Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Bonnie Mennell Includes bibliographical references (leaf 300).

The aim of the theoretical part is to explain the expressions of evaluation and self?evaluation and their relationship, to show their forms and kinds, to formulate and offer the solutions to the chosen problems of evaluation, describe the ingredients for self-evaluation and its gradual development at elementary school and outline its importance for further development of a person. In the practical part of the work I find out with the help of interviewing 24 respondents if they realize the importance of self-evaluation for the personality of pupil. I compare the results to the theoretical part of my work. Further I discover how much they include the self-evaluating activities in their teaching and what is difficult in the process of evaluation. I have processed the responds with the help of qualitative method. I am enclosing the list of activities which are suitable for the development of self?evaluation of pupils. Some photos are attached to those activities that are used at Christian elementary school in Jihlava.

Evaluation in Higher Education Institutions in Brazil has gotten an important role in recent decades, and with the National Evaluation System of Higher Education Institutions SINAES, institutions have consolidated the evaluation model aiming at improving quality in higher education. The study was conducted with the objective of analyzing the managers of the Universidade Federal do Maranhão - UFMA perception of the institutional self-evaluation process, and its influence on entrepreneurial behavior in relation to this process. We used a mixed method, quantitative and qualitative, of exploratory type, and as research strategy, we used case study. For quantitative approach, McClelland s questionnaires about entrepreneurial behavioral characteristics were used aiming to identify entrepreneurial behavioral characteristics of the managers involved in the self-evaluation process. Forty-two managers, the coordinators of graduation courses and the academic centers directors participated in the study. Data were statistically analyzed with SPSS software version 18.0. Instrument s internal consistency was assessed by Cronbach's Alpha coefficient (0.88), attesting reliability and evaluation of the constructs. The found results verified that, on the profile characterization, there was a higher frequency of females; that the majority of respondents are aged 34-41; and that eight academic centers have participated in the survey, and that among them CCH and CCSO have obtained the higher respondents rates. Regarding graduation degrees, there were mainly doctors in management positions (61.9%) and most of them are in the institution for less than seven years. Regarding their involvement in the self-evaluation process, 52.4% are not involved in this process. The ten entrepreneurial behavioral characteristics have obtained medium and high intensity levels, among which we can highlight information searching that obtained 97.6%. From the entrepreneurial behavioral characteristics grouping, overall achievement group has obtained 90.5%; the planning group, 69.0%; and the power group, 90.5%. For qualitative data collection, we have conducted semi-structured interviews with five managers, from whom four were academic center directors and one a graduation course coordinator of UFMA. For data analysis, we adopted the content analysis using categorical and annunciation techniques. From this analysis, three categories have arisen, not a priori: institutional self-assessment process perception, participation in the process and self-evaluation process results perception. Approaches complementation - quantitative and qualitative - was accomplished through data triangulation. Results of data triangulation allowed us to verify the influence of entrepreneurial characteristics on perceptions of graduation course coordinators and academic centers directors in the selfevaluation process. The study results allowed us to know managers entrepreneurial characteristics and their relationship to their perceptions of institutional self-evaluation, so that these characteristics may contribute to the development of the institutional self-evaluation process at Universidade Federal do Maranhão. / A avaliação nas instituições de educação superior IES no Brasil vem ganhando um papel relevante nas últimas décadas e, com o Sistema nacional de avaliação de ensino superior SINAES as instituições consolidam o modelo de avaliação objetivando a melhoria da qualidade na educação superior. O estudo foi desenvolvido com o objetivo de analisar a percepção dos gestores da Universidade Federal do Maranhão - UFMA sobre o processo de autoavaliação Institucional, e sua influência sobre o comportamento empreendedor em relação a esse processo. Foi utilizado um método misto, quantitativo e qualitativo, do tipo exploratório e, como estratégia de pesquisa, o estudo de caso. Para abordagem quantitativa foi utilizado questionários das características comportamentais empreendedoras (CCEs) de McClelland com o objetivo de identificar as características comportamentais empreendedoras dos gestores envolvidos no processo de autoavaliação. Participaram do estudo 42 gestores, os coordenadores de cursos de graduação presencial e diretores dos centros acadêmicos. Os resultados obtidos constataram que na caracterização do perfil houve uma frequência maior do gênero feminino, a maioria dos pesquisados estão na faixa etária de 34 a 41 anos, participaram da pesquisa 8 centros acadêmicos, onde o CCH e CCSo obteve-se um maior índice de respondentes. Com relação a titulação há predomínio de doutores ocupando cargos de gestão (61,9%) e a maioria com menos de 7 anos na instituição. Com relação ao envolvimento no processo de autoavaliação 52,4% não possuem envolvimento com esse processo. As dez características comportamentais empreendedoras CCEs obtiveram nível de intensidade médio e forte com destaque para a busca de informação que obteve 97,6%. Dos conjuntos de agrupamentos das características comportamentais empreendedoras obteve-se 90,5% no conjunto realização, 69,0% no conjunto planejamento e 90,5% no conjunto poder. A abordagem qualitativa foi realizada com cinco gestores, sendo quatro diretores de centro acadêmico e um coordenador de curso de graduação presencial da UFMA, por meio de entrevista semiestruturada. Para a análise dos dados, adotou-se análise de conteúdo a partir da técnica categorial e anunciação. Desta análise, surgiram três categorias não a priori: a percepção do processo de autoavaliação institucional, a participação no processo e a percepção dos resultados do processo de autoavaliação. A complementação das abordagens - quantitativa e qualitativa - foi realizada por meio da triangulação dos dados. Os resultados da triangulação dos dados permitiram verificar a influência das características empreendedoras na percepção dos coordenadores de cursos de graduação presencial e diretores dos centros acadêmicos no processo de autoavaliação. Os resultados do estudo permitiram conhecer as características empreendedoras dos gestores e sua relação na percepção sobre a autoavaliação institucional, de forma que essas características possam contribui para o desenvolvimento do processo de autoavaliação institucional na Universidade Federal do Maranhão.

