China Steel Corporation (CSC), established for more than thirty years, faces a problem of hundreds of middle level managers who will retire from the company in the near future, many successors are needed in the short term. Thus, how to quickly and effectively upgrade the managerment competency of new managers through various learning method becomes an important subject. This study takes CSC as a practical case and uses the Analytical Hierarchy Process (AHP) to analyze the connection between the manager core competencies and their enhancement methods .There are four core management competencies, including Planning& organization, Communications, Measurement & Evaluation and Executive Leadership, and there are four different learning methods also, including Job Experince ,Mentoring ,Classroom Lecturing,and Knowledge reading. A total of 24 employees in CSC were interviewed, including eight new (be a mentee), 8 senior managers (experienced persons) and 8 senior directors (be a mentor). It was proceeded by questionnaire supplemented with in-depth discussion.This study also takes the references from both domestic and international literature reviews. Hill (2007), professor of Harvard University, pointed out that there are five misconceptions of managing ability for a new manager,and he also emphasized the importance of an experienced manager¡¦s mentoring role. So, this study take the Mentoring learing method as the main topic to compare with the other enhancement methods. The study found that the Executive Leadership is the most important of four core management competencies in the case company CSC with a weighting 0.430. The Job experience and Mentoring are the most important of four enhancement methods with the weighting 0.357and 0.337. Moreover, The study result also indicates that the Mentoring is the best way to enhancement the competencies of the Executive Leadership. If the mentoring relationship can be set up at the very beginning stage when the new manager have promoted and be kept by one or two years, the learning effect will be more fruitful.

Mudanças têm ocorrido no perfil do estudante egresso contabilista, requerendo destes conhecimentos específicos das técnicas contábeis, e ainda desenvolvimento de competências múltiplas e visão holística do mundo dos negócios. Entretanto, pesquisas mostram que os estudantes não se sentem preparados ao concluir o curso de Ciências Contábeis. O método PBL traz como proposta o estímulo ao pensamento crítico, habilidades para solução de problemas e a aprendizagem de conceitos na área em questão. Este método diferencia-se das abordagens convencionais, pois o ensino é centrado no estudante, inicia-se com o uso de problemas, para direcionar, motivar e focar a aprendizagem. Porém, o uso do PBL ainda é incipiente na área contábil. O presente trabalho objetiva verificar a efetividade do método PBL no curso Ciências Contábeis da FEA-RP/USP. Os resultados estatísticos encontrados por meio da análise fatorial, alpha de Cronbach e regressão permitiram verificar que, a partir da adesão do estudante ao método, os mesmos ganham conhecimento na área, adquirem capacidade para resolução de problema, melhoram sua comunicação, desenvolvem habilidades, e adquirem confiança, apresentando consonância com o trabalho de Kanet e Barut (2003). Tal resultado também corrobora com meta-análise conduzida na área médica por Norman e Schmidt (2000) e Albanese e Michell (1993). Contudo, não há um método que resolva todos os problemas de ensino-aprendizagem. / Changes have been happening in the profile of exit accounting students, requiring from them not only specific knowledge of accounting techniques, but also the development of multiple competences and a holistic view of the business world. Research, however, has shown that the students do not feel well prepared when they finish their Accounting course. The PBL method proposes to stimulate critical thought, develop skills for the solution of problems, and also encourage students to learn concepts of their area. This method is different from conventional approaches because the teaching is student-centered; it begins with the use of problems to address, to motivate, and to focus the learning process. Nevertheless, the use of PBL is still incipient in the accounting area. The aim of this work is to verify the effectiveness of the PBL method in the Accounting course of FEA-RP/USP. The statistical results found through factorial analysis, alpha of Cronbach, and regression allowed us to verify that, when students adhere to the method, they gain knowledge in the area; they acquire the ability to solve problems; they improve their communication skills; they develop abilities; and they become more self-confident. These results are consonant with Kanet and Barut\'s (2003) work, and they also corroborate with goal-analysis carried out in the medical area by Norman and Schmidt (2000) and Albanese and Michell (1993). However, there is no method that solves all teaching-learning problems.

