No description available.

The purpose of this study was to understand how recent graduates of marriage and family therapy (MFT) master's programs experienced mentoring relationships. Fifteen recent graduates from six different MFT master's-level programs were interviewed about their experiences with mentoring relationships. Graduates shared their experiences regarding forming mentoring relationships, how these relationships affected elements of the program experience, the frequency and duration of contact, and mentors' influence after graduation. All 15 participants reported having at least one mentoring relationship and graduates described the variety of roles that their mentors took within the relationships. Characteristics of mentors are discussed in terms of positive and negative traits, and participants discussed how their mentors influenced and alleviated program stress. Graduates reported that after graduation, concerns included licensing, job placement, and the national exam, though most reported receiving little assistance in this area. Graduates offered recommendations about mentoring for current mentors, students, and MFT programs. Qualitative analyses of the interviews are discussed in terms of common themes introduced by the graduates and implications for future practice and research are discussed.

No description available.

This study explored the concept of student remediation in counseling graduate programs by examining the behavioral indicators associated with student remediation, the terminology used to discuss student remediation, and remedial interventions and their effectiveness. Members of the Association for Counselor Education and Supervision (ACES) were electronically surveyed using a researcher-designed instrument, the Counseling Graduate Student Remediation Questionnaire. A total of 607 individuals participated in the study for a response rate of 28.8%. The results of this study indicated that the overall five behavioral indicators considered by participants as needing remediation were the following: receptivity to feedback; basic counseling skills; boundaries with clients, supervisors, and/or colleagues; openness to self-examination; and advanced counseling skills. Five factors were identified within the behavioral indicators based on which can be remediated: Factor I, Personal Competencies; Factor II, Professionalism; Factor III, Personal Challenges; Factor IV, Honesty; and Factor V, Clinical Competencies. Significant group differences were found between counselor educators' and doctoral students' perceptions of what needs remediation with counseling graduate students, as well as what can be remediated with students. Significant group differences also were present between administrative faculty and non-administrative faculty on perceptions of what needs remediation with students. The overall three most preferred terms by participants used to discuss students in remediation included: challenging, problems with professional competence, and problematic. For remedial interventions, participants perceived that increased supervision was often effective as an intervention and that referring or recommending to personal counseling was occasionally effective. The results of this study seemed indicative of a broadening perspective regarding the topic of remediation, with perceptions shifting toward a positive framework rather than the more pejorative historical approaches. Overall, the conclusion from this study was that student remediation is currently developing within the field as a distinct concept with many specific associated behavioral indicators, terminology, and interventions.

The work deals with education, with emphasis on academic and professional life of graduates. The practical part includes a general overview of graduate programs, business organizations in the Czech Republic and developed a case study for the graduate program at Tesco. This program is described and analyzed to determine its strengths and weaknesses. Studies also include surveys of program participants, dedicated to their experience with it.

