Made available in DSpace on 2016-04-28T20:56:19Z (GMT). No. of bitstreams: 1 Camila Olivieri Igari.pdf: 1326921 bytes, checksum: 146b7a908b639a45022bf5ad088c84ad (MD5) Previous issue date: 2010-06-09 / Being a lecturer in Business is to integrate the content of that social science and the art of teaching, with mastery of the specificities to each one of the areas, their knowledge and their competencies. Teaching knowledge and competencies are built up along one s professional history, which involves objective and subjective aspects, making up one s professionality. Among the objective aspects are educational processes, such as a master s degree in Business, which supports three pillars specialization in knowledge of the area, research and teaching. This study aims to identify the contributions of that kind of master s degree to building its teachers and professionality, within the perspective of experiential learning proposed by David Kolb (1984). Three master s degree courses in Business Administration with academic focus were surveyed, offered by state and private institutions of the city of São Paulo. The interviews were held with three co-ordinators, 18 lecturers and 24 master s degree pupils, seeking to identify course structures, their approach in educating the master, the visions of students and lecturers on teaching, the students expectations regarding their degrees and teaching careers, the lecturers teaching trajectories and the courses contributions to their teaching education. The body of interviews was organised by master s degree course to ensure their specificities are easily understood, and by group of respondents in the dialogue with education authors who discuss the different aspects that make up the teaching professionality. To identify how a master s degree can contribute to the professional education of the teacher in Business, the syllabus analysis methodology was adapted, resorting to the categories inspired by experiential learning theory as the path to unveil the capture channels and those which transform the experience into teaching education, as well as the dimensions in which such learning takes place: acquisition, specialisation and integration. Lecturers revealed their learning took place by means of their experiences in the classroom, in the relationships established with students, as well as the models from their own teachers. Students relate teaching to academic life. Other contributions of the master s degree in the education of Business teachers take place primarily in the dimensions of acquisition and specialisation of learning, as proposed by Kolb s experiential learning theory (1984) / Ser docente em Administração é integrar os conteúdos dessa ciência social aplicada à arte de ensinar, com o domínio das especificidades de cada uma das áreas, seus saberes e suas competências. Saberes e competências docentes são constituídos ao longo da trajetória profissional, que engloba aspectos objetivos e subjetivos, compondo a profissionalidade. Dentre os aspectos objetivos, há processos de formação como o mestrado em Administração, que sustenta três pilares especialização de conhecimentos da área, pesquisa e docência. O presente estudo teve como objetivo identificar quais são as contribuições desse tipo de mestrado para formação de seus docentes e sua profissionalidade, dentro da perspectiva da aprendizagem experiencial proposta por David Kolb (1984). Foram pesquisados três cursos de mestrado em Administração, com enfoque acadêmico, oferecidos por instituições públicas e particulares da capital paulista. As entrevistas foram realizadas com três coordenadores, 18 professores e 24 mestrandos na busca de identificar as estruturas dos cursos, o enfoque na formação do mestre, as visões de mestrandos e professores sobre a docência, as expectativas dos mestrandos em relação ao mestrado e à carreira docente, as trajetórias docentes dos professores e as contribuições do curso para a sua formação docente. O conjunto das entrevistas foi organizado por curso de mestrado para melhor compreensão de suas especificidades e por grupo de entrevistados no diálogo com autores da educação que discutem os diferentes aspectos que compõem a profissionalidade docente. Para identificar como o mestrado pode contribuir para a formação do docente em Administração, foi realizada uma adaptação da metodologia de análise de conteúdos, recorrendo às categorias inspiradas pela teoria da aprendizagem experiencial como caminho para desvelar os canais de captação e transformação da experiência em aprendizagem docente, bem como as dimensões em que se dá essa aprendizagem: aquisição, especialização e integração. Professores revelaram que seu aprendizado docente se deu por meio das experiências vividas no embate do trabalho em aula, nas relações estabelecidas com seus alunos, bem como os modelos de seus mestres. Mestrandos relacionam a docência à vida acadêmica. Outras contribuições do mestrado em Administração para a formação de seus docentes se dão, primordialmente, nas dimensões da aquisição e especialização da aprendizagem, como propõe a teoria de aprendizagem experiencial de Kolb (1984)

