Orientador: Jose Carlos Paes de Almeida Filho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T21:21:19Z (GMT). No. of bitstreams: 1 Abreu-e-Lima_DeniseMartinsde_D.pdf: 3386078 bytes, checksum: 364fbadb35ba33b85ca8d6c41c5ad208 (MD5) Previous issue date: 2006 / Resumo: Pesquisas realizadas na área de Lingüística Aplicada (LA) sobre formação de professores de língua estrangeira (LE) revelam a falta de articulação entre teoria-prática e de preparo dos professores como sujeitos transformadores em sua prática, demonstrando a inconsistência da formação de professores no desenvolvimento das competências de ensinar, segundo classificação de Almeida Filho (1998). As mesmas pesquisas citadas indicam caminhos que podem ser seguidos para minimizar ou solucionar esses problemas. Um dos caminhos a ser percorrido na LA é saber como fazer para que uma abordagem de ensinar e aprender línguas, condizente com os resultados almejados, seja concretizada na prática e produza os efeitos desejados nas diferentes competências do profissional de ensino. De acordo com essas discussões e com as características exigidas pelo Ministério da Educação sobre o tipo de profissional que se deseja formar: que tenha capacidade crítico-reflexiva, que saiba trabalhar em equipe, realizar projetos, trabalhar interdisciplinarmente, desenvolvendo suas potencialidades e as de seus alunos, buscamos na teoria das Inteligências Múltiplas de Gardner (1983) um possível eixo temático para ser abordado em curso de formação de professores. Este trabalho, qualitativo e interpretativista, de cunho etnográfico, foi desenvolvido em uma universidade federal pública de formação de professores de inglês pré-serviço (PPS). Na organização da disciplina-base para esta pesquisa (sexto período de um curso noturno com 10 períodos), adotou-se como abordagens norteadoras: a reflexivista de formação de professores e a comunicativa de ensino de língua(s), neste caso, a língua inglesa. O objetivo foi o de verificar como o ensino de LE na formação de professores, baseado em uma abordagem comunicativa de ensinar, realizada por intermédio de projetos, aliado a uma formação reflexiva que desenvolva as competências de ensinar, pode ser articulado a um núcleo temático como a teoria das inteligências múltiplas. Com base nessas articulações teóricas, também se buscou avaliar de que forma essas teorias podem ser organizadas em um modelo macro-organizacional e que papéis podem assumir para auxiliar o professor formador em sua prática docente. Os instrumentos para coleta e análise dos dados foram: questionário diagnóstico, interação virtual e presencial, provas e projetos elaborados pelos PPS, aulas gravadas em vídeo, avaliações entre os colegas, auto-avaliações e anotações de campo. Os resultados obtidos demonstraram que há compatibilidade do eixo temático com o paradigma reflexivista de formação de professores que, aliado à abordagem comunicativa, permitiu que fosse criada a base necessária para o desenvolvimento das competências. A língua-alvo pôde ser utilizada contextualizada e significativamente em todos os momentos de ensino-aprendizagem, resultando no desenvolvimento da competência lingüístico-comunicativa. Os PPS puderam também desenvolver suas inteligências intra e interpessoais, fundamentais para o trabalho de sala de aula. Os projetos desenhados pelos PPS revelam quanto os mesmos desenvolveram suas competências durante o processo para sugerir mudanças no ensino de língua inglesa nas escolas. Além desses resultados, foi elaborada uma tabela organizadora de habilidades das inteligências que uma vez estimuladas desenvolvem as competências de ensinar dos PPS, bem como foi sugerida uma macro-formulação teórica para disciplinas a serem ministradas para PPS de língua(s) / Abstract: From the mid 90's on, studies in Applied Linguistics (AL) have been carried out investigating questions related to preservice teacher education. They have revealed lack of articulation between theory and practice, lack of comprehensive knowledge of the content to be taught and lack of pedagogical education. Most of these investigations have shown how underdeveloped the teaching competences (Almeida Filho, 1998) are. Researchers have pointed out some possible ways to develop more effective courses in language teacher education, stimulating