Senior Student Affairs Officers (SSAOs) play an important role in post-secondary institutions ensuring their institutions’ policies, goals and strategic plans are respected while simultaneously supporting students’ academic and campus life needs. Their work is complex, challenging and constantly changing; the decisions they make can impact reputations, academic careers and the integrity of programs and institutions. It would be assumed, then, that the literature is replete with first-hand accounts of how SSAOs do their jobs, what skills they need, and what tools they use. Surprisingly, this is not the case. While the literature is not lacking research about the profession generally, it has limited personal accounts by practitioners describing the work they do, and how they make their complex decisions. This dissertation addresses this issue by presenting a first hand account of my work as a SSAO. In addition to a commitment to add to the student affairs literature base, the purpose of this study was to develop a decision-making model that would provide a structure to my practice and guide a process to develop consistent and fair courses of action. I began the task by reviewing existing decision-making models and making a series of adaptations that would create a framework that would be useful in my decision-making efforts. I then constructed four vignettes, exemplifying the types of issues I encounter in my role as a SSAO. Each vignette was used sequentially to test and critique the decision-making framework thereby indicating places where refinements were needed. The first three vignettes were instrumental in illustrating and exposing the shortcomings of the framework. The fourth vignette provided a scenario that challenged the model and suggested where limitations lie not just in the framework, but also in the work of SSAOs. The end result of this iterative process is a refined two-stage decision-making framework. This work has added to the literature of the student affairs profession; it provides a much needed tool, a decision-making framework that can assist practitioners in their role of providing consistent and fair decisions in an environment fraught with change and uncertainties. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The admission of students into Counselor Education programs aims to select those applicants with the best potential to successfully complete the graduate program as well as acquire effective clinical skills. The primary method of measuring achievement potential for graduate students in Counselor Education programs represents Graduate Record Examination Scores (GRE); minimal scores on the examination are required for program admission. This study examined the relationship between student achievement of clinical skills and incoming GRE scores. The study participants were 47 master's level Counselor Education students who were enrolled in Practicum in Counselor Education (MHS 6800) in the spring, summer, and fall semesters of 2002 as well as the spring, summer, and fall semesters of 2003. All students were required to submit videotapes of live counseling sessions conducted in the Community Counseling Clinic at the University of Central Florida. The videotapes were rated using the Global Scale for Rating Helper Responses, developed by George Gazda. An independent samples t-test was utilized to assess between group differences for the sample participants. The study results showed no significant differences between the demonstration of clinical skills in Counselor Education students with a GRE score over 1000 and those students with a GRE score below 1000. The study results suggested that other factors outside of those skills measured by the GRE might attribute to successful acquirement and demonstration of clinical counseling skills.

No description available.

While many Higher Education subject areas have embraced technology-supportedlearning (TSL), its uptake has been noticeably slower in the practicum of the art and design subject area. As such our understanding of the use of TSL in this practicum is under-developed. This multi- and inter-disciplinary practice-based research project is a case study, within this under-developed area, based around the question: “Can TSL aid the acquisition and development of practical skills associated with sound recording a location-based interview, introduced (as part of studio-based practice) during a three-hour class to level 1 undergraduate art and design students?” In addressing this research question I argue that the design and evaluation of TSL requires a holistic approach, grounded in an understanding of the audience, subject matter and learning context / environment, requiring a comprehensive consideration of user experience design (UXD), where theory informs rather than leads pedagogy/practice. Taking a grounded approach, an analysis of existing needs was first undertaken within the learning environment; practitioners, and other UK providers of SRIT skills were consulted; a number of pre-existing technology-based practical skillsfocused artefacts were reviewed and theories, models and principles were drawn upon across a number of associated cognate fields. Adopting a post-theoretical perspective and action research principles, an artefact called “RecordingCoach” was designed, realised, utilised and evaluated. RecordingCoach enables its users to observe sound recording equipment being setup; set up a virtual sound kit themselves as well as undertake both assisted and independent interviews with two virtual interviewees. RecordingCoach records the independent virtual interviews in real time and saves them to the host computer hard drive, capturing microphone handling, responses to situational/ environmental sound and verbal audio exchanges. The evaluation of RecordingCoach took place over a one-year period with the participation of 108 students. Attitudes towards the artefact, patterns of learning activity, behaviour and assignment performance were scrutinised and nonassessed performance indicators were referred to. The resulting findings are very positive suggesting that TSL can be effective within the practicum of the art and design subject area.

