on. The thesis can also serve for MBA potential customers as a list of institutions which provide this type of education in the Czech Republic.

Orientadores: Maurício Compiani, Fernanda Keila Marinho da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-18T11:38:16Z (GMT). No. of bitstreams: 1 Cracel_VivianeLousada_M.pdf: 8549893 bytes, checksum: f13c827887462976386d3d0bf5a7b6a5 (MD5) Previous issue date: 2011 / Resumo: Não são poucos os trabalhos acadêmicos que discutem o uso do mapa no ensino brasileiro e podemos dividi-los, basicamente, em três grandes linhas de pesquisa: metodologias de ensino, técnicas de comunicação cartográfica e teorias da aprendizagem. Este estudo relaciona-se a esse terceiro grupo e se constitui em um desafio, pois ainda são poucos os trabalhos que utilizam Vygotsky e/ou Bakhtin como referenciais teóricos no ensino de cartografia, em que há o predomínio dos pressupostos piagetianos. O objetivo principal é investigar as contribuições do trabalho com mapas para a construção de conhecimentos cartográficos. O olhar é voltado para a compreensão do processo de apropriação/elaboração desses conhecimentos por um grupo de adolescentes do segundo ano do Ensino Médio de uma escola estadual de Campinas, SP. Pretende-se também, ressaltar a importância da contextualização dos conteúdos articulando-os com o local de vivência dos alunos e possibilitando o cotejamento dos conceitos científicos e cotidianos em sala de aula; além de mostrar que o potencial do mapa como instrumento de ensino vai muito além da simples localização de lugares e fenômenos, sendo um importante recurso para a aprendizagem. Por considerar que essa construção é social e ocorre na interação dos sujeitos, este estudo está alicerçado na perspectiva histórico-cultural do desenvolvimento humano e tem como referenciais teóricos iniciais e principais os pressupostos da Psicologia Histórico-Cultural de Vygotsky e da Teoria da Enunciação de Bakhtin. Esses autores, por sua vez, orientaram a investigação qualitativa e colaborativa, implicando nas características processuais do trabalho com registro em um diário de campo e gravações em áudio, e pautadas em situações dialógicas, ou seja, na interação entre os sujeitos envolvidos. É mediada pelas ideias desses dois autores, em interação com as vozes de seus estudiosos na análise dos materiais produzidos pelos alunos e nas interlocuções em sala de aula, que almejamos compreender os processos de elaboração conceitual, particularmente os conceitos geográficos, com mapas em ambiente escolar. Por meio desses enunciados foi possível compreender o caminho trilhado, considerando que são apropriações dos alunos em relação aos conteúdos estudados. Este trabalho vincula-se ao projeto FAPESP Ensino Público intitulado "Elaboração de conhecimentos escolares e curriculares relacionados à ciência, à sociedade e ao ambiente na escola básica com ênfase na regionalização a partir dos resultados de projeto de Políticas Públicas / Abstract: There are a considerable number of academic papers that discuss the use of the map in Brazilian education and we can divide them basically on three main research fields: teaching methodology, cartographic communication techniques and theories of learning. This study is related to this third group and constitutes a challenge because there are few studies that use Vygotsky and/or Bakhtin as theoretical reference in the cartography education, where there is a predominance of Piagetian assumptions. The central objective is to investigate the contributions of working with maps to the construction of cartographic knowledge. The look is aimed to understanding the process of conceptual appropriation/elaboration traversed by a group of teenagers in the second year of high school to a public school in Campinas, SP. We also intend to emphasize the importance of contextualizing concepts linking them with local experience of students, enabling dialogue between the scientific and everyday concepts in the classroom; besides showing that the potential of the map as a teaching tool goes far beyond simple locating places and phenomena, being an important resource for learning. Considering that this construction is social and occurs in the subject's interactions, this research is grounded in the historical-cultural perspective of human development and has as initial and main theoretical reference the assumptions of Historical-Cultural Psychology of Vygotsky and the Theory of Enunciation of Bakhtin. These authors, in turn, oriented the qualitative and collaborative research, implying the procedural characteristics of work guided by the participant observation, recorded in a diary and audio recordings, and in the dialogic situations, i.e., in the interaction between subjects involved. It is mediated by the ideas of these two authors in interaction with the voices of their scholars in the analysis of the materials produced by the students and in the dialogues in the classroom that we aim to understand the processes of conceptual elaboration, mainly the geographical, with maps at school. Through the enunciations analyzed was possible to comprehend the way followed, considering that they are student's appropriations face the contents studied. This study is related to the FAPESP's Public Education Research Program entitled "Construction of school and curricular knowledge relative to science, society and environment at primary and secondary school with emphases in the local conditions from results of Public Politicians projects / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra

The map is not only a tool for depicting one's surroundings, but also a tool that has the important property of conveying knowledge and information in a visual way. In recent times, teachers have noticed a certain concern about students' reduced mapskills and weakened mental maps. With the help of spatial theories, it is made visible how spatiality is expressed in educational history through the usage of maps. This includes how maps contribute to a knowledge-conveying dimension and clarification in teaching. The aim of this thesis is to deepen the knowledge of how maps are utilised in the history subject to promote student learning. The role of maps in conveying historical knowledge within a spatial dimension will be analysed in order to establish support in the students' education and continued learning.   The three theories of space that form the basis of the essay's analysis are; the absolute space, the relative space and the relational space. Methodologically, the interviews were analysed based on the three spatial perspectives to visualize how the usage of maps spatialise history. This also demonstrates the pedagogical value of maps in teaching. This thesis is a case study and intends to represent five teachers' perspectives and approach of including maps as a tool in history education for upper secondary school, which takes place through a qualitative interview study.   The results show that a map's area of ​​usage and both mediating as well as communicative purpose depends on the educational circumstances and the choices the teacher makes. In relation to the spatial perspectives and the teachers' interviews, it is possible to distinguish different areas of usage for maps when it comes to spatializing historical knowledge and information.