PROFESSOR ENSINA! MAS, QUEM ENSINA O PROFESSOR? Relações de Aprendizagem Mediadas pelas Tecnologias

A discussão sobre a formação de Professores sempre foi um desafio, especialmente em se tratando dos caminhos e descaminhos acerca das práticas cotidianas e, muito mais, ainda hoje, com a inserção da tecnologia dentro das salas de aula. A pesquisa investigou se o uso da tecnologia favorece a interação professor-aluno e se isso se torna um facilitador na busca de novos conhecimentos, colaborando para a alteração da prática cotidiana. Para desenvolver tais discussões realizamos uma revisão da literatura e da legislação sobre a formação de professores no contexto brasileiro e sobre a formação de professores e as tecnologias. Elaboramos análises das ações do Governo Federal, privilegiando o contexto do Estado de São Paulo por ser o foco da nossa investigação. Para a realização da pesquisa de campo contamos com a colaboração de professores do Ensino Fundamental II e do Ensino Médio de Escolas Estaduais e os responsáveis das Oficinas Pedagógicas das Diretorias de Ensino dos Municípios de Santo André e Mauá para a aplicação de um questionário e realização de entrevistas de aprofundamento. Verificamos que os esforços de implantação de projetos desenvolvidos pela rede estadual esbarram na burocracia e na descontinuidade, provocadas pela mudança de administração, onde se priorizam os interesses pessoais em detrimento dos interesses coletivos. Em contrapartida, encontramos os formadores nas Diretorias de Ensino, que precisam atender todas as questões administrativas e políticas, e, ao mesmo tempo, darem conta da formação continuada dos professores, resolvendo problemas que, muitas vezes, estão longe de suas possibilidades e verificamos também que o uso da tecnologia na atividade docente ainda não é o esperado, ou seja, estes professores não fazem uso pedagógico do computador, porém, o uso aumentou sistematicamente, mas trazê-lo para a sala de aula ainda é um desafio e reflete a forma de agir e de pensar dos professores envolvidos no processo desta pesquisa.

A SUPERVISÃO ESCOLAR DO MUNICÍPIO DE SÃO PAULO: DA FUNÇÃO À PROFISSÃO

A sobreposição da ação administrativa à ação pedagógica no cotidiano de trabalho do Supervisor Escolar tem ocupado, nas últimas décadas, espaço importante na discussão acadêmica. Fruto da insatisfação de grande parte desses profissionais que, ao assumirem os cargos, deparam-se com uma carga de obrigações burocráticas que os impede de atuar efetivamente nos projetos pedagógicos das escolas, a pesquisa na área, embora crescente, ainda carece de exploração. O problema dessa pesquisa diz respeito às formas pelas quais os supervisores escolares da Rede Municipal de Ensino de São Paulo articulam essas duas faces da função que constitui a sua profissão, a administrativa, ligada às obrigações burocráticas e a pedagógica, ligada ao trabalho pedagógico nas escolas e em outras esferas. Parte-se do delineamento da trajetória histórica do Supervisor Escolar no município, feito perante o levantamento dos referenciais legais que objetivaram sua função/profissão e dos contextos históricos em que se inseriram. Na sequência, as respostas da pesquisa realizada com supervisores escolares de diretorias regionais de educação da cidade analisadas em suas relações com o levantamento histórico citado e os referenciais teóricos eleitos, em que se destacam as obras de Demerval Saviani e Celestino Alves da Silva Júnior, autores reconhecidos como referenciais importantes e amplamente citados nas pesquisas da área da supervisão educacional. A pesquisa aponta importantes indicadores para contribuir com a elucidação do problema em tela, especialmente no que tange à controvérsia das atribuições impostas à Supervisão Escolar, à formação deficitária desses profissionais e, por conseguinte, à dificuldade de se construir a identidade profissional do Supervisor Escolar do Município de São Paulo.  

Intergroup relations in action: questions asked about lesbian, gay and bisexual issues in diversity training

This paper focuses on the questions which heterosexual trainees ask about lesbian, gay and bisexual (LGB) experience within diversity training about LGB issues. Drawing on a data corpus of 162 questions asked by trainees in 13 tape-recorded training sessions, questions were coded into six categories: (1) general understanding questions; (2) questions about the trainer's life, experience and practices; (3) professional practice questions; (4) questions about lesbian and gay related legislation, policies and procedures; (5) questions about specific people and projects and (6) questions about the meanings, derivations and correct use of terms and symbols. Real questions are compared with the decontexualized questions (and answers to them) that are provided in training manuals and it is demonstrated that these questions differ markedly from how questions actually get asked and how they actually get answered. Recommendations are provided for improving training and the argument made for turning towards analyses of the real world in action, especially when considering intergroup relations. Copyright © 2008 John Wiley & Sons, Ltd.