Using a hybrid portraiture interpretivist case study methodology, this study explores the development of democratic educational values of pre-service teachers who participated in a “nested” service-learning practicum during their first semester in a secondary teacher preparation program. In this nested model, both the pre-service teachers and the middle school students with whom they worked participated in service-learning. The study is in response to the findings of previous researchers that democratic educational values have, in many classrooms, been pushed aside by the pressures of the standardization and accountability movement and by the belief that democratic educational values are critical to a public educational system which supports civic identity and participation. Data collected over the course of one semester included reflective journals, blog postings, observations of the service-learning seminar, observations of teaching practices in the field, and audio-recorded semi-structured interviews. Four participants were interviewed three times each, and all four participants were observed both in the service-learning seminar and in their field placements. While this study did not find that participation in a nested service-learning model led to pre-service teachers becoming active agents of change, it did find that the nested service-learning experience helped the pre-service teachers to begin to lay a solid foundation in their understanding of basic democratic educational values, in their plans to embrace democratic educational values in their future classrooms, and in their view of themselves as democratic educators.

The thesis builds on how contemporary policy documents express an interest in gatekeeping and in controlling teacher competence, for instance in the form of aptitude tests before teacher education or during practicum in teacher education. The thesis is hence characterised by a general interest in teacher competence and what in the governmental official report SOU 2008:109 is referred to as “the essential basis” in terms of teacher competence – a metaphor that serves as a key notion in the thesis. By analysing interviews and surveys from teacher educators who have been involved in failing student teachers during practicum, the aim is to identify what is considered to be the content of this essential basis. The results indicate that the essential basis contains communicative and relational aspects of teaching, about the ability to take space (oneself) and make space (for others). The most fundamental part is however the ability to assume adult responsibility and maturity in relation to children/pupils in pre-school/school. This is described as an important initial value for teacher education and a desirable ”baseline” for those starting a teacher education. However, informants describe how it is possible within teacher education to work in multiple ways with students who need to learn how to distinctly take space (themselves), in order to then assume a more active role in teaching and in the interaction with children or adolescents. An approach based on a theory of recognition and the concept of social visibility (Heidegren, 2009) is used in this part of the analysis, in order to understand the informants’ description of what usually happens when student teachers develop this essential teacher ability. The interpretation is also backed by Polanyi’s theory on tacit knowledge (1962; 1966/2013). Moreover, findings indicate that the “gate” sometimes opens, even though teacher educators doubt whether the student teacher has developed an essential basis or not. An argument for this is that school is a workplace that ”cleans out rather briskly”, as one supervisor puts it, and school is ”not an easy environment to hold on to”. In brief, school itself is regarded to be an active gatekeeper after teacher education. This might explain the tendency to sometimes pass rather than to fail during teacher education. Therefore the thesis suggests and discusses that teacher education from the very beginning pursue what can be characterised as a “pedagogy of honesty”.

A partir de 2007, o Projeto de Atendimento em Plantão Psicológico do Laboratório de Estudos em Fenomenologia Existencial e Prática em Psicologia (LEFE-PSA/IPUSP) disponibilizou estágio a estudantes a partir do segundo ano do curso. Esta investigação buscou conhecer a experiência de quatro plantonistas que iniciaram o seu primeiro estágio de atendimento em plantão no terceiro semestre do curso. Entrevistas individuais foram realizadas, de modo a constituírem relatos sobre este momento de formação. Como percurso metodológico, buscou-se inspiração na fenomenologia hermenêutica e na analítica do sentido como via para explicitação de saberes e impasses que surgiram nas narrativas colhidas sobre plantão. Por um lado, os relatos revelaram como o plantão se organizou para cuidar deste estudante: o atendimento era realizado com psicólogos e colegas dos últimos semestres, sendo supervisionados em grupo, além de haver aulas sobre fenomenologia existencial e aconselhamento psicológico. Por outro lado, o projeto mostrou como cada estagiário, a partir de seus questionamentos, conduziu-se de modo singular ao longo de pelo menos um ano de estágio, outro requisito para ser entrevistado. Neste sentido, evidenciou-se que o plantão contempla múltiplos dizeres e posicionamentos dos estudantes como possibilidade de propiciar um aprender pela experiência (ação). Em busca de descobrirem-se psicólogos, os estagiários disseram dos desafios e impasses encontrados neste modo de aprender, remetendo-os à crise de identidade profissional, à perspectiva fenomenológica existencial e também às limitações da própria instituição no qual este projeto de extensão ocorre. Convocados pela atenção psicológica dos supervisores, os saberes dos plantonistas mostraram-se incorporados em seu agir, sendo difícil falar sobre, mas surgindo nas reflexões sobre situações de atendimento, conversas e supervisões contadas. Neste sentido a formação surgiu como formar-ação, pela aprendizagem significativa como via privilegiada de constituição do saber de ofício do psicólogo. Assim, a investigação destacou a relevância deste estágio ocorrer nos semestres inicias pelo modo como estagiários apresentaram uma compreensão pertinente de plantão nesta perspectiva. Por essa via, manifesta-se a urgência da clínica-escola contemplar projetos de estágio que, simultaneamente, diferenciem-se dos tradicionais treinamento, observação e aplicação de técnicas, contemplando serviços que atenção às demandas da clientela, em sua amplitude / Since 2007, the project of Psychological Attendance, from the Phenomenological Existential Studies and Practice in Psychology Laboratory (LEFE-PSA-IPUSP), initiated such a practicum to students from the second year of the Psychology Course. The present investigation intended to explore and comprehend how four of those students experienced such practicum. Individual interviews were taken in order to obtain oral testimonies about that moment in their graduation formation. The methodological path was based on proposals of the hermeneutic phenomenology and the analytics of sense as a way to present knowledge and difficulties discovered according to the students narratives about Psychological Attendance. By one hand, they revealed how that practicum is organized to take care of the student: to be with a client, the freshmen students were accompanied by colleagues from final semesters or by psychologists and supervision happened in group, besides attending counselling psychology and existential phenomenology classes. On the other hand, the project showed itself as singular for one year, allowing the students narrative for this investigation. It was possible to comprehend how the psychological attendance opened to the participants many possibilities to learn through experience, by learning in action: they expressed challenges and difficulties in this path, mainly emphasizing the professional crisis identity, the existential phenomenological perspective and the limits of the educational institution for such extension project. At the same time, by the supervisors careful psychological attention, the students referred how they incorporated such knowledge in their acting by their reflexions about the experiences at the supervisions as well as with clients. It revealed the possibility of significative learning in action as pertinent to comprehend the meaning of psychologists attention, even when the practicum occurs for Psychology freshmen students. They expressed how the psychological attendance experience in such perspective is important by allowing them to know about the psychological action. Therefore, this investigation points to the urgency to changes in the curriculum of Psychology courses in order to contemplate projects that open new possibilities to the traditional practicum, directing them to the real students and clients actual needs

