Made available in DSpace on 2016-04-28T20:56:50Z (GMT). No. of bitstreams: 1 Andrea Jamil Paiva Mollica.pdf: 1610770 bytes, checksum: 8890af8a8ccc3dc2b10861bc6af778c1 (MD5) Previous issue date: 2015-03-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The main purpose of this research was to analyze what actions the pedagogical coordinator (PC) can take to help the specialist beginner teacher in workplace inclusion and in classroom performance to promote good teaching. The data was analyzed based on several researchers whose discuss these professionals, as well as the Henri Wallon s foundations. It was chosen the qualitative approach of research and, to collect the data, semi-structured interviews were conducted with three beginner teachers and two PC.Transcription, tables and summaries of these interviews were elaborated to assist the data discussion analyses. The main results were: 1) regarding the entry into the school: the beginner feels confused because he/she does not know the working environment and peers, and he/she has questions about the profession, causing unpleasant feelings, which affect the performance. PC can include actions on the agendas of the first meetings in order to provide information about the school, introduce the colleagues and remedy the beginner s first doubts, becoming systematized. PC can also provide support for this teacher at other times of the school year, as specialist teachers do not always take on classes at the beginning of the year. 2) As for the daily activities: the new teacher has difficulty in integrating himself/herself with peers, acting in the classroom and dealing with problems related to the public education system, making him/her feel discouraged and unmotivated. PC can try to understand why articulation among school staff is not happening aiming integrate them, PC can also organize pedagogical meetings and structured training activities, considering the specific demands of the specialist teacher and participation of the entire team. The results pointed to understanding specialist beginner teacher s reality aiming to new actions that can assist him/her / A presente pesquisa teve como objetivo principal analisar quais ações o coordenador pedagógico (CP) pode realizar para apoiar o docente especialista iniciante em sua inserção no contexto de trabalho e em sua atuação na sala de aula de forma a promover um bom ensino. Por ter como prioridade a análise do professor que ingressa na carreira e do CP no contexto escolar, destacando, inclusive, a dimensão afetiva, as informações produzidas nesta pesquisa foram analisadas tomando como base aportes teóricos de estudiosos que discutem a atuação desses profissionais, bem como dos fundamentos de Henri Wallon. A pesquisa teve uma abordagem qualitativa e, para a produção de informações, foram realizadas entrevistas semiestruturadas com três docentes iniciantes e dois CP. Transcrições, quadros e sínteses dessas entrevistas foram elaborados para auxiliar na análise e discussão das informações. Os principais resultados encontrados foram: 1) quanto à entrada na escola, o iniciante sente-se confuso, pois não conhece o meio de trabalho e os pares, e tem dúvidas acerca de sua profissão, provocando diferentes sentimentos de tonalidades desagraváveis que afetam sua atuação. O CP pode incluir ações direcionadas ao novo professor nas pautas das primeiras reuniões, a fim de oferecer informações sobre a escola, apresentá-lo aos colegas e sanar as primeiras dúvidas, tornando-as sistematizadas. Pode, ainda, oferecer apoio a esse docente em outros momentos do ano letivo, visto que professores especialistas nem sempre assumem aulas no início do ano. 2) Quanto à atividades cotidianas, o professor ingressante tem dificuldade em integrar-se com os pares, em atuar na sala de aula e lidar com problemas relacionados ao sistema público de ensino, fazendo-o sentir-se desanimado e desmotivado. O CP pode promover a articulação entre a equipe escolar, procurando compreender quais fatores estão impedindo que isso ocorra, pode propiciar atividades formativas bem planejadas nas reuniões pedagógicas, tendo em vista as demandas específicas do educador especialista e, ainda, as dificuldades pontuais encontradas por ele, não deixando de viabilizar, entretanto, a integração e participação de toda a equipe. Os resultados apontaram para a necessidade de maior aprofundamento sobre as características que envolvem a realidade do docente especialista no início da carreira com o intuito de vislumbrar novas ações que possam apoiá-lo nessa etapa profissional

Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.

