Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 23, 2007). PDF text: iv, 123 p. ; 2.07Mb UMI publication number: AAT 3237554. Includes bibliographical references. Also available in microfilm and microfiche formats.

There is little doubt that there is a widespread concern that the transition from the supportive environment of the training institution where mistakes are expected, self criticism is encouraged and both tutorial guidance and peer group friendship are readily available into a situation where professional and personal responsibilities are profoundly altered, where the methods used, the progress of the pupils, their parents' expectations, the working relationship with colleagues are now permanent responsibilities. This transition can be traumatic for some and a considerable ordeal for many.--Chapter 1, p. 10.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2018-02-02T16:42:06Z No. of bitstreams: 1 Dissert Miguel Villardi.pdf: 2189565 bytes, checksum: e4b63622d19f8f17a324ebb58f4e97a5 (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2018-02-05T13:30:32Z (GMT) No. of bitstreams: 1 Dissert Miguel Villardi.pdf: 2189565 bytes, checksum: e4b63622d19f8f17a324ebb58f4e97a5 (MD5) / Made available in DSpace on 2018-02-05T13:30:32Z (GMT). No. of bitstreams: 1 Dissert Miguel Villardi.pdf: 2189565 bytes, checksum: e4b63622d19f8f17a324ebb58f4e97a5 (MD5) Previous issue date: 2017-12-19 / Este trabalho foi realizado no Campus Realengo II da Autarquia Federal Colégio Pedro II e dele constam quatro aspectos, sendo que o inicial, que introduz o tema, aborda a contextualização do tema da pesquisa, seguido da citação do problema da pesquisa, dos objetivos geral e específicos. A partir disso, é apresentado o referencial teórico, onde se fundamenta o tema da pesquisa alicerçada pela revisão bibliográfica com relevo para o processo de avaliação, suas nuances e terminologias usuais e ênfase no estágio probatório. O estudo bibliográfico procurou conceituar a avaliação de desempenho, apresentar a evolução histórica, reflexões em torno do tema e a legislação pertinente, assim como abordou a atuação dos setores de gestão de pessoas em relação ao tema. O terceiro aspecto apresenta a metodologia usada para a coleta de dados que subsidiaram a verificação proposta nos objetivos deste trabalho e a análise dos resultados. A pesquisa de campo foi realizada através de entrevistas em grupos focais utilizando como instrumento um questionário. Na quarta etapa identificou-se como resultado que o documento usado para a avaliação de desempenho do docente é pouco eficiente, onde os critérios não são claros ou restritos a aspectos meramente administrativos, não havendo uma avaliação de forma ampla, alinhada a Missão, Visão e Valores do Colégio Pedro II. O desenvolvimento de critérios para que avaliadores e avaliados estabeleçam uma nova sistemática para a aplicação do processo de avaliação no Colégio Pedro II se faz necessário, observando-se ações pedagógicas do professor além das administrativas, alinhando, assim, as ações que criam valor. / This work was carried out in the Colégio Pedro II Campus Realengo II and there are four aspects: the initial one, which introduces the theme, addresses the contextualization of the research theme, followed by a citation of the the general and specific research problem. From this, it´s presented the theoretical reference, which is based on the theme of the research of the bibliographical revision with emphasis on the evaluation process, your nuances and usual terminologies, and emphasis on the probationary stage. The bibliographic study sought to conceptualize the performance evaluation, to present the historical evolution, reflections on the theme and the pertinent legislation, as well as the action of the sectors of people management in relation to the theme. The third aspect presents the methodology used for the data collection that subsidized the verification proposed in the objectives of this work and the analysis of the results. Field research was conducted through focus group interviews using a questionnaire as instrument. In the fourth stage, was identified that the document used for the evaluation of teacher performance is inefficient, where the criteria are not clear or restricted to purely administrative aspects, and there is not a wide evaluation, aligned with the Mission, Vision and Values of the Colégio Pedro II. The development of the criteria for evaluated and evaluators to establish a new system for the application of the evaluation process in Colégio Pedro II is necessary, observing pedagogical actions of the teacher besides the administrative ones, thus aligning the actions that create value.