Mudanças têm ocorrido no perfil do estudante egresso contabilista, requerendo destes conhecimentos específicos das técnicas contábeis, e ainda desenvolvimento de competências múltiplas e visão holística do mundo dos negócios. Entretanto, pesquisas mostram que os estudantes não se sentem preparados ao concluir o curso de Ciências Contábeis. O método PBL traz como proposta o estímulo ao pensamento crítico, habilidades para solução de problemas e a aprendizagem de conceitos na área em questão. Este método diferencia-se das abordagens convencionais, pois o ensino é centrado no estudante, inicia-se com o uso de problemas, para direcionar, motivar e focar a aprendizagem. Porém, o uso do PBL ainda é incipiente na área contábil. O presente trabalho objetiva verificar a efetividade do método PBL no curso Ciências Contábeis da FEA-RP/USP. Os resultados estatísticos encontrados por meio da análise fatorial, alpha de Cronbach e regressão permitiram verificar que, a partir da adesão do estudante ao método, os mesmos ganham conhecimento na área, adquirem capacidade para resolução de problema, melhoram sua comunicação, desenvolvem habilidades, e adquirem confiança, apresentando consonância com o trabalho de Kanet e Barut (2003). Tal resultado também corrobora com meta-análise conduzida na área médica por Norman e Schmidt (2000) e Albanese e Michell (1993). Contudo, não há um método que resolva todos os problemas de ensino-aprendizagem. / Changes have been happening in the profile of exit accounting students, requiring from them not only specific knowledge of accounting techniques, but also the development of multiple competences and a holistic view of the business world. Research, however, has shown that the students do not feel well prepared when they finish their Accounting course. The PBL method proposes to stimulate critical thought, develop skills for the solution of problems, and also encourage students to learn concepts of their area. This method is different from conventional approaches because the teaching is student-centered; it begins with the use of problems to address, to motivate, and to focus the learning process. Nevertheless, the use of PBL is still incipient in the accounting area. The aim of this work is to verify the effectiveness of the PBL method in the Accounting course of FEA-RP/USP. The statistical results found through factorial analysis, alpha of Cronbach, and regression allowed us to verify that, when students adhere to the method, they gain knowledge in the area; they acquire the ability to solve problems; they improve their communication skills; they develop abilities; and they become more self-confident. These results are consonant with Kanet and Barut\'s (2003) work, and they also corroborate with goal-analysis carried out in the medical area by Norman and Schmidt (2000) and Albanese and Michell (1993). However, there is no method that solves all teaching-learning problems.

The cooperative learning method, Jigsaw II, was implemented in a grade four social studies class for the purpose of examining the verbal interactions among students as they learned from each other. Jigsaw II is structured to enhance cooperation because each student has exclusive information that is needed by other group members to do well on a test. It was hypothesized that the more capable students in a heterogeneous learning group would help the less capable ones learn the material. As the lower ability students gained proficiency in teaching their information, the variance in the rates of speaking would be less at the end of the implementation of Jigsaw II than at the beginning. This did not happen. There was homogeneity of variance between the rates of speaking at the beginning and the end. The rate of positive verbalizations (learning the information and group functioning) was over 80% at the beginning and increased slightly during the implementation of Jigsaw II, but was not statistically significant. There was large variability in the rates of verbalizations among students, as well as large variability in rates of speaking for individuals across different learning group sessions. Any trends in changes of rates of speaking were obscured by the high variability. The verbalization rate of the high ability students doubled, the rate of the middle ability increased 32% and the rate of low ability students remained unchanged. On five quizzes administered over the learning unit, the high ability student attained the highest quiz scores, but the low ability students performed as well as the middle ability students.

No description available.

