Lara Barros Martins

A RELAÇÃO ENTRE SUPORTE À APRENDIZAGEM E IMPACTO DE TREINAMENTO NO TRABALHO

Among the variables that influence the effectiveness of Training, Development and Education actions (TDE a total of 83 questionnaires concerning seven trainings was achieved. The sample is comprised by 61 men and 22 women, 18-64 years old, and 53% have completed higher education. Exploratory and descriptive analyzes were performed and also correlation analysis, in order to assess the relationship between the two variables. The Learning Support Scale presented averages between 3.37 and 8.12, high standard deviation and high variation in minimum and maximum responses, indicating divergent responses. The Training Impact at Work Scale presented averages between 3.65 and 4.39, and showed a low standard deviation, but the variation of the minimum and maximum responses is high in most cases, indicating that some respondents did not agree with the statements. Participants perceive moderately Learning Support in the company and judge that have occurred Training Impact at Work. Variables showed a significant and moderate correlation (r = 0.53), which corroborates the literature’s findings related to psychosocial support; but still more research is needed about Learning Support in order to check the scale’s evidences of validity and better define and distinguish this concept in relation to other.

Acolhimento familiar: caracterização de um programa

This paper aims to describe the main actors involved in a Foster Care program and its processes. The program had done 314 fosterings from 1998 to 2007. During this period, most foster children were boys (51,7%), afrodescendants (55,3%), aged up to 6 years old (58,7%). Foster families were formed by couples (70, 4%), with other children (84,1%); aged from 30 to 49 years old; good education level; autonomous professions; diversified incomes and solidarity motivation to foster. No registered information about the biological families was found. The principal reason referred to for fostering was negligence (33,7%). The child remained in foster care from 1 to 6 months in 46,65% cases. Regarding the outcome of the fostering process, 34,2% children were adopted and 33,8% were reintegrated into their families. Describing a program helps to redefine practices and to discuss measures of intervention for the area.Este artigo objetiva caracterizar os principais atores envolvidos em um programa de Acolhimento Familiar e os acolhimentos realizados. Esse programa efetuou 314 acolhimentos entre 1998 e 2007. Neste periodo, a maioria dos acolhidos eram meninos (51,7%), afrodescendentes (55,3%), de ate seis anos (58,7%). As familias acolhedoras eram constituidas por casais (70,4%), com filhos (84,1%); faixa etaria entre 30 e 49 anos; bom nivel de escolarizacao; profissoes autonomas; rendas diversificadas e motivacoes solidarias para acolher. Com relacao as familias de origem nao foram encontradas informacoes. Como principal causa dos acolhimentos foi citada a negligencia (33,7%). Sua duracao foi de um a seis meses em 46,65% dos casos. Quanto aos encaminhamentos pos-acolhimento, 34,2% das criancas foram adotadas e 33,8%, reintegradas as suas familias. Caracterizar um programa oferece subsidios para a redefinicao de praticas e auxilia na formulacao de acoes de intervencao em situacoes complexas como o acolhimento familiar.

Fatores influentes no desempenho acadêmico de universitários em ações educacionais a distância

Ao passo em que a educacao a distância assume destaque, sao necessarias investigacoes que atestem a eficacia e aplicabilidade da modalidade, em termos do alcance dos resultados de aprendizagem. Testou-se um modelo para a avaliacao de acoes educacionais a distância, visando identificar preditores de aprendizagem, incluindo estrategias de aprendizagem, frequencia nos recursos da web e reacoes aos procedimentos instrucionais e ao desempenho do tutor. Foram aplicados os questionarios aos alunos das disciplinas semipresenciais Metodologia Cientifica e Economia, ofertadas a todos os graduandos da universidade privada participante. Atraves da analise de regressao multipla padrao, verificou-se que as estrategias de aprendizagem autorregulatorias e a frequencia de uso das ferramentas da web explicaram a ocorrencia de aprendizagem; as reacoes favoraveis aos procedimentos instrucionais estiveram negativamente associadas ao desempenho academico dos estudantes. Os resultados empiricos obtidos trazem implicacoes praticas que podem impactar no aprimoramento do planejamento instrucional e nos efeitos de cursos a distância.