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:06:25Z No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:07:31Z (GMT) No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-23T19:07:31Z (GMT). No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-16 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants. / A ressignificação da linguística em uma proposta de atuação crítica trouxe importantes considerações para os estudos da linguagem. A abertura para outras vozes, reconhecendo o que podemos aprender com aqueles/as que estão à margem, amplia nossas possibilidades como linguistas aplicados/as e nos convida a olhar para nós mesmos/as, assim como para as práticas que reproduzimos. Além disso, o viés crítico nos desafia a transgredir as fronteiras que separam os conhecimentos disciplinarizados, que nos afastam da possibilidade de expandir nossos olhares por meio da consideração de outros saberes (MOITA LOPES, 2006). Alinhado a essa proposta de problematização, o pensamento decolonial é discutido por autores das Ciências Sociais como um posicionamento, uma forma de estar no mundo (MIGNOLO, 2014). O desafio decolonial consiste na problematização das colonialidades, que mantêm e reproduzem formas violentas de viver e pensar neste mundo. Neste estudo, assumo este caminho de crítica decolonial e recorro aos saberes daqueles/as que vivenciam o estágio – professores/as da escola, professores/as licenciandos/as e professores/as da universidade, tendo em vista os seguintes objetivos: a) problematizar a estrutura do estágio e discutir os principais desafios enfrentados no estágio de inglês; b) problematizar as relações interpessoais construídas durante o estágio por esses/as participantes; c) discutir as possibilidades de ressignificação tanto da estrutura quanto das relações interpessoais do estágio. Para que essas reflexões fossem possíveis, conversei com professores/as de diferentes locais da região Centro-Oeste: 10 professores/as da universidade, sendo 5 de Goiás, 3 de Mato Grosso, 1 de Mato Grosso do Sul e 1 do Distrito Federal. Conversei também com 11 professores/as da escola, sendo 8 de uma mesma cidade em Goiás; 3 de uma mesma cidade no Mato Grosso, e com 40 professores/as licenciandos/as: 12 de uma universidade em Goiás; 13 de uma universidade no Distrito Federal; 9 de uma universidade no Mato Grosso; 6 de outra universidade em Goiás. Dessa forma, as interpretações e discussões dos saberes que compõem este estudo se apoiam em princípios da pesquisa qualitativa (DENZIN; LINCOLN, 2013), considerando aspectos de uma prática decolonial. No que diz respeito à estrutura, nossas principais reflexões, nesta tese, apontam para um estágio com fortes resquícios de uma prática de formação tecnicista e regido por leis que ressaltam a colaboração entre escola e universidade, mas não apresentam condições para a realização desse trabalho. Além disso, sua organização em práticas de observação e regência parece não fazer sentido, já que não contam com o envolvimento dos/as professores/as licenciandos/as e dos/as professores/as da universidade na vida escolar. No que concerne às relações interpessoais, problematizamos a falta de interação que caracteriza o estágio, a hierarquização que separa professores/as, com base no local em que atuam, e o tipo de relação vivenciada dentro da própria universidade. Ademais, focalizamos os conflitos que são gerados por um estágio que é planejado na universidade, sem negociação com a escola, e nos dedicamos a pensar em possibilidades para que haja um trabalho mais integrado. Com base nessas problematizações, defendo uma prática de estágio decolonial, que supere a aproximação entre universidade e escola, e promova uma ressignificação epistemológica que possa tornar o estágio um espaço de fala e escuta cuidadosa (SILVESTRE, 2017; REZENDE, 2017) de todos/as os participantes.

