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  Subjects -> EDUCATION (Total: 1719 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1434 journals)
    - HIGHER EDUCATION (115 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1434 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 1)
(Pensamiento), (palabra) y obra     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 57)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 53)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 45)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 14)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 55)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 236)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 143)
Adult Education Quarterly     Hybrid Journal   (Followers: 136)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 5)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 137)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 160)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 26)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 18)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 124)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 30)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 398)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 187)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 166)
British Journal of Educational Studies     Hybrid Journal   (Followers: 149)
British Journal of Educational Technology     Hybrid Journal   (Followers: 125)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 38)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 98)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 24)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 17)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Compass : Journal of Learning and Teaching     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover Avaliação : Revista da Avaliação da Educação Superior (Campinas)
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   ISSN (Print) 1414-4077 - ISSN (Online) 1982-5765
   Published by SciELO Homepage  [717 journals]
  • EDITORIAL

    •  
  • A correlational study between undergraduate students’ social support
           and self-concept

    • Abstract: Resumo: Este estudo objetivou avaliar como se percebem os universitários concluintes de cursos de graduação em relação ao apoio social recebido e autoconceito. Foi utilizada uma escala de percepção de apoio social que foi concebida para abranger cinco dimensões de apoio social, dentre elas o apoio material, de informação, apoio afetivo, emocional e de interação social. Também foi utilizada uma escala de autoconceito que avalia a satisfação pessoal e autoestima. Responderam às escalas 234 universitários, das áreas de exatas, ciências sociais e saúde. A análise descritiva dos dados revelou que a dimensão satisfação pessoal da escala de autoconceito foi melhor pontuada pelos estudantes. Das dimensões da escala de apoio social os fatores melhores pontuados foram interação positiva e apoio afetivo. As relações entre as variáveis revelaram uma correlação positiva entre apoio social e autoconceito. Não houve correlação entre o autoconceito nas suas dimensões de satisfação pessoal e autoestima com o apoio material.Abstract: The aim of this study was to assess what the graduates of undergraduate courses think about the social support received and the self-concept. It was used a perception’s scale of social support that was created to comprehend five dimensions of social support ,including among them the material support, supporting information, emotional and social interaction. It was also used a self-concept’s scale that evaluates the personal satisfaction and the self-esteem. Two hundred and thirty four graduates from the areas of exact sciences, social sciences and health answered the scale. The descriptive analysis showed that the aspect about personal satisfaction from the self-concept’s scale was the most well conceptualized by the students. About the aspects of the social support scale, the positive interaction and emotional support were the most well considered factors. The relation among the variables revealed a positive correlation between social support and self-concept. There was no correlation between the self-concept in its dimensions of personal satisfaction and self-esteem with the material support.
       
  • Higher education assessment: a comparative of adjustment of instruments
           between Brazil and Portugal

    • Abstract: Resumo: O artigo procura estabelecer a relação entre os instrumentos utilizados no SINAES e a experiência empregada em nível internacional por meio do diálogo com o sistema europeu de avaliação da educação superior tendo como foco o caso de Portugal. Objetiva-se revisar, identificar e comparar a equivalência dos instrumentos de regulação implementados nos processos de avaliação e acreditação dos dois países. A investigação faz parte de uma pesquisa interinstitucional (UPF, UFSM, IPA e UCS) no âmbito do projeto “Meta avaliação do SINAES”, financiado pelo CNPq. Com base na pesquisa bibliográfica e na análise documental procurou-se demonstrar que são sistemas diferenciados, porém, relacionais que buscam a mesma finalidade: assegurar a forte capacidade reguladora do Estado. Conclui-se que no Brasil e em Portugal as avaliações são do tipo Top-down com perda de autonomia e liberdade acadêmica.Abstract: This article seeks to establish the relationship between the instruments used in SINAES and the maid experience at the international level through dialogue with the European system of evaluation of higher education focusing on the case of Portugal. The objective is to review, identify and compare the equivalence of the regulatory instruments implemented in the evaluation and accreditation processes of both countries. The research is part of an inter-institutional research (UPF, UFSM, IPA and UCS) under the project "Meta evaluation of SINAES" funded by CNPq (funding agency). Based on the literature and document analysis aimed to show that the system is different, however, relational seeking the same goal: ensuring strong regulatory capacity of the state. We conclude that in Brazil and Portugal evaluations are the Top-down with loss of autonomy and academic freedom.
       
