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[en] TECHNICAL SCHOOL OF PARÁ AND THE PROFESSIONAL EDUCATION POLICIES OF THE STATE / [pt] ESCOLA TÉCNICA ESTADUAL DO PARÁ E AS POLÍTICAS DE EDUCAÇÃO PROFISSIONAL NO PARÁELINILZE GUEDES TEODORO 29 December 2010 (has links)
[pt] O presente trabalho tem como objeto de estudo a trajetória de
transformações da Escola Técnica Estadual do Pará (ETEPA) desde as suas
origens como Centro Interescolar, impulsionada pela implementação das políticas
de educação profissional no Estado do Pará, até a instalação da ETEMB, após as
reformas educacionais dos anos de 1990. O estudo trabalha com o período
demarcado entre 1980 e 2003, ano em que a pesquisa de campo evidenciou que
iniciaram novas mudanças educacionais na educação profissional do Estado e a
escola passa à gestão de uma Organização Social. Aborda-se nesse trabalho a
história da instituição escolar conforme a proposta de Magalhães (1999) e Barroso
(2007), em que a categoria da cultura escolar tal como compreende Vinão (2006),
é o pano de fundo onde se dá o estudo historiográfico e a discussão das políticas
educacionais dá-se com apoio de Cunha (1975, 2000) e Warde (1979). A pesquisa
iniciou com a organização de fontes bibliográficas, em seguida direcionou-se à
busca de documentos em fontes como portarias, resoluções, decretos, atas de
reuniões, relatórios de gestão, notícias em impressos escolares e na imprensa da
cidade, recorrendo finalmente às entrevistas a membros da equipe de
administração, diretores da escola, professores e ex-alunos. Mediante os dados
obtidos nesse estudo sustentamos que, em face das políticas nacionais e do
Estado, de suas articulações, desarticulações, assincronias e insuficiências foram
produzidos momentos de sombra nos quais, contraditoriamente, se deixou espaço
para o protagonismo docente, no âmbito da organização escolar. / [en] The thesis is aimed at studying the transformation process of ETEPA
(Technical School of Pará State) in the 1980-2003 period. It analyses its origens
as an Interschool Center in 1980, leaded by the State policies on professional
education; and in the 1990 decade as the ETEMP in the context of several
educational reforms carried out in the nineties. The analysis scope is restricted to
the 1980-2003 period, because since then ETEPA has been changed to the special
status of a Social Organization. The theoretical framework of the thesis is based
on concepts of school culture, as developped by Magalhães (1999), Barroso
(2007), and mostly by Viñao (2006). This historiographic approach is
complemented by studies on schools policies carried out by Cunha (1975; 2000)
and Warde (1979). The research methodology explored bibliographical sources
through archival studies related to legal bylaws, Government resoluctions and
decrees, institucional printouts, as well as articles published by the regional press.
The data from the archival studies were complemented by interviews carried out
with leading directors of the several administrations in the period, as well as with
samples of faculty members and alumni. The data gathered by the research
pinpoint many aspects of articulations and desarticulations, assynchronies and
insuficiencies of the ETEPA´s institutional culture in relation to the national and
regional policies on professional education. In such a context of uncertainty and
dubiousness, it is stressed the role played by the faculty protagonism in shapping
ETEPA´s institutional culture. However, this faculty protagonism reflects also
several dimensions of resistence and inflexibility towards required institutional
changes in the period.
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[en] EDUCATION AND DEVELOPMENT IN BRAZIL: THE INEP PROJECT AND THE OPERAÇÃO-ESCOLA (1968-1970) / [pt] EDUCAÇÃO E DESENVOLVIMENTO NO BRASIL: O INEP E O PROJETO OPERAÇÃO-ESCOLA – 1968 / 1970CECILIA NEVES LIMA 02 December 2016 (has links)
[pt] A pesquisa teve como objetivo primordial compreender as relações
estabelecidas entre o Instituto Nacional de Estudos e Pesquisas Educacionais
(INEP) e as políticas públicas do Governo Militar, no período de 1968 a 1970.
