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O cinema como mediador na (re)construção de crenças de professores de espanhol-língua estrangeira em formação inicial; Cinema as a mediator in the (re)construction of beliefs of preservice teachers of Spanish as a foreign language

Souza, Fábio Marques de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 13/06/2014 Português
Relevância na Pesquisa
46.07%
A cultura de aprender e ensinar uma língua estrangeira baseia-se em teorias implícitas que são compostas por fatores como crenças, motivações, memórias, intuições e imagens, dentre outros. Dessa forma, as concepções dos agentes envolvidos na operação global do ensino de línguas exercem profunda influência em todo o processo, já que cada indivíduo, permeado por seu contexto sócio-histórico-discursivo tem suas crenças que embasam as atitudes que norteiam seu comportamento em face do complexo processo de ensino-aprendizagem de línguas. Diante do exposto, esta tese tem como escopo analisar as crenças de professores de espanhol-língua estrangeira (E-LE) em formação inicial, no que diz respeito ao processo de aquisição/aprendizagem da língua estrangeira e ao tratamento unidade e diversidade linguística experimentada pelo espanhol no contexto do ensino desta língua para brasileiros; todas essas reflexões mediadas pelo cinema. Guiamo-nos pela pergunta de pesquisa: se e como se transformam, com a mediação do cinema, as crenças de professores de espanhol em formação inicial acerca do processo de aquisição/aprendizagem da língua estrangeira e do tratamento da unidade e diversidade linguística no ensino de espanhol-língua estrangeira para brasileiros? Trata-se de uma pesquisa qualitativa de cunho etnográfico que se iniciou com a compreensão panorâmica do nosso contexto e...

Investigating mathematics and learning to teach mathematics

Ponte, João Pedro da
Fonte: Kluwer Publicador: Kluwer
Tipo: Parte de Livro
Publicado em //2001 Português
Relevância na Pesquisa
46.5%
This paper deals with an idea that plays an increasing role in teaching and in teacher education—investigating as a powerful paradigm of knowledge construction. Investigations may be carried out both in learning mathematics and in learning how to teach mathematics at preservice and inservice levels. I look into investigations in mathematics and in the mathematics curriculum, pointing out some issues that teachers face proposing them in the classroom. Then, I discuss teacher education and professional development, stressing the value of investigations about practice as a means of developing knowledge. I conclude with examples of work done by preservice and inservice teachers and by teams of teachers and researchers focusing on pupils’ investigative work in mathematics classes that illustrate the educational value of this activity and discuss the roles of the teacher.; Este artigo baseia-se numa ideia que desempenha um papel crescente no ensino e na formação de professores – investigar constitui um paradigma poderoso de construção do conhecimento. Tanto podem ser realizadas investigações no ensino da Matemática como na formação inicial e contínua do professor de Matemática. Assim, analiso o papel das investigações em Matemática e no currículo de Matemática...

Information technologies and the development of professional knowledge and identity in teacher education

Ponte, João Pedro da; Oliveira, Hélia
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em //2002 Português
Relevância na Pesquisa
46.18%
This paper addresses the preparation in ICT of preservice mathematics teachers. We describe the aims, assumptions, and work carried out in a course offered at the University of Lisbon and briefly discuss the processes involved in the development of professional knowledge and the formation of professional identities. Using a qualitative methodology, based on the administration of free-response questionnaires to the student teachers enrolled in the course in 1999-2000, we analyze their general perspectives about ICT, the implications of the use of ICT in their view of teaching methodologies, and their development of a professional identity. This work provides suggestions for teacher education practice and for further research.