Taking strategy seriously:responsibility and reform for an important social practice

Strategy is a pervasive and consequential practice in most Western societies. We respond to strategy's importance by drawing an initial map of strategy as an organizational field that embraces not just firms, but consultancies, business schools, the state and financial institutions. Using the example of Enron, we show how the strategy field is prone to manipulations in which other actors in the field can easily become entrapped, with grave consequences. Given these consequences, we argue that it is time to take strategy seriously in three senses: undertaking systematic research on the field itself; developing appropriate responses to recent failures in the field; and building more heedful interrelationships between actors within the field, particularly between business schools and practitioners.

The past, present and future of observational research in marketing

Purpose - To introduce the contents of the special issue, and provide an integrative overview of the development of observational methodologies in marketing research, as well as some directions for the future. Design/methodology/approach - A historical review of the development of observational methods, beginning with philosophical foundations, is provided. Key philosophical debates are summarized, and trends in observational methods are described and analyzed, with particular reference to the impact of technology. Following this, the contributions to the special issue are summarized and brought together. Findings - Observational research in marketing is more than the well-known method of "participant-observation." In fact, technology has the potential to revolutionize observational research, and move it beyond a solely "qualitative" method. The internet, video, scanner-tracking, and neuroimaging methods are all likely to have a big impact on the development of traditional and innovative observation methods in the future. The articles in the special issue provide a good overview of these developments. Research limitations/implications - The views of the authors may differ from those of others. Practical implications - Observation is a far more wide-ranging strategy than many perceive. There is a need for more expertise in all types of observational methodologies within marketing research schools and departments, in order to take account of the vast opportunities which are currently emerging. Originality/value - Provides an original perspective on observational methods, and serves as a useful overview of trends and developments in the field.

International student recruitment to universities in England: discourse, rationales and globalisation

2E4 (dounclaintieo)n The recruitment of international students to universities in England has become a central issue in an era of globalisation for university administrators, senior managers, international offices and heads of schools and faculties. We examine the policy rationales for the recruitment of international students to England. Through the use of in-depth interviews with key role players at four English universities, we compare the rhetoric, rationales and reasons for the recruitment of international students. A range of discourses can be identified in the recruitment of international students and an economic competition rationale is dominant. This is expressed within the discourse of globalisation.

Sensory and cortical activation of distinct glial cell subtypes in the somatosensory thalamus of young rats

The rodent ventrobasal (VB) thalamus receives sensory inputs from the whiskers and projects to the cortex, from which it receives reciprocal excitatory afferents. Much is known about the properties and functional roles of these glutamatergic inputs to thalamocortical neurons in the VB, but no data are available on how these afferents can affect thalamic glial cells. In this study, we used combined electrophysiological recordings and intracellular calcium ([Ca(2+)](i)) imaging to investigate glial cell responses to synaptic afferent stimulation. VB thalamus glial cells can be divided into two groups based on their [Ca(2+)](i) and electrophysiological responses to sensory and corticothalamic stimulation. One group consists of astrocytes, which stain positively for S100B and preferentially load with SR101, have linear current-voltage relations and low input resistance, show no voltage-dependent [Ca(2+)](i) responses, but express mGluR5-dependent [Ca(2+)](i) transients following stimulation of the sensory and/or corticothalamic excitatory afferent pathways. Cells of the other glial group, by contrast, stain positively for NG2, and are characterized by high input resistance, the presence of voltage-dependent [Ca(2+)](i) elevations and voltage-gated inward currents. There were no synaptically induced [Ca(2+)](i) elevations in these cells under control conditions. These results show that thalamic glial cell responses to synaptic input exhibit different properties to those of thalamocortical neurons. As VB astrocytes can respond to synaptic stimulation and signal to neighbouring neurons, this glial cell organization may have functional implications for the processing of somatosensory information and modulation of behavioural state-dependent thalamocortical network activities.

Tracking and updating academic research in selling and sales management:a decade later

This study examines the state of academic research in selling and sales management (S&SM) from the years 2003-7, ten years after the data collected by Moncrief, Marshall, and Watkins (2000). Sales articles are reviewed that appeared in 19 marketing journals and evidence is provided on the state of the S&SM discipline by comparing the number of authors, authorships, and publications versus a comparable five-year period a decade ago. Of interest are the universities that produce and employ faculty in S&SM and to identify those schools and geographic regions that are publishing the majority of articles. Publication distribution trends across journals are also examined. A dramatic increase in non-U.S. authors and authorships is noted versus the prior study. Overall, the findings indicate that, perhaps contrary to some popular misconceptions, the state of S&SM research is healthy, vibrant, and evolving.