Orientador: Francisco B. Assumpção Junior / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-05T09:11:38Z (GMT). No. of bitstreams: 1 Elias_AlexsandraVieira_M.pdf: 818829 bytes, checksum: 95e71403d9dbd2840c5004573eac0a5e (MD5) Previous issue date: 2005 / Resumo: OBJETIVOS: Avaliar o índice de qualidade de vida (QV) em portadores de Transtornos Invasivos do Desenvolvimento, verificando se suas percepções de vida diferem ou não das percepções de crianças normais. PACIENTES E MÉTODOS: Foram estudadas 20 crianças autistas do sexo masculino, com idades entre 4 e 12 anos, submetidas à avaliação diagnóstica pela Escala de Traços Autísticos-ATA e pela Vineland Adaptive Behavior Scales, para que fossem incluídas na amostra somente crianças cujo índice de comportamento adaptativo tivesse pontuação igual e/ou acima de 70. A pesquisa teria de envolver autistas cujo perfil fosse compatível ao grupo controle. Os dados sobre QV foram obtidos pela Escala de Qualidade de Vida-AUQEI e comparados partir da aplicação da Vineland e da AUQEI em uma população de crianças normais, pareadas quanto a sexo e idade com o grupo experimental. RESULTADOS: Na avaliação da ATA, obteve-se uma média de 33,75 com desvio padrão de 4,95. Os índices da Vineland sugerem que crianças normais têm maior probabilidade de apresentarem nível de comportamento adaptativo adequado do que crianças autistas (p_valor=0,0196). Nos dados sobre QV, verificou-se que os índices gerais são iguais para ambos os grupos, indicando QV positiva, (p_valor=0,744). Nos subdomínios da AUQEI, referente a funções, família e férias, crianças autistas apresentaram índices normais de QV, e índice mais elevado, no que se refere à autonomia. Os resultados justificam-se na visão de que crianças autistas possuem a teoria da mente alterada, ou seja, apresentam déficits na capacidade de levar em consideração seu próprio estado mental, bem como os dos outros. Esses déficits na capacidade de inferir a respeito do que as pessoas pensam e sentem ocasionaria menor crítica de si e do mundo, permitindo que elas se auto-avaliem, de maneira mais positiva e satisfatória do que uma criança de mesma idade, não autista. Pois a criança normal, por ter uma teoria da mente preservada, se vê e vê o outro a vendo, fazendo avaliações e reavaliações de si mesmo. CONCLUSÃO: Crianças autistas quando avaliadas em sua percepção pessoal e não em termos de funcionalidade, apresentam índices de QV iguais aos índices de crianças normais / Abstract: OBJECTIVE: To evaluate the index of life quality (QV) in bearers of Including Upset of the Development, verifying if their life perceptions differ or not of the normal children's perceptions. METHODS: 20 autistic male children was studied , with ages between 4 and 12 years, submitted to the diagnostic evaluation by Autistics Traces -ATA Scale and for the Development Vineland's Scale, needing to obtain in this a quotient of superior development over 70, to allow them have their level of QV evaluated .The datas about QV were obtained by the Scale of Quality of Life-AUQEI and compared from the application of Vineland and of AUQEI in a population of normal children, resembling in the sex and in the age with the experimental group. RESULTS: In the evaluation of the ATA, was seen an average of 33,75 with standard deviation of 4,95.The indexes of Vineland suggest that normal children have larger probability to present level of appropriated adaptative behavior than autistic children (p_valor=0,0196). In datas about QV, it was verified that the general indexes are the same for both groups, indicating positive QV, (p_valor=0,744). In the sub domains of AUQEI, relating to the functions, family and vacations, autistic children presented normal indexes of QV, and higher index, in what refers to the autonomy. The results are justified in the vision that autistic children possess the theory of the altered mind, in other words, they present deficits in the capacity to take in his/her consideration own mental state, as well as the one of the other ones. Those deficits in the capacity to infer regarding the one that the people think and they sit down would cause critical minor of itself and of the world, allowing them to be solemnity-evaluated, in a more positive and satisfactory way than a child of same age, no autistic. Because the normal child, for having a theory of the preserved mind, is seen and she sees the other sells her, making evaluations and revaluations of himself. CONCLUSION: Children autistic when appraised in his/her personal perception and not in functionality terms, they present indexes of QV same to the normal children's indexes / Mestrado / Ciencias Biomedicas / Mestre em Ciências Médicas

