The purpose of this study was to examine the use of the teacher portfolio as an evaluation of professional development in Utah's new teacher licensing--the Early Year's Enhancement (EYE) program. This study explored teacher perceptions of the value of the portfolio. Results of the study identified the perceived value of teacher portfolios related to: (a) accuracy as an evaluation tool, (b) usefulness with respect to teacher professional growth, (c) feasibility with regard to teacher time, and (d) appropriateness related to the effect of portfolios on teaching practices. It also identified the relationship of the teacher's perceived value and the required district portfolio format, teaching assignment, age of teacher, number of years teaching, district employed by, district training in portfolio development, and district use of the portfolio. Using a mixed method survey design, data were collected from the new teachers who had completed the EYE evaluation in the 40 school districts of Utah during the 4 years since its implementation. Teacher surveys developed by Tucker, Stronge, and Gareis were adapted, delivered electronically, and utilized to provide both quantitative and qualitative data. Telephone interviews with the district EYE contact provided additional information for the study. The results of the study indicated that new teachers perceived the EYE portfolio as minimally effective as an accurate, useful, feasible, and appropriate tool for measuring professional development. A relationship was found in the teacher's assignment, age, district, portfolio training level, and the district's use of the portfolio and their perception of value. Teachers identified self-reflection as an important advantage and the time requirement as a critical disadvantage of the portfolio process.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-10-10T18:01:32Z No. of bitstreams: 2 Dissertação - Ivo Luciano da Assunção Rodrigues - 2016.pdf: 2164191 bytes, checksum: daa3c381bf22f29479a24bfb9baebdbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-10-11T10:35:28Z (GMT) No. of bitstreams: 2 Dissertação - Ivo Luciano da Assunção Rodrigues - 2016.pdf: 2164191 bytes, checksum: daa3c381bf22f29479a24bfb9baebdbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-11T10:35:28Z (GMT). No. of bitstreams: 2 Dissertação - Ivo Luciano da Assunção Rodrigues - 2016.pdf: 2164191 bytes, checksum: daa3c381bf22f29479a24bfb9baebdbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-09 / This work has for its object of analysis the dissertations and theses of the Graduate Program in Education of the Federal University of Mato Grosso (PPGE-UFMT) - Campus Cuiabá . The general purpose is to perform a bibliometric and epistemological analysis of these dissertations and theses, identifying their principals characteristics and trends in a socio-political and economic determinations point of view among a current Brazilian Education context. The empirical works that are circumscribed in this research refers to those that had been defended and acomplished between 1991-2014 period for the bibliometric analysis, and 2006-2014, for epistemological analysis. Concerning about the methodological procedures it was utilized a bibliographical / documentary research with a epistemological-critical nature that aimed the identification and critical analysis of those selected scientific production. Therefore, there were adopted the following procedures: a) bibliometric analysis, to process and analyze quantitatively 469 dissertations and theses that constitutes the scientific production; b) Content Analysis, to determine the theoretical and methodological basis that guided the search techniques, as well as the epistemological assumptions presented in the 47 dissertations and theses that háve been taken part of this sample. The factors which lead the epistemological analysis were adapted and included based on the instrumental analysis called epistemological matrix. The achievement results displays a clear predominance of the phenomenological-hermeneutic approach in the scientific production of PPGE-UFMT, therefore this paradigm is presented more than a half of the sample (55%). After that, it comes the postmodern trends researches (24%), followed by dialectic-critical nature (17%) and, finally, the empirical-analytical researches representing only (4%) of the sample. These ratings has taken into a account to what the empirical data revealed and were based on the most significant contemporary science trends relating to the epistemological approaches . Considering the proximity between phenomenological-hermeneutical and postmodern approaches, they reach togheter almost (80%) of the sample and the collected date, it is to be concluded through out the PPGE-UFMT research developed, a evidence of theoretical development suppression, pragmatism, subjectivism, relativism (epistemological and ontological) and the language conception as an exclusive knowledge category. These elements may cause political, ethical and epistemological serious implications concernig to the Education researches. It is also noted in all Post-Graduated National Plans (PNPGs), an