  • Online peer assessment in higher education: a systematic review of
           literature in educational practices

    • Abstract: Resumo: Neste artigo procedemos a uma revisão sistemática da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediada por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas características centrais e opcionais e mapeamos exemplos práticos (procedimentos e TIC) de OPA que poderão ser transversais, adaptáveis e aplicáveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratégia que potencializa a “avaliação para a aprendizagem”. Os referenciais teóricos subjacentes, os métodos de avaliação e os tipos de TIC utilizados indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competências, dando ao aluno oportunidades com alguma regularidade, para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. Há também evidências de que dar ou produzir feedback é mais benéfico para a aprendizagem do que apenas recebê-lo, como também é cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crítico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexão sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das práticas de avaliação no sentido de potenciar aprendizagens e resultados acadêmicos, em atenção às necessidades de aprendizagem que se manifestam frente as expectativas da educação atual e futura e às exigências da sociedade.Abstract: In this research a systematic review of literature about Online Peer Assessment (OPA) in higher education, mediated by Information and Communication Technology (ICT), was carried out. Optional and central characteristics and its practices (procedures and ICT) were identified and mapping. These procedures and practices may be transversal, adaptable and applied in several curriculum units and educational regimes. The results point to the use of OPA as a strategy that enhances “assessment for learning”. The theoretical framework, the methods of assessment and the kinds of ICT used indicate directions for greater involvement and responsibility from the part of the student in his/her learning. Theoretical framework identifies the need to develop students’ skills, providing them with opportunities for self-assessment and peer assessment on a regular basis through constructive feedback. There is also evidence that to give or receive feedback is more beneficial for learning than just receiving it. It is also cognitively more demanding and directs the students to critical thinking and metacognitive processes. From the results obtained, OPA is seen as a cognitive tool, contributing to the building of knowledge and to reflection about learning. Issues for further reflection are also identified such as the creative development of assessment methods with a focus on diversity and innovation in order to enhance students’ learning and academic results, taking into account their learning needs in face of the expectations of current and future education and the demands of society.
       
  • Reflections and meaning of the teachers skills in medical education

    • Abstract: Resumo: Este estudo tem como objetivo compreender o significado de competência na percepção dos docentes dos módulos de Habilidades e Atitudes. Trata-se de uma pesquisa descritiva e exploratória. A escolha do referencial teórico e metodológico considerou a perspectiva hermenêutica. O estudo foi realizado em uma universidade pública com docentes do curso de Medicina, por meio de entrevista individual e não estruturada. Os dados foram submetidos à análise do discurso evidenciando as categorias empíricas: “Competência como eixo norteador e estruturante às necessidades educacionais”; “Docência na educação médica: a prática profissional possibilita habilidades” e “Estratégias para o desenvolvimento docente”. Considera-se que as mudanças requeridas no curso médico precisam encontrar apoio na gestão e na liderança dos professores, na implementação de um programa de desenvolvimento do corpo docente, que se tornará um valioso instrumento de reflexão para os educadores, a fim de melhorar o exercício da docência no curso médico.Abstract: This study aims to understand the meaning of competence in the perception of the teachers in the modules of Skills and Attitudes. It's a descriptive and exploratory research. The choice of the theoretical and methodological framework considered the hermeneutic perspective. The study was conducted in a public university in the medical school, through individual and unstructured interview. The data were submitted to discourse analysis showing the empirical categories, "Competence as a guiding and structuring axis to educational needs"; "The teaching in medical education: professional practice and enabling skills" and "Strategies for teacher development". It is considered that the required changes in medical school need to find support in the management and leadership of teachers in the implementation of a faculty development program, which will become a valuable tool of reflection for educators in order to improve exercise of teaching in the medical school.
       
