Littérature scientifique sur le sujet « Teaching valuation »
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Articles de revues sur le sujet "Teaching valuation"
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Löw Beer, David. « Teaching and Learning Ecosystem Assessment and Valuation ». Ecological Economics 146 (avril 2018) : 425–34. http://dx.doi.org/10.1016/j.ecolecon.2017.12.014.
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Wang, Yun Xia. « The Machine of Teaching Quality Valuation Studies an Analytical Method ». Applied Mechanics and Materials 303-306 (février 2013) : 1510–13. http://dx.doi.org/10.4028/www.scientific.net/amm.303-306.1510.
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This text describes the research work in machine learning framework for the assessment of teaching quality , mainly focused on the analysis of data on information technology in the teaching process , and the use of artificial neural network method, the experiment , the experimental results reflect the level of teaching quality analysis . Experimental results show that the use of machine learning methods can indeed make a positive contribution to the teaching quality assessment .
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Nwuba, Chukwuma C., Uche S. Egwuatu et Babatunde M. Salawu. « Clients’ means of influence on mortgage valuation in Nigeria ». Property Management 33, no 4 (17 août 2015) : 367–85. http://dx.doi.org/10.1108/pm-03-2014-0016.
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Purpose – The purpose of this paper is to investigate client influence on mortgage valuation in Nigeria to establish and rank the means of influence clients employ, and the impact of firm characteristics on client influence. Design/methodology/approach – A combination of cross-sectional survey and focus groups research designs was adopted. Questionnaire structured on five-point Likert format was used to collect data from a sample of valuation firms in five Nigerian cities. Descriptive statistics, χ2, and moderated hierarchical linear model were used for data analysis. Findings – Clients’ means of influence on valuation are more of subtle approach than threat or coercion. The most prevalent means are respectively, plea for assistance, promise of continued retainership on banks’ valuer panels, and disclosing the loan amount. Client influence differs across cities; firm characteristics have no influence on client pressure. Practical implications – The research provides basis for valuation bodies to review practice rules and standards and seek for legislation for valuer independence. It can serve as material for teaching and training in professional ethics. Social implications – Biased valuations jeopardises credit risk mitigation process with potential for destabilising banks, finance sector, and consequences for the economy. Originality/value – The study provides empirical evidence of the nature of client influence across several major Nigerian cities. In contrast to existing Nigerian studies that focus on single cities, the study covers several cities. It therefore provides a broad basis for problem-solving and decision-making.
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DiGabriele, James A. « A Case Study on the Determination of Lost Profits for the Forensic Accountant ». Issues in Accounting Education 27, no 3 (1 mars 2012) : 751–59. http://dx.doi.org/10.2308/iace-50161.
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ABSTRACT This paper illustrates a teaching case study for use in a forensic accounting course. The case study requires students to prepare and/or present their findings for the valuation of lost profits in the framework of a business interruption. Readers obtain requisite financial and qualitative information to complete a valuation of lost profits due to a business interruption.
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Cheo, Roland. « Teaching Contingent Valuation and Promoting Civic Mindedness in the Process ». International Review of Economics Education 5, no 2 (2006) : 81–97. http://dx.doi.org/10.1016/s1477-3880(15)30117-1.
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Li, Kecheng, Juanjuan Wen et Li Quan. « Teaching Design of Property Valuation Practice Course in Vocational College ». SHS Web of Conferences 17 (2015) : 01020. http://dx.doi.org/10.1051/shsconf/20151701020.
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White, Susan. « Communications Solutions : cashing in the chips ». CASE Journal 13, no 3 (2 mai 2017) : 312–41. http://dx.doi.org/10.1108/tcj-05-2016-0036.
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Synopsis Communication Solutions (CS), a woman-owned business, experienced fast growth at its inception, and then found itself slowing after the mid-2000s recession. The firm provides consulting services, primarily to government agencies. The owners have brought the business to sales of about $10.5 million in 2012, but revenues declined following that peak year because of cutbacks in government spending and founder Jennifer Madison’s detachment from the business. Even though they recognize that it may not be an ideal time to sell, they are tired of running the business and want to sell now, as long as they can pay off their debts. Research methodology This case was researched through multiple interviews with Mark and Jennifer, who provided all of the financial data and background. All financial statements given in the case provide actual CS numbers. The name of the company and the names of the owners have been changed, at their request to disguise the company. At the time this case was written, the owners were in negotiation with a potential bidder, and did not want their names or their company name to be used. Market information and information about comparable companies was researched using publicly available financial data bases. Relevant courses and levels This case has the potential to be used in a variety of classes, depending on what the instructor wishes to emphasize. The author uses the case as a valuation case in a corporate finance class (suitable for undergraduates or MBAs), allowing students practice in discounted cash flow valuation and comparable multiples valuation. It could be used in an investments class which teaches business valuation, particularly in teaching valuation using market multiples. The case could be used in an entrepreneurial finance class. The author uses this case to illustrate the difficulties of business valuation with messy (but real) data. Theoretical bases This case explores small business valuation and exit strategies for founders. Students can put themselves in the position of small business owners who are ready to exit. Students should value the firm using discounted cash flow and multiples valuation, which includes making assumptions about the future growth of the firm. While there is likely to be reasonable agreement on the “as is” valuation, there may be great variation concerning the assumptions and valuations of the company as it could be. Students can discuss (and implement) adjustments made when using large company comparables to value a much smaller company.
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Mittal, Ankur, Anshul Jain et Tarun Dhingra. « DMart an ace in India’s retail space ». Emerald Emerging Markets Case Studies 11, no 1 (21 mai 2021) : 1–20. http://dx.doi.org/10.1108/eemcs-09-2020-0324.
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Learning outcomes The instructor can use this for covering the concept of competitive advantage and valuation. To explore the relationship between superior profitability with business model and identify the source of competitive advantage. Determining the value of business through discounted cash flow (DCF) approach. Case overview/synopsis This case is based on the growth path of a retail chain company, DMart (Avenue Supermarket Private Limited), in the rapidly growing organized retail industry in India. It operates a unique business model that garners significant revenue growth with high profitability. The case covers the competitive advantages of DMart with respect to its peers and its valuation through the DCF model. Complexity academic level The case is suitable for teaching basic courses in corporate valuation and strategy at the post-graduate level. The following courses can also make use of this case: financial management, corporate finance and strategic management in emerging markets. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 1: Accounting and Finance.