the different competences. In agreement with these suggestions, the Brazilian Ministry of Education has established characteristics for the reflexive capacity, knowing how to work in interdisciplinary groups through projects. These characteristics are related to the concept of intelligence described by Gardner (1983) in the theory of Multiple Intelligences. The study reported here has evaluated the results of using this theory as a guideline in developing a course in a language teacher education program (LTEP). This qualitative and interpretative research, in an ethnographic basis, was carried out in a public federal LTEP. In the course used for this work (sixth period in a 10-period program), two paradigms were also adopted: the reflexivist of teachers¿ education and the communicative of language teaching, in this case, English as a foreign language (FL). It was believed that by choosing the communicative approach we would enable the preservice teachers to get access not only to the theory related to the topic but also to the experience of learning language through it, having models of how to teach using this approach in their future contexts. In this study, the CA was developed through projects designed by the preservice teachers. Taking the results of these articulations, it was also the purpose of this study to evaluate in which way these theories could be organized in a macro-structure model and which roles they could play to help the teacher educators in their practice. The instruments used to data collect and analysis were: diagnostic questionnaire, virtual and classroom interaction, tests and projects made by the preservice teachers as well as recorded classes, peer, self and course evaluations and field notes. The results demonstrate that there is compatibility among the theory of MI, the paradigm of reflexive teaching education and the communicative approach of teaching a foreign language through projects, creating the necessary basis to develop the teaching competences. The target language was used contextualized and meaningfully in all interactions what has resulted in a better linguistic-communicative competence. The preservice teachers could also develop their intra and interpersonal intelligences, fundamental to the classroom routine. The projects designed by the preservice teachers reveal how they are prepared to suggest changes and create new opportunities of learning English in elementary and secondary schools. Besides, this study proposes an organized table among specific abilities related to the eight intelligences that once stimulated could develop the teaching competences. A suggestion of a theoretical macro-structure of teaching was provided to be used in teacher education programs / Doutorado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Doutor em Linguística Aplicada

This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented a project-based unit of instruction. A qualitative study was conducted with one undergraduate cohort in a higher education science, technology, engineering, and mathematics (STEM) national initiative that has 40 U.S. replication sites. Using teaching philosophy statements and focus group discussions, the beliefs of STEM pre-service secondary teachers are made visible. The findings from this study reveal a recurring theme: the process of how these pre-service teachers seemed to evolve and mature as teachers, from novice toward becoming an expert, as they asked themselves internal questions that are common to developing teachers. These pre-service STEM teachers experienced 1) internal questions about their own growth as a potential teacher, as evidenced through their verbal and written statements; 2) tension between PBL content and pedagogy; and 3) tension between practice and theory. The findings also infer that there are potential critical variables that may contribute to pre-service teachers’ beliefs. Those variables identified were the following: 1) the sequence of when the project-based instruction (PBI) course was taken; 2) time, as related to when the participant took the PBI course in relationship to the final semester when they were engaged in apprentice teaching; and 3) the field placement location during the apprentice teaching semester.

No description available.