  • Academic Experiences Questionnaire (QVA-R): medical students evaluation in
           a innovative resume course

    • Abstract: Resumo: Este artigo analisa o impacto do currículo inovador na adaptação dos estudantes de medicina, propondo-se verificar os fatores que interferem na vivência acadêmica. Utilizamos o Questionário de Vivências Acadêmicas na sua versão reduzida (QVA-r), com escala de Likert de 5 pontos. Participaram 90 estudantes de medicina, 40 da 1ª série e 40 da 3ª série. Em relação ao gênero 60% (n = 48) foram do sexo feminino com (QVA-r total 3,7) e 40% (n = 32) do masculino com (QVA-r total 3,8). Os participantes que exerciam atividade remunerada apresentaram média inferior na dimensão estudo (M =3,3) em relação aos que não exerciam nenhuma atividade remunerada (M = 3,6). Observamos que a dimensão carreira exerce um papel importante na adaptação dos estudantes (M = 4,2) para ambas as séries. Foram identificadas diferenças referentes à idade, evidenciando que os estudantes com maior média demonstraram melhor adaptação à instituição. Constatamos que as mulheres apresentam melhor adaptação ao método de ensino e os homens demonstram melhor adaptação global à instituição. Concluímos que o QVA-r demonstrou ser um bom instrumento de avaliação da adaptação dos estudantes frente à implantação de currículos inovadores no curso médico.Abstract: This article analyses the innovative resume impact on medical students adjustment process with a purpose of verifying the factors which interfere on academic experience. A reduced version of Academic Experience Questionnaire was used (QVA-r), in a 5 score Likert scale. 90 medical students took part, where 40 of them were from the first grade and 40 from the third. 10 students were excluded due to uncompleted questionnaire and/or consent form. 60%(n = 48) were female(QVA-r 3,7 overall value) and 40%(n = 32) male(QVA-r 3,8 overall value).The participants who pursued gainful employment presented a lower average on a study dimension(M = 3,3) than the ones with no gainful employment(M = 3,6). It was observed in both grades that a career dimension plays an important role on students adjustment (M = 4,2). Differences related to age were identified evincing that students with a largest average showed the best adjustment to the institution. Women were determined with the best adjustment to the teaching method and men with the best global adjustment to the institution. QVA-r has proved to be a good students adjustment assessment tool forward the innovative resume implantation on medical course.
       
  • Relations between contents of the dentistry courses and ENADE 2004/2010

    • Abstract: Resumo: O Sistema Nacional de Avaliação do Ensino Superior tem como objetivo acompanhar os cursos de graduação, permitindo que adequações sejam realizadas, sendo um de seus componentes o Exame Nacional de Desempenho do Estudante (ENADE). O objetivo do estudo foi comparar as questões ¬das provas dos ENADE 2004 e 2010 com os conteúdos das disciplinas do Curso de Odontologia da UFRN a partir da percepção de alunos concluintes e professores. Para consolidação das respostas as disciplinas foram identificadas a partir dos conteúdos previstos nas Diretrizes Curriculares Nacionais classificados em ciências básicas, saúde coletiva, propedêutica clínica e clínica odontológica. Observou-se desarticulação entre ciclo básico e ciclo profissionalizante, uma vez que os alunos sinalizaram nas respostas que não há coerência entre a extensa carga horária das disciplinas básicas e os conteúdos abordados sobre estas no ENADE. Uma das limitações para avanço nesta articulação é o isolamento destas disciplinas em Departamentos e Centros de Ciências sem articulação, os quais contribuem para a fragmentação do ensino em disciplinas isoladas e descontextualizadas, situação presente em várias instituições de ensino superior no Brasil. Para transformação desta situação é fundamental a autoavaliação constante que viabilize empoderamento aos atores diretamente envolvidos e interessados em um ensino superior de qualidade.Abstract: The National System of Evaluation of Higher Education has the objective of accompanying the undergraduate courses and to allow adjustments to be made. One of its components is the National Student Performance Exam (ENADE). The objective of the study was to compare the questions from the ENADE 2004 and 2010 tests with the contents of the subjects of the UFRN Dentistry Course, based on the perception of graduate students and teachers. To consolidate the answers, the disciplines were identified based on the contents of the National Curricular Guidelines classified as basic sciences, collective health, clinical propaedeutics and odontological clinics. There was disarticulation between the basic cycle and the vocational cycle, since the students indicated in the answers that there is no coherence between the extensive workload of the basic subjects and the contents covered about them in ENADE. One of the limitations for advancement on this articulation is the insularityof these disciplines in Departments and Centers of Sciences without articulation, which contribute to the fragmentation of teaching in isolated and decontextualized disciplines, present situation in several institutions of higher education in Brazil. In order to transform this situation, a constant self-assessment that empowers the actors directly involved and interested in quality higher education is fundamental.
       
