Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / This dissertation examines an understudied group according the American Council on Education: the tenure-track early career faculty (ECF). The focus is on the culturalization, socialization, academic culture, and emergent themes discerned from ten semi-structured interviews with tenure-track ECF. This qualitative bounded system case study was conducted in the context of a Midwestern Carnegie I Research Land-Grant Institution, an institution with emphasis on teaching, research, and service. Ten semi-structured interviews were conducted and transcribed. From these, codes, categories, patterns, and themes were found. Additional documentation was also considered such as participants’ resumes and the faculty handbook, COE: Orientation to COE A Guide for Faculty 2008-2009. The themes included a reliance on socialization from the parent degree granting institution, and an overall request for balance between professional and personal life. In addition the ECFs need mentoring at their new institution in research, writing and publication, in professional identity, and socialization to tacit knowledge via cognitive apprenticeship. A recommendation is that there be a bi-directional conversation on socialization, rather than a top down approach.

Made available in DSpace on 2016-08-02T21:42:29Z (GMT). No. of bitstreams: 1 Jose Antonio Massaroppe.pdf: 1690773 bytes, checksum: 7ef4605f233683514e32687fd57c76ea (MD5) Previous issue date: 2012-12-13 / Brazil, lies at the start of decade 2010, within an worldwide economic environment that shows characteristics of broad market globalization and high competitiveness of the organizations comprising this system and indicating the need for professionals acting like transformation agents, in these dynamic contexts load of challenges. In most countries the maturity of the innovation system is linked to investment in Research and Development (R & D) and the volume of generating Intellectual Property (IP). Brazil, despite having a Gross Domestic Product (GDP) concentrated in the sectors of agriculture and services, reveals a very low level of innovation, generated by the productive sector and its consequent investment in R & D, when compared to the evolution of that same GDP, denoting, thereby, that companies tend to look in their home countries, for solutions already developed and patented for its development work, or seek to shift the burden of producing records of innovations and patents to the Academy. The interaction between academic and business cultures is able to generate mutual benefits, improving the country s competitiveness; in other words, is the way to transform knowledge into social wealth. This paper relating the education-research and business practices concepts, intends to study, from the standpoint of the reality presented by the Greater ABC Region s Strategic Regional Plan and the guidelines of the National Postgraduate Program 2011-2020 (PNPG 2011-2020), the integration of the scientific knowledge processes, between the Business Entities (BE) and Universities in this specific region. Through the research methodology of case study, will be analyzed the strategies proposed by universities and the industry business practices, in order to understand the possible barriers identified as restrictions, on interactions between them. Our study focused on the analysis of the relationship between these two actors, pointed out the main barriers to the optimization of the partnership, such as access to resources, increase competitiveness via increased credibility in University Business relationship, the recognition of the realities regional and the latent gap between academic thinking and business realities. Moreover, our study showed the need for a wider dissemination, discussion and implementation of the sectorial, regional and national government documents, which clarify and provide strategic foundations for the development of health relations, between universities and businesses, as a way to optimize the process of transforming knowledge into social wealth. / O Brasil situa-se, no início da década de 2010, dentro de um sistema econômico mundial que apresenta características de ampla globalização dos mercados e alta competitividade das organizações que compõe esse sistema, e que sinalizam a necessidade de profissionais que sejam agentes de mudança nesses contextos dinâmicos e repletos de desafios. Na maioria dos países, a maturidade do sistema de inovação está ligada ao investimento em Pesquisa e Desenvolvimento (P&D) e ao volume de geração de Propriedade Intelectual (PI). O Brasil, apesar