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De Paz Lazaro, Ana Cecilia. « Teaching Strategies and English Language Learning of secondary education students at a public educational institution [Estrategias Didácticas y Aprendizaje del Idioma Inglés de los estudiantes de educación secundaria de una institución educativa pública] ». Journal of Global Education Sciences 1, no 2 (8 octobre 2019) : 103. http://dx.doi.org/10.32829/ges.v1i2.92.
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The objective of the research is to know the relationship between the Teaching Strategies and English Language Learning of secondary school students of a public educational institution. The study was quantitative, the correlational non-experimental design and to correlate the variables with the Pearson Correlation coefficient. The results indicate that there is a direct relationship in a high degree of correlation (0.836) between the independent variable Teaching Strategies and the dependent variable Learning English Language of the students. Conclusions: The Teaching Strategies is directly related to the English Language Learning of the students. The relation refers to the fact that the average score obtained in the application of the Teaching strategies is 4.07 based on a maximum score of 5, which in its valuation scale is equal to "good", and the average marks of the English Language Learning is 14.87, which in its valuation scale is equal to "almost good", that is, there is a high relationship, because there is an application of teaching strategies with a good grade and almost level learning good.
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Minja, Ellinami J. « The future of the UCL’s internet services department ». Emerald Emerging Markets Case Studies 6, no 2 (6 juin 2016) : 1–16. http://dx.doi.org/10.1108/eemcs-09-2014-0213.
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Subject area Finance, General Business Management. Study level/applicability Postgraduate/MBA Second Year. Case overview The university-owned Universal Computing Limited (UCL) was contemplating on the future of its internet services business. Internally, the internet services department had put up a proposal on how to revamp the business. Concurrently, UCL received a joint venture proposition from a foreign telecommunication entity with which it had some business relation. The proposal was for UCL to cede its internet services department and the associated licence to the venture while the partner will finance the venture. Professor Ben Msomi, the UCL’s Managing Director knew that he had to make one of the two proposals a good sell to the board of directors’ meeting in two-weeks’ time probably before suggesting UCL to exit the internet services business. Expected learning outcomes Overall, the case aims at gaining an understanding of the sources of value of business and valuation of business. Specifically students are expected to learn how to: evaluate of the effect of various courses of action on the value of a business; apply different valuation methods – balance sheet, discounted cash-flows and market multiples in different context; establish appropriate rate for capitalization in business valuation; and handle assumptions and risks in business valuation, Expected learning outcomes Overall, the case aims at gaining an understanding of the sources of value of business and valuation of business. Specifically students are expected to learn how to: evaluate of the effect of various courses of action on the value of a business; apply different valuation methods – balance sheet, discounted cash-flows and market multiples in different context; establish appropriate rate for capitalization in business valuation; and handle assumptions and risks in business valuation, Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance
Thèses sur le sujet "Teaching valuation"
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Jiang, Liang. « A computer-assisted teaching and learning approach for the education and training of valuation in China ». Thesis, University of South Wales, 1995. https://pure.southwales.ac.uk/en/studentthesis/a-computerassisted-teaching-and-learning-approach-for-the-education-and-training-of-valuation-in-china(85412d2c-5f95-4793-ba66-d2c70d45395f).html.
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Since the land reforms in China in the 1980s, there have been quite a number of studies about China's new land tenure and the rapidly developing Chinese property market. Although the issue of education and training in support of the land reforms was raised, very few of those studies have focused on the education and training for property valuation from both short- and long-term points of view. Investigation within the UK, Hong Kong and China indicated that this research project is a unique study in relation to China's land reforms and the development of a sound property market in China. The research project approached the issue of education and training of property valuation in China through an investigations into China's needs for property valuation skills and by identifying the factors to be considered in developing the requisite education and training programmes. For an effective and efficient solution to the existing problems in China, the research project proposed an innovative approach to the teaching of property valuation based on computer assisted teaching and learning. An empirical study was carried out, including the prototyping and testing a computer application. The project effectively demonstrated the students appreciation of the proposed approach for the learning of property valuation and established a framework upon which future research into computer assisted teaching and learning for property valuation can be developed. In conclusion, the project has contributed significantly to the available literature on the education and training of property valuation in China. The proposed approach is novel not only in the context of China but also the United Kingdom.
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Cerqueira, Maria Raimunda Carvalho Araújo de. « A dimensão pedagógica do programa escola comunitária de gestão compartilhada : orientações para a valoração do ensino ». Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7919.
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The present paper aims mainly to know the pedagogical dimension given to the Shared Management Community School Program (PECGC, in portuguese) and its financial value for teaching. It is a case study and, for that, a state-funded school in the public education system of the state of Tocantins was chosen as a research field. It is based on the investigation of the legal, theoretical and practical assumptions underlying the PECGC, based on the following question: what aspects favor or hinder the use of the PECGC resources in the pedagogical dimension in the school unit studied and what contributions can be verified in the incentive of activities and projects to valorize teaching? Thus, it was attempted to verify if the school unit, in fact, makes use of the financial resources received by the PECGC for the valorization and accomplishment of the pedagogical activities. It is an applied qualitative research with some elements of a quantitative research. techniques of bibliographic review, documentary analysis and in loco observation were used. The main authors used to ground the study theoretically were: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al .; Davies; Oliveira R .; Sant Ana; Libâneo and Carvalho. Data collection was carried out through the application of questionnaires about the pedagogical dimension of the PECGE, directed to the members of the support association, teachers and management team of the researched school unit, which we defined as the subjects / participants of the research. Finally, a semi-structured interview was conducted with the person who is in charge of directing the said school unit. The study culminated in the elaboration of the educational product: the proposition of a cost sheet for the proposal of pedagogical activities and, from this, the elaboration of a textbook with orientations for the valuation of teaching, with the purpose of suggesting a discussion on financial education, from the perspective of an administration focused on the valorization of pedagogical activities.