  • PROUNI (University for All Program) in Brazilian Higher Education:
           indicators of access and permanence

    • Abstract: Resumo: O estudo avalia em que medida o PROUNI expande o acesso à Educação Superior, identificando as condições de ingresso, matrícula, custo-aluno e permanência por meio do Índice de Conclusão de Curso, numa escala nacional. A abordagem foi quanti-qualitativa, com levantamento documental no Portal INEP, Sisprouni e dados da Receita Federal. Os resultados apontam que o PROUNI foi responsável por aumentar as matrículas no setor privado em uma média anual de 5,15%. O custo-aluno foi em média R$ 3.381,43/anual ou R$ 281,78/mês por bolsista. A ociosidade das bolsas foi em média de 30% e a evasão foi na ordem de 10,4%, provavelmente em função das restrições econômicas dos estudantes.Abstract: The study assesses the effects of PROUNI on access to higher education, identifying the conditions of admission, enrollment, cost-student and endurance, through the rate of course conclusion, in a national scale. The research was quantitative-qualitative approach with documentary survey in INEP Portal, Sisprouni and IRS data. The results indicate that PROUNI was responsible for increasing enrollments in the private sector by an annual average of 5.15%. The cost-student was on average R$ 3,381.43/year or R$ 281.78/month per student. The idleness of scholarships averaged 30% and the college dropout was around 10.4%, probably due to students' economic constraints.
       
  • University social responsibility and institutional evaluation: initial
           thoughts

    • Abstract: Resumo: As mudanças sociais geradas pela globalização, expansão da educação superior e desenvolvimento tecnológico estão demandando novas ações das universidades. Nesse contexto, a avaliação institucional, que compreende a autoavaliação e avaliação externa, assume papel de extrema importância para as instituições de ensino superior. Este artigo reflete sobre a dimensão da responsabilidade social universitária, abordada na avaliação das instituições de ensino superior instituída pela Lei 10.861 de abril de 2004 (SINAES). A inclusão da dimensão Responsabilidade Social no instrumento de avaliação interna e externa contribui para melhor conhecimento e evolução da instituição, para a formulação de políticas institucionais, além de colaborar para a melhoria do desenvolvimento institucional. O documento parte do pressuposto de que as ações sociais implementadas e oferecidas pelas instituições de ensino superior à comunidade em seu entorno são de extrema relevância não apenas por cumprirem dispositivos legais, mas por desencadearem um processo que reforçará a sua reponsabilidade social, contribuindo para a melhoria visando aferição da sua qualidade na formação das pessoas. A discussão teórica baseou-se em autores como Boaventura de Souza Santos (2011) e Dias Sobrinho (2008), o que permitiu refletir sobre a importância da ênfase no compromisso social da universidade. Trata-se de uma pesquisa qualitativa com levantamento bibliográfico e documental. Entende-se, portanto, que a universidade do século XXI precisa ser aberta e romper com o modelo tradicional de instituição, como um sistema fechado e lutar pela sua autonomia e legitimidade, no sentido de construir a sua identidade institucional e cumprir a sua responsabilidade social.Abstract: The social changes generated by globalization, expansion of higher education and technological development are demanding new shares from universities. In this context, institutional evaluation, which includes the self-assessment and external evaluation, takes extremely important role for higher education institutions. This article reflects on the dimension of university social responsibility addressed in institutional evaluation of higher education institutions created by Law 10.861/2004 (SINAES). The inclusion of the social responsibility dimension into internal and external evaluation instrument may contribute to better knowledge and evolution of the institution, to formulate institutional policies and also contribute to the improvement of institutional development. The document starts from the assumption that the implemented social actions and offered by federal institutions of higher education to the community in its social environment are very important, not only to accomplish legal requirements, but also to be able to initiate a process of increasing its social responsibility, contributing to the improvement aimed at measuring the quality in training people. The theoretical discussion was based on authors such as Boaventura de Souza Santos (2011) and Dias Sobrinho (2008), which allowed reflecting on the importance of emphasis on the social commitment of the university. It is a qualitative research with documental and bibliographic survey. It is understood, therefore, that the University of XXI century needs to break the traditional model of institution, such as a closed system, and fight for its autonomy and legitimacy in order to build its institutional identity and fulfill its social responsibility.
       
