A “Value-Added” definition of school effectiveness calls for the evaluation of schools based on the unique contribution of schools to individual student academic growth. The estimates of value-added school effectiveness are usually used for ranking and classifying schools. The current simulation study examined and compared the validity of school effectiveness estimates in four statistical models for school ranking and classification. The simulation study was conducted under two sample size conditions and the situations typical in school effectiveness research. The Conditional Cross-Classified Model (CCCM) was used to simulate data. The findings indicated that the gain score model adjusting for students’ test scores at the end of kindergarten (i. e., prior entering to an elementary school) (Gain_kindergarten) could validly rank and classify schools. Other models, including the gain score model adjusting for students’ test scores at the end of Grade 4 (i. e., one year before estimating the school effectiveness in Grade 5) (Gain_grade4), the Unconditional Cross-Classified Model (UCCM), and the Layered Mixed Effect Model (LMEM), could not validly rank or classify schools. The failure of the UCCM model in school ranking and classification indicated that ignoring covariates would distort school rankings and classifications if no other analytical remedies were applied. The failure of the LMEM model in school ranking and classification indicated that estimation of correlations among repeated measures could not alleviate the damage caused by the omitted covariates. The failure of the Gain_grade4 model cautioned against adjustment using the test scores of the previous year. The success of the Gain_kindergarten model indicated that under some circumstances, it was possible to achieve valid school rankings and classifications with only two time points of data.

The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the perceptions of in-school professionals, parents, and students. To implement the study, I employed the constructivist/interpretive paradigm with a case study as my research design. The data collection techniques of document analysis, Nominal Group Technique (NGT) meetings, and individual interviews were utilized. For the purpose of NGT meetings, from each school, one teacher group, one parent group, and one student group were interviewed. After the completion of NGT meetings, individual interviews were held with one participant selected from each NGT group. I also interviewed the headmasters of the two schools. This study revealed that in a Bangladeshi educational context, major catalysts for improvement were market mechanisms and educational policies. The most significant finding of this study was that considering contextual applicability before implementing new initiatives was a critical strategy toward achieving sustainable school improvement in Bangladesh. The data indicated that in these schools, desired improvement efforts mainly consisted of two clusters: identifying the key school improvement needs and developing the strategies to meet those needs. The data revealed that the identified school improvement needs can be grouped into providing the resources and improving the school culture. To enhance school effectiveness, these Bangladeshi schools need to recruit more specialized teachers, implement effective instructional methodologies, elevate the image of teaching profession, and provide teacher-led professional development. Participants identified other suggested school improvement needs to be: low student-teacher ratio, good textbooks, more extracurricular activities, and more instructional materials (such as, computers, projectors, televisions, sound system, and so on). This study also revealed a strong perception that the role of collaboration in improving school culture is crucial. Participants explained that in order to successfully implement improvement initiatives, major challenges to the process need to be addressed. Participants identified three important barriers to implementation. These included lack of attention to the voices of all stakeholders during policymaking, the misuses of private tutoring or coaching, and lack of commitment among some of the teachers in their teaching. Findings affirmed that these barriers could be addressed by including all stakeholders voices in educational policy-making, addressing the misuses of private tutoring or coaching, and making teachers more accountable. A number of implications for theory, practice, policy, and further research arose from this study. Participants noted that teachers, parents, students, teacher-training authority, Bangladeshi Government, Non Government Organizations, school administrators, and district administrators were co-responsible within their own capacities to provide the necessary support and resources for school improvement in Bangladeshi context.