O objetivo do presente estudo é analisar as teses e dissertações produzidas na USP e na PUC/SP entre 1990 e 2006 sobre o adolescente e o ato infracional, buscando compreender se e como essas produções têm contribuído para a compreensão e o pensar de propostas que contribuam para o enfrentamento da questão do adolescente e o ato infracional. A expressão adolescente e o ato infracional compreende todo o percurso desse sujeito: as circunstâncias que levam ao cometimento da primeira infração, a sua passagem pelo sistema de justiça (entendido aqui em sentido amplo, incluindo-se as entidades de execução de medidas sócio-educativas), a repercussão dessa trajetória; compreende, ainda, todos os demais atores que com ele se relacionam durante esse percurso. Realizou-se uma pesquisa quanti-qualitativa, tendo sido selecionadas 100 (cem) teses e dissertações produzidas no período a respeito dessa temática, sendo 39 da USP e 61 da PUC/SP, com a coleta e análise dos seguintes dados: nome do pesquisador, título do trabalho, ano de defesa, instituição (PUC/USP), área (programa de Pós-Graduação); Mestrado ou Doutorado; tipo de pesquisa (campo/teórica); metodologia de pesquisa; temática e orientador. As categorias analisadas quantitativamente são produção por ano, por Programa de Pós-Graduação, por orientador, metodologias utilizadas e temáticas pesquisadas, buscando-se sua contextualização e interpretação. A seguir, realiza-se um diálogo de uma amostra de 40 dessas teses e dissertações com as Doutrinas da Situação Irregular e da Proteção Integral (os dois grandes paradigmas do Direito da Criança e do Adolescente no Brasil) e com as três grandes perspectivas da Criminologia (Individual, Sociológica e Radical ou Crítica). / The objective of the present study is an analisys about the scientific literature on the adolescent and the act of infraction, as expressed in thesis and dissertations produced at PUC/SP and at USP from 1990 to 2006, trying to comprehend if and how this literature has been contributing, by its ideas and proposals, for the question of the adolescent and the act of infraction. The expression adolescent and the act of infraction comprehends the trajectory of the subject in many ways: from the circumstances that lead to the first infraction, his path into and through the juvenile justice system (understood here in a major sense, including the organizations responsible for the execution of socioeducacional measures), and the repercussion of this trajectory; it also comprehends all the diverse actors that interact with this adolescent during this journey. A quantitative and qualitative research was conducted among 100 (one hundred) selected thesis and dissertations produced in the aforementioned period, with 39 from USP and 61 from PUC/SP, comprehending the collection and analysis of the following data: name of the researcher, heading (title) of the work, year of defense, institution (PUC/USP), area (Graduate programs); degree (Master or Doctor); type of research (field/theoretical); methodology; thematic field and advisor. The categories presented in the quantitative analysis are: scientific production per year, per Graduate Program and per advisor, methodologies and thematic fields, with these categories and data being thoroughly discussed and interpretated. Next, a sample composed by 40 (forty) of this theses and dissertations is discussed vis-à-vis the Irregular Situation and Integral Protection Doctrines of Child and Adolescent Rights in Brazil and the three major Criminology perspectives (Individual, Sociological and Radical or Critical).

Reflexões são propostas sobre o Sistema de Avaliação da Pós-Graduação da Capes (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) desde 1976, sua evolução e questões que têm sido discutidas pela comunidade acadêmica. O tema da dissertação se insere na linha de pesquisa em educação em ciências do programa, na medida em que explora as determinações éticas da ciência em relação a avaliação pelos pares e a necessidade da produção científica. Indicadores são também propostos para avaliar a sua eficácia à melhoria de qualidade dos programas de pós-graduação e a efetividade das políticas adotadas, identificando aspectos que têm influenciado à melhoria de qualidade da formação de pessoal para o desenvolvimento científico e tecnológico. Esta dissertação se relaciona com a educação em ciências na medida em que a avaliação da qualidade da produção científica pelos pares é uma das determinações éticas do fazer da ciência e compõe o conjunto de aprendizagem dos pesquisadores. A abordagem adotada foi quantitativa, com base nas estatís ticas da Capes, bem como qualitativa a partir das respostas à uma consulta enviada aos coordenadores dos programas que tiveram resultados alterados em todas as áreas nas avaliações trienais de 2001, 2004 e 2007,com base nas percepções dos distintos protagonistas (dirigentes, ex-dirigentes da Capes e coordenadores de programas), e sistêmica, sob a perspectiva dos atores envolvidos no Sistema Nacional de Pós-Graduação (SNPG). Para apoiar a fundamentação teórica desta pesquisa foi feita uma revisão do Estado da Arte sobre avaliação da qualidade dos programas de pesquisa e pós-graduação, incluindo publicações de artigos, dissertações, teses, e revisões, nas bases, Google Scholar Avançada, Scirus e Web of Science, que permitiram a escolha dos textos, cujas sínteses são também apresentadas sobre questões polêmicas que vêm sendo discutidas, sobretudo nos EUA e Reino Unido em relação aos processos de avaliação pelos pares, desde a década de 1960. Os resultados mostraram de forma inequívoca que o Sistema de Avaliação da Capes tem contribuído de forma significativa à manutenção e melhoria da qualidade dos programas. Por outro lado, as percepções dos coordenadores sobre o Sistema Qualis ainda são objeto de hesitações e polêmicas. A dimensão da produção científica precisa ser mais discutida e aperfeiçoada, conforme ficou evidenciado na revisão do Estado da Arte, e nas respostas dos coordenadores a respeito dos julgamentos pelos pares sobre a qualidade dos artigos, com a introdução do Sistema Qualis. A pesquisa mostrou que não há consenso em relação a esse quesito. As entrevistas ensejaram uma boa revisão histórica do processo de avaliação dos programas de pós-graduação desenvolvido pela Capes, desde o início, imaginado apenas para orientar as atividades de fomento, aos pontos de inflexão, com mais informatização e esforço de sistematização continuada, e finalmente, a inserção do Qualis, que ainda requer mais reflexões, aperfeiçoamentos e, complementos. A situação atual do sistema de avaliação dos programas profissionais também é apresentada, o que ensejou a identificação de questões para futuras investigações. / Reflections are proposed on the Assessment of Graduate Programs developed by Capes (Coordination for Higher Level Personnel) since 1976, and issues which have been discussed by the academic community. Indicators for assessment of its impact to upgrade the quality of the graduate programs and the effectiveness of the policies of personnel qualification for scientific and technological development, and introduction of innovations are proposed. This dissertation is related to education in science since the evaluation of the quality of scientific production by peer review is one of the ethical mandates of doing science and composes the researchers learning. The approach is quantitative with basis on the statistics from Capes, and also from a an electronic consultation of programs coordinators, which results were altered in the periods started in 2001, 2004, and 2007, as well as qualitative and systemic, discussing the perspective of distinct players involved in the National System of Graduate Programs. In order to support the theoretical basis of this research a comprehensive and extensive State of the Art review has been performed concerning the quality of the assessment of research and graduate programs, including publications of articles, dissertations, thesis, and reviews, on the information basis of Advanced Google Scholar, Scirus, and Web of Science that enhanced the choice of texts which synthesis are presented about polemic issues that are discussed specially in US and UK related to the processes of peer review since the sixties. The results showed unequivocally that the Evaluation System of Capes has contributed significantly to the maintenance and improvement of the quality of programs. On the other hand, the perceptions from the programs coordinators concerning the Qualis System yet show hesitations and polemics. The dimension of scientific production needs to be further discussed and refined, as was evidenced in the review of the State of the Art, and by the replies of the coordinators of peer judgments about the quality of articles, with the introduction of Qualis System. The research has shown that there is no consensus regarding to that aspect. The interviews enabled the historic review of the process of evaluation of graduate programs developed by Capes, from its beginning, imagined only to serve as guidance for funding, considering also the turning points, and use of information technology and continued effort of systematization, and finally, the insertion of the Qualis that still require more reflections, enhancements and complements. The present situation of the system is discussed specially with respect to the concept and assessment of professional and interdisciplinary programs. From this presentation some issues were raised for future investigation.