  • The evaluation of higher before a coloniality of the power and the power:
           the student's political participation

    • Abstract: Resumo: Este artigo é o resultado de investigação em pós-doutorado que analisou e discutiu a participação política dos estudantes nos espaços democráticos de duas universidades públicas: no Brasil e Portugal. Sob o enfoque do colonialismo, ainda presente na atualidade, e da colonialidade do poder e do saber nas interações acadêmicas desenvolvemos as discussões, tendo como fundamentação o referencial teórico de Boaventura de Sousa Santos. Investigamos os fatores que provocam essa despolitização dentro da comunidade acadêmica, principalmente, os que afetam e criam culturalmente essa omissão do corpo discente nas deliberações próprias dos setores da universidade, instituição esta, que deveria garantir o direito de participação política em todas as suas instâncias. Temos como pontos principais: primeiro, o de que democracia e participação são entes distintos, mas, convergentes; segundo, que a participação exige pelo menos três condições: o caráter cultural, o caráter político e caráter epistemológico. Neste contexto desenvolveremos no primeiro momento a democracia como princípio e a estrutura organizacional como fundamento das universidades públicas, a partir das mudanças implementadas nos últimos anos nas universidades brasileiras com a Reestruturação e Expansão das Universidades Federais - REUNI; no segundo momento, o colonialismo, ainda, presente nas universidades, bem como a descaracterização de sua estrutura (fundamento), a partir das relações de poder entre suas bases, principalmente, no que diz respeito às relações entre corpo docente e discente. Os instrumentos metodológicos principais foram questionários e entrevistas. Os resultados demonstraram que em ambas as instituições não há formação política orientada ao corpo discente. Os alunos entram e saem da universidade despolitizados.Abstract: This paper is the result of the pos doctorate research that analyzed and discussed the student’s political participation in the democratic spaces of two public universities: in Brazil and Portugal. We developed the discussion under the Boaventura de Sousa Santos’s theoretic referential focusing in the Colonialism approach still present today and the Coloniality of the Power and the knowledge in the academics interactions. We investigated the factors that cause the depoliticization inside of the academic community, especially those that affect and culturally create in the student`s team the omission in the deliberations of the university sector. This institution should guarantee the right of student’s political participation in all of its instances. We have as main points: first, the democracy and participation are distincts entities, but convergents and, in second place, the participation need to three conditions: the cultural character, political character and epistemological character. In this context we will develop in the first moment: the democracy as principle and the organizational structure as foundation to the public universities, as from the changes implemented in the last years in the brazilian universities with the restructuring and the expansion of the federal universities - (REUNI); in the second moment, the colonialism still present in the universities and the mischaracterization of the public federal universities structure (foundation) as from the power relations existing in its bases, mainly, about to the relationship between the professor and students teams. The main methodologic instruments were questionnaires and the interviews. The results showed that in both institutions have no political formations oriented for the student’s team. The students get in and get out depoliticized.
       
