As Ciências Sociais e Humanas (CSH) vêm enfrentando problemas para ter sua produção acadêmica integralmente reconhecida pelos sistemas de avaliação em todo o mundo. Tanto o processo de avaliação por pares quanto a mensuração por dados cientométricos possuem características distintas que afetam a maneira como a pesquisa é avaliada, mas a utilização de indicadores de citação de bases de dados internacionais como a Web of Science (WoS) em sistemas nacionais de avaliação têm sido especialmente desfavorável às CSH, devido às suas características singulares de publicação. Objetivo: apresentar uma síntese da literatura sobre avaliação da produção científica das CSH para compreender como os especialistas neste tema tratam das questões atuais já mencionadas. Metodologia: revisão de literatura. Um corpus composto de 107 artigos de periódicos foi recuperado por busca livre na WoS e na produção científica disponível na rede científica Research Gate, passando posteriormente por seleção final a partir de critérios qualitativos. Procedeu-se em sequência uma análise bibliométrica e uma análise qualitativa do corpus. Resultados: em termos geográficos e institucionais, a principal produção do corpus é oriunda da Espanha (CSIC), Bélgica (Universidade da Antuérpia) e Holanda (Universidade de Leiden). As publicações mais frequentes foram Scientometrics, Research Evaluation e Journal of American Society of Information Science and Technology, sendo que 43% dos periódicos do corpus são de Ciência da Informação. A avaliação quantitativa das CSH está presente em 81,3% do corpus, a avaliação qualitativa, em 42,1% e a mista, em 15%. As pesquisas empíricas formam 80,4% do corpus. Estudos reflexivos e propositivos formam 9,3% do corpus, são na maioria pesquisas empíricas (80%) e tendem a abordar a avaliação das CSH como um processo ao mesmo tempo quantitativo e qualitativo (70%). Conclusões: a literatura recuperada sobre avaliação da produção das CSH encontra-se em fase intermediária de desenvolvimento, apontando algumas alternativas, propostas e estudos aplicados para adequação dos instrumentos de avaliação. A Ciência da Informação emerge como disciplina proeminente na análise deste objeto em consolidação. Apesar de se identificar uma tendência ao uso de instrumentos que combinem aspectos quantitativos e qualitativos da produção, indicadores voltados à avaliação das CSH ainda estão por ser criados e não existe um modelo avaliativo que se possa apontar como consensual. / Social Sciences and Humanities (SSH) are facing problems to have their scholar output fully recognized by evaluation systems worldwide. Both peer review and scientometric data have different characteristics that can influence the way the research is evaluated, but the usage of citation indicators in international databases such as Web of Science (WoS) for national evaluation systems has been especially harmful to SSH, due to their peculiar characteristics of publication. Aim: present a synthesis of the literature on evaluation of the SSH output and perceive how specialists deal with these current questions. Methods: literature review. A corpus composed of 107 journal articles was retrieved by direct search in WoS and also from the output available in the scientific network Research Gate. A final selection was made based on qualitative criteria. A bibliometric analysis and a qualitative analysis were carried out in sequence. Results and discussions: geographic and institutional distribution show that the main output of the corpus comes from Spain (CSIC), Belgium (University of Antwerp) and The Netherlands (University of Leiden). The most frequent publications were Scientometrics, Research Evaluation and Journal of the American Society of Information Science and Technology, and 43% of journals belong to the Information Science area. The quantitative evaluation of SSH is present in 81.3% of the corpus; the qualitative evaluation, in 42.1% and the mixed evaluation, in 15%. Empirical studies form 80.4% of the corpus. Reflective and propositional studies form 9.3% of the corpus, and they are mostly empirical research (80%) and also tend to approach the evaluation of SSH as a process both quantitative and qualitative (70%). Conclusions: the literature on evaluation of SSH output is in an intermediate stage of development, in which some alternatives, proposals and applied studies to the adequacy of evaluation instruments are pointed out. Information Science emerges as a prominent discipline in the analysis of this object, which is in consolidation. Although there is a tendency to use tools that combine quantitative and qualitative aspects of the output, an indicator for SSH evaluation has not yet been created and there is no assessment model that can be identified as consensual.