effective strategic induction movement envolving Pos-Graduate development and, above all,the systematic control from CAPES towards the evaluation process activities , where the spirit of "academic productivism" prevails. This work was developed within the research line Education Policy, Management and Teacher Education in the Graduate Program in Education of the Federal University of Goiás - UFG, Regional Jataí under the guidance of Professor Dr. Michele Silva Sacardo. / Este trabalho tem como objeto de análise as dissertações e teses do Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso (PPGE-UFMT) – Campus Cuiabá. O objetivo geral é realizar a análise bibliométrica e epistemológica dessas dissertações e teses, identificando suas principais características e tendências, tendo em vista as determinações sócio-político-econômicas do contexto atual da Educação brasileira. O recorte empírico circunscreveu a pesquisa aos trabalhos defendidos no período de 1991 a 2014, para a análise bibliométrica, e de 2006 a 2014, para a análise epistemológica. No que se refere aos procedimentos metodológicos, trata-se de uma pesquisa bibliográfica/documental de cunho epistemológico-crítico, pois visou à identificação e análise crítica da produção científica selecionada. Para tanto, foram adotados os seguintes procedimentos: a) análise bibliométrica, para tratar e analisar quantitativamente a produção científica constituída por 469 dissertações e teses; b) análise de conteúdo para determinar o fundamento teórico-metodológico que orientou as técnicas de pesquisa, bem como os pressupostos epistemológicos presentes nas 47 dissertações e teses dessa amostra. Os elementos que fundamentaram a análise epistemológica foram adaptados e incluídos com base no instrumental de análise denominado Matriz Epistemológica. Os resultados obtidos apontam um claro predomínio da abordagem fenomenológico-hermenêutica na produção cientifica do PPGE-UFMT, já que tal paradigma está presente em mais da metade da amostra (55%). Na sequência, estão as pesquisas de tendências pós-modernas (24%), seguidas das de cunho crítico-dialético (17%) e, por fim, aparecem as empírico-analíticas, representando apenas (4%) da amostra. Essas classificações levaram em consideração o que os dados empíricos relativos às abordagens epistemológicas revelaram e tiveram como referência as tendências mais significativas na ciência contemporânea. Considerando a proximidade entres as abordagens fenomenológico-hermenêutica e pós-moderna, que somadas atingem quase (80%) da amostra, bem como os dados levantados, conclui-se que há, nas pesquisas desenvolvidas no PPGE-UFMT, indícios de supressão do aprofundamento teórico, pragmatismo, subjetivismo, relativismo (epistemológico e ontológico), além da concepção da linguagem como categoria exclusiva do conhecimento. Esses elementos podem ter gravíssimas implicações políticas, éticas e epistemológicas na pesquisa em Educação. Constata-se também, em todos os Planos Nacionais de Pós-Graduação (PNPGs), um movimento em torno da indução estratégica do desenvolvimento da Pós-Graduação e, sobretudo, um controle sistemático por parte da CAPES no processo de avaliação das atividades, no qual predomina o espírito do “produtivismo acadêmico”. Esta dissertação foi desenvolvida dentro da linha de pesquisa Políticas Educacionais, Gestão e Formação de Professores no Programa de Pós-Graduação em Educação da Universidade Federal de Goiás - UFG, Regional Jataí sob orientação da professora Dra. Michele Silva Sacardo.

The focal point of the dissertation is the term of cartel, which could be described as agreements distorting competition concluded by competitors on the horizontal level of the market, and, above all, legal instruments which are used in the process of detecting and punishing cartels. In particular, the dissertation thesis deals with three of possible instruments used in the enforcement process of cartels, i.e. with dawn rides (unannounced on-the-spot inspections/investigations carried out in business and non-business premises), sanctions and sanction policies and with the leniency programs. These instruments are generally thought to be the most important and most effective tools in the enforcement process of cartels and necessary precondition of efficiency of competition law itself. In accordance with the topic, the dissertation thesis is divided into three parts. The first part is concerned with theoretical and normative definitions of agreements distorting competition and cartels. The main purpose of this part is to provide basic characteristics of these terms and to describe them in a way which will create a basement for explanation of the three legal instruments, which form the focal point of the thesis. Second, fundamental part of the dissertation, deals with commentary to selected legal instruments, mentions already above. In particular it consists of three chapters, each one dealing with one of the instruments in question. In the final part of the dissertation are introduced conclusions and evaluations of the three legal instruments and also some proposals pro futuro.

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