隨著國際化發展及企業併購相關法令陸續開放，愈來愈多國內企業以控股及 併購方式來提升競爭力，衍生出來的商譽性質特殊，且可能金額重大，因此，公 司管理當局有可能需要高審計品質會計師來提升商譽認列、管理及續後評價之品 質與公信力。近年來在公允價值的趨勢下，大家更關心商譽會計處理準則改變所 帶來的影響，本研究首先就我國近十年商譽及其減損的會計實務發展，進行基本 概況分析，並探討會計師選任與商譽及其減損之關聯性。 實證結果顯示，針對特殊科目商譽，產業界不但有委任高審計品質會計師的 需求，並且有委任商譽科目專家的現象。除此之外，相較於其他會計師事務所， 大型會計師事務所能抑制公司藉由認列商譽減損損失來操縱盈餘，特別是在公司 認列商譽減損損失前已是虧損的情況下，其抑制公司洗大澡的效果更為顯著。 / With the development of internationalization and the release of related regulations, more and more companies enhance their competitiveness by means of investment and acquisition, which is often followed by the recognition of goodwill. Since the nature of goodwill is unique and its amount is often significant, the demand of high quality auditors is on the increase. Companies need them to improve and monitor the recognition, management and evaluation of goodwill. Recently, due to the fair value accounting concept, more attention is drawn on the change of goodwill accounting. Therefore, in this study we summarize the accounting treatment of goodwill and its impairment in Taiwan during the past ten years. Our main objective is to examine whether specialist auditor choice is associated with the importance of goodwill. We find evidence that goodwill is positively associated with the choice of auditors who specialize in auditing goodwill account. Additionally, compared to the other auditors, big 4 auditors can restrain earnings management, especially when companies experienced financial distress and tended to take a big bath by recognizing goodwill impairment.

Title from PDF of title page. / Document formatted into pages; contains 142 pages. / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. / ABSTRACT: In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. / ABSTRACT: Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

In 1988 Information Power: Guidelines for School Library Media Programs (IP1) was published. Ten years later an updated version, Information Power: Building Partnerships for Learning (IP2) was released. The purpose of this study was to determine if school library media specialists' perceptions had changed since 1996 and if respondents' familiarity with IP2 was a factor in the development of those perceptions. Further, 37 items that were clustered based on the three primary threads of collaboration, leadership and technology developed in IP2 were used to assess changes in perceptions. An electronic survey was developed and disseminated to the population of school library media specialists in Florida. A total of 454 completed surveys were received; representing a 17% return rate. The results of the current survey were then compared to a 1996 job task analysis study. Analysis of the results showed that 60% of the respondents had never attended an in-service on IP2. Statistically significant changes in perceptions about the importance of those 37 job tasks resurveyed were also identified. Changes were identified in 10 of the 14 collaboration items, 12 of the 13 leadership items and 9 of the 10 technology items. Changes in perception were also found for tasks that the respondents considered not a part of job. For the 37 job tasks, there were 11 statistically significant positive changes and two statistically significant negative changes. The environmental variable that correlated with the largest number of the 37 job tasks related to the principal making encouraging comments to classroom teachers about using the resources of the school library media center in the planning of their curriculum units. This variable correlated significantly with 24 of the 37 job tasks. The study revealed a need for additional research in the leadership roles and traits of the school library media specialist. Further, additional research related to the effect of administrative support could inform the profession in its efforts to solidify the school library media program as an integral part of the instructional program.

Schools that support collaboration between teachers and school library media specialists (SLMS) outperform those that do not. Teachers at a rural Georgia middle school were not using the library media program or being trained on how to collaborate with the SLMS to promote student achievement. Guided by Bruner's socioconstructivist theory of learning, the purpose of this descriptive case study was to investigate teachers' experiences with integrating technology and information literacy into the curriculum and to examine the collaborative services the SLMS could provide to enhance integration. Eight teachers in Grades 6th through 8th comprised the sample. Data sources included teacher lesson plans and interviews. Data analysis included line-by-line coding of interviews and lesson plans to generate themes. According to study results, teachers were limiting the integration of technology and information literacy into the curriculum because of their lack of awareness of the SLMS's role as an instructional partner, students' lack of information literacy skills, fear, and time constraints. The resulting project was a series of professional development sessions to increase awareness among teachers of the role of the SLMS as an instructional partner in promoting technology use and information literacy among students. This project may facilitate social change by promoting a collaborative culture as teachers and SLMS work together to expose students to information literacy and technology, ultimately creating students who are skillful researchers and critical thinkers, better prepared for lifelong learning.