  • Implications of the institutional assessment in the educational
           administration: the experience of the Universidade Católica do Salvador
           (UCSAL)

    • Abstract: Resumo: A literatura nacional e internacional referente à avaliação das Instituições da Educação Superior (IES) focaliza duas modalidades avaliativas presentes nos sistemas educacionais de diversos países. A primeira modalidade, de caráter externo, dá ênfase à homogeneização e padronização de critérios avaliativos e é centrada na regulação, enquanto que a segunda modalidade, de caráter interno e de matriz educativa e formativa, dá ênfase a diferenciação institucional com suas características e peculiaridades próprias e está centrada na melhoria institucional através de processos de autoavaliação. O objetivo principal deste artigo é enfatizar a segunda modalidade, a partir da pesquisa realizada na Universidade Católica do Salvador, no ano de 2014, como parte integrante do processo de autoavaliação institucional, e analisar em que medida, uma experiência dessa natureza pode, simultaneamente e de forma complementar, ser referencial básico para a regulação e, principalmente, ser um instrumento interno de reestruturação e reorganização institucional. A metodologia adotada foi o estudo de caso, a coexistência de uma abordagem quali-quantitativa e técnica de recolha de dados empíricos decorrente da aplicação de questionários e entrevistas semiestruturadas à comunidade acadêmica. Os principais resultados da pesquisa e o consequente uso desses resultados revelam que a autoavaliação institucional pode se constituir numa forte ferramenta de gestão educacional, através do planejamento participativo, alterando de forma significativa os rumos da instituição e contribuindo de forma decisiva para a melhoria da Universidade e de seus cursos.Abstract: The national and international literature on the evaluation of Higher Education Institutions (HEIs) focuses on two evaluation modalities present in educational systems in different countries. The first modality, of an external nature, emphasizes homogenization and standardization of evaluation criteria and is centered on regulation, while the second modality, with an internal character and an educational and formative model, emphasizes the institutional differentiation with its own characteristics and peculiarities and is focused on institutional improvement through self-assessment processes. The main objective of this paper is to emphasize the second modality, based on the research carried out at the Catholic University of Salvador in 2014, as part of the institutional self-evaluation, and to analyze the extent to which such an experience can be, simultaneously and complementary form, a basic reference for regulation and, above all, be an internal instrument for institutional restructuring and reorganization. The methodology adopted was the case study, the coexistence of a qualitative-quantitative approach and the technique of empirical data collection resulting from the application of questionnaires and semi-structured interviews to the academic community. The main results of the research and the consequent use of these results reveal that institutional self-evaluation may constitute a strong educational management tool, through participatory planning, significantly altering the institution's directions and contributing in a decisive way to the improvement of the University and its courses.
       
  • Student engagement in higher education as an evaluation indicator

    • Abstract: Resumo: O engajamento é um fator já estudado e avaliado internacionalmente, assim como é utilizado como um indicador para avaliar a qualidade de oferta no ensino. Nesse sentido este artigo pretende apresentar uma revisão da literatura internacional sobre o engajamento do estudante. Inicialmente é definido o conceito de engajamento, a seguir a relação de engajamento do estudante e sucesso acadêmico. O artigo também busca apresentar os modelos de avaliação do engajamento encontrados na literatura internacional, assim como as práticas institucionais e o engajamento do estudante. Por fim, são traçadas as considerações finais do artigo.Abstract: The engagement is a factor already studied and evaluated internationally as it is used as an indicator to assess the provision of teaching quality. This article aims to present a review of the international literature on student engagement. Initially the concept of engagement is set, the following student engagement and academic success. The article also seeks to present the models of engagement found in the international literature, as well as institutional practices that can improve student engagement. Finally, the conclusions remarks of the article are drawn.
       
  • Higher education policy: A case study on quality assessment towards a
           model of university management