Appropriate wage rate and related issues for employment intensive public works programmes in Timor Leste

Employment generating public works (EGPW) are an important part of GoTL’s strategy to reduce unemployment, underemployment and poverty and contribute to social stability. The term EGPW is used in this report as a generic term to encompass labour intensive (LI) and labourbased (LB) approaches. The distinction between these approaches is made below. SEFOPE is being supported by a number of international agencies to develop and implement employment generating public works programmes (EGPWPs). Other government ministries and agencies and NGOs offering different wage rates are also engaged in such programmes and projects. In setting wage rates for such programmes, it is necessary to take account of (a) the nature of benefits they offer (e.g. the balance between employment creation and effective use of labour); (b) the beneficiaries to be targeted, and (c) any adverse impacts on other economic activities. The purposes of this assignment are: (a) to make recommendations on appropriate wage rates for unskilled casual employment on public works programmes, and (b) make a broad assessment of the labour supply response to the employment opportunities created by employment intensive programmes. The latter would help in gauging the scale of such activities required.

Agents for change and changed agents:the micro-politics of change and feminism in the academy

This article explores gender politics and processes in the academy and investigates change from the perspectives of feminist academics. In particular, it explores the experiences of women academics attempting to effect change to the gendered status quo of their own institutions. Focusing on micro-politics, the feminist movement is empirically explored in localized spaces of resistance and in the small but significant individual efforts at making changes in academic institutions. The analysis is based on interviews with female academics working in business and management schools and focuses on the challenges for change and how change attempts affect their personal and professional identities. The article explores the range of change strategies that participants use as they try to progress in their academic career while staying true to their feminist values and priorities through both resisting and incorporating dominant discourses of academic work. The analysis highlights such tensions and focuses on a contextualized, bottom-up perspective on change that, unlike more totalizing theorization, takes into account mundane and lived experiences at the level of the individual. © 2012 Blackwell Publishing Ltd.

Web 2.0 and the Global Transformation of Education

Румен В. Николов - Статията анализира необходимостта от институционални промени в училищата и университетите с цел да се адаптират към съвременните изисквания на обществото на знанието. Паралелно се анализират феноменът на електронното обучение, глобалната образователна реформа и необходимостта от разработването и прилагането на нови педагогически модели. В статията е поставен акцент върху Уеб 2.0 технологиите и електронните инфраструктури, както и върху тяхното влияние върху образованието и научните изледвания в училищата и университетите. Професионална квалификация на учителите, която да е проектирана така, че да отговаря на новите предизвикателства, се разглежда като ключов фактор за успешното навлизане на новите технологии в училище. Важно е да се отбележи необходимостта от разработка на стратегия за обучение на учителите през целия живот, която да отчита съвременните научни постижения в технологично- обогатеното обучение и новите теории за ученето. Препоръчва се изграждането на социални умения и компетенции, които са подходящи за работа в една Уеб 2.0 базирана учебна среда и с глобалния социален софтуер, да се включи в учебните планове и програми както на учениците, така и в курсовете за подготовка на учители.

'Their tummys don't really suit that food':children and young teenagers understanding of food allergy

Background: Food allergy (FA) is aunique chronic condition as sufferers aregenerally well unless they accidentally ingest an allergen, whereupon symptoms can be life threatening. A good under-standing of the condition is essential forsuccessful self-management, however little is known about children and young teenagers' understanding. This study aimed toexplore understanding of FA in childrenwith and without FA and whether under-standing changes as children get older.Method: Participants aged 6–14 years (53with FA; 89 without), recruited from loc evidence of a prospective associationbetween maternal, perinatal or infant VDIand subsequent IgE-mediated FA schools and allergy clinics took part insemi-structured interviews; data were analysed using thematic analysis.Results: Three themes were identified fromthe data across the different age groups andallergy statuses: food allergy as a sickness, food allergy as an illness and food allergy asintolerance to food. Children aged 6–8 years described FA as a sickness; you were not allowed the food because it makes youpoorly. Children aged 9–11 years also talked about FA as something that makesyou poorly, but many also described it as anillness and understood that symptoms were caused by food. Children aged 12–14 yearsdescribed it as an intolerance or that FA was your body's response to a particularfood. These age-related differences wereseen in children with and without FA. Conclusion: Although sophistication ofknowledge of FA increases with age, it is still a little understood condition by chil-dren and young teenagers. Clear, age-re-lated information about food allergy andhow it should be managed is needed forthose with and without allergy, to avoidmisunderstanding, and aid awareness andbetter self-management of the condition