Made available in DSpace on 2016-04-27T16:32:26Z (GMT). No. of bitstreams: 1 Marciano de Almeida Cunha.pdf: 5631756 bytes, checksum: 3b867d6e73dcb2ddee751f71acd59725 (MD5) Previous issue date: 2011-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has been developed from the interest in understanding which knowledges university professors have, how they have been built and organized through the professional socialization process. The focus is on professors who teach at the Administration course once most of them do not notably have a pedagogic formation. In order to identify the twelve subjects of this research, we used the results from the teachers evaluation carried out by private university students. The subjects were chosen according to the extreme results aiming heterogeneity of profiles. Through the biographical narratives obtained, in depth of knowledge, in long semi-structured intensive interviews, it was possible to know the life history and the professional trajectory of this intentional sample of professors. The data were organized and analyzed according to categories that emerged from the conceptual table and that alluded to the professional socialization process (biographical and relational means) and to the pre-professional and professional knowledges built through this process. The theoretical methodological referential is constituted by studies by Dubar, Tardif, Dubet and considers that the professors knowledges are a social knowledge, built in a context of professional socialization, legitimated by a system of institutions and the history of a society, nevertheless, without disconnecting who the professors are, what they do, think and say. The data revealed the professors heterogeneity due to a possible porosity of the teaching field in the Administration education. Those professors demonstrated that they have knowledges of epistemological (non teaching trajectory) and pedagogical (teaching trajectory) nature that are organized and articulated by the processes of communication in the teaching activity / Esta pesquisa surgiu do interesse em conhecer quais os saberes que professores do ensino superior possuem, como foram construídos e são mobilizados ao longo do processo de socialização profissional. São focalizados professores que exercem a docência no curso de Administração porque, notadamente, em sua maioria, não possuem formação pedagógica. O ponto de partida para identificação dos doze sujeitos da pesquisa foi o resultado da avaliação docente realizada pelos alunos numa universidade privada. Os sujeitos foram escolhidos em função das extremidades dos resultados visando obter heterogeneidade de perfis. Através de narrativas biográficas obtidas por meio de entrevista intensiva, em profundidade, semi-estruturada e de longa duração foi possível o conhecimento da história de vida e do percurso profissional dessa amostra intencional de professores. Os dados foram organizados e analisados segundo categorias que emergiram do quadro conceitual e que remetem ao processo de socialização profissional (vias biográfica e relacional) e aos saberes (pré-profissionais e profissionais) construídos ao longo desse processo. O referencial teórico-metodológico é constituído pelos estudos de Dubar, Tardif, Dubet e considera que os saberes do professor são um saber social, construído num contexto de socialização profissional, legitimado por um sistema de instituições e da história de uma sociedade, no entanto, sem dissociar do que os professores são, fazem, pensam e dizem. Os dados revelaram a heterogeneidade do corpo professoral decorrente de uma possível porosidade do campo da docência no ensino de Administração. Esses professores demonstraram que possuem saberes de origem epistemológica (trajetória não docente) e pedagógica (trajetória docente) que são mobilizados e se articulam pelos processos de comunicação no exercício docente

High School students in a local school district were having reading-related difficulties in certain subject areas and were at risk of failing high school courses. Success in reading is important because students must read the content within the End of Course Test in core content subjects, and their success on this test determines their eligibility for high school graduation. The purpose of the study was to examine the effectiveness of a Response to Intervention (RTI) reading class designed to improve reading skills for at-risk high school students. The constructivist learning theory was the theoretical framework for this study. The research questions addressed how teachers conceptualized RTI as it applied to students' performance in the reading intervention class and the benefits and challenges of the reading class. The research design was a qualitative instrumental case study with the reading class serving as the case. Data were collected from semistructured interviews with 7 educators, reading work samples, and RTI data from the school. Data were analyzed via open coding techniques to determine emergent themes. The findings indicate that the reading class was not effective in improving students' reading. Recommendations include creating reading resources, promoting a professional development plan for teachers, and designing or refining a reading curriculum. The implications for positive social change include better mastery of grade-level content reading, improved instructional practices and RTI intervention, improved students' scores on state assessments, and higher numbers of high school graduates.