Cette thèse a pour objectif d'analyser l'efficacité de la mise en place de nouvelles politiques de recherche visant à modifier le mode d'allocation des financements aux chercheurs académiques en France. Avec la création de l'Agence Nationale de la Recherche (ANR) en 2005, l'orientation donnée concède un poids plus important à l'allocation des financements de manière compétitive entre les chercheurs, approche basée sur le modèle compétitif Anglo-saxon, en complément du système traditionnel d'attribution de financements récurrents aux laboratoires de recherche. De plus, en 2010 a été initié par le gouvernement le Programme d'Investissement d'Avenir (PIA), pour soutenir la recherche en France. Par ce biais, certains centres de recherche en compétition ont été sélectionnés, après évaluation de leur projet, pour obtenir des subventions substantielles afin d'améliorer leur visibilité au niveau mondial. Le premier chapitre porte sur l'étude de l'influence de l'originalité et de la nouveauté de la recherche menée sur la décision des chercheurs de soumettre un projet à un programme de l'ANR, et sur la sélection du projet et son financement par l'agence. Le second chapitre étudie les effets de l'obtention d'un financement sur projet de l'ANR sur divers indicateurs relatifs à la production scientifique ex-post des chercheurs sélectionnés. Le troisième chapitre est consacré à l'analyse de programmes d'attribution compétitive de subventions supplémentaires à des universités (IDEX) et des laboratoires de recherche français (LABEX), de manière à faire émerger des centres d'excellence. Nous étudions l'impact de cette politique sur les performances scientifiques ex-post des chercheurs et enseignants-chercheurs concernés, avec une application à l'Université de Bordeaux. / The objective of this thesis is to analyze the efficiency of the implementation of new research policies, which change the rationale of funding allocation to academic researchers in France. The creation of the French funding agency 'Agence Nationale de la Recherche' (ANR) in 2005 gives a higher weight to grants allocated in a competitive way, in addition to the traditional block funds allocated to laboratories. This approach is based on the rationale of introducing some competition between researchers and to award only those who prepare the best proposals. Furthermore the program 'Investissement d'Avenir' (PIA), initiated by the French government in 2010, has been implemented to foster research excellence. Thus some competing universities obtain high level of funding in order to improve their international visibility. The first chapter of the thesis studies to what extent do funding agencies support novel research. We investigate the influence of the originality of conducted research over the decision of the researchers to apply and over the evaluation of the projects by the agency. In the second chapter, we assess and quantify the impact of receiving a competitive grant from the ANR on several indicators measuring the ex-post research performances of grantees. Our study is based on a database covering all the applications to the ANR between 2005 and 2009. The third chapter studies the implementation of a policy based on the allocation of a substantial competitive subvention to some selected universities and research laboratories. We investigate how this policy impacts the ex-post research performances of the researchers and faculty members with an application to the University of Bordeaux.

This licentiate thesis discusses management and control ofan industrial business that implements several projects at thesame time, a so-called multi-project business. The questionthat will be answered is: What distinguish the management of amulti-project business and what is crucial for the managementto focus on? The thesis is based on a case study at a companycalled Adtranz Signal in Sweden. Adtranz Signal develops,designs and delivers signal and safety systems for the railway.They are a perfect example of a modern company that operatesthe main part of their business with projects. The discussion will take us beyond the single project andabove the project manager. This is necessary because projectmanagement literature, by tradition, emphasizes on theindividual project, and the complexity of problems when aproject is executed isolated from the ordinary business. Todaythere are only a few empirical and theoretical studies ofmulti-project businesses, especially those that focuses on howindustrial companies use projects and lead project work. The scientific contribution in this thesis consists of twoparts. The first part is a profound empirical description ofhow management, control and realization of a multi-projectbusiness work. The second part is a further development of theliterature considering management problems in a multi-projectbusiness. Finally there are three important conclusions pointedout: •It exists dependencies and connections between theprojects in the companys multi-project business•Thedifferent dependencies can be categorized•Thedependencies and connections are important and must be handledsince they effect the management of the multi-projectbusiness Keywords:Management and control of a project business,industrial projects, multi-project business, multi-projectenvironment, project-based company, project management / <p>NR 20140805</p>