nÃo hà / A presente dissertaÃÃo compreende dois estÃgios distintos, no que diz respeito à investigaÃÃo cientÃfica. A princÃpio, identificam-se indicadores de desempenho e define-se ambiente estratÃgico, tendo como instrumento metodolÃgico o balanced scorecard â BSC, com embasamento teÃrico em Kaplan e Norton (1997) e, em particular, no criador do mÃtodo adaptado, Figueiredo (2002). No tocante Ãs adaptaÃÃes destacam-se a implementaÃÃo de novas perspectivas: Organizacional â polÃtica e gestÃo estratÃgica; PedagÃgica â articulaÃÃo ensino, pesquisa e extensÃo; de Responsabilidade Social â relaÃÃo universidade e sociedade e de ProduÃÃo CientÃfica â publicaÃÃo cientÃfica e tecnolÃgica e a definiÃÃo do ambiente estratÃgico de planejamento no contexto da autoavaliaÃÃo institucional da interface ensino, pesquisa e extensÃo, por meio de pesquisa de campo e documental. No segundo estÃgio, avalia-se as atividades de extensÃo universitÃria enquanto finalidade da educaÃÃo superior, destacando-se sua relevÃncia acadÃmica, polÃtica e social. A pesquisa foi aplicada por amostragem, docentes e alunos da educaÃÃo superior das diversas Ãreas de formaÃÃo profisional, por ocasiÃo da primeira avaliaÃÃo institucional no ano letivo de 2006, com base nas diretrizes do SINAES â Sistema Nacional de AvaliaÃÃo da EducaÃÃo Superior no Centro Federal de EducaÃÃo TecnolÃgica do CearÃ. A aplicaÃÃo de questionÃrios a professores e a estudantes (estagiÃrios, bolsistas, voluntÃrios), entrevistas semiestruturadas, consulta a banco de dados sobre as aÃÃes extensionistas no perÃodo de setembro de 2008 a fevereiro de 2009, entre outros, foram os instrumentos utilizados para a realizaÃÃo deste trabalho, tendo como base, principalmente, o planejamento estratÃgico para a extensÃo definido no plano de desenvolvimento institucional para o perÃodo 2005/2009. Considrando-se as quatro perspectivas definidas no processo de identificaÃÃo de indicadores estratÃgicos, como objetivo geral deste trabalho, os rsultados evidenciam que a classe docente e discente tem claro desconhecimento do planejamento polÃtico-pedagÃgico para a interface ensino, pesquuisa e extensÃo, apesar dos esforÃos da alta administraÃÃo da instituiÃÃo pesquisada; nÃo obstante, destaca-se o impacto positivo na formaÃo do aluno e a efetiva contribuiÃÃo para a inclusÃo social da clientela atendida, por meio das atividades de extensÃo; outrossim, percebe-se o grande envolvimento docente em publicaÃÃo cientÃfica e tecnolÃgica, enquanto que, o grupo discente pouco tem participaÃÃo em atividades de inciaÃÃo cientÃfica. No contexto geral, conclui-se que, estes atores sociais - professores e estudantes, tem participaÃÃo insignificante na elaboraÃÃo de polÃticas e no planejamento estratÃgico para a extensÃo universitÃria, apesar de, adequadamente afirmados no plano de desenvolvimento institucional, conforme demonstrado nos resultados da pesquisa aplicada. / This dissertation presents two distinct parts regarding scientific research. At the beginning performance indicators are identified and strategic environment is set up, using the Balanced Scorecard (BSC) as a methodological tool, with a theoretical foundation in Kaplan and Norton (1997) and, in particular, Figueiredo (2002). Among the new adaptations it is highlighted the implementation of new perspectives: Organizational â strategic politics and management; Pedagogical â teaching, research and extension linking; Social Responsibility â university and society relationship and Scientific Production â scientific and technological publication and the definition of the strategic planning environment in the context of institutional self-assessment within the teaching, research and extension interface, through documental and camping research. In the second part, the university extension activities are assessed as an aim of third degree education, expressing your academic, political and social importance. The research was applied by sampling; teachers and students of third degree education from several professional areas, when the first institutional assessment happened in the school year of 2006, based on the guidelines of SINAES â Third Degree Education Assessment National System at Centro Federal de EducaÃÃo TecnolÃgica do CearÃ. The application of questionnaires to teachers and students (trainees, college program workers, volunteers), semi-structured interviews, research to the database on the extension actions between September of 2008 and February of 2009, among others, were the instruments used for this work, and mainly as a base, the analysis of strategic planning for the extension established in the institutional development plan for the period 2005/2009. Considered the four perspectives defined in the process of identification of strategically pointers, as objective generality of this work, the resulted ones evidence that the teaching and learning classroom clearly has unfamiliarity of the politician-pedagogical planning for the interface education, research and extension, although the efforts of the high administration of the searched institution; not obstante, the positive impact in the translation of the pupil and the effective is distinguished contribution for the social inclusion of the taken care of clientele, by means of the activities of extension; also, perceives the great teaching development in scientific publication and technological, whereas, the learning group little has participation in activities of scientific initiation. In the general context, one concludes that, these social actors - professors and students, have insignificant participation in the elaboration of politics and the strategically planning for the university extension, although, adequately affirmed in the plan of institutional development, as demonstrated in the results of the applied research.