Submitted by Priscila Fernandes (priscilafernandes@ig.com.br) on 2013-07-31T19:09:53Z No. of bitstreams: 1 Tese digital de Priscila Fernandes x.pdf: 928289 bytes, checksum: 991d1821714bf4a898ee50423dd0c629 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2013-07-31T19:20:02Z (GMT) No. of bitstreams: 1 Tese digital de Priscila Fernandes x.pdf: 928289 bytes, checksum: 991d1821714bf4a898ee50423dd0c629 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-08-06T12:00:02Z (GMT) No. of bitstreams: 1 Tese digital de Priscila Fernandes x.pdf: 928289 bytes, checksum: 991d1821714bf4a898ee50423dd0c629 (MD5) / Made available in DSpace on 2013-08-06T12:03:01Z (GMT). No. of bitstreams: 1 Tese digital de Priscila Fernandes x.pdf: 928289 bytes, checksum: 991d1821714bf4a898ee50423dd0c629 (MD5) Previous issue date: 2013-06-28 / In this study we analysed the teaching practices of professors of three master and doctorate programs in administration from Rio de Janeiro and one from Rio Grande do Sul. By a constructivist approach, we seek to understand how this epistemology fits into the managers and professors education. The theoretical starting points were the multiple teaching approaches, the situated learning and the communities of practice. The research results were analysed using content analysis. Through this technique we constructed seven categories of analysis, namely: learning, evaluation, community of practice, socio-historical-cultural-context, education, teaching practices and professor-student relationship. We concluded in this research that teaching practices lighted up by the constructivism are inserted into the managers and professors education through micro-processes of learning that consider the socio-historical-cultural context where the student is situated, which emphasize the social learning and encourage the construction of communities of practice. Thus, teaching practices that appreciate the students context as exercises that seek to solve real problems and realistic simulation, or practices that aim to join theory and practice as the technical visit, the research group and the cases and practices that prefer the debate as the discussion of papers and the seminars are practices that can be called constructivist practices and are considered by educators that advocate the constructivism as the most effective practices for the managers and professors education / No presente estudo analisamos as práticas de ensino de docentes de mestrado acadêmico e doutorado em administração de três instituições do Rio de Janeiro e uma do Rio Grande do Sul. À luz da epistemologia construtivista buscamos compreender como essa epistemologia se insere na formação de gestores e docentes. Os pontos de partida teóricos foram as múltiplas abordagens de ensino, a aprendizagem situada e as comunidades de prática. Os resultados da pesquisa foram analisados com base na técnica da análise de conteúdo. Por meio desta técnica construímos sete categorias de análise, a saber: aprendizagem, avaliação, comunidade de prática, contexto sócio-histórico-cultural, educação, práticas de ensino e relação professor-aluno. Concluímos nessa pesquisa que as práticas de ensino à luz do construtivismo são inseridas na formação de gestores e de docentes por meio de microprocessos de aprendizagem que consideram o contexto sócio-histórico-cultural em que o aluno está inserido, que privilegiam a aprendizagem social e que incentivam a construção de comunidades de prática. Sendo assim, práticas de ensino que apreciam o contexto do aluno como os exercícios que buscam resolver problemas reais do dia-a-dia e a simulação realista, ou que visam unir teoria e prática como a visita técnica, o núcleo de pesquisa e os estudos de caso e que privilegiam o debate como a discussão de artigos e os seminários são práticas que podem ser chamadas de práticas construtivistas e são consideradas, pelos educadores que defendem a epistemologia construtivista, como as mais eficazes para a formação de gestores e docentes em Administração.

Pressures from education reforms have contributed to the need for music educators to embrace new and diverse instructional strategies to enhance the learning environment. Music teachers need to understand the pedagogy of teaching and learning and how these affect their praxis. The purpose of this multiple case evaluative study was to investigate the instructional methods used in 10 middle school general music programs to assist students in obtaining the National Standards for Music Education. Bloom's revised taxonomy was the theoretical framework used to evaluate the teaching praxis of the participating teachers. The research questions for the study addressed the effectiveness of the instructional strategies in the music classroom and how they align with the National Standards Music Education and Bloom's Revised Taxonomy. Data were collected from an open ended survey, individual interviews, and unobtrusive documents from 10 general music teachers from suburban, rural, and urban school districts. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The results indicated that standards-based metacognitive instructional strategies can assist music teachers in their classrooms and unite cognitive, affective, and kinesthetic experiences applicable beyond the music classroom. It is recommended that music teachers use alternative teaching techniques to promote and connect critical thinking skills through musical learning experiences. Implications for positive social change include training music educators to create learning environments that support and motivate students to learn and achieve academic success.

Researchers have connected student achievement to teacher collaboration; however, there is a paucity of studies conducted on how teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions to achieve better student performance, professional development, teacher effectiveness, and job satisfaction. The purpose of this case study was to investigate how rural southeast Georgia elementary school teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions. The theory of collegial coaching provided the conceptual framework for this study. The research questions focused on improving teacher effectiveness and student learning via collaborative dialogue. Data were collected via interviews, observations, and archival records from 14 teachers and administrators (maximum variation used) and analyzed for overarching emergent and dominant themes, patterns, issues, topics, ideas, relationships, cases, cross-cases, and concepts. Hatch's typological analysis was employed to decipher the data. Ethnograph v6.0 and QDA Miner 4.0 were used to code the data for triangulation. Quality control and validation were achieved through triangulation and member-checking. The findings illustrated the merits of ongoing collaboration and effective collegial interaction for teaching and learning. They also highlighted the potential of meaningful discussion in achieving effective collegial interaction. This study can lead to positive social change by providing teachers, administrators, and collaboration facilitators 2 models that can be used as guides for planning quality collegial interaction opportunities and in justifying time to collaborate across grades.

