The purposes of this study were to determine the employment status of North Texas State University clothing and textiles majors who graduated between 1969 and 1978 and to provide a measurement of their job satisfaction. The data were gathered through two mailed questionnaires, a general one developed by the researcher, and the Job Descriptive Index, a standardized job satisfaction index. Graduates in clothing and textiles tended to seek and obtain employment related to their major field of study, and they are generally satisfied with their jobs. Factors tested statistically in this study included age, marital status, parental status, salary, tenure, and organization size. No significant differences in job satisfaction or employment tatus were evident relative to any of these factors.

Made available in DSpace on 2016-04-28T20:56:45Z (GMT). No. of bitstreams: 1 Marina Lopes Pedrosa Poladian.pdf: 1293286 bytes, checksum: cc310e9c3a8d9b05c2c84a8df458b094 (MD5) Previous issue date: 2014-05-23 / The presented research aimed to examine how a process of bringing together University and School was designed and implemented in the context of the Teaching Resindency Program (TRP) developed by UNIFESP, Guarulhos Campus. The study attempted to identify which foundations characterize this experience, methodologies and strategies chosen to foster University and School proximity, the concept of initial qualification and how theory and practical experience are merged through TRP actions. Theoretical framework was elaborated taking into account an overview of most recent studies of teachers initial qualification by several authors (Imbernón 2009, 2010; Nóvoa, 2009; Zeichner 2010; Vaillant 2010; Roldão 2005, 2007; Pimenta e Lima 2012; Calderano 2012) and related researches (Gatti e Nunes, 2009; Gatti, Barreto e André, 2011) concerning 4 issues: Initial Qualification on Education Course, Education Initial Qualification Curriculum, University and School Proximity and School and Internship. Analytical work was conducted through the analysis of documentation elaborated by UNIFESP Education Course Project. Interviews with university mentor teachers were also conducted getting knowledge of their evaluations and views on the TRP. The following analysis categories were stablished through the careful reading of interviews: Exceeding Traditional Supervised Internship Model on TRP; TRP and Teachers Continuing Education in the City of Guarulhos; School fostering qualification and proximity between University and School: qualification hybrid spaces. Interviews analysis was built upon references from several authors who argue about the importance of practice and theory combination to teacher initial education, such as Imbernón (2009, 2010), Nóvoa (2009), Zeichner (2010), Marcelo (1992) e Canário (1998). As a result, it was found that the experience presents itself as successful in stablishing a closer relationship between university and school, favored by a Joint Mutual Cooperation Agreement between Guarulhos Education Department and UNIFESP. As reciprocity, schools that choose to participate in the Program are offered continuos education experiences. Therefore, professorship initial and ongoing training practices are aligned. Superior methodologies for monitoring residents during the immersion period are used by the university, such as having only a few students per teacher, the elaboration of field journal shared among students and internship group reports. It reveals advances in comparison to supervised internships commonly performed by universities. The study of this experiment and its advances in the design and implementation of process of bringing together university and school can be seen as a basis for formulating innovative experiences in the initial qualification of elementary school teachers / A presente pesquisa teve como objetivo analisar como é concebida e concretizada a aproximação entre Universidade e Escola no Programa de Residência Pedagógica (PRP) desenvolvido pela UNIFESP, Campus Guarulhos. Neste estudo buscou-se identificar quais fundamentos caracterizam essa experiência, que metodologias e estratégias são utilizadas para a aproximação entre Universidade e Escola, qual a concepção de formação docente embasa a formação inicial e como a articulação entre a teoria e a prática se concretiza nas ações do PRP. Nos referenciais teóricos buscou-se criar um panorama do que vem sendo estudado acerca da formação inicial de professores por diversos autores (Imbernón 2009, 2010; Nóvoa, 2009; Zeichner 2010; Vaillant 2010; Roldão 2005, 2007; Pimenta e Lima 2012; Calderano 2012) e pesquisas correlatas (Gatti e Nunes, 2009; Gatti, Barreto e André, 2011) em torno de 4 aspectos: Formação Inicial no Curso de Pedagogia, Currículo da Formação Inicial de Pedagogia, Aproximação entre Universidade e Escola e Estágio Curricular. Para atingir os objetivos dessa pesquisa foi realizada análise documental do Projeto Pedagógico do curso de Pedagogia da UNIFESP. Foram também realizadas entrevistas com professores preceptores da universidade, de modo a conhecer suas avaliações e pontos de vista acerca do PRP. Na leitura flutuante das entrevistas, chegou-se as seguintes categorias de análise: Superação do Tradicional Modelo de Estágio Supervisionado pelo PRP; O PRP e a Formação Continuada de professores do município de Guarulhos; a Escola como espaço de formação e Aproximação entre a Universidade e a Escola: espaços híbridos de formação. Para análise das entrevistas utilizou-se como referências autores que postulam sobre a importância da articulação entre práticas e teorias para a formação inicial de professores, tais como Imbernón (2009, 2010), Nóvoa (2009), Zeichner (2010), Marcelo (1992) e Canário (1998). Como resultado, verificou-se que a experiência apresenta-se como bem-sucedida na aproximação entre a Universidade e Escola, sendo esta articulação favorecida por um Acordo de Cooperação Mútua entre a UNIFESP e a Secretaria de Educação de Guarulhos. Como contrapartida às escolas que optam por participar do Programa são oferecidas experiências de formação continuada. Deste modo, há uma aproximação das práticas de formação inicial e permanente do professorado. A escolha de metodologias diferenciadas para acompanhamento dos residentes durante o período de imersão, por parte da universidade, tais como o número reduzido de alunos a serem acompanhados por cada professor, a elaboração de diários de campo compartilhados entre os estudantes e relatórios coletivos, revela avanços em relação aos estágios supervisionados comumente realizados. O estudo desta iniciativa pode servir de base para formulação de experiências inovadoras na formação inicial de professores da escola básica