This thesis aims to evaluate the implementation of the Balanced Scorecard (BSC) based on a case organization; the King Faisal Specialist Hospital and Research Centre (KFSH-RC). The study is an exploratory investigation. Understanding BSC perspectives is important for academic comprehension and is crucial for successful implementation. BSC at KFSH-RC includes five main perspectives: Quality of Care; Medical Care; Employees; Financial; and Education and Research (learning and growth). The thesis tackles two main anecdotal, practice-based arguments: BSC helps achieve business strategy, and the implementation of BSC has often fallen short of the assertions made about its potential for impact. A case study with a triangulation approach is justified and pursued. This study contributes to the literature in different ways. The application of the BSC has received limited attention in healthcare organisations in general, and in the Middle East and North Africa (MENA) in particular, and may be one of the first to explore such issues, across management and professional groups, to research BSC in the healthcare organisation in the KSA. It distinguishes between the understanding of financial and non-financial perspectives; and the researcher has developed a conceptual framework, which reflects the main elements of BSC implementation. Quantitative data analysis from the case study indicates that staff members at the KFSH possess only a shallow understanding of various BSC perspectives. The study revealed a consistent lack of understanding of BSC by the department employees, due to their lack of interest. The results show that performance measures following the implementation of BSC created no significant improvement. It also confirms that even some senior managers face difficulties understanding BSC perspectives. The qualitative-based findings indicate that the level of understanding of BSC for clinical services is not significantly different from that for non-clinical services; staff members of the KFSH resist the implementation of BSC in the early stages; and there is 'autocratic' leadership style at the KFSH inhibited the flow of information. The power distance and autocratic leadership style, in combination with an inadequate launch of BSC, fail to follow the implementation steps recommended by both Kaplan and Norton (2001a) and Kotter (1996). These organisational dynamics, it will be argued, are understated in the original BSC methodology, a view consistent with the findings of Woodley (2006) and may be especially so in environments with strong professional norms such as hospitals. The implications for the study and practice of non-profit organisations wishing to adopt methodology developed initially in a commercial context, is considered.

Darbe atlikta teorinė neįgaliųjų profesinės reabilitacijos specialisto profesinės kompetencijos apibrėžties analizė. Iškelta hipotezė, kad neįgaliųjų profesinės reabilitacijos specialisto profesinė kompetencija yra daugiamatis konstruktas, kurio turinys grįstas trimis lygiais: konceptualiuoju (žinios, asmeninės savybės, nuostatos), instrumentiniu (gebėjimai ir vaidmenys) bei integraciniu (funkcijos ir socialinis veiklos tinklas). Siekiant identifikuoti neįgaliųjų profesinės reabilitacijos specialisto profesinės kompetencijos struktūrą buvo: a) išanalizuoti 5 užsienio šalies (JAV) neįgaliųjų profesinės reabilitacijos specialistų pareigybiniai veiklos aprašai, išskiriant profesinės kompetencijos struktūrines dalis (taikant kokybinį tyrimą – dokumentų analizę); b) atskleistas neįgalių asmenų (N=5) požiūris į profesinės reabilitacijos specialisto profesinę kompetenciją (taikant kokybinius tyrimus – pusiau struktūruotą interviu ir diskurso analizę); c) nustatyti neįgaliųjų profesinės reabilitacijos specialisto profesinės kompetencijos struktūrinių dalių ypatumai, remiantis specialistų (N=135), dirbančių neįgaliųjų profesinės reabilitacijos sistemoje požiūriu (taikant kiekybinį tyrimą – anketinę apklausą). Svarbiausios empirinio tyrimo išvados: 1. Atlikus teorinę analizę buvo atskleista neįgaliųjų profesinės reabilitacijos specialisto profesinės kompetencijos struktūra, kurią sudaro trys lygiai: konceptualusis, instrumentinis bei integracinis. 2. Remiantis atliktu tyrimu... [toliau žr. visą tekstą] / The paper deals with the theoretical analysis of the definition of the professional competence of vocational rehabilitation specialist of the disabled. Hypothesis: it is supposed that the professional competence of vocational rehabilitation specialist of the disabled is complex construct and the content of it is base don three levels: conceptual (knowledge, personal characteristics and attitudes), instrumental (abilities and roles) and integrational one (functions and social network of work). Trying to identify the structure of professional competence of vocational rehabilitation specialist of the disabled there were: a) analyzed 5 descriptions of duties and activities of the vocational rehabilitation specialists of the disabled in a foreign country (USA) picking out structural parts of the professional competence (qualitative research – analysis of documents); b) revealed opinion of professional competence of vocational rehabilitation specialist of the disabled by 5 disabled persons (qualitative research – half structural interview and discursive analysis); c) defined peculiarities of the structural parts of the professional competence of vocational rehabilitation specialist of the disabled by an opinion of 135 specialist which work in a system of vocational rehabilitation for disabled (quantitative research – interrogatory by filling the form). The most important empirical conclusions that were drawn are: • Revealed structure of the professional competence of vocational... [to full text]

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