Thesis (PH.D.) -- Syracuse University, 2005. / "Publication number AAT 3343465"

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 97-104).

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).

Thesis (Ph.D.)--University of Wollongong, 2003. / Typescript. Includes appendices. Bibliographical references: leaf [254]-272.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 164-181) and index.

Doctoral dissertation. / Format: PDF. Bibl.

O papel estratégico da educação como alavanca do crescimento e desenvolvimento socioeconômico é hoje consenso internacional. Além da democratização do acesso ao ensino, faz-se mister garantir uma educação de qualidade, que prepare cidadãos para atuar de maneira crítica e participativa da vida social, possibilitando-lhes a entrada e a permanência em um mercado de trabalho em constante transformação. Muitas universidades e professores tem tido dificuldades em acompanhar as mudanças, o que tem provocado debates e publicações sobre educação, discutindo-se tanto a premência de reformulações nos projetos pedagógicos, quanto de formação, atuação e desenvolvimento dos que nela ensinam. Nesse sentido, a possibilidade de utilizar a tecnologia como ferramenta pedagógica se mostra como um caminho promissor, tanto na intenção de alcançar objetivos educacionais, bem como, de ir ao encontro de interesses e necessidades, de professores e de alunos, quanto da demanda do mercado. O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso à distância de Capacitação Pedagógica para Docentes de Enfermagem. A metodologia de desenvolvimento do curso baseou-se no modelo Addie fundamentado no Design Instrucional Contextualizado (DIC) e baseou-se nos referenciais pedagógicos de Lev Vygotsky, Pierre Levy, John Dewey. O tema central do curso foi dividido em 10 unidades de aprendizagem com 30 horas cada, todas seqüenciais e complementares. O curso foi avaliado por doze especialistas nas áreas de ensino à distância, enfermagem e educação, baseados em três dimensões: pedagógica, tecnológica e comunicacional. De maneira geral o curso foi avaliado pelos especialistas como muito satisfatório e satisfatório em 251 (95%) dos itens, os quais apresentaram sugestões de melhorias. Concluiu-se que a proposta deste curso de especialização permitirá a capacitação dos docentes de enfermagem por meio de uma aprendizagem dinâmica e colaborativa, promovendo um saber fazer reflexivo com o uso das tecnologias de informação e comunicação para atender às reais necessidades da graduação de enfermagem. / The strategic role of education as a lever for growth and socioeconomic development is now an international consensus. In addition to the democratization of access to education, it is mister ensure a quality education that prepares citizens to act as a critical and participatory social life, enabling them to enter and stay in a job market in flux. Many universities and teachers are struggling to keep the changes which has led to debates and publications on education, discussing both the urgent need for reformulation of educational projects, and training, performance and development of those who teach it. In this sense, the ability to use technology as a pedagogical tool appears as a promising way, both the intention of achieving educational goals, as well as to meet the interests and needs of teachers and students, as the market demand.The present study consists of a production technology applied research, which aimed to develop and evaluate a distance learning course Pedagogical Training for Nursing Faculty. The development methodology of the course was based on the model based on the Addie and grounded in Instructional Design Contextualized (DIC) and was based on the pedagogical framework of Lev Vygotsky, Pierre Levy, John Dewey. The central theme of the course was divided into 10 learning units with 30 hours each, all sequential and complementary.The course was evaluated by twelve experts in the areas of distance education, nursing and education, based on three dimensions: pedagogical, technological and communication. Overall the course was rated by experts as highly satisfactory and satisfactory in 251 (95%) of items, which made suggestions for improvements. It was concluded that the proposal of this specialization course will enable the training of nursing faculty through a dynamic and collaborative learning, promoting a reflective know-how with the use of information and communication technologies to meet the real needs of the nursing degree