The fields of quality assurance in higher education and e-learning, or technology-enhanced learning, are current and topical, yet seldom overlap (Reid, 2003). Higher education institutions are experiencing pressure to become more client focused and compete on the global stage, especially with respect to technology-enhanced learning. We are on the brink of a genuine pedagogical revolution (Moon, 2003) and calls for quality promotion, accountability, self-evaluation, value for money and client satisfaction cannot go unheeded. Three knowledge domains provide the context for this study: quality assurance, higher education and web-supported learning. Their intersection locates the research problem that was investigated, namely the quality assurance of web-supported learning in higher education. The research design is an instrumental case study, focusing on web-supported learning as a supportive medium in a flexible, blended learning model at the University of Pretoria, South Africa. The research methods include the literature survey, case analysis meetings, a student survey, lecturer interviews, expert consultation and task teaming. The conceptual framework for this study (Figure 2.5) is based on the confluence of the existing theories: quality assurance theory, instructional systems design and systems theory. The updated conceptual framework (Figure 7.1) and the synthesized findings (Table 7.1) reflect the holistic nature of the process-based quality management system for web-supported learning that characterises this study. The value of this study to the academic community is in the findings, which include a taxonomy of critical success factors for web-supported learning, the identification of factors which promote student and lecturer satisfaction (or frustration) with web-supported learning experiences, and lessons learnt by applying standard quality assurance theory to the instructional design process. The self-evaluation exercise in an academic support unit provides a precedent and contributes criteria that will be useful to the Higher Education Quality Committee in South Africa, as well as to other higher education institutions. / Thesis (PhD (Computer Integrated Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.

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This thesis examines he areas of consciousness and language that are implemented within the oral teaching tradition of the spiritual lineage of Ramana Maharshi. It examines how language is used by the teacher's consciousness to assist their student's development towards their own enlightened state of consciousness.

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