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-10-11T11:40:20Z No. of bitstreams: 1 edilmasoaresferenzinimoura.pdf: 4319120 bytes, checksum: 4987620fc4e9b580e8d795b2ffa30798 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-10-16T13:33:14Z (GMT) No. of bitstreams: 1 edilmasoaresferenzinimoura.pdf: 4319120 bytes, checksum: 4987620fc4e9b580e8d795b2ffa30798 (MD5) / Made available in DSpace on 2017-10-16T13:33:14Z (GMT). No. of bitstreams: 1 edilmasoaresferenzinimoura.pdf: 4319120 bytes, checksum: 4987620fc4e9b580e8d795b2ffa30798 (MD5) Previous issue date: 2016-12-06 / O presente trabalho foi desenvolvido no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora – CAEd/UFJF. O caso de gestão estudado investigou os entraves encontrados no processo de tramitação do estágio probatório dos servidores integrantes da carreira de magistério superior, lotados no Instituto de Ciências Humanas – ICH da UFJF. Como objetivo, buscou-se identificar os principais aspectos que interferem no processo de avaliação de desempenho dos servidores docentes lotados no ICH, na percepção dos avaliadores e avaliados. Para o alcance desse objetivo geral, foi realizada a descrição da estrutura do procedimento de estágio probatório dos servidores docentes e identificado o papel desempenhado por cada ator envolvido. Em seguida, buscou-se identificar os principais fatores, positivos ou negativos, que interveem na avaliação especial de desempenho e, por consequência, as possíveis causas da difícil tramitação do processo de avaliação no ICH. A pesquisa caracteriza-se, portanto, como exploratória, descritiva e explicativa. Quanto à modalidade de pesquisa adotada, foi utilizado o estudo de caso. Os dados foram coletados por meio de um questionário estruturado, direcionado aos servidores docentes do ICH que ingressaram na Instituição no período de 2009 a 2015, além de dados secundários disponíveis no Sistema Integrado de Administração de Recursos Humanos – SIAPE e na PROGEPE, bem como nos documentos e legislações relacionadas ao estágio probatório. Com os resultados das análises foi possível identificar alguns fatores intervenientes da avaliação especial de desempenho dos servidores docentes, lotados no ICH, e repensar o que precisa ser alterado (método, forma, periodicidade e instrumento) no procedimento de estágio probatório vigente na UFJF. Isto posto, o plano de ação apresentado ao final tem por objetivo sugerir algumas recomendações voltadas à reformulação da legislação interna que regulamenta o procedimento de avaliação especial de desempenho dos servidores docentes em estágio probatório, bem como do instrumento de avaliação, de forma a torná-lo mais efetivo e eficaz. / This work is developed within the Professional Master in Management and Education Evaluation of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora - CAEd / UFJF. The case management study investigated the obstacles encountered in the processing of process probation of member servers of university teaching career, crowded at the Institute of Human Sciences - ICH UFJF. As a aim, we sought to identify the main aspects that affect performance evaluation process of teachers crowded in ICH servers in the perception of evaluation and evaluators. To achieve this overall objective, the description of the structure of the probation procedure of teachers and servers identified the role played by each actor involved was held. Next, we sought to identify the main factors, positive or negative, that interveem in particular performance assessment and, consequently, the possible causes of the difficult course of the evaluation process in ICH. The research is characterized, therefore, as exploratory, descriptive and explanatory. As for the type of research adopted, the case study was used. Data were collected through a structured questionnaire, directed to ICH teachers servers that joined the institution from 2009 to 2015, and available secondary data in the Integrated Human Resources Management - SIAPE and PROGEPE as well as in documents and legislation related to probation. With the results of the analysis was possible to identify some factors involved special performance evaluation of teachers servers, crowded in ICH, and rethink what needs to be changed (method, manner, frequency and instrument) No probation procedure saw people in UFJF. That said, the presented to the final action plan aims to suggest some recommendations aimed at recasting of national legislation governing the special procedure for evaluating the performance of teachers servants on probation as well as the evaluation instrument, so as to make it more effective and efficient.