O presente trabalho teve como principal objetivo conhecer a dimensão pedagógica dada ao Programa Escola Comunitária de Gestão Compartilhada (PECGC) e sua valoração financeira para o ensino. Trata-se de um estudo de caso e, para tanto, tomou-se como campo de pesquisa uma unidade escolar da rede estadual de ensino do Tocantins. Fundamenta-se na investigação de pressupostos legais, teóricos e práticos que embasam o PECGC, a partir da seguinte questão-problema: quais aspectos favorecem ou dificultam a utilização dos recursos do PECGC na dimensão pedagógica na unidade escolar pesquisada e quais contribuições são verificadas, no incentivo de atividades e projetos, para a valoração do ensino? Assim, procurou-se verificar se a unidade escolar, de fato, faz uso dos recursos financeiros recebidos pelo PECGC para a valorização e realização das atividades pedagógicas. Trata-se de uma pesquisa qualitativa, de natureza aplicada com alguns elementos de pesquisa quantitativa e foram utilizadas técnicas de revisão bibliográfica, análise documental e observação in loco. Os principais autores recorridos para fundamentar teoricamente o estudo foram: Triviños; Saviani; Gentili; Lyra-Silva; Dourado et al.; Davies; Oliveira R.; Sant Ana; Libâneo e Carvalho. A coleta de dados se deu por meio de aplicação de questionários sobre a dimensão pedagógica do PECGE e foi direcionada aos membros da associação de apoio, professores e equipe diretiva da unidade escolar pesquisada, público que definimos como os sujeitos/participantes da pesquisa. Por fim, foi realizada entrevista semiestruturada com a pessoa que está na função de direção da referida unidade escolar. O estudo culminou na elaboração do produto educacional: a proposição de uma planilha de custos para a proposição de atividades pedagógicas e, a partir desta, a elaboração de um livro-texto com orientações para a valoração do ensino, com o objetivo de alvitrar uma discussão sobre educação financeira, na perspectiva de uma administração voltada para a valoração das atividades pedagógicas.
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Bertonceli, Mariane. « Trabalho docente na educação infantil : entre a precarização e valorização profissional ». Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/984.
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Previous issue date: 2016-03-04Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
his dissertation is the result of study on the increase or precarious professor of child education work in the municipality of Salto do Lontra / PR, in the course of 2014 and 2015. We analyze the teacher's work in the current situation, considering the work category as a central element, and the sub-categories that relate the conditions of teaching in kindergarten, specific object of this dissertation. Selected subcategories are: teacher training, teacher compensation, material and human conditions of work and the pedagogical aspect, matters intrinsically crucial to the appreciation or teacher's career precariousness that works with young children. The current situation of the municipality and analyzed problems are treated from the materialist method and therefore are analyzed historically and dialectically, not as isolated incidents, but in the whole panorama. The qualitative research consisted of theoretical and empirical basis. The instruments used to collect data were semi-structured interviews, questionnaires, documentary research and observation. We perform the data comparison with other local realities that present advances in relation to aspects analyzed in the supply of EI Salto do Lontra. Thus, this study constitutes an invitation to any and all teachers, especially those dedicated to the hard work with small children, a call to fight for their recognition as workers and also the importance of early childhood education that has historically delegated to a lesser role in the educational plan.
A presente dissertação é resultado de estudo sobre a valorização ou precarização do trabalho do professor de educação infantil no município de Salto do Lontra/PR, no decorrer do ano de 2014 e 2015. Analisamos o trabalho do professor na conjuntura atual, considerando a categoria trabalho como elemento central, e, as subcategorias que estão relacionadas as condições do trabalho docente na Educação Infantil, objeto específico desta dissertação. As subcategorias selecionadas são: formação de professores, remuneração docente, condições materiais e humanas de trabalho e o aspecto pedagógico, elementos estes intrinsecamente determinantes para a valorização ou precarização da carreira do professor que atua com crianças pequenas. A conjuntura atual do município e os problemas analisados são tratados a partir do método materialista e, portanto, são analisados historicamente e dialeticamente, não como fatos isolados, mas no panorama de totalidade. A pesquisa qualitativa foi constituída de base teórica e empírica. Os instrumentos utilizados para obtenção dos dados foram entrevistas semi-estruturadas, aplicados questionários, pesquisa documental e observação. Realizamos o confronto de dados com outras realidades municipais que apresentam avanços, com relação a aspectos analisados na oferta da EI de Salto do Lontra. Neste sentido, este estudo se constitui como um convite a todas e todos os professores, em especial aos que se dedicam ao árduo trabalho com crianças pequenas, uma convocação a luta por seu reconhecimento como trabalhadores e também pela importância da educação infantil que historicamente foi delegada a um papel inferior no plano educativo.
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B, Mariane. « O trabalho docente na educação infantil : entre a precarização e valorização profissional ». Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/979.
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Made available in DSpace on 2017-07-10T16:28:05Z (GMT). No. of bitstreams: 1
Mariane Bertonceli.pdf: 3407813 bytes, checksum: f731ceab3ce48ebfc95a74c3a38c2cca (MD5)
Previous issue date: 2016-03-04Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
his dissertation is the result of study on the increase or precarious professor of child education work in the municipality of Salto do Lontra / PR, in the course of 2014 and 2015. We analyze the teacher's work in the current situation, considering the work category as a central element, and the sub-categories that relate the conditions of teaching in kindergarten, specific object of this dissertation. Selected subcategories are: teacher training, teacher compensation, material and human conditions of work and the pedagogical aspect, matters intrinsically crucial to the appreciation or teacher's career precariousness that works with young children. The current situation of the municipality and analyzed problems are treated from the materialist method and therefore are analyzed historically and dialectically, not as isolated incidents, but in the whole panorama. The qualitative research consisted of theoretical and empirical basis. The instruments used to collect data were semi-structured interviews, questionnaires, documentary research and observation. We perform the data comparison with other local realities that present advances in relation to aspects analyzed in the supply of EI Salto do Lontra. Thus, this study constitutes an invitation to any and all teachers, especially those dedicated to the hard work with small children, a call to fight for their recognition as workers and also the importance of early childhood education that has historically delegated to a lesser role in the educational plan.
A presente dissertação é resultado de estudo sobre a valorização ou precarização do trabalho do professor de educação infantil no município de Salto do Lontra/PR, no decorrer do ano de 2014 e 2015. Analisamos o trabalho do professor na conjuntura atual, considerando a categoria trabalho como elemento central, e, as subcategorias que estão relacionadas as condições do trabalho docente na Educação Infantil, objeto específico desta dissertação. As subcategorias selecionadas são: formação de professores, remuneração docente, condições materiais e humanas de trabalho e o aspecto pedagógico, elementos estes intrinsecamente determinantes para a valorização ou precarização da carreira do professor que atua com crianças pequenas. A conjuntura atual do município e os problemas analisados são tratados a partir do método materialista e, portanto, são analisados historicamente e dialeticamente, não como fatos isolados, mas no panorama de totalidade. A pesquisa qualitativa foi constituída de base teórica e empírica. Os instrumentos utilizados para obtenção dos dados foram entrevistas semi-estruturadas, aplicados questionários, pesquisa documental e observação. Realizamos o confronto de dados com outras realidades municipais que apresentam avanços, com relação a aspectos analisados na oferta da EI de Salto do Lontra. Neste sentido, este estudo se constitui como um convite a todas e todos os professores, em especial aos que se dedicam ao árduo trabalho com crianças pequenas, uma convocação a luta por seu reconhecimento como trabalhadores e também pela importância da educação infantil que historicamente foi delegada a um papel inferior no plano educativo.