<p>This study seeks to assess the level of women&rsquo / s participation and involvement in the promotion of effective governance during the African Peer Review Mechanism (APRM) implementation exercise in 2007, which was endorsed by the APRM Western Cape Province. The interest of the study arises from the concept of &lsquo / good governance&rsquo / and how the implementation of such a concept is carried out in the rendering of public services, specifically the role of women in rendering public service in the Western Cape Province, South Africa.</p>

Recent developments in technology have increased the potential uses of electronic peer feedback. Because both computer-mediated and traditional peer review modes have their own strengths, some researchers have suggested that these two different modes can be used together; however, this combination mode of peer review has not been widely investigated. This study examines the impact of combining electronic commenting using editing features of Microsoft word and a course management system (Moodle) with face-to-face interaction as a two-step peer review process and compares this with a more traditional mode (pen-and-paper commenting and oral talk). It investigates students’ perceptions and attitudes toward these different modes of peer review and examines whether there are differences in the types of peer feedback given and the use of peer feedback in students’ subsequent revisions. Adopting a case study approach, both qualitative and quantitative data—students’ written and electronic texts (draft, peer feedback, and revisions), transcriptions of oral interactions, and pre-, mid-, post-stage interviews— were collected from eight ESL sub-degree students in Hong Kong. The results revealed that the majority of participants preferred the combination mode of peer review because it merged some of the most useful features of e-feedback and oral talk. In terms of feedback, students in both the combination group and the traditional group liked to receive revision-oriented comments; however, their preferences for feedback on their own writing were not always consistent with the types of comments they actually provided. The findings also indicated that the combination mode was more effective in terms of number of comments and different types of feedback provided. It was found that there was a complex relationship between different aspects of peer feedback, including area (global versus local), function (evaluation, question, explanation, suggestion, and alteration), and medium (written, electronic, and oral). Oral responses and comments on the Moodle forum focused more on global evaluation and suggestions, while large amounts of written comments and e-feedback generated by the editing features were corrections for surface level errors. With respect to revisions, both groups made a similar total number of changes to their texts but changes from the combination group included more frequent direct use of peer feedback, whereas a larger percentage of self-initiated changes were made by the traditional group. In addition, this study shows how other individual factors influence the efficacy of peer review, including relationship between peers; students’ attitudes and stances; motivation, and participation; (mis)match between writer’s expected feedback and reviewer’s comments and students’ prior experiences with peer response. This study has demonstrated the considerable benefits of using both electronic and face-to-face peer feedback in a combination mode and shed light on the changing roles of the instructor, students and technology in the twenty-first century writing classroom. This study has also yielded a number of pedagogical insights to help teachers to effectively implement new technologies when planning to use peer response in their writing classrooms. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

<p>This study seeks to assess the level of women&rsquo / s participation and involvement in the promotion of effective governance during the African Peer Review Mechanism (APRM) implementation exercise in 2007, which was endorsed by the APRM Western Cape Province. The interest of the study arises from the concept of &lsquo / good governance&rsquo / and how the implementation of such a concept is carried out in the rendering of public services, specifically the role of women in rendering public service in the Western Cape Province, South Africa.</p>

The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider. The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications. The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees. The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.

Abstract  The present work is a quantitative and qualitative analysis of pragmatic strategies for delivering critique, and types of politeness, used by undergraduate L2 students of English at different stages of peer-review discussion. The material examined consists of four corpora of authentic conversations between students, the main purpose of which was to give feedback on each other’s contributions during an English A-level course, at Mid-Sweden University. The conversations explored were carried out electronically, and represent four different online environments, or modes of computer-mediated communication (CMC). The material from the two asynchronous modes of CMC is comprised of L2 students’ written discussion board messages and spoken posts recorded using online software. The two synchronous environments under investigation are text-based and voice-based chat. Taking Brown and Levinson’s (1987) framework of politeness as a point of departure, the present study uses a combination of corpus and conversation analytical methods. The basic unit of analysis has been defined as the shortest message of peer-review critique that constitutes a thematic unit: these have been examined in terms of their content and politeness features associated with them, and analyzed in terms of the pragmatic strategy and type of politeness adopted. The types of pragmatic strategies or message organization patterns at different stages, i.e. initial versus subsequent feedback, of the peer-review discussion have also been analyzed. The results of the study show that the pragmatic strategies aimed at praise and agreement prevail in the corpus data produced by predominantly native speakers of Swedish. Even though the pragmatic strategies used for disagreement and negative evaluation are rich in propositional content, their occurrences and distribution vary across the four modes of CMC examined. These results seem to have wider implications in the context of online L2 learning activities, providing insights about the language of peer-review critique in a Swedish academic setting.   Keywords: computer-mediated communication (CMC), Conversation Analysis (CA), conversation management, discussion boards, feedback category, mode of CMC, peer-review discussion, politeness theory, pragmatic strategy, speech act of critique, text-based chat, type of politeness, voice-based chat, VoiceThread

