The professional practice of educational design normally involves collaborating with a subject matter expert on a one-to-one basis and is only occasionally undertaken in teams. This thesis argues that a team-based approach to educational design is powerful and particularly so when transdisciplinary collaborations are facilitated. Transdisciplinary educational design is the process of standing outside one’s discipline to collaborate with colleagues from the technical sphere, the library and other disciplines. The common ground shared by the transdisciplinary teams in this research was student assessment.The core data collection for this research was completed between July 2002 and June 2005. Using an overarching action research methodology, three cycles of data collection were completed by action learning sets. Suitable members of the sets were identified through a series of online staff development workshops that were designed and facilitated by the researcher. Two supplementary data collection activities were also undertaken. The first of these was a Web survey that broadly mapped design practices for online assessment in four Australian regional universities. Three rounds of telephone interviews then followed up on survey responses. The second supplementary data collection was undertaken between the second and third action learning cycles to contextualise the online assessment design activities at Southern Cross University within the broader framework provided by the other three regional universities in the original sample. It included focus groups with educational designers and face-to-face interviews with three academics at each of these universities. The entire series of data collection activities was reflectively managed to heighten its effectiveness. This management included screening of suitable participants, negotiation of manageable session times and duration, and establishment of ground rules for attendance and interactions, as well as drawing out a commitment to observe silences as creative spaces in the design process.In keeping with the action research paradigm, an extensive examination of the literature not only provides a background for the research questions but also continues to be threaded throughout the thesis as data collection cycles directed further literature review. The thesis narrative is given an original form through the use of a gardening metaphor that serves to highlight the rewarding, delicate and transitional nature of this kind of educational design. Such transitional aspects of educational design allow for innovation and creativity not evident in the systems-based approaches to designing instruction. This research also supports current initiatives in Australian higher education concerning the first year experience, embedding graduate attributes in the curriculum, and blending on-campus and off-campus learners into one class. The transdisciplinary approach to educational design explored through this research responds effectively to the varied issues in designing online assessment and developing innovative approaches by academic staff

abstract: This study's purpose was to explore effectiveness of alternate format in-service delivery for what teachers needed to know to effectively teach their students with Autism Spectrum Disorder/High Functioning Autism/Asperger Syndrome (ASD/HFA/AS) in the general education setting. The study's research questions included: Did participants learn information they needed as well using asynchronous online in-service format models as when in a traditional face-to-face consultative approach? Did the use of a broad asynchronous online discussion approach to collaboration result in effective student problem-solving for the participants? Did participant attitudes change toward online instruction as a means of collaboration as a result of engaging in alternate in-service delivery models? A fifteen-hour staff development course was developed and taught to 24 teacher/educators in a suburban southwest K-12 public school district. The course content was organized around topics derived from an earlier data collection and included what teachers said they needed to know, from whom, and how. A free, simple asynchronous online environment was created for the course and online participation for learning and collaboration activities was requested of two participant groups, hybrid or online. Quantitative data was collected from Pre-/Post-Tests and survey. Qualitative data was collected from weekly collaborative problem-solving reflections. Results indicated that educators improved knowledge base in ASD/HFA/AS characteristics and adaptations and found collaborative online problem-solving about students effective and personally satisfactory. Results for online participants during the alternate format delivery sessions of the course were stronger than hybrid format although both appeared to profit from the use of technology. All participants changed their view to positively value asynchronous online formats for learning and collaborating with other teachers to find out what they needed to know to implement in the classroom in efficient and economical ways. / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2010

