Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 104-110).

Στην παρούσα έρευνα στοχεύουμε να διερευνήσουμε τις διαφορές αντιμετώπισης συγκεκριμένων προβλημάτων της σχολικής πράξης μεταξύ δασκάλων απόφοιτων Παιδαγωγικής Ακαδημίας και δασκάλων απόφοιτων Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης. Σκοπός μας είναι η εις βάθος διερεύνηση των αντιλήψεων και των παιδαγωγικών πρακτικών των δασκάλων αυτών, σε θέματα πειθαρχίας, ετερότητας και αξιολόγησης του μαθητή. Με την μέθοδο του ερωτηματολογίου διερευνήσαμε τις απόψεις 22 δασκάλων Παιδαγωγικής Ακαδημίας και 70 δασκάλων Παιδαγωγικού Τμήματος. Ως ερμηνευτικό πλαίσιο των ερευνητικών δεδομένων επιλέξαμε τη θεωρία της κοινωνικής αλλαγής και ειδικότερα την θεωρία του Καρλ Μαρξ και του Μαξ Βέμπερ που είναι οι δύο βασικές γενικές κοινωνιολογικές θεωρίες: της αιτιακής εξήγησης και της ερμηνείας της Κοινωνικής αλλαγής, θεωρώντας πως ανταποκρίνονται καταλληλότερα στην κατανόηση του υπό μελέτη φαινομένου. Μέσα από την ανάλυση των δεδομένων γίνεται φανερό ότι η ποσοτική και ποιοτική αλλαγή της εκπαίδευσης των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης (από τη διετή Παιδαγωγική Ακαδημία στο τετραετές Πανεπιστημιακό Παιδαγωγικό Τμήμα) παρήγαγε δασκάλους με νέες παιδαγωγικές αντιλήψεις και νέες προθέσεις εκπαιδευτικής πρακτικής στο σχολείο. Έχει αλλάξει ριζικά τόσο ο ρόλος του δασκάλου, όσο και τα χαρακτηριστικά της εκπαίδευσής του. Ο νέος τύπος δασκάλου, ο δάσκαλος του Παιδαγωγικού Τμήματος, έχει επιστημονική ταυτότητα και επαγγελματική κατάρτιση. Μπορούμε λοιπόν να υποστηρίξουμε ότι η βελτίωση του επιπέδου σπουδών του δασκάλου έφερε αλλαγή του τρόπου σκέψης, αντίληψης, και πράξης και κατ’ επέκταση κοινωνική αλλαγή. Οι δάσκαλοι των Παιδαγωγικών Τμημάτων λειτουργούν μέσα στο σχολείο ως παράγοντες αλλαγής του και κατά συνέπεια μακροπρόθεσμα ως παράγοντες ευρύτερης κοινωνικής αλλαγής. Όταν το σχολείο αλλάζει, αργά αλλά σταθερά, αλλάζει και η κοινωνία. / In this research study we aim to explore the differences between teachers graduated from the Pedagogical Academies and those who graduated from the Primary Education Departments in coping with specific problems of school practice. We focus on the investigation of the teachers’ perceptions and pedagogical practices concerning discipline, diversity and students’ evaluation issues. With the method of the questionnaire we investigated the conceptions of 22 teachers graduated from Pedagogical Academies and 70 teachers graduated from the Primary Educations Departments. Our interpretative framework is the theory of social change, and in particular the theories Karl Marx and Max Weber, the theory of explaining and the theory of interpreting the social change. Through the analysis of the data it becomes obvious that the quantitative and qualitative change in the primary teachers’ education (from the two-year Pedagogical Academy in a four-year University Department) produced teachers with new pedagogical concepts and new intentions in school educational practice. The role of the teacher, as well as the characteristics of the teachers’ education has changed radically. The new type of the primary teacher, who studies at the Departments of Primary Education teacher of Pedagogical Department, has scientific identity and professional training. We consider that the improvement of the level of teachers’ studies brought change on the way of thinking and practicing and therefore social change. Teachers graduated at the Departments of Education operate within the school as agents of change and thus in the long run as factors social change: when the school is changing, slowly but surely, the society is changing as well.

Orientador: Marize Mattos Dall'Aglio Hattnher / Banca: Vanice Maria Oliveira Sargentini / Banca: Sanderléia Roberta Longhin Thomazi / Resumo: Com base em uma abordagem funcionalista, pretende-se verificar como se dá a interação indireta entre os usuários da língua natural. O intuito é buscar compreender como alunos na faixa etária de 14 anos produzem sentido ao resolverem uma avaliação com questões de múltipla escolha. Como corpus para a realização dessa pesquisa foram utilizadas as amostras das avaliações da 8a. série do SARESP (Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo), as Tabelas de Especificação das Habilidades da Secretaria Estadual de Educação de São Paulo e os resultados oficiais de 8as. séries (manhã, tarde e noite) de uma escola estadual da cidade de São José do Rio Preto. A análise do desempenho dos alunos conduziu-nos à análise da própria avaliação e evidenciou uma série de problemas, desde a inadequação de questões até a constatação de que a concepção de leitura do SARESP/2001 contradiz os principais documentos oficiais que tratam do assunto: a Proposta Curricular para o Ensino de Língua Portuguesa e o PCN de Língua Portuguesa. Nosso objetivo, portanto, é apontar para uma releitura dos resultados da avaliação e da própria elaboração do SARESP / Abstract: With a functional approach, this research intends to verify how the indirect interaction between the users of the natural language occurs. The aim is to understand how students build meaning when taking a multiple choice test. The corpus used comprises the evaluations from the São Paulo State System of Scholarly Performance Evaluation (SARESP) and the official results from 8th grades at a public school in the city of São José do Rio Preto- SP, besides other relevant data collected from São Paulo State Board of Education. The analysis of the students' performance led to an analysis of the evaluation itself and evidenced a series of problems, ranging from the inadequacy of questions to the understanding that the reading concept adopted by the SARESP/2001 contradicts the same concept as proposed by the main official documents. Thus, this study aims at a new reading not only of the evaluation results, but also of the SARESP test elaboration itself / Mestre

