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The purpose of this study was to describe how sixth-grade students talk about their writing and their writing portfolios in a natural setting. A qualitative approach was used in the study. Through interviews, classroom observations, and analysis of site artifacts, I studied four female sixth graders’ talk in the context of a writing workshop for eighteen weeks. Assuming the role of limited participant observer, I spent a minimum of six to eight hours each week in the classroom observing and interviewing the informants during the second semester of the 1993-1994 school year. The primary questions I addressed were (a) How do sixth graders talk about their writing? and (b) How does writing fit into the informants’ personal literacy configurations? I codified all data in order to analyze how students talked about their portfolios. Two themes of talk emerged in this analysis: textual responses--responses to content, language, perspective, and mechanics; and affective responses--the role of association, imagination, accomplishment, singularity, effort, fantasy/realism, and entertainment value in their writing. Results revealed that the research participants applied a wide array of criteria-- both textual and nontextual in nature--to their writing and their writing portfolios. These criteria did not increase Significantly in number; however, students’ abilities to articulate the criteria developed. In addition, results indicate the social nature of writing. Five complex, interactive, and recursive factors highly influenced the manner in which students talked about their work: students’ prior writing experiences, shared trust, ownership and responsibility, classroom activities, and the opportunity to reflect. Results also suggest that students have the ability to assess their own writing and, therefore, should participate in self-assessment and in the establishment of a common composition vocabulary. Furthermore, the study reveals that portfolios encourage ownership and responsibility and aid Students in seeing themselves as writers. Finally, portfolios can be powerful reflective tools that may help many students in articulating their thoughts about their writing and in making revisions to their pieces. Students who do not see revision as an essential part of writing, however, may reap few benefits from portfolio assessment. / Ph. D.

A particularistic case study was designed to investigate how portfolio assessment contributed to teachers’ instructional decision-making. Four fifth grade teachers and twenty-four fifth grade students were selected as the participants for this case study. The dual role of teacher as instructional leader and assessor was examined. Data were collected from classroom and team observations, formal and informal interviews, document analysis, audiotapes, and team planning sessions. This study demonstrated the empowerment and autonomy that teachers developed during their experience with portfolio assessment. Teachers increased their authority related to instructional decision-making, initiating self and student change, and empowering students. Analyzing student writing samples and creating benchmarks inductively derived from their own students’ writing samples provided teachers with an active role in determining the instructional focus. Teachers increased their level of decision-making through collaborative idea sharing, brainstorming sessions, and peer encouragement. They transferred these skills to other areas. The change in teachers’ instructional practices was gradual and evolutionary. The decision-making processes that the teachers underwent were context dependent and were directly related to their analysis of student writing portfolios. The monthly portfolio assessment sessions served as the catalyst for change. Teachers developed instructional adaptations and modifications based upon specific areas of student need. This process resulted in changes in the following areas: instruction, assessment, attitude, student expectations, and philosophy. The integration between assessment and instruction resulted in authentically designed experiences for students. Gradually, teachers shifted their cognitive exploration techniques from concrete to abstract techniques. The expectations for decision-making also shifted from teacher ownership to student ownership. A socialization process emerged whereby students assumed more ownership and direction for their own learning. An integrated instructional/assessment system was developed for the students which paralleled the system that was created and used by the teachers. Students inductively derived their own benchmarks based upon their own writing. As a final step toward student empowerment, metacognitive strategies were utilized by having each student evaluate his own progress by providing both quantitative and qualitative documentation along with personal reflections and future writing goals. / Ed. D.

