D.Ed. / Schools have to provide quality education and maintain appropriate educational standards. Over and above that, schools have to deliver acceptable results. That will be the hallmark of schools being effective. Again, modem day schools can no longer be managed on an old fashioned way like in the past. School conditions have changed and keep on altering. Effectiveness and ineffectiveness could result from the changed teaching and learning environment. The main focus of this study is to investigate how public secondary schools in the Northern Province could be assisted to overcome ineffectiveness through the employment of vision and mission statements. Attention is placed on how clearly formulated vision and mission statements could be utilized to create effective schools. The main research question which has been driving the entire study is: What is the role and importance of clearly formulated vision and mission statements in developing and promoting school effectiveness in schools in the Northern Province? What are the perceptions of educators (principals and teachers) and parents with regard to the development and implementation of vision and mission statement in their schools? As already stated, the principal focus of the research is to address the problem of ineffectiveness as witnessed by some public secondary schools. The problem of ineffectiveness by schools is investigated from the point of view of vision and mission statements. This therefore, suggests that vision and mission statement have to be comprehended as interventionist strategy to assist ineffective schools to replace ineffectiveness with effectiveness. Vision and mission statements are located within a school as a learning organization. The reason for this is that in a learning organization every member feels an urge and drive to contribute his or her talent to the development of school as an organization. Again, in a school setting, these statements need to be approached as part of the school's comprehensive strategic plan. It is in that way that vision and mission statements could impact the school's organization structure, management process, management strategy, innovative ideas, values and culture. This will enable these statements to facilitate the occurrence of quality teaching and learning in schools.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Brazil is going through a process of increasing their scientific production in several areas, including the area of the teaching of science and mathematics. However much of these researches that should contribute to the improvement of teachers' actions in the classroom is not fulfilling its role, unlike, what is happening nowadays is that the Brazilian scientific production of higher education seems alienated from basic education. In this context, this project aims to analyze the impact of a training course for the use of academic research in classes of public school teachers. This study was conducted in three stages, first, an analysis of the Brazilian research in the teaching of science and math oriented to the school, it was evaluated the research groups, graduate programs, theses, dissertations and papers in indexed journals. At this stage was observed a significant growth in all aspects studied, especially from the year 2000. The major production centers are located in the public academic institutions of higher education and in the more developed regions of Brazil (south and southeast). Subsequently was performed a inquiry with high school students in order to better understand the school reality and the reasons that lead to the interest or disinterest in relation to school subjects. At this stage it was evident that most students have interest in content (87%) and knows its importance for the future. Nevertheless, it was found that the misperception that students not demonstrate interest in the subjects worked in the classroom could be linked to the attitudes and behaviors of students, or the way the contents are covered with antiquated methodologies and decontextualized. Thus, despite knowing the importance of content there is no interest, because the teaching is discouraging, this fact pointed out the need to review the practices in school. Therefore, based on these studies, there was conducted an action-research with teachers in a public school Uruguaiana with the purpose of assessing whether a continuing education course for the use of academic production constitutes an effective tool for improving teaching in schools. Here it was found that academic research can act as a facilitator of change effective process in the school environment,of a fragmented and decontextualized practice for a practice based on interdisciplinary and problematization, supported by scientific literature. In addition, this contact with the academic production led to a reflection about the methods, content and assessment tools used in the school, as well as appropriation and questioning by the teachers of this production. Therefore, from