Mathematics has the highest attrition rate among all liberal arts disciplines (and among all disciplines, except for health professions) and the second highest attrition rate of all doctoral programs in the United State. In order to prevent the loss of so many students, mathematics departments must consider the root causes for attrition and determine what individual skills and knowledge and departmental systems and support will help more mathematics doctoral students to succeed. The purpose of this qualitative interview study was to explore the interactions mathematics doctoral candidates at one institution have had during graduate school and the value that the students place on the interactions in their continued pursuit of and success in doctoral study of mathematics. Nine doctoral candidates from the mathematics department at a large, public research university in the Southeastern United States who had attended United States schools throughout their K-graduate education agreed to participate in the study. I conducted a series of two, semi-structured, approximately sixty minute, one-on-one interviews with each participant. In addition to providing insight into the nature of several relationships already established in the extant research, the results of the present study indicated the possible existence of three new relationships. A series of themes were also found across the students’ experiences that depict key interactions participants had with peers and faculty and the meaning and value given to these interactions. For faculty, the themes were (1) Inadequacy and Importance, (2) Being Uninformed, (3) Self-Sufficiency, and (4) Collaboration; and for peers, (1) Insight Versus Deficit and (2) Gauging Their Experience. In addition, Living in a World of Paradoxes was an overarching theme in the findings. This study informs several lines of thought: (a) collaboration is more than just a crutch; (b) graduate students struggle to find a balance between independent scholar and active collaborator; (c) graduate school is not a uniform experience; (d) knowing and learning in mathematics is conceived from the cognitive perspective; and (e) there are multiple paths for socializing students. Recommendations for future research and practice are also presented.

