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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

Η εργασία μελετά όλα τα μέτρα που έχουν εφαρμοστεί από το 1974 έως και το 2009 σχετικά με την πρόσβαση στην Τριτοβάθμια Εκπαίδευση μέσα από τους πολιτκούς λόγους των ελληνικών κοινοβουλευτικών κομμάτων. Σκοπός να κατανοήσουμε το ιδεολογικό υπόβαθρο των θέσεων τους. / In this thesis we study all the measures that have been taken since 1974 about the entrance into the tertiary education through the political speeches of the Greek parliamentary parties. Our goal is to comprehend their ideological basis.

Made available in DSpace on 2016-06-02T19:35:28Z (GMT). No. of bitstreams: 1 TeseLFPB.pdf: 965569 bytes, checksum: afc4ad6da57636c31f2835e1121de7e7 (MD5) Previous issue date: 2006-05-30 / The Brazilian marxist current educators who criticize the educational policies from the 1995 to 2002 Fernando Henrique Cardoso governments, in Brazil, start analysing about the circumstances of a neo-liberal government, strongly marked by the weight of international financial agencies which impose educational policies profiles that in order to guarantee the capitalist accumulation, these policies have a character of strong exclusion. We highlight Gaudêncio Frigotto and Pablo Gentili, as expressions from this group of educators. The question they point out as fundamental is the lack of democracy in the relations between the State and society and also in the several social instances, that prevent from the possibility of the great majority of Brazilians characterize themselves as citizens. This work recognizes all the criticized elements as legitimate, but seek to problemize the format how to elaborate the critique itself, because there is in its formulations a bet in democracy and as an outcome, a belief in education as a social changing area, elements proper to the liberal thinking, that reinforce the myth of a redempting school. Considering the affiliation of the authors to marxism, we indicate the inheritage of social-democracy and the determined use they make of marxism, as the closest identification with the theoretical formulation from the authors studied here. / Os educadores marxistas brasileiros contemporâneos que efetuam a crítica às políticas educacionais dos governos de Fernando Henrique Cardoso, de 1995 a 2002, no Brasil, partem de uma análise sobre as circunstâncias de um governo neoliberal, fortemente marcado pelo peso das agências financeiras internacionais, as quais impõem perfis de políticas educacionais que, para garantir a acumulação capitalista, são políticas de caráter fortemente excludente. Destacamos Gaudêncio Frigotto e Pablo Gentili, como expressão desse grupo de educadores. A questão que apontam como fundamental é a ausência de democracia nas relações entre Estado e sociedade e também nas diversas instâncias sociais, que impedem a possibilidade de grande parte dos brasileiros caracterizarem-se enquanto cidadãos. Este trabalho reconhece todos os elementos criticados como legítimos, mas procura problematizar a forma como se elabora a crítica, já que entende haver nas suas formulações uma aposta na democracia e, como decorrência dela, uma crença na educação como espaço de transformação social, elementos próprios ao pensamento liberal, que reforçariam o mito da escola redentora. Considerando a filiação dos autores ao marxismo, indicamos a herança da social-democracia e o uso determinado que fazem do marxismo, como a mais próxima identificação com a formulação teórica dos autores aqui estudados.