Investigating professional development : early childhood music teacher learning in a community of practice / by Lisa Marie Gruenhagen

Gruenhagen, Lisa Marie
Fonte: Thesis (Ph. D.)--University of Rochester Publicador: Thesis (Ph. D.)--University of Rochester
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
46.37%
xiii, 215 leaves ; 28 cm.; Professional development experiences for teachers have often been organized as in-service days, a workshop or class, and other such one-time events planned and organized by someone other than practitioners. Researchers advocate for professional development that by contrast is teacher-centered; is situated in practice; is an ongoing process; fosters collegiality, collaborative inquiry, and critical discourse; and is linked to improving student learning (Ball & Cohen, 1999; Cochran-Smith & Lytle, 1999a; Díaz-Maggioli, 2004; Nieto, 2003; Wilson & Berne, 1999). Several researchers illustrate the importance of focusing on teachers and teacher learning in the workplace (Shulman, 1997b; Guskey, 1995; Darling-Hammond & McLaughlin, 1999; Wilson & Berne, 1999).
The music education profession has long recognized the importance of teacher education. While researchers have placed a focus on preservice music teachers’ learning, they are only beginning to explore issues related to the development of inservice music teachers’ professional knowledge and practice. Research on group strategies such as communities of practice, collaborative action research, and lesson study for the professional development of music educators in schools is limited...

Exploring the Current State of Grades 4 to 8 Science Education in Ontario

Dow, Allison
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
46.15%
This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The study’s methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual)  qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers’ reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a “second-tiered” value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.

Expanding Opportunities and Building Competencies for Young People : A New Agenda for Secondary Education

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
46.49%
The report offers policy options to support developing countries and transition economies in adapting their secondary education systems to the demands arising from the successful expansion of primary education and the socio-economic challenges presented by globalization and the knowledge-based economy. The work is the result of an extensive consultative process that involved education specialists worldwide.

West Bank and Gaza : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
46.52%
The West Bank and Gaza is focusing on strengthening its education system: provision of schooling is relatively equitable and increased decentralization is planned. West Bank & Gaza (WB&G) spent 1.3 percent on public education as a percentage of Gross Domestic Product (GDP). This year, the Palestinian Authority (PA) published a report entitled Homestretch to Freedom, which outlines the objectives for the coming year, along with the Education Development Strategic Plan, 2008-2012 (EDSP). Most notably, it will proceed with plans to modernize the education system. The importance of government spending in the economy is evidenced by the changing composition of GDP: the share of the mostly government-funded sectors (health and social work, water and electricity, education, and public administration and defense) rose from less than 21 percent in 1999 to almost 30 percent in 2009.

Nigeria : Ekiti Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
36.73%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. There is increasing interest across the globe to attract, retain, develop and motivate great teachers. While the World Bank has ample experience in supporting teacher policy reforms in developing countries, until recently there was no systematic effort to offer data and analysis that can provide policy guidance on teacher policies. The focus of the initiative is the design of teacher policies as opposed to their implementation on the ground. A number of complementary activities will be looking at implementation in a sample of countries as this will involve a different methodological approach and will require more financial and human resources.

MENA Regional Synthesis on the Teacher Policies Survey : Key Findings from Phase 1

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
46.53%
This report summarizes the main findings of the first phase of the regional study on teacher policies which draws heavily from the SABER-Teachers methodological papers and country reports. It presents the methodology of the SABER-Teachers benchmarking exercise; provides a preliminary analysis of the regional trends in teacher policies based on data collection and analytical tools developed by HDNED as well as the country reports produced by the SABER-Teachers team; and discusses the next steps for the regional work on teacher policies.

Tutorizaci??n acad??mica durante el pr??ticum de la titulaci??n de grado de educaci??n infantil para la ??tica profesional

P??rez-Garc??a, Purificaci??n; Domingo Segovia, Jes??s; Hern??ndez R??os, Mar??a Luisa; Latorre-Medina, Mar??a Jos??; L??pez L??pez, Mar??a del Carmen; Molina Ruiz, Enriqueta; Montes Moreno, Soledad
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Outros
Português
Relevância na Pesquisa
46.24%
El documento aborda la estimulaci??n de la competencia del compromiso ??tico durante el pr??cticum de la titulaci??n de grado en Educaci??n Infantil. Se propone una secuencia de actividades para desarrollarlas con los estudiantes universitarios, futuros maestros, durante seminarios semanales.; The paper addresses the stimulation of the ethical competence into the practicum period during teacher education of the Early Childhood Education degree. We propose a sequence of activities to develop with university students, student in presevice and future teachers, during weekly seminars.

