The aim of this diploma thesis is to analyse and propose changes to the marketing strategy of private secondary school. The thesis is divided into two chapters. First part deals with educational system in the Czech Republic, theoretical aspects of marketing of services and specifics of marketing of educational institutions. The practical part is focused on analysis of marketing strategy of particular school. SWOT analysis and marketing research are performed as well. On the basis of this research changes of the marketing strategy of the school are proposed.

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In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices remained unclear. Using critical race theory, this study produced an historical analysis of the interaction of these two programs. This included a systematic identification of the originating factors influencing tracking and contemporary tracking policies and practices to understand how tracking affected racial minority students' access to equal educational opportunities in the early 1900s and from 2006 to 2009. Data sources used included archival records that contained tracking data, policy discussions, and policy records; these were used to determine how and why tracking was implemented in one public school district and the impact of the policy itself. Themes were identified using latent and manifest coding procedures including deductive categorization. Results indicated that one unintentional side effect of tracking was the placement of students unfamiliar with traditional White cultures into lower skill student tracks. Further, a comparison of the 1920s and 2006 to 2009 tracking and vocational education programs indicated no adaptations to ameliorate these unintentional side effects. Implications for positive social change include clarifying to policymakers issues in tracking as a means of placement that may result in inappropriate decisions that limit options for minority students.

For several decades now, physician-scientists have been referred to as an “endangered species.” Many factors have contributed to the dearth of clinical investigators, and training programs in clinical research are just one tool in a multi-pronged strategy to increase the number of successful physician-scientists working in health research. A qualitative approach that analyzes students’ educational goals and experiences can help fill the gaps in our knowledge about how best to train aspiring physician-scientists. This study was an interpretive phenomenology that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR. The study included a group level assessment (GLA) and document review. Findings suggest several reasons students enrolled in the MSCTR, as well as some areas for improvement in the program: more physician-centered classes, a more directed curriculum, and a more cohesive course plan overall. Conclusions from these recommendations are that student perspectives can inform decisions around curricula and instructional methods in powerful ways, particularly when combined with a qualitative methodological approach. This study revealed several insights into how faculty and administrators can more effectively train physicians in research methodology. Training should be as applied and relevant as possible to make it directly applicable to clinical practice. This goal could be enhanced if classes – particularly statistics classes – were more physician-oriented. The curriculum of a clinical research training program for clinicians should be clear and directed, but with some flexibility and space within the curriculum for classes within areas of specialization. Collaboration should be integrated throughout, and courses should follow a logical, interconnected sequence.

