Dissertations / Theses on the topic 'Supervision course'

Universities are exploring the use of e-books in order to mitigate the high cost of textbooks. The study university was providing both delivery modes to students but was considering adapting to using e-books exclusively. An investigation of users' perceptions on textbook delivery modes had not been conducted at the local site. The purpose of this qualitative case study was to explore the perceptions of students about using e-books and the experiences of textbook directors in the decision-making processes regarding the use of e-books versus textbooks. The Davis' Technology Acceptance Model (TAM) served as the conceptual framework for the study and was used to establish an interview guide. A sample of 12 participants was recruited from the local university in Michigan and was comprised of 5 undergraduate students, 5 graduate students, and 2 textbook directors. For maximum variation, participants were recruited from a variety of courses, while textbook directors were recruited and interviewed based on their roles as university textbook buyers. Individual interviews were conducted and the transcribed data were open coded and analyzed thematically. Results of the data analysis indicated that 6 out of 10 students favored using hard copy textbooks versus e-books for a variety of reasons, while both textbook directors favored providing students with an assortment of delivery modes based on their experiences with student textbook preferences. Implications for positive social change include providing the administration at the local site with data on the perceptions of students regarding the mode of textbook delivery and textbook directors' recommendations for providing both e-books and hard copy texts. Being responsive to students' preferences for learning materials allows for the possibility of improved learning outcomes.

It had been apparent for some time that the supervision course taught by ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training needs of ACT supervisors. This study is a detailed account of how the new curriculum in supervision was developed. The first section is a literature survey directed toward the most relevant problems concerning supervision: the duties and responsibilities of supervisors and their training. The literature shows how the perception of a supervisor has changed from that of a craftsman in charge of men in an assembly plant to that of a first-line or sub-manager, technical specialist or workgroup coordinator working with men and women in white collar occupations. Training research was surveyed in the areas of training needs assessment, curriculum, management development and evaluation. From these and further studies specifically on supervision courses in TAFE (the only post-secondary provider of training in this area), it was concluded that its piecemeal and haphazardly developed courses were unlikely to fulfil supervisors' training needs or gain the acceptance of employers. The second part of the field study is a survey of the opinions of ACT supervision students, supervisors and managers on their training needs in supervision. The techniques used were structured interviews with students and a postal questionnaire to managers and supervisors in the public and private sectors. Finally, the curriculum was formulated using results from the two previous sections. Although the response rate from the postal survey was low, the results were nevertheless useful, confirming the data obtained from past students. In the final analysis, three factors contributed almost equally to the design of the curriculum: ideas and findings in the literature, the surveys, and my own experience as a supervisor, manager and teacher.

This dissertation examines the course-enrollment behavior of first-year students at a public Midwestern university. Using the student choice construct, modern college choice theory, and the constructs of habitus, human capital, financial capital, social capital, cultural capital, along with background variables such as gender and locus of control, a course selection theory is proposed to explain students' voluntarily enrollment in a seminar designed to assist with the academic and social transitions to college. The literature review shows numerous studies have been done examining the impacts these courses may have on first-year students' academic performance, retention, and graduation rates. In many of these studies, however, subsets of students were targeted for enrollment and participation in the seminars was not voluntary. In others, students self-select into the first-year transition seminars, raising questions about whether or not their subsequent success is attributable to their participation in these courses. Prior to this study, few, if any, studies have examined enrollment in these first-year seminars as the dependent variable and attempted to explain how various factors impact whether or not students voluntarily choose to enroll. This quantitative research looked at 7,561 first-year students enrolling in 2006-2007 and 2007-2008 and, using logistic regression, attempted to explain whether or not students chose to enroll in a transition seminar. Data was gathered from institutional offices (Admissions, Registrar, and Student Financial Aid) and through an Entering Student Survey completed by 99% of each entering cohort. Of the 52 independent variables included in the model, 17 were significant in one or more steps (or blocks) of the model. This study found that students more advantaged in their individual or family college-going resources (e.g., higher ACT-Composite scores or a higher self-evaluation of their ability to appreciate fine arts, music, and literature) are less likely to enroll in the college transition seminar than students that could be described as more disadvantaged in terms of their college-going resources (i.e., an external locus of control, receiving a Pell Grant, and less access to various forms of capital). There is also evidence that students with past experiences where they may have learned the value of community or teamwork through in- and out-of-class experiences may see the first-year transition seminar as a way to begin creating these same types of connections or communities on the college campus. The dissertation concludes with a consideration of implications for future research, theory development, and institutional policy and practice.

Live (Direct) Supervision has always been key to training therapists. However, little research has been done to determine which type of direct supervision is most effective in changing therapist behavior. This study compared bug-in-the-ear (BITE), phone-in, and computer assisted (CA) supervision. The purpose of this study was to (a) complete functional analysis of each supervision type via an alternating feedback session, to determine each therapists' most effective form of supervision; (b) determine the effect of using the most-effective form of supervision on the therapists' adherence to treatment protocols during follow-up sessions; (c) determine the effect of therapist adherence on client in-session behaviors, and outcome assessments. Results of the functional analysis indicated that phone-in supervisory feedback was the least effective form of supervision. BITE and CA supervision were both found to be effective for at least one therapist. In follow-up sessions BITE supervision did not create sustained changes in overall adherence. CA feedback appeared to maintain overall therapist adherence. In affecting changes to client behavior and outcome scores BITE supervision gave mixed results. CA supervision created desired changes in client behaviors and outcome assessments. For practitioners in the field, this study demonstrates that client behavior does not improve without therapist intervention. Even when client behavior in session appears to be improving, marital distress may increase. This is especially true when therapist adherence does not improve. This study further demonstrates that when the therapists did not intervene appropriately the clients either worsened, or at best, stayed the same. When the therapists made even small improvements client behavior improved. Improving adherence to treatment protocols will always serve the best interest of the client.

Self-regulated learning skills have been shown to positively impact academic achievement in educational settings. This same set of skills becomes critically important as graduates enter today‟s dynamic work environment. That environment increasingly requires accountants and other professionals to be lifelong learners. This study is a response to the call of the Accounting Education Change Commission (AECC) to make "learning to learn" a priority in the accounting classroom. This study used a quantitative, quasi-experimental design within the context of a beginning accounting course. The course is characterized by high failure rates, highly conceptual content, and a population of novice learners. Study participants were stratified according to ACT level, prior GPA level, and academic major. The control group received instruction based on course content only. The treatment group received an intervention in which instruction focused on the process of learning as well as on regular course content. The purpose of the study was to determine whether academic performance differed between the 2 groups. The study further examined whether differences in the means on exam scores varied as a function of ACT level, prior GPA level, or academic major. A MANOVA indicated a significant difference in exam scores between the control and treatment groups with the treatment group outperforming the control group on 4 of the 5 exams. Follow-up ANOVAS were used to determine on which exams statistical significance was found. Two-way ANOVAS revealed no significant interaction between classroom method and prior GPA or academic major. Although statistical significance was not found in the interaction between classroom method and ACT level, descriptive statistics revealed that the greatest differences (between the mean exam scores of the control and treatment groups) occurred among the high-ACT group. The researcher did not attempt to trace causal paths, or changes in the mediating variables that may have linked changes in the learning environment to changes in academic performance. This study provided evidence that instruction related to the process of learning did not diminish academic performance on content-based exams and for most groups of students who received such instruction performance on exams was enhanced. This study casts doubt on the presence of a "ceiling effect," which is often associated with high-ACT students.

To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course design and facilitation. High school students enrolled in the courses often did not successfully complete them, which obstructed the mission of the consortium. The purpose of this qualitative single critical case study was to explore teachers' experiences with and perceptions of designing and developing online courses without accompanying professional development. The iNACOL National Standards for Quality Online Courses (v2) and technological, pedagogical, content knowledge (TPACK) served as the conceptual frameworks for the study. Five teachers who developed and facilitated an online course for the consortium, without companion professional development, volunteered to be interviewed. Data were reduced using NVivo software and analyzed using a priori codes based on NACOL standards then open-coded for emerging themes. Results indicated that other than content expertise, teachers did not believe they had sufficient competencies in any of the areas identified in the iNACOL standards. Based on these results, an online professional development course for teachers was designed to provide introductory training and to model elements of quality online course design using the Moodle learning management system. Positive social change may be achieved if teachers have the knowledge and skills required to develop high-caliber, innovative, and convenient education opportunities that encourage students' course completion which leads to learning and academic success.

Low retention rates among 1st year students plague many community colleges in the United States, including the study site used for this research. Preparing 1st year community college students both academically and socially are key aspects of combating this issue and enhancing student success and persistence. The purpose of this quantitative study was to determine the influence of the First-Year Experience (FYE) course in improving student retention and promoting student success. Rodger’s student development theory and Tinto’s theory on retention guided this study. A causal-comparative design was used to examine the difference in retention rates and GPA between students enrolled in the FYE course and students who were not enrolled in FYE. A total sample of 19,511 1st year students were enrolled in 3 academic semesters in fall 2011, spring 2012 and fall 2012 of which 761 were FYE students and 18,750 were non-FYE students. A series of t tests and chi-square tests were conducted to compare the 2 student groups for the 2 dependent variables. Results showed no statistically significant difference between FYE participation and retention rates for the 2 semesters spring and fall 2012 (p = 0.69 and p = 0.32 respectively) but there was a statistically significant difference for the fall 2011 semester (p < 0.001). The GPA was significantly higher for the 1st year students who completed FYE compared to those who were not enrolled for all three semesters fall 2011, spring 2012, and fall 2012 (p < 0.001, p = 0.15, and p = 0.94 respectively). The results indicate that the FYE course can improve students’ GPA consistently but not their retention. A more detailed investigation into the influence on retention is needed. This study promotes social change by encouraging further research that will benefit the development and improvement of FYE courses.

The development of new teaching standards for the state of California directly affects the development of undergraduate teachers, their preparation for the educational field and their decision to remain teaching in the field of education. As a result, innovated curriculum has been developed to meet the new standards. One course in particular is the Dean's Team course at California State University, Stanislaus. This study analyzed perceptions of teaching and perceptions of effective behavior elicited by participating in the Dean's Team course, and enhanced the Dean's Team student's decision to continue a career in teaching. Statistical results of case study research (and emails), an interview and survey results suggest that pairing with subject matter and content standards in the college classroom improves student leader skills and abilities to teach effectively in the elementary classroom as well as influencing the decision to remain in the field of education (teaching). Developing and implementing a Dean's Team course within the Liberal Studies curriculum is a way to improve the learning, the future teaching experience of undergraduate students and their decision to remain in the field of teaching.

The purpose of this study was to examine how full-time female college administrators juggle the responsibilities in their professional lives with those of their nonprofessional lives.;A total of thirty female administrators were selected from both private and public four-year institutions in eastern Virginia. Snowball sampling was used to identify the women who met the criteria of the study. The women were all full-time college administrators who had at least one child still living at home and at least one living parent. They were all members of the "sandwich generation". One-third of the women were African American.;Information on each woman was gathered by means of an individual two-hour interview which focused on the career decisions that the woman had made. Kurt Lewin's life space model was applied to these women's lives. their lives were divided into two regions, professional and nonprofessional. Issues that emerged from the professional region included promotion obstacles, mentoring, networking, college policies, and climate of the work place. Issues that emerged from the nonprofessional region centered on child care and parent care.;From the professional region, the women noted the following: (1) few blatant hiring and promotion obstacles; (2) more networking and less mentoring; (3) college policies focusing more on child care and less on parent care; and (4) more availability of flexible scheduling in public institutions than in private institutions.;From the nonprofessional region, the women noted the following: (1) Help from nuclear and extended family members can significantly reduce the women's stress; (2) African American women have available to them more extended family members; (3) Care for the elderly is less stressful when the elderly live close to family members.

