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Search Results: 1 - 10 of 18990 matches for " Acácia Aparecida "
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Acácia Aparecida Pinto Bedim
Nuances : Estudos sobre Educa??o , 2012,
Validade por processo de resposta no teste de Cloze
Cunha, Neide de Brito;Santos, Acácia Aparecida Angeli dos;
Fractal : Revista de Psicologia , 2009, DOI: 10.1590/S1984-02922009000300010
Abstract: based in the response process validity evidence, this study explored quality of children's mistakes on the cloze test. the sample was composed by 266 children, boys and girls, aging from 8 to 13 years old, attending at the third and fourth grades of the elementary education of public and private schools of s?o paulo, brazil. two protocols groups were formed: of the children with high and low means to construct a errors scale, for the least to most serious: blank, phonological, lexical, syntactic and semantic. the results showed that children with high means test presented lexical mistakes, while children with low means made semantic mistakes. although the response process validity evidence was finding, by the homogeneously evaluation on the errors distribution types, it's necessary to extend the knowledge of psychometric characteristics of the cloze test.
Inventário de Depress?o Infantil (CDI): análise dos parametros psicométricos
Cruvinel, Miriam;Boruchovitch, Evely;Santos, Acácia Aparecida Angeli dos;
Fractal : Revista de Psicologia , 2008, DOI: 10.1590/S1984-02922008000200013
Abstract: the objective of the present study was to evaluate the psychometrical properties of both the brazilian reduced version of cdi (study 1) and the cdi proposed by kovacs (study 2). the sample in study 1 was composed of 169 students of 3rd, 4th and 5th grades of a public school in campinas. the factor analysis in study 1 identified five factors explaining 49,6% of the total variance and the cronbach coefficient was 0,73. in study 2, 157 students of 3rd and 4th grade of a public school in campinas took part. five factors explaining 43,9% of the variance also emerged from the factor analysis of study 2. the cronbach coefficient was 0.80. nonetheless, in both studies, the cognitive, affective, motivational, and behavioral components of the construct child depression were not evinced. this should be a challenge which remains to be addressed by future research.
Estudos de validade entre instrumentos que avaliam habilidades linguísticas
Cunha, Neide de Brito;Santos, Acácia Aparecida Angeli dos;
Estudos de Psicologia (Campinas) , 2010, DOI: 10.1590/S0103-166X2010000300003
Abstract: the aim of this study was to search for evidence of convergent validity between evaluation scale of difficulties in learning to write, the word recognition scale and the cloze test. linguistic abilities were assessed using these specific instruments and other variables were also investigated, from the school grade to the recognition of evidence of criterion validity. in addition, the quality of children′s mistakes with regard to the cloze test was analyzed according to the evaluation scale of difficulties in learning to write, which classified the children into groups with and without learning difficulties. the sample was composed of 266 elementary school children in public, private and social service for industry schools in s?o paulo. the results only permitted us to find evidence of criterion validity with word recognition at the grade level. the analysis of correlation between the means of word recognition and the cloze test, using the evaluation scale of difficulties in learning to write categories, also indicated significant differences, suggesting convergent validity amongst the instruments.
Programa de monitores para o ensino superior
Natário, Elisete Gomes;Santos, Acácia Aparecida Angeli dos;
Estudos de Psicologia (Campinas) , 2010, DOI: 10.1590/S0103-166X2010000300007
Abstract: the objective of this work was to investigate the contributions of a program offered to health monitors in undergraduate courses at a private university in the state of s?o paulo. the study concentrated on the following categories: a) the clarification of the role and function of the monitor; b) their interest in an academic career. nineteen monitors took part in the program, completing two similar questionnaires, at the beginning and at the end of the program, and they also provided written statements about the activity. results indicate that, after the program, participants had a better understanding of the monitor's role and function, mainly with regard to the following points: a) the bond between monitors and lecturers; b) the importance of the emotional support given to the students by the monitor and the greater interest in an academic career.
Atua??o no ensino superior: um novo campo para o psicólogo escolar
Serpa, Maria Nasaré Fonseca;Santos, Acácia Aparecida Angeli dos;
Psicologia Escolar e Educacional , 2001, DOI: 10.1590/S1413-85572001000100004
Abstract: this study was performed with the following objectives: to identify the existence of students counselling and orientation services; to characterize the services and programs offered; to verify the professional composition of the service staff. forms were distributed to the universities, asking questions about the presence and characteristics of the counselling services. of the 121 forms distributed to the universities, 61 were returned. eighty percent of these declare to have such services, being more frequent in the communitary-type institutions. in 75% of the services, a school psychologist is available, and they offer several types of programs to the students. the alternative treatments to the problems of the students in this institutions where there is no counselling services or where the school psychologist is not available were also discussed. the importance of a counselling service is recognized by the institutions that do not have one.