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No. of bitstreams: 1 chirinea_am_dr_mar.pdf: 1730174 bytes, checksum: 0756fd62be9c8e6273db82f7063ab532 (MD5) Previous issue date: 2016-02-25 / Esta pesquisa, realizada junto ao Programa de Pós-graduação em Educação, na linha de políticas educacionais, gestão de sistema e organizações, trabalho e movimentos sociais, teve como objetivo investigar como o sistema municipal de ensino de Bauru assim como as escolas que contemplam o nível fundamental de educação do município, se apropriaram do resultado do Ideb para instituir ações no interior do ambiente escolar. Procurou-se, portanto, desvelar como estes resultados subsidiaram a formulação e a implementação de políticas educacionais no contexto do sistema e das unidades escolares investigadas. Ideb se configura como um indutor de políticas e ações educacionais e como indicador estratégico da atual política educacional brasileira, na medida em que se destaca como o grande termômetro da qualidade educacional, tendo como subsídio para o seu cálculo, dois fatores: desempenho dos estudantes nas avaliações externas, e as taxas de aprovação, evasão e reprovação. Além disso o índice ainda tem implicações nas políticas educacionais como currículo, gestão educacional e formação de professores. Tendo em vista as projeções de notas estabelecidas pelo Ideb, cuja série histórica se iniciou em 2005 e se estenderá até 2022 e, diante da necessidade de alcançar as metas estabelecidas pelo índice, escolas e sistemas de ensino utilizam o indicador para instituir ações que procuram evidenciar a promoção da qualidade, bem como o alcance das notas preconizadas e divulgadas pelo MEC/Inep, de modo que, em 2022, o índice brasileiro alcance a média seis, que é a nota mínima, em termos de qualidade educacional, recomendada pela Organização para a Cooperação do Desenvolvimento Econômico (OCDE). Considerando tal prerrogativa, este trabalho procurou pesquisar como o resultado do índice subsidia a formulação e a implementação de ações no micro contexto das unidades escolares, assim como entender como a gestão utiliza os resultados do Ideb para implementar ações e estratégias de melhoria da qualidade nos processos educativos. As análises foram pautadas na abordagem do ciclo de políticas, no intuito de evidenciar as políticas educacionais contemporâneas como um ciclo constituído pelos contextos de influência, contexto da produção de texto e finalmente pelo contexto da prática. Os dados demonstraram que no contexto da prática os gestores das escolas investigadas reinterpretam os dados gerados com o Ideb, bem como as políticas instituídas. A pesquisa também demonstrou que o Ideb, embora seja um instrumento significativo para a gestão das escolas e do sistema, não se constitui como o único referencial da qualidade das escolas investigadas, cujo foco está mais no processo do que no resultado. Finalmente os resultados produzidos com o Ideb são utilizados para implementar ações que visam ao alcance das notas dos anos subsequentes, atendendo as prerrogativas legais estabelecidas pelo Plano de Desenvolvimento da Educação e pelo Plano de Metas Compromisso Todos pela Educação. / This research, along with the Post Graduation Program in Education, in lines of educational policies, system management and organizations, labor and social movements, aimed to investigate Bauru municipal educational system as well as schools that address the fundamental level of municipal education that apply the result of the Basic Education Development Index (Ideb) to institute actions within the school environment. It sought, therefore to uncover how these results subsidize the formulation and implementation of educational policies at the micro system context and school units that were investigated. Ideb is configured as an inducer of educational policies, actions and as a strategic indicator of current Brazilian educational policy, in that it stands as the great barometer of educational quality, taking as input for its calculation, two factors: performance of students in external evaluations and the approval rates, dropout and failure. In addition, the index also has implications for educational policy and curriculum, educational administration and teacher training. Given the projections of grades established by the Ideb, which historical series began in 2005 continuing until 2022 and given the need to achieve the goals set by the index, schools and school systems use the indicator to apply actions seeking to improve the promotion for quality as well as the scope of the intended grades published by the Ministry of Education (MEC) / National Institute for Educational Studies and Research (INEP), so that, in 2022, the Brazilian index reaches the average of six, which is the minimum score in terms of educational quality, recommended by the Organisation for Economic Co-operation and Development (OECD). Considering these prerogatives, this paper sought to explore how the index result subsidizes the formulation and implementation of actions in the micro context of school units, as well as understand how management uses the Ideb results to implement actions and quality improvement strategies in the processes education. The analyzes were guided in the approach of the policy cycle with a view to highlight the contemporary educational policies as a cycle represented from the influence of context , production context and finally the context of practice. The data showed that in the context of practice the managers of the schools investigated reinterpret the data generated with the Ideb, as well as the established policies. The research also demonstrated that although IDEB is a meaningful instrument in managing schools and educational systems, is not constituted as a unique referential of quality from the investigated schools, which focus is more in the process than in the result. Finally, the results found with Ideb is used to implement actions that view the reach of grades in the following years, according to legal prerogatives established by the Educational Development Plan and the Target Plan All for Education Commitment.