This study took place at Florida International University (FIU), a large public research university in Miami, Florida and one of largest Hispanic serving institutions in the United States. The purpose of this study was to explore the motivations of non-Japanese undergraduate students for taking a beginners’ Japanese language course. In-depth one-hour semi-structured interviews were conducted with 12 participants before the fall semester of 2014 (Phase I) and 10 after the semester (Phase II). Two major themes emerged from the inductive analysis of the data: attraction to Japanese culture and utility of using the Japanese language. Sub-themes for attraction to Japanese culture were anime and manga, martial arts and various types of games. Sub-themes for utility of using the Japanese language were study abroad and employment which both require residing in Japan. In particular to Phase II, three other themes emerged: a sense of community, openness to others, and investment of time. The findings were analyzed through the lens of L2 motivational-self system. L2 is a foreign language that is not the native language of the speaker. The L2 motivational self-system supports the idea that the images of a possible future-self as a successful learner in L2 acquisition which directs a language learner to have motivating behavior The researcher saw significant changes in participants’ motivational level during qualitative comparative analysis of Phase I and II, especially for those who had and/or gained possible future L2 ideal-self during L2 learning experience. The findings might be used by policy makers or curriculum developers for Japanese language education to refine, enhance or strengthen the competency-goals for Japanese instructions. Moreover, the findings suggested that by creating a personally relevant and inspiring vision of possible-future ideal L2 self, the students will be inherently motivated, which then allows the instructors to be more productive and effective in their teaching.

The purpose of this study was to identify the key components of the policies that designate ownership of faculty-created online course materials at public higher education institutions that offer distance education in order to establish the key components of those policies and learn how they differ within higher education institutions. The researcher utilized a document analysis procedure with both qualitative and quantitative characteristics to identify the key components of the polices under consideration. The findings of the study demonstrated that there are a wide variety of ownership policies in place, but the content of the policies generally fit into six categories: (a) types of ownership; (b) financial considerations; (c) control of faculty-created content; (d) underlying rationale for claiming ownership of content; (e) settlement of disputes; and (f) disclosure and assignment of rights. Moreover, the results of the study demonstrated that many institutions seem to believe that the teacher exception to the U.S. Copyright Law no longer applies. Indeed, recent court cases have shown that the courts look to the institution’s intellectual property policy when deciding questions of ownership. Furthermore, some courts have ruled that the policies need to be signed by both the institution and the faculty in order to be enforceable. The study demonstrated that some institutions have made note of this requirement and they have begun to require faculty to assign title to the institution for material that the policy designates as institution owned. The author includes recommendations for creating or updating intellectual property policies that were based on the review of literature and the results of this study. Further recommendations are provided for future research related to faculty motivation to teach distance education, intellectual property policies regarding student-created material, and research examining how these policies develop and change over time.

The purpose of this study was to explore the relationships between six types of parent involvement and student achievement. These typologies included parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. Four research questions guided the study and nine null hypotheses were formulated and tested at the level of significance. The degree of relationship between the independent variables, parent involvement typologies, and student achievement were analyzed by utilizing Spearman's rho correlation coefficient, Pearson's product-moment correlation, and multiple regression analysis. The study sample consisted of 627 elementary and middle school parents in Mitchell County, North Carolina. The results of this study indicate significant yet relatively weak relationships between student achievement and the parent involvement typologies volunteering and collaborating with community; however, the relationships between student achievement and the parent involvement typologies in conjunction with parent education level and parent educational expectation for their child were much stronger. While the importance of parental involvement remains undisputable, an inherent purpose of this study was to enhance perceptions of the value of parent involvement within the theoretical context of the overlapping spheres of influence, to encourage further research on the relationships between parent behaviors and student achievement, and to proclaim with conviction that schools, parents, and communities, though somewhat distinct in their roles, are natural allies, sharing common goals.

The purpose of this study was to identify and analyze the attitudes of principals toward parent involvement in schools. The population for the study consisted of all public school elementary principals in the Commonwealth of Virginia. A random sample procedure was employed and an instrument was developed specifically for the study. An initial and second mailing resulted in an overall response rate of 53%. Factor analysis identified 5 groupings in parent involvement. Factors were labeled: Decision-Making, Policy-Making, Home Tutor/Co-Learner, Socio-Economic Status, and Parent Desire and Expertise. Seven null hypotheses were formulated and tested for the study. It was found that principals, in general, strongly believe in parent involvement and feel responsible for initiating it. The gender of the principal did not impact their attitude toward parent involvement. Younger principals supported parents as home tutors and co-learners more so than older principals. Principals with elementary teaching experience believed involving lower socio-economic parents and middle and upper income parents equally attainable. They, likewise, believed all parents, regardless of socio-economic background, desire to be involved in the education of their children. Principals who majored in elementary education were found to be more supportive of parent involvement in school policy-making and parents as home tutors/co-learners. Principals of larger schools and principals of higher socio-economic schools were more supportive of parent observations in classrooms and parents as home tutors/co-learners. In general, principals were more supportive of parent involvement in policy-making (goal setting, budget planning, and curriculum issues) than in school decision-making (staff evaluations and hiring).

The purpose of this study was to uncover the feelings and reactions of students and their parents in regard to the nonpromotion experience. Families with children who had been retained at least once in grades one through eight were purposefully selected as units of study from one of four area school systems. A total of 52 family members from 22 family units participated in 46 separate, qualitative interviews. The information collected from the interviews was inductively analyzed. Building upon Schlossberg's theory for human adaptation to transitions, seven factors or coping resources emerged from the data that affected the adaptation of a parent or a student to a grade level retention. These factors fell into one of three categories--the characteristics of the individual, the characteristics surrounding the transition (the retention), and the characteristics of the individual's environment. The analysis revealed the following seven coping resources: self-definition of an individual, previous experience with retention, retention philosophy of the individual, feelings of empowerment connected to the retention decision, retention rationale or reason for the retention, sense of belonging to the school community, and support systems available to the individual. From the findings, the investigator reached the following conclusions: (1) regardless of their initial feelings toward a retention decision, most students, as well as other family members, eventually assimilated a nonpromotion experience; (2) the seven identified coping resources influenced the success of an individual's adaptation to a retention experience; (3) school personnel did little to initially prepare a child for a nonpromotion and generally offered little support to aid adaptation to the retention; (4) the relationships an educator developed with family members were essential in establishing a sense of trust and of cooperation between the home and the school; (5) school systems rarely provided parents of children in grades one through eight with the strategies necessary to academically aid a child within the home environment; (6) adherence to rigid, grade level curriculum placed undue stress on many students and their families, inadvertently reinforcing the acceptance of the practice of retention by parents and by students.

In-home family therapy has become one of the most common options of treatment for providing services to families who do not typically utilize a private clinic (Lawson, 2005; Reiter, 2000; Yorgason, McWey, & Felts, 2005). Researchers have given some attention to the topic of home-based therapy and to general supervision, but little attention has focused on the actual supervision experiences of home-based therapy providers. This phenomenological study explored the supervision experiences of seven past and current in-home therapists: marriage and family therapists (MFTs) and social workers (MSWs). Semi-structured interviews were conducted with the participants, and data was analyzed to develop structured descriptions and meanings via highlighted “significant statements” that described the participants’ experiences (Kvale, 2007). The participants’ descriptive accounts were categorized as 1) in-home therapy descriptions, 2) factors affecting in-home therapy supervision, and 3) effective and ineffective supervisory practices. Implications of the research findings suggested that clinicians’ needs and expectations related to safety, burn out, and supervisory knowledge were often unmet. Supervisory practices that appeared significantly effective were 1) developing trusting supervisor-supervisee relationships, 2) reviewing models and clinical application collaboratively, and 3) actively prioritizing clinician safety and burn out prevention.

Regional weather patterns in the southwestern United States frequently test the engineering involved in indoor air handling equipment in college facilities. Although an adequate indoor thermal environment has been found to affect student learning, little is known about students' perceptions of classroom heating and ventilation and impacts on learning. The purpose of this phenomenological study was to explore how students in accelerated medical technology courses perceived the environmental quality in their classrooms and discern whether these conditions affected overall gains in knowledge, persistence, and retention in their learning. Fourteen participants from 2 local community colleges were interviewed using purposeful sampling. Guided by Nicol and Humphrey's adaptive heat model along with the theories of Maslow, Bandura, and Bronfenbrenner, the research questions centered on how students perceived the classroom environmental quality and its effects on their learning and well-being. Thematic analysis was used to reveal concerns about the operational state of the heating, ventilation, and air conditioning systems, their effect on classroom environmental quality and the student's ability to attend class. Interview responses indicated that positive indoor environmental conditions are essential to students' learning. Project study results led to the development of a white paper for collaborative use at each development forum. Positive implications for social change include increasing staff members' knowledge about improving and maintaining adequate indoor environmental quality to support overall student achievement.

Les travaux décrits dans ce mémoire portent sur la supervision du trac dans le c÷ur de réseau, au niveau de la couche applicative. Nous illustrons l'intérêt de la supervision dans la couche 7 grâce à trois études qui montrent les bénéces obtenus pour la sécurité et pour l'évaluation de modications d'architecture du réseau. La première étude utilise l'épidémiologie, la science qui étudie les causes et la propagation des maladies. L'épidémiologie fournit des concepts et des mé- thodes pour analyser à quels risques potentiels d'infection les PC des clients ADSL sont exposés. En particulier, nous voulons analyser les risques par rapport aux applications utilisées par les clients. Grâce à la supervision applicative du trac d'un large échantillon de clients ADSL dans le c÷ur de réseau, nous construisons un prol d'utilisation du réseau pour chaque client et nous détectons ceux qui génèrent du trac malveillant. A partir de ces données, nous étudions le lien entre certaines caractéristiques des clients avec leurs risques d'être infecté. Nous mettons en évidence deux applications et un syst ème d'exploitation qui constituent des facteurs de risque. Nous en déduisons un prol de client pour lequel existe un risque important de se voir infecter par un virus informatique. La deuxième étude porte sur l'opportunité pour un opérateur d'installer des caches P2P dans son réseau. Mettre les contenus P2P en cache pourrait être un bon moyen de réduire la charge dans le réseau. Cependant, les performances des caches sont aectées par de nombreux facteurs, en relation avec les caches eux-mêmes, mais également avec les propriétés de l'overlay, les contenus P2P et la localisation du cache. Dans le but d'évaluer l'utilité potentielle des caches P2P, nous eectuons la supervision à grande échelle du trac P2P, dans le réseau opérationnel de France Télécom. Après avoir étudié certaines propriétés du trac observé, nous simulons le fonctionnement d'un cache en nous basant sur les données recueillies pendant 10 mois. Nous sommes alors en mesure d'évaluer les performances d'un cache, en termes d'économie de bande passante si un cache était réellement déployé au moment de la capture de nos traces. De plus, nous étudions l'impact sur la performance de paramètres tels que les caractéristiques du cache et de mani ère plus importante le nombre de clients servis par le cache. Les résultats montrent que l'on pourrait réduire le trac P2P d'échange de chiers de 23% avec un cache passif. Enn, la troisème étude porte sur l'opportunité pour un opérateur de réseau de coopérer avec les réseaux P2P à travers une interface de type P4P. L'approche P4P permet aux clients P2P d'améliorer leur sélection de pairs dans l'overlay. Le trac P2P représente une proportion importante du volume du trac dans les réseaux. Cependant, les systèmes P2P les plus couramment utilisés à l'heure actuelle ne tiennent pas compte de l'infrastructure réseau sous-jacente. Grâce à la supervision applicative, nous déterminons les béné- ces de P4P, d'une part pour les applications P2P et d'autre part pour les opérateurs. Les résultats de cette expérimentation indiquent que les applications P2P ont besoin de plus d'informations que seulement l'AS de provenance des sources potentielles pour améliorer leurs performances. De plus nous montrons que le trac P2P inter-domaines pourrait être réduit d'au moins 72% grâce à P4P. Nous montrons donc dans ces travaux que la supervision applicative permet : d'analyser des phénomènes complexes liés à l'usage qui est fait du ré- seau, tels que la contamination par un ver ou un virus informatique ; d'évaluer, de manière précise et quantitative, l'impact de certaines modi cations d'architecture sur le trac opérationnel. D'une manière plus générale, nous illustrons l'importance du rôle de l'opé- rateur de réseau dans le déploiement et l'exploitation des services Internet, toujours plus gourmands en bande passante, que nous ne manquerons pas de voir apparaître à l'avenir. En eet la supervision applicative est un outil essentiel pour l'évaluation des protocoles et architectures mis en ÷uvre dans les services Internet, complémentaire des autres outils dans ce domaine.