O presente trabalho de pesquisa investigou uma Escola Municipal da periferia da cidade de São Paulo - SP, Zona Leste, que se intitula escola pesquisadora, por realizar ações de pesquisa junto aos educandos, em especial, Trabalhos de Conclusão de Ciclo (TCC) como finalização do Ensino Fundamental, sendo que tal prática teria ocorrido por volta de quatro anos antes dessa medida se tornar política educacional da SME-SP. Os educadores da instituição escolar reforçaram essa decisão por meio da publicação de um livro, de modo que os artigos buscassem refletir a própria prática. O objetivo central da pesquisa foi compreender o modo como os professores e gestores dessa escola representam a relação entre suas práticas educativas e a construção do conhecimento que buscam desenvolver junto aos educandos. A perspectiva teórica que se buscou seguir foi a antropologia dialética, a partir da obra de Henri Lefebvre, para quem as representações se formam entre o vivido e concebido de sujeitos determinados. A análise apoiou-se também em autores que discutiram: a pesquisa na escola básica como princípio educativo, o professor como um tipo de intelectual transformador, assim como estudos que focaram escolas inovadoras e bem-sucedidas no alcance de sua função social. Os procedimentos metodológicos de coleta de informações, organização, tratamento e análise dos dados apoiaram-se nos seguintes instrumentos: entrevistas, documentos e observação. As entrevistas semiestruturadas foram realizadas com cinco gestores, oito professores e dez alunos egressos. A análise documental referiu-se: ao Projeto Político Pedagógico da escola, de 2009 e de 2014; aos resultados dos alunos na avaliação dos professores e no Índice de Desenvolvimento da Educação Básica (IDEB), entre 2005 e 2015; a TCCs produzidos por alunos; e ao livro organizado pelos educadores. A observação participante se deu em reuniões na Jornada Especial Integral de Formação (JEIF) dos professores e no Conselho de Escola (CE). A articulação e a análise do conjunto dos dados obtidos tiveram como foco possíveis respostas ou encaminhamentos à pergunta de pesquisa, derivada do objetivo proposto. O estudo deste caso revelou que existiam contradições entre os discursos dos educadores e suas práticas. A introdução do TCC e a escrita do livro de artigos nas ações pedagógicas da escola deram ânimo e empoderamento aos professores, bem como reconhecimento entre seus pares. Em acréscimo, as análises documentais dos resultados alcançados pelos alunos mostraram que houve melhora no rendimento tanto no decorrer dos anos de 2012 a 2014, como nos resultados do IDEB desde 2005. A participação das famílias na escola, a sua história de luta por habitação, a pouca rotatividade dos educadores e, em especial, a permanência do diretor podem ter exercido influências no desenvolvimento dos alunos. A representação dos educadores parece ter tido mais foco nos TCCs e menos no desenvolvimento do conjunto de ações pela comunidade educativa; ainda que se verificasse maior engajamento na pesquisa, entende-se que tal dinâmica surgiu pela articulação entre ações de mudanças na escola. O desdobramento das ações dessa escola inovadora proporcionou aos professores a ocupação de um lugar diferenciado: como sujeitos de criação. / The present thesis investigated a Municipal School in the outskirts of the city of São Paulo - SP, located in the East Region, which entitles itself as a researcher school, for carrying out research activities with the students, especially Cycle Completion Works (TCC) of the Elementary School, and such practice would have occurred around four years before this measure turned into an educational policy by the Municipal Secretary of Education. The educators of the school reinforced this decision by publishing a book, so that the article sought to reflect the practice itself. The main objective of the thesis was to comprehend how the educators of this school represent the relation between their educational practices and the construction of the knowledge that they seek to develop with the students. The theoretical perspective that was sought to follow was the dialectical anthropology, based on the work of Henri Lefebvre, for whom the representations are formed between the experienced and conceived of determined subjects. The analysis was also supported by authors who discussed: basic school research as an educational principle, the teacher as a type of transformative intellectual, as well as studies that focused on innovative and successful schools in the achievement of their social function. The methodological procedures of information collection, organization, treatment and data analysis were based on the following instruments: interviews, documents and observation. The semi-structured interviews were carried out with five people from the staff, eight teachers and ten graduated students. The documentary analysis referred to: the School\'s Political Pedagogical Project, of 2009 and 2014; the results of the students in the evaluation of teachers and in the Basic Education Development Index (IDEB) between 2005 and 2015; To CBTs produced by students; And to the book organized by educators. The participant observation took place in meetings in the Special Integral Training Day (JEIF) of the teachers and in the School Council (CE). The articulation and analysis of the set of data obtained had as focus possible answers or referrals to the research question, derived from the proposed objective. The study of this case revealed that there were contradictions between the educators\' speeches and their real practices. The introduction of CBT and the writing of the article book into the pedagogical actions of the school gave encouragement and empowerment to teachers as well as recognition among their peers. In addition, the documentary analyzes of the results achieved by the students showed that there was an enhancement in scholarly progress comprehending 2012 to 2014; despite the IDEB results since 2005. The participation of the families in the school routine, their history of struggle for housing, the low turnover of educators and, in particular, the permanence of the director may have influenced the development of students. The representation of educators seems to have been more focused on CBTs and less on the development of the set of actions by the educational community; Even though there was greater engagement in research, it is understood that such dynamics arose through the articulation between actions of changes in the school. The unfolding of the actions this innovative school gave the teachers the occupation of a differentiated place: as subjects of making.