The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the perceptions of in-school professionals, parents, and students. To implement the study, I employed the constructivist/interpretive paradigm with a case study as my research design. The data collection techniques of document analysis, Nominal Group Technique (NGT) meetings, and individual interviews were utilized. For the purpose of NGT meetings, from each school, one teacher group, one parent group, and one student group were interviewed. After the completion of NGT meetings, individual interviews were held with one participant selected from each NGT group. I also interviewed the headmasters of the two schools. This study revealed that in a Bangladeshi educational context, major catalysts for improvement were market mechanisms and educational policies. The most significant finding of this study was that considering contextual applicability before implementing new initiatives was a critical strategy toward achieving sustainable school improvement in Bangladesh. The data indicated that in these schools, desired improvement efforts mainly consisted of two clusters: identifying the key school improvement needs and developing the strategies to meet those needs. The data revealed that the identified school improvement needs can be grouped into providing the resources and improving the school culture. To enhance school effectiveness, these Bangladeshi schools need to recruit more specialized teachers, implement effective instructional methodologies, elevate the image of teaching profession, and provide teacher-led professional development. Participants identified other suggested school improvement needs to be: low student-teacher ratio, good textbooks, more extracurricular activities, and more instructional materials (such as, computers, projectors, televisions, sound system, and so on). This study also revealed a strong perception that the role of collaboration in improving school culture is crucial. Participants explained that in order to successfully implement improvement initiatives, major challenges to the process need to be addressed. Participants identified three important barriers to implementation. These included lack of attention to the voices of all stakeholders during policymaking, the misuses of private tutoring or coaching, and lack of commitment among some of the teachers in their teaching. Findings affirmed that these barriers could be addressed by including all stakeholders voices in educational policy-making, addressing the misuses of private tutoring or coaching, and making teachers more accountable. A number of implications for theory, practice, policy, and further research arose from this study. Participants noted that teachers, parents, students, teacher-training authority, Bangladeshi Government, Non Government Organizations, school administrators, and district administrators were co-responsible within their own capacities to provide the necessary support and resources for school improvement in Bangladeshi context.

This study aimed to explore the characteristics of successful primary schools in the province of Izmir. In this study, qualitative research technique is employed through the perspective of multiple case studies. It was conducted in 9 distinguishingly effective primary public schools located in various districts of Izmir. The participants of the investigation were school administrators and teachers of the investigated schools. Reviewing the relevant literature of the field, a model of school effectiveness characteristics (consisting of five factors) was exploited in order for conceptualizing the research. This frame of effectiveness characteristics were identified as achievement &ndash / oriented policy, orderly and secure climate, strong educational leadership, maintaining parental support and thorough monitoring of pupil progress. Throughout the study, multiple case study method was adopted, and semi-structured interview technique was employed as the main data collection instrument. Content analysis technique was utilized to unfurl the data gathered through the interviews. The results of the research revealed that achievement orientation, strong educational leadership, school climate, monitoring students&rsquo / progress, parental support, and supportive physical environment are among the identified characteristics for school effectiveness.