This study focused on the peer observation of teaching [POT] on the pedagogical content knowledge [PCK] of mathematics novice teachers in the teaching of grade 11 statistics. A case study research method was conducted on this qualitative study. Two mathematics novice teachers were purposively selected from a population of five novice teachers from a circuit in Mpumalanga Province. Data were collected using semi-structured interviews, classroom observations and document analysis. Pre-lesson and post-lesson semi-structured interviews were conducted to obtain information about each teacher’s views. The POT process began with pre-observation meeting with the two novice teachers to discuss the modalities of the POT process and ended with the post-observation feedback meeting in which general evaluation and reflection of the process took place. Results show that the two mathematics novice teachers’ classroom management skills improved. Furthermore, findings reveal that the two novice teachers improved in the use of instructional strategies as they moved from using teacher-centred strategies like the lecture method to using learner-centred instructional strategies such as oral probing and group work, among others, in which they interacted more with learners. The novice teachers also improved in identifying learners’ misconceptions and learning difficulties. At the end of the study, the two novice teachers openly expressed that the POT process gave them the opportunity to improve in studying and teaching statistical content in depth. / Mathematics Education / M. Ed. (Mathematics Education)

INTRODUÇÃO: Indicadores de qualidade em terapia nutricional (IQTN) são importantes ferramentas de avaliação e monitoramento de qualidade da terapia nutricional (TN). No Brasil, além da escassez de recursos humanos e materiais, a aplicação dos IQTNs,disponíveis para prática clínica, tem sido limitada devido ao seu elevado número. O presente estudo procurou identificar os dezIQTNs mais pontuados, dentre aqueles disponíveis no Brasil, através da avaliação da opinião de especialistas em TN. MÉTODOS: Todos os IQTNs disponíveis para aplicação clínica no Brasil (n=36) foram avaliados em duas fases distintas. Na fase 1 (seleção), especialistas em TN (n=26) pontuaramos IQTNs de acordo com quatro atributos (utilidade, simplicidade, objetividade, e baixo custo), utilizando a escala de Likert com 5 pontos. Os IQTNs foram classificadosem ordem da maior para menor pontuação e a confiabilidade da opinião de especialistas para cada indicador foi avaliada poralfa de Cronbach. Na fase 2, os dez IQTNs selecionados com maior pontuaçãoforam submetidos ànova análise dos especialistas, por meio de duas perguntas fechadas. RESULTADOS: Os dez IQTNs selecionadoscom maior pontuação, em ordem do mais para o menos pontuado, foram 1.) Frequência de realização de triagem nutricional em pacientes hospitalizados, 2.) Frequência de diarreia em pacientes em Terapia Nutricional Enteral, 3.) Frequência de saída inadvertida de sonda de nutrição em pacientes em Terapia Nutricional Enteral, 4.) Frequência de obstrução de sonda de nutrição em pacientes em Terapia Nutricional Enteral, 5.) Frequência de jejum digestório por mais de 24 horas em pacientes em Terapia Nutricional Enteral ou Oral, 6.) Frequência de pacientes com disfunção da glicemia em Terapia Nutricional Enteral e Parenteral, 7.) Frequência de medida ou estimativa do gasto energético e necessidades proteicas em pacientes em Terapia Nutricional, 8.) Frequência de infecção por Cateter Venoso Central em pacientes em Terapia Nutricional Parenteral, 9.) Frequência de conformidade de indicação da Terapia Nutricional Enteral, 10.) Frequência de aplicação de Avaliação Subjetiva Global (ASG) em pacientes em Terapia Nutricional. As opiniões dos especialistas entrevistados foram significantemente consistentes. Durante a fase 2, 96% dos especialistas informaram estar satisfeitos com os 10 IQTNs selecionados, e 100% manifestaram que esta seleção refletiu a mesma opinião anteriormente emitida,na primeira fase do estudo. CONCLUSÃO: A avaliação da opinião de especialistas em TN, com o uso de técnicas psicométricas e ferramentas estatísticas, possibilitou a identificação dedezIQTNsmais pontuados,com consistência e representatividade de opiniões entre eles.A redução do número de trinta e seis IQTNs para os dez presentemente identificados pode contribuir para sua aplicação clínica / BACKGROUND: Quality indicators in nutritional therapy (QINT) are central tools to evaluate and monitor the quality of nutritional therapy. In addition to the scarcity of human and material resources, the application of the QINT available for clinical practice in Brazil has been limited also due to its elevated number. This study attempted to identify the ten more scored QINT that suit in the clinical practice, among those available in Brazil, through evaluating experts in Nutritional Therapy (NT). METHODS: All the 36 available QINTs to the clinical application in Brazil were evaluated in two distinct phases. In the phase 1 (selection), 26 experts in NT rated the QINTs following four attributes (utility, simplicity, objectivity and low cost), on a 5- point Likert scale. The top 10 QINTs were identified from the top 10 scores; and the reliability of the experts opinion to each indicator were evaluated by Cronbachs alpha. In phase 2, the top 10 selected QINTs were subjected in a new experts analysis following two closed questions. RESULTS: The top 10 selected QINTs, from the biggest to the least scored order, were: 1) Frequency of carrying out nutrition screening of hospitalized patients, 2) Frequency of diarrhea in patients on Enteral Nutrition (EN), 3) Frequency of involuntary withdrawal of enteral feeding tubes, 4) Frequency of tube feeding occlusion in patients on EN, 5) Frequency of digestive fasting for more than 24 hours in patients on oral nutrition or EN, 6) Frequency of patients with glycemic dysfunction on NT, 7) Frequency of measurement or estimation of energy expenditure and protein needs in patients on NT, 8) Frequency of Central Venous Catheter infection in patients on Parenteral Nutrition, 9) Frequency of indication compliance of NT 10) Frequency of application of Subjective Global Assessment in patients on NT. The opinions of the experts interviewed were significantly consistent. During the phase 2, 96% of the experts were found to be satisfied with the top 10 selected QINTs, and 100% expressed that the selection of the top 10 QINTs interfered the same opinion in the first phase of the study. CONCLUSION: The evaluation of the experts opinion in NT using psychometrics techniques and statistical tools, allowed the identification of the 10 most scored QINTs, with good applicability in NT and representativeness of opinions among them. The reduction of QINT number from 36 to ten, may contribute to their clinical application

