Le domaine extrêmement sensible de la production de services aux personnes est fortement dynamisé par de puissantes associations qui administrent des établissements et services professionnels avec une efficacité reconnue. Pour autant, la puissance publique qui finance très largement ces établissements a engagé par la voie réglementaire une dynamique de modernisation organisationnelle qui implique une évolution extrêmement sensible des pratiques, des conceptions, des logiques d’action collective, des métiers et professions, et des formes organisationnelles. Cette évolution, inscrite dans l’ordonnance du 24 avril 1996 pour le secteur sanitaire et la loi du 2 janvier 2002 pour le secteur médico-social, suppose que ce secteur professionnel soit capable d’imaginer des solutions innovantes, notamment pour l’évaluation des processus professionnels et l’amélioration continue de la qualité des services. Dans un contexte de crise générale des modalités de management des ressources, les innovations organisationnelles sont imaginées dans des logiques d’autonomie au travail et de traçabilité. Les problèmes de communication et de recompositions organisationnelles, d’écriture et de langages professionnels, et autres particularités micro-culturelles sont analysées dans le cadre d’une observation-participante afin de comprendre les mutations professionnelles. à l’oeuvre depuis la loi du 2 janvier 2002 et l’ordonnance du 24 avril 1996 / The highly sensitive domain of services delivery to persons is mostly under the command of powerful NGO’s managing institutions and professional services with high efficiency. Meanwhile, the state which is the main financial source of these institutions has initiated through regulations a movement of organizational modernization which leads to extremely controversial changes in interventions, in representations, in strategies of collective actions, among trades and professions as well as in organizational structures. This development, present in the regulation of April 24, 1996, for the health domain, and the law of January 2nd, 2002, for the medico-social domain, implies that the professional domain be able to formulate innovative solutions, especially with regard to the evaluation of professional actions, and to the on-going improvement of the quality of services. In a context of a global crisis concerning the ways of managing resources, organizational innovations are conceived according to an approach centering on work autonomy and follow-up. Problems of communication and organization overhaul, of professional discourses and stylistics, and other mini-cultural issues are analyzed through a method of participant-observation in order to understand professional mutations taking place since the law of January 2nd, 2002, and of the regulation of April 24th, 1996

Title of thesis: Contribution of consulting service to a change of lifestyle Summary: The question of healthy life style has been recently in the centre of frequently discussed topics. The population's lifestyle has changed noticeably in comparison with the past and high-quality nutrition and regular motion activity is frequently neglected. People suffer from stress, lack of sleep and all these factors bring an increased level of heath risk. Among others, the society reacts to this fact by founding an amount of consulting clinics which try to help people to change and achieve a healthier and better quality life style. This thesis is concerned with an effect of a programme individually formed by a consultant on a change of life style and consequently on a change of female physical constitution at the age of 18 - 65. The research is supposed to reveal whether the program itself, regular controls and feed - backs will bring positive changes of life style and if there consequently follows a reduction of body weight as well as improvement of other physical parameters. Objective of thesis: Our aim was to determine what kind of women seek for help and consultations in the area of healthy life style. We were also interested which effect individually formed programme has and whether this change also...

This thesis is focused on assessment in physical education and its impact on pupils' self-esteem and self-assessment. The theoretical part consists of personality and social characteristics of a child under school age, self-analysis as components of human self- mastery, and finally the theoretical content and forms of assessment at primary school with an emphasis on its objectives. The key chapter is the theoretical description of the concepts of evaluation in physical education. Research section is then devoted to determining the impact on self-assessment by comparing the parallel surveys and exploration of current trends in assessment in physical education.