The purpose of this report is to describe the course, Analysis of the Real Line, taught at The University of Texas at Austin. Course materials are presented using the inquiry based learning method. Students work a series of warm up problems before being presented rigorous problems in calculus, including topics on integration, exponential functions, and real number line analysis. Additionally, students consider aspects of these problems that could be incorporated into a high school curriculum. Typical problems in several major areas are summarized along with warm up problems that introduce or extend the topics. / text

Made available in DSpace on 2014-06-11T19:27:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-05-18Bitstream added on 2014-06-13T19:57:09Z : No. of bitstreams: 1 christofoletti_dfa_me_rcla.pdf: 1277836 bytes, checksum: ccb9b870e115e8e57faad8ab606064d6 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa, de natureza qualitativa, teve seu objetivo centrado na reflexão acerca dos aspectos psicológicos e didáticos referentes à prática do jogo de xadrez nos contextos escolar, competitivo e no lazer, focalizando a atuação de profissionais envolvidos, sob a perspectiva da motricidade humana. O estudo foi realizado em duas etapas, constando de uma revisão bibliográfica acerca da temática em foco seguido pela pesquisa exploratória, desenvolvida por meio de entrevista estrutura, contendo 15 perguntas abertas. A amostra intencional foi composta por 13 sujeitos, brasileiros, professores de xadrez, de ambos os sexos, faixa etária entre 22 e 62 anos, com níveis socioeconômicos variados e escolaridade superior, com experiência no ensino do xadrez acima de 4 anos, sendo todos professores em escolas e/ou clubes e técnicos com reconhecimento nacional na modalidade, participantes dos Jogos Regionais, ocorridos no ano de 2006. Os dados, analisados descritivamente, por meio da Técnica de Análise de Conteúdo Temático, indicam que é possível notar que o jogo de xadrez constitui-se em um universo bastante amplo e, conforme o local de atuação, há variações na nomenclatura utilizada para designar este profissional como técnico ou como professor. O perfil referente à formação dos atuantes interferem sobre a forma com que lidam com xadrez tomado como jogo ou esporte, visto que, entre eles, poucos possuem em sua formação a Graduação em Educação física. Com base nos resultados da pesquisa, torna-se relevante a realização de novos estudos, capazes de aprofundar os conhecimentos acerca do ensino desta modalidade, tendo em vista vi as diferentes possibilidades de atuação profissional com o xadrez, bem como, a conscientização sobre as necessidades de adaptações para cada contexto, aprimorando a metodologia utilizada por eles na passagem do conhecimento. / This research, of qualitative nature, has as objective to determine the psychological and didactic aspects referring to the practice of chess game in school, competitive and leisure contexts, focusing the performance of the professionals involved, under the perspective of human movement area. The research was based on literature review and on explanatory research, developed through an interview with 15 open questions. This instrument was applied to a sample compound by 13 Brazilian chess teachers, of both sex, between 22 and 62 years old, from different social economical and instruction levels, with experience in chess teaching in schools, and/or clubs up to 4 years, and coaches of national recognition, who have participated in the Regional Games, which happened in 2006. Data were descriptively analyzed through Thematic Content Analysis Technique, showing that chess game consists in a very ample universe, and according to the performance place there are some variations in the used nomenclature to assign this professional as coach or as a teacher. The profile referring to participants professional formation intervenes in the way they deal with chess, as a game or sport, since among them few are Physical Education Graduated. Based on the results of this research, it is relevant the accomplishment of new studies, deepening the knowledge concerning to teaching-learning of this modality, focusing the different possibilities of professional performance with chess, as well as, the awareness on the necessities of adaptations for each context, improving the methodology used when teaching.

The purpose of the current study was to learn how gender and learning method affect motivation and learning strategies in psychology, counseling, and social work graduate students. The variables of gender, learning method, motivation, and learning strategies are used by the self-regulation model to learning and the theory of independent learning to measure a student's academic success. Increasing the knowledge of these variables will be of interest to academic institutions and to the field of educational psychology because little is known about their interaction. The study's design was factorial quasi-experimental; it used a cross sectional survey consisting of a 2 x 2 factorial design. Multivariate analyses of covariance (MANCOVA) were used to evaluate the variables. Gender and method of instruction (distance/traditional) served as the independent variables; the dependent variables were comprised of 6 motivation variables and 9 learning variables, as measured by the Motivated Strategies of Learning Questionnaire (MSLQ). Age/ethnicity served as covariates. A sample of 86 psychology, counseling, and social work learners who were in a master's or doctoral program was used. The results showed significant differences in learning strategies and motivation of graduate learner's between gender. Men were significantly higher than women in control belief (p = .02) and extrinsic goal orientation (p = .01); they were also higher in rehearsal (p = .03), peer learning (p < .01), and help seeking (p = .03). These findings suggest that learning strategies and motivation were not influenced by learning method, but learning strategies and motivation were influenced by gender. These findings could be used to enhance retention and graduation rates as well stimulate future research on the topic.