de apresentar um Produto Interno Bruto (PIB) concentrado nos setores de agropecuária e de serviços, revela um nível de inovação gerado pelo setor produtivo e o seu consequente investimento em P&D muito baixos em comparação com a evolução desse mesmo PIB, denotando com isso que as empresas buscam, em seus países de origem, soluções já desenvolvidas e patenteadas para seu desenvolvimento ou procuram transferir a responsabilidade de produzir registros e patentes de inovações à academia. A integração da cultura acadêmica com a cultura empresarial é capaz de gerar benefícios mútuos, melhorando a competitividade do país; em outras palavras, é uma maneira de transformar o conhecimento em riqueza. Este trabalho relacionando os conceitos ensino-pesquisa e prática empresarial pretende estudar, sob o enfoque da realidade apresentada pelos Planos Estratégicos Regionais (PER) da Região do Grande ABC Paulista e das diretrizes do Plano Nacional de Pós-Graduação 2011-2020 (PNPG 2011-2020), o processo de integração do conhecimento científico existente entre as Entidades Empresariais (E-E) e as Universidades dessa mesma região. Através da metodologia de pesquisa de estudo de caso, analisaram-se as estratégias propostas pelas universidades e a prática do setor empresarial e as possíveis barreiras apontadas como restrições às interações entre eles. Nosso estudo enfocou a análise da relação entre esses dois atores e apontou as principais barreiras para a otimização dessa parceria, tais como o acesso a recursos, o aumento da competitividade via aumento da credibilidade na relação Universidade Empresa (U-E), o reconhecimento das realidades regionais e o latente descompasso entre o pensamento acadêmico e a realidade empresarial. Além disso, constatou-se a necessidade de uma mais ampla discussão, disseminação e implementação dos documentos setoriais, regionais e nacionais que regulam, esclarecem e fornecem bases estratégicas para o desenvolvimento da relação U-E, como forma de otimização do processo de transformação do conhecimento em riqueza social.

Made available in DSpace on 2015-05-07T15:08:26Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5011672 bytes, checksum: a65e53ba9a2ad8875dabfe72cd9f62d5 (MD5) Previous issue date: 2011-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Culture as the main organizer of ways of being and living of people has become fundamental, especially after the second half of the twentieth century and the twenty-first century. Since 1960, studies conducted by Cultural Studies, especially by Media Studies, have initiated the problematization of the relationship between culture and media in the constitution of social relations. The epistemological challenge of this research consists of analyzing the hybridization of the academic culture with a cyberculture from mediations between learners and digital intellectual technologies in educational blogs in higher education. Therefore, proposes a critical reflection on the meanings produced for teaching and learning practices in the use of academic education blogs, mapping the views of academic culture and outlining a provisional and transitory map of its hybridization with a cyberculture, based on the methodological assumptions of virtual ethnography. Originated from the theoretical intercultural perspective proposed by Canclini and Martín-Barbero, this study interconnects concepts of learning, learners, digital intellectual technology, academic culture, cyberculture and hybridization, emphasizing the political aspects involved in interculturality and the relevance taken on pragmatic aspects that, in general, have predominated in the conceptions and practices of cultural appropriation and the use of technologies in educational institutions. The blogosphere is the empirical field chosen for this virtual ethnography. Five teachers of federal institutions of higher education in Brazil participated in this research. Data were collected through semi-structured interviews and documentary analysis of the interface and records contained in the posts and comments from five educational blogs that comprised the study sample. The data were treated following the analytical approach to the ethnographic record, proposed by Atkinson, which generates a series of thematic headings and coding schemes to outline a conceptual network for the organization and presentation of the results. The analysis allows concluding that the mediations between learners and digital intellectual technologies can promote and / or restrict the hybridization of the academic culture with the a cyberculture. Accordingly, it was possible to confirm the thesis