La difficulté d'enseigner et d'acquérir les principes qui sous-tendent la lecture et l'écriture musicale est notoire, spécifiquement lorsque ces principes ne sont initiés qu'à l'entrée de la formation collégiale. Cette étude doctorale présente les résultats d'une analyse secondaire de données qui ont été recueillies lors d'une recherche antérieure (De Grâce, 2017) visant à déterminer comment l'utilisation d'un portfolio numérique soutenant le développement de l'autorégulation des apprentissages a pu favoriser la mise en œuvre d'une approche corégulée de l'enseignement de la formation auditive (FA) au collégial, dans la province de Québec, entre 2014 et 2016. Par le truchement d'une étude de cas explicative et l'usage de méthodes mixtes (Yin, 2018), trois questions ont balisé cette recherche : (a) Comment une enseignante a-t-elle procédé à la mise en œuvre d'une approche corégulée de la FA au collégial?, (b) Quelles sont les caractéristiques de l'environnement corégulé qui ont pu favoriser le rendement et la persévérance?, et (c) Comment cet environnement corégulé a-t-il pu influer sur le développement de l'autonomie des apprenantes et des apprenants? Les résultats à la première question attestent d'abord que mes attributs personnels comme enseignante (c.-à-d., mes valeurs, mes attitudes, et mes croyances) et l'accompagnement asynchrone que j'ai prodigué entre les cours en présentiel ont joué un rôle clé dans le développement des habitudes autorégulées de mes étudiantes et de mes étudiants. Deuxièmement, l'emploi d'une technique d'analyse par grappes brosse un portrait _- à partir de caractéristiques communes d'usage -- de trois types d'utilisateurs et d'utilisatrices dans cet environnement corégulé. Les résultats à la troisième question témoignent de l'apport incontestable de l'habileté des individus à se fixer des buts générant ainsi trois profils d'autonomie distincts. Finalement, cette recherche concourt à fournir des retombées au point de vue de la pratique par l'emploi (a) de stratégies actives dans un contexte hybride, (b) de questionnements métacognitifs, (c) d'échafaudage étayant l'autonomie dans un contexte de défis notoires, ainsi qu'en mettant en relief (d) l'apport de la recherche pédagogique innovante, initiée sur le terrain, en enseignement supérieur. / The teaching and learning of music reading and writing skills impart several challenges to higher education educators and corresponding challenges to students, especially when entering college. This doctoral dissertation presents the results of a secondary analysis, based on data sets that were generated in a previous study (De Grâce, 2017), to determine how the use of an ePortfolio based on self-regulated theory (SRL), helped foster a blended co-regulated approach in an ear training (ET) course at the collegial level in the province of Quebec from 2014 to 2016. Employing a mixed methods explanatory single case study methodology (Yin, 2018), three research questions were developed to delineate the case's boundaries: (a) How can a teacher establish a blended co-regulated environment in ET class at the college level?, (b) What are the characteristics of the co-regulated environment that might have implications for students' achievement and persistence?, and (c) How can a blended co-regulated environment, involving face-to-face meetings and a digital tool that scaffolds self-regulated learning, shape students as self-directed learners? Results to the first research question convey that my characteristics as a teacher (such as my values, my attitudes, and my beliefs) and the asynchronous distance monitoring I carried out (i.e., between face-to-face meetings) served to model my students SRL development. Employing a TwoStep cluster analysis technique, the answer to the second question outlines three subgroups of users based on similar use of the co-regulated environment characteristics. Results to the third question indicate learners need to adopt a take-charge approach based on the ePortfolio's SRL design, also referring to personal goal orientations prior to completing their ET tasks to evolve as self-directed learners in a co-regulated learning ET context. Implications for pedagogical practice and further research include (a) co-regulated practice-related examples using active learning principles in a new blended learning environment, (b) SRL prompting examples, (c) autonomy-supportive examples in a notoriously challenging teaching and learning context, and (d) the research benefits of supporting further teacher-led pedagogical innovations in higher education.