The present study investigated the job satisfaction of 205 adjunct faculty teaching standardized online courses at a private university in the United States. The extent of the relationship between demographic, motivator, and hygiene factors associated with adjunct faculty job satisfaction were identified. Results from this study indicate that adjunct faculty value work recognition, technical and instructional technology support, and take pride in their teaching. Important faculty satisfaction predictors based on analyses of hierarchical regression models were motivator factors recognition, achievement, and work itself, and hygiene factors policy and administration and salary.

This study compared moral reasoning of first year college students who chose to take the service learning section of a required general education course with students who took the non service learning section of the same course using the Visions of Morality Scale. This study hypothesized that students who chose to take the service learning section of the course would have a higher level of moral reasoning compared to those students who chose to take the non service section. Data was collected from 24 respondents via the Visions of Morality instrument and was joined to data from the Cooperative Institutional Research Program (CIRP). The study found that students in the service learning sections of the course scored lower on the Visions of Morality Scale than those in the non service learning sections. Based on CIRP data taken from respondents at the beginning of their freshman year, this study also found a statistically significant difference between students who chose service learning courses and those who chose the non service learning courses in respondent desire to participate in community based action programs. The implications for this study include insight into the reasons why students decide to participate in service courses and subsequently, why some service courses might be more effective than others.

The majority of literature on the work-family interface has focused on, and provided evidence of, the conflict associated with engagement in both work and family roles (Eby, Casper, Lockwood, Bordeaux, & Brinley, 2005). Research examining the positive aspects of work and family participation remains limited. The current study investigated how work-family positive spillover is transferred between members of the supervisor-employee dyad and subsequently how this affects employee sleep outcomes. It was hypothesized that work-to-family affective positive spillover experienced by supervisors would crossover to employees and increase their experiences of work-to-family affective positive spillover. In turn, this would allow for better employee sleep. It was also proposed that these relationships would depend on the level of employee perceptions of family-supportive supervisor behaviors (FSSB), such that higher levels of FSSB would result in higher levels of employee positive spillover and better employee sleep. As part of a larger study, survey data were collected in a sample of 696 workers supervised by 180 managers in the information technology sector. Contrary to expectations, results indicated that supervisor positive spillover was negatively related to employee positive spillover. Furthermore, FSSB moderated the association between supervisor positive spillover and employee sleep duration, such that the relationship between supervisor positive spillover and employee sleep duration was positive under high levels of FSSB, but negative under low levels of FSSB. Again, this finding was contrary to expectations. Alternative explanations are discussed.

Cette étude a pour but d’examiner les perceptions et les pratiques de la supervision pédagogique des enseignants et des directeurs d’école oeuvrant dans le Secteur nord d’Haïti, et ce, pour le niveau suivant : fondamental, premier et deuxième cycles. Pour réaliser cette étude, nous avons mené une enquête auprès de 147 répondants : 103 enseignants et 44 directeurs d’école. Nos participants ont eu à répondre à un questionnaire portant sur leurs pratiques et perceptions de la supervision pédagogique. Il ressort de cette étude empirique que les enseignants et les directeurs d’école interrogés accordent une grande importance à la supervision pédagogique et reconnaissent qu’elle constitue l’un des meilleurs moyens pour favoriser l’amélioration de la qualité de l’éducation. Toutefois, le manque de ressources humaines (personnes qualifiées) et matérielles qui caractérise le milieu scolaire du Secteur nord d’Haïti constitue un handicap majeur à la mise en oeuvre d’un système d’application de la supervision pédagogique.

The purpose of this study was to examine faculty reluctance to providing students with access to course resources via the Internet. The study explored known barriers to the use of technology and the Internet within educational settings and provided opportunity for new barriers to be presented. Personal and professional demographic factors were collected to determine if certain characteristics were identifiable as predictors to web enhancement. An online survey was designed to collect data to address research questions in the study. The survey consisted of 48 questions, including areas for comments and remarks from faculty members. One thousand two (1002) faculty, out of a possible 4,990 responded to the survey. Based on the results, conclusions have been drawn. Female faculty and faculty ranked as assistant, associate, or full professors were most likely to web enhance. Faculty who had taught for between 1 and 15 years at a four-year university, were also more likely to web enhance than other faculty. Faculty in the fields of biology, business administration, communications, computer science, education, English, nursing and psychology appeared most likely to web enhance their courses. Major barriers to enhancement include increased time commitment, concerns regarding faculty work load, lack of person-to-person contact, and difficulty keeping current with technological changes. Recommendations for removing some barriers included the need to recognize and reward innovation, provide incentives to enhance, and establish cultural change within institutions. Meaningful professional development training on enhancement techniques was also recommended, as well as providing release time for enhancement development. Contact standards on campus websites, providing a contact at each institution for research inquiries, and becoming more accessible to the public at large was also needed. Recommendations for further research included completing this study on an institutional basis, and studying the need for ôrevampingö the concept of ôoffice hoursö when used in connection with online courses. In addition, a qualitative study should be conducted on the pros and cons of web enhancement, as well as a time study comparison of students who complete a low level online course then take a higher level on-site course.

Roughly 60% of first-year community college students attending a community college in Idaho need to take remedial courses. Such a high percentage of first-year community college students in remedial courses indicates that students are not being properly prepared for collegiate studies. The purpose of this study was to understand college readiness through the perception of first-year community college students who were taking remedial courses. The framework for this study builds on Conley's multidimensional model of college readiness. Data from 10 semi structured interviews conducted with community college students taking remedial courses provided information about the opinions and ideas about college readiness, in addition to evaluations regarding what was missing in their K-12 education to prepare them for collegiate studies. Through open-ended data coding, interrelated themes were analyzed, and the interpreted meaning was shared through a qualitative narrative. The findings from this study suggest that college readiness is more than academic knowledge and understanding. The K-12 education system shall help students to focus on specific skills such as time management and note taking and to seek out their passions and goals. The findings also suggest that the K-12 education system within the United States needs to be restructured to incorporate a system that encourages and supports student success through more individualized learning that places focus on student passions. When students are given the opportunity to seek after their passions, they gain more interest and motivation to learn and build a strong sense of self-efficacy.

Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.

ABSTRACT A SURVEY ABOUT THE OPINIONS OF STUDENT PHYSICS TEACHERS, SUPERVISORS AND MENTORS ON PRACTICE TEACHING COURSE Ç
etin Seç
kin, Nihan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz August 2005, 136 pages The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student physics teachers at co-ordinating schools on practice teaching course. After reviewing the related literature, three prallel questionnaires were developed depending on the formal directive of Ministry of National Education (MEB) and the handbook of Higher Education Council (YÖ
K) about practice teaching. The research was conducted on 142 student physics teachers registered in the Practice Teaching Course in 2004- 2005 spring semester and 14 supervisors giving this course in 7 Secondary Science and Maths Education Departments of Education Faculties and 10 mentors in 7 co-ordinating schools in Turkey.. The analysis of data was made by using SPSS 10. According to the findings from the study, the formally stated responsibilities and procedures related with practice teaching in the directive do not overlap with the actual ones completely, participants do not carry out all their responsibilities as stated in the directive, physical conditions of co-ordinating schools are not adequate for teacher education, and insufficient number of supervisors in the faculties and lacking of co-ordination among the units in practice teaching cause many problems.

My study investigated the effects of abusive supervision on work and family outcomes including supervisor-directed and organization-directed deviance and spousal undermining. Using a moderated-mediation model, the relationship of abusive supervision on outcome variables was proposed to be mediated by moral courage and moderated by leader-member exchange (a-path) and work and family role quality (b-path). Two separate studies were conducted using a sample (N=200) recruited through Amazon’s Mechanical Turk and through relatives of students at a large US public southeastern university (N=150 dyads). Results confirm the effects of abusive supervision on work and family outcomes while analyses of contextual and conditional factors are mixed. Confirmatory factor analyses, factor loadings, and model fit statistics are provided and implications for research and practice are discussed.

Disproportionately lower numbers of African- and Hispanic-American high school students are enrolled in advanced placement (AP) courses in U.S. high schools. Thus, the purpose of this exploratory case study was to explore the administrative practices that may expand enrollment of African- and Hispanic-American students in high school AP courses. The conceptual framework of the study was based on Bandura's social cognitive theory and its 4 elements: affective processes, motivational processes, selection processes, and cognitive learning. Research questions were designed to examine the perspectives of administrators about the disproportional enrollment of African- and Hispanic-American students in AP courses and administrative practices that may support proportional representation of these students. Semistructured interviews were used to collect data from 10 administrators from 2 high schools in the same school district. Data analysis involved open, axial, and a priori coding. The findings indicated that administrators agreed on the need to reevaluate prerequisites for AP courses that may create unintentional obstacles to enrollment of Hispanic- and African-American students. Additionally, administrative support for the counselors to provide academic advising may improve access for Hispanic- and African-American students. This study contributes to positive social change by creating a deeper understanding of how administrative practices can improve African- and Hispanic-American enrollment in high school AP courses.

Le concept de système multi sources, avec une gestion intégrée et optimisée de l'énergie, auquel différents systèmes de stockage sont associés est envisagé comme un élément de réponse à la problématique liée au caractère aléatoire et fluctuant de la production dispersée d'origine éolienne. Dans ce contexte, il apparaît intéressant d'associer les sources de production éoliennes et hydrauliques. Ces dernières sont en effet susceptibles, de par leur souplesse et leur disponibilité, de compenser le caractère aléatoire et fluctuant de l'éolien. Les générateurs et les systèmes de stockage d'une centrale multi sources peuvent être localisés en différents points du réseau mais sont gérés par un opérateur industriel unique. Comme la problématique de l'éolien se retrouve à tous les niveaux temporels de gestion, il est nécessaire de mettre en place une supervision multi niveaux de la centrale intégrée éolien/hydraulique/stockage envisagée. A chaque niveau correspond des objectifs et des moyens à définir pour répondre à ces exigences. Cependant, la problématique étant vaste, les travaux ont porté essentiellement sur deux niveaux : niveau " court terme " et niveau " moyen terme ". Le but de la thèse est de proposer des méthodes de supervision pour la gestion des systèmes éolien/hydraulique/stockage. Ainsi, dix superviseurs sont proposés suivant différents outils de supervision (logique floue, fonction optimisation,...). Enfin, les performances de ces superviseurs sont comparées à l'aide de différents indicateurs permettant de quantifier leurs apports en fonction des objectifs des différents niveaux de supervision (qualité de puissance, efficacité énergétique,...).