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Höglund, Evelina. « Check your ego at the door : En intervjustudie om prestige vid musikundervisning ». Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78952.
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Syftet med studien är att vidga förståelsen för hur olika instrumental- och ensemblelärare inom klassisk musik och folkmusik upplever prestige. Detta undersöks i deras roller som både musiker och musiklärare. Därtill undersöks hur dessa musiklärare arbetar förebyggande mot negativ prestige i musikundervisning. I musikpedagogisk litteratur lyser ordet prestige med sin frånvaro. Istället används negativt laddade synonymer vilka kan kopplas ihop med min tolkning av negativ prestige. Tidigare forskning påvisar hur praxisgemenskapens gemensamma värderingar och hemmiljön är påverkande faktorer för prestige i musikundervisning för såväl lärare som elever. Studien är kvalitativ med en komparativ design och tar utgångspunkt i hermeneutiken. Data har samlats in med hjälp av semistrukturerade intervjuer med sex musiklärare på gymnasiet, folkhögskola och musikhögskola. Datan analyserades sedan med metoderna hermeneutisk meningstolkning och tematisk analys. I resultatet framkommer att krav, status, och duktighet förknippas med prestige av informanterna. Okunskap och stolthet framläggs därtill som huvudsakliga ursprungskällor för negativ prestige. Informanterna berättar att de i eget musicerande upplever prestige i samband med konkurrens mellan lärosäten och i form av olika sorters tävlingar. I undervisning berättar informanterna att prestige mellan lärare och mellan lärare och elever är påverkat av yrkesstolthet, personligt marknadsvärde och förväntningar. Intervjupersonerna beskriver därtill att de arbetar förebyggande mot negativ prestige i musikundervisning genom att använda diskussion som metod samt genom att sträva efter prestigelöst, lustfyllt lärande. I diskussionen resoneras kring min förförståelse av negativ prestige och hur den genom arbetet har förändrats, möjliga scenarion i en prestigefri tillvaro samt möjliga ursprung till prestige. Studien avslutas med resonemang kring studiens metod, betydelse och fortsatta forskningsmöjligheter.The purpose of this study is to expand the understanding of how different instrumental and ensemble teachers in classical music and folk music experiences prestige within their daily music teaching praxes. Furthermore this study investigate how the teachers work towards preventing negative prestige in music teaching. The word prestige is seldom found within educational litterature in music. There are instead negative synonyms used which can be connected with my interpretation of negative prestige. Earlier research shows how communal values, as well as the home environment, affect prestige in musical teaching for both the teacher and the student. This is a qualitative study with a comparative design that is rooted in hermeneutics. In this study, data has been gathered through semi structured interviews with six music teachers from different educational levels. This data has then been analyzed using hermeneutical interpretations of sentences and thematic analysis. The results show that, according to the interviewees, demands, status, and cleverness are related to how different types of music are valued. Ignorance and pride are found to be the main sources of this negative prestige. The interviewees said that through their musical experiences, they perceive prestige-related rivalry between musical institutions in a variety of ways. Within teaching, the interviewees bring up that prestige-related rivalry between teachers, as well as between teachers and students, is affected by vocational pride, personal market value, and expectations. The interviewees describe that in order to help reduce negative prestige related to different genres of music, they strive to cultivate a prestige-free and zestful learning experience for their students. They also use discussion as a method for combatting this issue. The discussion of this study is focused around my understanding of musical prestige, how my understanding has changed through this study, possible models of prestige-free teaching, as well as possible sources of prestige in this field. The discussion concludes with a reasoning around the method of the study, its importance, and further possible areas of research.
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Jucá, Leina Claudia Viana. « Das histórias que nos habitam : por uma formação de professores de inglês para o Brasil ». Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-23062017-130937/.
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Esta pesquisa, realizada no período 2012-2016, investigou as possíveis razões para o crescente desinteresse pela profissão docente, especificamente no que se refere ao ensino de língua inglesa (LI) na educação básica brasileira, sobretudo aquela pública; e o fez a partir do posicionamento de licenciandos em LI de uma universidade pública acerca do que para eles significava ser professor. O estudo se valeu de contribuições de teorias pósmodernas, baseando-se, principalmente, em conceitos pós-estruturalistas e decoloniais relacionados às concepções de língua, discurso, epistemologia e identidade, no intuito de melhor compreender as influências modernas sobre a construção histórica da docência e da identidade docente. Identificar os princípios que fundamentam o ensino de LI e a formação docente nessa área; investigar os discursos que perpassam a construção da identidade docente e em que se fundamentam; e compreender em que medida tais princípios e discursos impactam o (des)interesse pela profissão eram alguns dos principais objetivos propostos. Permeados pela análise dos dados gerados, os capítulos que compõem esta pesquisa se organizam da seguinte forma: a introdução localiza este estudo no cenário educacional brasileiro, apresenta seus objetivos gerais e específicos, o seu contexto de realização, as perguntas de pesquisa, a metodologia utilizada e o perfil dos participantes e da pesquisadora; o Capítulo 01 apresenta um panorama histórico da educação brasileira desde a implantação do sistema educacional jesuíta, em 1549, até a promulgação da LDB de 1996, procurando focar no ensino e na formação de professores de LI; o Capítulo 02 trata do papel do discurso na construção da realidade e na invenção da tradição, da ideia de desenvolvimento e civilização que permearam a colonização de terras e povos e resultaram na invenção da História ocidental; o Capítulo 03 dedica-se à invenção das línguas inclusive a LI e o inglês como língua internacional (ILI) e à construção histórica da identidade com base nas ideias de fixidez, permanência e normalidade, negando seu caráter fluido e nômade; as considerações finais apresentam acontecimentos políticos atuais e discorrem sobre as implicações do caráter circular da História sobre a construção da identidade docente e do estatuto negativo da profissão, além de reafirmar a necessidade de uma formação docente pautada no letramento crítico, como forma de promover mudança.This research developed between the year 2012 and the year 2016 investigated the increasing lack of interest in the teaching profession, including English language teaching (ELT), in Brazilian (public) basic education. This study was developed mainly on the basis of post-modern theories, related mainly to post-structuralist and decolonial concepts concerning language, discourse, epistemology and identity, used in order to better understand the influences of Modernity on the historical construction of the teacher identity and the teaching profession status. Some of the main objectives of this research were to identify the principles that ground ELT and EL teacher education in Brazil; examine the discourses that influence the construction of teacher identity and the basis of such discourses; and understanding to what extent such principles and discourses affect the (dis)interest in the teaching profession. The introduction situates this study in the Brazilian educational setting, and it presents the general and specific objectives that guided the development of this research, as well as the research questions, methodology and participants. Chapter 01 presents a historical overview of Brazilian education, starting from the Jesuit educational system implemented in 1549 and ending after the promulgation of the Brazilian National Law on Education (LDB) in 1996. Chapter 02 focuses on the role of discourse in the construction of reality, in the invention of tradition, and in the creation of the ideas of development and progress, which explained the need for civilization. This justified the colonization of lands and peoples and served as the basis for the invention of Western History. Chapter 03 refers to the invention of languages including English language, and English as an international language (EIL) and to the historical construction of identity based on the ideas of fixity and normality, denying its fluid and nomadic nature. The concluding chapter elicits current political events, addresses the implications of the circular nature of History on the construction of teacher identity and the negative status of the teaching profession, and also reiterates the need for a critical literacy-guided English language teacher education as a way of promoting changes.