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be linked to this low student achievement. The theoretical framework for this study was Epstein's parental involvement model. The research questions investigated the relationship between Latino parental attitudes toward and perceptions, level of, and form of involvement and student academic achievement. Fifty-eight parents participated in a parent survey for this mixed methods study. Ten parents were interviewed to obtain the qualitative data. Based on Pearson's product-moment correlation, the survey data revealed that there were no statistically significant relationships between Latino student academic achievement and parental attitudes toward and perceptions, level of, and form of involvement. Parent interview data identified parent work schedules, the inability to communicate in English, and parents' lack of education as potential barriers to their involvement. Parent recommendations to overcome these barriers included adjusting school office hours, providing bilingual school personnel, and offering parenting classes that may make high schools more accessible for Latino parents and, by extension, may challenge school personnel to better understand and address the needs of their students' parents in an attempt to promote educational equity.

Onboarding ensures learning success through sharing and acquiring knowledge to remain competitive. However, little is known about new Information Technology (IT) hires' learning needs in the absence of onboarding; therefore, the purpose of this case study was to examine, increase, and retain their technical knowledge at the Unified Communications Company (UCC). Following the theoretical model of knowledge management, which holds that knowledge is the key to confirm learning and knowledge sharing, the research questions were used to examine how the company assessed and increased their technical knowledge and how they taught their culture in the absence of onboarding. A qualitative instrumental case study design was employed with a purposeful sample of 4 former employees who were former new IT hires at the UCC. These employees contributed to the study using journals, surveys, and interviews drawn from their experiences as new IT hires at the UCC. Reoccurring themes regarding formal learning were extracted from the data, validated through peer and member checking, and then triangulated with each round of data collection and the themes described in the literature. The themes of culture, onboarding, training, and experience/feedback consistently emerged as areas needing improvement and indicated a need for formalized training. Based on these findings, a job aid was created to provide enhanced performance and learning to offer knowledge throughout training. Companies employing new IT hires can use the results from this study to provide onboarding in addition to their current orientation. The use of these data would positively affect social change by enhancing company competitiveness and job retention while reducing overall unemployment and the skills gap.

Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of the principal at the forefront of successful school improvement. A mixed-methods approach with a sequential-transformative strategy was used. Quantitative data were collected by administering the Leadership Capacity School Survey to 30 elementary principals. Descriptive statistics were used to determine which of Lambert's six critical constructs were most and least commonly practiced among the schools in the study. Qualitative data gathered through a focus-group discussion were analyzed through the typological process. Quantitative and qualitative findings indicated that broad-based, skillful participation in the work of leadership (Construct 1) was the most important leadership construct to the success of sustaining PLCs. The outcome of this project study was a professional-development model that will provide knowledge and understanding of the key leadership elements needed to develop an environment for sustaining PLCs. The potential social impact of this study includes improved student achievement as a result of improved leadership by principals.

Historically speaking, many of the social skills necessary to prepare young people for their transition into adulthood occurred through informal tacit learning systems. While an observed practice, scholarly analyses of the role of narrative as an educational tool in the social practices of multigenerations of cultural sharing females is nonexisitent in academic literature. The purpose of this qualitative study was to explore the role of narrative in the intergenerational transmission of life learning among Jamaican females from a basket weaving community. Narrative inquiry was the research method used to capture the lived experiences of Jamaican females from a basket weaving community. The conceptual framework for this study was narrative learning (storytelling) along with an adult development life cycle model and informal adult learning theories. The sample population included females age 18 to 69 years old from a Jamaican basket weaving community. Data collection involved informal and semi-structured face-to-face interviews. Reflexivity and peer review guided the data analysis process. An interpretative content analysis included open, axial, and descriptive coding. The results of this study confirmed that intergenerational relationships still exist and flourish among Jamaican females in a basket weaving community. Findings from this study can be used to improve female mentoring relationships, implement intergenerational partnerships between individuals and community-based organizations, and contribute toward social change for disenfranchised women and girls through the expansion of nontraditional adult and Other Education programs.