Atualmente os temas tecnologia, sustentabilidade, produtividade e inovação têm recebido destaque na estratégia das organizações, particularmente nos ambientes produtivos mais dinâmicos da sociedade. Percebe-se que, com frequência, estes ambientes têm negligenciado a variável mais importante de um empreendimento, as pessoas. Esquece-se de que as transformações são resultantes das competências individuais, da qualificação, motivação e engajamento das mesmas para com os projetos institucionais. Na busca da melhoria contínua, diversos mecanismos são utilizados como fonte de levantamento e subsídios para a reorientação de processos, mudanças de atitudes e do planejamento da gestão. Nesta dissertação levantou-se os instrumentos de avaliação de uma instituição pública e verificou-se se os mesmos servem como subsídio para a melhoria da gestão. A metodologia utilizada foi pesquisa documental e o estudo de caso. A coleta de dados foi realizada por meio de questionário eletrônico e os instrumentos de avaliação pesquisados foram: Pesquisa de Clima Organizacional; Avaliação do Servidor; Avaliação das Chefias; Avaliação do Docente pelo Discente e Avaliação Externa. / Currently the technology topics, sustainability, productivity and innovation have gained attention in the strategy of organizations, particularly in more dynamic productive environments of society. It is noticed that, often, these environments have neglected the most important variable of an enterprise, people. It is forgotten that transformations are the result of individual competencies, skills, motivation and engagement of the same towards institutional projects. In pursuit of continuous improvement, several mechanisms are used as a source of research and subsidies for process reorientation, changes of behavior and management planning. This dissertation raised up the evaluation tools of a public institution and verified if the same served as a resource for management improvement. The methodology was based on desk research and case study. The data collection occurred through electronic poll and the evaluation tools surveyed were: Organizational Climate Survey, Employee Assessment, Management Assessment, Teacher Evaluation by Student and External Assessment.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.

Each radiography program has a system to collect important data from didactic and clinical settings in order to accurately assess the progress and success of students, provide the needed student intervention, and provide accreditation agencies with appropriate documentation that demonstrates student success in reaching program learning outcomes. The purpose of this research study was to determine the method of data collection and documentation used by radiography programs to evaluate student progress and to examine if MEDs play a role in evaluating and documenting student skills at the point of care. The majority of radiography programs in this study were using paper methods for data collection and program directors reported value in using MEDs in clinical education but revealed that barriers still exist and will need to be addressed in order to increase their usage in clinical education.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

L'objectif de cette thèse est d'étudier l'interdépendance des ressources scolaires et des ressources individuelles dans la production du capital humain. À travers trois cas d'études sur données françaises, différentes méthodes sont proposées pour analyser l'effet des politiques éducatives tout en tenant compte des comportements des individus. Le premier chapitre montre que les politiques d'éducation prioritaire sont susceptibles de conduire les familles, notamment les plus avantagées socialement, à contourner les établissements traités. Ces stratégies d'évitement sont de nature à contrebalancer les effets des moyens supplémentaires sur les résultats des élèves. Le deuxième chapitre cherche à savoir si les choix d'orientation des élèves sont contraints par J'offre scolaire locale. Nous montrons que l'ouverture d'un nouveau lycée augmente la proportion d'élèves qui poursuivent leurs études dans le second cycle, notamment en voie professionnelle. Enfin, le troisième chapitre montre que les étudiants tiennent compte de l'information contemporaine dont ils disposent sur leurs notes lorsqu'ils évaluent les qualités pédagogiques de leurs enseignants. / The main objective of this thesis is to study the interdependence of school resources and individual resources in human capital production. In three empirical analyses using French data, various methods arc proposed to evaluate the impact of educational policies, taking individual behaviors into account. The first chapter shows that compensatory education policies may result in individual sorting. The fact that socially more advantaged families tend to avoid treated schools cancels out additional resources positive effects on academic achievement. The second chapter examines whether pupils are constrained by local school supply. We find that opening a new high school increases the proportion of pupils who continue in upper secondary education, particularly in a vocational track. Studying how students evaluate teaching, the third chapter shows that they take contemporaneous information about their grades into account when they evaluate teachers' pedagogical qualities.

No description available.