A growing pressure to fundraise at the school level in Ontario is a direct result of funding cuts by the Ministry of Education. The purpose of this study is to examine and analyze the kinds of different fundraising strategies principals use in select elementary public schools in a southern Ontario large city and to determine the positive and negative results of fundraising. Principals of eight elementary schools were interviewed from high and low fundraising schools. Five included school observation tours. The findings show a positive correlation between student achievement and fundraised amounts and utilization, but that the benefits of fundraising only apply to a small number of students. The findings also show that an equal educational opportunity is not being provided to all students, and that moral, civic and democratic values are being eroded. This study highlights the need for Ontario’s Ministry of Education to fully fund public education.

Thesis (Ph.D.) -- University of Western Sydney, 2003. / A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeanette E. Fleischer. Includes bibliographical references (leaves 128-130).

Thesis (Doctor of Philosophy)--Miami University, Dept. of Political Science, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 150-158).

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 10, 2006. Dissertation Committee: John R. McCarthy (chair), Marcilene Dutton, Edward R. Hines, David L. Tucker. Includes bibliographical references (leaves 147-153) and abstract. Also available in print.

Made available in DSpace on 2016-12-12T20:34:10Z (GMT). No. of bitstreams: 1 RosimarMota.pdf: 633201 bytes, checksum: d27e91bfb6e6080b9a3d7e250d3bdb9c (MD5) Previous issue date: 2005-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study discusses the possibilities derived from the present technological artifacts and their consequences to education. We point the need to reflect on the pedagogical use of the present means of communication, specially the video and the television. With this purpose, we analysed the implementation of the Program TV Escola (School TV) in the municipality of Tubarão and its contribution to the pedagogical use of the video and the television in state public schools. The investigation was centered on the formation of teachers proposed by the Program TV Escola , and the limitations and possibilities of the accomplishment of the objectives proposed by the Program TV Escola starting from the reality of the state public schools in the municipality of Tubarão. We compared the speeches of the official agencies that are responsible for the Program with the process experienced in the schools, using the data gathered together with teachers and managers of five schools in the state public network of the municipality of Tubarão. These data allow for delineating the context of the TV Escola and for making evident that the realization of the objective defined by the proposers of the Program are still a challenge to the school and the educational system. / Este estudo discute as possibilidades oriundas dos atuais artefatos tecnológicos e suas implicações para a educação. Apontamos a necessidade de refletir sobre o uso pedagógico dos atuais meios de comunicação, com ênfase no vídeo e na televisão. Para tanto, analisamos a implementação do Programa TV Escola no município de Tubarão, SC e a sua contribuição para o uso pedagógico do vídeo e da televisão nas escolas públicas estaduais. A investigação centrou seu olhar sobre a formação de professores proposta pelo Programa TV Escola e nos limites e possibilidades da efetivação dos objetivos pospostos a partir da realidade das escolas públicas estaduais do município de Tubarão. Confrontamos os discursos dos órgãos oficiais responsáveis pelo Programa com o processo vivenciado nas escolas, pelos professores e gestores de cinco escolas da rede pública estadual do município de Tubarão. Esses dados permitem delinear o contexto do TV Escola e evidenciar que a concretização dos objetivos definidos pelos proponentes do Programa continua sendo um desafio para escola e para o sistema educacional.

