Página 1 dos resultados de 44143 itens digitais encontrados em 0.011 segundos

Processo de ajustamento de estudantes angolanos ao contexto do ensino superior; Academic adjustment process in angolan college students

Elias, Ana Paula Tuavanje
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 07/04/2014 Português
Relevância na Pesquisa
36.542463%
Tese de doutoramento em Psicologia (ramo de conhecimento em Psicologia Vocacional); O ajustamento dos estudantes ao contexto do ensino superior tem mostrado ser um fenómeno com implicações relevantes no processo de ensino/aprendizagem. Cabe assim à Universidade considerar esta problemática e adotar critérios e desenvolver ações que facilitem a adaptação dos estudantes à nova condição académica. Esta investigação tem por objetivo contribuir para a compreensão dos processos de ajustamento ou adaptação académica dos alunos do ensino superior, a partir de uma perspetiva sociocognitiva da carreira (Lent, 2004; Lent, Taveira, Sheu & Syngley, 2009). Nesse sentido, procurou-se validar uma medida e um modelo estrutural de ajustamento académico no contexto do ensino superior angolano, bem como caraterizar o processo de ajustamento académico de alunos universitários angolanos e analisar diferenças individuais, em função de sexo, etnia, ano escolar, especialidade académica e instituição de ensino superior. A amostra global é constituída por 317 participantes, sendo 165 (49,7%) mulheres e 152 (45,8%) homens, com uma média de 170 (51,2%) residem em Luanda e pertencem maioritariamente à etnia Kimbundo (n = 74...

Academic and life satisfaction in Portuguese and Mozambican college students : a comparative study

Silva, Ana Daniela; Lobo, C. C.; Taveira, Maria do Céu; Bernardo, E.; Bucuto, M.
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2010 Português
Relevância na Pesquisa
36.51042%
Publicado em "ICERI2010 Proceedings, ISBN 978-84-614-2439-9"; The social-cognitive model of well-being [1] has become an important framework to study satisfaction and adjustment in specific life contexts and in overall life [1] [2]. Taking into consideration this integrative perspective, this paper aims to understand and compare the process of academic satisfaction in European and Mozambican Portuguese speaking college students, and to draw implications for psycho educational interventions and research in those contexts. We present and discuss the results of the assessment of self-efficacy, goal progress, environmental supports, academic adjustment, positive affect and overall life satisfaction dimensions (AAQ; Academic Adjustment Questionnaire [1]), conducted with 305 students attending one public university and one public polytechnic institute in Portugal, and with 465 students attending one public university in Mozambique. A first study of the instrument in Portugal with higher education students [3] revealed values of internal consistency for the seven scales ranging between 0,75 and 0,88 (M =0, 84, SD = 5,00). In this study, the range of internal consistency coefficients (Cronbach alpha) were between 0,52 and 0,78 (M =0,67, SD = 9...

"Is it beneficial to stress grades to my child?" - Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents

Peixoto, Francisco José Brito
Fonte: European Research Network about Parents in Education Publicador: European Research Network about Parents in Education
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
36.501301%
In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (Antunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to selfenhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally...

The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders

Mandel, Peggy Lee
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
36.51841%
Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. A quasi-experimental design was used to determine the relationship between increasing students’ oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method...

Academic Integrity Standards: A Preliminary Analysis of the Academic Integrity Policies at Australian Universities

Bretag, T.; Mahmud, S.; East, J.; Green, M.; James, C.; McGowan, U.; Partridge, L.; Walker, R.; Wallace, M.
Fonte: Australian Universities Quality Agency; Melbourne Publicador: Australian Universities Quality Agency; Melbourne
Tipo: Conference paper
Publicado em //2011 Português
Relevância na Pesquisa
36.531758%
As academic integrity is fundamental to assessment practices, it is critical that it is dealt with consistently by staff and taught to students. How a university defines academic integrity in its policy will affect the way it is taught and embedded in the curriculum. While Australian universities all have policy, teaching and learning practices, decision making and review processes relating to academic integrity, these aspects do not always align in a way that reflects a shared understanding of standards of academic integrity, either at intra or inter-university levels. This paper reports on the preliminary findings from the first stage of an ALTC funded project, Academic integrity standards: Aligning policy and practice in Australian universities set to conclude in June 2012. This project seeks to develop a shared understanding across the Australian higher education sector of academic integrity standards with the aim of improving the alignment of academic integrity policies and their implementation. During Stage 1, the project team members analysed the publicly available online academic integrity policies of 39 Australian universities. Our study found that while a significant proportion of academic integrity policies have a punitive element in their approach...