Student Number : 9201253K - MEd research report - School of Adult Education - Faculty of Education / This research report investigates the relationship between critical self-evaluation and improved teaching practice. A sample of nine lecturers at the University of the Witwatersrand were identified, and, by means of a questionnaire and semi-structured interviews, participants were asked to disclose their attitudes towards performance evaluation as a practice at the University, and their personal views in relation to critical self reflection. Critical reflection involves an appraisal of that which is being reflected upon. When such appraisal involves assumption or presupposition, it “holds major potential for effecting change in one’s established frame of reference (Mezirow, 1998). This reflection leads to improved teaching practice. Lecturers at the University all support the notion of self-evaluation, but in practice only one of the nine participants actively and critically reflected upon his teaching. Most of the subjects sanction self-evaluation as a concept, do not practise critical reflection. The reasons for this are numerous as the conclusions to the study reveal, but most significant is that lecturers do not see any reason to reflect upon their own performance, nor see any benefit in doing so.

Made available in DSpace on 2016-07-27T13:53:52Z (GMT). No. of bitstreams: 1 MARGARIDA CONCEICAO CUNHA SANTANA.pdf: 500219 bytes, checksum: 524cae7299668473f19fdc8e0ddfc96b (MD5) Previous issue date: 2007-08-30 / This thesis discusses Brazilian university, the relationship between knowledge and power and their effects on the social function that constructs knowledge and citizenship, as well as institutional autonomy and otherness. The discussion focuses, first, the institutional evaluation as an evaluator instrument of the State that controls and regulates university and, in the other hand, like a process capable to promote self-knowledge by the way of self-evaluation, research and critical reflection in all the levels of academic work. This work is based on Bourdieu s (2005) analyses on the conceits of habitus and field that are applicable to university in the sense of social inequality; on Foucault s (1996, 2001a, 2001b, 2004) discussions on the relationships of tutor and individualizer knowledge and power of State on the formation of subjects by structural relationships that are lived by it; on Chauí s (2001) proposals on resignification of academic autonomy; on Dias Sobrinho s (2000, 2005) studies on evaluation of superior education; and on Habermas (1999) thoughts on rational communication and criticism of self-evaluation. In this work, self-evaluation is understood as an administrative and pedagogical project that could, by the mean of a dialogical practice that is reflexive and critical, answer the questions and the necessities of qualification of academic work and fortify democratic relationships, principals and values of citizenship inside the group of actuation and action of university as an institution of superior thought. / Esta dissertação discute a universidade brasileira, as relações de saber e de poder e seus efeitos sobre a sua função social de construtora do saber e da cidadania, bem como da autonomia e da alteridade institucional. Focaliza a avaliação institucional, em primeira idéia, como um instrumento avaliativo do Estado controlador e regulador da universidade e, em segunda, como processo capaz de promover o autoconhecimento pela via da auto-avaliação, da pesquisa e da reflexão crítica em todos os níveis do trabalho acadêmico. Essa reflexão fundamenta-se nas análises de Bourdieu (2005) sobre as idéias de habitus e de campo aplicáveis às instituições de Ensino Superior no sentido das desigualdades sociais; nas discussões de Foucault (1996, 2001a, 2001b, 2004) sobre as relações de saber e do poder disciplinador e individualizante do Estado sobre a formação dos sujeitos a partir das relações estruturais por ele vivenciadas; nas propostas de Chauí (2001) sobre a ressignificação da autonomia universitária; no pensamento de Dias Sobrinho (2000, 2005) ante a avaliação da educação superior e de Habermas (1999) sobre a comunicação racional e crítica da autoavaliação. Neste trabalho, a auto-avaliação é entendida como um projeto administrativo e pedagógico que poderá, por meio da prática dialógica reflexiva e crítica, responder aos questionamentos e às necessidades de qualificação do trabalho acadêmico e fortalecer as relações democráticas, os princípios e os valores de cidadania no grupo de atuação e de ação da universidade como instituição do pensamento superior.

