The purposes of this study were to: (a) analyze subjects' responses from Form F of the Standardized Bible Content Tests of the American Association of Bible Colleges by factor analysis and the Rasch measurement model and (b) determine dimensionality of Form F, determine the correlation to the Literal, Anti-literal, Mythological Scales, and determine the best criterion-referenced test design of Form F using Rasch measurement procedures. Volunteers from a purposefully selected sample of nine colleges from the American Association of Bible Colleges participated in the study. One research instrument with five demographic questions, the Standardized Bible Content Test Form F, and the Literal, Anti-literal, and Mythological Scales was administered to 179 volunteer graduating seniors. Frequencies and percentages of responses were computed for the demographic questions. Mean scores on the Literal, Anti-literal, and Mythological Scales were computed for gender and religious affiliation. Principal components analysis of Form F with varimax rotation and list-wise deletion of missing data was used to assess the dimensionality of Form F. Correlations between scores on the Literal, Anti-literal and Mythological Scales and scores from the principal components analysis of Form F were computed. Dunn's multiple comparison procedures were used to test for statistical significance. Rasch-Model measurement analysis of the scales extracted by principal components analysis was accomplished to obtain suggested target description, test design, variable definition, and item calibration.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-26T19:40:19Z No. of bitstreams: 1 Maria Janine Dalpiaz Reschke.pdf: 1427890 bytes, checksum: daf4ae6ed7a8a9c8f0b0bce72d6f2bf3 (MD5) / Made available in DSpace on 2015-05-26T19:40:19Z (GMT). No. of bitstreams: 1 Maria Janine Dalpiaz Reschke.pdf: 1427890 bytes, checksum: daf4ae6ed7a8a9c8f0b0bce72d6f2bf3 (MD5) Previous issue date: 2014-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O estudo teve como objetivo compreender como os docentes das disciplinas de Didática Geral e Didática Específica em cursos de licenciatura constituíram as suas trajetórias e como estas repercutem na sua prática pedagógica e na formação inicial dos seus estudantes. A metodologia foi construída na perspectiva qualitativa, de inspiração etnográfica, com observação direta de situações de aula e entrevistas semiestruturadas com os seis professores, sendo três de Didática – Organização do Trabalho Pedagógico e três de Didática Específica que atuam nos cursos de Pedagogia e Biologia. Envolveu, ainda, 12 estudantes dos respectivos cursos, que realizavam essas disciplinas durante o período da investigação. As entrevistas com os docentes tiveram como foco compreender como estes construíram a sua profissionalidade, a partir da análise das suas trajetórias profissionais. As observações em sala de aula procuraram compreender a articulação da aula dos docentes e as relações que estabeleciam com os estudantes. As entrevistas com os estudantes foram estruturadas para permitir a compreensão de como os docentes das disciplinas de Didática Geral e Específicas articulavam os saberes necessários para o exercício da docência, e a repercussão dos mesmos na formação inicial desses estudantes. A tese reafirma que a docência universitária é feita de rupturas, continuidades e contradições entre o discurso e a prática, e a maioria dos docentes expressou preocupação com a relação entre a forma e o conteúdo das disciplinas que ministrava. O campo pedagógico, atravessado por diferentes valores e crenças, envolve a docência que lida com desafios que a reconfiguram e a ressignificam. É um fenômeno de natureza coletiva e complexo, sendo vivido socialmente, distante de simplificações. Serviram como fundamento teórico para esse estudo as contribuições em Cunha (1989, 1998), Pimenta (1998), Leite (1999), Anastasiou (1998), Balzan (1998), Masetto (1998,2003), Morosini (2003), Pimenta e Anastasiou (2002), Veiga (1994), Castanho e Veiga (2001),Zabalza (2004), Isaia e Bolzan (2009), entre outros. / The study had the objective to understand how teachers in the disciplines of General Didactics and Specific Didactics in undergraduate courses constituted their trajectories and how these affect their pedagogical practice and the initial training of their students. The methodology was built on qualitative perspective, of ethnographic inspiration, with direct observation of classroom situations and semi-structures interviews with six teachers, three of Didactics – Organization of Pedagogical Work and three of Specific Didactics that act in Pedagogy and Biology courses. It also involved 12 students of these courses, which attended these disciplines during the investigation period. The interviews with teachers were focused