that teaching and learning are continually (re) defined in the practical use of academic educational blogs, in both situations. These redefinitions refer, above all, to the redistribution of power in the relationship between learners and teachers and to the discussion of the episteme of teaching at university. As verified, cultural hybridization hold a virtuality to transform academic practices. However, the resulting hybrid practices are always consolidated by continuities and ruptures, coming from the practices of the academic culture and practices of the cyberculture that hybridized. / A cultura como principal articuladora das formas de ser, estar e viver das pessoas constitui-se como elemento fundamental principalmente após a segunda metade do século XX e no século XXI. Desde 1960, as pesquisas realizadas pelos Estudos Culturais, sobretudo, pelos Estudos da Mídia, iniciaram as problematizações sobre a relação entre cultura e mídia na constituição das relações sociais. O desafio epistemológico desta pesquisa consistiu-se em analisar a hibridação da cultura acadêmica com a cibercultura a partir das mediações entre os(as) aprendentes e as tecnologias intelectuais digitais em blogs educativos no Ensino Superior. Para tanto, propõe uma reflexão crítica sobre os significados produzidos para o ensinar e o aprender nas práticas acadêmicas de uso de blogs educativos, cartografando as paisagens da cultura acadêmica e delineando um mapa provisório e situado de sua hibridação com a cibercultura a partir dos pressupostos metodológicos da etnografia virtual. Desenvolvida sob a perspectiva teórica intercultural proposta por Canclini e Martín-Barbero, o estudo interconecta os conceitos de aprendência, aprendentes, tecnologias intelectuais digitais, cultura acadêmica, cibercultura e hibridação, ressaltando os aspectos políticos em questão na interculturalidade e a relevância que eles assumem sobre os aspectos pragmáticos que, de modo geral, tem predominado nas concepções e nas práticas culturais de apropriação e de uso das tecnologias nas instituições educativas. A blogosfera foi o campo empírico escolhido para esta etnografia virtual. Participaram da pesquisa cinco docentes de instituições federais de Ensino Superior no Brasil. Os dados foram coletados por meio de entrevistas semiestruturadas e da análise documental da interface e dos registros contidos nos posts e comentários dos cinco blogs educativos que compuseram a amostra deste estudo. Os dados foram tratados seguindo a abordagem analítica para registros etnográficos, proposta por Atkinson, que gera uma série de títulos temáticos e esquemas de codificação para delinear uma rede conceitual para a organização e apresentação dos resultados. As análises permitiram concluir que as mediações entre os(as) aprendentes e as tecnologias intelectuais digitais podem favorecer e/ou restringir a hibridação da cultura acadêmica com a cibercultura. Nesse sentido, tanto em uma situação quanto em outra, foi possível confirmar a tese de que o ensinar e o aprender são continuamente (re)definidos nas práticas acadêmicas de uso dos blogs educativos. Essas redefinições referem-se principalmente à redistribuição do poder na relação entre os(as) aprendentes docentes e discentes e ao questionamento da episteme do ensino na universidade. Constatou-se que as hibridações culturais possuem virtualidade para transformar as práticas acadêmicas. Entretanto, as práticas híbridas resultantes são constituídas sempre por permanências e rupturas, oriundas das práticas da cultura acadêmica e das práticas da cibercultura que se hibridaram.

Made available in DSpace on 2014-08-20T13:48:18Z (GMT). No. of bitstreams: 1 Ana_Clara_Correa_Henning_Dissertacao.pdf: 3046106 bytes, checksum: 97978ea91cad45ee86b8cfa5e47eccde (MD5) Previous issue date: 2008-11-14 / This thesis follows Curricular Research, Professionalization and Teaching Studies, and is based on investigation of Cultural Studies, Basil Bernstein s analyses on classification and framing, Boaventura de Souza Santos interpretation of the paradigmatic transition of contemporary science, as well as Max Horkheimer s and Theodor Adorno s analyses on the dual relationship between instrumental and emancipative reason. The teacher s proposal of curricular recontextualization of legal practice and research encompassing theoretical, jurisprudential and field research was performed by three professors and was put into practice by twenty-one undergraduate students attending the first and second terms of the Law Course at Anhanguera Educational/Atlântico Sul College in Pelotas, Rio Grande do Sul, from March to December 2007 