this study it was found that teachers were able to incorporate into their teaching academic research, causing a slightly decreased of the distance that separates the investigations focused on the school environment of the schools reality. / O Brasil passa por um processo de aumento de sua produção científica em diversas áreas, entre elas a área do ensino de ciências e matemática. Entretanto boa parte dessas pesquisas que deveriam contribuir para a melhoria das ações dos professores em sala de aula não vem cumprindo seu papel, pelo contrário, o que ocorre é um afastamento e atualmente a produção científica brasileira do ensino superior parece completamente dissociada do ensino básico. Neste contexto, o presente projeto teve como objetivo analisar o impacto de um curso de capacitação para a utilização da produção acadêmica na prática de professores de escolas públicas. Este estudo foi realizado em três etapas, primeiramente foi realizada uma análise das pesquisas brasileiras na área do ensino de ciências e matemática voltada ao contexto escolar, nela foram avaliados grupos de pesquisa, programas de pós-graduação, teses, dissertações e artigos em periódicos indexados. Nesta etapa foi observado um grande crescimento em todos os aspectos estudados, principalmente a partir do ano 2000. Os maiores centros de produção acadêmica estão localizados nas instituições públicas de ensino superior e nas regiões mais desenvolvidas do Brasil (sudeste e sul). Posteriormente foi efetuada uma pesquisa com estudantes de ensino médio com a finalidade de conhecer melhor a realidade escolar e quais os motivos que levam ao interesse ou desinteresse em relação aos conteúdos escolares. Nesta fase foi evidenciado que a maioria dos estudantes têm interesse pelos conteúdos (87%) e sabe sua importância para o futuro. Todavia, foi verificado que a percepção de que os estudantes não têm interesse pelas matérias trabalhadas em sala de aula pode estar ligada às atitudes e comportamentos dos alunos, ou ao modo como os conteúdos são abordados, com metodologias antiquadas e descontextualizadas. Assim, apesar de saber a importância do conteúdo não é demonstrado interesse, pois a aula é desmotivante, isso apontou a necessidade de revisão das práticas na escola. Deste modo, baseados nesses trabalhos, realizou-se uma pesquisa-ação com professores de uma escola pública de Uruguaiana com a finalidade de avaliar se um curso de formação continuada para o uso da produção acadêmica se constitui em uma ferramenta efetiva para a melhoria do ensino nas escolas. Aqui verificou-se que a produção acadêmica pode atuar como uma facilitadora do processo de mudança efetiva no ambiente escolar, de uma prática fragmentada e descontextualizada, para uma prática interdisciplinar e problematizadora, sustentada pela literatura científica. Além disso esse contato com a produção acadêmica propiciou uma reflexão em torno dos métodos, conteúdos e instrumentos de avaliação utilizados na escola, além da apropriação e problematização por parte dos professores dessa produção. Portanto, a partir deste estudo verificou-se que os professores puderam incorporar às suas práticas pedagógicas as pesquisas acadêmicas, fazendo com que diminuísse um pouco a distância que separa as investigações voltadas ao ambiente escolar da realidade das escolas.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

The Texas Education Agency (TEA) annually rates campuses and districts on how well they meet standards of student performance. Since the high standard is so difficult for campuses and districts to reach, educators continually seek ways to improve student performance. The effective schools process is research-based and has stood the test of time. Descriptive statistics were used in this study to identify practices within the effective schools correlates that exemplary campuses implement. Campuses with long-term exemplary ratings were identified using the TEA data base. Campus site-based teams were surveyed using the More Effective Schools Staff Survey. Data was collected on elementary and secondary campuses with homogenous, diverse, economically advantaged, and economically disadvantaged student populations. District instructional leaders for those campuses completed a District Instructional Leader Survey to determine what practices districts implement to support their exemplary campuses. Findings from this quantitative study revealed what effective schools practices were highly evident on these exemplary campuses, regardless of diversity, economic status, district size, community type, property wealth, or location within the state. Findings also revealed that district leaders provide direction and support in the areas of (a) professional development; (b) beliefs, mission, and goals; (c) curriculum; (d) instruction; (e) assessment; and (f) site-based decision making. The research data imply that campus or district administrators can improve the performance of their students if the identified practices are implemented.