A partir de 2007, o Projeto de Atendimento em Plantão Psicológico do Laboratório de Estudos em Fenomenologia Existencial e Prática em Psicologia (LEFE-PSA/IPUSP) disponibilizou estágio a estudantes a partir do segundo ano do curso. Esta investigação buscou conhecer a experiência de quatro plantonistas que iniciaram o seu primeiro estágio de atendimento em plantão no terceiro semestre do curso. Entrevistas individuais foram realizadas, de modo a constituírem relatos sobre este momento de formação. Como percurso metodológico, buscou-se inspiração na fenomenologia hermenêutica e na analítica do sentido como via para explicitação de saberes e impasses que surgiram nas narrativas colhidas sobre plantão. Por um lado, os relatos revelaram como o plantão se organizou para cuidar deste estudante: o atendimento era realizado com psicólogos e colegas dos últimos semestres, sendo supervisionados em grupo, além de haver aulas sobre fenomenologia existencial e aconselhamento psicológico. Por outro lado, o projeto mostrou como cada estagiário, a partir de seus questionamentos, conduziu-se de modo singular ao longo de pelo menos um ano de estágio, outro requisito para ser entrevistado. Neste sentido, evidenciou-se que o plantão contempla múltiplos dizeres e posicionamentos dos estudantes como possibilidade de propiciar um aprender pela experiência (ação). Em busca de descobrirem-se psicólogos, os estagiários disseram dos desafios e impasses encontrados neste modo de aprender, remetendo-os à crise de identidade profissional, à perspectiva fenomenológica existencial e também às limitações da própria instituição no qual este projeto de extensão ocorre. Convocados pela atenção psicológica dos supervisores, os saberes dos plantonistas mostraram-se incorporados em seu agir, sendo difícil falar sobre, mas surgindo nas reflexões sobre situações de atendimento, conversas e supervisões contadas. Neste sentido a formação surgiu como formar-ação, pela aprendizagem significativa como via privilegiada de constituição do saber de ofício do psicólogo. Assim, a investigação destacou a relevância deste estágio ocorrer nos semestres inicias pelo modo como estagiários apresentaram uma compreensão pertinente de plantão nesta perspectiva. Por essa via, manifesta-se a urgência da clínica-escola contemplar projetos de estágio que, simultaneamente, diferenciem-se dos tradicionais treinamento, observação e aplicação de técnicas, contemplando serviços que atenção às demandas da clientela, em sua amplitude / Since 2007, the project of Psychological Attendance, from the Phenomenological Existential Studies and Practice in Psychology Laboratory (LEFE-PSA-IPUSP), initiated such a practicum to students from the second year of the Psychology Course. The present investigation intended to explore and comprehend how four of those students experienced such practicum. Individual interviews were taken in order to obtain oral testimonies about that moment in their graduation formation. The methodological path was based on proposals of the hermeneutic phenomenology and the analytics of sense as a way to present knowledge and difficulties discovered according to the students narratives about Psychological Attendance. By one hand, they revealed how that practicum is organized to take care of the student: to be with a client, the freshmen students were accompanied by colleagues from final semesters or by psychologists and supervision happened in group, besides attending counselling psychology and existential phenomenology classes. On the other hand, the project showed itself as singular for one year, allowing the students narrative for this investigation. It was possible to comprehend how the psychological attendance opened to the participants many possibilities to learn through experience, by learning in action: they expressed challenges and difficulties in this path, mainly emphasizing the professional crisis identity, the existential phenomenological perspective and the limits of the educational institution for such extension project. At the same time, by the supervisors careful psychological attention, the students referred how they incorporated such knowledge in their acting by their reflexions about the experiences at the supervisions as well as with clients. It revealed the possibility of significative learning in action as pertinent to comprehend the meaning of psychologists attention, even when the practicum occurs for Psychology freshmen students. They expressed how the psychological attendance experience in such perspective is important by allowing them to know about the psychological action. Therefore, this investigation points to the urgency to changes in the curriculum of Psychology courses in order to contemplate projects that open new possibilities to the traditional practicum, directing them to the real students and clients actual needs

No description available.