Escala de Estratégias de Aprendizagem: evidências de validade em contexto universitário híbrido

Instruments to identify and measure learning strategies used by students in distance and hybrid courses are very important, considering the expansion of e-learning. The objective was to adapt and verify the evidences of validity of an instrument of learning strategies in higher education institutions. Students of a private university in the state of Sao Paulo who were enroled in blended learning disciplines participated of this study, in person or remotely. Exploratory factor and internal consistency analisys were conducted. The scale has four factors: cognitive strategies (15 items, α=0.90), emotion control (4 items, α=0.77), self-regulatory strategies (7items, α= 0.86) and interpersonal help seeking (3 items, α=0.68). This structure differs empirically from those found in others studies with the scale. Future research should use it in different contexts and samples, especially in a 100%

THE RELATIONSHIP BETWEEN LEARNING SUPPORT AND TRAINING IMPACT AT WORK

Among the variables that influence the effectiveness of Training, Development and Education actions (TDE a total of 83 questionnaires concerning seven trainings was achieved. The sample is comprised by 61 men and 22 women, 18-64 years old, and 53% have completed higher education. Exploratory and descriptive analyzes were performed and also correlation analysis, in order to assess the relationship between the two variables. The Learning Support Scale presented averages between 3.37 and 8.12, high standard deviation and high variation in minimum and maximum responses, indicating divergent responses. The Training Impact at Work Scale presented averages between 3.65 and 4.39, and showed a low standard deviation, but the variation of the minimum and maximum responses is high in most cases, indicating that some respondents did not agree with the statements. Participants perceive moderately Learning Support in the company and judge that have occurred Training Impact at Work. Variables showed a significant and moderate correlation (r = 0.53), which corroborates the literature’s findings related to psychosocial support; but still more research is needed about Learning Support in order to check the scale’s evidences of validity and better define and distinguish this concept in relation to other.

LA RELACIÓN ENTRE APOYO AL APRENDIZAJE Y EL IMPACTO DE LA FORMACIÓN EN EL TRABAJO

Among the variables that influence the effectiveness of Training, Development and Education actions (TDE a total of 83 questionnaires concerning seven trainings was achieved. The sample is comprised by 61 men and 22 women, 18-64 years old, and 53% have completed higher education. Exploratory and descriptive analyzes were performed and also correlation analysis, in order to assess the relationship between the two variables. The Learning Support Scale presented averages between 3.37 and 8.12, high standard deviation and high variation in minimum and maximum responses, indicating divergent responses. The Training Impact at Work Scale presented averages between 3.65 and 4.39, and showed a low standard deviation, but the variation of the minimum and maximum responses is high in most cases, indicating that some respondents did not agree with the statements. Participants perceive moderately Learning Support in the company and judge that have occurred Training Impact at Work. Variables showed a significant and moderate correlation (r = 0.53), which corroborates the literature’s findings related to psychosocial support; but still more research is needed about Learning Support in order to check the scale’s evidences of validity and better define and distinguish this concept in relation to other.

Escala de Estrategias de Aprendizaje: evidencias de validez en contexto universitario híbrido

Instruments to identify and measure learning strategies used by students in distance and hybrid courses are very important, considering the expansion of e-learning. The objective was to adapt and verify the evidences of validity of an instrument of learning strategies in higher education institutions. Students of a private university in the state of Sao Paulo who were enroled in blended learning disciplines participated of this study, in person or remotely. Exploratory factor and internal consistency analisys were conducted. The scale has four factors: cognitive strategies (15 items, α=0.90), emotion control (4 items, α=0.77), self-regulatory strategies (7items, α= 0.86) and interpersonal help seeking (3 items, α=0.68). This structure differs empirically from those found in others studies with the scale. Future research should use it in different contexts and samples, especially in a 100%

Scale of Learning Strategies: validity evidences in hybrid higher education context