O presente trabalho de pesquisa investigou uma Escola Municipal da periferia da cidade de São Paulo - SP, Zona Leste, que se intitula escola pesquisadora, por realizar ações de pesquisa junto aos educandos, em especial, Trabalhos de Conclusão de Ciclo (TCC) como finalização do Ensino Fundamental, sendo que tal prática teria ocorrido por volta de quatro anos antes dessa medida se tornar política educacional da SME-SP. Os educadores da instituição escolar reforçaram essa decisão por meio da publicação de um livro, de modo que os artigos buscassem refletir a própria prática. O objetivo central da pesquisa foi compreender o modo como os professores e gestores dessa escola representam a relação entre suas práticas educativas e a construção do conhecimento que buscam desenvolver junto aos educandos. A perspectiva teórica que se buscou seguir foi a antropologia dialética, a partir da obra de Henri Lefebvre, para quem as representações se formam entre o vivido e concebido de sujeitos determinados. A análise apoiou-se também em autores que discutiram: a pesquisa na escola básica como princípio educativo, o professor como um tipo de intelectual transformador, assim como estudos que focaram escolas inovadoras e bem-sucedidas no alcance de sua função social. Os procedimentos metodológicos de coleta de informações, organização, tratamento e análise dos dados apoiaram-se nos seguintes instrumentos: entrevistas, documentos e observação. As entrevistas semiestruturadas foram realizadas com cinco gestores, oito professores e dez alunos egressos. A análise documental referiu-se: ao Projeto Político Pedagógico da escola, de 2009 e de 2014; aos resultados dos alunos na avaliação dos professores e no Índice de Desenvolvimento da Educação Básica (IDEB), entre 2005 e 2015; a TCCs produzidos por alunos; e ao livro organizado pelos educadores. A observação participante se deu em reuniões na Jornada Especial Integral de Formação (JEIF) dos professores e no Conselho de Escola (CE). A articulação e a análise do conjunto dos dados obtidos tiveram como foco possíveis respostas ou encaminhamentos à pergunta de pesquisa, derivada do objetivo proposto. O estudo deste caso revelou que existiam contradições entre os discursos dos educadores e suas práticas. A introdução do TCC e a escrita do livro de artigos nas ações pedagógicas da escola deram ânimo e empoderamento aos professores, bem como reconhecimento entre seus pares. Em acréscimo, as análises documentais dos resultados alcançados pelos alunos mostraram que houve melhora no rendimento tanto no decorrer dos anos de 2012 a 2014, como nos resultados do IDEB desde 2005. A participação das famílias na escola, a sua história de luta por habitação, a pouca rotatividade dos educadores e, em especial, a permanência do diretor podem ter exercido influências no desenvolvimento dos alunos. A representação dos educadores parece ter tido mais foco nos TCCs e menos no desenvolvimento do conjunto de ações pela comunidade educativa; ainda que se verificasse maior engajamento na pesquisa, entende-se que tal dinâmica surgiu pela articulação entre ações de mudanças na escola. O desdobramento das ações dessa escola inovadora proporcionou aos professores a ocupação de um lugar diferenciado: como sujeitos de criação. / The present thesis investigated a Municipal School in the outskirts of the city of São Paulo - SP, located in the East Region, which entitles itself as a researcher school, for carrying out research activities with the students, especially Cycle Completion Works (TCC) of the Elementary School, and such practice would have occurred around four years before this measure turned into an educational policy by the Municipal Secretary of Education. The educators of the school reinforced this decision by publishing a book, so that the article sought to reflect the practice itself. The main objective of the thesis was to comprehend how the educators of this school represent the relation between their educational practices and the construction of the knowledge that they seek to develop with the students. The theoretical perspective that was sought to follow was the dialectical anthropology, based on the work of Henri Lefebvre, for whom the representations are formed between the experienced and conceived of determined subjects. The analysis was also supported by authors who discussed: basic school research as an educational principle, the teacher as a type of transformative intellectual, as well as studies that focused on innovative and successful schools in the achievement of their social function. The methodological procedures of information collection, organization, treatment and data analysis were based on the following instruments: interviews, documents and observation. The semi-structured interviews were carried out with five people from the staff, eight teachers and ten graduated students. The documentary analysis referred to: the School\'s Political Pedagogical Project, of 2009 and 2014; the results of the students in the evaluation of teachers and in the Basic Education Development Index (IDEB) between 2005 and 2015; To CBTs produced by students; And to the book organized by educators. The participant observation took place in meetings in the Special Integral Training Day (JEIF) of the teachers and in the School Council (CE). The articulation and analysis of the set of data obtained had as focus possible answers or referrals to the research question, derived from the proposed objective. The study of this case revealed that there were contradictions between the educators\' speeches and their real practices. The introduction of CBT and the writing of the article book into the pedagogical actions of the school gave encouragement and empowerment to teachers as well as recognition among their peers. In addition, the documentary analyzes of the results achieved by the students showed that there was an enhancement in scholarly progress comprehending 2012 to 2014; despite the IDEB results since 2005. The participation of the families in the school routine, their history of struggle for housing, the low turnover of educators and, in particular, the permanence of the director may have influenced the development of students. The representation of educators seems to have been more focused on CBTs and less on the development of the set of actions by the educational community; Even though there was greater engagement in research, it is understood that such dynamics arose through the articulation between actions of changes in the school. The unfolding of the actions this innovative school gave the teachers the occupation of a differentiated place: as subjects of making.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 194-208).