Made available in DSpace on 2017-06-01T18:12:43Z (GMT). No. of bitstreams: 1 wellcherline_miranda_lima_parte1.pdf: 29035566 bytes, checksum: af6e165cdf0e696ef0d0816b1027557c (MD5) Previous issue date: 2013-04-03 / This dissertation research line related to Brazilian Religious Field, intends to analyze the (im) passes Religious Education in Pernambuco within its historical process, focusing on teacher training and identifying the profile of the pedagogical pplication of the ER, while the area of knowledge and basic training and citizen (by LDBEN No 9394/1996 and its amendment by Law No. 9475/1997). Theoretical models of ER applied by teachers and their adaptations in the proposed Education Network State of Pernambuco, Recife in particular, will be considered in the investigation. The route of the methodology was adopted by qualitative analysis, involving theoretical and historical context of Religious Education in the Brazilian socio-political and regional context in Pernambuco. Then, we carried out a field study with teachers of the ER, all the public schools in Pernambuco, through semi-structured questionnaire to know their profile and their conceptions of teaching and training in this area. Finally, based on the literature of the Science of Religion, questions were raised and suggestions to ensure teaching to students in public schools access to religious knowledge produced by humankind, contributing to the respect for cultural diversity Pernambuco. / A presente dissertação, relacionada à linha de pesquisa Campo Religioso Brasileiro, pretende analisar os (im)passes do Ensino Religioso em Pernambuco dentro do seu processo histórico, focando na formação docente e identificando o perfil da aplicação pedagógica do ER, enquanto área de conhecimento e da formação básica e cidadã (pela LDBEN nº 9394/1996 e sua modificação na Lei nº 9475/1997). Os modelos teóricos do ER aplicados pelos docentes e suas adequações nas propostas da Rede de Ensino Estadual de Pernambuco, em especial no Recife, serão considerados na investigação. O percurso da metodologia foi adotado através da análise qualitativa, envolvendo a pesquisa teórica e histórica do Ensino Religioso no contexto sociopolítico brasileiro e no contexto regional pernambucano. Em seguida, realizou-se uma pesquisa de campo com os docentes do ER, todos da rede pública estadual de Pernambuco, através de entrevista semi-estruturada e questionário, para conhecer o seu perfil e suas concepções sobre a formação e a docência nessa área. Por fim, com base na literatura das Ciências da Religião, foram levantadas questões e sugestões pedagógicas a fim de assegurar aos educandos das escolas públicas o acesso ao conhecimento religioso produzido pela humanidade, contribuindo para o respeito à diversidade cultural pernambucana.

Made available in DSpace on 2017-06-01T18:24:25Z (GMT). No. of bitstreams: 1 dissertacao_Pola_ribeiro.pdf: 7917847 bytes, checksum: 57f2ec326125bea9daf2035bb3286a1c (MD5) Previous issue date: 2008-05-04 / This study it has as objective to verify where measured the public school it isforming the pupil writer, as they guide PCNs of Portuguese Language for the initial series of elementary school. The research was carried though in two public schools in the city of Recife, a network owned by the state and other municipal network, both schools are in a poor community located within a middle class neighborhood of this city. The work consists of the analysis of 120 texts, with pertaining pupils belonging to the 2nd and 4th series, first taking as theoretical bias, the categories of stories proposed by Rego, (1985). Where the same one makes an analysis of the writing of stories for children, analyzing the development of the production of the same ones of the type: introduction, development and conclusion, placing these stages in categories. Taking for base the research carried through for Spinillo et al (2001), how much to the use of the book of images, as form of aid for development of the literal production, the activies of production of the texts happen in three stages: from the use of book images telling a situation-short problem; from a book of images telling a situation-long problem; a free text of form. After that, the texts are analyszed in a perspective of language social literacy, that it consists of taking the pupil to assume itself of alphabetical-orthography system at the same time, which is to developing the capacity to make use of the reading and the writing of competently and independently, taking into consideration the social context in which the student lives (BATISTA et al, 2006; LEAL et al, 2006; MORAES et al, 2006). These results, also analyzed quantitatively, and made use in graphics by series, networks of education and age of students. As well as, this has in sight to give contributions for the teachers training , from the analyses of the literal productions of the pupils, granting to the teachers a bigger knowledge on the writing, the partner-economic-culture way it pupil and the infrastructure offered for the public school. Thus being generating experience of contributions for the improvement of education in the initial series / Este estudo tem como objetivo verificar em que medida a escola pública está formando o aluno escritor, conforme norteiam os PCNs de Língua Portuguesa destinados às séries iniciais do Ensino Fundamental. A pesquisa foi realizada em duas escolas públicas na cidade do Recife, uma pertencente à rede estadual e outra à rede municipal, ambas inseridas em uma comunidade carente localizada no interior de um bairro de