Graduates who responded to the survey indicated that the undergraduate music education curriculum between 1967 and 1972 was generally adequate in preparing students to teach music in the public schools. Areas such as administration, supervision, student teaching, and professional education were deemed weaker than other areas by both the vocal and instrumental graduates. In comparing vocal and instrumental graduates' responses in certain areas of the questionnaire it was found that in most cases opinions of both groups agreed regarding importance of listed competencies. The curriculum was equally effective in training vocal and instrumental teachers, with the exception of secondary instrumental methods, which appeared to be an outstanding weakness. A low positive correlation (r=.107) existed between selected graduates' academic success and their success as teachers in public schools. This correlation was, however, not statistically significant and it was accepted that there was only a slight relationship between students' success in undergraduate training at North Texas and their success as public school music teachers. Graduates who responded to the survey indicated that the undergraduate music education curriculum between 1967 and 1972 was generally adequate in preparing students to teach music in the public schools. Areas such as administration, supervision, student teaching, and professional education were deemed weaker than other areas by both the vocal and instrumental graduates. In comparing vocal and instrumental graduates' responses in certain areas of the questionnaire it was found that in most cases opinions of both groups agreed regarding importance of listed competencies. The curriculum was equally effective in training vocal and instrumental teachers, with the exception of secondary instrumental methods, which appeared to be an outstanding weakness. A low positive correlation (r=.107) existed between selected graduates' academic success and their success as teachers in public schools. This correlation was, however, not statistically significant and it was accepted that there was only a slight relationship between students' success in undergraduate training at North Texas and their success as public school music teachers.

The purpose of this study was to explore and to evaluate the role of research in social work from the points of view of different populations affiliated with the Portland State University School of Social Work community. Students, faculty and field instructors, and agency directors were asked to express their subjective opinions in an effort to explore attitudes regarding the role of research in social work and to evaluate their estimate as to the value and position of the research component in the curriculum at Portland State University. The research program is intended to assist the student in becoming an effective professional person.

acase@tulane.edu

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

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims at the university extension within the continuing formation for elementary education teachers. This way, the investigation has brought a profile in relation to the university extentionist actions done in the education field, within the continuing formation of teachers, specifically the extension projects. Under this perspective, the guiding problematic of the thesis has questioned how it is established the dynamics of university extensionist actions within the formation processes of municipal teachers in Santa Maria/RS from the relationship network between the university and the school. In order to understand such problematic, the general objective was to comprehend the extensionist dynamics within the formation process of municipal teachers in Santa Maria/RS. As specific objectives, getting to know how the university extension actions are streamlined in two schools from the Municipal Education System in Santa Maria/RS; identifying which are the conceptions of city teachers about the university extensionist actions; and analyzing how the extensionist activities imply in the continuing formation of teachers in the municipal schools. The investigative study was directed to the principles of qualitative narrative research within social-cultural aspects. This way, there have been eleven teachers from two schools researched and two university professors who were the coordinators in the extension projects taking part. The research has made it possible to highlight the dynamics happening in the extensionist activity while being built from the emergency in the university-school interaction and the university study activity which have developed in an inter-related way, spread through the dimension of the university autonomy. Therefore, this formation dynamics has constituted into inter and auto formation processes. The relationship reciprocity between university and school has generated auto formation in teaching learning processes, emerging as source of the collaborative culture. We highlight the relevance of extensionist actions that privilege reflection and problematics in the school reality as a way of promoting consolidation within studies and research that contribute for better understanding the pedagogical environment, as well as managing a more creative and autonomous way of being and becoming a teacher in the elementary education. / Este estudo teve como foco a extensão universitária na formação continuada de professores da educação básica. Assim, a investigação trouxe um recorte em relação às ações extensionistas universitárias realizadas no campo da educação, na linha da formação continuada de professores, especificamente nos projetos de extensão. Nesta perspectiva, a problemática norteadora da tese questionou como se estabelece a dinâmica de ações extensionistas universitária na formação continuada de professores municipais de Santa Maria/RS a partir da rede de relações entre a universidade e a escola. A fim de compreender esta problemática tivemos como objetivo geral compreender a dinâmica extensionista no processo de formação de professores municipais da Santa Maria/RS. Como objetivos específicos: i) conhecer como são dinamizadas as ações de extensão universitária em duas escolas da Rede Municipal de Ensino de Santa Maria/RS; ii) a identificar quais são as concepções de professores municipais sobre as ações extensionistas universitária; iii) analisar como as atividades extensionistas implicam na formação continuada de professores das escolas municipais. O estudo investigativo direcionou-se aos princípios da pesquisa qualitativa narrativa de cunho sociocultural. Assim, contamos com a participação de onze professores de duas escolas pesquisadas e dois professores universitários coordenadores dos projetos de extensão. A pesquisa realizada permitiu-nos destacar que a dinamização da atividade extensionista foi tecida a partir da emergência das categorias da interação universidade/escola e da atividade formativa docente, as quais se desenvolveram de modo inter-relacionadas permeadas pela dimensão da autonomização docente. Portanto, essa dinâmica extensionista constituiu em processos de inter e autoformação docente, em que a reciprocidade nas relações entre universidade e escola foi geradora desses processos formativos emergindo como fonte da cultura colaborativa. Destacamos a relevância de ações extensionistas que privilegiem a reflexão e a problematização da realidade escolar como forma de promover a consolidação de estudos e pesquisa que colaborem para a melhor compreensão do espaço pedagógico e para a gestão de um modo mais criativo e autônomo de ser e se fazer professor na educação básica.

