Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007. / This thesis deals with my practice as a mathematics teacher at a post-matric programme at the University of Stellenbosch. I use aspects of three different approaches to social science research, namely phenomenology, narrative inquiry and the discipline of noticing, to research my personal experiences. These experiences include learning mathematics at school and university as well as teaching mathematics in a post-matric programme. These experiences are presented by means of briefbut- vivid descriptions, journal entries and records of classroom conversations and are reflected on in the light of relevant literature. The reflections and readings lead to alternative ways of thinking about learning, teaching and researching as found in the cognitive theory of enactivism. These new ways of thinking are used to reflect on my current practice by focusing particularly on knowing, listening and noticing and are used to imagine what my practice could look like in the future. My approach, framework, focus areas and imagined practice all emerge during the research process. This process is presented through ‘behind-the-scene’ reflections on my own experiences of doing research. By presenting these experiences, this thesis also deals with the process of doing research – in particular it deals with the process of using an emergent design.

Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.

The profession of Psychology in post-apartheid South Africa has been dominated by women, despite attempts to address issues of equity, access and redress in recruitment and training. Certain obstacles to entering the profession, that may be specifically relevant to men, included the longevity and cost of training; the notion that Psychology is a ‘woman’s profession’; and the appeal of more lucrative job opportunities. Women, on the other hand, were often encouraged to enter female-dominated professions such as Psychology and financial support either from one’s family or an economically-independent partner facilitates the pursuit of this career trajectory. The purpose of this study was to explore the experiences of married females who were embarking on postgraduate study. Using semi-structured interviews, eight married female participants currently enrolled in Professional Masters programmes provided in-depth information on why they took on the dual adjustment of marriage and postgraduate study and what were the challenges and benefits associated with this process. Thematic content analysis was used to interpret these accounts which revealed that the dating phase of relationships often concluded as postgraduate study commenced due to the longevity of the study trajectory. To address the accompanying relationship insecurity, marriage was idealised as offering enhanced security and stability. Despite the notion that Masters and marriage would complement each other in order to overcome the difficulties of marriage and postgraduate study, a blurring of boundaries was experienced between the perceived challenges and benefits as the idealised complementarity was not actualised. Using feminist theory, the study added value to debates on the perpetuating influence of chauvinistic notions regarding marriage and career development for women inherent in the family life cycle theory, as well as explored the implications of the “feminisation” of the profession of Psychology on recruitment, training and future practice of female Psychologists.

President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online. / by Stephanie Arsht. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography.

The Counselor Education Program at Portland State University currently uses five admission criteria to determine the acceptance or rejection of applicants. These criteria include letters of reference, a panel interview, a writing sample, the applicant's undergraduate GPA (UGPA), and the applicant's score on either the MAT or the GRE. Scores on these measures are adjusted and combined to create a single total score upon which admission decisions are based. The present study attempts to evaluate the validity of these admission criteria in predicting success in the Counselor Education Program at Portland State University. For the purpose of this study, student success was defined in terms of both the GPA upon graduation from the program and ratings of student clinical counseling skills by program faculty. The subjects were graduates of the program who had been admitted between the years 1988 and 1991. Information collected for analysis included scores on the admission criteria and GPA upon graduation, age at admission, counseling specialization, and gender. A questionnaire was then developed which asked the program faculty to rate the students' clinical counseling skills. An analysis of the correlation between scores on the admission criteria and scores on the outcome criteria (graduate GPA and clinical skills score) was performed using the SPSS Statistical Package. Regression analysis showed that among the admission criteria only the MAT score significantly determined success on the outcome criteria. Gender was inversely predictive of graduate GPA (i.e., being female correlated with higher graduate GPA). Further research, using alternative measures of counseling skill, is indicated. These results suggest the need for such research, and for further evaluation of the current admission criteria.

The purpose of this study was to gather more information about the process of internationalization in U.S. counseling psychology programs. Participants included 26 training directors and 83 doctoral students, representing 32 of the 63 APA-accredited, active counseling psychology doctoral programs. Results suggested that the presence of international learning opportunities did not increase from 2007 to 2010, with the exception that internationalism was increasingly being incorporated into the definition of multiculturalism. Results also suggested that training directors perceived opportunities to gain international experience in their programs integrated to a greater extent compared to their doctoral students. Doctoral students, however, perceived greater institutional commitment to international learning opportunities compared to their training directors. Finally, results suggested that both sets of respondents’ attitudes were generally favorable toward internationalization. Implications for counseling psychology training programs, as well as recommendations for improving internationalization efforts are discussed. / Department of Counseling Psychology and Guidance Services