classe média desta cidade. O trabalho consta da análise de 120 textos, com alunos pertencentes às 2ª e 4ª séries, primeiramente tomando como fundamentação teórica, as categorias de estórias propostas por Rego (1985) em que a mesma faz uma análise da escrita de estórias por crianças, analisando o desenvolvimento da produção das mesmas do tipo: introdução, desenvolvimento e conclusão, denominando estas etapas como categorias de estórias.Tomamos por base as pesquisas realizadas por Spinillo; Correia; Leitão (2001), quanto ao uso do livro de imagens, como forma de ajuda para desenvolvimento da produção textual, as atividades de produção dos textos acontecem em três etapas: a partir da utilização de um livro de imagens relatando uma situação-problema curta; a partir de um livro de imagens relatando uma situação-problema longa; um texto de forma livre.Em seguida, os textos são analisados em uma perspectiva de alfabetizar letrando, que consiste em levar o aluno a apropriar-se do sistema alfabético-ortográfico e, ao mesmo tempo, desenvolver a capacidade de fazer uso da leitura e da escrita de forma competente e autônoma, levando em consideração o contexto social em que o aluno está inserido (BATISTA et al, 2006;LEAL et al, 2006;MORAES et al, 2006). Estes resultados, também são analisados quantitativamente, e dispostos em gráficos por séries, redes de ensino e faixa etária dos alunos.Assim como, este trabalho tem em vista dar contribuições para a formação de professores, a partir das análises das produções textuais dos alunos, concedendo ao professor um maior conhecimento sobre a escrita, a necessidade de alfabetizar letrando, levando em consideração o meio sócio-econômico-cultural do aluno e a infra-estrutura oferecida pela escola pública.Assim sendo uma experiência geradora de contribuições para a melhoria do ensino nas séries iniciais

Considerando a saúde numa dimensão biopsicossocial, pode-se afirmar que o homem apresenta um conjunto de fatores que, interligados, o situa no tempo e no espaço e, quando sobrecarregado, desencadeia uma série de reações negativas que afetam de modo geral a sua saúde e o seu bem-estar. O presente estudo visou investigar o nível de estresse e as estratégias de enfrentamento adotadas pelos gestores de escolas públicas na cidade de Belém, Estado do Pará. Trata-se de uma pesquisa descritiva com abordagem quantitativa, desenvolvida por meio do delineamento de levantamento, cuja amostra foi composta por 193 gestores. Foram utilizadas a Escala de Toulousaine de Estresse ETS para avaliar o nível de estresse e a Escala Toulousaine de Coping ETC para identificar as estratégias de enfrentamento. Resultados revelaram que os sujeitos deste estudo apresentam médias de estresse inferiores à média nacional. Entretanto, apesar das médias inferiores à média brasileira, deve se destacar que foi identificado que um grande número de sujeitos apresenta estresse físico, psicológico, psico-fisiológico e de temporalidade. Segundo a visão dos gestores os principais fatores desencadeadores do estresse são a sobrecarga de trabalho, a falta de valorização profissional, os problemas administrativos, pedagógicos e de infra-estrutura da escola, os problemas financeiros, a situação de violência, indisciplina e desrespeito. As estratégias de enfrentamento mais utilizadas são a recusa e o isolamento, ou seja, de fuga e não enfrentamento do problema. Pode se concluir que há necessidade de desenvolvimento de programas voltados ao gerenciamento do estresse, especialmente visando à orientação para a adoção dos mecanismos de controle e apoio social no enfrentamento das situações estressoras, no trabalho ou fora dele. Para tanto, as políticas públicas que orientam a formação e desenvolvimento dos gestores escolares deveriam incluir em seu bojo elementos capazes de atender a tal demanda. / Considering the health in a biosychosocial dimension, it is possible do affirm that the human being presents a set of factors which, interconnected, locates in time and space and, when overloaded, triggers a series of negative reactions affecting in general way its health e welfare. The following study intends to explore the stress level e which coping strategies should be taken by the public schools managers in Belém City, Pará State. It is about a descriptive research with quantitative approach, developed by randomized waiver, which pattern was composed by 193 managers. It was used the Toulousaine Stress Scale to balance the stress level and the Toulousaine Coping Scale to identify coping strategies. Results showed that the subjects studied presents lower incomes than the national average. However, in spite of the one lower than the national, it must be detach that it was identified a great number of people with phisycal, psychological, psycho-physiological and temporary stress. According to the managers vision the most important factors that initiate stress are workload; missing professional recovering; problems with managing, teaching and infrastructure of schools; financial problems; violence, indiscipline and disrespect situation. The most used coping strategies are denial and retirement, which are, escape and not dealing the issue. In conclusion there is a need of development and training programs turning to deal with stress, especially seeking for orientation to adopt the control and support mechanisms in dealing with unease situations in and out of the work environment. In this proposal, public policies that order formation and development of scholar managers should include in their context element able to attend that demand.

