Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2004. / Includes bibliographical references (leaves 72-80). Also available in electronic version. Access restricted to campus users.

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2004. / Includes bibliographical references (leaves 35-37). Also available in electronic version. Access restricted to campus users.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T19:12:17Z No. of bitstreams: 1 ThiagoCarneiroCampeloDissertacao2018.pdf: 1236568 bytes, checksum: 5e4ffa01d0b5f8c3924c4bfe1fa510fc (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T19:12:50Z (GMT) No. of bitstreams: 1 ThiagoCarneiroCampeloDissertacao2018.pdf: 1236568 bytes, checksum: 5e4ffa01d0b5f8c3924c4bfe1fa510fc (MD5) / Made available in DSpace on 2018-06-18T19:12:50Z (GMT). No. of bitstreams: 1 ThiagoCarneiroCampeloDissertacao2018.pdf: 1236568 bytes, checksum: 5e4ffa01d0b5f8c3924c4bfe1fa510fc (MD5) Previous issue date: 2018-02-27 / This article is an effort in better understand specific migration through brazilian urban areas, occurred more intensely since 1980, investigating wage and skill dynamics, besides another migrants aspects and qualities, and the influence of more populated cities, where higher wages are perceipt. The analysis uses data of four IBGE Censos, namely, 1980, 1991, 2000 and 2010 and bases in works by authors dealing with the effects known as agglomeration economies, perceived as the cities go bigger in population. Whereas new metropolis were arising at national scenarium, studies show that the tipic migration flows have changed (mainly from rural-urban to urban-urban), but have the migrants profile changed too? A detailed investigation points that contemporary migration flows are more associated to young and more nomads generations, looking for acquire and share experience, to find specific jobs and wages that recognizes their individuals skills. In big cicies, migrants average wage are bigger. Mainly in the 2000 and 2010, although education levels of migrants are lower that of people who has born in those places, showing that not only education levels, but also the migration profile influences in wage, as the bibliographic references shows (agglomeration economies). / Este artigo busca se aprofundar sobre os movimentos migratórios específicos entre zonas urbanas brasileiras, ocorrido com maior intensidade a partir dos anos 80, investigando as dinâmicas salariais e educacionais, além de outras características do perfil dos migrantes, e a influência de municípios com maior população, onde eventualmente se constatam níveis de renda mais elevados. A análise usa dados dos quatro censos IBGE, a saber 1980, 1991, 2000 e 2010 e se baseia em trabalhos de autores que tratam dos efeitos conhecidos como vantagens de aglomerações, presentes em maior intensidade quanto maior é o município em quantidade de habitantes. Consoante ao surgimento de novas metrópoles no cenário nacional, estudos mostram que houve mudança nos fluxos migratórios, mas houve mudança também no perfil dos migrantes? Uma investigação detalhada aponta que fluxos migratórios contemporâneos são mais associados a gerações cada vez mais nômades, que buscam adquirir e compartilhar experiência, achar empregos mais específicos e salários que recompensem suas habilidades individuais. Nas grandes cidades, a renda média dos migrantes se mostra maior principalmente nos últimos dois censos, embora o perfil de escolaridade dos migrantes fique aquém do perfil daqueles que nasceram nestes locais, mostrando que não apenas o grau de escolaridade, mas o movimento migratório influencia na renda, em harmonia com as teorias referenciadas (vantagens de aglomerações).

Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟ practice of assessment for learning in second cycle secondary schools at East Gojjam Zone, Amhara Regional State. To meet this objective mixed method research design, particularly concurrent mixed method was used. The subjects of the study were all of science teachers in the randomly selected schools. Questionnaire, semi-structured interview, and observation were used to collect the data. From 186 science teachers, 153 teachers properly filled and returned the questionnaire. Moreover, 8 purposively selected teachers were included in the interview and observation sessions. To analyze the quantitative data, frequency, percentage, mean, standard deviation, one-sample t-test, multiple regression, MANOVA, and ANOVA were used. For the qualitative data content analysis was used. The results of the quantitative and qualitative data showed that the practice of assessment for learning in the selected schools was very low. Most science teachers administered tests, home works, assignments, and class works at the end of the lesson to consolidate what they taught and to collect marks, but they did not integrate different assessment for learning methods throughout their instruction for the sake of learning. Teachers mentioned lack of science resources, large class size, shortage of instructional time, inadequate school support, lack of appropriate professional development activities, lack of instructional materials, students‟ and teachers‟ negative perception on formative assessment, teachers‟ lack of knowledge and skill about formative assessment, and large content of courses as major factors for not implementing assessment for learning. Besides, this study revealed a significant relationship between teachers‟ perception and school supports with teachers‟ overall practice of assessment for learning. Teaching experience has also significant effect on the combined practice of assessment for learning, particularly teaching experience significantly affects the collection of learning evidences than other factors. However, class size, subject taught, and teaching load per week have no significant effect on the combined practice of assessment for learning. Moreover, the pre-service and in-service assessment trainings have no significant contributions to the practice of assessment for learning. Therefore, comprehensive and relevant assessment trainings should be given for science teachers on a regular basis to integrate assessment with daily instruction to improve learning. / Curriculum and Instructional Studies / D. Ed. (Didactics)

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