A “Value-Added” definition of school effectiveness calls for the evaluation of schools based on the unique contribution of schools to individual student academic growth. The estimates of value-added school effectiveness are usually used for ranking and classifying schools. The current simulation study examined and compared the validity of school effectiveness estimates in four statistical models for school ranking and classification. The simulation study was conducted under two sample size conditions and the situations typical in school effectiveness research. The Conditional Cross-Classified Model (CCCM) was used to simulate data. The findings indicated that the gain score model adjusting for students’ test scores at the end of kindergarten (i. e., prior entering to an elementary school) (Gain_kindergarten) could validly rank and classify schools. Other models, including the gain score model adjusting for students’ test scores at the end of Grade 4 (i. e., one year before estimating the school effectiveness in Grade 5) (Gain_grade4), the Unconditional Cross-Classified Model (UCCM), and the Layered Mixed Effect Model (LMEM), could not validly rank or classify schools. The failure of the UCCM model in school ranking and classification indicated that ignoring covariates would distort school rankings and classifications if no other analytical remedies were applied. The failure of the LMEM model in school ranking and classification indicated that estimation of correlations among repeated measures could not alleviate the damage caused by the omitted covariates. The failure of the Gain_grade4 model cautioned against adjustment using the test scores of the previous year. The success of the Gain_kindergarten model indicated that under some circumstances, it was possible to achieve valid school rankings and classifications with only two time points of data.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-30T10:55:25Z No. of bitstreams: 1 lucianacoutinhodanielvicente.pdf: 724091 bytes, checksum: 9f7acc49ec04c049dd14c3ea48f45aee (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:50:10Z (GMT) No. of bitstreams: 1 lucianacoutinhodanielvicente.pdf: 724091 bytes, checksum: 9f7acc49ec04c049dd14c3ea48f45aee (MD5) / Made available in DSpace on 2016-04-24T02:50:10Z (GMT). No. of bitstreams: 1 lucianacoutinhodanielvicente.pdf: 724091 bytes, checksum: 9f7acc49ec04c049dd14c3ea48f45aee (MD5) Previous issue date: 2013-08-16 / Ações gestoras e sua influência na mudança, na cultura, no clima e nos resultados da escola são temas desta dissertação que objetiva analisar as possíveis causas da melhoria do desempenho dos alunos de uma escola da rede pública estadual do Rio de Janeiro, referência nacional em gestão escolar no ano de 2012. A pesquisa se deu através de entrevistas semiestruturadas e observação direta da infraestrutura, dos projetos e ações pedagógicas, dos resultados das avaliações externas e outros registros da escola pesquisada. O trabalho tem como foco uma escola, e analisa uma situação, identificando quais ações gestoras levaram à superação de obstáculos, resgate da autoestima dos estudantes, confiança da comunidade escolar e consequente avanço nos resultados de desempenho. A pesquisa identificou ações gestoras favorecedoras da aprendizagem e da boa convivência, focadas no apoio familiar, no acompanhamento sistemático do rendimento dos alunos e no entrosamento com a comunidade escolar. Ações essas que buscam não somente os bons resultados nas avaliações externas, mas que apontam para uma preocupação com o clima organizacional da instituição. A partir desta análise feita na escola, pretende-se desenvolver uma rede de colaboração entre gestores das escolas do âmbito da Regional Noroeste Fluminense que propicie a troca de experiências exitosas, o diálogo acerca dos problemas comuns, além de ser capaz de suscitar novas estratégias em prol da eficácia escolar. / Management actions and their influence on changing, in culture, environment and the school results are the themes of this dissertation which aims at analyzing the possible causes of improving the performance of students in a public school in the state of Rio de Janeiro, national reference in school management in 2012. The research was done through semi-structured interviews and direct observation of infrastructure projects and pedagogical actions, external evaluations results and other records from the school searched. The work focuses on a school, and analyzes a situation, identifying management actions that led to overcoming obstacles, the students' self-esteem rescue, confidence of the school community and the consequent advance in performance results. The research identified management actions which foster learning and good relationship, focused on family support, systematic monitoring of student performance and rapport with the school community. These actions seek not only good results in external evaluations, but also point to a concern with the organizational environment of the institution. From this analysis the school aims to develop a network of collaboration among managers of schools under Regional Noroeste Fluminense, which provides the exchange of successful experiences, the dialogue about common problems, besides being able to generate new strategies in favor of the school effectiveness.