Neste estudo, analisamos as contribuições que o ensino de graduação e os outros tipos de formação e experiências do cotidiano promoveram para a prática dos profissionais da saúde. Atualmente, com a expansão e consolidação da atenção básica, através da Estratégia Saúde da Família, esse cenário tornou-se um desafio para os profissionais do Sistema Único de Saúde no que se refere à produção de um cuidado que atenda as especificidades de cada usuário. Com a pretensão de induzir mudanças que favoreçam o aumento da qualidade e do acesso à atenção básica, foi criado o Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, uma pesquisa avaliativa realizada por instituições de ensino e pesquisa do país, para o conjunto das Unidades Básicas de Saúde e as equipes de Saúde da Família que aderiram ao mesmo. A avaliação realizada pelas instituições de ensino e pesquisa resultou em um grande banco de dados com informações, dentre elas, que tratam da formação profissional e das experiências de educação permanente e espaços de formação no cotidiano dos serviços. O estudo estruturou-se como um estudo de caso exploratório transversal, de abordagem qualitativa. O percurso metodológico foi realizado em dois momentos: pesquisa em banco de dados e pesquisa de campo. A análise dos dados foi realizada pela metodologia de estudos de caso múltiplos. As discussões propostas acerca da formação de graduação sinalizaram para necessidade de realizar movimentos de aproximação do ensino com o cotidiano dos serviços, e a construção de currículos integrados que deem conta de produzir nos profissionais a capacidade de atuar nos diferentes contextos sociais e melhorar a qualidade de vida da população. Através da Educação Permanente em Saúde, o mundo do trabalho apresentou a capacidade de produzir afetações no processo de formação dos profissionais, e mobilizar conhecimentos para pensar diferentes maneiras de agir e fazer saúde. No ensino de pós-graduação, a residência ocupou um espaço importante na formação dos profissionais, ao permitir sua experimentação no contexto do cotidiano dos serviços. Novos estudos são sugeridos para que se possa aprofundar questionamentos produzidos ao longo da pesquisa e que demonstram a relevância de se discutir o tema da formação em saúde. / In this study, we analyzed the contributions that undergraduate education and other training and everyday experiences promoted to the practice of health professionals. Currently, with the expansion and consolidation of primary health care through the Family Health Strategy, this scenario has become a challenge for professionals in the National Health System as regards the production of a care that meets the specifics of each user. With the intention of inducing changes that favor increased quality and access to primary care, was created Improvement Program Access and Quality in Primary Care, an evaluative research conducted by educational and research institutions of the country, for all the Basic Health Units and the Family Health teams adhering to it. The assessment carried out by educational and research institutions resulted in a large database of information, among them, dealing with vocational training and lifelong learning experiences and training spaces in everyday services. The study was structured as a cross exploratory study of case, qualitative approach. The methodological approach was carried out in two stages: research in database and field research. Data analysis was performed by the methodology of multiple case studies. Discussions proposals on the signaled graduate training need for the teaching approach movements with daily services, and building integrated curricula that give consideration to produce the professionals the ability to act in different social contexts and improve quality people's lives. By continuing healthcare education, the labor market had the capacity to produce affectations in the professional training process, and mobilize knowledge to think about different ways of acting and making health. In graduate school, the residence occupied an important place in the training of professionals by allowing his trial in the context of the service daily. New studies are suggested so that we can deepen questions produced during the research and demonstrate the relevance of discussing the issue of health training.

This investigation examines the differences in perception of the role of staff-development trainer in organizations, a role identified as an emerging occupation, held by three professional groups. The focus is on sources of stress and strain in the job performance of the trainer. Purposes of the study are (1) to collect data from three coworker groups, administrators, directors of nursing, and trainers relative to the role of the trainer, (2) to examine differences in perception between the groups, (3) to examine the differences as potential sources of stress when viewed from the perspective of role theory, and (4) to delineate the role. This study indicates that knowledge about behavioral sciences and skill at interpersonal communications are important areas in both background and in personal qualities needed. Nurses and trainers widely perceive a lack of commitment to training by administrators. This relates to sources of strain in the role of trainer. There is a generally held expectation in the field that the role will grow in importance and scope.