Tutorizaci??n acad??mica durante el pr??cticum de la titulaci??n de grado de educaci??n primaria para la ??tica profesional

P??rez-Garc??a, Purificaci??n; Domingo Segovia, Jes??s; Hern??ndez R??os, Mar??a Luisa; Latorre-Medina, Mar??a Jos??; L??pez L??pez, Mar??a del Carmen; Molina Ruiz, Enriqueta; Montes Moreno, Soledad
Fonte: Universidade de Granada Publicador: Universidade de Granada
Tipo: Outros
Português
Relevância na Pesquisa
46.24%
El documento aborda la estimulaci??n de la competencia del compromiso ??tico durante el pr??cticum de la titulaci??n de grado en Educaci??n Primaria. Se propone una secuencia de actividades para desarrollarlas con los estudiantes universitarios, futuros maestros, durante seminarios semanales.; The paper addresses the stimulation of the ethical competence into the practicum period during teacher education of the Primary Education degree. We propose a sequence of activities to develop with university students, student in presevice and future teachers, during weekly seminars.

Computerized Application for Analysing the Time and lnstructional Paranteters in Sport Coaching and Physical Education Teaching

Viciana Ram??rez, Jes??s; Fern??ndez-Revelles, Andr??s B.; Zabala, Mikel; Requena S??nchez, Bernardo; Lozano, Luis
Fonte: International Association of Computer Science in Sport (IACSS) Publicador: International Association of Computer Science in Sport (IACSS)
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.13%
A software made in Visual Basic?? is presented here, attending two important competencies in the ftrst formation of any preservice Physical Education (PE) teacher or any sport coach: l) time management available to develop the contents in a school or in the training sessions, and 2)feedback administra/ion for both students and athletes. Time management and feedback administration have been shown as two impottant parameters when evaluating the teaching quality. Because of the utilization of these two parameters, motor learning in schools, skill automation in sport and, at the end, the effectiveness in PE classes and sport training, can be better reached with the enhanced use of time and the correct orientation of the instructions given by teachers and coaches. There are severa! studies that conclude the importance of both indexes: Barret (2000) and Momodu (2000), for time management or AL T-PE -Academic Learning Time in Physical Education-, Johnson and Ward (2001), for feedback administration in PE, or Hast??e (1994), for comparing the influence between the two parameters.

Cultural influence and learning to teach: Beginning teachers' perceptions of teacher preparation programs and school support systems

Scruggs-Williams, Sharon Denise
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.31%
Beginning teachers in the field of English Language Arts and Reading are responsible for providing literacy instruction to students. Teachers need a broad background in teaching reading, writing, listening, speaking, and viewing, as well as critical thinking. In secondary schools in particular, beginning English Language Arts and Reading teachers are also faced with the challenge of preparing students to be proficient enough readers and writers to meet required State standards. Beginning teachers must navigate compelling challenges that exist during the first years of teaching. The school support systems available to new teachers are an integral part of their educational development. ^ This qualitative study was conceptualized as an in-depth examination of the experiences and perceptions of eight beginning teachers. They represented different racial/ethnic groups, attended different teacher preparation programs, and taught in different school cultures. The data were collected through formal and informal interviews and classroom observations. A qualitative system of data analysis was used to examine the patterns relating to the interrelationship between teacher preparation programs and school support systems. ^ The experiences of the beginning teachers in this study indicated that teacher education programs should provide preservice teachers with a critical knowledge base for teaching literature...