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-17T13:00:11Z No. of bitstreams: 1 mariojorgecruzlima.pdf: 1421956 bytes, checksum: dd491fa13ff0433259dd702a43907b17 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T15:02:39Z (GMT) No. of bitstreams: 1 mariojorgecruzlima.pdf: 1421956 bytes, checksum: dd491fa13ff0433259dd702a43907b17 (MD5) / Made available in DSpace on 2018-04-20T15:02:39Z (GMT). No. of bitstreams: 1 mariojorgecruzlima.pdf: 1421956 bytes, checksum: dd491fa13ff0433259dd702a43907b17 (MD5) Previous issue date: 2018-01-30 / A presente pesquisa visa identificar quais as dificuldades encontradas na realização do acompanhamento e na avaliação mensal dos 3.120 professores em Estágio Probatório, no estado do Amazonas, ingressos no ano de 2012. Desse modo, tem-se por objetivo geral compreender o processo de desenvolvimento do Estágio Probatório nas escolas estaduais do Amazonas, tendo em vista os fatores que contribuíram para a reprovação de 281 professores no processo de estágio entre 2012 a 2014. Para tal, apresentam-se como objetivos específicos da pesquisa: (i)descrever o processo de acompanhamento e avaliação do Estágio Probatório no estado do Amazonas; (ii) analisar o trabalho de acompanhamento do Estágio Probatório realizado pela SEDUC/AM; (iii) propor sugestões de melhorias no atual modelo de acompanhamento e avaliação mensal dos professores em Estágio Probatório. No primeiro capítulo é feita uma descrição do caso de gestão a partir da fundamentação legal do Estágio Probatório e da realidade vivenciada pela Comissão Geral de Estágio Probatório. São apresentadas as Comissões Escolares e os professores da rede pública de Ensino do Estado do Amazonas. No segundo é mobilizado o referencial teórico da presente pesquisa pautado em duas dimensões: Avaliação de Desempenho e o conceito de Gestão de Pessoas nas instituições públicas, além da noção de Estágio Probatório como uma política de apoio aos professores iniciantes. Tais dimensões são discutidas a partir de autores como Modesto (2012), Chiavenato (2008 e 2010), André (2012), entre outros. O capítulo discute, ainda, a proposta metodológica da pesquisa com base na análise quantitativa, a partir dos dados estatísticos obtidos junto a Comissão Central de Avaliação. É com base nas análises, que, no capítulo três, é traçado um Plano de Ação Educacional (PAE)visando contribuir para a melhoria do índice de aprovação dos professores no processo de Estágio Probatório. / The present research aims to identify which were the found difficulties in the realization of the monthly monitoring and evaluation of the 3.120 teachers in probationary stage in the state of Amazonas admitted in 2012. Thereby, it aims to analyze the process of development of the probationary stage in state schools of Amazonas and to identify which factors contributed to the disapproval of 281 teachers in the probationary process from 2012 to 2014. For such, the specific objectives of the research are: (I). Describe the process of monitoring and evaluation of the probationary stage in the state of Amazonas; (II). To analyze the work of monitoring the probationary stage carried out by SEDUC / AM; (III) Propose suggestions for improvements in the current model of accompaniment and monthly evaluation of the teachers in probationary stage. In chapter one a description of the management case is made based on the legal basis of the probationary stage and the reality experienced by the General Probationary Commission, the School Commissions and the teachers of the school system of Amazonas. In the second chapter it is presented the theoretical reference of the research based on two dimensions: performance evaluation and the concept of people management in public institutions and Probationary stage as a support policy for beginning teachers. Such dimensions are discussed from scholars such as Modesto (2012), Chiavenato (2008 and 2010), André (2012) and others. The chapter also presents the methodological proposal of the research based on the quantitative analysis from the statistical data obtained with the Central Evaluation Commission. And based on the analysis, in chapter three a Plan of Educational Action, (PAE) is designed to improve the approval rate of teachers in the probationary stage.