Avalia??o e desenvolvimento da compreens?o em leitura no ensino fundamental
Santos, Acácia Aparecida Angeli dos;Oliveira, Evelin Zago de;
Psico-USF , 2010, DOI: 10.1590/S1413-82712010000100009
Abstract: this work aimed at investigating the adequacy of cloze technique to reading comprehension assessment and development. the first step was performed with 314 elementary school students attending from 2nd to 4th grades and the results indicated that the instrument showed appropriate psychometric parameters. in the following steps, two intervention programs were performed, the first one involving 85 and the second involving 73 3rd and 4th grades students, separated in experimental group (eg) and control group (cg), who took validated cloze tests, as pre- and post-tests. the experimental groups participated of sessions, in which variations of cloze techniques were presented, in order to increase reading comprehension. analyses indicated an advantage of eg upon cg on post-test situation only in the second intervention program. accomplishment of new studies is suggested in order to test the possibility of generalization of the research results.
Avalia??o da aprendizagem na univesidade
Oliveira, Katya Luciane de;Santos, Acácia Aparecida Angeli dos;
Psicologia Escolar e Educacional , 2005, DOI: 10.1590/S1413-85572005000100004
Abstract: this research studied the different kinds of evaluation most used in higher education and it was also analysed which of them the students believe that were better to evaluate their academic performance. the participants were 270 freshman students from business, law and psychology courses from a private university in s?o paulo. the questionnaire used focalysed which were the assessment strategies more frequently applied. the students’ participation was voluntary and the data was collected in a collective session. the results showed that the most common evaluation was the individual dissertation, wich has also been appointed as the second more effective to measure their academic performance. it makes necessary other researches with a bigger participants number from different universities to extend the scientific knowledge in this field.
Compreens?o em leitura e avalia??o da aprendizagem em universitários
Oliveira, Katya Luciane de;Santos, Acácia Aparecida Angeli Dos;
Psicologia: Reflex?o e Crítica , 2005, DOI: 10.1590/S0102-79722005000100016
Abstract: this research meant to explore the relation among reading comprehension, academic performance and learning assessment in specific contents. the sample was composed of by 270 freshman students from administration, law and psychology courses, from daytime and evening period in a private university in s?o paulo. the instruments used were 2 texts prepared in accordance to cloze's technique and a questionnaire focusing the most used characterization types in higher education assessment. the students' participation was voluntary and the data collect happened in a collective session form. the results showed clearly a correlation, statistically significant, among reading comprehension, academic performance and learning assessment was conclusive.
Consciência metatextual: evidências de validade para instrumento de medida Consciencia metatextual: evidencias de validez para instrumento de medida Metatextual awareness: evidence of validity for measuring instrument
Acácia Aparecida Angeli dos Santos,Neide de Brito Cunha
Psico-USF , 2012, DOI: 10.1590/s1413-82712012000200007
Abstract: O objetivo estabelecido nesta pesquisa descritivo-correlacional foi a averigua o da consciência metatextual por meio de um questionário especialmente elaborado para este fim, analisando sua validade pela rela o com medidas de compreens o de leitura e o critério de diferencia o do nível escolar. Participaram 315 alunos do 3o ao 5o ano do ensino fundamental, de escolas públicas, cujas idades variaram de 8 a 13 anos, sendo 169 meninos. Os escores obtidos com a medida de avalia o da consciência metatextual (QACM) foram convergentes com a pontua o em compreens o de leitura e o instrumento mostrou-se sensível para captar o progresso das crian as em identificar os gêneros textuais com o avan o da escolaridade. Dessa forma, o estudo forneceu evidências de validade tanto no que se refere à convergência de construtos, identificada com base nas medidas relacionadas, como de critério, distinguindo os alunos pelo seu nível de escolaridade. El objetivo establecido en esta investigación descriptivo-correlacional fue averiguar la consciencia metatextual a través de un cuestionario especialmente dise ado para este fin, analizando su validez por la relación con medidas de comprensión de lectura y el criterio de diferenciación por nivel escolar. Participaron 315 alumnos del 3o al 5o a o de la ense anza básica, de escuelas públicas, cuyas edades variaron de 8 a 13 a os, siendo 169 ni os. Los puntajes obtenidos con la medida de evaluación de la consciencia metatextual (QACM) fueron convergentes con los de la comprensión de lectura y el instrumento se mostró sensible para captar el desarrollo de los ni os en identificar los géneros textuales con el avance de la escolaridad. De esa forma, el estudio forneció evidencias de validez por la convergencia de constructos, identificada con base en las medidas relacionadas, como de criterio, distinguiendo los alumnos por su nivel de escolaridad. The stated goal of this descriptive-correlational study was to investigate the metatextual awareness through a questionnaire especially designed for this purpose, examining its validity in relation to measures of reading comprehension and the criterion for differentiating the school level. 315 students enrolled in the 3rd to 5th grade of elementary public schools, whose ages ranged from 8 to 13 years, with 169 boys. The scores obtained with the measure of the metatextual awareness (QACM) were convergent with the score in reading comprehension and the instrument was sensitive to capture the children's progress in identifying the kinds of texts with the advancement of education. Thus, the s
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