and, in two specific cases, up to the beginning of 2008. The activities included curricular components of Legal Science Methodology, Legal Anthropology and Legal Sociology. The pedagogic practice aimed to build emancipative and critical knowledge by means of interdisciplinary and multicultural research that was able to connect academic legal knowledge to the popular and practical lore of groups and local communities, eventually providing students with a broader, more inclusive view of law. For such it intended to modify the traditional pedagogic code of Law Courses, which is based on the Positivist Theory, by investing on flexibility of power and social control, being guided by the characteristics of the emerging paradigm according to the theorization used in the initial proposal. A case study of qualitative approach was performed by means of semistructured interviews whose results confirmed the possibility of inverting the poles of western rationality, however small, and that of building emancipative knowledge directed towards the autonomy of thought in students, the critical analysis of state law, and the addition of other legal rules, prepared and applied by local communities. / A presente dissertação foi desenvolvida na Linha de Pesquisa Currículo, Profissionalização e Trabalho Docente, tendo por fundamentos principais as investigações acerca dos Estudos Culturais, de Basil Bernstein, especialmente sobre classificação e enquadramento, Boaventura de Sousa Santos e a transição paradigmática da ciência contemporânea e Max Horkheimer e Theodor Adorno, quanto à relação dual entre razão instrumental e emancipatória. Nesse texto é examinada a proposta docente de recontextualização curricular da prática de pesquisa jurídica, abrangendo a pesquisa teórica, jurisprudencial e de campo, realizada por três professores e efetivada por vinte e um alunos do primeiro e do segundo semestre do Curso de Direito da Anhanguera Educacional/Faculdade Atlântico Sul de Pelotas, Rio Grande do Sul, entre março e dezembro de 2007, e, em dois casos, estendendo-se até o começo de 2008, em atividade envolvendo os componentes curriculares de Metodologia da Ciência do Direito, Antropologia Jurídica e Sociologia Jurídica. Essa prática pedagógica teve como objetivo construir um conhecimento emancipatório e crítico através de uma investigação transdisciplinar e multicultural, que conectasse o saber acadêmico-jurídico com os saberes populares e práticos de grupos e comunidades locais e que, ao final, proporcionasse aos alunos uma percepção de direito mais ampla e inclusiva. Para isso, pretendeu modificar o código pedagógico tradicional dos cursos de Direito, baseado na escola positivista, investindo na flexibilização do poder e do controle social e orientando-se pelas características do paradigma emergente, segundo as teorizações utilizadas na proposta inicial. Foi realizado um estudo de caso de abordagem qualitativa, por meio de entrevistas semi-estruturadas, cujos resultados confirmaram a possibilidade da inversão dos pólos da racionalidade ocidental, ainda que de maneira tênue, e da construção de um conhecimento-emancipação junto aos alunos, voltado à autonomia de pensamento, à análise crítica do direito estatal e à inclusão de outros regramentos jurídicos, elaborados e aplicados pelas comunidades locais.

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Diese Arbeit untersucht die Konstruktion von Autoridentitäten am Beispiel eines Korpus aus 25 deutschen und 25 US-amerikanischen wissenschaftlichen Artikeln aus dem Fach Soziologie, die in den beiden führenden Fachzeitschriften der Länder veröffentlicht wurden. Am Gebrauch der ersten Pronomen der Person in Kombination mit den ihnen zugeordneten Verben wird nachgezeichnet und verglichen, welche Rollen sich die deutschen und US-amerikanischen Autoren in ihren Texten zuschreiben. Dabei werden sowohl quantitativ als auch qualitativ weitreichende Unterschiede deutlich, die auf grundlegend unterschiedliche Konventionen, wie in den beiden Wissenschaftskulturen wissenschaftliche glaubwürdige Autorenidentitäten konstruiert werden, hindeuten. Weitergehend wird an einer Fallstudie gezeigt, dass diese Konventionen zwar nachweisbar, aber dennoch nicht notwendigerweise bindend sind, da erfahrene Autoren dennoch in der Lage sind, eine glaubwürdige Autorenidentität zu konstruieren, auch wenn sie umfassend gegen diese Konventionen verstoßen. Dies wird anhand einer Fallstudie belegt. Weitergehend werden die Ergebnisse im Rahmen des Impression Managements in einem sozialpsychologischen Kontext betrachtet und abschließend in ihrem Nutzen für die Schreibdidaktik diskutiert.