Submitted by Talita Mazzini Lopes null (talita_lopes6@yahoo.com.br) on 2018-03-29T18:20:19Z No. of bitstreams: 1 defesa_pré e pós textual_exemplar final 1.doc: 18641408 bytes, checksum: f7f5cb916c74357a709dcbfbdd823ab1 (MD5) / Rejected by Milena Maria Rodrigues null (milena@fclar.unesp.br), reason: Bom dia Talita, Para aprovação no Repositório Institucional da UNESP, serão necessárias algumas correções na sua Tese. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - O arquivo deve ser enviado em PDF, sem senha e proteção; Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência (Camila ou Elaine). Agradecemos a compreensão. on 2018-03-29T18:52:57Z (GMT) / Submitted by Talita Mazzini Lopes null (talita_lopes6@yahoo.com.br) on 2018-03-29T22:45:33Z No. of bitstreams: 1 defesa_pré e pós textual_exemplar final_pdf.pdf: 2034709 bytes, checksum: 4ef7a92d6382f07456d32d29a535f681 (MD5) / Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-04-02T11:49:47Z (GMT) No. of bitstreams: 1 lopes_tm_dr_arafcl.pdf: 2034709 bytes, checksum: 4ef7a92d6382f07456d32d29a535f681 (MD5) / Made available in DSpace on 2018-04-02T11:49:47Z (GMT). No. of bitstreams: 1 lopes_tm_dr_arafcl.pdf: 2034709 bytes, checksum: 4ef7a92d6382f07456d32d29a535f681 (MD5) Previous issue date: 2018-01-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A crise socioambiental vivenciada atualmente, fruto da sociedade industrial do consumo, é um tema urgente que precisa ser debatido pela sociedade e pela escola. Embora ações denominadas de Educação Ambiental (EA) já se apresentem como uma realidade para os professores, sua inserção no ensino formal não ocorre de acordo com as recomendações oficiais existentes. Tal fato demonstra a existências de barreiras para a inserção efetiva de práticas de EA contextualizadas, interdisciplinares e transformadoras, nas escolas. A falta de formação específica dos professores para trabalharem com a temática ambiental é apontada por algumas pesquisas como um desses obstáculos. Neste sentido, a presente pesquisa teve como objetivo desenvolver, aplicar e avaliar as contribuições de uma proposta de formação continuada de professores, baseada na pedagogia dialógica freireana, para as práticas de EA desenvolvidas em escolas públicas. Esta proposta contou com uma parte teórica (leitura e discussão de textos sobre EA crítica, interdisciplinaridade e metodologia do tema gerador) e uma parte prática (elaboração de Planos de Aula e desenvolvimento de atividades interdisciplinares de EA, baseadas em um tema gerador) Para alcançar os objetivos propostos foi realizada a pesquisa-participante, que lançou mão dos seguintes instrumentos de coleta de dados: questionários, aplicados aos docentes participantes da pesquisa; análise documental dos Planos de Aula, elaborados e desenvolvidos pelos professores; observações das ações de formação continuada (parte teórica), que foram filmadas e, posteriormente transcritas. Os resultados, analisados por meio da Análise Textual Discursiva e organizados através de três categorias, revelaram que a pedagogia dialógica freireana se fez presente ao longo de toda a parte teórica desta proposta de formação, por meio de debates e reflexões acerca de questões importantes, tais como: estratégias de ensino para a inserção da EA no ambiente escolar; as barreiras para a inserção da EA nas escolas; a função social da escola e o currículo; o currículo e a autonomia docente (categoria “EA e currículo”); a EA e o ensino de ecologia; o significado de educação e as finalidades do processo educativo; os objetivos dos trabalhos em EA (categoria “As visões de EA e do processo educativo”); problemas socioambientais da comunidade escolar; a metodologia do tema gerador; a biografia de Paulo Freire (categoria “Problemas ambientais globais / locais e os Temas geradores”). Já a análise dos Planos de Aula permitiu verificar que a maioria das práticas de EA desenvolvidas contemplaram as diferentes etapas da metodologia do Tema gerador. Ademais, apesar de algumas práticas não terem considerado as três dimensões da EA crítica (dimensão dos conhecimentos. dimensão dos valores e dimensão política), as estratégias de ensino utilizadas pelos docentes propiciaram o diálogo e a problematização constante com os educandos. Conclui-se, portanto, que a despeito de algumas dificuldades apontadas pelos docentes participantes da pesquisa ao trabalharem a EA por meio dos temas geradores, como a organização do tempo, atrelado ao currículo extenso que deve ser cumprido, a pedagogia dialógica e a metodologia do tema gerador, utilizadas nesta proposta de formação, contribuíram para a inserção de práticas de EA, nas escolas públicas, que se aproximam da vertente crítica. / The socio-environmental crisis currently experienced, as a result of the industrial consumer society, is an urgent issue that needs to be debated by society and by school. Although actions called Environmental Education (EE) are already presented as a reality for teachers, their inclusion in formal education does not occur according to the existing official recommendations. This fact demonstrates the existence of barriers to the effective insertion of contextual, interdisciplinary and transformative EE practices in schools. The lack of specific training of teachers to work on the environmental theme is pointed out by some researchs as one of these obstacles. In this sense, the present research aimed to develop, implement and evaluate the contributions of a proposal for continuing teacher training based on Freire's dialogical pedagogy, for the practices of EE developed in public schools. This proposal included a theoretical part (reading and discussion of texts on critical EE, interdisciplinarity and generator theme´s methodology) and a practical part (elaboration of Classroom Plans and development of EE interdisciplinary activities, based on a generator theme). To achieve the proposed objectives the participant-research was done, who used the following data collection instruments: questionnaires, applied to the teachers participating in the research; documentary analysis of the Classroom Plans, elaborated and developed by the teachers; observations of the practical part of this continuous teacher training proposal, which were filmed and later transcribed. The results, analyzed through Discursive Textual Analysis and organized through three categories, revealed that Freire's dialogical pedagogy was present throughout all the theoretical part of this teacher training proposal, through debates and reflections on important issues such as: teaching strategies for the insertion of EE into the school environment; the barriers to the effective insertion of EE into schools; the social function of the school and the curriculum; curriculum and teacher autonomy (category "EE and curriculum"); EE and ecology education; the meaning of education and the purposes of the educational process; the objectives of the EE practices (category "The visions of EE and of educational process"); socio-environmental problems of the school community; the methodology of the generator theme; the biography of Paulo Freire (category "Global / local environmental problems and the generator themes"). Besides that the analysis of the Classroom Plans allowed to verify that the majority of the EE practices developed contemplated the different stages of the generator theme´s methodology. In addition, although some practices did not consider the three dimensions of critical EE (knowledge dimension, dimension of values and political dimension), the teaching strategies used by teachers provided a constant dialogue and problem-solving with their students. Therefore, it is concluded, that in spite of some difficulties pointed out by the participating teachers in the research when working the EE through the generator themes, like time´s organization, linked to the extensive curriculum that must be fulfilled, the dialogical pedagogy and the methodology of the generator theme, used in this teacher training proposal, contributed to the insertion of EE practices in public schools, which approach the critical aspect.

