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Title from title page of PDF (University of Missouri--St. Louis, viewed February 23, 2010). Includes bibliographical references (p. 121-129).

The purpose of this study is to explore the benefits of providing employee training and learning beyond the specific content covered in such interventions, and how personality constructs might moderate those benefits. Training refers to the imparting of specific knowledge and tasks. Learning involves processes and skills that support on the job learning experiences. This study builds on previous research linking training and development to increased job satisfaction, and reduced turnover intent, by considering additional factors. The relationships between independent variables training, learning, task variety and task significance and outcome variables job satisfaction, commitment and turnover intent are assessed. Personality constructs of need for achievement and growth need strength are explored as possible moderating variables. This research was conducted using archival data (N = 500) collected from technical professionals employed by fourteen organizations in the Southwest United States. Both task variety and task significance were found to significantly predict all three outcome variables. Growth need strength was found to moderate the prediction of commitment by task variety. Need for achievement was found to moderate the prediction of job satisfaction, commitment and turnover intent by training and learning. Need for achievement was also found to moderate the prediction of both commitment and turnover intent by task significance.

>Magister Scientiae - MSc / This is an exploratory study that aims to find out how computer-based tutorials can be conducted effectively for large first year Statistics classes. The study focuses on the student's perceptions, advantages of being able to access tutorials anywhere, anytime and lastly the challenges of implementing the system. More specifically for the University of the Western Cape (UWC) environment, without sufficient staff, the effectiveness of learning in this initial stage is focused on the experience whereby students can do extensive problem-solving anytime and anywhere. Data were collected at UWC using first-year introductory Statistics students, during the first and the second semester. Structured questionnaires (self-completed) were used to measure student's perceptions and learning experiences. The results pointed to a positive overall perception towards computers and feelings about computers amongst all groups of first year students. The major advantage with these randomly generated computer-based tutorials is the fact that one could access the questions anytime, anywhere. The challenge now remains with educators to provide an environment where new methods of learning and delivering information can be accessed effectively.