L’objet de notre recherche est d’étudier la dynamique subjective du parcours universitaire des enseignants en vue de la construction d’une identité professionnelle et de leur préparation à l’enseignement. Nous analysons les expériences, les représentations et les méthodes de travail des futurs professeurs de l’enseignement secondaire en milieu universitaire ainsi que la transition de l’expérience universitaire à la formation. Notre enquête porte sur un échantillon de 170étudiants (et professeurs stagiaires) préparant les concours de recrutement (CAPES, CAPEPS, Agrégation), futurs enseignants du second degré dans trois disciplines : Lettres, EPS et Sciences physiques. Nous avons utilisé pour le recueil des données un questionnaire qui nous a permis de collecter les données nécessaires (données quantitatives)puis nous avons conduit 35 entretiens complémentaires afin de collecter des données qualitatives. Nous dégageons ainsi sur la base des résultats obtenus les particularités de leurs représentations par rapport à leur discipline d’appartenance.Nous nous intéressons plus spécifiquement aux méthodes de travail des futurs enseignants selon certains concepts pédagogiques (l’efficacité des enseignants, l’évaluation des élèves, le comportement en classe et dans différents contextes, la préparation des cours, les connaissances relatives aux disciplines, les compétences pédagogiques). Il es tégalement intéressant d’examiner la question du choix du métier des enseignants candidats ainsi que d’étudier la position culturelle des nouveaux enseignants entre la culture académique-scolaire et la culture des jeunes. En outre,nous envisageons les modalités actuelles de la professionnalisation et des nouvelles contraintes du métier ainsi que les stratégies possibles en vue de la construction d’une culture professionnelle commune des enseignants du secondaire / The aim of our research is to study the subjective dynamics of teachers during their course of university study in an effort to build a professional identity and prepare themselves for teaching. We analyse the university experiences, the representations and the work methods of future secondary school teachers, as well as their transition from the university experience to professional training. Our research is carried out on a sample consisting of 170 students (and trainee teachers) who are preparing for the examinations for appointment (CAPES, CAPEPS, Agregation). It concerns future teachers in three disciplines: Literature, Physical Education and Natural Sciences. In order to collect data, we used a questionnaire that allowed us to collect quantitative data and we also conducted 35 interviews that allowed us to collect qualitative data. Consequently, from the results, we are able to identify the special particularities of the prospective teachers’ representations according to their specialty. We are particularly interested in the work methods of these prospective teachers in accordance with specific pedagogical conceptions (teacher effectiveness, student assessment, behaviour in the classroom and in different environments, lesson preparation, knowledge of subject matter, pedagogical ability). It is worth considering the question of choice of the teaching profession, as well as studying the cultural attitude of new teachers between academic culture and youth culture. Finally, we are interested in the contemporary dimensions of professionalisation, as well as in the new constraints placed on the teaching profession, and also in possible strategies for the creation of a common professional culture among secondary school teachers

This research explores the identity reconstruction of graduate students in additional language (AL) contexts. It addresses not only the issue of language proficiency in self-representation, but also more complicated factors that influence self-positioning and perceived social positioning in an additional culture, as well as ways of establishing the self in academic writing. The research is grounded in language learning theories in second language education and identity theories in linguistics, sociology, and cultural studies. Eleven graduate students participated in the study, among whom five were international students at a Chinese university and six were Chinese students at a Canadian university. Data were drawn from a questionnaire, writing samples, interviews, and email correspondence. Commonalities and divergences were found between groups and within groups. I developed a framework of writer identity for AL graduate students prior to the study and modified it in the discussion. Based on the data, I elaborated on the connections of personal identity and writer identity, and conceptualized for AL speakers a mediated space incorporating home culture and host culture but going beyond the overlap of the two, as well as a mediated self that is achieved through negotiation with the available options in their respective social context. / Thesis (Ph.D, Education) -- Queen's University, 2008-04-24 23:24:36.208