Consideramos como expressão exemplar dessa relação um projeto denominado
Operação-Escola, proposto no âmbito do Programa Estratégico do
Desenvolvimento (PED), gestado no interior do Ministério do Planejamento e
Coordenação Geral (Miniplan), e executado pelo INEP. Procuramos, a partir do
objetivo proposto, caracterizar a rede de relações estabelecida entre o Ministério
do Planejamento e o Ministério da Educação por conta deste programa, o qual
mobilizou importantes setores de instituições ligadas a estes órgãos, como o INEP
e o Instituto de Pesquisa Econômica Aplicada (IPEA). Tais instituições
configuraram uma rede de relações e de circulação de poder que ao mesmo tempo
em que se constituiu em uma resultante da configuração política do Governo
Militar, trouxe-lhes novas diretrizes e perspectivas no âmbito da planificação
econômica implementada no Brasil durante o período (especialmente entre os
anos de 1968 e 1970). Partimos de uma análise de documentos elaborados por
órgãos que integraram o referido projeto governamental, e, a partir destes,
procuramos caracterizar a Política Educacional Brasileira no contexto de
aprofundamento das contradições inerentes ao modelo capitalista periféricodependente
adotado pelo Brasil nesta época. Como alguns dos resultados,
podemos destacar: a) a inflexão na perspectiva de atuação política e técnica do
INEP; b) o embate no âmbito de dois setores do Estado Brasileiro, entre diferentes
concepções de Educação e Desenvolvimento. / [en] The goal of this research is to understand the fundamental relationship
between the Instituto Nacional de Pesquisas Educacionais (INEP) and the public
policies of Military Government through 1968-1970. We consider as an examplar
expression of this relationship the project called Operação-Escola, proposed as
part of the Programa Estratégico do Desenvolvimento (PED), gestated inside the
Ministério do Planejamento e Coordenação Geral (MINIPLAN) and executed by
INEP. We intend to characterize thenetwork stablishedbetween the Ministério do
Planejamento and the Ministério da Educação because of this program, which
mobilized important sectors of both institutions related to these organs, such as
the INEP and the Instituto de Pesquisas Econômicas Aplicadas (IPEA). Those
institutions have configured a relationship network and a circulation of power
that, as a result of the political configuration of the Military Government, also
brought to them new sets of directions and perspectives for the Brazilian
Government s economical planning during the period (especially between the
years of 1968 and 1970). We set out from an analysis of documents on the above
project, elaborated by these organs, and from these documents we seek to
characterize the Brazilian Educational Policy in this context of the deepening of
the contradictions inherent to the peripheric-dependent capitalist model followed
by Brazil at this time. As some of the results, we emphasized: a) the inflexion of
perspective on political and technical performances by INEP; and b) the clash
within this two sectors of the Brazilian State, between different conceptions of
Education and Development.
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Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black YouthKlein, Jayne A. 10 November 2011 (has links)
Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001).
The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth.
Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents.
Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem.
The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life.
The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.
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Responding to student diversity : a study of the experiences of 'foreign-speaking' students in secondary schools in CyprusEliadou, Annita January 2014 (has links)
This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.
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A Study of School Finance in Arizona: Equity, English Language Learners, and the Allocation of Funding.January 2018 (has links)
abstract: ABSTRACT
Closing the achievement gap between low-income, marginalized, racially, and linguistically diverse students has proven difficult. Research has outlined the effects of funding on student achievement in a manner that focuses the attention on dollars expended, in order overcome barriers to learning. Arizona has long been recognized for its education funding disparity, and its inability to balance fiscal capacity in a manner that serves to improve educational outcomes.
This dissertation examines how Arizona funds its education system. It measures horizontal inequity in a robust manner by examining those fiscal capacity resources directly related to learning and poverty. Recognizing districts with higher concentrations of special needs students will impact fiscal capacity at the district level, this dissertation applies a non-linear analysis to measure how English language learners/ limited English proficient (ELL/ LEP) student proportionality impacts federal and state revenue per pupil, ELL expenditures per pupil, and total expenditures per pupil.
Using the Gini Ratio, McCloone Index, Coefficient of Variation, and Theil inequality index, this dissertation confirms that significant education funding disparity exists across Arizona’s school districts. This dissertation also shows the proportion of English language learners is negatively related to local revenue per pupil, and ELL expenditures per ELL pupil.