Many universities and colleges have placed increased emphasis on teaching excellence in higher education. Efforts to promote teaching excellence vary from the development of alternative new pedagogies as well as research exploring strategies to improve existing teaching practices. Logically, different disciplines employ different instructional strategies to prepare their graduates with specific skills, knowledge, and attitudes. This study examined the instructional strategies used most frequently in the information systems discipline and was inspired by Shulman's (2005) concept of signature pedagogies - the unique but pervasive ways of teaching within a discipline or profession. This dissertation reports a national survey of instructional strategies used across the information systems discipline. The study employed a web-based survey of all information systems faculty members in the United States listed in the Association of Information Systems membership directory (695 valid responses were obtained from 2,835 eligible participants, 24.4% response rate). The research used an original questionnaire identifying 52 different instructional strategies to create a profile of commonly employed teaching practices and to identify whether there are identifiable signature pedagogies in the discipline of Information Systems (IS). Data analyses included descriptive statistics, factor analysis of the survey items, and multiple regression of eight independent variables to predict frequency of instructional strategy used. This quantitative study is the first systematic investigation profiling the instructional strategies and signature pedagogies used in the IS discipline. The results show domination of lecture-based strategies across the information systems discipline. Over 66% of the participants identified lecture as their most frequently used teaching method. Based on the frequency of responses to "Frequently" and "Almost Always/Always", lecture was identified as the most frequently used strategy. The next most commonly employed strategies were interactive lectures (63%), cooperative learning/team-based learning (53%), problem-based learning (53%), whole group discussions (50%), and demonstrations (49%). Participants were also asked to select their "three most frequently used" strategies to identify potential signature pedagogies. Their responses again identified lectures and interactive lectures as the dominant strategies. Viewing these as generic strategies, the following additional frequently used strategies might point to potential signature pedagogies in the discipline: lab activities, case study, analysis and design project, and whole group discussion. This initial investigation focused exclusively on what Shulman (2005) has identified as the surface structure of the pedagogies. Further studies are recommended to also examine the deep and implicit structures to more definitively identify signature pedagogies in the IS discipline. The exploratory factor analysis revealed patterns of instructional strategies usage in the IS discipline. Six factors were identified: in-class active learning strategies, highly-structured active learning strategies, online learning strategies, project-based strategies, writing-based strategies, and portfolio strategies. The internal consistency reliability (Cronbach's Alpha) of the six factors ranged from .67 to .87 on each of the factors formed. Composite means of the factors showed that highly-structured active learning strategies and project-based strategies were the two most frequently used groups of instructional strategies groups across the IS discipline. This study further found that six of eight demographic and course characteristics (i.e., gender, rank, age, course level, delivery format, and class size) were associated significantly with instructional strategies usage depending on both the group of instructional strategies and the type of instructional strategies. Years of prior teaching experience and availability of student assistants were the two non-significant demographic and course characteristics. This study profiles the teaching practices currently employed in the IS discipline in the United States. Recommendations for future research are described along with suggestions for improving teaching and faculty development initiatives in the IS discipline. Additionally, possibilities for future research both within the IS discipline and across other disciplines are presented.

Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2018-2019.
Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2018-2019.
La réussite scolaire présuppose une délimitation claire des responsabilités des acteurs du système de l’éducation, un suivi des apprentissages des élèves et, si nécessaire, l’apport de réajustements aux pratiques pédagogiques. Une absence de responsabilité et d’imputabilité pourrait nuire aux progrès en matière d’éducation et venir cristalliser les pratiques préjudiciables dans les systèmes éducatifs (UNESCO, 2017). Dans cette optique, au Québec, la Loi sur l’instruction publique (LIP) est venue prescrire une approche contractuelle de gouvernance nommée Gestion axée sur les résultats (GAR) qui oblige le ministère de l’Éducation, les commissions scolaires et les établissements à se fixer des objectifs pour la diplomation et la persévérance des élèves et à en être imputables. Au niveau local, la supervision pédagogique constitue un processus incontournable pour la direction d’établissement afin d’atteindre ces objectifs (Brassard, Lusignan et Pelletier, 2013; Maroy et collab., 2016). Or, bien que la finalité de l’approche de GAR fasse consensus – soit l’amélioration de l’efficacité éducative – la philosophie derrière ce mode de régulation soulève d’importants enjeux, dont la lourdeur de ces politiques qui force les directions à consacrer plus de temps à la réalisation de tâches administratives au détriment de tâches pédagogiques (Champoux-Lesage et collab., 2014). De plus, les formations traditionnelles ne préparent que partiellement les directions à exercer leurs responsabilités liées à la supervision pédagogique (Bickmore, 2010). Dans ce contexte, le travail de collaboration entre les milieux de recherche et de pratique se révèle une piste d’avenir pour la formation dans le champ de l’administration de l’éducation (Bernatchez, 2017 ; Bouchamma, April et Basque, 2018 ; CTREQ, 2018 ; MELS, 2008). Cette collaboration permet à la fois le développement des pratiques de la communauté professionnelle et l’avancement des connaissances de la communauté scientifique (Bourassa et collab., 2013). Dans cet esprit de collaboration, cette recherche doctorale aspire à mieux comprendre et à améliorer les pratiques professionnelles en supervision pédagogique de membres de la direction d’établissement (n = 37) dans un contexte de GAR. Cette recherche trouve son fondement dans trois concepts : la supervision pédagogique individuelle et collective, la communauté d’apprentissage professionnelle (CAP) et le développement professionnel. Parallèlement, nous retenons la théorie de la fixation des objectifs (Locke et Latham, 1990 ; 2002 ; 2013). Cette recherche s’inscrit dans un projet Chantier 7 Programme de soutien à la formation continue du personnel scolaire intitulé « Améliorer les compétences des gestionnaires d’établissement scolaire en supervision pédagogique par la communauté d’apprentissage et de pratique professionnelle en présentiel et en ligne » (Bouchamma et Giguère, 2014-2017). Des membres de la direction d’établissement d’enseignement des commissions scolaires des Découvreurs (n = 21) et des Navigateurs (n = 16) ont participé au projet sur une base volontaire. Cette recherche est basée sur un devis mixte (Tashakkori et Teddlie, 2009). Le corpus issu de 21 rencontres en communauté d’apprentissage a fait l’objet d’une analyse thématique (Paillé et Mucchielli, 2012) et les données quantitatives, recueillies à partir d’un questionnaire, ont été soumises à des tests T, de régression et de statistiques descriptives. Les résultats de cette étude montrent que les pratiques de supervision individuelle par les membres de la direction tendent à être plus fréquentes que celles collectives. Les pratiques individuelles sont surtout axées sur la rencontre d’observation, et moins sur la prérencontre ou la rencontre post-observation. La pratique de supervision collective la moins mise de l’avant est celle de créer des structures collaboratives axées sur l’enseignement et l’apprentissage. En second lieu, les résultats montrent que peu de membres de la direction sont portés à quantifier leurs cibles et à développer des indicateurs chiffrés ; ces derniers mettent principalement l’accent sur la planification stratégique (les moyens) et moins sur les processus de contractualisation (l’évaluation de l’atteinte des objectifs). Enfin, bien que les membres de la direction associent la supervision collective à un idéal à atteindre et identifient plusieurs obstacles liés à l’accompagnement individuel, ces derniers tendent à mettre davantage en pratique la supervision individuelle. En ce sens, les pratiques mises de l’avant ne collent pas toujours en tous points aux idéaux d’une supervision plus collective. Mots clés : communauté d’apprentissage, développement professionnel, direction d’établissement d’enseignement, gestion axée sur les résultats, obstacles, pratiques gagnantes, recherche collaborative, supervision pédagogique, théorie de la fixation des objectifs.
La réussite scolaire présuppose une délimitation claire des responsabilités des acteurs du système de l’éducation, un suivi des apprentissages des élèves et, si nécessaire, l’apport de réajustements aux pratiques pédagogiques. Une absence de responsabilité et d’imputabilité pourrait nuire aux progrès en matière d’éducation et venir cristalliser les pratiques préjudiciables dans les systèmes éducatifs (UNESCO, 2017). Dans cette optique, au Québec, la Loi sur l’instruction publique (LIP) est venue prescrire une approche contractuelle de gouvernance nommée Gestion axée sur les résultats (GAR) qui oblige le ministère de l’Éducation, les commissions scolaires et les établissements à se fixer des objectifs pour la diplomation et la persévérance des élèves et à en être imputables. Au niveau local, la supervision pédagogique constitue un processus incontournable pour la direction d’établissement afin d’atteindre ces objectifs (Brassard, Lusignan et Pelletier, 2013; Maroy et collab., 2016). Or, bien que la finalité de l’approche de GAR fasse consensus – soit l’amélioration de l’efficacité éducative – la philosophie derrière ce mode de régulation soulève d’importants enjeux, dont la lourdeur de ces politiques qui force les directions à consacrer plus de temps à la réalisation de tâches administratives au détriment de tâches pédagogiques (Champoux-Lesage et collab., 2014). De plus, les formations traditionnelles ne préparent que partiellement les directions à exercer leurs responsabilités liées à la supervision pédagogique (Bickmore, 2010). Dans ce contexte, le travail de collaboration entre les milieux de recherche et de pratique se révèle une piste d’avenir pour la formation dans le champ de l’administration de l’éducation (Bernatchez, 2017 ; Bouchamma, April et Basque, 2018 ; CTREQ, 2018 ; MELS, 2008). Cette collaboration permet à la fois le développement des pratiques de la communauté professionnelle et l’avancement des connaissances de la communauté scientifique (Bourassa et collab., 2013). Dans cet esprit de collaboration, cette recherche doctorale aspire à mieux comprendre et à améliorer les pratiques professionnelles en supervision pédagogique de membres de la direction d’établissement (n = 37) dans un contexte de GAR. Cette recherche trouve son fondement dans trois concepts : la supervision pédagogique individuelle et collective, la communauté d’apprentissage professionnelle (CAP) et le développement professionnel. Parallèlement, nous retenons la théorie de la fixation des objectifs (Locke et Latham, 1990 ; 2002 ; 2013). Cette recherche s’inscrit dans un projet Chantier 7 Programme de soutien à la formation continue du personnel scolaire intitulé « Améliorer les compétences des gestionnaires d’établissement scolaire en supervision pédagogique par la communauté d’apprentissage et de pratique professionnelle en présentiel et en ligne » (Bouchamma et Giguère, 2014-2017). Des membres de la direction d’établissement d’enseignement des commissions scolaires des Découvreurs (n = 21) et des Navigateurs (n = 16) ont participé au projet sur une base volontaire. Cette recherche est basée sur un devis mixte (Tashakkori et Teddlie, 2009). Le corpus issu de 21 rencontres en communauté d’apprentissage a fait l’objet d’une analyse thématique (Paillé et Mucchielli, 2012) et les données quantitatives, recueillies à partir d’un questionnaire, ont été soumises à des tests T, de régression et de statistiques descriptives. Les résultats de cette étude montrent que les pratiques de supervision individuelle par les membres de la direction tendent à être plus fréquentes que celles collectives. Les pratiques individuelles sont surtout axées sur la rencontre d’observation, et moins sur la prérencontre ou la rencontre post-observation. La pratique de supervision collective la moins mise de l’avant est celle de créer des structures collaboratives axées sur l’enseignement et l’apprentissage. En second lieu, les résultats montrent que peu de membres de la direction sont portés à quantifier leurs cibles et à développer des indicateurs chiffrés ; ces derniers mettent principalement l’accent sur la planification stratégique (les moyens) et moins sur les processus de contractualisation (l’évaluation de l’atteinte des objectifs). Enfin, bien que les membres de la direction associent la supervision collective à un idéal à atteindre et identifient plusieurs obstacles liés à l’accompagnement individuel, ces derniers tendent à mettre davantage en pratique la supervision individuelle. En ce sens, les pratiques mises de l’avant ne collent pas toujours en tous points aux idéaux d’une supervision plus collective. Mots clés : communauté d’apprentissage, développement professionnel, direction d’établissement d’enseignement, gestion axée sur les résultats, obstacles, pratiques gagnantes, recherche collaborative, supervision pédagogique, théorie de la fixation des objectifs.
Educational achievement requires a clear delineation of the responsibilities of the stakeholders, monitoring of students’ learning and, if necessary, readjustments to pedagogical practices. The lack of accountability could jeopardize progress and entrench harmful practices in education systems (UNESCO, 2017). In this regard, in the province of Québec, Canada, the Public Education Act law (PEA) advocates using the results-based management approach (RBM). RBM requires the Ministry of Education, school boards and the schools themselves to set performance targets for graduation and perseverance of students. At the local level, pedagogical supervision is an essential process for the school principal in achieving these targets identified in the RBM tools (Brassard, Lusignan and Pelletier, 2013; Maroy et collab., 2016). Although a consensus has been reached regarding the purpose of the RBM policies – here being the improvement of educational effectiveness – the philosophy behind this method of regulation creates a considerable number of challenges for education stakeholders (Maroy, 2013). For example, because of the administrative burden of these policies, many school principals must devote more time to the execution of administrative tasks, to the detriment of educational tasks, including pedagogical supervision (Champoux-Lesage et al., 2014). In addition, traditional training methods only partially prepare school principals to meet their pedagogical supervision responsibilities (Bickmore, 2010). In this regard, the collaborative work between the worlds of research and practice is a promising avenue to be explored for training in the field of educational administration (Bernatchez, 2017; Bouchamma, April and Basque, 2018; CTREQ, 2018; MELS, 2008). This collaboration allows for both the development of practices and knowledge for the professional community as well as the advancement of knowledge for the scientific community (Bourassa et al., 2013). In this spirit of collaboration, this doctoral research project aspires to better understand and to improve the professional practices of school principals (n = 37) in pedagogical supervision in a context of RBM. This research project is based on three concepts: individual and collective pedagogical supervision, professional learning community (PLC) and professional development. In addition, we retain the theory of goal setting (Locke and Latham, 1990; 2002; 2013). This research is part of a Chantier 7 project In-service training program for school staff entitled “Améliorer les compétences des gestionnaires d’établissement scolaire en supervision pédagogique par la communauté d’apprentissage et de pratique professionnelle en présentiel et en ligne” (Bouchamma and Giguère, 2014-2017). School principals from the Découvreurs School Board (n = 21) and the Navigateurs School Board (n= 16) were recruited on a voluntary basis. The chosen design is mixed methods (Tashakkori and Teddlie, 2009). The corpus of qualitative data, produced from 21 focus group interviews in learning community was analysed thematically (Paillé and Mucchielli, 2012). Quantitative data collected from a questionnaire was analysed through Ttests, regression, and descriptive statistics. The results of the study indicate that individual supervision practices tend to be more numerous than the collective ones. Individual practices are mainly focused on the in-class observation and less on pre-observation or post-observation meetings. The least-used collective supervision practice is that of creating collaborative structures centered on teaching and learning. Moreover
Educational achievement requires a clear delineation of the responsibilities of the stakeholders, monitoring of students’ learning and, if necessary, readjustments to pedagogical practices. The lack of accountability could jeopardize progress and entrench harmful practices in education systems (UNESCO, 2017). In this regard, in the province of Québec, Canada, the Public Education Act law (PEA) advocates using the results-based management approach (RBM). RBM requires the Ministry of Education, school boards and the schools themselves to set performance targets for graduation and perseverance of students. At the local level, pedagogical supervision is an essential process for the school principal in achieving these targets identified in the RBM tools (Brassard, Lusignan and Pelletier, 2013; Maroy et collab., 2016). Although a consensus has been reached regarding the purpose of the RBM policies – here being the improvement of educational effectiveness – the philosophy behind this method of regulation creates a considerable number of challenges for education stakeholders (Maroy, 2013). For example, because of the administrative burden of these policies, many school principals must devote more time to the execution of administrative tasks, to the detriment of educational tasks, including pedagogical supervision (Champoux-Lesage et al., 2014). In addition, traditional training methods only partially prepare school principals to meet their pedagogical supervision responsibilities (Bickmore, 2010). In this regard, the collaborative work between the worlds of research and practice is a promising avenue to be explored for training in the field of educational administration (Bernatchez, 2017; Bouchamma, April and Basque, 2018; CTREQ, 2018; MELS, 2008). This collaboration allows for both the development of practices and knowledge for the professional community as well as the advancement of knowledge for the scientific community (Bourassa et al., 2013). In this spirit of collaboration, this doctoral research project aspires to better understand and to improve the professional practices of school principals (n = 37) in pedagogical supervision in a context of RBM. This research project is based on three concepts: individual and collective pedagogical supervision, professional learning community (PLC) and professional development. In addition, we retain the theory of goal setting (Locke and Latham, 1990; 2002; 2013). This research is part of a Chantier 7 project In-service training program for school staff entitled “Améliorer les compétences des gestionnaires d’établissement scolaire en supervision pédagogique par la communauté d’apprentissage et de pratique professionnelle en présentiel et en ligne” (Bouchamma and Giguère, 2014-2017). School principals from the Découvreurs School Board (n = 21) and the Navigateurs School Board (n= 16) were recruited on a voluntary basis. The chosen design is mixed methods (Tashakkori and Teddlie, 2009). The corpus of qualitative data, produced from 21 focus group interviews in learning community was analysed thematically (Paillé and Mucchielli, 2012). Quantitative data collected from a questionnaire was analysed through Ttests, regression, and descriptive statistics. The results of the study indicate that individual supervision practices tend to be more numerous than the collective ones. Individual practices are mainly focused on the in-class observation and less on pre-observation or post-observation meetings. The least-used collective supervision practice is that of creating collaborative structures centered on teaching and learning. Moreover
El éxito académico presupone una delimitación clara de las responsabilidades de los actores del sistema educativo, un seguimiento del aprendizaje de los estudiantes y, si es necesario, reajustes a las prácticas pedagógicas. La falta de rendición de cuentas podría socavar el progreso en la educación y consolidar prácticas perjudiciales en los sistemas educativos (UNESCO, 2017). A este respecto, la provincia de Québec, Canadá, mediante la Ley de Educación Pública demanda la adopción de un enfoque contractual de gobernanza llamado Gestión Basada en Resultados (GBR). Esta Ley obliga al Ministerio de Educación, los distritos escolares y las instituciones a establecer metas para incrementar las tasas de graduación y de retención de los alumnos. A nivel local, la supervisión pedagógica es un proceso esencial iniciado por el director de la escuela para lograr dichos objetivos establecidos en las herramientas de GBR (Brassard, Lusignan y Pelletier, 2013; Maroy et al., 2016). Aunque se ha llegado a un consenso sobre la finalidad de las políticas de GBR – es decir la mejora de la eficiencia de la educación – la filosofía detrás de este modo de regulación plantea cuestiones importantes, incluida la naturaleza engorrosa de estas políticas, lo que obliga a las direcciones a dedicar más tiempo para realizar tareas administrativas en detrimento de otras tareas de carácter pedagógico (Champoux-Lesage et al., 2014). Además, las formaciones pedagógicas tradicionales preparan solo parcialmente a los directores para ejercer sus responsabilidades de supervisión pedagógica (Bickmore, 2010). En este contexto, el trabajo de colaboración entre los investigadores y profesionales es una vía prometedora de formación en el campo de la administración de la educación (Bernatchez, 2017; Bouchamma, April y Basque, 2018; CTREQ, 2018; MELS, 2008). Esta colaboración permite tanto el desarrollo de las prácticas de los profesionales como el avance del conocimiento de la comunidad científica (Bourassa et al., 2013). En este espíritu de colaboración, esta investigación doctoral tiene como objetivo mejorar la comprensión y las prácticas profesionales en supervisión pedagógica de los directores de escuela (n = 37) en un contexto de gestión basada en resultados. Esta investigación se basa en tres conceptos: supervisión pedagógica individual y colectiva, comunidad de aprendizaje profesional (CAP) y desarrollo profesional. Al mismo tiempo, conservamos la teoría del establecimiento de metas (Locke y Latham, 1990; 2002; 2013). Esta investigación forma parte de un proyecto Chantier 7 Programa de apoyo a la educación continua para el personal escolar titulado “Améliorer les compétences des gestionnaires d’établissement scolaire en supervision pédagogique par la communauté d’apprentissage et de pratique professionnelle en présentiel et en ligne” (Bouchamma y Giguère, 2014-2017). Los directores de escuela, que provenían de las comisiones escolares des Découvreurs (n = 21) y des Navigateurs (n = 16), fueron reclutados de forma voluntaria. La tesis adopta un enfoque mixto (Tashakkori et Teddlie, 2009). El conjunto de datos cualitativos, construido a partir de 21 entrevistas en la comunidad de aprendizaje, se analizó temáticamente (Paillé y Mucchielli, 2012) y los datos cuantitativos, recopilados a partir de un cuestionario, se analizaron mediante pruebas T, análisis de regresión y estadística descriptiva. Los resultados del estudio indican que las prácticas de supervisión de los directores de escuela tienden a ser más frecuentes que las colectivas. Las prácticas individuales se centran principalmente en la observación durante la clase y menos en las pre-observación o postobservación. La práctica de supervisión colectiva menos frecuente es la de crear estructuras colaborativas que se centren en la enseñanza y el aprendizaje. Además, los resultados muestran que los directores tienen poca tendencia a cuantificar sus objetivos y desarrollar indicadores numéricos. Los directores se centran principalmente en la planificación estratégica (medios) y otorgan menos importancia a los procesos de evaluación del logro de los objetivos. Finalmente, aunque los directores de las escuelas perciben las prácticas de supervisión colectiva como un ideal y mencionan varios obstáculos relacionados con la supervisión individual, siguen inclinándose por la supervisión individual en la práctica. Palabras claves: comunidad de aprendizaje, desarrollo profesional, directores de escuela, gestión basada en resultados (GBR), investigación colaborativa, obstáculos, prácticas líderes, supervisión pedagógica, teoría del establecimiento de metas.
El éxito académico presupone una delimitación clara de las responsabilidades de los actores del sistema educativo, un seguimiento del aprendizaje de los estudiantes y, si es necesario, reajustes a las prácticas pedagógicas. La falta de rendición de cuentas podría socavar el progreso en la educación y consolidar prácticas perjudiciales en los sistemas educativos (UNESCO, 2017). A este respecto, la provincia de Québec, Canadá, mediante la Ley de Educación Pública demanda la adopción de un enfoque contractual de gobernanza llamado Gestión Basada en Resultados (GBR). Esta Ley obliga al Ministerio de Educación, los distritos escolares y las instituciones a establecer metas para incrementar las tasas de graduación y de retención de los alumnos. A nivel local, la supervisión pedagógica es un proceso esencial iniciado por el director de la escuela para lograr dichos objetivos establecidos en las herramientas de GBR (Brassard, Lusignan y Pelletier, 2013; Maroy et al., 2016). Aunque se ha llegado a un consenso sobre la finalidad de las políticas de GBR – es decir la mejora de la eficiencia de la educación – la filosofía detrás de este modo de regulación plantea cuestiones importantes, incluida la naturaleza engorrosa de estas políticas, lo que obliga a las direcciones a dedicar más tiempo para realizar tareas administrativas en detrimento de otras tareas de carácter pedagógico (Champoux-Lesage et al., 2014). Además, las formaciones pedagógicas tradicionales preparan solo parcialmente a los directores para ejercer sus responsabilidades de supervisión pedagógica (Bickmore, 2010). En este contexto, el trabajo de colaboración entre los investigadores y profesionales es una vía prometedora de formación en el campo de la administración de la educación (Bernatchez, 2017; Bouchamma, April y Basque, 2018; CTREQ, 2018; MELS, 2008). Esta colaboración permite tanto el desarrollo de las prácticas de los profesionales como el avance del conocimiento de la comunidad científica (Bourassa et al., 2013). En este espíritu de colaboración, esta investigación doctoral tiene como objetivo mejorar la comprensión y las prácticas profesionales en supervisión pedagógica de los directores de escuela (n = 37) en un contexto de gestión basada en resultados. Esta investigación se basa en tres conceptos: supervisión pedagógica individual y colectiva, comunidad de aprendizaje profesional (CAP) y desarrollo profesional. Al mismo tiempo, conservamos la teoría del establecimiento de metas (Locke y Latham, 1990; 2002; 2013). Esta investigación forma parte de un proyecto Chantier 7 Programa de apoyo a la educación continua para el personal escolar titulado “Améliorer les compétences des gestionnaires d’établissement scolaire en supervision pédagogique par la communauté d’apprentissage et de pratique professionnelle en présentiel et en ligne” (Bouchamma y Giguère, 2014-2017). Los directores de escuela, que provenían de las comisiones escolares des Découvreurs (n = 21) y des Navigateurs (n = 16), fueron reclutados de forma voluntaria. La tesis adopta un enfoque mixto (Tashakkori et Teddlie, 2009). El conjunto de datos cualitativos, construido a partir de 21 entrevistas en la comunidad de aprendizaje, se analizó temáticamente (Paillé y Mucchielli, 2012) y los datos cuantitativos, recopilados a partir de un cuestionario, se analizaron mediante pruebas T, análisis de regresión y estadística descriptiva. Los resultados del estudio indican que las prácticas de supervisión de los directores de escuela tienden a ser más frecuentes que las colectivas. Las prácticas individuales se centran principalmente en la observación durante la clase y menos en las pre-observación o postobservación. La práctica de supervisión colectiva menos frecuente es la de crear estructuras colaborativas que se centren en la enseñanza y el aprendizaje. Además, los resultados muestran que los directores tienen poca tendencia a cuantificar sus objetivos y desarrollar indicadores numéricos. Los directores se centran principalmente en la planificación estratégica (medios) y otorgan menos importancia a los procesos de evaluación del logro de los objetivos. Finalmente, aunque los directores de las escuelas perciben las prácticas de supervisión colectiva como un ideal y mencionan varios obstáculos relacionados con la supervisión individual, siguen inclinándose por la supervisión individual en la práctica. Palabras claves: comunidad de aprendizaje, desarrollo profesional, directores de escuela, gestión basada en resultados (GBR), investigación colaborativa, obstáculos, prácticas líderes, supervisión pedagógica, teoría del establecimiento de metas.