O papel estratégico da educação como alavanca do crescimento e desenvolvimento socioeconômico é hoje consenso internacional. Além da democratização do acesso ao ensino, faz-se mister garantir uma educação de qualidade, que prepare cidadãos para atuar de maneira crítica e participativa da vida social, possibilitando-lhes a entrada e a permanência em um mercado de trabalho em constante transformação. Muitas universidades e professores tem tido dificuldades em acompanhar as mudanças, o que tem provocado debates e publicações sobre educação, discutindo-se tanto a premência de reformulações nos projetos pedagógicos, quanto de formação, atuação e desenvolvimento dos que nela ensinam. Nesse sentido, a possibilidade de utilizar a tecnologia como ferramenta pedagógica se mostra como um caminho promissor, tanto na intenção de alcançar objetivos educacionais, bem como, de ir ao encontro de interesses e necessidades, de professores e de alunos, quanto da demanda do mercado. O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso à distância de Capacitação Pedagógica para Docentes de Enfermagem. A metodologia de desenvolvimento do curso baseou-se no modelo Addie fundamentado no Design Instrucional Contextualizado (DIC) e baseou-se nos referenciais pedagógicos de Lev Vygotsky, Pierre Levy, John Dewey. O tema central do curso foi dividido em 10 unidades de aprendizagem com 30 horas cada, todas seqüenciais e complementares. O curso foi avaliado por doze especialistas nas áreas de ensino à distância, enfermagem e educação, baseados em três dimensões: pedagógica, tecnológica e comunicacional. De maneira geral o curso foi avaliado pelos especialistas como muito satisfatório e satisfatório em 251 (95%) dos itens, os quais apresentaram sugestões de melhorias. Concluiu-se que a proposta deste curso de especialização permitirá a capacitação dos docentes de enfermagem por meio de uma aprendizagem dinâmica e colaborativa, promovendo um saber fazer reflexivo com o uso das tecnologias de informação e comunicação para atender às reais necessidades da graduação de enfermagem. / The strategic role of education as a lever for growth and socioeconomic development is now an international consensus. In addition to the democratization of access to education, it is mister ensure a quality education that prepares citizens to act as a critical and participatory social life, enabling them to enter and stay in a job market in flux. Many universities and teachers are struggling to keep the changes which has led to debates and publications on education, discussing both the urgent need for reformulation of educational projects, and training, performance and development of those who teach it. In this sense, the ability to use technology as a pedagogical tool appears as a promising way, both the intention of achieving educational goals, as well as to meet the interests and needs of teachers and students, as the market demand.The present study consists of a production technology applied research, which aimed to develop and evaluate a distance learning course Pedagogical Training for Nursing Faculty. The development methodology of the course was based on the model based on the Addie and grounded in Instructional Design Contextualized (DIC) and was based on the pedagogical framework of Lev Vygotsky, Pierre Levy, John Dewey. The central theme of the course was divided into 10 learning units with 30 hours each, all sequential and complementary.The course was evaluated by twelve experts in the areas of distance education, nursing and education, based on three dimensions: pedagogical, technological and communication. Overall the course was rated by experts as highly satisfactory and satisfactory in 251 (95%) of items, which made suggestions for improvements. It was concluded that the proposal of this specialization course will enable the training of nursing faculty through a dynamic and collaborative learning, promoting a reflective know-how with the use of information and communication technologies to meet the real needs of the nursing degree

This dissertation consists of three essays on the empirical analysis of economic growth and technology development. In particular, I consider spillover effects in different frameworks. The first chapter outlines the three topics involved and briefly discusses the motivations, methods as well as some conclusions in each of the following chapters. The second chapter considers the spillovers in economic growth and convergence. Spillovers are prevalent in nowadays' economy. I formally model the spillover effects as the interdependence of total factor productivity (TFP), and develop a model in which spillover effects of R&D through the channel of international trade make the TFPs correlated among countries. In this sense, I apply the thoughts of international trade to the economic growth framework. Empirically, I develop a three-stage generalized method of moment(GMM) to estimate the dynamic panel spatial error autoregressive model. Simulation results show that my estimator is consistent and efficient. Through counterfactual analysis, I find that there are positive spillovers through both geographic connection and trade connection. Such a positive spillover effect, however, slows down the convergence speed. Moreover, there were little spillovers in the early 1960s. Spillover effects become stronger overtime. The third chapter is about the determinants of technology development in China. What makes my paper different from others is that I take a full consideration of the spillover effects: provincial spillovers in Science and Technology (S&T) capital as well as S&T personnel, and international spillovers through trade and FDI. The most interesting point in my paper is that I consider the indirect effects of institutions on technology development. Marketization, measured by the share of state-owned enterprises (SOEs) in the economy, affects the production of technology through different channels at different stages. I use a semiparametric varying-coefficient model to account for the effects. In this paper, I find that provincial spillovers are mainly through the externalities of S&T capital stock while international spillovers occur through trade. Marketization affects the technology development through S&T capital, S&T capital spillovers and trade. Although a certain share of SOEs is necessary for technology production, the marketization process will promote the development of technology in China in the long run. The fourth chapter looks into the provincial technology spillovers from another aspect. Instead of the S&T endowment spillovers from the nearby provinces, I consider the technology transfer from the frontier province to the targeted province as well as the absorptive capacity of the targeted province itself. Two forms of technology transfer are analyzed: the technology distance due to the structural discrepancy in the patent portfolio and the technology gap because of the difference in the patent level. Through the empirical analysis, several factors contributing to patent growth, such as S&T investment, road density, international spillovers from imports and FDI, are identified. Moreover, I find that technology transfer due to the technology distance can stimulate patent growth. However, I fail to find robust evidence of technology transfer due to the technology gap, which implies that the provincial technology convergence may not exist in China. / Ph. D.