The purpose of this exploratory study was to determine the perceptions of co-teachers concerning their professional development needs for co-teaching and to determine the level of training they received to prepare them for co-teaching. Sixty-one co-teachers (general education teachers: n=36, 59%; special education teachers: n=25, 41%) in the state of Kentucky completed the Professional Development for Co-teaching Survey for Teachers (PDCST). Survey data demonstrated mean ratings for 14 content-related items ranging from 5.57 to 7.31 indicating teachers generally perceived all were important to their professional development. The items identified as the most critical content were: co-teaching strategies that allow both co-teachers to play active instructional roles, strategies for sharing roles and responsibilities among co-teachers, strategies for building and sustaining co-teaching partnerships, and co-teaching formats. Teachers also identified content area training and planning for co-teaching in open ended queries. Second, co-teachers prioritized content, formats, and follow-up activities for professional development. Top content priorities included strategies for building and sustaining co-teaching partnerships, co-teaching formats, and strategies for sharing roles and responsibilities. Participants identified single day workshops, multiple day workshops, and professional learning communities as their top professional development formats. Top follow-up activities were observing experienced co-teachers, additional professional development, and mentoring from an experienced co-teacher or co-teaching team. Co-teachers validated suggestions on professional development for co-teaching. The items with the highest validation included: train co-teachers prior to co-teaching, train co-teachers with their co-teaching partners, and provide three to five days of preparation for co-teachers. Additionally, the following suggestions were made: include planning time during and after training, provide opportunities for practice and feedback during and after training, and provide opportunities for teachers to observe model co-teaching teams. Lastly, nearly half the co-teachers (n=28, 46.7%) reported receiving no professional development for co-teaching. Sixteen teachers (26.2%) reported between one to six hours of training, while seven (11.5%) reported having between seven to 12 hours. The results may be used to guide professional developers and teacher educators in preparing future and current co-teachers. Additionally, recommendations for training, policy, and future research are provided.

Made available in DSpace on 2015-07-22T20:50:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-25. Added 1 bitstream(s) on 2015-08-11T03:26:20Z : No. of bitstreams: 1 Publico-169.pdf: 1037215 bytes, checksum: 46249f6eaafc617c9be73132c0b52d2d (MD5) / O debate sobre a formação universitária perpassa o perfil do profissional que está sendo formado nas universidades e sua futura inserção no mercado de trabalho, especialmente no serviço público. Os processos profundos de transformação de recursos humanos são complexos e envolvem mudanças que demandam um tempo de construção. O objetivo do presente estudo foi analisar os princípios que orientam a formação profissional em Odontologia vinculados ao ensino para a prática no serviço público. A investigação foi centrada em uma abordagem quanti-qualitativa, coletando informações relevantes à compreensão teórica e prática do tema estudado. Foram realizados questionários com dezesseis cirurgiõesdentistas que atuam na atenção básica do sistema de saúde dos oito municípios que fazem parte da Baixada Santista e Costa da Mata Atlântica. Resultaram em pilares direcionadores das entrevistas semiestruturadas aplicadas à oito cirurgiões-dentistas egressos à até cinco anos. Com os dados coletados, procedeu-se à análise por meio de três eixos temáticos: a prática, a formação e propostas e sugestões. A pesquisa mostrou que os cirurgiões-dentistas inseridos no sistema de saúde vigente aprendem com a prática diária, enfatizando a Educação Permanente. A formação com ênfase tecnicista se confronta com a realidade e as diretrizes da política nacional de saúde, reafirmam a necessidade de revisão curricular, com base nas diretrizes e reforçam a importância de maior estreitamento da relação com o serviço público de saúde enquanto campo de prática e formação, de tal forma que os profissionais possam contribuir efetivamente para qualificação dos Sistema Único de Saúde, através de uma análise contextualizada e propositiva. / The debate on university education runs through the profile of professionals being trained in universities and their future in the market, especially in public service. The processes of deep and intrinsic transformation of human resources are complex and involve changes that require a certain time to be established. The aim of this study was to analyze the principles that guide the training of professional educational in Dentistry connected to the practice in public service. The investigation was focused on a quantitative and qualitative approach, collecting relevant information to the theoretical and practical understanding of the subject studied. Questionnaires were conducted with sixteen dentists working in primary health system of the eight municipalities which are part of Baixada Santista and Costa da Mata Atlântica. Those questionnaires resulted in driving pillars of the semi-structured interviews applied to eight dentists who had up to five years of graduation. After collecting data, analysis was preceded by three central themes: the practice, training, proposals and suggestions. The survey showed the dentists inserted in the current health system learn with the daily practice, emphasizing the Permanent Education. The training with technical emphasis is confronted with the reality and the guidelines of national health policy, reassuring the necessity of curriculum revision based on the guidelines and reinforcing the importance of a closer relation with the public health service as a practice and training field, so that professionals can contribute effectively to the qualification of the National Health System through a purposive and contextual analysis. / TEDE / BV UNIFESP: Teses e dissertações