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-13T14:14:10Z No. of bitstreams: 2 Dissertação - Lucas Gustavo do Nascimento Rigonato - 2017.pdf: 1847894 bytes, checksum: c9cdedf02a07e88f549b7eef0a874772 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-13T14:14:30Z (GMT) No. of bitstreams: 2 Dissertação - Lucas Gustavo do Nascimento Rigonato - 2017.pdf: 1847894 bytes, checksum: c9cdedf02a07e88f549b7eef0a874772 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-13T14:14:30Z (GMT). No. of bitstreams: 2 Dissertação - Lucas Gustavo do Nascimento Rigonato - 2017.pdf: 1847894 bytes, checksum: c9cdedf02a07e88f549b7eef0a874772 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The teaching of Portuguese as a Foreign Language (PLE) has gained prominence in recent years (ALMEIDA FILHO, 2011; FARIA, 2015; FURTOSO, 2015). However, Almeida Filho (2011) calls our attention to the need for research in the area of PLE that re-elaborates the teaching of the language. In this study, I sought to investigate the possible benefits of using an orientation guide during peer review activities in a group of Portuguese as a Foreign Language. Peer review is an activity in which students correct the written text of each other and is premised on the argument that interaction favors learning (FIGUEIREDO, 2006; VYGOTSKY, 1998). For that, the first and second versions of texts written by non-Brazilian exchange students at the Federal University of Goiás (UFG) were contrasted during the first half of 2016. The first language of these students is Spanish. The data were analyzed qualitatively, although some numerical data were used to facilitate the comprehension of the results (NUNAN, 1992). The results demonstrate that peer review activities can be beneficial for language learning as it provides improvement in texts, and students feel benefited by discussing their texts with peers with the aid of an orientation guide. / O ensino de Português como Língua Estrangeira (PLE) tem ganhado destaque nos últimos anos (ALMEIDA FILHO, 2011; FARIA, 2015; FURTOSO, 2015). No entanto, Almeida Filho (2011) nos chama atenção para a necessidade de pesquisas na área de PLE que reelaborem o ensino do idioma. Neste estudo, procurei investigar os possíveis benefícios da utilização de um guia de orientação durante atividades de correção com os pares em uma turma de Português como Língua Estrangeira. A correção com os pares é uma atividade em que os alunos corrigem o texto escrito um do outro e parte da premissa de que a interação favorece a aprendizagem (FIGUEIREDO, 2006; VYGOTSKY, 1998). Para tanto, foram contrastadas as primeiras e segundas versões de textos escritos por estudantes intercambistas na Universidade Federal de Goiás (UFG) no primeiro semestre de 2016, cuja primeira língua é o espanhol. Os dados foram analisados prioritariamente de forma qualitativa, embora alguns dados numéricos tenham sido utilizados para facilitar a compreensão dos resultados (NUNAN, 1992). Os resultados demonstram que a correção com os pares pode ser benéfica para a aprendizagem de línguas, pois proporciona melhoria nos textos, e os alunos sentem-se beneficiados ao discutirem seus textos com os colegas com o auxílio de um guia de orientação.