What will the boss think? The impression management implications of supportive relationships with star and project peers

Although impression management scholars have identified a number of tactics for influencing supervisor evaluations, most of those tactics represent supervisor-targeted behaviors. This study examines the degree to which employees form supportive relationships with peers for impression management purposes. In so doing, we explore this intriguing question: Will employees gain more from forming supportive relationships with stars (i.e., top performers who are on the fast track in the organization) or projects (i.e., works in progress who need help and refinement to perform well)? We examined this question in 2 field studies. Study 1 included 4 sources and 2 time periods; Study 2 included 2 sources and 3 time periods. The results showed that supportive relationships with both stars and projects seemed to represent impression management opportunities, insofar as they predicted supervisor positive affect and perceptions of employee promotability. Impression management motives only predicted supportive relationships with stars, however, not projects. Relationships with projects were driven by prosocial motives not concerns about managing images. We discuss the practical and theoretical implications of our results for the managing of impressions and peer relationships

Kérdőjelek a közgazdaságtanban és oktatásában = Challenges in economic research and education

Ez az esszé a teljesség igénye nélkül kísérli meg áttekinteni azt, hogy mire vezetett a közgazdaságtan világméretekben megindult és a 2008-2009. évi válság lezáratlansága miatt vélhetően évtizedes szinten zajló önvizsgálata. A tudományszak egészét egyszerre jellemzi egyfajta tartalmi kiüresedés és a társtudományokkal való erőteljesebb kapcsolatkeresés, a módszertanok és az iskolák egymás mellett élése - ami egyáltalán nem békés -, valamint a gyakorlat által felvetett kérdések elméleti általánosításának igénye. A magyar közgazdaságtan hagyományos követő szerepe megmaradt, viszont a képzésben szerzett negyedszázados tapasztalatok és az új globális kihívások lényegi átalakításokat indokolnának a mai, túlságosan egységesített képzésben. _____ This essay joins the soul-searching that has developed globally among economists since the financial crisis of 2008-2009, whose still open-ended outcomes make it likely that such self-critical reassessments will continue in the years to come. Economics is marked by the parallel existence of substantive hollowing and in-creased reliance on interfaces with neighbouring disciplines. So the plurality and none-too-peaceful coexistence of schools and methodologies is likely to persist. Similarly abundant are the attempts to theorize and generalize new phenomena in policy and business practices. Hungarian economics continues to be a follower - a trend-taker rather than trend-setter - as it was in the inter-war period. Experience has been accumulating for over 25 years in introducing Western-style higher education in economics. The increase of student numbers and steep decrease in public funding thereof call for major restructuring in curricula, institutions and teaching methods and styles alike.

A longitudinal study of Project Trio: A dropout prevention program in a large urban environment

The subject of dropout prevention/reduction is deservedly receiving attention as a problem that, if not resolved, could threaten our national future.^ This study investigates a small segment of the overall dropout problem, which has apparently unique features of program design and population selection. The evidence presented here should add to the knowledge bank of this complicated problem.^ Project Trio was one of a number of dropout prevention programs and activities which were conducted in Dade County school years 1984-85 and 1985-86, and it is here investigated longitudinally through the end of the 1987-88 school year. It involved 17 junior and senior high schools, and 27 programs, 10 the first year and 17 the second, with over 1,000 total students, who had been selected by the schools from a list of the "at risk" students provided by the district, and were divided approximately evenly into the classical research design of an experimental group and the control group, which following standard procedure was to take the regular school curriculum. No school had more than 25 students in either group.^ Each school modified the basic design of the project to accommodate the individual school characteristics and the perceived needs of their students; however all schools projects were to include some form of academic enhancement, counseling and career awareness study.^ The conclusion of this study was that the control group had a significantly lower dropout rate than the experimental group. Though impossible to make a certain determination of the reasons for this unexpected result, it appears from evidence presented that one cause may have been inadequate administration at the local level.^ This study was also a longitudinal investigation of the "at risk" population as a whole for the three and four year period, to determine if academic factors were present in records may be used to identify dropout proneness.^ A significant correlation was found between dropping out and various measures including scores on the Quality of School Life Instrument, attendance, grade point averages, mathematics grades, and overage in grade, important identifiers in selection for dropout prevention programs. ^