Since the implementation and achievement score pressures of the No Child Left Behind Act of 2001, elective course offerings such as music have been drastically reduced, especially in the middle school setting. A great deal of correlational research has shown a positive correlation between music education in school and students’ overall academic achievement. This study examined the correlation between those middle school students that participated in the District Concert Band Music Performance Assessment (MPA) versus those middle school students that did not regarding their achievement scores on the 2016 English language arts (ELA) and mathematics subtests of the Florida Standards Assessments (FSA). The theoretical framework of this study was undergirded by Howard Gardner’s theory of multiple intelligences. The researcher used a non-experimental ex post facto research design for the collection of the study’s data. The results indicated that there was a positive, statistically significant difference between both the ELA and mathematics achievement scores of those students that participated in the MPA and those that did not. There was also a positive, statistically significant difference between both the ELA and mathematics achievement scores of those students that participated in the MPA and the level of music their band performed. However, there was not a statistically significant difference between both the ELA and mathematics achievement scores of those students that performed at the MPA and the final overall rating that their band received. School administrators are charged with the responsibility of ensuring that effective programs are instituted in their schools so their students can be successful. The results of this quantitative non-experimental ex post facto study could provide administrators additional research-based evidence suggesting that band on the middle-school level, which is a branch of music education, could be a program to include in the school’s curriculum because it might positively contribute to the school’s ELA and mathematics achievement and academic culture. Additional research can also be conducted to observe the effects of music study on student achievement for students of all grade levels and socioeconomics. This would lead school administrators to continue practicing the notion of educating the whole child while making administrative decisions, which should be the sine qua non of education.

Diese Dissertation aus der Sparte der Reflexiven Bibliometrie erforscht die Rückwirkungen der Verwendung von quantitativen Indikatoren in der Wissenschaftsevaluation auf die Wissensproduktion und Forschungsqualität in der Astronomie. Eine qualitative Analyse der strukturellen Bedingungen der akamdeischen Astronomie anhand des Rational Choice Frameworks führen zur Beobachtung eines "Evaluation Gap" zwischen dem, was Indikatoren messen und dem, was Forscher unter Forschungsqualität verstehen. Die Analyse offenbart weiters einen Balanceakt, in dem Astronomen zwischen Publikationsdruck und Forschungsintegrität Kompromisse finden. Weiterführende quantitative Untersuchungen unter Einbezug von Organisational Culture Theories und Self-Determination Theory zeigen, dass kontrollierte Formen von Motivation zu einem erhöhten Publikationsdruck und wissenschaftlichem Fehlverhalten führen, während autonome Formen von Motivation das Gegenteil bewirken. Schließlich skizziert die Arbeit Wege zur Transformation der Forschungskultur hin zu mehr Vielfalt und Partizipation, einschließlich der Einführung offener Wissensmanagement-Infrastrukturen und kontinuierlicher, reflexiver Evaluationsprozesse. / This dissertation from the field of Reflexive Bibliometrics, investigates the constitutive effects of utilizing quantitative metrics in research evaluation on knowledge production and research quality in astronomy. Embedded in the Rational Choice Framework to analyze the structural conditions within academic astronomy, a qualitative analysis reveals an "Evaluation Gap" between what metrics measure and researchers' perceptions of research quality. Furthermore, the analysis unveils a balancing act where astronomers navigate compromises between publication pressures and research integrity. Subsequent quantitative analyses, incorporating Organizational Culture Theories and Self-Determination Theory, demonstrate that controlled forms of motivation exacerbate publication pressure and scientific misconduct, while autonomous motivations yield contrasting effects. Lastly, the study outlines pathways towards transforming research culture towards greater diversity and participation, including the adoption of open knowledge management infrastructures and continuous, reflexive evaluation processes.