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Barros, Luciana Alvares Paes de. « Desenvolvimento do conceito de avaliação na formação inicial de professores em atividade colaborativa ». Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09102007-091849/.
Texte intégralRésumé :
A presente dissertação é resultado de uma pesquisa colaborativa realizada no Clube de Matemática, projeto de estágio oferecido pela Faculdade de Educação da USP aos alunos do curso de Pedagogia e Licenciaturas desta universidade, com o objetivo de investigar como se desenvolve o conceito de avaliação na formação de professores em atividade colaborativa. Esta apresenta um estudo sobre a formação inicial de professores no contexto da Educação Superior, a avaliação no contexto da Educação Básica e a Teoria da Atividade norteadora das atividades orientadoras de ensino desenvolvidas nesse espaço de formação. Para o levantamento de dados, além da participação da pesquisadora como observadora e colaboradora no projeto durante três semestres consecutivos, foram gravadas as discussões coletivas de avaliação das ações dos estagiários e dos alunos de 1ª a 4ª séries do Ensino Fundamental da Escola de Aplicação da USP também envolvidos no projeto. A transcrição das fitas, as observações realizadas pela pesquisadora in loco, os relatórios produzidos pelos estagiários ao final de cada semestre e os questionários respondidos por eles compuseram as fontes que foram analisadas a partir dos pressupostos teóricos da Teoria da Atividade e dos conceitos de professor reflexivo e de avaliação levantados pela pesquisadora em estudo bibliográfico. Durante todo processo de ensino e aprendizagem vivenciado no Clube de Matemática, a avaliação das atividades pedagógicas, realizadas de forma coletiva, apresentou indícios sobre os processos formativos no que se refere à escolha dos conteúdos matemáticos trabalhados para a elaboração de atividades orientadoras de ensino, revelando um modo de formar-se do estagiário na ação de ensinar. Podemos concluir que a avaliação é uma prática presente no processo ensino-aprendizagem que ocorre nesse espaço de formação inicial. O conceito de avaliação é formado pelos futuros professores por meio da avaliação reflexiva de todas as ações realizadas colaborativamente.This monograph is the result of a collaborate research carried on the Mathematic Club which is a period of practical professional training offered by the School of Education, in the University of São Paulo, to the students of Pedagogy and Licentiates, in order to investigate how does it grows, the concept of valuation, in the formation of teachers in collaborating activity. It presents a study on the initial formation of teachers in the context of Higher Education, the valuation in the context of Basic Education, and the Theory of Activity, guider of the activities developed in this formation space. In order to obtain the data, besides the participation of the researcher itself as a collaborator and observer during three consecutive semesters, the collective discussions on valuation of the activities of probationers and students (first to fourth years) from the Fundamental Teaching division of the School of Application of the University of São Paulo, which were also participating of the project. The transcription of the tapes, the observations made by the researcher itself, the written reports of the probationers at the end of each semester, and their questionnaires, were the sources which after analysis according to the theoretical presupposes of the Theory of Activity and of the concepts of reflexive professor and of evaluation encountered by the researcher in the literature. During the whole process of teaching and learning felt in the Mathematic Club, the valuation of teaching activities made in a collective way presented signs of the forming processes referred to the choosing of the worked mathematics contents for the creation of teaching oriented activities, revealing a way to form the probationer in the art of teaching. It is possible to conclude that valuation is a practice usual in the process of teaching/learning occurring in this time of initial formation. The concept of valuation is formed in the future teachers by the way of a valuate reflection of all the actions realized collaboratively.
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Giusti, Sonia Regina. « Avalia??o da aprendizagem na educa??o profissional em sa?de ». Pontif?cia Universidade Cat?lica de Campinas, 2007. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/600.
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Previous issue date: 2007-06-29This essay inserted in the line of research University, Teaching and Professor?s formation, from PUC-Campinas, intends to investigate which conception of valuation permeates the process of teaching learning of the professional education from the area of health at Senac Campinas, moment that is in implantation the teaching by aptitude and formative valuation. These conceptions are proposed in the educational policy of the institution, favouring the valuation of the student s performance continuosly and cumulativetly, prevailing the qualitatives aspects over the quantitaves. Twelve instructors from the referred intitution were submited, two from each sub-area referring to the offered courses in the health area. It is about a research of qualitative nature, developed in teh year of 2006, that has as an instrument of basis colect a questionary, composed part by the characterization of the individual and part by open questions about the theme. The analisys of the answers revealed that there was some understanding of the valuation s proposition as a diagnostic by the great part of the individuals. The advances about the understanding are more representatives, in the professor s team, when it s referred to the diferent ways of evaluating the student and of organizing and registering oriund informations of the evaluating process. The same thing doesn t happen when it s about pointing the register ways of these informations and procedures for the students recuperation.