La prise en charge des Personnes Placées Sous Main de Justice (PPSMJ) et plus particulièrement des auteurs d’infraction à caractère sexuel suscitent des interrogations dès lors qu’il s’agit de questionner leur pertinence quant à la prévention de la récidive et la qualité de la réinsertion. Organisé autour d’une double composante, thérapeutique et pénitentiaire, l’accompagnement socio-pénal des PPSMJ tend aujourd’hui à s’inspirer de certaines pratiques étrangères. Centrées sur l’identification de facteurs de risque, de nouvelles approches voient le jour. Cette recherche doctorale vise à mettre en évidence les effets de pratiques de groupes de parole dans les champs thérapeutique (Groupe Thérapeutique Structuré) et pénitentiaire (Groupe de Parole de Prévention de la Récidive). L’hypothèse de ce travail suppose que le produit de la rencontre entre soin thérapeutique et accompagnement pénitentiaire favorise l’empowerment, c’est-à-dire l’autonomisation et la responsabilisation de la PPSMJ. En déconstruisant les objectifs et méthodes et en observant les effets des pratiques émergentes, il s’agit de repérer les évolutions de leurs participants quant à leur rapport à soi, à autrui, à la norme et à l’acte. Analysant distinctement puis conjointement les pratiques, la méthodologie employée décrit leur cohérence interne, leur différenciation et leur éventuelle complémentarité dans le cadre législatif instituant la prise en charge des PPSMJ. La mise en commun des effets de ces pratiques présume alors un lieu de visibilité des changements à l’œuvre lors du parcours socio-pénal. Cet espace, nous l’avons décrit comme un dispositif socio-sanitaire nécessaire à la PPSMJ pour s’inscrire pleinement dans son parcours pénal. / Offenders treatment, and particularly sexual offenders treatment, gives rise to debates when effects on recidivism and reintegration into society is questioned. Split into penitentiary and therapeutic practices, French probationary system takes model on foreign practices. Based on risk factors identification, some new approaches emerge. This research aims to show the effects of new therapeutic and penitentiary practices. Hypothesis is made that therapeutic and penitentiary programs, when both are applied, are favoring empowerment. Analyses of methods and goals, observation of practices, provide a vision of the offenders’ evolution concerning its relation to oneself, others, law and criminal behavior. First, effects practices are analyzed separately and, in a second time, their joint effects are described. Pooling the effects of new practices assume the identification of a specified place to accord to the offender the means to participate wholly into his sentence.

The focus of this study is the phenomenon of beginning teacher competence. In Queensland, the context for the research presented here, the competence of beginning teachers is appraised by their supervisor (usually the principal) at the end of their first year of full-time employment. This appraisal is conducted on behalf of the Queensland Board of Teacher Registration and a positive outcome enables beginning teachers to achieve full teacher registration. Although there exists research suggesting that principals bring to the appraisal process their conceptions of competence, there is a dearth of knowledge about beginning teachers' conceptions of their own teaching competence. The research presented here adds to the debate about competence by including the voice of the beginning teacher. This focus, located within the context of local issues, is used to explore important themes that are relevant to other systems of beginning teacher appraisal. The selection of phenomenography as the research approach adopted for this study is based on its appropriateness to the investigation of a phenomenon such as competence. Phenomenography aims to describe, analyse and understand the ways in which people experience aspects of the world around them. The point of departure that sets apart this approach from many others, is the principle that phenomenography seeks to investigate neither the phenomenon, nor the people who experience the phenomenon, but the relation between the two. The results of a phenomenographic study are presented as a description of all of the possible conceptions that a specific group can have about a particular phenomenon. For the research presented here, eighteen beginning teachers were interviewed individually in order to identify and describe the variation in their conceptions of competence. Research participants representing State, Catholic and Independent school systems were drawn from preschools, special, primary and secondary schools of one provincial city, in one regional area of South East Queensland. Two major outcomes emerged from the research presented here. Firstly, beginning teachers were identified as experiencing competence in a number of ways. Although these conceptions were varied, their number was quite limited. Six distinct conceptions of beginning teacher competence were identified, with a further finding that individual beginning teachers were not limited to one conception, but conceived of competence in multiple ways. Because the relational nature of competence demands that it be investigated within the context in which it is experienced, this study also identified five different approaches to competence appraisal, as understood by the beginning teachers who had undergone the appraisal process. Comparisons of both conceptions of competence and approaches to appraisal were then compared to existing research in this area. This thesis presents an alternative view of competence and appraisal that may be used to further develop the process of appraisal and indeed, the professional development of beginning teachers.