Made available in DSpace on 2015-12-03T18:35:14Z (GMT). No. of bitstreams: 1 Derneval_Gondim_Freire.pdf: 341796 bytes, checksum: 9a57e3548981f90eaff9992685b23561 (MD5) Previous issue date: 2010-09-02 / The professional development in the era of knowledge economy is responsible for making people rethink the department of development and training, so as to give room for the Corporate Universities (CU), which aims to offer continuous education. One of the most relevant functions of the CUs is to promote the alignment between companies strategies and their managers?? profiles. Therefore, the aim of this work was to identify and analyze the managers?? perceptions, who work in S??o Paulo city, concerning the importance of the controllership in the alignment between the companies strategies and their managers?? profiles. Firstly, it was used a bibliographic study, showing that there is a consensus about the importance of the CUs in the continuous formation of managers and other people from the companies staff. Secondly, it was realized a descriptive investigation of qualitative nature, based on an interview protocol, applied to managers and consultants who work in three CUs in S??o Paulo city. The collected information was analyzed by means of content analysis. The obtained results confirmed what was found in the literature: it demonstrates that the CUs can contribute with the improvement of managers abilities concerning the knowledge in controllership, so as to diminish the gap between university courses offered by universities. So, this work contributes with a sugestion by the main office??s managers in controllership. / O desenvolvimento profissional, na era da economia do conhecimento, faz as organiza????es repensarem o departamento de treinamento e desenvolvimento, que pode ceder espa??o para as universidades corporativas (UCs), voltadas para a educa????o continuada. Uma fun????o relevante das UCs ?? promover o alinhamento entre as estrat??gias das organiza????es e o perfil de seus gestores. Assim,o objetivo desta pesquisa foi identificar e analisar a percep????o dos gestores que atuam nas universidades corporativas na cidade de S??o Paulo, sobre o papel da controladoria no alinhamento entre as compet??ncias dos gestores e as estrat??gias das organiza????es. Utilizou-se, no primeiro momento, um estudo bibliogr??fico, indicando que h?? um consenso sobre a import??ncia das UCs na forma????o continuada dos gestores e demais colaboradores das organiza????es. No segundo momento da pesquisa, realizou-se uma investiga????o descritiva de natureza qualitativa, apoiada em um roteiro de entrevista aplicado a gestores que atuam em tr??s universidades corporativas na cidade de S??o Paulo. As informa????es levantadas foram analisadas por meio de an??lise de conte??do. Os resultados obtidos confirmaram os achados na revis??o da literatura, demonstrando a percep????o dos sujeitos entrevistados de que as universidades corporativas podem contribuir para o aprimoramento das compet??ncias dos gestores quanto aos conhecimentos de controladoria, diminuindo a lacuna existente entre os cursos superiores ofertados pelas IES. Por fim, este trabalho vem contribuir com uma sugest??o de matriz de compet??ncias dos gestores em controladoria.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-04T12:35:12Z No. of bitstreams: 1 Silvia Conceição Armada Martins.pdf: 2002002 bytes, checksum: 387c237efb674e73c9e882039d1166b8 (MD5) / Made available in DSpace on 2018-06-04T12:35:12Z (GMT). No. of bitstreams: 1 Silvia Conceição Armada Martins.pdf: 2002002 bytes, checksum: 387c237efb674e73c9e882039d1166b8 (MD5) Previous issue date: 2018-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper aims at understanding how the development of a critical reflective approach in corporate education teachers, can contribute to a developmental process that is reflected in conscious practices in teaching-learning. This research is situated in the field of Applied Linguists, as it seeks to understand the development and transformation of its participants through language. The theoretical framework of this paper is founded on the Social-Historical-Cultural Theory as discussed by Vygotsky ([1930] 2008; [1934] 2001), Leontiev(1977) and Luria (1977); on the concepts of ZPD as discussed by Vygotsky ([1930] 1991) and expanded by Engeström (2011), Magalhães (2009), Newman e Holzman (2014); on the studies of sense and meaning (VYGOYSKY, [1930]2008); on the investigations on critical reflection conducted by Schön (2000), Freire (1970), Smith (1992), Liberali (1994) e Magalhães (2004; 2007; 2009); and on the studies of collaborative argumentation discussed by Liberali (2013). According to Magalhães (2004; 2011), the critical development of teachers take place in collective and critical collaborative learning contexts, that allow means to effectively answer to problems in private contexts, as well as, give directions to transformative actions. Therefore, the Critical Collaborative Research (MAGALHÃES, 2011), was chosen to be the methodological basis of this study. The research was carried out on a business context in corporate education with three participants, the researcher and two focal participants. The data was collected in four audio recorded phases. On the first phase, a class of each participant was observed. Phases two and three were dedicated to reflective meetings involving all the participants and the researcher, phase four comprehends an individual reflective meeting, between the researcher and participant. The data was analysed considering the argumentative cathegories proposed by Liberali (2013), Bronckart ([1997] 1999), Brookfield and Preskill (2005), Orsolini (2005), Pontecorvo (2005) and Leitão (2011), and focused on the language used by the participants during the intervention moments with the objective to answer the research questions and understand if the development of a critical reflective attitude contributes to conscious practices in teaching-learning. This study’s results reveal that the environment of confidence in the reflective meetings, contributed to the creation of a collaborative context, allowing the construction of ZPDs, reflection and the reorganization of ideas and concepts. This movement allowed that new sense and meaning on conscious practices in teaching-learning, emerged in the discourse / Esta pesquisa objetivou compreender como o fomento de uma postura críticoreflexiva do educador da Educação Corporativa pode contribuir para um processo de desenvolvimento docente que se reflita em práticas conscientes em ensinoaprendizagem. Esta pesquisa está inserida no campo da Linguística Aplicada, pois buscou compreender desenvolvimento e transformação de seus participantes sempre a partir da linguagem. Norteando a pesquisa, está a Teoria Sócio-Histórica- Cultural, como discutida nos trabalhos de Vygotsky ([1930] 2008; [1934] 2001), Leontiev (1977) e Luria ([1977] 2014); nos conceitos de ZDP discutidos por Vygotsky ([1930] 1991) e ampliados por Engeström (2011), Magalhães (2009), Newman e Holzman (2014); nos estudos sobre sentidos e significados conduzidos por Vygotsky ([1930] 2008); nas pesquisas sobre reflexão crítica, fundamentadas em Schön (2000), Freire (1970), Smith (1992), Liberali (1994) e Magalhães (2004; 2007; 2009); e nos trabalhos sobre argumentação colaborativa discutida por Liberali (2013). Segundo Magalhães (2004; 2011), a formação crítica de educadores acontece em contextos coletivos e crítico-colaborativos de aprendizagem e desenvolvimento, que propiciam meios para se responder eficazmente a problemas de contextos particulares, bem como apontam diretrizes para uma ação transformadora. Dessa forma, a pesquisa crítica de colaboração (PCCol) foi escolhida para fundamentar a análise metodológica deste estudo. A pesquisa foi realizada em um contexto empresarial de Educação Corporativa e contou com 2 participantes focais e a pesquisadora. A coleta de dados foi realizada em quatro etapas audiogravadas. Na primeira etapa, uma aula de cada participante focal foi observada. As etapas dois, três e quatro compreenderam três encontros reflexivos, sendo os dois primeiros com participação de todos os integrantes da pesquisa e o último conduzido individualmente. Os dados foram analisados segundo as categorias argumentativas propostas por Liberali (2013), Bronckart ([1997] 1999), Brookfield e Preskill (2005), Orsolini (2005), Pontecorvo (2005), Leitão (2011), com foco na linguagem usada pelos participantes no decorrer das etapas de intervenção, buscando responder às perguntas de pesquisa e compreender se o fomento de uma postura critico-reflexiva contribuiu para práticas conscientes em ensino-aprendizagem. Os dados sugerem que o ambiente de confiança que permeou os encontros reflexivos contribuiu para criação de um contexto de colaboração, propiciando construção de ZDPs, reflexões e reorganização de ideias e conceitos. Esse movimento permitiu que novos sentidos e significados sobre práticas conscientes em ensino-aprendizagem emergissem no discurso

This diploma work deals with the program Cabri II Plus and its opportunities as for the application into the lessons of Physics at elementary and high schools, grammar schools and also into particular seminars at colleges with a study program focused on the applied science (statitcs). This work is aimed mainly for tutors as a mean of both efficiency and students engagement enhancement. For these particular purposes the set of sample assignments has been created. The contribution of the work will be examined right within the lessons of Physics at L. Kuba Elementary School in České Budějovice and in particular seminars at the Department of Applied Physics and Technics at the Faculty of Education at the University of South Bohemia.

The aim of this graduation theses is to explore one of the theme of the contemporary educational reform in Czech republic what is development of creativeness at the basic school education. This question is outlined in general terms in the firs part of the theses and subsequently developed on the subject of physics education. Special emphasis is placed on the comparing of standard creativeness developing instruments and usage of computing technologies by computer supported education what is another essential item of current education. Significant part of this thesis deals with the software for the basic school physics education and its evaluation. The theses ends with the experiment with pupils of a basic school that should compare these two creativeness developing instruments mentioned above and give impetus to another research in this subject.

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