Dans ce mémoire, nous présentons différentes approches de synthèse de contrôleurs réseaux de Petri en se basant sur la théorie des régions. Cette théorie présente quelques limites dans la synthèse de contrôle. En effet, la synthèse du contrôleur RdP, s’il existe, n’est pas du tout une tâche facile vue sa complexité de calcul et l’explosion combinatoire des états dans le graphe de marquage. De plus, le système linéaire de la théorie des régions à résoudre peut contenir des combinaisons convexes entre ces équations ce qui rend la théorie insoluble pour calculer les superviseurs RdP. Ce travail vise à simplifier la complexité de calcul de la théorie des régions en réduisant le nombre d’équations du système linéaire de la théorie des régions d’une part, et d’autre part en minimisant le temps de calcul des contrôleurs RdP. De nouveaux concepts de coupes minimales et de marquages canoniques ont été introduits afin d’appliquer la théorie des régions sur des zones précises du graphe et non pas sur la totalité du graphe de marquage. Finalement, deux autres nouvelles approches ont été développées pour synthétiser des contrôleurs RdP sans générer le graphe de marquage
In this work, we present different control synthesis approaches based on Petri nets and the theory of regions. This theory has some limitations in supervisory control. Indeed, the design on the PN controller, if it exists, is not an easy task due to the resolution complexity and the combinatorial explosion of states in the generated reachability graph. In addition, the linear system of the theory of regions may contain convex combinations of its equations making the theory insoluble. This work aims to simplify the computational complexity of the theory of regions by reducing the number of equations of the linear system and decreasing the computation time of PN controllers. Consequently, new concepts of minimal cuts and canonic markings are introduced in order to apply the theory of regions on specific zones of the graph and not on the whole reachability graph. Finally, two new approaches are developed to synthesize PN controllers without generating the reachability graph

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Esta pesquisa analisa e compara os argumentos empregados pelas supremas cortes de Brasil e Estados Unidos a respeito da constitucionalidade de medidas legislativas que permitem, limitam ou vedam o financiamento privado de campanha eleitoral. A judicialização do tema coloca problemas de duas ordens: (a) determinar quais circunstâncias legitimam a intervenção das supremas cortes na organização do processo político-eleitoral; e (b) estabelecer como as supremas cortes deveriam raciocinar e como elas têm raciocinado ao supervisionarem a organização do sistema democrático. No cerne dessas questões encontram-se os contornos da relação entre jurisdição constitucional e política em termos do papel a ser desempenhado pelo Poder Judiciário no desenho institucional da democracia. Este trabalho sustenta que cortes constitucionais estão legitimadas a intervir na organização da democracia para minimizar danos democráticos causados por desenhos institucionais que promovam a dominação na esfera político-eleitoral, conforme modelo proposto por Yasmin Dawood. O argumento é de que cortes constitucionais devem raciocinar a partir de uma concepção estrutural dos direitos democráticos focada na minimização de danos democráticos, em contraposição a concepções individuais dos direitos democráticos ou concepções estruturais focadas na maximização de bens democráticos. Assim, contrasto a abordagem proposta pelo modelo antidominação com as práticas das supremas cortes de Brasil e Estados Unidos. Enquanto a Suprema Corte dos Estados Unidos raciocina na linha da abordagem proposta pelo modelo de proteção de direitos individuais, sustento que o Supremo Tribunal Federal raciocina na linha da abordagem proposta pelo modelo de maximização de bens democráticos. Argumento que, em ambos os casos, os modelos adotados produzem equívocos nas decisões das cortes sobre a constitucionalidade do financiamento privado de campanhas eleitorais, sugerindo, então, respostas alternativas com base no modelo antidominação, mais deferentes, embora não submissas, às escolhas políticas do Poder Legislativo.
This research analyses and contrasts the arguments employed by the Brazilian and American constitutional courts on the constitutionality of campaign finance regulation. The judicialization of campaign finance disputes poses two issues: (i) first, to determine under which circumstances judicial intervention on the organization of electoral politics is legitimate; (ii) second, to lay down how constitutional courts should reason when - and how they have been reasoning about - they oversee the organization of democratic politics. These issues have at their core the relationship between constitutional jurisdiction and democratic politics in terms of the role displayed by the Judiciary in the (institutional) design of democracy. This research claims that constitutional courts can legitimately intervene in the organization of democracy in order to minimize democratic harms caused by institutional designs that promote domination in the electoral sphere, in accordance with the antidomination model of judicial oversight of democracy proposed by Yasmin Dawood. My argument is that constitutional courts should develop a structural conception of democratic rights focused on the minimization of democratic harms, in contrast with individual conception of such rights or structural conceptions focused on the maximization of democratic goods. Thus, I contrast the antidomination model with the concrete experience of the Brazilian and American constitutional courts. While the Supreme Court of the United States’ approach focuses on the protection of individual rights, I claim that the Supreme Federal Court of Brazil’s approach focuses on the maximization of democratic goods. I claim that both approaches distort the judicial oversight of campaign finance regulation by the Brazilian and the American constitutional courts and so I propose alternative answers based on the antidomination model, according to which courts are more deferential, though not submissive, to the political choices of the legislative body.

The Introduction to Equine Assisted Family Therapy course offered at Nova Southeastern University (NSU) provides Master’s and Doctoral level student therapists the opportunity to learn how to conduct an equine session and how to utilize horses as part of the therapeutic process. Students learn about the underlying theories and framework behind the equine activities and methodology, as well as participate in the equine activities themselves. For the purpose of this study, classroom discussions centered around processing the students’ experiences and were further enriched by viewing photographs and videos that had been taken of the students conducting the equine activities. The researcher utilized IPR as a qualitative methodology to create an improved perspective where students reflected on their experience and made connections with their professional and personal developments. The findings of this grounded theory study document how students reflected on their personal and clinical development. More specifically, the transcripts of the conversations that took place during class discussions and interviews from students who took the course a year earlier showed that students reflected on their personal awareness, created changes in their relationships, developed their self of the therapist, honed in on their clinical skills and started viewing therapy differently. This study confirmed the transformative nature that the Introduction to Equine Assisted Therapy course has on the students.

Orientador: Célia Maria Guimarães
Resumo: Esta pesquisa integra o Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Presidente Prudente. Nesse campo, ela se vincula à linha de pesquisa "Processos Formativos, Infância e Juventude" e ao Grupo de Pesquisa "Formação, Trabalho Pedagógico e Representações Sociais na Educação Infantil". Descobrir como o Curso de Pedagogia da Faculdade de Ciências e Tecnologia, Presidente Prudente, auxilia os futuros professores a serem professores de Educação Infantil constituiu a questão problemática transversal que inspirou o estudo. O objetivo geral foi pesquisar a contribuição da formação inicial para o desenvolvimento da profissionalidade docente do professor de Educação Infantil, no Curso de Pedagogia da Faculdade de Ciências e Tecnologia, Presidente Prudente. Com a finalidade de responder ao problema foram propostos os seguintes objetivos específicos: examinar o Curso de Pedagogia, no período de 2001 a 2007; pesquisar fatores que o condicionam; investigar as experiências formativas, os programas, projetos e parcerias e as estratégias formativas. O objeto de estudo se constituiu na formação inicial do professor, quanto ao processo de desenvolvimento da profissionalidade do professor de Educação Infantil, e os seus participantes foram os alunos do 4º ano do Curso de Pedagogia - Turma 2011-2015. A construção do referencial teórico amparou-se nos aportes teóricos do campo da educação da infância, o qual considera a crianç... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research is part of the Graduate Program in Education of the Paulista State University (Unesp), Faculty of Science and Technology, Presidente Prudente. In this field, it is linked to the research line "Childhood and Youth Formative Processes" and to the Research Group "Training, Pedagogical Work and Social Representations in Early Childhood Education". Discovering how the Pedagogy Course of the Faculty of Science and Technology, Presidente Prudente, helps the future teachers to be teachers of Early Childhood Education was the problematic transversal issue that inspired the study. The general objective was to investigate the contribution of the initial training to the development of the teaching profession of the teacher of Early Childhood Education, in the Pedagogy Course of the Faculty of Sciences and Technology, Presidente Prudente. In order to answer the problem, the following specific objectives were proposed: to examine the Pedagogy Course, from 2001 to 2007; research factors that condition it; to investigate the formative experiences, the programs, projects and partnerships and the formative strategies. The object of study was the initial teacher training in the process of developing the professionalism of the teacher of Early Childhood Education, and its participants were the students of the 4th year of the Course of Pedagogy - Group 2011-2015. The construction of the theoretical framework supported the theoretical contributions of the field of childhood education... (Complete abstract click electronic access below)
Doutor

Abstract Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective. The study used quantitative methodology, with a descriptive, cross-sectional research design. Specific quantitative analyses were employed including; descriptive statistics which were used to characterize the sample and to describe the features of the data; preliminary analysis using principal axis factoring (PAF), to determine survey items that cluster together and to identify relevant factors that influence perceptions of college readiness and social capital; Cronbach’s alpha, to test internal consistency and reliability of the survey instrument; regression analysis, to investigate the relationships between GED completers’ perceptions of college readiness and social capital and their literacy level; and finally, a one-way ANOVA, to compare the means of groups within literacy levels. Using a researcher-created survey instrument with a Likert scale rating of 1-4, perceptions of college readiness and social capital of GED completers were assessed. A field test of 10 participants and an expert panel review ensured validity and reliability of the instrument. The results of this study could serve as a framework for strategic planning of ALE/GED programs, ALE/GED curriculum alignment with high school content and entry-level introductory or developmental college courses, and post-secondary (community college) recruitment endeavors.