Contrast Ces travaux abordent la question de l'impact des comparaisons ascendantes imposées sur l'auto-évaluation, ainsi que leurs conséquences en termes d'allocation de ressources attentionnelles et d'investissement dans la tâche. Nous défendons la thèse selon laquelle lorsqu'autrui représente un standard, la comparaison ascendante serait menaçante alors que lorsqu'il représente un but, la comparaison ascendante ne serait plus menaçante. Dans une première partie, nous allons donc tester l'hypothèse selon laquelle la comparaison ascendante peut menacer l'auto-évaluation. Nous présenterons cinq études qui démontrent les conséquences attentionnelles de la comparaison ascendante et la nécessité d'avoir recours à la notion de menace de l'auto-évaluation pour rendre compte de ces effets. Dans une seconde partie, nous argumenterons qu'un état d'approche transmet une impression permettant d'activer autrui comme but. Nous testerons cette hypothèse dans cinq études dans lesquelles nous montrerons qu'un état d'approche, d'une part, a un impact positif sur l'auto-évaluation et sur l'investissement dans la tâche et, d'autre part, favorise l'inclusion de la représentation d'autrui dans la représentation du soi. Dans l'ensemble, ces travaux contribuent à éclaircir les différentes façons de réagir à une comparaison ascendante en pointant, d'une part, les conséquences de la comparaison ascendante et, d'autre part, un déterminant crucial des effets de la comparaison ascendante : l'état d'approche. / This research deals with how people react to imposed upward social comparison. More specially, it questions the consequences of these comparisons on self-evaluation and how attentional resources are allocated. We defend the following thesis: when others are perceived as a standard, upward comparison threatens self-evaluation while when others are perceived as a goal, upward comparison will no longer be threatening and can be regarded as a source of self-improvement. In the first part of this work, we will argue that upward comparison can threaten self-evaluation. We will present five studies shedding light on attentional consequences of upward comparison and pointing the need to take self-evaluative threat into account in this research domain. In the second part of this work, we will argue that a state of approach conveys a feeling activating others as a goal. We will test this hypothesis in five studies by showing that, in one hand, a state of approach influences positively selfevaluation and task investment, and, on the other hand, its leads individuals to include upward comparison target's representation into the self representation. Taken together, these studies shed light on the different reactions to upward comparison, pointing out the consequences of this comparison and by identifying a crucial determinant of these effects: a state of approach.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-04-02T13:42:57Z No. of bitstreams: 2 Dissertação - Gustavo Fernandes Soares - 2018.pdf: 3106471 bytes, checksum: 13369259704047ce80e2da0a27a0a0ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-02T14:28:45Z (GMT) No. of bitstreams: 2 Dissertação - Gustavo Fernandes Soares - 2018.pdf: 3106471 bytes, checksum: 13369259704047ce80e2da0a27a0a0ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-02T14:28:45Z (GMT). No. of bitstreams: 2 Dissertação - Gustavo Fernandes Soares - 2018.pdf: 3106471 bytes, checksum: 13369259704047ce80e2da0a27a0a0ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-23 / The aim of this study was to develop a self-assessment system for master’s degree programs in network. To support the construction of this system, this study developed a research about the self-evaluation experiences of stricto sensu graduate programs in Brazil and Portugal, as well as an evaluation of criteria used by CAPES and the characteristics of master’s programs. It were identified and classified seventy-four indicators into seven dimensions that allow evaluating the programs regarding the participants' profile; actuation and integration; pedagogical planning; administrative planning; infrastructure; sustainability and technical and scientific production. The system developed was applied and validated in the PROFIAP Master's Program, and it demonstrated functionality and ability to produce information. The results of the self-assessment were analyzed using descriptive analysis and Exploratory Factor Analysis. It was elaborated an implementation plan that guides the use of the proposed system. The proposed indicators proved to be effective for a system of self-evaluation of master's degree programs in network. The dimensions and indicators of evaluation found in this research are certainly not exhaustive and the great diversity between the master’s degree programs makes this study open to adaptations. / O objetivo deste estudo foi elaborar um sistema de autoavaliação para programas de mestrado em rede. Para subsidiar a construção deste sistema, foi realizado um levantamento das experiências em autoavaliação de programas de pós-graduação stricto-sensu ocorridas no Brasil e em Portugal, assim como foram analisados os critérios de avaliação utilizados pela CAPES e as características dos programas em rede. Setenta e quatro indicadores foram identificados e classificados em sete dimensões que permitem avaliar os programas quanto ao perfil dos participantes; a atuação e integração; o planejamento pedagógico; o planejamento administrativo; a infraestrutura; a sustentabilidade e a produção técnica e científica. O sistema elaborado foi aplicado e validado no Programa de Mestrado PROFIAP, o que demonstrou sua funcionalidade e capacidade de produzir informações. Os resultados da autoavaliação realizada foram analisados utilizando a análise descritiva e Análise Fatorial Exploratória. Foi elaborado um plano de implantação que orienta o uso do sistema proposto. Conclui-se que os indicadores propostos se mostraram eficazes para um sistema de autoavaliação de programas de mestrado em rede. As dimensões e indicadores passíveis de avaliação encontrados nesta pesquisa certamente não são exaustivos e a grande diversidade existente entre os programas faz com que este estudo esteja aberto a adaptações.