Arizona has characteristically funded the public education system inequitably and positioned its students in a manner that stratifies achievement gaps based on wealth. Targeted funding toward ELLs is in no way meaningfully related to the proportion of ELLs in a district. Conceptually the way in which equity is defined, and measured, may require re-evaluation, beyond correlated inputs and outputs. This conceptual re-evaluation of equity must include the decision making process of administrative leaders which influence the quality of those resources related to student learning. / Dissertation/Thesis / Doctoral Dissertation Educational Policy and Evaluation 2018
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Výtvarná výchova jako východisko v procesu tvorby třídního vzdělávacího programu pro děti předškolního věku / Art as a starting point in the process of a class educational program for preschool childrenNěmcová, Jana January 2015 (has links)
Name Art as a starting point in the process of a class educational program for preschool children Abstract This work in its theoretical part specifies the definition of art education, work and art techniques at kindergartens. It describes both the historical and the current ideas on changes of art creation of pre-school children. It goes into the solutions, competency, preparations and the actual creation of a class curriculum for pre-school children at contemporary kindergartens. The empirical part describes experience of my colleagues in the creation of a class curriculum with a focus on the global view, motivation and integrated programmes. The practical part illustrates the class curriculum based on a year-round project which comes out of art activities. There is a motivational theme that goes through the whole project and motivates children in other spheres of education as well. There is an offer of activities and a close relation to other subjects which are based on the art creation of children or lead to the creation by art works. The whole project culminates with a theatre performance which is made by children themselves. Key Words Art activities, pre-school age, class educational program, pre-school education, art techniques, art, kindergarten, fairy tale, educational conception,...
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Analýza financování veřejných vysokých škol v České republice- implementace změn / Analyses of public higher education funding in Czech Republic- implementation of changesVašková, Alexandra January 2012 (has links)
Diploma thesis "Analyses of public higher education funding in Czech Republic- implementation of changes" deals with setting the rules and principles of higher education institutions funding in Czech Republic and analyzes the situation in funding after year 2006. The thesis outlines its view on the universities budget and its function by clarifying the function of public budgets and it clarifies the constitution of higher education as a mixed good with externalities. Funding of higher institutions is a tool in the hands of the state, which helps to influence the higher education politics.For better understanding the current situation, the thesis is using the description of evolution in higher education funding after year 1989. Another important aspect is the international context, therefore , the thesis peeks into the setting up the system of higher education funding in chosen states and implements detected knowledge into the wider context. Using case study research design the thesis makes clear the evolution in funding after year 2006 and formulates the implication for public policy.
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Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended ConsequencesMcCullough, Carla M. 01 July 2012 (has links) (PDF)
Brown v. Board of Education (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was fought with good intentions, there may have been unintended consequences that occurred due to the policy implementation. The purpose of this research was to explore the policy, its implementation, and assess the extent to which the goals of the original policy were met. This study used a mixed-methods approach and was set within one large urban school district. The qualitative portion of the study included interviews with a small group of educators who were directly impacted by Brown and its implementation. The data from both the interviews and the selected focus schools indicated that the initial goals of Brown, equal educational opportunities and integrated schooling, were not met. This research provided information from key areas that may serve as a guide to help make future policy implementation successful.
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The Unraveling Of America's Education SystemWright, Amy 01 January 2005 (has links)
This research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze educational data. The data was collected and then correlations were run between the expenditures per pupil, number of pupils per teacher, standardized test scores, such as average ACT, average SAT, average 8th grade Math and Reading tests, and average 4th grade Math and Reading tests. This research project also included the percentage of minority students in the classroom, a variable whose data has been collected over the years, but it has never been included in any prior analyses. What this research project found is that some of the data, such as the standardized test scores, have a different strength of relationship between variables at the different levels. For example, expenditures per pupil have strength in the relationship between the different standardized test scores at the national level, but once those numbers are broken down by region, the strength in the variables relationship is weakened. This research project also discovered that the make up of the classroom, specifically the percentage of minority students, is a vital factor in the performance of all students.
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Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local ContextFord, Sarah Marie 04 August 2010 (has links)
No description available.
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