abstract: Meeting state and federal standards is a consistent challenge for schools and their students. Although states were mandated under the No Child Left Behind Act to provide Supplemental Educational Services, such as tutoring, to underperforming schools, the current education policy under the Obama administration does not specifically address the issue of tutoring. Rather, the Recovery Act implemented in 2009, asks states to reform and improve their education systems and schools to increase success and achievement for all students. One method for increasing student achievement and decreasing the gap between groups--thereby meeting the standards mandated by local, state, and federal governments--is tutoring. Obtaining information about and seeking views on tutoring is crucial before it can be applied to school reform. The present study utilized an online poll about tutoring to obtain students' views and to examine meaningful outcomes with regard to demographic variables. Results indicated that the polls' response items had more significant relationships with the variables of age, grade, and school than with those of gender and ethnicity. The response rate for items exhibited the most differences within ethnic groups and age, grade, and school. Each question provided insights to help inform school decision-making and improvement plans; for example, students in younger grades needed more support in spelling and math, whereas adolescents in upper grades reported more difficulty with science and math. Using the results of the present study, schools and districts can tailor and implement changes accordingly; for example, they can develop the best method for a particular demographic group to relay information about tutoring. In this way, strategies can be created and applied for individualized subgroups, thereby maximizing success for all students. The insights gained about tutoring from the ones who have the most at stake--the students--will provide the basis for designing and implementing effective tutoring programs in the schools. Electronic polls are an effective method for gathering student perceptions, providing the foundation for successful school reform and student success, in addition to building a learning community for all stakeholders. / Dissertation/Thesis / Ph.D. Educational Psychology 2010

abstract: The purpose of this study is to determine job satisfaction among school administrators who were involved in the teacher RIF (reduction in force) process in the spring of 2009. The study attempts to ascertain the effects of RIF on administrator job satisfaction in one, large, urban school district in Arizona and what impact, if any, the RIF process may have on the district and its personnel in the future. This study will question to what extent administrators within sample district are satisfied with their jobs, to what extent demographic information such as years of experience, age, gender, district position, and school level correlate with job satisfaction of administrators, in what ways has administrative job satisfaction been affected by the RIF process, what aspects of the RIF processes correlate with administrative job satisfaction, and what suggestions, if any, do administrators have regarding future RIF notifications during that time. This study will also recommend methods of notification delivery, advocate for administrator job satisfaction, and report any correlations within our findings to the sample district for review and consideration for the future. This study found that most administrators are very satisfied with their jobs, but the RIF process was somewhat influential in affecting their job satisfaction. Additionally, it seems that the higher the job position, the higher the job satisfaction. Advanced age, higher educational accomplishment, and longevity in one`s current position also correlated with high job satisfaction. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

Esta tese tem como objetivo analisar as ações do Estado brasileiro na educação básica no período de 1995 a 2014. Para tanto, faço uso de uma política pública educacional – o Sistema de Avaliação da Educação Básica (Saeb) – como “janela” desta pesquisa. O uso de uma política educacional como “janela” implica no entendimento de que as políticas públicas estão inseparavelmente relacionadas ao Estado (AGUDELO, 2011; OSCAR OSZLAK; GUILLERMO O'DONNELL, 1995) e que só se pode definir como política pública a ação que tem o aval estatal (OSZLAK; O'DONNELL, 1995). A escolha do Saeb, por sua vez, esteve alicerçada em uma revisão bibliográfica que aponta que, a partir das reformas estatais dos anos de 1990, as avaliações ganharam centralidade no cenário brasileiro (HYPOLITO, 2008; PERONI, 2003; FREITAS, 2004; BONAMINO; SOUSA, 2012; SOUZA; OLIVEIRA, 2003; COELHO, 2008). Esta é a justificativa para fazer uso de uma política pública educacional que inclui avaliações de larga