Network-RTK is a method of relative measuring using GNSS that provides users in alarge area with an easy way obtaining low uncertainties in their measurements. Regularnetwork-RTK does not meet the requirements of the Swedish Transport Administration(STA) regarding its larger and/or more complex projects, leading to the concept ofproject-based network-RTK being introduced in Sweden by the STA, in collaborationwith the network-RTK service provider SWEPOS back in 2004. This concept improvesupon regular network-RTK by decreasing the uncertainties and increasing reliabilitieswithin the project area. SWEPOS has since the collaboration back in 2004 supplied theSTA with project-based network-RTK services.The market is not the same today as it was in 2004 and there are more service providersactive in Sweden. This thesis intends to find out if this new market means that there areother alternatives to SWEPOS with regards to the STA’s requirements for project-basednetwork-RTK. This is done through a technical comparison of the different serviceprovider’s measurement uncertainties and their measurement accuracies as well as acomparison of their surrounding infrastructure and the subjective user experience.Similar studies have been conducted before (Edwards et al., 2010) (Martin andMacGovern, 2012) (Saeidi, 2012), but never in Sweden nor with SWEPOS as one of theservice providers as it is only available in Sweden. Neither have they had a focus onmeasurement uncertainties and accuracies in a project-based network-RTK net. Theyhave all concluded that there were no significant differences between any of the serviceproviders compared, in both the measurement uncertainties and accuracies.For the technical part of this thesis, measurements were conducted at four sites: two atdifferent locations within the area of a former, STA project-site, one within the regularnet and the final site outside the entire net, with the amount of collected data varying forthe different sites. Five different GNSS receivers of different brands were used for themeasurements to make it as general as possible.The results show that there are slight differences in the height uncertainty, but the scopeof this thesis does not permit the full correlation study needed to determine if thesedifferences are significant. There does not seem to be any differences in the accuracies ofthe service provider. Some of the sites with less data collected show contradictoryevidence to this statement, but it is deemed that these deviations are more likely relatedto something other than the service providers, such as human interference or errors.Large differences exist in the user experience and surrounding infrastructure, an areawhere SWEPOS at the moment has a clear lead. This is believed to be due to SWEPOSprimarily being a network-RTK service provider and thus allocating more resources andpersonnel, whilst the other service providers also serve as equipment vendor andmaintainers.Combining the two comparison parts leads to the overall conclusion that with theservice providers in their current state with the requirements of the STA specified intheir current state, only SWEPOS is a viable alternative as a supplier of project-basednetwork-RTK. But this is something that could change with relative ease depending on ifthe other service providers allocate more resources. / Nätverks-RTK är en metod för relativ mätning med hjälp av GNSS som ger användare istora områden ett enkelt sätt att förbättra osäkerheterna i sina mätningar. I början av2000 talet då frågan om alternativa lösningar till stomnät på marken aktualiseradesuppfyllde inte tillgängliga nätverks-RTK-lösningar Trafikverkets (TrV) krav påmätningar när det gäller dess större och/eller mer komplexa projekt. Något som leddetill att konceptet projektbaserad nätverks-RTK infördes i Sverige av TrV i samarbetemed tjänsteleverantören SWEPOS 2004. Detta koncept förbättrar vanlig nätverks-RTKgenom att minska osäkerheterna ytterligare och öka tillförlitligheten inom ett mindreprojektområde. SWEPOS har sedan detta samarbete 2004 levererat projektbaseradenätverks-RTK tjänster till TrV.Marknaden är inte samma dag som den var 2004 och det finns fler verksammatjänsteleverantörer i Sverige. Detta examensarbete avser att ta reda på om denna nyamarknad innebär att det finns andra alternativ till SWEPOS med avseende på de kravTrV har på projektbaserad nätverks-RTK. Något som sker