Este trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, da PUC-Campinas, procurou investigar a concep??o de avalia??o que permeia o processo de ensino e de aprendizagem na educa??o profissional da ?rea da Sa?de, tendo como foco o SENAC-Campinas, momento em que se est? em implanta??o o ensino por compet?ncia e avalia??o formativa. Tais concep??es est?o propostas nas diretrizes educacionais da institui??o, privilegiando a avalia??o do desempenho do aluno de forma cont?nua e cumulativamente, e prevalecendo os aspectos qualitativos sobre os quantitativos. Foram sujeitos 12 docentes da referida institui??o, dois de cada sub-?rea referentes aos cursos oferecidos na ?rea da Sa?de. Trata-se de uma pesquisa de natureza qualitativa, desenvolvida no ano de 2006, tendo como instrumento de coleta de dados um question?rio, composto de uma parte de caracteriza??o dos sujeitos e outra com quest?es abertas sobre o tema. A an?lise das respostas revelou que houve entendimento da proposta de avalia??o como diagn?stico por grande parte dos sujeitos. Os avan?os quanto ao entendimento foram mais representativos, no conjunto dos professores, quando se referem ?s diferentes formas de avaliar o aluno e de organizar e arquivar informa??es oriundas do processo avaliativo. O mesmo n?o ocorre quando se trata de apontar formas de registro dessas informa??es e procedimentos para recupera??o do aluno.
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Hiller, Sheldon. « Desenvolvimento de material didático de apoio de astronomia para professores do segundo ciclo do ensino fundamental ». Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2879.
Texte intégralRésumé :
Produto: Astronomia no II ciclo do ensino fundamentalVisando elaborar um material didático de apoio para atender as principais dificuldades dos professores no planejamento de suas aulas sobre Astronomia, foi realizado um estudo de trabalhos publicados por pesquisadores dessa disciplina, procurando identificar os principais obstáculos a serem transpostos no ensino dessa disciplina. A partir dos resultados obtidos no estudo, foi elaborado um material de apoio didático destinado ao ensino da Astronomia no segundo ciclo do Ensino Fundamental, para ser submetido à avaliação de uma amostra de professores da rede pública estadual do município de Passo Fundo (RS). Esse material pretende ser um referencial de consulta adicional para orientar o trabalho docente, proporcionando ao professor, tanto quanto possível, informações atualizadas, orientações pedagógicas que ampliam conhecimentos e alertam para concepções alternativas detectadas por outros autores, além de trazer sugestões de atividades práticas e de observação, ao abordar os conteúdos de Astronomia nessa fase de escolarização.
Aiming to develop a didactic material support to help to solve the main teachers´ difficulties when planning their Astronomy classes, we made a study about the papers published by researchers in this discipline, trying to identify the main obstacles to be overcome in the teaching of this discipline. From the results obtained in the study, we designed a didactic support material for the Astronomy teaching in the middle school to be submitted for the rating of a sample of teachers in the public schools in the city of Passo Fundo (RS). This material intends to be an additional consultation referential to guide the teaching work, providing to teacher, as much as possible, updated informations, educational guidelines that expand knowledge and point to alternative conceptions detected by other authors, besides to bring suggestions for practical activities and observation, when approaching Astronomy subjects in this school phase.
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Rocha, Maria da Consolação. « Políticas de valorização do magistério : remuneração, plano de carreira, condições de trabalho - uma análise da experiência de Belo Horizonte ». Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05012010-113240/.
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Este estudo tem por objetivo analisar as políticas de valorização do magistério realizadas pela Prefeitura Municipal de Belo Horizonte durante os governos de 1993 a 2007, considerando os elementos: condições de trabalho, jornada de trabalho e plano de carreira. Situado entre os estudos de Estado, Sociedade e Educação, a pesquisa desenvolve uma abordagem da complexidade das relações de mudanças, de interpenetrações, de articulação e conflitos entre as ações do Estado, no nível de poder executivo municipal e seus agentes, por um lado, e a organização, reivindicações e lutas dos/as profissionais da educação que atuam na Rede Municipal de Educação de Belo Horizonte (RMEBH), por outro. A metodologia de estudo de caso envolve o uso de análise documental e de entrevista como instrumentos para a compreensão do seu objeto. Três partes constituem este estudo. Na primeira parte analisamos as definições de política de valorização do magistério, a partir das reflexões de João Monlevade, documentos de organismos internacionais como a UNESCO e a OCDE, documentos do Ministério da Educação, documentos de movimentos sociais, entre eles a CNTE, Sind-UTE/MG e Sind-REDE/BH, legislações federais, estaduais e municipais. Consideramos também o debate sobre carreira docente, realizado a partir de estudos existentes na área, como o de Rodolfo Ferreira, sobre trabalho docente e remuneração; os de Michel Huberman, José Alberto Gonçalves e Maria Isabel Loureiro, numa perspectiva de vida profissional; o de Gatti, focalizando a formação docente; e os de Bertha Valle, Mariza Abreu e Sonia Balzano, relacionados especificamente com plano de carreira. Na segunda parte, analisamos a política de valorização na Rede Municipal de Educação de Belo Horizonte (RMEBH), a partir do histórico da sua constituição, das reivindicações dos trabalhadores e trabalhadoras em educação, das propostas dos governos de 1993 a 2007 e da organização do trabalho escolar. Também verificamos em que medida as regulações das relações de trabalho, na RMEBH, incorporam ou não as alterações ocorridas na política educacional durante o mesmo período, na esfera federal e internacional. Na terceira parte refletimos acerca do trabalho das mulheres no sentido de compreender como as lutas das professoras primárias e das educadoras infantis da RMEBH vinculam-se à luta pela valorização do magistério e do trabalho feminino, a partir de uma perspectiva que considera a dimensão das relações sociais de gênero, particularmente as reflexões elaboradas por Helena Hirata e Daniele Kergoat. Nas conclusões, dialogamos com as reflexões realizadas em entrevistas por dirigentes sindicais e governamentais que participaram das mesas de negociações durante o período de 1993 a 2007. Este estudo possibilitou perceber que as políticas de valorização do magistério, nos aspectos que se referem à remuneração, carreira e condições de trabalho, estão, historicamente, entrelaçadas à problemática da qualidade do ensino. Os avanços e recuos se constituem no jogo contraditório de valores, que são próprios do processo educacional e de suas instituições e agentes, na formação humana de todos os cidadãos e cidadãs, e que não vem sendo reconhecidos pelos governos em suas políticas de formação profissional, salários e incentivos. Nesse jogo, é observada a articulação das esferas da produção e da reprodução para a manutenção da desvalorização de um trabalho eminentemente feminino, e direcionado, sobretudo, às crianças e adolescentes da classe trabalhadora.This study aims to analyze the policies directed to valuate teaching professionals that have been held by the Municipality of Belo Horizonte during the governments from 1993 to 2007 and it considers the elements: working conditions, weekly journey of work and career plan. Aligned with the studies of State, Society and Education, the research has been developed through an historical approach