No description available.

No description available.

O objetivo principal desta pesquisa orientou-se pela intenção de dar visibilidade à produção brasileira em Educação de pesquisas tipo pesquisa-ação / investigação-ação, focalizando, sobretudo, a pesquisa-ação colaborativa. Essas concepções de pesquisa estimulam a aproximação entre professores e pesquisadores, por meio da colaboração em processos investigativos desenvolvidos com, para e pelos professores sobre as práticas escolares. Na maioria dos casos, tais pesquisas foram desenvolvidas nas escolas. Este estudo foi desenvolvido em quatro estágios: O primeiro é constituído por um estudo bibliográfico que objetivou indicar os teóricos que influíram nessa modalidade de pesquisa em seu enraizamento no Brasil. Para isso, tomamos alguns autores: Saul, Freire, Thiollent, Barbier, Costa, André, Nóvoa, Geraldi, Fiorentini, Pereira, Stenhouse, Elliott, Carr, Kemmis e Zeichner. Num segundo momento, fizemos um mapeamento das dissertações e teses tipo pesquisa-ação / investigação-ação produzidas nos Programas de Pós-Graduação em Educação do Brasil no período entre 1966-2002, apresentando-os em categorias e subcategorias investigadas. O terceiro é constituído por um estudo documental qualitativo sobre uma amostra de pesquisas-ação, designadas por pesquisas-ação colaborativas. Procuramos dar visibilidade aos processos empreendidos em tais pesquisas: Como se organizaram? Como os processos foram conduzidos? Que estratégias foram utilizadas pelos pesquisadores para estimular o professor a refletir e a investigar suas práticas? Como aconteceu o processo de mudança? No que os professores mudaram? Que problemas enfrentaram? Que procedimentos de análise e coleta de dados utilizaram? Na quarta sessão, traçamos nossas considerações finais. Nela procuramos relacionar as práticas empreendidas nas teses e dissertações estudadas (categorias empíricas: focos das pesquisas; espaço de concretização das pesquisas; organização processual das pesquisas; repercussão do processo; problemas enfrentados; e recursos metodológicos utilizados) e as teorias sobre pesquisa-ação. / The main object of this research aimed for giving visibility to the Brazilian production in action-research / action-inquiry, focusing overall on collaborative action-research. These research\'s conceptions stimulates the approach among teachers and researchers, by collaborating on investigative proceedings developed with, for e by teachers on school practices. In most cases, those researches were developed in schools. This study was developed in four sections: The first one is formed by a bibliographic study that aimed to indicate the theoreticians that have influenced this modality of research in Brazil. In order to achieve that some authors were taken: Saul, Freire, Thiollent, Barbier, Costa, André, Nóvoa, Geraldi, Fiorentini, Pereira, Stenhouse, Elliott, Carr, Kemmis and Zeichner. On the second part we have mapped dissertations and thesis on this kind of action-research, produced in Post Graduation Programs of Education in Brazil, between 1966-2002, presenting them in categories and subcategories investigated. The third one is formed by a qualitative documental study about a sample of actionresearches, designed by collaborative action-researches. It aimed to give visibility to process undertaken in those researches. How did they get organized? How the process were lead? Which strategies were used by the researches to stimulate teachers to reflect and investigate their practices? How happened the changing process? How have the teachers changed? What kind of problems they faced? Which proceedings of analysis and collecting of data did they use? On the fourth section, supported by the first and third parts, we related the practices undertaken in thesis and dissertations studied (empirical categories: researches\'s focus; space of materialization of the researches; procedural organization of the researches; repercussion of the process; problems faced and; methodological resources used) and the theories about action-research.