escala, pois entendo que, olhando para tais avaliações, posso ter um acesso privilegiado para identificar como o Estado age na educação básica. A revisão bibliográfica também apontou que as reformas estatais de 1990 no Brasil foram fortemente influenciadas pelo modelo gerencial. Assim, os pressupostos gerencialistas foram aqueles, centralmente, utilizados para o entendimento das mudanças ocorridas no Estado brasileiro na década de 1990. Como forma de entender o modelo gerencial, faço uso das contribuições dos autores John Clarke e Janet Newman – que estudaram as reformas gerenciais no contexto da Inglaterra. Apresento um breve panorama histórico dos contextos internacional e brasileiro, no qual trato sobre a reestruturação do Estado e as principais mudanças que passaram a existir em relação às políticas educacionais, examinando, de forma especial, a centralidade que ganharam as avaliações de larga escala na educação. Através da realização de entrevistas realistas (PAWSON; TILLEY, 2000) com pessoas ligadas a órgãos estatais e a instituições não-estatais – que têm exercido um importante papel nas discussões educacionais –, da análise de documentos e da teoria construída para a tese, realizei uma análise que levou em conta as lentes teóricas utilizadas ao longo do estudo – análise relacional (APPLE, 2006) e a abordagem estratégico-relacional (JESSOP, 2008) – e que permitiu inferir, de forma complexa, sobre como se caracterizam as ações do Estado brasileiro na educação básica no período de 1995 a 2014. Concluí que, apesar da existência de particularidades no âmbito estatal brasileiro, sendo o Estado ainda forte e bastante centralizado e caracterizado pelo patrimonialismo, coronelismo e populismo (FAORO, 2001), as avaliações de larga escala e os pressupostos gerenciais servem como importantes orientadores das ações do Estado na educação básica, o que corrobora o alerta de Clarke e Newman (1997) de que, apesar das contradições existentes no Estado, o gerencialismo possui, atualmente, primazia sobre outros modelos. / This dissertation aims to analyze the action of the Brazilian State in the context of basic education from 1995 to 2014. Therefore, I use a public educational policy – the Basic Education Assessment System – as a “window” of this research. The use of a educational policy as a “window” implies the understanding that public policies are inseparably related to the State (HYPOLITO, 2008; PERONI, 2003; FREITAS, 2004; BONAMINO; SOUSA, 2012; SOUZA; OLIVEIRA, 2003; COELHO, 2008) and also requires the understanding that a policy can only be set as public policy when it has the State guarantee (OSZLAK; O'DONNELL, 1995). The choice of the Basic Education Assessment System was based on the literature review that points out that evaluations gained centrality in the Brazilian context since the State reforms in the 1990s (HYPOLITO, 2008; PERONI, 2003; FREITAS, 2004; BONAMINO; SOUSA, 2012; SOUZA; OLIVEIRA, 2003; COELHO, 2008). This is the justification for using an educational policy that includes large-scale assessments; I understand that, when looking for such assessments, I can have a privileged access to identify how the State acts in basic education. The literature review also pointed out that in the 1990s the State reform in Brazil was strongly influenced by managerialism. Thus, managerial assumptions were used to understand the changes in the Brazilian State in the 1990s. In order to understand managerialism, I use the contributions from John Clarke and Janet Newman – who have studied managerial reforms in England’s context. I present a brief historical overview of both international and Brazilian contexts, in which I deal with the restructuring of the State and the major changes in relation to educational policies, examining, specially, the centrality of large-scale assessments in education. By conducting realistic interviews (PAWSON; TILLEY, 2000) with people linked to State agencies and non-state institutions – which have played an important role in educational discussions –, document analysis and the theory built in this dissertation, I carried out an analysis that took into account the theoretical lens used throughout the study – relational analysis (APPLE, 2006) and the strategic-relational approach (JESSOP, 2008) – which allowed me to infer, in a complex way, how the action of the Brazilian State in basic education from 1995 to 2014 is characterized. I concluded that, despite of the existence of peculiarities in the Brazilian State level, which means that the State is still strong and quite centralized and characterized by paternalism, “coronelismo” and populism (FAORO, 2001), large-scale assessments and managerial assumptions have served as important guides of the State's actions in basic education, which confirms the Clarke and Newman’s alert (1997) that, in spite of the existence of contradictions in the State, managerialism has primacy over other models nowadays.