genom en teknisk jämförelseav de olika tjänsteleverantörernas mätosäkerheter och deras noggrannheter samt enjämförelse av deras omgivande infrastruktur och den subjektiva användarupplevelsen.Liknande studier har gjorts tidigare (Edwards et al., 2010) (Martin och MacGovern2012) (Saeidi, 2012), men aldrig i Sverige och med SWEPOS som ett avjämförelseobjekten. De har inte heller haft fokus på mätosäkerheter och noggrannheterunder projektbaserade nätverks-RTK förhållanden. De har alla haft samma slutsats: attdet inte finns några signifikanta skillnader mellan de jämförda tjänsteleverantörerna.För den tekniska jämförelsen har mätningar utförts på fyra platser: två inom ettbefintligt TrV projektområde, en i det ordinarie nätet och den sista utanför hela nätet,där den insamlade datamängden varierar för de olika platserna. Fem olika GNSSmottagareav olika märken användes för att göra mätningarna så allmänna som möjligt.Resultaten visar att det finns små osäkerhetsskillnader i höjd, men för att avgöra omdessa skillnader är signifikanta eller ej så skulle en fullständig korrelationsanalys av deolika tjänsteleverantörerna behövas, något som inte ryms inom detta arbete. Det verkarinte heller finnas några signifikanta skillnader i noggrannhet hos tjänsteleverantören.Några av platser med mindre mängd insamlad data uppvisar motsägande resultat, mendetta bedöms bero mer på andra faktorer än tjänsteleverantörer i sig, såsom mänskligpåverkan etc.Användarupplevelsen och tjänsteleverantörernas omgivande infrastruktur uppvisarstörre skillnader, där SWEPOS för tillfället har ett klart övertag. Detta tros bero påSWEPOS främst är en tjänsteleverantör av nätverks-RTK och därmed har merdedikerade resurser och personal, men de andra tjänsteleverantörerna även agerarleverantörer/försäljare av utrustning.En kombination av de två jämförelsedelarna leder till en mer generell slutsats att medalla tjänsteleverantörer i sina nuvarande tillstånd alternativt utan en eventuellomformulering av TrVs krav, är enbart SWEPOS ett alternativ som leverantör avprojektbaserad nätverks-RTK lösningar till TrV. Men detta är något som kan förändrasmed relativ snabbt beroende på om andra tjänsteleverantörerna avsätter mer resursereller om kraven formuleras om.

No description available.

No description available.

Teachers in elementary schools have increasingly been required to follow pacing guides, given directives on what curriculum to use, and are provided standardized assessments to measure student learning. Curricula used by elementary teachers rarely address the environmental degradation plaguing the planet. School gardens have been used for over a century by educators as a place to promote students learning about the environment, science, and health. However, few studies have been conducted exploring the ways teachers have been influenced by teaching within school gardens. The purpose of this phenomenological study was to better understand the role of school gardens as a learning place, while exploring the lived experiences of teachers' interactions and experiences within school gardens and ways place-based education influenced teachers' pedagogical approaches and curriculum decisions. The four participants who took part in this study were all elementary school teachers at a Central California school. The guiding research question was stated as: How do school gardens function as learning places? Phenomenological methodology was used to explore the shared experiences teachers had with utilizing the school garden as a learning place. From analysis of interviews, classroom and garden observations, and supplemental curricula used by participants, three themes emerged illuminating ways participants' pedagogy and curriculum decisions had been influenced. Interactions and experiences with school gardens inspired participants to integrate project-based learning and interdisciplinary supplemental curriculum into their lessons. Place-based learning helped to build relationships, and the importance of teachers integrating emotional connections in their instructional practices. By teaching content disciplines using interdisciplinary curricula with lessons taught in the school garden, participants were able to integrate project-based learning activities that increased student responsibilities in the learning process and provided service learning opportunities. Conclusions drawn from the findings were that direct interactions and experiences with elements of place-based learning in a school garden influenced the ways in which participants perceived the purpose of their pedagogical approaches and curriculum decisions. Literature supported these findings and reinforced the influence of lessons in school gardens promoting environmental and health education. Connected with the results of this study, implications for practice and recommendations for future research are also presented.