nÃo hà / O objetivo geral deste estudo foi investigar os saberes ou os conhecimentos elaborados no exercÃcio da auto-avaliaÃÃo e do planejamento participativos em ambientes da Universidade Federal do Cearà (UFC). De modo especÃfico, tencionou-se edificar as bases para mudanÃa de cultura de avaliaÃÃo. Os ambientes que participaram da pesquisa foram a Subunidade de Pagamento da SuperintendÃncia de Recursos Humanos (SRH) e uma Subunidade da Diretoria Administrativa da Maternidade-Escola Assis Chateaubriand (MEAC). A escolha dos ambientes decorreu do fato de serem Ãreas com pouco ou nenhum trabalho participativo e auto-avaliaÃÃo, identificados no mapeamento realizado antes da intervenÃÃo, e ainda pelo interesse e aquiescÃncia dos gestores para realizaÃÃo da pesquisa nas citadas unidades. Utilizando-se da interdisciplinaridade, diversas Ãreas do conhecimento foram integradas com vistas a dar suporte à investigaÃÃo. Neste sentido, foi realizado estudo quali-quantitativo por meio da pesquisa-aÃÃo durante um ano, com doze encontros mensais nestes dois ambientes ou grupos, sendo o da SRH composto por nove co-pesquisadores e o da MEAC variando entre doze e quatorze participantes. Os encontros objetivaram, inicialmente, identificar as percepÃÃes dos grupos acerca da auto-avaliaÃÃo e do planejamento participativos e, em seguida treinÃ-los para o exercÃcio permanente dessas atividades com vistas à constituiÃÃo de novos saberes e de bases para implantar a cultura de avaliaÃÃo. AlÃm de aspectos gerais de cada unidade, enfatizamos as caracterÃsticas mais marcantes de cada grupo. Os instrumentos utilizados foram questionÃrios, textos, dinÃmicas, mapas de freqÃÃncia, planos de trabalhos mensais, entrevistas semi-estruturadas e palavras-chaves. Durante os encontros, os grupos elaboraram pequenos textos e identificaram novos conhecimentos adquiridos com a prÃtica da auto-avaliaÃÃo participativa, justificando facilidades, dificuldades, avanÃos e retrocessos. Durante a meta-avaliaÃÃo, os membros dos grupos auto-avaliaram a participaÃÃo nos encontros em vÃrios aspectos, entre outros: o envolvimento individual e em equipe, os conhecimentos adquiridos, a lideranÃa, o pesquisador. Os resultados indicaram que, apÃs um ano de intervenÃÃo nos grupos, foi possÃvel aprender e aplicar na prÃtica alguns conhecimentos adquiridos sobre auto-avaliaÃÃo e planejamentos em colaboraÃÃo, que serviriam para suas vidas pessoal e profissional. Lamentaram a falta de vivÃncia, de cultura, nessa seara, a ausÃncia da unidade toda e da gestÃo na pesquisa / The main aim of this study was to investigate the learning and knowledge elaborated in the exercise of auto-evaluation and participative planning at the Federal University of Cearà (UFC) environment. In a very specific way, it was meant to build the basis for evaluation culture change. The environments of which the research took part were the payment Subunit of the Human Resources (SHR) and a Subunit of the Administration Directory of the Maternidade Escola Assis Chateaubriand (MEACB). The choice of the environments was due to the fact that they were areas of little or no participative work and auto evaluation identified in the mapping accomplished before the intervention and also to the interest and acquiescence of managers for the accomplishment of the research in the units mentioned above. It was used of interdisciplinarity, several areas of knowledge were integrated aiming to give support to the investigation. It was then made a quali-quantitative study through action research for a year with twelve monthly meetings in two environments or groups, among which the ones from the SRH were composed by nine co-researchers and the ones from the MEAC varied between twelve and fourteen participants. The objective of the meetings was at first, to identify the perception of the groups concerning