A produção de conhecimento científico na relação entre ciências humanas e ciências da natureza é o tema deste trabalho, inserido no campo de investigação da Educação Superior. Produção de conhecimento científico é tomado como uma produção humana nas suas relações históricas e sociais, e a interdisciplinaridade como uma possibilidade dentro do movimento de crítica à fragmentação e à dualidade no fazer científico. O objetivo geral aqui é analisar e compreender o processo de produção do conhecimento científico construído na relação entre ciências humanas e da natureza. O locus de estudo foram Programas de Pós-Graduação Interdisciplinares reconhecidos e recomendados pela CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). A pesquisa considerou oito desses Programas. O critério de escolha foi a existência de cursos de doutorado que contemplassem a relação entre ciências humanas e ciências da natureza. Utilizando-se da análise de conteúdo foram analisadas as Propostas dos Programas, as entrevistas semiestruturadas com coordenadores e/ou ex-coordenadores dos Programas, o Documento de Área da Comissão de Área Interdisciplinar (CAInter/CAPES, 2009), 177 Currículos Lattes dos professores/ pesquisadores membros permanentes dos Programas e 11 teses apontadas pelos interlocutores como teses que refletem a perspectiva almejada pelos Programas. Tomando por base principalmente os conceitos de Vieira Pinto, Prigogine, Claude Raynaut, Olga Pombo, e valendo-se das categorias analíticas de concepções de conhecimento, ciência e método e concepções e práticas interdisciplinares, este trabalho reconhece nos Programas de Pós- Graduação Interdisciplinares, dentro do espaço da universidade, um locus privilegiado para produção de conhecimento científico na relação entre sociedade e natureza, um caminho para a superação das tensões entre fragmentação e dualidade e o fazer científico com vistas à interdisciplinaridade. Sugere ainda a necessidade de estudos e práticas que se dediquem à análise e à construção de práticas interdisciplinares que possam vislumbrar, como resultados, metodologias interdisciplinares construídas na dimamicidade do processo científico. Práticas interdisciplinares requerem, portanto, um pensamento genuíno, cuja reflexão contemple o movimento contido no processo, em detrimento da inércia típica da fragmentação e da dualidade. / The production of scientific knowledge within the relationship between humanities and natural sciences is the topic of this dissertation, inserted in the field of investigation of Higher Education. Production of scientific knowledge is taken as a human endeavor, within its historical and social relationships, and interdisciplinarity, as a possibility within the movement of critique of fragmentation and dualism of science making. The main goal was to analyze and understand the process of scientific knowledge production constructed within the relationship between human and natural sciences. The locus of the research has been Interdisciplinary Graduate Programs accredited and recommended by CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). The research, focused on eight Programs, had as a criterion of choice doctoral programs that operate in the relationship between human and natural sciences. By using content analysis, the research focused on analyzing the Programs' proposals; semi-structured interviews with Programs' coordinators and/or former coordinators; the Interdisciplinary Area Committee Document; 177 (Lattes Platform) CVs of professors and researchers participating in the programs; and 11 dissertations that reflected their own Programs' perspective, pointed out as such by the interviewees. Grounded mainly on the concepts by Vieira Pinto, Prigogine, Claude Raynaut, and Olga Pombo, and based on the analytical categories of conceptions of knowledge, science and method; and of interdisciplinary conceptions and practices; the results of the dissertation indicate that the Interdisciplinary Graduate Programs, within the scope of the university, are privileged loci for scientific knowledge production within the relationship between society and nature, as a way to overcome the tensions between fragmentation and dualism, and the science making that aims at interdisciplinarity. It suggests the need for further studies and practices dedicated to the analysis and construction of interdisciplinary practices that are able to produce, as their result, interdisciplinary methodologies built upon the dynamicity of the scientific endeavor. Interdisciplinary practices, therefore, demand genuine thinking, whose reflection is able to comprise the movement assumed within the process, at the expense of the inertia typical of fragmentation and duality.