M.Ed. (Education) / Please refer to full text to view abstract

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-25T13:07:34Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertacao_LucianaLuz_Versao_biblioteca.pdf: 2934156 bytes, checksum: 87678c9f9c29a906859667d3fcb9939d (MD5) / Made available in DSpace on 2017-07-25T13:07:34Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertacao_LucianaLuz_Versao_biblioteca.pdf: 2934156 bytes, checksum: 87678c9f9c29a906859667d3fcb9939d (MD5) Previous issue date: 2016-08-04 / Que fatores explicam a percepção da efetividade da avaliação do estágio probatório? Nosso principal objetivo é identificar que fatores explicam esta percepção a partir de um estudo de caso com servidores técnico-administrativos na Universidade Federal de Pernambuco. Testamos a hipótese de que fatores contextuais são mais importantes do que variáveis pessoais. Metodologicamente, adotou-se uma perspectiva multimétodo, combinando estudo de caso, observação não participante, análise documental, estatística descritiva e multivariada. Os dados foram coletados através de um survey realizado com 550 participantes e as respostas foram submetidas à análise fatorial confirmatória que identificou quatro dimensões (Efetividade da Avaliação do Estágio Probatório, Suporte da Instituição, Ação Gerencial e Valorização do Estágio Probatório enquanto Avaliação). Em seguida, utilizou-se a regressão linear múltipla para mensurar o efeito das dimensões sobre a percepção da Efetividade da Avaliação do Estágio Probatório. Os resultados corroboram a hipótese de pesquisa já que fatores contextuais exercem maior impacto sobre a percepção da efetividade do que variáveis pessoais. Comparativamente, o Suporte da Instituição foi a dimensão que produziu maior efeito. Com este trabalho espera-se incentivar uma reflexão sistemática sobre o sistema de avaliação do estágio probatório e fornecer subsídios para elaboração de políticas especialmente voltadas para melhorar a qualidade da burocracia no Brasil. / What factors explain the perception of the effectiveness of the probationary period rating? Our main goal is to identify what factors explain this perception through a case study with technical administrative employees of the Federal University of Pernambuco. We test the hypothesis that contextual factors are more important than personal variables. Methodologically, we adopted a multi-method approach, combining case study, non participative observation, document analysis and descriptive and multivariate statistics. Data was gathered from a survey carried out with 550 participants and the answers were submitted to confirmatory factor analysis which identified four dimensions (Effectiveness of the Probationary Period Rating System, Institutional Support, Management Action and Recognition of the Probatory Period as Evaluation). Then, we applied linear multiple regression to estimate the effect of these three different dimensions on the perception of the Effectiveness of the Probationary Period Rating System. The results support the research hypothesis since contextual factors exert greater impact than personal variables. Moreover, Institutional Support was the dimension that yielded highest effect. By doing this study, we expect to contribute to encourage systematic reflection on the probationary rating system and to provide input for the elaboration of public policies particularly committed to improve bureaucratic quality in Brazil.

No description available.