Hållbar utveckling är ett begrepp som används frekvent i diverse sammanhang och blir allt mer populärt. I FN:s världsomfattande Agenda 2030 beskrivs 17 globala hållbarhetsmål som ett försök till att konkretisera vad som bör arbetas med för att skapa hållbar utveckling. Det råder ett gemensamt ansvar för att nå målen och krävs således engagemang från flertalet aktörer, däribland näringslivet. Det har dock visat sig vara en utmaning för projektbaserade organisationer att implementera hållbarhetsarbete på grund av svårigheten med att överföra kunskap mellan projekt. Dessutom utgår ofta strategier för hållbarhetsarbete från antagandet att medarbetarna inom organisationen har tillräcklig kunskap om ämnet. En viktig faktor är därför att etablera fungerande processer för kunskapsöverföring av hållbarhet. Det finns stor potential i att tillvarata och överföra medarbetarnas kunskaper för att bli framgångsrik på marknaden. Syftet med studien är att analysera och värdera kunskapsöverföringen avseende hållbarhet i en projektbaserad organisation för att finna styrkor och svagheter, för att därigenom synliggöra hur det kan påverka hållbarhetsarbete i järnvägsprojekt. För att uppnå studiens syfte har en fallstudie gjorts inom en projektorganisation som i rapporten benämns som Företaget. En dokumentstudie, en enkätundersökning och olika former av intervjuer har genomförts med medarbetare från olika delar av Företaget. Resultatet har analyserats med hjälp av ett teoretiskt ramverk baserat på teorier om kunskap, kunskapsnivåer, kunskapsöverföring, implementering av hållbarhetsarbete och projektbaserade organisationer. Resultatet visar att ett medvetet arbetssätt med kunskapsöverföring gällande hållbarhet i viss mån medför förbättrade möjligheter för medarbetare att implementera hållbarhet i sitt arbete. Konkretisering av hållbarhet i den specifika kontexten järnvägsuppdrag är enligt studien en av de viktigaste faktorerna för ändamålet. Det finns även en koppling mellan insatser avseende kunskapsöverföring gällande hållbarhet och individuell kunskapsnivå om hållbarhet, då studiens resultat visar att medarbetare som deltagit i kunskapsöverförande aktiviteter också har högre kunskapsnivå gällande hållbarhet. Baserat på detta verkar kunskapsöverföring gällande hållbarhet höja medarbetarnas kunskapsnivå om hållbarhet och skapa bättre förutsättningar för dem att operationalisera hållbarhet i det dagliga arbetet. / Sustainable development is a concept that is used frequently in various contexts and is becoming increasingly popular. In the UN global Agenda 2030, 17 sustainable development goals are described as an attempt to concretize what should be worked towards in order to create sustainable development. There is a shared responsibility for achieving the goals and thus requires commitment from most actors, including the business community. However, implementation of sustainability has been proved challenging for project-based organizations to because of the difficulties in transferring knowledge between projects. Strategies for implementing sustainability often relies on the assumption that sufficient level of knowledge is present within the workforce. Hence an important factor is to establish functional processes for knowledge management regarding sustainability. There is great potential in utilizing and transferring employees' knowledge to become successful in the market. The purpose of the study is to analyze and evaluate knowledge management regarding sustainability in a project based organization in order to find strengths and weaknesses and thereby highlight how knowledge management can affect sustainability work within railway projects. To achieve the purpose of the study, a case study has been done within a project organization, which in the report is referred to as the Company. A document study, a survey and various forms of interviews have been carried out with employees from different parts of the Company. The result has been analyzed using a theoretical framework based on theories of knowledge, levels of knowledge, knowledge management, implementation of sustainability work and project-based organizations. The result shows that organized efforts of knowledge management to some extent enables coworkers to implement sustainable development aspects in their individual work. According to the study, concretization of sustainability in the specific context of railway projects is one of the most important factors in order to achieve successful implementation. There is also a connection between efforts of knowledge management and individual level of knowledge concerning sustainability, since the result shows that coworkers whose been participating in activities related to knowledge transfer also have higher level of knowledge about sustainability. According to this, the result indicates that organized efforts of knowledge management seem to increase individual’s level of knowledge and their ability to implement sustainable development aspects into their work.