Acompanha: Plágio: não copie essa ideia / O presente estudo teve como objetivo verificar se as instituições de ensino superior (IES) desenvolvem políticas e ações para combater o plágio nos trabalhos acadêmicos, permitindo a criação de publicações relevantes. Para isso, definiu-se a seguinte hipótese básica: As políticas adotadas no combate ao plágio e as ações desenvolvidas pelas IES não o eliminam, contudo, gerando publicações pouco relevantes e com reduzido índice de citações. Como variáveis dependentes da hipótese básica, tem-se: publicações relevantes e quantidade de citações. As variáveis independentes da hipótese básica envolvem as políticas e as ações institucionais. Em se tratando dos objetivos, o estudo realizou uma pesquisa exploratória, efetuando uma análise predominantemente qualitativa do problema. Com relação aos procedimentos técnicos, adotou-se um levantamento, no qual o corpus documental foi constituído de 330 documentos (dissertações e teses) apresentados, no período de 2010 a 2012, junto aos cursos de Pós-Graduação (Mestrado, Mestrado Profissional e Doutorado) na área de Ensino, ofertados em 45 instituições de ensino superior. A coleta de dados foi efetuada utilizando a ferramenta de busca Google, sendo analisados 50 trechos (compostos de sentenças de até seis palavras), retirados das seções: introdução - cinco trechos; referencial teórico - 30 trechos; metodologia - cinco trechos; e, resultados e discussão - 10 trechos. A análise dos dados foi efetuada por meio de estatística descritiva. Constatou-se que a hipótese básica foi confirmada, pois as ações institucionais implementadas não eliminam os problemas decorrentes de plágio, em virtude da proporção de plágio obtido (1.942 trechos com plágio - acima de 11,0% dos trechos analisados). Adicionalmente, a divulgação dos resultados de algumas pesquisas foi realizada em periódicos sem indexação no Qualis da Capes (33,1%). Confirma-se que, apesar das recomendações encaminhadas pela Capes em 2011, poucas medidas foram implementadas nas IES para combater o plágio acadêmico. Conclui-se que, se as IES implementassem normativos internos e, periodicamente, orientassem a comunidade, efetuassem uma análise mais rigorosa dos documentos encaminhados, penalizassem severamente os responsáveis e intensificassem ações e medidas para o combate sistemático da desonestidade científica, o volume de plágio seria mitigado. / This study aimed at verifying whether Higher Education Institutions (IES, Brazilian Portuguese abbreviation) develop policies and actions to prevent plagiarism in academic works enabling the creation of relevant publications. To achieve such aim, the following basic hypothesis was defined: Policies adopted to prevent plagiarism and actions developed by IES do not eliminate it, therefore, generate publications of little relevance and reduced reference indicators. The variables dependent on the basic hypothesis were relevant publications and number of appearance in references. The basic hypothesis independent variables involved policies and institutional actions. Regarding the objectives, the study was developed as exploratory research, carrying out a predominantly qualitative analysis of the problem. In relation to technical procedures, a survey was carried out, in which the corpus comprised 330 documents (dissertations and thesis) presented from 2010 to 2012, from the Graduate Courses (Masters, Professional Masters and PhD programs) in the teaching area offered by 45 higher education institutions. Data was collected using the Google search tool, and 50 excerpts were analyzed (containing sentences of up to six words) from the sections: introduction, five excerpts; theoretical background, 30 excerpts; methodology, 5 excerpts; and results and discussion, 10 excerpts. The data was analyzed by employing descriptive statistics. The basic hypothesis was confirmed, since the institutional actions implemented did not eliminate the problems resulting from plagiarism as confirmed by the proportion of plagiarism found (1,924 excerpts with plagiarism – over 11.0% of the excerpts analyzed). In addition, the report of some research results was published in journals which are not indexed in the Qualis system by Capes (33.1%). Despite recommendations made by Capes in 2011, very few measures were implemented by the IES to prevent academic plagiarism. The results led to the conclusion that the IES should implement internal norms and instruct the community periodically. They should also carry out a stricter analysis of the documents sent, punishing severely those responsible for plagiarism and intensifying actions and measures to systematically fight scientific dishonesty. Such measures might mitigate the plagiarism volume.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objeto do presente estudo consiste nos papéis exercidos pelas instituições formadoras de profissionais de enfermagem, pelo mercado de trabalho e pelas entidades de classe da enfermagem no processo de profissionalização e de construção de sua identidade profissional. Este estudo tem por objetivo reescrever o processo de construção da identidade profissional da enfermagem a partir das discussões travadas pelos profissionais, nas instituições formadoras, acerca de sua especialização, a luz dos fatos sócio-históricos que desencadearam, ao longo do tempo, a passagem de uma enfermagem generalista para outra especialista. O trabalho discute o processo de profissionalização da enfermagem nas instituições formadoras tendo como pano de fundo as idéias clássicas da sociologia das profissões. Para ela, a enfermagem é vista coma uma semiprofissão, uma vez que não possui os quatro atributos fundamentais de uma verdadeira profissão: autonomia, corpo esotérico de conhecimentos, ideal de serviço e monopólio de saber e do fazer. Na tentativa de conquistar estes quatro atributos, ou alguns deles, para, então, ascender ao patamar de profissão, a enfermagem hoje vive um momento de transição na formação de seus profissionais: generalistas (tradicionais) ou especialistas (modernos). Em um outro aspecto, concluímos que, até o momento, o processo de legitimação, ou melhor, de construção social da identidade profissional da enfermagem especializada ainda não se consolidou, ou seja, as instituições formadoras, construtoras sociais do campo profissional da enfermagem, ainda não se definiram pela figura de um só perfil - generalista ou especialista - e, por isso, esta construção ainda encontra-se inacabada.