Reflexões são propostas sobre o Sistema de Avaliação da Pós-Graduação da Capes (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) desde 1976, sua evolução e questões que têm sido discutidas pela comunidade acadêmica. O tema da dissertação se insere na linha de pesquisa em educação em ciências do programa, na medida em que explora as determinações éticas da ciência em relação a avaliação pelos pares e a necessidade da produção científica. Indicadores são também propostos para avaliar a sua eficácia à melhoria de qualidade dos programas de pós-graduação e a efetividade das políticas adotadas, identificando aspectos que têm influenciado à melhoria de qualidade da formação de pessoal para o desenvolvimento científico e tecnológico. Esta dissertação se relaciona com a educação em ciências na medida em que a avaliação da qualidade da produção científica pelos pares é uma das determinações éticas do fazer da ciência e compõe o conjunto de aprendizagem dos pesquisadores. A abordagem adotada foi quantitativa, com base nas estatís ticas da Capes, bem como qualitativa a partir das respostas à uma consulta enviada aos coordenadores dos programas que tiveram resultados alterados em todas as áreas nas avaliações trienais de 2001, 2004 e 2007,com base nas percepções dos distintos protagonistas (dirigentes, ex-dirigentes da Capes e coordenadores de programas), e sistêmica, sob a perspectiva dos atores envolvidos no Sistema Nacional de Pós-Graduação (SNPG). Para apoiar a fundamentação teórica desta pesquisa foi feita uma revisão do Estado da Arte sobre avaliação da qualidade dos programas de pesquisa e pós-graduação, incluindo publicações de artigos, dissertações, teses, e revisões, nas bases, Google Scholar Avançada, Scirus e Web of Science, que permitiram a escolha dos textos, cujas sínteses são também apresentadas sobre questões polêmicas que vêm sendo discutidas, sobretudo nos EUA e Reino Unido em relação aos processos de avaliação pelos pares, desde a década de 1960. Os resultados mostraram de forma inequívoca que o Sistema de Avaliação da Capes tem contribuído de forma significativa à manutenção e melhoria da qualidade dos programas. Por outro lado, as percepções dos coordenadores sobre o Sistema Qualis ainda são objeto de hesitações e polêmicas. A dimensão da produção científica precisa ser mais discutida e aperfeiçoada, conforme ficou evidenciado na revisão do Estado da Arte, e nas respostas dos coordenadores a respeito dos julgamentos pelos pares sobre a qualidade dos artigos, com a introdução do Sistema Qualis. A pesquisa mostrou que não há consenso em relação a esse quesito. As entrevistas ensejaram uma boa revisão histórica do processo de avaliação dos programas de pós-graduação desenvolvido pela Capes, desde o início, imaginado apenas para orientar as atividades de fomento, aos pontos de inflexão, com mais informatização e esforço de sistematização continuada, e finalmente, a inserção do Qualis, que ainda requer mais reflexões, aperfeiçoamentos e, complementos. A situação atual do sistema de avaliação dos programas profissionais também é apresentada, o que ensejou a identificação de questões para futuras investigações. / Reflections are proposed on the Assessment of Graduate Programs developed by Capes (Coordination for Higher Level Personnel) since 1976, and issues which have been discussed by the academic community. Indicators for assessment of its impact to upgrade the quality of the graduate programs and the effectiveness of the policies of personnel qualification for scientific and technological development, and introduction of innovations are proposed. This dissertation is related to education in science since the evaluation of the quality of scientific production by peer review is one of the ethical mandates of doing science and composes the researchers learning. The approach is quantitative with basis on the statistics from Capes, and also from a an electronic consultation of programs coordinators, which results were altered in the periods started in 2001, 2004, and 2007, as well as qualitative and systemic, discussing the perspective of distinct players involved in the National System of Graduate Programs. In order to support the theoretical basis of this research a comprehensive and extensive State of the Art review has been performed concerning the quality of the assessment of research and graduate programs, including publications of articles, dissertations, thesis, and reviews, on the information basis of Advanced Google Scholar, Scirus, and Web of Science that enhanced the choice of texts which synthesis are presented about polemic issues that are discussed specially in US and UK related to the processes of peer review since the sixties. The results showed unequivocally that the Evaluation System of Capes has contributed significantly to the maintenance and improvement of the quality of programs. On the other hand, the perceptions from the programs coordinators concerning the Qualis System yet show hesitations and polemics. The dimension of scientific production needs to be further discussed and refined, as was evidenced in the review of the State of the Art, and by the replies of the coordinators of peer judgments about the quality of articles, with the introduction of Qualis System. The research has shown that there is no consensus regarding to that aspect. The interviews enabled the historic review of the process of evaluation of graduate programs developed by Capes, from its beginning, imagined only to serve as guidance for funding, considering also the turning points, and use of information technology and continued effort of systematization, and finally, the insertion of the Qualis that still require more reflections, enhancements and complements. The present situation of the system is discussed specially with respect to the concept and assessment of professional and interdisciplinary programs. From this presentation some issues were raised for future investigation.