Neste estudo, analisamos as contribuições que o ensino de graduação e os outros tipos de formação e experiências do cotidiano promoveram para a prática dos profissionais da saúde. Atualmente, com a expansão e consolidação da atenção básica, através da Estratégia Saúde da Família, esse cenário tornou-se um desafio para os profissionais do Sistema Único de Saúde no que se refere à produção de um cuidado que atenda as especificidades de cada usuário. Com a pretensão de induzir mudanças que favoreçam o aumento da qualidade e do acesso à atenção básica, foi criado o Programa de Melhoria do Acesso e da Qualidade na Atenção Básica, uma pesquisa avaliativa realizada por instituições de ensino e pesquisa do país, para o conjunto das Unidades Básicas de Saúde e as equipes de Saúde da Família que aderiram ao mesmo. A avaliação realizada pelas instituições de ensino e pesquisa resultou em um grande banco de dados com informações, dentre elas, que tratam da formação profissional e das experiências de educação permanente e espaços de formação no cotidiano dos serviços. O estudo estruturou-se como um estudo de caso exploratório transversal, de abordagem qualitativa. O percurso metodológico foi realizado em dois momentos: pesquisa em banco de dados e pesquisa de campo. A análise dos dados foi realizada pela metodologia de estudos de caso múltiplos. As discussões propostas acerca da formação de graduação sinalizaram para necessidade de realizar movimentos de aproximação do ensino com o cotidiano dos serviços, e a construção de currículos integrados que deem conta de produzir nos profissionais a capacidade de atuar nos diferentes contextos sociais e melhorar a qualidade de vida da população. Através da Educação Permanente em Saúde, o mundo do trabalho apresentou a capacidade de produzir afetações no processo de formação dos profissionais, e mobilizar conhecimentos para pensar diferentes maneiras de agir e fazer saúde. No ensino de pós-graduação, a residência ocupou um espaço importante na formação dos profissionais, ao permitir sua experimentação no contexto do cotidiano dos serviços. Novos estudos são sugeridos para que se possa aprofundar questionamentos produzidos ao longo da pesquisa e que demonstram a relevância de se discutir o tema da formação em saúde. / In this study, we analyzed the contributions that undergraduate education and other training and everyday experiences promoted to the practice of health professionals. Currently, with the expansion and consolidation of primary health care through the Family Health Strategy, this scenario has become a challenge for professionals in the National Health System as regards the production of a care that meets the specifics of each user. With the intention of inducing changes that favor increased quality and access to primary care, was created Improvement Program Access and Quality in Primary Care, an evaluative research conducted by educational and research institutions of the country, for all the Basic Health Units and the Family Health teams adhering to it. The assessment carried out by educational and research institutions resulted in a large database of information, among them, dealing with vocational training and lifelong learning experiences and training spaces in everyday services. The study was structured as a cross exploratory study of case, qualitative approach. The methodological approach was carried out in two stages: research in database and field research. Data analysis was performed by the methodology of multiple case studies. Discussions proposals on the signaled graduate training need for the teaching approach movements with daily services, and building integrated curricula that give consideration to produce the professionals the ability to act in different social contexts and improve quality people's lives. By continuing healthcare education, the labor market had the capacity to produce affectations in the professional training process, and mobilize knowledge to think about different ways of acting and making health. In graduate school, the residence occupied an important place in the training of professionals by allowing his trial in the context of the service daily. New studies are suggested so that we can deepen questions produced during the research and demonstrate the relevance of discussing the issue of health training.