Esta dissertação se insere na linha de Pesquisa de Gestão da Inovação e Competitividade, vinculada ao curso de Mestrado em Administração da Universidade de Caxias do Sul (UCS), que tem por objetivo estudar a relação entre a gestão da inovação e a competitividade no contexto global, tendo em vista a inserção da UCS na região de abrangência da Serra Gaúcha. Especificamente, a pesquisa caracterizou e analisou as inovações implementadas nas Práticas de Gestão nos cursos de Mestrado Acadêmico em Administração da Universidade de Caxias do Sul (UCS), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Vale do Rio dos Sinos (UNISINOS), Universidade Federal de Santa Maria (UFSM) e Universidade do Vale do Itajaí (UNIVALI). Por meio da metodologia de estudo de caso, descritivo e exploratório, a pesquisa relata as práticas de gestão e os processos inovadores que estão sendo realizados nestes cursos. A literatura abordada delineia os conceitos de inovação e tipos em quatro dimensões – inovações em produto, processo, marketing e organizacional. A análise de dados obtidos nas entrevistas realizadas revelou que estas universidades investem em inovações nas linhas de pesquisa e projetos que envolvem discentes, docentes e parcerias de instituições internacionais, oferecendo o curso de Mestrado como um produto de qualidade. Os cursos de MAA também apresentam uma integração com professores de universidades do exterior, fornecendo inovação em projetos. Verificou-se que os investimentos na inovação de um corpo docente podem modificar as linhas de pesquisa em parceria com empresas. Também foram considerados os investimentos em fomentos e editais que geram a aquisição de bolsas de pesquisa e recursos para as próprias universidades. Os resultados demonstraram que os cursos pesquisados são inovadores, porque realizaram pelo menos uma inovação no período da pesquisa, conforme indicado no Manual de Oslo (2009). Em sua maioria, as inovações estavam relacionadas a processos. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-08-06T17:21:19Z No. of bitstreams: 1 Dissertacao Flavia Marcolina.pdf: 1731049 bytes, checksum: 29e3067e93a389075c4cb127cfb1dd6a (MD5) / Made available in DSpace on 2015-08-06T17:21:19Z (GMT). No. of bitstreams: 1 Dissertacao Flavia Marcolina.pdf: 1731049 bytes, checksum: 29e3067e93a389075c4cb127cfb1dd6a (MD5) / This project fits within the Research for the Management of Innovation and Competitiveness program, linked to the Master of Administration at the University of Caxias do Sul (UCS), which aims to study the relationship between the management of innovation and global competitiveness, with a view to their inclusion in the south of the country, area covered by the UCS. Specifically, the search feature and discuss the innovations implemented in Management Practices in the Master in Academic Administration, University of Caxias do Sul (UCS), University Católica do Rio Grande do Sul (PUCRS), University of Vale do Rio dos Sinos (UNISINOS), Federal University of Santa Maria (UFSM) and University of Vale do Itajaí (UNIVALI). Through case study methodology, descriptive and exploratory, this research reported management practices and innovative processes that have been made in these courses. Through the concepts and types of innovation discussed in the literature in its four dimensions – innovation in product, process, organizational and marketing – the analysis of the collected data revealed that the universities invest in innovations in the projects of research which involve alumni, professors and partnerships with international institutions, offering the Masters Course as a quality product. Universities also have a knowledge innovation and integration with teachers from universities abroad by providing innovative design and stock paid in marketing strategies and Administration and Information. It has been verified that investments in innovation of an university can modify the projects of research in partnerships with other companies. The results also showed that the researched universities are innovatives, because effected at least one type of innovation during the data collection.