No description available.

As early as 1954, families of children who had been segregated into separate spaces fought and succeeded in having their concerns heard in the landmark Supreme Court case, Brown v. Board of Education. In 1975, P.L. 94-142, Education for the Handicapped Children Act (EAHCA) was important because it exposed the history of family-school relations, addressing the multiple forms of inequity, particularly the exclusion of children with dis/abilities from U.S. public schools (Valle & Connor, 2011). Although EAHCA legislation was created to provide solutions to the problems of special education, it appeared to have provided an unequal environment in which the families with the most economic resources could advocate for their children and obtain access to better educational opportunities (Ong-Dean, 2009). Goodwin, Cheruvu, and Genishi (2008) described these policies as based on the “culturally deprived paradigm that compares racially, culturally, linguistically, and socioeconomically diverse peoples to a White, middle-class standard” (p. 4). In this manner, these educational legislative policies are problematic as they have defined parent involvement as meaning families of culturally and linguistically different backgrounds are expected to act or interact with school professionals in particular ways. Moreover, these conceptualizations of parent involvement continue to privilege and perpetuate professional viewpoints based on a Eurocentric middle-class standard (Sleeter, 2001). Bakhtinian theories of language are used to understand how families describe their experiences as they encounter the deficit discourse of parent involvement used by school professionals. This is important because professional jargon or “stratified language” presents a danger in that it is replete with value judgments and beliefs (Bakhtin, 1981, p. 293), assuming power that then comes to inform the ways families understand their experiences and their selves in school contexts. This tells us that it is imperative to know how families of children with dis/abilities experience their communication with school professionals as there is a danger that the discourse of parent involvement will continue to perpetuate particular definitions of family participation that disqualify family knowledge by silencing the potential strengths and contributions of minoritized families (Lareau & Munoz, 2012). Moreover, the way minoritized families experience school professionals and how this is connected to how they come to be involved in their child’s education is not clear. This study, conducted just before and during the coronavirus pandemic, drew from Disability Studies (DS), disability critical race studies (DisCrit), and Intersectionality theories. It examined family-school communication being fully inclusive of all the ways families engage in the education of their children with dis/abilities at the crossroads of race, ethnicity, dis/ability, class, language, and culture (Hernández-Saca et al., 2018; Annamma et al., 2013). To rethink traditional notions of what counts as knowledge, pláticas (personal exchanges) revealed critical raced-gendered epistemologies that allowed the experiential knowledge of Latinx mothers of children with dis/abilities to be viewed as a strength (Delgado Bernal, 2002).

The oversight of systematic approaches to reducing voluntary employee turnover decreases educational institutions’ budgets and performance. In the United States, public schools spend over $2.22 billion annually in voluntary employee turnover costs. The purpose of this qualitative single case study was to explore strategies public school leaders use to reduce voluntary employee turnover. The population consisted of 3 leaders from 1 public school located in Georgia, with successful experience reducing voluntary employee turnover. The conceptual framework for this study was grounded in Vroom’s expectancy theory. The data collection process included semistructured interviews and organizational documents and artifacts. Data were analyzed using a thematic analysis. Three themes emerged from the data collected: building a collaborative and supportive work environment, creating work motivation, and implementing incentives, rewards, and professional development. The implications for positive social change include the potential to reduce the local government’s expenditures associated with the replacement of employees and to increase resources for supporting social initiatives and more effective instruction for students in the community.