    • Abstract: Abstract: The institutional self-assessment is considered herein in the context of higher education assessment as a university management tool. The paper aims to present and discuss the impact of the results of an institutional self-assessment committee in the management of pedagogical and administrative issues of a Brazilian university in accordance with contemporary education policy. Four consecutive annual reports were reviewed to demonstrate the impacts of institutional self-evaluation and to raise questions about the academic community. Content analysis principles were used to validate the assumptions of the committee’s annual routines regarding the importance of the institutional assessment framework as the basis for the qualification of academic procedures. It was possible to observe the positive effects of the committee on the university’s practices: the effective participation of the academic community in the evaluation processes as well as validation of the information for university management. Another aspect that the evaluation allowed was the identification of areas of greater or lesser impacts on the scientific, social, pedagogical and technological aspects. The role of the committee was essential in identifying strengths and weaknesses, thus contributing towards performing actions to improve the institutional quality of the University of Uberaba under the panorama of Brazilian higher education assessment.Resumo A auto-avaliação institucional é considerada aqui no contexto da avaliação do ensino superior como uma ferramenta de gestão universitária. O artigo tem como objetivo apresentar e discutir o impacto dos resultados de um comitê de auto-avaliação institucional na gestão de questões pedagógicas e administrativas de uma universidade brasileira de acordo com a política educacional contemporânea. Quatro relatórios anuais consecutivos foram revisados ​​para demonstrar os impactos da auto-avaliação institucional e levantar questões sobre a comunidade acadêmica. Os princípios de análise de conteúdo foram utilizados para validar os pressupostos das rotinas anuais do comitê quanto à importância do quadro de avaliação institucional como base para a qualificação dos procedimentos acadêmicos. Foi possível observar os efeitos positivos do comitê sobre as práticas da universidade: a efetiva participação da comunidade acadêmica nos processos de avaliação, bem como a validação da informação para a gestão universitária. Outro aspecto que a avaliação permitiu foi a identificação de áreas de maior ou menor impacto nos aspectos científicos, sociais, pedagógicos e tecnológicos. O papel do comitê foi essencial na identificação de pontos fortes e fracos, contribuindo assim para a realização de ações de melhoria da qualidade institucional da Universidade de Uberaba sob o panorama da avaliação do ensino superior brasileiro.
       
  • Formative assessment in higher education: progresses and contradictions

    • Abstract: Resumo: Neste trabalho, destacaremos alguns dados obtidos a partir de pesquisa sobre a avaliação das aprendizagens em cursos de graduação da Universidade Federal de Uberlândia (UFU) que têm a avaliação formativa como diretriz em seus projetos político-pedagógicos. O objetivo da investigação foi analisar os processos de avaliação das aprendizagens nesses cursos e verificar em que medida constituem uma avaliação para as aprendizagens, cumprindo seu papel pedagógico. O estudo foi desenvolvido em três etapas. A primeira consistiu na análise documental dos projetos político-pedagógicos dos cursos em questão. Posteriormente, foram analisados os planos de ensino dos componentes curriculares ministrados nesses cursos. Na última fase da pesquisa, foram feitas entrevistas com professores(as) que demonstraram em seu plano de ensino mais indícios de realizarem a avaliação formativa. Traremos, neste artigo, alguns elementos identificados na pesquisa, buscando provocar reflexões sobre as práticas avaliativas na Universidade. Antes disso, faremos algumas considerações sobre a lógica que fundamenta a avaliação educacional, bem como sobre o entendimento de avaliação formativa que embasa nossas análises. De modo geral, foi possível verificar, com a investigação, que houve um avanço, embora pequeno, no discurso da Instituição, por meio de seus documentos oficiais de planejamento. Alguns deles já explicitam a necessidade de a prática avaliativa ocorrer numa perspectiva formativa. Por outro lado, tanto nos planos de ensino quanto nas entrevistas foram identificados elementos incoerentes com os princípios da avaliação formativa.Abstract: In this paper, we point out some data obtained from research on learning assessment in undergraduate courses of the Federal University of Uberlândia (Universidade Federal de Uberlândia - UFU) which have formative assessment as a guideline in their political-pedagogical projects. The objective of investigation was to analyze the assessment processes of learning in these courses and to check to what extent they are also part of learning, fulfilling their pedagogical role. The study was conducted in three stages. The first stage constituted the documentary analysis of political-pedagogical projects of the courses in question. Secondly, the teaching plans of syllabus components taught in these courses were analyzed. The last stage of the research consisted of interviews with professors who showed in their teaching plans more indications of putting formative assessment in practice. In this paper, we present some elements identified in the research, trying to cause reflection on assessment practices at the University. Before that, we make some considerations about the logic basing the educational assessment as well as about the understanding of formative assessment basing our analysis. On the whole, it was possible to check with this research that there was a progress, though small, on the Institution's discourse, through its official planning documents. Some of them have already made explicit the need that the assessment practice occurs in a formative perspective. On the other hand, incoherent elements with the principles of formative assessment were identified both the teaching planes and the interviews.
       
 
 
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