of the complexity of the changes relationships, interpenetrations, articulations and conflicts between the actions of the State, which is considered in the level of municipal executive and of its officials by one side and the organization, claims and struggles of the education professionals who work in the Municipal Education System in Belo Horizonte (RMEBH), by the other. The methodology of case study involves the use of document analysis and interviews as tools for the understanding of its object. Three parts constitute this study. In the first part, we examine the politic definitions to valuate teaching professionals beginning from the thoughts of João Monlevade, the documents presented by international organizations such as UNESCO and OECD, the documents of Brazilian Ministry of Education, documents of social movements, including CNTE, Sind-UTE /MG and Sind-REDE/BH, the national laws and also the state and municipal ones. We consider also the debate over teaching career, which has been based in the studies conducted in the area, such as the work of Rodolfo Ferreira on teaching work and wages, the ones of Michel Huberman, José Alberto Gonçalves and Maria Isabel Loureiro, in the perspective of the professional life; the ones of Gatti about teacher training, and the ones of Bertha Valle, Mariza Abreu Sonia Balzano, that are specifically related to career plan. In the second part, we analyze the policies directed to the valuation of teaching professionals in the Municipal System of Education of Belo Horizonte (RMEBH), from the history of its construction, the claims of the workers in education, the proposals of the governments from 1993 to 2007 and the organization of school work. We also verify whether the regulations of labor relations by the City Board of Belo Horizonte have (or have not) incorporated the changes in the educational policy during the same period, in the federal and international scope. In the third part, we reflect about the work of the women in order to understand how the struggles of the \"primary teachers\" and \"childrens educators\" of the Municipal System of Education of Belo Horizonte RMEBH- have been connected to the struggle for the valuation of teaching professionals and female work from a perspective that considers the aspect of the gender social relations, particularly referred to the reflections elaborated by Helena Hirata and Daniele Kergoat. In the conclusions, we analyze the considerations made in interviews by union and government leaders who attended the table of negotiations during the period 1993 to 2007. The study enabled to realize that the policies to valuate teaching professionals in their aspects which refer to the remuneration, career and working conditions, have been historically, intertwined to the quality education question. The advances and setbacks have been forged in the contradictory play of values which are themselves specific of the educational process and its institutions and officials, in human formation of all citizens, and which have not been recognized by the governments in their policies of professional formation, wages and incentives. In this play, the articulation of the production and reproduction spheres it is seen for the maintenance of the devaluation of a predominantly female work and directed especially to children and adolescents of the working class.
Livres sur le sujet "Teaching valuation"
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Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA : Program review : Florida retirement system pension plan valuation met standards. Tallahassee, Fla : Florida Office of Program Policy Analysis and Government Accountability, 2010.
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Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA : Program review : Florida retirement system pension plan valuation met standards. Tallahassee, Fla : Florida Office of Program Policy Analysis and Government Accountability, 2009.
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Howden, Jim. La coope ration, un jeu d'enfant : De l'apprentissage a l'e valuation : 4 a 7 ans. Montre al : Chenelie re e ducation, 2005.
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La qualite en e ducation : Pour re fle chir a la formation de demain. Que bec [Que.] : Presses de l'Universite du Que bec, 2007.
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1960-, Faucheux Sylvie, et O'Connor Martin 1958-, dir. Valuation for sustainable development : Methods and policy indicators. Cheltenham, UK : Northampton, MA, USA, 1998.
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Valuation for Sustainable Development : Methods and Policy Indicators (Advances in Ecological Economics). Northampton Ma USA, 1998.
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Jiang, Liang. A computer-assisted teaching and learning approach for the education and training of valuation in China. 1995.
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Appraisers, American Society of, dir. A Handbook on the appraisal of personal property : The principles and practice of appraisal relevant to works of fine art, decorative art, antiques, gems and jewelry, residential contents-general and other various classified specialties of personal property. Washington, D.C : American Society of Appraisers, 1989.
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Assessment and Learning in the Secondary School (Successful Teaching Series (London, England).). RoutledgeFalmer, 2001.
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D'Costa, Gavin. Catholic Doctrines on the Jewish People after Vatican II. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198830207.001.0001.
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The book explores Roman Catholic doctrines after the Second Vatican Council regarding the Jewish people (1965–2015). It establishes the emergence of the teaching that God’s covenant with the Jewish people is irrevocable. What does this mean for Catholics regarding Jewish religious rituals, the land, and mission? The book examines early magisterial documents that seem to contradict current teachings. The apparent contradiction is historically contextualized. It argues two points. First, that earlier teachings accept the positive value of Jewish rituals within certain conditions. This can be applied, in principle, to contemporary religious Jewish rituals. These earlier traditions also show a positive valuation of Jewish cultic practices within the early Christian church. The book examines new Catholic approaches to the Old Testament. Despite different New Testament teachings about the land, it is argued that the promise of the Land to the Jewish people, with various conditions, can be regarded as valid for Catholics. The book also examines the Holy See’s shifting attitude to the modern State of Israel and its pragmatic silence on the theology of land. The book proposes a form of minimalist Catholic Zionism: affirming the land without excluding a just Palestinian resolution. The book explores unresolved Catholic teachings on ‘mission’ and ‘witness’. The centre of this debate concerns the new assumption that Christians should not erase God-given Jewish identity. The book asks: could Hebrew Catholics witness to this reality while also testifying to the compatibility and unity of the two covenants?
Chapitres de livres sur le sujet "Teaching valuation"
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« Startup Valuation ». Dans New Teaching Resources for Management in a Globalised World, 119–26. WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811221989_0006.
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« CHAPTER VIII. THE ETHICAL VALUATION OF THE DOCTRINE OF THE PERSON OF CHRIST ». Dans Nestorius and his Teaching, 121–39. Piscataway, NJ, USA : Gorgias Press, 2011. http://dx.doi.org/10.31826/9781463226848-010.