Academic freedom and the boycott of Israeli universities

FISH, Stanley
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Outros Formato: application/pdf; digital
Português
Relevância na Pesquisa
36.51841%
The paper begins by observing that very different notions of academic freedom emerge depending on whether the word "academic" is understood strongly. If it is, the freedom academics can claim is limited to the core duties they preform in accordance with a contractual or quasi-contractual understanding of the academic task. In most cases this will mean teaching and/or research activities. So limited, academic freedom is a professional privilege that follows from the unique nature of the academic job––the advancement of truth by means of disinterested techniques of investigation and inquiry. Academics do not enjoy that privilege if they are engaged in other activities even if they take place in a university setting. A more expansive notion of academic freedom will follow from an emphasis on the word "freedom." If academic freedom is thought to be either a subset of the doctrine of freedom of speech or of the general imperative to advance the cause of freedom, academics will conceive themselves as free to use their positions in an effort to further the causes––usually political–– they are committed to. It is this expansive notion of academic freedom that leads, for example, to the academic boycott of Israeli universities. Those who favor the boycott resist the accusation that it violates academic freedom and argue instead that a proper understanding of academic freedom requires the boycott. I contend that one moves from a severely professional definition of academic freedom to a more global definition in five stages...

Summary of Research 2001, Space Systems Academic Group

Faculty of the Naval Postgraduate School, Space Systems Academic Group
Fonte: Office of the Associate Provost and Dean of Research, Naval Postgraduate School. Publicador: Office of the Associate Provost and Dean of Research, Naval Postgraduate School.
Tipo: Relatório
Português
Relevância na Pesquisa
46.26145%
The views expressed in this report arc those of the authors and do not reflect the official policy or position of the Department of Defense or U.S. Government.; This report contains project summaries of the research projects in the Space Systems Academic Group. A list of recent publications is also included, which consists of conference presentations and publications, books, contributions to books, published journal papers, and technical reports. Thesis abstract of students advised by faculty in the Department are also included.

Determinants of Chinese Students' Academic Success in Korean Universities

Yan, Wei
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
36.542463%
The present study investigated the key determinants of Chinese students’ academic success in terms of GPA and the number of credit hours earned. The determinants investigated included gender, age, prior academic performance, academic self-efficacy, the TOPIK score, self-perceived Korean and English proficiency, and the previous length of Korean and English study. This study specifically focused on three research questions concerning the prediction of Chinese students’ academic success in Korean universities, the additional contribution of Korean and English language proficiency, and the examination of prediction patterns for undergraduate and graduate students. A questionnaire was issued and collected from 138 undergraduate and 63 graduate Chinese students studying in 27 different Korean universities. The questionnaire consisted of four sections: demographic information, academic background, language proficiency and psychological factors. Correlation and multiple regression analyses were conducted to address the proposed research questions. The findings demonstrated that traditional factors, including gender and prior academic performance, were effective predictors of academic success. However, academic self-efficacy did not play an influential role in participants’ academic success. Language proficiency had a moderate effect on Chinese students’ academic success...

Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools

Areepattamannil, Shaljan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 8337603 bytes; application/pdf
Português
Relevância na Pesquisa
36.542463%
This study examined the academic achievement, academic self-concept, and academic motivation of 573 immigrant and non-immigrant adolescents in two public secondary schools in the Greater Toronto Area (GTA). Multivariate analyses revealed statistically significant differences between immigrant and non-immigrant adolescents with respect to their academic achievement, academic self-concept, and academic motivation. In addition, supplemental exploratory analyses indicated significant ethnic group differences in academic achievement, academic self-concept, and academic motivation. Surprisingly and importantly, analyses showed the absence of statistically significant gender differences among immigrant adolescents in terms of their academic achievement, academic self-concept, and academic motivation. Results from multiple linear regression analyses provided support for the Self-Description Questionnaire II as a measurement to be used with both immigrant and non-immigrant adolescents. In contrast, support for the Academic Motivation Scale, which is based on the Self-Determination Theory, was not adequately substantiated in the current research for either immigrants or non-immigrants.; Thesis (Master, Education) -- Queen's University, 2007-11-20 10:34:07.043

A constituição dos discursos escritos em práticas de letramento acadêmico-científicas; The constitution of written discourses in academic-scientific literacy practices

Ângela Francine Fuza
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 21/08/2015 Português
Relevância na Pesquisa
36.51841%
A existência do discurso que postula a escrita acadêmica como homogênea, não considerando as práticas acadêmico-científicas de letramento e a comunidade científica envolvidas no processo de constituição do discurso, é a problemática que desencadeia a realização desta pesquisa. Defendo, assim, que, o discurso acadêmico concebido com base nos múltiplos letramentos possibilita repensar a noção de escrita homogênea, desmistificando a ideia de que todos os participantes das comunidades científicas escrevem da mesma forma. Nesse sentido, o objetivo geral do estudo é compreender como se constituem os discursos escritos nas práticas de letramento acadêmico-científicas, a partir da análise dos seguintes elementos: (1) discursos oficiais (CF, LDB, PNE, normas das agências de pesquisa); (2) cursos de escrita acadêmica on-line; (3) normas para publicação e para avaliação das revistas científicas; (4) artigos publicados em revistas científicas brasileiras A1 das diferentes áreas do conhecimento, visando à identificação de suas configurações. Para tal, a pesquisa, caracterizada como qualitativo-interpretativa, com procedimentos investigativos de base documental, orienta-se a partir das seguintes abordagens teóricas: a abordagem sociocultural do letramento (STREET...

Futures thinking for academic librarians : higher education in 2025

Staley, David J; Malenfant, Kara J
Fonte: Chicago : ACRL; Association of College & Research Libraries, 2010. Publicador: Chicago : ACRL; Association of College & Research Libraries, 2010.
Tipo: Livro Formato: application/pdf
Português
Relevância na Pesquisa
36.525474%
33 p. : ill. ; 28 cm.; Libro Electrónico; "Para los bibliotecarios académicos que tratan de demostrar el valor de sus bibliotecas en sus instituciones, es importante saber lo que va a ser valorado en el futuro para que podamos empezar a tomar las medidas apropiadas ahora. Este documento presenta 26 posibles escenarios basados en una evaluación de las implicaciones de las tendencias actuales, que pueden tener un impacto en todo tipo de bibliotecas universitarias y de investigación durante los próximos 15 años. Los escenarios representan los temas relacionados con la cultura académica, la demografía, la educación a distancia, la financiación, la globalización, la infraestructura, instalaciones, bibliotecas, clima político, la industria editorial, los valores sociales, los alumnos, el aprendizaje, y la tecnología. El informe refleja la opinión experta de los miembros de la ACRL en cuanto a sus expectativas y percepciones acerca de la probabilidad, el impacto, la velocidad del cambio, y la amenaza, oportunidades potenciales de cada escenario. Finalmente, el estudio extrae consecuencias para las bibliotecas universitarias. Para los escenarios que han sido identificados como de alto impacto con una alta probabilidad de ocurrir...

Editorial: The role of the student experience in shaping academic writing development in higher education

O'Sullivan, Íde; Cleary, Lawrence
Fonte: European Association for the Teaching of Academic Writing Publicador: European Association for the Teaching of Academic Writing
Tipo: info:eu-repo/semantics/contributionToPeriodical; all_ul_research
Português
Relevância na Pesquisa
46.322485%
non-peer-reviewed; This issue of the Journal of Academic Writing contains selected, peer-reviewed articles based on presentations given at the EATAW 2011 conference. The conference, held on 29th June 2011 at the University of Limerick, Ireland, and hosted by the Regional Writing Centre at the University of Limerick, took as its focus the role of the student experience in shaping academic writing development in higher education. The EATAW 2011 conference brought together 280 participants to contribute to discussion of how to enhance the student experience through writing development. Conference delegates included writing teachers and researchers, writing centre and writing programme administrators, staff developers, and professional and peer writing tutors. A focal point of the conference was a keynote panel featuring peer tutors in writing from three universities. A reflection on this keynote, along with narratives written by peer writing tutors working in universities in Europe, is included in the new ‘Dialogues’ section of this issue.