self-evaluation and participative planning and after that to train them for the permanent exercise of such activities aiming the constitution of new learning and basis to implant the evaluation culture. Besides the general aspects of each unity, we emphasize the most outstanding characteristics of each group. The tools used were questionnaires, texts, dynamics, frequency maps, monthly work plans, semi-structured interviews and key words. During the meetings the groups elaborated small texts and identified new knowledge acquired with the participative auto evaluation practice, justifying facilities, advancement, and surrender. During the target-evaluation, the members of the groups self-evaluated the participation in the meetings in several aspects, among others: the individual and group involvement, acquired knowledge, leadership and the researcher. The results indicate that, after a year of intervention in the groups, it was possible to learn and apply in the practice, some of the acquired knowledge about self evaluation and planning in cooperation that would be good for their personal and professional lives. They lamented the lack of experience, culture, in such space, the absence of the whole unity and of management in the research.

The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and summative approaches. The way teachers defined SSA appeared to influence their implementation of SSA, as well as their reasons for using or not using SSA. I also found that beliefs associated with student outcomes (e.g., student cognitive and skill growth, student motivation) were usually indicators for using SSA. However, beliefs about resources (e.g., time to implement, good models) and concerns about students' ability to self-assess were typically associated with not using SSA. For those studying this issue, or schools or districts intending to implement forms of SSA, a "one-size-fit-all" approach is not recommended. A more effective approach for moving research to practice would be to start with how teachers are defining SSA, and then individually address their reasons and beliefs surrounding SSA.

Social exclusion is a psychologically stressful experience that impairs people’s ability to control specific behaviors or events. In the current study, I attempted to reconcile competing predictions regarding whether exclusion is especially harmful to control, or self-regulate, when it is attributed to individual- or group-based characteristics of a person. Per the self-evaluation maintenance (SEM) model, social exclusion should be most detrimental to self-regulation when it is directed at a person’s unique traits, or individual self. In contrast, social identity theory (SIT) predicts that exclusion is especially damaging when it is directed at a person’s group membership. I examined whether the seemingly contradictory predictions made by SEM and SIT are because they relate to different circumstances concerning the fairness of the exclusion experience. Most research regarding individual-based exclusion involves situations in which the exclusion seems fair, or deserved, whereas research regarding group-based exclusion focuses on discrimination, or unfair exclusion. An online exclusion paradigm (i.e., “College Survivor”) was used to examine the role of fairness. During the Survivor game, Latina women experienced either individual- or group-based exclusion that was either fair or unfair. Afterwards, participants were asked to taste and rate three bowls of chocolate that were ostensibly manufactured in three countries that used different recipes. The findings demonstrated that participants consumed the most calories (i.e., showed the greatest loss of self-control) when exclusion was fair and directed towards their individual selves, or when exclusion was unfair and directed towards their group selves.