nÃo hà / This article analyzes the Brazilian stock mutual funds market, proposing dynamic rankings constructed from different risk-return performance metrics during the period from 1998 to 2009. We can evidence an unusual level of persistence, especially among the funds with better performance due to the expertise of managers. The quarterly rebalancing of portfolios based on these rankings allows us to infer that in scenarios characterized by economic boom, the equal weighted strategies in funds winners provide significant increases in average monthly earnings, risk reduction associated with diversification and consequent increase in performance in relation to market or sectoral benchmarks. This evidence is robust to the use of different performance metrics for the selection of funds, signaling that the shareholders of the winner funds require good performance not only in Sharpe, but also on other metrics, such as Treynor, Sortino and Calmar. In these optimistic scenarios, only the index of the industrial sector (INDX) provided values compatible with these portfolios of funds. However, in crisis scenarios, no strategy involving the funds can provide the levels characteristic of the hedging index of the electricity sector (IEE). It is possible to show that the majority of these strategies are dominated by the benchmarks on the riskreturn criteria, except for the value weighted portfolios composed by looser funds, a sign that the common shareholders of the big and passive funds may be experiencing higher levels of inertia. / Este artigo analisa o mercado de fundos de investimentos em aÃÃes no Brasil, propondo rankings dinÃmicos construÃdos a partir de diferentes mÃtricas de performances risco-retorno, durante o perÃodo de 1998 a 2009. à possÃvel evidenciar um nÃvel de persistÃncia incomum, principalmente dentre os fundos com melhor performance devido à expertise dos gestores. O rebalanceamento quadrimestral de portfolios com base nestes rankings permite inferir que em cenÃrios caracterizados por boom econÃmico ou recuperaÃÃo dos mercados financeiros, as estratÃgias com participaÃÃes iguais em fundos winners proporcionam aumentos significativos de ganhos mÃdios mensais, reduÃÃo de risco associado à diversificaÃÃo e consequente aumento de performance em relaÃÃo a benchmarks de mercado ou setoriais. Esta evidÃncia à robusta ao uso de diferentes mÃtricas de performance para seleÃÃo dos fundos, sinalizando que os cotistas dos fundos winners ativos exigem boa performance nÃo somente em Sharpe, mas tambÃm em outras mÃtricas, tais como os Ãndices de Treynor, Calmar e Sortino. Nestes cenÃrios otimistas, apenas o Ãndice do setor industrial (INDX) proporcionou valores compatÃveis aos destes portfolios de fundos. PorÃm, em cenÃrios de crise, nenhuma estratÃgia envolvendo os fundos consegue proporcionar os nÃveis de hedge caracterÃsticos do Ãndice do setor de energia elÃtrica (IEE), sendo possÃvel evidenciar que a maioria destas estratÃgias à dominada nos critÃrios de ganho-risco por Ãndices setorias ou de mercado, com exceÃÃo dos portfolios value weighted compostos por fundos loosers, um sinal de que os cotistas usuais dos grandes fundos passivos e indexados ao Ibovespa podem estar apresentando maior nÃvel de inÃrcia.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T16:26:15Z No. of bitstreams: 1 Debora Valiante.pdf: 13493897 bytes, checksum: 794a4b50e63e010097641c25eed3fab0 (MD5) / Made available in DSpace on 2016-06-09T16:26:15Z (GMT). No. of bitstreams: 1 Debora Valiante.pdf: 13493897 bytes, checksum: 794a4b50e63e010097641c25eed3fab0 (MD5) Previous issue date: 2016-03-28 / The research aims to analyze the results of using reflexive portfolios as a methodology for education. It was carried out in the time-space of in service education at EMEF Presidente Nilo Peçanha/São Paulo. The qualitative research was developed together two pedagogical coordinators. It was assumed that the dimensions: technical-scientific, continuous education, collective work, knowledge to teach, critical-reflexive, evaluative, ethical and political, and aesthetics and cultural, are totally articulated educational dimensions. Elucidated by portfolios in the school focused education, these dimensions can promote personal, professional and organizational development. The methodological procedures took into consideration the accomplishment of semi-structured interviews, the construction of portfolios and the analysis of the Political-Pedagogic Project of the school. It was