Marcelo Henrique Oliveira Henklain

Bio: Marcelo Henrique Oliveira Henklain is an academic researcher from Federal University of Roraima. The author has contributed to research in topics: Checklist & Formative assessment. The author has an hindex of 5, co-authored 23 publications receiving 110 citations. Previous affiliations of Marcelo Henrique Oliveira Henklain include Federal University of São Carlos.

Teacher Behavior Checklist: Psychometric Evidence in Teacher Evaluation by Brazilian University Students

Abstract: Performance evaluations help university teachers to improve teaching, especially when based on internationally recognized criteria. This study aimed to carry out a cross-cultural adaptation of the Teacher Behavior Checklist (TBC) for Brazilian students to evaluate their teachers (Study 1) and investigate its psychometric evidence (Study 2). In Study 1, evidence was favorable to the use of TBC for teacher evaluation by the student. In Study 2, 714 public university students participated (Average age = 24.3 years; SD = 6.85), 57.2% women. The TBC was applied collectively in the classroom. The results corroborated the two-factor model according to the instrument’s original version, demonstrating an evidence of validity. Evidence of reliability has been documented (alpha = 0.92; Test-Retest = 0.75). This study presented an adequate instrument for the teacher formative evaluation and expanded Brazil’s insertion in international research on effective teaching.

Produção analítico-comportamental sobre ensino-aprendizagem de habilidades matemáticas::

Abstract: A presente pesquisa objetivou identificar e descrever, no periodo de 1992 a 2011, trabalhos de analistas do comportamento sobre ensino-aprendizagem da matematica apresentados nos Encontros da Associacao Brasileira de Psicologia e Medicina Comportamental (ABPMC) e nas Reunioes Anuais da Sociedade Brasileira de Psicologia (SBP). Os documentos (anais e/ou programacoes) encontrados foram lidos na integra com o objetivo de identificar trabalhos com pelo menos um dos seguintes descritores: (a) numero, (b) numeral, (c) matematica, (d) aritmetica, (e) ordenacao, (f) quantidade, (g) resolucao de problemas. Os resultados sugerem que as pesquisas sobre ensino-aprendizagem da matematica estao concentradas tanto na operacionalizacao e ensino de conceitos matematicos fundamentais quanto na reversao do fracasso e da ansiedade a matematica. Apesar da producao coesa e socialmente relevante, nota-se a necessidade de ampliacao da comunidade de analistas do comportamento interessados em pesquisar na area de ensino-aprendizagem de matematica, atrelada a um aumento na eficacia da divulgacao dos trabalhos produzidos, tanto para comunidades de analistas do comportamento como tambem para de nao analistas. Novos estudos sao necessarios no intuito de mapear, organizar, descrever, avaliar, orientar e divulgar a producao comportamental sobre ensino-aprendizagem da matematica.

Obstáculos e benefícios na implantação do modelo de gestão por competências: a percepção de consultores de recursos humanos

Abstract: Desde a decada de 1980 , empresas e pesquisadores investem em modelos de gestao de pessoas que favorecam a mobilizacao de conhecimentos, habilidades e atitudes em situacoes de trabalho. O modelo de gestao por competencias atende a esta demanda, mas poucas empresas o adotam. Com o objetivo de identificar os motivos dessa baixa adesao, foram entrevistados consultores de RH que atuam com esse modelo. Segundo esses consultores, o modelo tem baixa adesao porque existe desconhecimento de gestores e funcionarios acerca dos reais principios da gestao por competencias e grande resistencia a mudanca de praticas tradicionais de administracao e de trabalho. Sugere-se a realizacao de estudos que busquem desenvolver metodologias de ensino e formacao de profissionais capazes de aplicar o modelo de gestao por competencias, de modo a garantir a adesao de gestores e funcionarios. Sem esses encaminhamentos, o modelo permanecera como objeto de interesse exclusivo de pesquisadores, sendo subutilizado pelos empresarios.

Educação: um tesouro a descobrir

Abstract: A vida dos seres humanos e marcada pela globalizacao, impondo uma interdependencia planetaria, provocando impactos, por vezes nocivos, para a humanidade como um todo. A perspectiva de superacao das situacoes de dominacao, de exclusao, de desumanizacao, esta na educacao alicercada em principios da solidariedade, da etica, da justica, tendo a democracia como principio norteador na gestao e efetivacao de um projeto de cooperacao internacional. Urge conciliar, vincular desenvolvimento economico e desenvolvimento humano, almejando a construcao de uma sociedade sustentavel.

Derived Equivalence Relations of Geometry Skills in Students with Autism: An Application of the PEAK-E Curriculum.

Abstract: The present study evaluated the efficacy of equivalence-based instruction (EBI) as described in the PEAK-E curriculum (Dixon, 2015) for promoting the emergence of derived geometry skills in two children with high-functioning autism. The results suggested that direct training of shape name (A) to shape property (B) (i.e., A-B relations) was effective for both participants. Following A-B training, both participants demonstrated emergent relations that are consistent with symmetry (B-A), as well as emergent shape name (A) to shape picture (C) relations that are consistent with transitivity (A-C). The results expand on existing literature by demonstrating the emergence of an A-C relation when neither A nor B stimuli were ever trained to C stimuli and illustrate the efficacy of EBI for training geometry skills.

Análise do comportamento para a Educação: contribuições recentes

Abstract: Maria Martha Costa Hubner, Miriam Marinotti (orgs.). Analise do comportamento para a Educacao: contribuicoes recentes (Santo Andre, ESETec, 2004).

The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education

Abstract: Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students’ learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of Sao Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures’ methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 ≥ 15), and 53.6% had moderate to severe functional impairment (WSAS > 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores > 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students’ ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.