The purpose of this thesis is to provide insight on how arts integration in English language arts education increases engagement and achievement in students and teachers alike. Throughout my analysis of literature, local field research in two Central Florida public elementary schools, and my creation of a five-day arts-integrated writing unit, I found that arts integration, especially when utilizing Leonard Bernstein’s Artful Learning Method was observed to show a positive impact on students. Arts integration allowed for a child’s natural curiosity and instinct to create to take over, which created authentic learning experiences for the students. The research also demonstrated that arts integration enabled teachers to utilize their creativity, which in turn positively changed their perspectives on their career and teaching experience. Observations and the research literature examined in this thesis showed that arts integration can be a valuable outlet for both students and teachers, yet not always utilized due to high stakes testing, budgetary concerns, and time constraints in the elementary classroom.

Orientador: Gisele Maria Schwartz / Banca: Antonio Carlos Carrera de Souza / Banca: Alessandro Batezelli / Resumo: A presente pesquisa, de natureza qualitativa, teve seu objetivo centrado na reflexão acerca dos aspectos psicológicos e didáticos referentes à prática do jogo de xadrez nos contextos escolar, competitivo e no lazer, focalizando a atuação de profissionais envolvidos, sob a perspectiva da motricidade humana. O estudo foi realizado em duas etapas, constando de uma revisão bibliográfica acerca da temática em foco seguido pela pesquisa exploratória, desenvolvida por meio de entrevista estrutura, contendo 15 perguntas abertas. A amostra intencional foi composta por 13 sujeitos, brasileiros, professores de xadrez, de ambos os sexos, faixa etária entre 22 e 62 anos, com níveis socioeconômicos variados e escolaridade superior, com experiência no ensino do xadrez acima de 4 anos, sendo todos professores em escolas e/ou clubes e técnicos com reconhecimento nacional na modalidade, participantes dos Jogos Regionais, ocorridos no ano de 2006. Os dados, analisados descritivamente, por meio da Técnica de Análise de Conteúdo Temático, indicam que é possível notar que o jogo de xadrez constitui-se em um universo bastante amplo e, conforme o local de atuação, há variações na nomenclatura utilizada para designar este profissional como técnico ou como professor. O perfil referente à formação dos atuantes interferem sobre a forma com que lidam com xadrez tomado como jogo ou esporte, visto que, entre eles, poucos possuem em sua formação a Graduação em Educação física. Com base nos resultados da pesquisa, torna-se relevante a realização de novos estudos, capazes de aprofundar os conhecimentos acerca do ensino desta modalidade, tendo em vista vi as diferentes possibilidades de atuação profissional com o xadrez, bem como, a conscientização sobre as necessidades de adaptações para cada contexto, aprimorando a metodologia utilizada por eles na passagem do conhecimento. / Abstract: This research, of qualitative nature, has as objective to determine the psychological and didactic aspects referring to the practice of chess game in school, competitive and leisure contexts, focusing the performance of the professionals involved, under the perspective of human movement area. The research was based on literature review and on explanatory research, developed through an interview with 15 open questions. This instrument was applied to a sample compound by 13 Brazilian chess teachers, of both sex, between 22 and 62 years old, from different social economical and instruction levels, with experience in chess teaching in schools, and/or clubs up to 4 years, and coaches of national recognition, who have participated in the Regional Games, which happened in 2006. Data were descriptively analyzed through Thematic Content Analysis Technique, showing that chess game consists in a very ample universe, and according to the performance place there are some variations in the used nomenclature to assign this professional as coach or as a teacher. The profile referring to participants professional formation intervenes in the way they deal with chess, as a game or sport, since among them few are Physical Education Graduated. Based on the results of this research, it is relevant the accomplishment of new studies, deepening the knowledge concerning to teaching-learning of this modality, focusing the different possibilities of professional performance with chess, as well as, the awareness on the necessities of adaptations for each context, improving the methodology used when teaching. / Mestre