Instruments to identify and measure learning strategies used by students in distance and hybrid courses are very important, considering the expansion of e-learning. The objective was to adapt and verify the evidences of validity of an instrument of learning strategies in higher education institutions. Students of a private university in the state of Sao Paulo who were enroled in blended learning disciplines participated of this study, in person or remotely. Exploratory factor and internal consistency analisys were conducted. The scale has four factors: cognitive strategies (15 items, α=0.90), emotion control (4 items, α=0.77), self-regulatory strategies (7items, α= 0.86) and interpersonal help seeking (3 items, α=0.68). This structure differs empirically from those found in others studies with the scale. Future research should use it in different contexts and samples, especially in a 100%

Foster care: program characterization

This paper aims to describe the main actors involved in a Foster Care program and its processes. The program had done 314 fosterings from 1998 to 2007. During this period, most foster children were boys (51,7%), afrodescendants (55,3%), aged up to 6 years old (58,7%). Foster families were formed by couples (70, 4%), with other children (84,1%); aged from 30 to 49 years old; good education level; autonomous professions; diversified incomes and solidarity motivation to foster. No registered information about the biological families was found. The principal reason referred to for fostering was negligence (33,7%). The child remained in foster care from 1 to 6 months in 46,65% cases. Regarding the outcome of the fostering process, 34,2% children were adopted and 33,8% were reintegrated into their families. Describing a program helps to redefine practices and to discuss measures of intervention for the area.Este artigo objetiva caracterizar os principais atores envolvidos em um programa de Acolhimento Familiar e os acolhimentos realizados. Esse programa efetuou 314 acolhimentos entre 1998 e 2007. Neste periodo, a maioria dos acolhidos eram meninos (51,7%), afrodescendentes (55,3%), de ate seis anos (58,7%). As familias acolhedoras eram constituidas por casais (70,4%), com filhos (84,1%); faixa etaria entre 30 e 49 anos; bom nivel de escolarizacao; profissoes autonomas; rendas diversificadas e motivacoes solidarias para acolher. Com relacao as familias de origem nao foram encontradas informacoes. Como principal causa dos acolhimentos foi citada a negligencia (33,7%). Sua duracao foi de um a seis meses em 46,65% dos casos. Quanto aos encaminhamentos pos-acolhimento, 34,2% das criancas foram adotadas e 33,8%, reintegradas as suas familias. Caracterizar um programa oferece subsidios para a redefinicao de praticas e auxilia na formulacao de acoes de intervencao em situacoes complexas como o acolhimento familiar.

Acogimiento familiar: caracterización de un programa

This paper aims to describe the main actors involved in a Foster Care program and its processes. The program had done 314 fosterings from 1998 to 2007. During this period, most foster children were boys (51,7%), afrodescendants (55,3%), aged up to 6 years old (58,7%). Foster families were formed by couples (70, 4%), with other children (84,1%); aged from 30 to 49 years old; good education level; autonomous professions; diversified incomes and solidarity motivation to foster. No registered information about the biological families was found. The principal reason referred to for fostering was negligence (33,7%). The child remained in foster care from 1 to 6 months in 46,65% cases. Regarding the outcome of the fostering process, 34,2% children were adopted and 33,8% were reintegrated into their families. Describing a program helps to redefine practices and to discuss measures of intervention for the area.Este artigo objetiva caracterizar os principais atores envolvidos em um programa de Acolhimento Familiar e os acolhimentos realizados. Esse programa efetuou 314 acolhimentos entre 1998 e 2007. Neste periodo, a maioria dos acolhidos eram meninos (51,7%), afrodescendentes (55,3%), de ate seis anos (58,7%). As familias acolhedoras eram constituidas por casais (70,4%), com filhos (84,1%); faixa etaria entre 30 e 49 anos; bom nivel de escolarizacao; profissoes autonomas; rendas diversificadas e motivacoes solidarias para acolher. Com relacao as familias de origem nao foram encontradas informacoes. Como principal causa dos acolhimentos foi citada a negligencia (33,7%). Sua duracao foi de um a seis meses em 46,65% dos casos. Quanto aos encaminhamentos pos-acolhimento, 34,2% das criancas foram adotadas e 33,8%, reintegradas as suas familias. Caracterizar um programa oferece subsidios para a redefinicao de praticas e auxilia na formulacao de acoes de intervencao em situacoes complexas como o acolhimento familiar.