Lebanon : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
46.54%
In 2009, Lebanon spent 1.8 percent of Gross domestic product (GDP) on public education. In the same year, as a percentage of total government expenditure, Lebanon spent 7.2 percent on education. An important challenge for Lebanon is that its best-trained people migrate abroad or have to face low rates of return to schooling domestically. Lebanon is experiencing an over-supply of teachers, which provides an opportunity to be more selective and raise the bar for entering teachers. While some neighboring countries only screen teacher candidates based on test scores in the secondary school leaving examination (West Bank & Gaza, Jordan, and Yemen), applicants for teacher education programs in Lebanon are admitted based on two criteria: (i) test scores in the secondary school leaving examination, and (ii) performance in the compulsory entrance examination for teacher education programs. While there are some mechanisms in place to hold teachers accountable, their enforceability is limited. Teachers are offered few financial incentives or opportunities for public recognition to reward strong performance. There is no probationary period prior to awarding open-ended status. While the first years of teaching are among the best available predictors of a teacher's performance later on in their career...

Nigeria : Bauchi Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
36.73%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

Assessing National Achievement Levels in Education; Avaliacao dos niveis de desempenho educacional; Évaluer les niveaux nationaux de performance dans l’éducation

Greaney, Vincent; Kellaghan, Thomas
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
Português
Relevância na Pesquisa
46.51%
This introductory book describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two important developments. First, it reflects increasing globalization and interest in global mandates, including Education for All (UNESCO 2000). Second, it represents an overall shift in emphasis in assessing the quality of education from a concern with inputs (such as student participation rates, physical facilities, curriculum materials, and teacher training) to a concern with outcomes. This emphasis on outcomes can, in turn, be considered an expression of concern with the development of human capital in the belief (a) that knowledge is replacing raw materials and labor as resources in economic development and (b) that the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in an international market. The purposes and main features of national assessments are described in chapter 2. The reasons for carrying out a national assessment are considered in chapter 3...

La competencia matemática (en el sentido de PISA) de los futuros maestros

Sáenz Castro, César
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2007 Português
Relevância na Pesquisa
46.24%
PISA evalúa el conocimiento funcional de las matemáticas en estudiantes de 15 años. En nuestro estudio hemos evaluado este mismo conocimiento en estudiantes de magisterio para establecer su perfi l de rendimiento, en comparación con los adolescentes pero también como base de una posible práctica docente enfocada hacia el desarrollo de competencias matemáticas. Hemos relacionado este rendimiento con factores afectivos y actitudinales, como se hace en PISA 2003, y además, lo hemos relacionado con la capacidad general de resolución de problemas (no estrictamente matemáticos). Los resultados obtenidos nos permiten extraer consecuencias para la formación de maestros.; PISA evaluates the functional knowledge in mathematics of fi fteen-years-old pupils. In our research, we have evaluated this knowledge in preservice teachers in order to establish their level of competence in mathematical skills. In this research, we also compare this level with that of Secondary School pupils. Furthermore, this assessment can be used as the basis of a practical teaching methodology focused on the development of mathematical skills. We have related this level of competence with affective and attitudinal factors, according to 2003 PISA. Moreover...

Instructional Technology and Education of the Deaf: Supporting Learners, K- College: An International Symposium (2001); Technology used Support Sign and Spoken Language Development; How are Teachers for the Deaf Using the Internet to Educate K-12 Deaf and Hard of Hearing Students?; NTID's High Technology Center: A model of a centralized, industry funded, cross circular, multipurpose graphic media and publishing facility; A Web-Based Initiative to Infuse English Across the Curriculum for Deaf and Hard-of-Hearing Students; Clearinghouse on Mathematics, Engineering, Technology and Science(COMETS): A Web-based Resource for Inservice and Preservice Teacher Education; Postsecondary Education Network International Project; Popular Electronic Conferencing Use and Comparison; Implementing Video Streamed Instruction for Deaf and Hard-of-Hearing Online Learners; Adequate Testing and Evaluation of On-line Learners; Digital Video Conferencing for Remote Tutoring/Teaching of Deaf Students; Microsoft Office ASL Project: An Interactive Resource for Teaching Deaf Students Technical Information; Technology to Support Visually-Impaired Deaf; NTID Learning Consortium; Using C-Print to Support Learning in Secondary nd Postsecondary Settings; A Web-Supported Course for Deaf College-Aged Students; The Design and Use of a Language Facility for the Instruction of Sign Language Interpreters; NTID's Educational Technology Resource Room A Supportive Environment for Acquisition and Application of Instructional Technologies; Distance Learning Pilot: Physics and Mathematics Part I;Part II to Continue at 11:00; Distance Learning Pilot: Physics and Mathematics Part II A Continuation of a 10:00 Session; Project Inclusion; Web-based Guide Practice to Improve Math Word Problem Solving; New Accomplishments Using Voice Recognition for Captioning of Chemistry Videotapes Made During Regular F2F Courses; Integrating Technology into Literacy : Digital Video Dictionary; Idea Tools:Rapid Development Tools for Creating Interactive Multimedia- Enabled Courses on the Web; Supporting ASL Learning through Interactive CD Rom Technology The American Sign Language Vocabulary CD