made an analysis of the particularities of the educational dimensions for data treatment, elucidated by the reflexive portfolios built by the coordinators, without disregarding the dynamic and coherent articulation among the dimensions. Obtained results denote personal and professional trajectory visibility developed in the in-service education time-space with processes of reflection inherent to the construction of portfolios. It also becomes evident a collaborative work where researcher and coordinator interact fulfilling personal and institutional projects. The methodology of portfolio in the education focused on school proposes direction and intention for the multidimensional educational process. / La investigación tiene por objetivo analizar los resultados de formación realizada, en el espacio/tiempo de formación interna de la Escuela EMEF Presidente Nilo Peçanha/São Paulo, utilizándose de la metodología de portfolios reflexivos. La investigación cualitativa se desarrolló con dos coordinadoras pedagógicas. Se partió de la hipótesis de que las dimensiones técnico-científica, de la formación continuada, del trabajo colectivo, de los saberes para enseñar, crítico-reflexiva, evaluativa, ética y política, y estética y cultural son dimensiones de formación que se articulan entre sí y, aclaradas por portfolios en la formación centrada en la escuela, pueden promover desarrollo personal, profesional y organizacional. Los procedimientos metodológicos contaron con la realización de entrevistas semi-estructuradas, la construcción de portfolios y el análisis del Proyecto Político Pedagógico de la escuela. Para tratamiento de los datos se hizo el análisis de las particularidades de las dimensiones formativas, elucidadas en los portfolios reflexivos construidos por las coordinadoras, sin desconsiderar la articulación dinámica y coherente entre ellas. Los resultados alcanzados indican visibilidad de la trayectoria personal y profesional desarrollada en el espacio de formación en servicio, con procesos de reflexión inherentes a la construcción de los portfolios. Se evidencia también un trabajo colaborativo en el que el investigador y los coordinadores interactúan concretizando proyectos personales e institucionales. La metodología de portfolios en la formación centrada en la escuela propone dirección e intención al proceso formativo multidimensional. / A pesquisa tem por objetivo analisar os resultados da formação levada a efeito, no espaço/tempo de formação em serviço da EMEF Presidente Nilo Peçanha/São Paulo, utilizando-se da metodologia de portfólios reflexivos. A pesquisa qualitativa foi desenvolvida com duas coordenadoras pedagógicas. Partiu-se da hipótese que as dimensões técnico-científica, da formação continuada, do trabalho coletivo, dos saberes para ensinar, crítico-reflexiva, avaliativa, ética e política, e estética e cultural são dimensões de formação que se articulam entre si e, elucidadas por portfólios na formação centrada na escola, podem promover desenvolvimento pessoal, profissional e organizacional. Os procedimentos metodológicos contaram com a realização de entrevistas semiestruturadas, a construção de portfólios e a análise do Projeto Político Pedagógico da escola. Para tratamento dos dados fez-se a análise das particularidades das dimensões formativas, elucidadas nos portfólios reflexivos construídos pelas coordenadoras, sem desconsiderar a articulação dinâmica e coerente entre elas. Os resultados alcançados indicam visibilidade da trajetória pessoal e profissional desenvolvida no espaço de formação em serviço, com processos de reflexão inerentes à construção dos portfólios. Evidencia-se também um trabalho colaborativo em que o pesquisador e os coordenadores interagem concretizando projetos pessoais e institucionais. A metodologia de portfólios na formação centrada na escola propõe direção e intenção ao processo formativo multidimensional.

This project investigated the problem of how to enable a student-centered environment in reading instruction through effectively incorporating meaningful web-based technology into the community college reading curriculum. Three multimedia strategies were tested to promote individual and collaborative meaning making: ePortfolios, eJournals, and the Class Know-It-All. The success of these strategies was measured against that of a previous course with identical materials and resources with the exception of multimedia integration.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education