The problem of this study is to determine whether or not Texas public schools lost revenue when constitutionally mandated tax relief measures were implemented. The study also traces the evolution of tax relief legislation in Texas from 1969 to 1980. Superintendents from randomly selected school districts identified educational program adjustments required if revenues were reduced. Superintendents also identified educational and property tax issues of concern to district constituents.

The problem with which this study was concerned was that of determining which of the "Goals for Public School Education in Texas" were perceived as appropriate by local educators and students in smaller school districts and to determine the degree to which each of these goals was being implemented. This study had a two-fold purpose. The first was to compare the differences between appropriateness and implementation as perceived by senior students, teachers, administrators, and the composite group. A comparison between the three groups regarding both appropriateness and implementation was also made. The second purpose of the study was to determine if sex, ethnic background, and geographic location were factors when comparing perceptions concerning the appropriateness and implementation of the "Goals for Public School Education in Texas." The comparison between students, teachers, and administrators revealed a significant difference between the groups on each, of the eighteen goals regarding appropriateness. With regard to implementation, there was a significant difference between groups on eight of the goals. Differences were generally between students and teachers and students and administrators. The comparison between male and female students revealed that the female students perceived the goals to be more appropriate than did the male students. There were no significant differences between their perceptions regarding implementation. There were significant differences between Anglos, Blacks, and Mexican Americans on ten of the eighteen goals with regard to appropriateness and on three of the eighteen goals regarding implementation. Generally the Anglos perceived the goals to be more appropriate than the other two groups. Geographically there were significant differences between the regions regarding both appropriateness and implementation. Differences varied regarding perceived appropriateness. Central Texas generally perceived implementation higher than the other regions and West Texas generally perceived implementation lower.

Introduktion: Valet av gymnasieskola, vilken skola och program en elev väljer att studera vid, är ett val alla i årskurs nio i Sverige måste ta. Ett av dessa val är om eleven ska studera vid en kommunal eller fristående skola. Idag verkar inte skillnaderna vara så stora som de var i början av 90-talet, så finns det ens några skillnader mellan en kommunal och en fristående gymnasieskola idag? Givetvis finns det många faktorer i skolans värld som går att jämföra, men vi har valt att fokusera på ekonomistyrning och ledarskap. Syfte: Syftet med uppsatsen är att undersöka och öka förståelsen för vilka skillnader det finns inom ekonomistyrning och ledarskap på gymnasieskolor med olika huvudmän, samt att se om det finns något samband mellan ekonomistyrningen och ledarskapet. Metod: Vi använder oss av en deduktiv ansats i uppsatsen eftersom vi har utgått ifrån kända teorier och ett antal hypoteser som vi testat mot den insamlade empirin. Teorierna ledde till de observationer och resultat vi fått fram i studien. Vi har också använt oss av flermetodsforskning, huvudsakligen är detta en kvalitativ studie men den kompletteras av en kvantitativ metod. Studien utformas som en fallstudie och vi undersöker fyra fall. Insamling av data till denna studie gjordes genom intervjuer och enkäter. Slutsats: Gällande de fall vi har undersökt kan vi se att det inte finns några större skillnader mellan kommunala och fristående gymnasieskolor inom ekonomistyrning och ledarskap. Den största skillnaden är den politiska styrningen, annars kopplas variationerna mer till den enskilda individen och inte till huvudmän. Slutsatserna som vi har dragit i denna uppsats kan inte generaliseras eftersom studien gjordes på så få fall. En större och djupare studie behövs för att kunna generalisera resultaten.