It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers.

La sentence internationale est communément réputée obligatoire et non exécutoire et l’exécution est conçue comme une phase « post-adjudicative » relevant de l’imperium de l’Etat. L’étude des mécanismes de surveillance de l’exécution des arrêts et décisions des Cours européenne et interaméricaine des droits de l’homme permet un renversement de ces postulats. Alors que les articles 46§2 de la CEDH et 65 de la CADH prévoient des surveillances de nature politique de l’exécution desdits arrêts et décisions, la pratique a été toute autre. Il s’avère que les procédures de surveillance en question sont respectivement quasi juridictionnelle et juridictionnelle et continuent autrement le procès. Elles sont aussi contentieuses, car les organes de surveillance tranchent des différends relatifs à l’exécution des arrêts et décisions, selon les principes directeurs du procès. Les contentieux de l’exécution européen et interaméricain permettent alors une redéfinition du procès en droit international et attestent que la notion de phase « post-adjudicative » n’existe pas. Ces procédures de surveillance ont en outre une double finalité. La première s’attache au contrôle de deux types de comportements étatiques, des comportements imposés et escomptés. Ces contrôles révélant que l’Etat n’est pas libre de ses moyens d’exécution, visent à aboutir au résultat de l’exécution effective de l’arrêt ou de la décision juridictionnelle telle que cette exécution est conçue par les organes de surveillance. La seconde finalité consiste en des suivis d’actes rendus au cours des surveillances et desquels résulte une chose à exécuter. D’un point de vue procédural, les suivis de cette chose qui émerge des précisions apportées à la chose jugée et aux comportements étatiques, révèlent l’existence de nouveaux types de recours dans le contentieux international. D’un point de vue substantiel, les suivis de la chose sont une contrainte formelle pour l’Etat qui n’est libéré des procédures de surveillance que s’il exécute l’arrêt ou la décision conformément à la chose à exécuter. Ces suivis sont donc des voies d’exécution et attestent alors de la force exécutoire interne des arrêts et décisions des Cours européenne et interaméricaine des droits de l’homme, que les organes de surveillance garantissent
In the absence of enforcement mechanisms, an international decision is deemed binding and non-enforceable, and execution is generally perceived as a “post-adjudicative” phase, belonging to the State’s imperium. Study of the supervision of execution of the judgments and decisions of the European and Inter-american Courts of Human Rights reveals that these basic assumptions can be challenged. Whereas articles 46§2 of the ECHR and 65 of the ACHR provide for political modes of supervision of execution of the judgments and decisions of the European and Inter-american Courts of Human Rights, the practice has been completely different. It appears that the said supervision procedures are respectively quasi judicial and judicial and arise in the continuation of the trial. They are also contentious, given that the supervision authorities resolve disputes relating to the execution of judgments and decisions in accordance with due process principles. These procedures contribute to redefining the concept of trial in international law and illustrate that the notion of “post-adjudicative” phase does not exist. They also serve a double purpose. First, they allow control of two types of the State conduct, imposed and expected conduct. Illustrating that the State is not free in choosing its means of execution, such control aspires to achieve the effective execution of the judgment or judicial decision. The second purpose consists in following up on the resolutions and/or orders made in the course of supervision and which result in a res executiva. This res executiva, which would have emerged on the basis of clarifications made to res judicata and State conduct, in turn becomes the subject of the follow-up procedures. The consequences of such follow-up are twofold : from the procedural point of view, it creates new forms of appeals; from the substantive point of view, it formally constraints the State and achieves enforceability of judgments and decisions, guaranteed by the supervision authorities

Este estudo teve por objetivo caracterizar a accountability da administração pública evidenciada nas práticas do Tribunal de Contas do Estado do Rio Grande do Sul (TCE-RS) no acompanhamento da implementação do Fundeb no Rio Grande do Sul, no período de 2007 a 2009. Abrange diretrizes e mecanismos de accountability da administração pública, com base na investigação de orientações e procedimentos exercidos pelo TCE-RS em relação a administrações públicas municipais no estado. Foi adotada uma abordagem qualitativa de pesquisa, sendo estudadas, principalmente, normas vigentes relativas ao tema, de âmbito nacional e estadual, e documentos do TCE. Elementos da análise de conteúdo serviram de referência no tratamento e no exame de dados e informações, organizando-os em categorias de análise. A fundamentação teórica envolveu os conceitos e as dimensões dos mecanismos (instrumentos institucionais) de controle externo na perspectiva da accountability política. O propósito foi discutir conceitos, dimensões e implicações da accountability na consolidação das novas democracias, buscando uma aproximação para o caso brasileiro, com vistas a situar o TCE-RS como órgão responsável pela fiscalização da administração pública na perspectiva da accountability. Nesta perspectiva, foi empreendida uma incursão pelas diversas concepções e interpretações para a expressão accountability, em especial por conceitos e dimensões abordadas por O’Donnell. Tratou, ainda, do aparato legal para o financiamento da educação e da administração pública brasileira, assim como da estrutura e do funcionamento do TCE-RS enquanto órgão auxiliar fiscalizador da administração pública, por meio da abordagem de suas práticas e procedimentos. Dentre os resultados do estudo foi possível identificar que, mesmo com o aparato de procedimentos, orientações e práticas exercidas pelo TCE-RS na fiscalização da aplicação dos recursos da educação, que criam condições para a promoção da accountability, o resultado do rito processual de prestação de contas apresenta limites, materializados especialmente na falta de acompanhamento do cumprimento das sanções imputadas aos gestores e na fragilidade do funcionamento dos sistemas de controle interno das administrações municipais.
This study aimed to characterize the accountability of public administration evidenced on the practices of the Rio Grande do Sul State Court of Auditors (TCE-RS) in monitoring the implementation of Fundeb in Rio Grande do Sul between 2007 and 2009. It covers guidelines and mechanisms of accountability in public administration, based on the investigation of conducts and procedures exercised by TCE-RS regarding municipal governments in the state. A qualitative approach of research was adopted, studying especially the rules related to the subject, in national and regional scope, and documents of TCE. Content analysis elements were used as reference to process and exam data and information, organizing them into analysis categories. The theoretical background involved the concepts and the dimensions of external control mechanisms (institutional instruments) from the perspective of political accountability. The purpose was to discuss concepts, dimensions and implications of accountability in the consolidation of new democracies, seeking an approach to the Brazilian case, in order to situate TCE-RS as an organ responsible for overseeing public administration in the perspective of accountability. In this perspective, it was undertaken a study on the various conceptions and interpretations of the term accountability, especially on concepts and dimensions dealt by O’Donnell. It was also referred the legal apparatus for the financing of education and public administration in Brazil, as well as the structure and operation of TCE-RS as an auxiliary organ of government oversight, through the approach of its practices and procedures. Among the results of the study it was found that, even with the apparatus of procedures, guidelines and practices adopted by TCE-RS in monitoring the implementation of educational resources, which create conditions for the promotion of accountability, the result of procedural rite of accountability has limits especially materialized in the absence of attending observance of the sanctions set against managers and in the fragility of internal control systems of the municipal administrations.

Le problème majeur associé aux sources d'énergie décentralisées est qu'elles ne participent en général pas aux services système (réglage de la tension, de la fréquence, démarrage en autonome ou black-start, possibilité de fonctionner en îlotage, etc.). Le fait de ne pas participer aux services système amène ce type de source à se comporter comme des générateurs passifs du point de vue électrique. Le réglage de la tension et de la fréquence est dès lors reporté sur les alternateurs classiques. Le taux de pénétration de la production décentralisée, c'est-à-dire la puissance qu'elle génère par rapport à la puissance consommée, doit alors être limité afin de pouvoir garantir la stabilité du réseau dans des conditions acceptables. Ceci est particulièrement vrai pour les sources à énergie renouvelable dont la source primaire est difficilement prévisible et très, comme c'est le cas de l'éolien pour lequel certains retours d'expérience indiquent que lors de taux de pénétration supérieur à 20 ou 30 % des problèmes de stabilité peuvent apparaître. Même si actuellement les éoliennes ne participent pas au réglage de la production, cela doit être changé à cause de l'augmentation continue de leurs taux de pénétration dans les réseaux électriques. En raison de la source primaire de ces systèmes de production d'énergie (le vent), qui est très aléatoire et imprévisible, une éolienne seule ne peut pas faire le réglage de la production. Donc, on a besoin d'un système de stockage jouant le rôle de tampon entre la source et le consommateur. Le système de stockage doit être assez dynamique afin qu'il soit capable d'agir en temps réel, en fonction des fluctuations de la puissance générée et consommée. Le système inertiel de stockage d'énergie (SISE) est approprié pour ce type d'application en raison de ces caractéristiques: bonne dynamique, bon rendement, durée de vie similaire à l'éolienne, écologique, etc. Donc, le premier but de ce travail a été de faire une étude approfondie sur les SISEs. L'étude a été faite du point de vue de l'association du SISE avec un générateur éolien. Le deuxième objectif de la thèse a été d'étudier et de proposer des méthodes de contrôle et supervision d'un SISE associé à un générateur éolien à vitesse variable. Le but est de contrôler le transit de puissance entre le générateur et le réseau ou la charge isolée, afin de rendre les systèmes éoliens capables à fournir des services systèmes et de fonctionner en îloté. Enfin, le troisième objectif a été de réaliser une plateforme expérimentale permettant l'implantation pratique et l'expérimentation des principes développés en théorie.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research was carried out between 2007 and 2009, inside the Programa de Pós-Graduação em Educação from UFSM/RS, linked to Research Project Dilemas e Perspectivas para a Inovação Educacional na Educação Básica e na Formação de Professores (DIPIED) and to the Studies, Researches and Interventions Group Inovação Educacional, Práticas Educativas e Formação de Professores (INOVAEDUC) . The main purpose was to characterize the professional identity construction process of Pre-service Curricular Training (PCT) teachers at Teacher Education Courses (TEC), in order to contribute to a better understanding of these function development particularities and the formative and professional activities that can help in this function development. For that, we proposed the following research problem: In which proportion the PCT teachers professional identity formation conditioning factors interfere in the professional identity formation of a professional group that develops this function? To carry out this research, we used a qualitative approach, through we did 45 structured individuals interviews with PCT teachers. In the total, considering that some people were interviewed in two different steps of the work, we involved 31 PCT supervising teachers in 15 of the 19 TEC from UFSM. To analyse the interviews, we applied some principles from the called Análise do Conteúdo. We pointed out some factors that conditioning the PCT teachers professional identity formation process investigated and we present them in an non-growing order of importance in this process: (1) initial identification process with PCT supervision function, in special, the activities mentioned as basis to this process; (2) the essential characteristics and set of knowledge to develop this function, considering their responsibility for pre-service students professional as well personal formation; (3) the formative teachers individuals conceptions related to PCT supervision function, which, several of them are very similar to a certain pedagogical ideals or to a consolidated pedagogical common sense; (4) the constant confrontation between relational and biographic components from the identity formation, being that the first seems weakened , due to the absence or reduced interactive forms among the formative teachers within the collective of PCT supervisors investigated; (5) the local professional culture of PCT supervisors collective , which interferes in the identity formation in less proportion, as consequence of the few interaction established among the formative teachers. Considering such factors and the relative importance of each one of them, we can affirm that the PCT teachers, from UFSM TEC, professional identity formation process is characterized by the individualism and it has as a basis the discovery of how developing this function from the own practice or from the moment in which the supervisors actions are disarticulated from models and practices that they lived in the students position, mainly, during their owns pre-service trainings. Besides, it is a gradual and unfinished process due to the how developing this function learning is strongly related to: (1) the changes that occur in the schools spaces; (2) the different troubles lived by the pre-service teachers during their practice development; (3) the institutional alterations, that occurs in the preservice schools or in the formative institution, or still the normative ones, originated from teaching system management official authorities, referent to the PCT organization and the development in TEC.
Esta pesquisa foi desenvolvida entre 2007 e 2009, no âmbito do Programa de Pós-Graduação em Educação da UFSM/RS, vinculada ao Projeto de Pesquisa Dilemas e Perspectivas para a Inovação Educacional na Educação Básica e na Formação de Professores (DIPIED) e ao Grupo de Estudos, Pesquisas e Intervenções Inovação Educacional, Práticas Educativas e Formação de Professores (INOVAEDUC) . O objetivo principal foi caracterizar o processo de construção da identidade profissional de professores orientadores de Estágio Curricular Pré-Profissional (ECPP) em Cursos de Licenciatura (CL), de modo a contribuir para uma melhor compreensão das especificidades inerentes ao desempenho dessa função e das atividades formativas e profissionais, possíveis de auxiliar no desempenho dessa função. Para isso, nos propusemos o seguinte problema de pesquisa: Em que medida os fatores condicionantes da formação da identidade profissional de professores orientadores de ECPP interferem na formação da identidade profissional de um grupo de profissionais que desempenham essa função? Para o desenvolvimento do trabalho, utilizamo-nos de uma abordagem qualitativa, mediante a qual realizamos 45 entrevistas individuais estruturadas com professores orientadores de ECPP. No total, considerando-se que alguns sujeitos foram entrevistados em duas etapas distintas do trabalho, envolvemos 31 professores que orientam ECPP em 15 dos 19 CL da UFSM. Para análise dessas entrevistas, empregamos alguns princípios da chamada Análise de Conteúdo. Evidenciamos alguns fatores que condicionam o processo de formação das identidades profissionais dos orientadores de ECPP investigados e os apresentamos em ordem decrescente de importância nesse processo: (1) o processo de identificação inicial com a função de orientação de ECPP, em especial, as atividades mencionadas como base para esse processo; (2) as características e os saberes essenciais para desempenho dessa função, considerando sua responsabilidade pela formação profissional, bem como pessoal, do aluno estagiário; (3) as concepções individuais dos formadores, relativas à função de orientação de ECPP, as quais, em boa parte, assemelham-se a um certo ideário pedagógico ou a um senso comum pedagógico consolidado; (4) o constante confronto entre o componente relacional e o componente biográfico da formação identitária, sendo que o primeiro se mostra enfraquecido , devido à ausência ou às reduzidas formas de interação entre os formadores dentro do coletivo de orientadores de ECPP investigado; (5) a cultura profissional local do coletivo de orientadores de ECPP, a qual condiciona a formação identitária em menor proporção, por conseqüência da pouca interação estabelecida entre os próprios formadores. Considerando tais fatores e a importância relativa de cada um deles, podemos afirmar que o processo de formação da identidade profissional de orientadores de ECPP, atuantes em CL da UFSM, caracteriza-se pelo individualismo e tem por base a descoberta de como desempenhar essa função, a partir da própria atuação ou a partir do momento em que as ações dos orientadores se desvinculam de modelos e de práticas que vivenciaram na condição de alunos, em especial, durante os seus próprios ECPP. Além disso, esse é um processo gradual e inacabado devido à aprendizagem de como desempenhar essa função estar fortemente relacionada com: (1) as mudanças que ocorrem no funcionamento dos espaços escolares; (2) os diferentes problemas vivenciados pelos alunos estagiários no desenvolvimento de suas práticas; (3) as alterações de caráter institucional, sejam elas efetivadas nas escolas campo de estágio ou efetivadas na agência formadora, ou ainda as de caráter normativo, emanadas das instâncias oficiais de administração dos sistemas de ensino, referentes à organização e ao desenvolvimento dos ECPP em CL.