Orientador: Jorge Megid Neto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T21:47:15Z (GMT). No. of bitstreams: 1 Teixeira_PauloMarceloMarini_D.pdf: 5210361 bytes, checksum: 2a754ba3fef7dad6a4ea1b35c80133a9 (MD5) Previous issue date: 2009 / Resumo: O trabalho caracteriza-se como um estudo do tipo "Estado da Arte", tendo por objetivo analisar a produção acadêmica expressa em dissertações e teses em Ensino de Biologia, defendidas em Programas de Pós-Graduação existentes no país no período compreendido entre 1972 e 2004. Identifica 351 documentos, dos quais 316 (90%) são analisados em sua integralidade. A análise é desenvolvida com base nos seguintes descritores: I) autor e orientador do trabalho; II) grau de titulação acadêmica; III) instituição de origem do trabalho; IV) ano de defesa; V) fomento; VI) nível escolar; VII) subáreas da Biologia privilegiadas no trabalho; VIII) focos temáticos; IX) gênero de trabalho acadêmico. Os resultados são apresentados de modo a explicitar dados sobre a base institucional que sustenta esse campo investigativo e as tendências da pesquisa sobre o Ensino de Biologia no Brasil, tratando de questões como: a evolução histórica da produção acadêmica; instituições com tradição nessa área de estudo; distribuição geográfica da produção; níveis de ensino privilegiados no conjunto dos estudos realizados; temas e problemáticas priorizadas; linhas de investigação; métodos e técnicas de pesquisa; estilos de texto e perspectivas teóricas adotadas. / Abstract: The study is classified as a "state of the art" type whose aim is to analyze academic production expressed in dissertations and theses on the Teaching of Biology, defended in existing graduate programs in Brazil in the period from 1972-2004. It identified 351 documents, of which 316 (90%) are analyzed in their entirety. The analysis is developed based on the following descriptors: I) author and advisor for the work; II) academic degree; III) institution of origin for the work; IV) year of defense; V) sponsorship; VI) level of schooling; VII) sub-areas of biology prioritized in the work; VIII) thematic focus; IX) type of academic work. The results are presented in such a way as to make explicit the data on the institutional base that supports this field of investigation and the trends in research on Teaching Biology in Brazil, dealing with questions such as: the historical evolution of academic production; institutions with a tradition in this area of study; geographic distribution of production; levels of teaching prioritized in the overall set of studies undertaken; subjects and problems prioritized; lines of research; research methods and techniques; styles of texts, and theoretical perspectives adopted. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

The aim of this thesis is to determine the best training organizations, which are providing services in education with a focus on the automotive industry method and suggest improvements of the services provided, using the selected methods. In assessing the competitive situation in the education market, the thesis deals with the evaluation of offers training and education company focusing on the needs of clients in the automotive industry and evaluating the satisfaction of the companies working in the automotive industry with offer, quality and availability of educational services. Further, the thesis deals with suggestions for possible improvements provided training services to the automotive industry.

„Science, the Never-Ending Quest.“ The diploma thesis deals with a proposal of science center aimed at promoting science and education in the field of nanotechnology. The aim of the project is to design a science center that will complement the existing building complex of CEITEC Nano BUT but also through its architectural expression represent the value of such institution and enable it to stand out among the existing buildings, allowing it to become the new center „brain“ of the complex. Nanotechnology represents a significant sphere of the scientific world that holds big potential for the future in various industries including architecture and building construction. The aim of the diploma thesis is thus not only to design new science center but also to raise awarness of nanotechnolgy. The design proposal is based on simple geometric shape - circle which is segmented into three parts. Logical shape of circle complements the already existing complex and becomes the new center point "brain" of the whole complex. The symbol of infinity that circle and Mobius strip represent is associated with the never ending scientific research as the science itself is at the end nothing but a "never ending quest".