on understanding how they build their professionalism, from the analysis of their professional careers. The observations in the classroom sought to understand the articulation of teachers’ class and the relations that they established with students. The interviews with students were structured to allow the understating of how teachers in the disciplines of General and Specific Didactics articulated the knowledge necessary for the practice of teaching, and their impact on the initial training of these students. The thesis maintains that university teaching is made of ruptures, continuities and contradictions between discourse and practice, and most teachers expressed concern about the relation between the form and content of the disciplines they ministered. The pedagogical field, crossed by different values and beliefs, involves the teaching that deals with challenges that reconfigure and resignify it. It is a phenomenon of collective and complex nature, lived socially, distant of simplifications. They was used as theoretical statemente to this study the contribuitions in Cunha (1989, 1998), Pimenta (1998), Leite (1999), Anastasiou (1998), Balzan (1998), Masetto (1998,2003), Morosini (2003), Pimenta e Anastasiou (2002), Veiga (1994), Castanho e Veiga (2001),Zabalza (2004), Isaia e Bolzan (2009), entre outros.

[pt] Recurso pictórico elaborado no século XVIII, a cor local amplia seu escopo original relativo ao campo pictórico e passa a compor e regular a produção textual de escritores, historiadores, literatos e viajantes. Seu emprego em suportes textuais desenvolve e acentua a dimensão visual da narrativa e, portanto, pode ser concebido como uma expressão moderna das antigas associações entre cor e palavra, narrativa e pintura. O objetivo desta tese é, pois, investigar o emprego da cor local em tipos discursivos diversos, notadamente nas obras de José de Alencar e Euclides da Cunha, salientando a dimensão visual implícita ao recurso narrativo. A fim de compreender o investimento narrativo na visualidade, é válido recuperar, a partir da Antiguidade, os modos de ver e fazer ver que comportam topoi como o ut pictura poesis e o ut pictura historia, construções como a sunopsis e a enargeia, além de expedientes como, entre outros, a autópsia e a écfrase. A cor local, eis a hipótese inicial desta tese, incorpora e expressa parte destes modos e recursos e, portanto, é capaz de reproduzir e reelaborar, na época moderna, o anseio visual por meio da narrativa. A pesquisa pelos modos de ver e fazer ver requer, como temáticas relacionadas que perpassam este estudo, a consideração do estatuto e da importância atribuída à visão e ao olhar como elementos cognitivos e comprobatórios, além das relações entre sujeito e objeto na constituição do conhecimento. As produções ficcional de Alencar e factual de Euclides permitem, então, demonstrar tanto a amplitude do recurso narrativo, empregado em tipos discursivos diversos, quanto as variações relacionadas ao seu uso, ou seja, como a delimitação de uma determinada paisagem altera o conteúdo da forma da cor local. / [en] Pictorial device designed in the eighteenth century, the local color has expanded its original scope for the pictorial field and begins to compose the production of historians, writers and travelers. Its use in textual media develops and enhances the visual dimension of the narrative and can be considered as a modern expression of the ancient associations between color and word, narrative and painting. The purpose of this thesis is to investigate the use of local color in different discursive types, especially in the works of José de Alencar and Euclides da Cunha, stressing the implicit visual dimension to the narrative device. In order to understand the narrative investment in visuality it is worthed to recover from antiquity the ways of seeing and make see that includes topoi as the ut pictura poesis and ut pictura historia, resources like sunopsis and enargeia, and expedients as, among others, the autopsia and ekphrasis. The initial hypothesis of this thesis is that the local color expresses these modes and features and therefore is able to reproduce and redevelop, in modern times, the visual desire through narrative. The search for ways of seeing and make see requires, as related themes that pervade this study, the consideration of the status and the importance attributed to the vision as a cognitive element and proving, beyond the relations between subject and object in the constitution of knowledge. The fictional writings of Alencar and factual writings of Euclides allow then to demonstrate both the extent of the narrative device, employed in various discursive types, as the variations related to its use, that is how the delimitation of a particular landscape changes the contents of the form of the local color.