The aim of this essay is to examine the supervisor’s view on the structure and content of the tasks given to students during their vocational training. The investigation could be of help for teachers when devising new vocational training tasks. The study is based upon qualitative interviews with five supervisors, all of whom work at preschools. The supervisors were asked to grade all the vocational training tasks on a scale from one (easy) to five (difficult). The results were then used as a starting point for a discussion with the supervisors about their grading of the tasks. When devising vocational training tasks, one of the foundations is the knowledge requirements as expressed in the syllabus, and how they are reflected in the vocational training. An important aspect of the student’s learning is the supervisor’s ability to clarify the goals and criteria of vocational training. The supervisor plays an important role and is responsible for the student’s vocational training period. This study has given me a better understanding of the supervisor’s view on the structure of the vocational training tasks and I have been given many useful suggestions as to how it can be improved to strengthen the quality of the education. The Swedish Schools Inspectorate carried out an investigation in 2011 and noticed shortcomings in the grading of the vocational training, which is interesting and relevant for my study. The supervisor assesses the student’s performance during the vocational training according to a certain scale of grades. The findings suggest that we need to revise the structure and assessment of the vocational training tasks. At the upper secondary school used in this study, the tasks are devised in a way that makes it difficult for the supervisor to support the student in his/her learning process, because the tasks are too numerous and the instructions contain many ill-defined terms. The supervisors also want closer contact with, and visits from, the upper secondary school teachers, so that both the former and the students can receive more feedback and better support.
Syftet med denna uppsats är att undersöka handledares syn på praktikuppgifternas utformning och innehåll. Undersökningen kan vara till hjälp för lärare när nya praktikuppgifter ska utarbetas. Arbetet bygger på fem kvalitativa intervjuer som har genomförts med handledare som är verksamma inom förskoleverksamheten. Handledarna fick göra en bedömning av praktikuppgifterna utifrån en svårhetsskala från ett till fem, där fem är mycket svår och ett är mycket lätt. Utifrån skalans bedömning samtalade vi kring varför de gjord den bedömningen. Vid utformning av praktikuppgifter är en av byggstenarna kunskapsmålen som kopplas till praktiken utifrån ämnesplanerna. En viktig del i elevens lärande är att handledaren kan tydliggöra mål och kriterier i det arbetsplatsförlagda lärandet. Handledaren har en viktig roll och ansvar för eleven under praktikperioden. Under undersökningens gång har jag fått inblick i hur handledarna ser på praktikuppgifternas utformning och fått bra förslag på hur de kan förbättras för att stärka kvalitén på utbildningen. Då skolinspektionen genomfört en kvalitets undersökning 2011 och sett brister i betygsättningen kopplat till praktiken är detta intressant och relevant att koppla till mitt arbete. Handledarna sätter omdöme på eleven under praktikperioden utifrån en betygsskala. Resultatet tyder på att vi behöver se över praktikuppgifternas utformning och bedömning innan eleverna går ut på praktik i höst. Som praktikuppgifterna ser ut idag i åk 1 på den för studien aktuella gymnasieskolan har handledarna svårt att stödja elevens lärande, uppgifterna består av många svåra begrepp samt att de är för många till antalet. Det finns också önskemål om tätare kontakt med skolan samt praktikbesök för att stötta och ge återkoppling till både handledare och elev.

Dans cette thèse, nous dressons tout d'abord un bilan des différentes techniques d'identification de trafic et constatons l'absence de solution permettant une identification du trafic HTTPS à la fois précise et respectueuse de la vie privée des utilisateurs. Nous nous intéressons dans un premier temps à une technique récente, néanmoins déjà déployée, permettant la supervision du trafic HTTPS grâce à l'inspection du champ SNI, extension du protocole TLS. Nous montrons que deux stratégies permettent de contourner cette méthode. Comme remédiation, nous proposons une procédure de vérification supplémentaire basée sur un serveur DNS de confiance. Les résultats expérimentaux montrent que cette solution pragmatique est efficace. Ensuite, nous proposons une architecture qui permet l'identification des services dans le trafic HTTPS, en se basant sur l'apprentissage automatique. Nous avons ainsi défini un nouvel ensemble de caractéristiques statistiques combinées avec une identification à deux niveaux, identifiant d'abord le fournisseur de services, puis le service, selon notre évaluation à partir de trafic réel. Enfin, nous améliorons cette architecture afin de permettre l'identification du trafic en temps réel en ne considérant que les premiers paquets des flux plutôt que leur totalité. Pour évaluer notre approche, nous avons constitué un dataset comportant les flux complets de chargement des principaux sites web et l'avons rendu public pour comparaison. Nous présentons également un prototype de logiciel reconstituant les flux HTTPS en temps réel puis les identifiant
In this thesis, we provide a privacy preserving for monitoring HTTPS services. First, we first investigate a recent technique for HTTPS services monitoring that is based on the Server Name Indication (SNI) field of the TLS handshake. We show that this method has many weakness, which can be used to cheat monitoring solutions.To mitigate this issue, we propose a novel DNS-based approach to validate the claimed value of SNI. The evaluation show the ability to overcome the shortage. Second, we propose a robust framework to identify the accessed HTTPS services from a traffic dump, without relying neither on a header field nor on the payload content. Our evaluation based on real traffic shows that we can identify encrypted HTTPS services with high accuracy. Third, we have improved our framework to monitor HTTPS services in real-time. By extracting statistical features over the TLS handshake packets and a few application data packets, we can identify HTTPS services very early in the session. The obtained results and a prototype implementation show that our method offers good identification accuracy, high HTTPS flow processing throughput, and a low overhead delay

On the basis of the revision of the power to impose on government procurement matter, the author analyses the content and scope of Plenary Court agreement 1/2015-TCE; to the light of the juridical and factual that will occur with the emission and issue of this binding precedent.In addition, the author works a prediction of the eventual contradictions on the application of the Plenary Court agreement that may occur in the juridical administrative system and the harmful consequences of the effectiveness of it.
A partir de la revisión de la potestad sancionadora en materia de contratación pública, elautor analiza el contenido y los alcances del Acuerdo de Sala Plena 1/2015-TCE; a la luz de las implicancias jurídicas y fácticas que se presentarán con la emisión y publicación de este precedente vinculante.Adicionalmente, se prevé las eventuales contradicciones en que la aplicación de este Acuerdo de Sala Plena puede generar en el ordenamiento jurídico administrativo; así como las nefastas consecuencias de su vigencia.

A central problem in community colleges' developmental education programs concerns the over-emphasis on basic skills instruction to the possible exclusion of higher order thinking. Although the ability to read, write, and compute establishes an indispensable foundation for future academic success, basic skills instruction alone does not teach students how to analyze, synthesize, and evaluate ideas--all of which are imperative in the global, knowledge-based economy where creative thinking constitutes the primary form of capital. The purpose of this study, therefore, was to synthesize creativity research and developmental education by investigating the significance of creative thinking in developmental courses taught at Florida Community College at Jacksonville's Kent Campus. To fulfill the study's purpose, the researcher employed a qualitative research design and methodology through which she explored the perspectives and practices of twelve participants selected through stratified purposeful sampling. Representing different disciplines, the participants varied in their instructional classification (full-time versus part-time) and developmental teaching experience. Having designed a basic interpretive qualitative study, the researcher, as a human instrument, sought to understand the participants' perceptions regarding the importance of promoting creativity in developmental courses; the characteristics of classroom environments that facilitate creative thinking; as well as the instructional approaches and methods that foster such thinking. By triangulating the data collection through interviews, observations, and document analyses and by obtaining member checks of the interviews from the participants, the researcher endeavored to enhance the trustworthiness of the findings. Presented in the rich, thick description distinctive of qualitative analysis, the study revealed that the enthusiastic, caring, and learner-centered participants possessed the personality characteristics necessary for the cultivation of creative thinking among students. Despite being intended to promote the acquisition of basic skills, many of the participants' approaches and methods, particularly the use of personalized instruction, verbal praise, cooperative learning, and figurative language, could also be employed to establish learning environments that facilitate creative thinking. Upon reviewing the data, the researcher made recommendations designed to contribute to the limited body of knowledge about the synthesis of creativity research and developmental education.
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