Mumford, Bonnie; Lauria, Dino; Mineck, Edward; Berent, Gerald; Lang, Harry; DeCaro, James; Mallory, James; Reeves, June; Wallber, Josara; Finton, Ken; Elliot, Lisa; Gottermeier, Linda; Siple, Linda; Young, Marsha; DeCaro, Patricia; Kelly, Ronald; Paine, R
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
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Português
Relevância na Pesquisa
46.13%
Symposium held June 25-27, 2001 ~ workshops; June 28-29, 2001 ~ Symposium at National Technical Institute for the Deaf, Rochester Institute of Technology , Rochester, NY. See Symposium website at: http://www.rit.edu/~techsym/2001/ . The objective of the Symposium is to provide a forum for the educators supporting deaf and hard of hearing learners to disseminate information relative to current and future innovations and developments in the use of educational media and technology in the teaching/learning process. Additionally, post-conference workshops will provide participants with sophisticated, hands-on training on the use of instructional technology in deaf education. The symposium will offer a diverse program with a good mix of K-12, postsecondary and international representation on the program and in participation. Symposium materials are available at the Symposium website: http://www.rit.edu/~techsym

O novo currículo de licenciatura da FEUSP: uma experiência em curso

Garrido, Elsa
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/01/1996 Português
Relevância na Pesquisa
46.35%
O artigo trata dos conceitos que fundamentam os novos currículos de Licenciatura em Física e matemática da Universidade de São Paulo. Descreve as estruturas que os caracterizam e contextualiza as novas propostas de formação de professor partindo dos debates institucionais que as gestaram. Detém-se na implementação do projeto pela Faculdade de Educação, considerando os avanços, as dificuldades e os desafios que essa nova realidade tem colocado.; This paper presents the rationale underlying the new Teacher Education Curriculum designed for Preservice Teachers of Physics and Mathematics, being implemented in the School of Education of the University of S. Paulo. It describes the main aspects of their structures and considers institutional contexts that framed them. The article stress the advances, difficulties and challenges in the process of putint the new project into practice.

The university teacher and appropriated evaluation practices in higher education: a student's perspective

Vasconcellos,Maura Maria Morita; Oliveira,Claudia Chueire de; Berbel,Neusi Aparecida
Fonte: Interface - Comunicação, Saúde, Educação Publicador: Interface - Comunicação, Saúde, Educação
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2007 Português
Relevância na Pesquisa
46.24%
This article is the result of an investigation done in the preservice teaching education courses at Londrina State University (UEL), which tried to understand evaluation practices of university teachers working in those courses nominated by students as good evaluators. The study included semi-structured interviews with 48 teachers, recorded and transcripted for treatment and qualitative analysis. One of the main aspects was to observe personal aspects which stimulate the evaluation practice in higher education, focusing on the teachers personal experiences, self-evaluation, and the reflective process on their teaching practice. The values and conceptions which embody the evaluation practice were also investigated. The main objective of the research was to extract lessons from the positive practice of the evaluation for university teachers in general. Some of the noteworthy lessons included: the assumption of a comprehensive conception on teaching which surpasses the limits of the classroom itself, the self-evaluation as a continuous process of the evaluators practice, and the predominance of the objectives over the procedures in the evaluation process.