Managing academic conflict in English and Spanish academic book reviews: an intercultural rhetoric study

Moreno, Ana I.; Suárez, Lorena
Fonte: Conselho Superior de Investigações Científicas Publicador: Conselho Superior de Investigações Científicas
Tipo: Comunicación de congreso Formato: 100035 bytes; 137695758 bytes; application/pdf; application/octet-stream
Português
Relevância na Pesquisa
36.51042%
This paper was presented at the InterLAE Conference, organised by Universidad de Zaragoza (Spain), Departamento de Filología Inglesa y Alemana (http://www.unizar.es/interlae/conference08.html) in JACA on 11-13 December 2008; Reviewing an academic book can be considered as a potential face-threatening act. The aim of the present paper is to provide insight into how scholars from different but comparable writing cultures manage the potential academic conflict caused by reviewing an academic book. Based on two comparable corpora of 20 academic book reviews of literature written in international English and 20 in Castilian Spanish, the paper compares the frequency and type of critical comments made by the reviewers on the book under review as a function of the size of the academic community the author of the book and the reviewer belong to. Critical comments are defined as positive or negative appreciations of a given aspect or sub-aspect of the book under review. They are identified, interpreted and measured in a way that takes the co-text and the rhetorical context into account, irrespective of their lexico-grammatical realisation. The results show that the Castilian Spanish writers of literary academic book reviews are much less critical in general and show a much lower tendency to evaluate the book negatively than their Anglo-American counterparts. Contextual information provided by the book review writers through an e-mail questionnaire supports the hypothesis that a close personal or professional relationship between the reviewer and the author of the book (or the prospect of it)...

Academic Senate Agenda of September 3, 2015

ASEC (Academic Senate Executive Committee)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Final Paper
Português
Relevância na Pesquisa
46.26145%
Academic Senate Agenda of September 3, 2015

Academic Affairs Committee Final Report for AY 2010-2011

Meadows, Douglas AAC Co-Chair; Savakis, Andreas Savakis Co-Chair; Academic Affairs Committee
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Final Paper
Português
Relevância na Pesquisa
46.26145%
Academic Affairs Committee Final Report for AY2010-11

Academic Support Committee Final Report AY2010-11

Lamkin-Kennard, Kathleen Co-Chair; Sisson, Christye Co-Chair; Academic Support Committee
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Final Paper
Português
Relevância na Pesquisa
46.26145%
Academic Support Committee Final Report AY2010-11

Academic Affairs 2012 Task Force Recommendation (presented May 10, 2012)

Academic Affairs Committee; Laver, Michael (Chair); DeFilippo, Carol (AAC Member); Canosa, Roxanne
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
46.26145%
Academic Affairs 2012 Task Force Recommendation (presented May 10, 2012)

Academic Affairs Report

Academic Affairs Committee; Price, Mark
Fonte: RIT Academic Senate Publicador: RIT Academic Senate
Tipo: Final Paper Formato: 39169 bytes; application/pdf
Português
Relevância na Pesquisa
56.366567%
The Senate Academic Affairs Committee was asked to consider the possibility of a “facilitated mediation process” to deal with incidents of student academic dishonesty.

Academic Senate Agenda of October 15, 2015

ASEC (Academic Senate Executive Committee)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Final Paper
Português
Relevância na Pesquisa
46.26145%
Academic Senate Agenda of October 15, 2015

Academic Senate Agenda for November 3, 2011

Executive Committee of the Academic Senate
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Final Paper
Português
Relevância na Pesquisa
46.26145%
Academic Senate Agenda for November 3, 2011