Thesis (Ph.D.) -- Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Workforce and Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, & Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Technology and Workforce Education. / Title from title screen. Includes bibliographical references.

Essa pesquisa trata da investigação da formação na docência no curso Pré-Vestibular Comunitário Prof. Wellington Ricardo, com sede na periferia da cidade do Rio de Janeiro, e busca avaliar como os docentes deste curso, imbuídos da construção de um ensino popular, articulam e desenvolvem diferentes saberes e práticas que passam a se constituir como características importantes de sua constituição como professor. O estudo tem como objetivos conhecer o pensamento dos docentes deste curso a respeito do que é ser professor e o seu papel na sociedade, e também verificar de que maneiras esses docentes aprimoram sua formação e a sua prática como professores atuando no WR. Para tanto, alguns elementos foram considerados, como: a história escolar dos professores do curso, sua formação inicial, bem como os fatores de contexto relacionados a diferentes vivências junto à equipe do WR que influenciam nessa aprendizagem. Os pressupostos metodológicos utilizados neste estudo se coadunam com aqueles desenvolvidos pela chamada crítica imanente e investem na possibilidade da construção de uma teoria dialética da formação de professores, visando contribuir para a constituição não-metafísica do sujeito. Este trabalho endossa a perspectiva que a comunicação inconsciente influencia, de modo muito mais efetivo e prático, do que a comunicação verbal (racionalizada pelos indivíduos), o entendimento sobre o processo de formação do magistério. A vivência proveniente da inserção desses docentes numa comunidade não-totalizante e sem hierarquias permite que competências e habilidades que dificilmente seriam possíveis num curso de formação ou numa estrutura formal de ensino fossem edificadas e difundidas com sucesso. Desse modo, pode-se constatar na pesquisa, o incremento de uma nova forma de pensar e atuar politicamente, inventada pelos docentes WR. Assim, os docentes do curso reconstroem em seu dia-a-dia uma nova maneira de fazer e viver a política. Essa reconstrução passa necessariamente pelo investimento que fazem no estabelecimento de relações de amizade e de vínculos sólidos entre seus participantes. Uma nova forma que investe na participação horizontal e valorização da solidariedade e da autonomia, que passa, por isso, a produzir uma espécie de cultura pedagógica, que serve como apoio para a formação política e também profissional dos próprios docentes. / This research deals with research training in teaching the course Pré-Vestibular Comunitário Prof. Wellington Ricardo, based on the outskirts of Rio de Janeiro, and sought to determine how teachers of this course, imbued with the construction of a teaching popular, articulate and develop alternative knowledge and practices that began to be constituted as important features of its constitution as teacher. The study aims to know the thinking of teachers of this course is about what being a teacher and their role in society, and also determine the ways in which these teachers improve their training and practice as teachers working at WR. For this, some elements were considered, such as: the school history of professor, his initial training as well as context factors related to different experiences developed in WR that influence this learning. The methodological assumptions used were consistent with those developed by the so-called immanent critique and invest in the possibility of constructing a dialectical theory of teacher education, to contribute to the formation of non-metaphysical subject. This study endorses the view that the unconscious communication influences, so much more effective and practical than verbal communication (rationalized by individuals), the understanding of the formation process of teaching. The experience from the insertion of such teachers in a community-not all-encompassing and without hierarchies allows skills and abilities that would hardly be possible in a training course or a formal structure to be built and distributed successfully. Thus, one can find in the research, the fostering of a new way of thinking and acting politically, invented by teachers WR. Thus, teachers of the course in rebuilding their day-to-day a new way of living and making politics. This reconstruction is necessarily the investment they make in establishing relations of friendship and strong ties between its participants. A new way to invest in horizontal participation and enhancement of solidarity and autonomy, which is therefore to produce a kind of educational culture, which serves as support for political education and also training of teachers themselves.

The evolutionary process of higher education in the United States has impacted how universities are perceived by their stakeholders. "Truth" emerges not as one objective view, but as a composite picture of how people perceive the university and each other. These constructed realities are critical to an institution's well being in that how an institution is viewed can impact its level of success. The purpose of this qualitative study was to explore the image of East Tennessee State University as perceived by select members of the internal academy and the external communities and to examine the extent of congruency between and within the two constituencies. Data were collected through focus groups and individual interviews. Transcripts were converted to text files and coded into categories. Inductive analysis revealed themes and patterns in the data. The academy and community participants perceived that the university projects a strong, positive image regarding: (a) aesthetics, (b) affordability and accessibility, (c) opportunities for non-traditional students, (d) a highly visible medical school, (e) unique programs specific to the region, and (f) strong community partnerships. In addition, the administrative academy participants and the four communities highlighted the tradition of "Pride Week" and the strong leadership of the university. However, the lack of adequate funding and resources negatively impact the image of the institution. An incongruency is perceived by participants in one community served by the university in the areas of (a) regionalism, (b) academic excellence, (c) fiscal resources, and (d) outreach. Incongruency exists between the internal and external stakeholders concerning where they place their emphasis in developing an institutional image. The academy focuses on process; external constituencies focus more on outcomes and products. As a result of this study, recommendations were made regarding: (a) enhancing the positive aspects of commuter students' college experience, (b) focusing resources on unique programming, (c) developing appropriate marketing strategies, (d) examining customer service, and (e) continuing university/community collaboration. Exploring the image of the university from a gestalt perspective is important and significant, particularly at regional universities where campuses and communities have formed partnerships to conduct community-based research and collaboratively address problems of regional importance.

Student affairs personnel are often charged with the task of creating a strong sense of community (SOC) on university campuses. Sport is among one of the many extracurricular activities that historically has been used to meet this need for community among students. Yet, how and when a sense of community is created within a sport context has not been appropriately addressed in literature. Utilizing a symbolic interactionalist theoretical framework, this study employed a grounded theory approach and uncovered the necessary factors for creating a sense of community within two intercollegiate sport settings. First, 21 former university sport club participants were interviewed regarding their experiences. The results revealed that Common Interest, Leadership Opportunities, Amateurism/ Voluntary Activity, and Competition were the most critical components to creating a sense of community. These results along with the results of Warner and Dixon’s (in review; see Appendix F) sense of community study among varsity athletes, which concluded that Administrative Consideration, Leadership Opportunities, Equity in Administrative Decisions, Competition, and Social Spaces were the key factors to foster a sense of community, were then used to guide focus groups. Eight focus groups consisting of 39 current varsity and sport club athletes were then conducted to further examine and explain the differences and similarities that emerged between the two sense of community in sport models. The results propose a broad based sense of community within sport theory that considers the contextual contingencies surrounding an athlete-driven versus a professionally-administered sport model. The results contribute to community building and sport management theory, and provide practical solutions for enhancing the intercollegiate sport experience. The implications and philosophical differences between an athlete-directed sport experiences versus a more formalized and structured sport model are also discussed. / text