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Grishan, I. A., et A. I. Galkina. « Valuation of works of science in the form of electronic educational resources ». Dans A course of lectures "Teaching skills in information and educational environment of the University". Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/ofernio.2017.23140.
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Barbery-Montoya, Danny C., Carlos Bautista-Nuques et Jeaneth P. Wiesner-Mora. « The Evaluation of the Service and Its Impact on Brand Value ». Dans Quality Management for Competitive Advantage in Global Markets, 175–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5036-6.ch010.
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For service companies, one of the most difficult challenges to measure is brand value, considering the subjectivity of the service, given by consumer perception. In this way, the objective of this chapter is to know the elements that provide value to the service company's brand. To carry out the study, the authors deepen the concepts of service and brand considering the SERVQUAL and CSI questionnaires, which allow them to obtain indexes of measurement of the quality of services and brand valuation and apply them in the English language teaching institutes in Guayaquil (Ecuador). The results show that five high-importance schools have valuation elements that build their brand with characteristics that differentiate them, but also with others that resemble them. Understanding each of the brands and variables, they propose an initial model that allows analyzing this industry in which elements relevant to the consumer are observed.
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Bednarz, Sarah W., et Roger M. Downs. « Geography Education ». Dans Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0041.
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The evolution of the profession of geography as an academic discipline has been intertwined with the teaching of geography in schools and colleges (Warntz 1964; Blouet 1981; Cormack 1997; Douglas 1998). Even today, the largest proportion of members of the Association of American Geographers (AAG) is employed in higher education and is charged with teaching high school graduates. The short-term fortunes of academic Departments of Geography are a direct function of student credit hours generated. Therefore, the long-term viability of Departments is a function of significant numbers of students being willing—or required—to take college geography courses. Motivation for optional or mandatory participation in geographic learning at all levels of instruction is a cause of and a response to society’s valuation of geographic knowledge. Over the past two decades, American society has placed an increasing value on geographic literacy, although what it means to be geographically literate remains subject to debate. In this chapter, we use the definition from the National Geography Standards (hereafter referred to as the Standards) (Geography Education Standards Project 1994: 34), “The outcome of Geography for Life is a geographically informed person (1) who sees meaning in the arrangement of things in space; (2) who see relations between people, places, and environments; (3) who uses geographic skills; and (4) who applies spatial and ecological perspectives to life situations.” The increasing valuation of geographic knowledge has been facilitated by an infrastructure ranging from the National Geographic Society’s (NGS) state alliance network to the AAG’s Commission on College Geography, publicized through activities such as the National Geographic Bee, and Environmental Science Research Institute (ESRI)’s “Geography Matters” campaign, and codified through public commitment to programs such as the Standards and the National Assessment of Educational Progress (NAEP). In light of the changing role of geography in American society, the Geography Education Specialty Group (GESG) adopted a revised mission statement in 1999. Its goal is, “To promote research on the lifelong development of knowledge about the world through geography; to develop the theory and foster the practice of teaching and learning geography in formal and informal educational contexts; and to be an advocate for geographic literacy” (AAG GESG 1999: 1).
Actes de conférences sur le sujet "Teaching valuation"
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« The system of teaching real estate valuation in Poland ». Dans ERES Conference - Amsterdam, The Netherlands : ERES Conference 1994. ERES, 1994. http://dx.doi.org/10.15396/eres1994_142.
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Zhong, Weizhu, Chenxuan Song et Lingling Xi. « Engineering education Study:Software engineering teaching valuation in Colleges of China ». Dans 2013 International Conference on Software Engineering and Computer Science. Paris, France : Atlantis Press, 2013. http://dx.doi.org/10.2991/icsecs-13.2013.50.
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Pang, Xiaodong. « Taekwondo Video Event Detection Considering Integrated Integration Valuation Method And Its Application In Physical Education Teaching ». Dans 2019 International Conference on Robots & Intelligent System (ICRIS). IEEE, 2019. http://dx.doi.org/10.1109/icris.2019.00103.
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Danilina, Ekaterina Konstantinovna. « The question of valuation activities organization when teaching a foreign language to multicultural groups of students ». Dans VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80977.
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Oloke, Olayinka, Osmond Iroham, Nkolika Peter et Adebayo Oletubo. « EMPIRICAL ASSESSMENT OF STUDENT’S PERCEPTION OF THE TEACHING AND LEARNING OF FUNDAMENTALS OF PROPERTY VALUATION IN NIGERIA’S TERTIARY INSTITUTIONS ». Dans 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1554.
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Sepúlveda-Páez, Geraldy, et Carmen Araneda-Guirriman. « WOMEN FACULTY AND SCIENTIFIC PRODUCTIVITY IN LATIN AMERICAN CONTEXT : EVIDENCE FROM CHILE ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end026.
Texte intégralRésumé :
Since the 19th century, the position of women in the context of higher education has undergone multiple changes, although their incorporation has not been a simple or homogeneous task. Currently, women face new consequential challenges of a globalized world and the notion of market education that characterizes institutions nowadays. One of the great challenges is related to the under-representation of women in senior research positions (Aiston and Fo, 2020). In this context, new standards have been established to measure the productivity, quality, and effectiveness of teachers, specifically scientific productivity has been internalized as an indicator of professional progress, the type of publication, its impact, and the citation rates today. They have special relevance, where many times achieving high scientific productivity is very complex for academics who do not access the teaching staff early (Webber and Rogers, 2018). Furthermore, it is very difficult for academic women to maintain high levels of productivity constantly both at work and home (Lipton, 2020). In this sense, the principles that encourage academic productivity increase competition among teachers and reinforce gender inequalitiestogether with a valuation of male professional life (Martínez, 2017). Indeed, the participation of women in sending articles is much lower than their male counterparts (Lerback and Hanson, 2017). Therefore, the present study aims to visualize the participation of Chilean academics in current productivity indices, based on the description of secondary data obtained from the DataCiencia and Scival platforms. The sample consists of 427 people, of which 17.3% were women, with an average of 10 publications for the year 2019. To achieve the objectives, the following strategy was developed: 1) describe and interpret the secondary data obtained during the year 2019 on each of the platforms. 2) Compare the data obtained to national averages and type of institution and gender. Based on the analyzes, the implications of female participation in the number of women observed at the national level and their position in international indicators and new lines of research are discussed.