Introdução: Considerando a dificuldade prática para avaliação de necessidades de aprendizagem, este estudo tem como Objetivos: Avaliar as necessidades de aprendizagem da equipe de enfermagem da unidade de terapia intensiva, considerando o indivíduo, o grupo e o ambiente organizacional; e delinear estratégias de suporte às necessidades de aprendizagem prioritárias. Método: Desenvolvido na modalidade pesquisa-ação, com abordagens qualitativa descritiva e quantitativa exploratório-descritiva, configura-se numa triangulação metodológica. O estudo foi realizado na unidade de terapia intensiva de um hospital privado do Município de São Paulo. Inicialmente, para levantamento das necessidades de aprendizagem individuais, 97 profissionais da equipe de enfermagem responderam ao questionário composto de 23 competências a serem avaliadas quanto aos graus de importância e domínio; os dados foram analisados por meio de estatística descritiva e inferencial. No segundo momento, foram realizadas três reuniões de grupo focal, com a participação de dois gestores, quatro enfermeiros e dois técnicos de enfermagem, representando os turnos de trabalho e as funções exercidas; os objetivos do grupo consistiram em analisar as necessidades identificadas, estabelecer as prioridades e propor estratégias de suporte à aprendizagem; os dados obtidos foram submetidos à análise temática, cujas categorias, de acordo com o Modelo de Avaliação Integrada e Somativa, foram definidas, a priori, em: ambiente necessidades; ambiente suporte; ambiente disseminação; e treinamento. Resultados: O grau de importância das competências foi alto e não houve diferenças entre os grupos; quanto ao domínio, o menor grau obtido foi em relação aos conhecimentos sobre legislação e comunicação; enfermeiros, pós-graduados, profissionais do período noturno e do sexo feminino apresentaram maior domínio que os demais. Nas discussões do grupo focal, as prioridades relacionaram-se ao alinhamento das rotinas básicas da unidade e ao treinamento de recém-admitidos; quanto ao suporte à aprendizagem, foram apontadas medidas, tais como, a necessidade de trabalho em equipe, a capacitação dos instrutores, a parceria com o setor de educação do Hospital e o apoio da gestão; ao final, foi proposto um programa de treinamento, considerando as prioridades. Considerações finais: O estudo trouxe contribuições ao fixar na avaliação de necessidades, a abordagem por competências de modo participativo e multinível, com equilíbrio entre as necessidades individuais e da equipe, considerando o contexto organizacional. O enfoque por competências, nos eixos técnico-científico, socio-educativo e ético-político, estimulou os profissionais à ampla reflexão, que extrapolaram a dimensão técnica. Embora o questionário careça de validação estatística, a utilização de métodos mistos de pesquisa contribuiu para a compreensão das necessidades reais de aprendizagem, o que demonstra potencialidade para ampliação do estudo. / Introduction: Considering the practical difficulty for the evaluation of the learning needs, this study has as Objectives: Evaluate the learning needs of the nursing team in the intensive care unity, considering the individual, the group and the organizational environment; and outline strategies to support the priority learning needs. Methodology: Developed in the research-action modality, with the qualitative-descriptive and the quantitative-exploratory-descriptive approaches, it is a methodological triangulation. The study was performed in the intensive care unit of a private hospital in São Paulo. In the beginning, to estimate the individual learning needs, 97 professionals from the nursing team answered a questionnaire made of 23 competencies to be evaluated according to the degree of importance and domain; data were analyzed through descriptive and inferential analysis. Then, three focus group meetings were held, in which participated two managers, four nurses and two nurse technicians, representing the work shifts and the functions performed; the objectives of the group consist in analyzing the identified needs and establishing the priorities and proposing strategies to support learning; the data obtained were submitted to theme analysis in which categories, according to the Model of Integrated and Somative Evaluation, were defined, a priori, in: environment-needs; environment-support; environment-dissemination; and training. Results: The degree of importance of the competencies was high and there were no differences among groups; as for the domain, the least degree obtained was in relation to the knowledge on legislation and communication; nurses, graduates and postgraduates, night shift professionals and female professionals showed more knowledge than the others. In the discussions of the focus group, the priorities related to the alignment of the basic routines of the unit and to the training of newly hired employees; as for the learning support, measures were indicated, such as the importance of teamwork, the capacitation of instructors, the partnership with the education department in the hospital and the management support; at the end, a training program was proposed, considering the priorities. Final Considerations: The study contributed to fixing in the needs evaluation the approach by competencies in a participative and multilevel way, balancing individual and team needs, considering the organizational context. The approach by competencies, in the technical-scientific, social-educative and ethical-political axes stimulated the professionals to a broad reflection that went beyond the technical dimension. Although the questionnaire lacks statistical validation, the use of mixed research methods contributed to the understanding of the real learning needs, which demonstrates the potential to broaden the study.

The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs. Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted. Statistically significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses. Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.

This work analyses processes in a staff policy from the recruitment phase thru training and development up to employee retention. The output of this work is a proposal of personnel policy and a detailed description of specific measures applicable in the company in real time resulting problems in human resource management.