I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of <a href="site_map2.htm#2">postmodern</a>, dissertation, academia, experimentalism and cyberspace innovations among others. I create a <a href="site_map2.htm#3">social constructionistic</a> interactive interplay, using <a href="site_map2.htm#5">hypertext</a>, among my various voices of an intern, a researcher and a person. In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous fronts—subject of study, context of study, methodology and re-presentation of the inquiry. Implicitly and explicitly, I articulate the various characterizations of postmodernism in my inquiry by challenging the traditional research practices (meta<a href="site_map2.htm#4">narratives</a>). I challenge the traditional praxis by alternate per<b>form</b>ances of research practices such as studying myself in a cultural context of an internship using the methodology of <a href="site_map2.htm#11">autoethnography</a> and performance. The <a href="site_map2.htm#5">hypertext</a> docuverse is a further characterization of postmodernism in the styles and structures that are used for re-presentation of the narratives. The styles of narration I use—such as words and graphics, prose and poetry, first person conversational texts, narratives and collages—blur the boundary of "academic" writing, literature, and art. The hypertext is intended as a <a href="site_map2.htm#6">metaphorical</a> experiential, intertextual journey of an <a href="site_map2.htm#12">intern</a> and a <a href="site_map2.htm#14">researcher</a>. Rather than a fixed structure, I create numerous structures of possible structures to privilege the readers' <a href="site_map2.htm#1">navigational</a> choices. I anticipate that the reader's choices in the virtual space might create a sense of meaning-transformation as one traverses through the dissertation web, thus, valuing <a href="site_map2.htm#8">fragmentation</a> and connection as aspects of sense-making, which are contextualized (among others) by the reader's meaning frames and my hypertextual <a href="site_map2.htm#7">performances</a>. The dissertation is submitted in three formats—exclusive dissertation web.pdf, intertextual dissertation web.pdf, and xml version. The<b> <i>exclusive dissertation web.pdf</i> </b>is a web capture in pdf format of all the "files" that compose the dissertation web created in html. The <i><b>intertextual dissertation web.pdf</b> </i> is a web capture of my dissertation along with the capture of external web resources that contextualize my dissertation web, thus illustrating the intertextuality of hypertexts by making the dissertation part of the larger textual web. Due to the web capture, the "docuverse" is nonlinear and the pages do not follow any particular or author predefined sequences. So, <i>please use the internal links or the bookmarks to read or browse the dissertation web</i> rather than scroll from the first "page" to the last "page" of the pdf formatted docuverse. The third version in xml will be made available at a later date. An html version of the dissertation is available directly from the researcher-author. CAUTION! The links from the abstract may be broken due to archiving of the dissertation web. / Ph. D.

The Communicative Approach to Second Language Teaching in Current Textbooks of Czech for Foreigners Jarmila Valková Abstract The general part of the thesis reviews the background, current understanding and key principles of the Communicative Approach to second language teaching with regard to their foundation in the Direct Oral Method. The objective, usual teaching techniques and textbook components of Communicative Language Teaching are compared to the ones used in the Grammar-Translation Method to show the essential difference between the direct and indirect language approaches to language acquisition and their implications for the character of textbook components. The research part of the thesis examines selected textbooks of Czech as a second language which are supposed to epitomise the following tendencies in the area of contemporary writing of textbooks of Czech for foreigners: a) consistent use of the strategies and textbook components based on the Grammar- Translation Method, b) eclectic application of Grammar-Translation strategies and components together with certain features of the Communicative Approach, c) coherent implementation of the Communicative Approach with related techniques and textbook components. Existence of the above mentioned tendencies in current textbooks of Czech as a second...