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-08T15:04:46Z No. of bitstreams: 1 stelitaalvesgonzaga.pdf: 1180871 bytes, checksum: a641ef83b9f9ee8eceff999c3995699b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:07:15Z (GMT) No. of bitstreams: 1 stelitaalvesgonzaga.pdf: 1180871 bytes, checksum: a641ef83b9f9ee8eceff999c3995699b (MD5) / Made available in DSpace on 2016-04-24T04:07:15Z (GMT). No. of bitstreams: 1 stelitaalvesgonzaga.pdf: 1180871 bytes, checksum: a641ef83b9f9ee8eceff999c3995699b (MD5) Previous issue date: 2013-07-09 / A importância da gestão pedagógica nas escolas municipais e da liderança do diretor nesta dimensão tem sido cada vez mais reconhecida pela Secretaria Municipal de Educação de Belo Horizonte (SMED). Estes fatores, associados à eficácia escolar, implicam na garantia de aprendizagem dos estudantes dentro da faixa etária correta para o ano de escolarização, aferida por meio de indicadores de desempenho escolar. Este reconhecimento é identificado por meio das iniciativas da SMED, principalmente no período de 2009/2012, que irão incorporar e consolidar procedimentos que assegurem o compromisso do diretor com os resultados de desempenho escolar. Contudo, não há o rompimento com o princípio da gestão democrática na Rede Municipal de Educação, que assegura a participação da comunidade escolar nos processos de gestão e a prerrogativa de seleção do diretor por meio exclusivo de eleição direta. O presente estudo de caso procurou identificar e analisar em que medida a liderança do diretor neste contexto pode contribuir para a eficácia escolar e, em seguida, propôs um documento orientador à própria SMED, no sentido de contribuir para a convergência deste processo. O referencial teórico aprofundou os conceitos de liderança do diretor e eficácia escolar e subsidiou a análise dos dados empíricos das escolas municipais, utilizando o diagnóstico do PDE Interativo, ferramenta disponibilizada pelo Ministério da Educação (MEC). A proposta deste Plano de Ação Educacional consiste em apresentar um instrumento de monitoramento da gestão pedagógica das escolas que consiga recuperar para o diretor, no momento da avaliação, a dinâmica dos processos escolares e transformar o próprio monitoramento da SMED em processo formador do gestor escolar. / The importance of pedagogical management at municipal schools and its relation with the principal’s leadership has been increasingly acknowledged by Belo Horizonte’s Municipal Educational Secretariat (SMED). Those factors, when associated with school effectiveness, imply the assurance of students’ learning within their rightful age group for their current schooling year (which is benchmarked through indicators of school performance). This acknowledging process is identified through SMED initiatives (especially those that took place between the years of 2009/2012) that incorporate and consolidate procedures that assure the principal’s commitment to school performance’s results. However, there is no rupture with the principles of democratic management at Municipal Educational Network: it assures scholar community’s participation at management processes and the principal’s prerogative to be selected exclusively through a direct election. The present case intends to identify and analyze how far a principal’s leadership can go to contribute for school effectiveness in that context. Next, it propounds SMED a guiding document, contributing to the process’ convergence. The theoretical referential deepens school effectiveness and director’s leadership concepts, as well as subsidizes the empirical municipal school data analysis (it uses the Interactive PDE diagnosis, a tool the Ministry of Education, MEC, makes available). This Plan of Action proposition is about presenting an instrument to monitor municipal school’s pedagogical management. This instrument should be able to recover the school processes dynamics and transmute the very own SMED monitoring efforts into a former process to school principals.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-08T10:25:19Z No. of bitstreams: 1 hamiltonedsonviana.pdf: 1440215 bytes, checksum: c7c73b9d29b9a83d7cd3f639d3468961 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:10:46Z (GMT) No. of bitstreams: 1 hamiltonedsonviana.pdf: 1440215 bytes, checksum: c7c73b9d29b9a83d7cd3f639d3468961 (MD5) / Made available in DSpace on 2016-04-24T04:10:46Z (GMT). No. of bitstreams: 1 hamiltonedsonviana.pdf: 1440215 bytes, checksum: c7c73b9d29b9a83d7cd3f639d3468961 (MD5) Previous issue date: 2013-11-25 / A presente dissertação é um estudo de caso da Escola Municipal Guimarães Rosa, da Rede Municipal de Educação de Belo Horizonte, que possui baixo índice socioeconômico e apresentou melhoria expressiva no desempenho dos alunos do 9º ano do ensino fundamental nas disciplinas de língua portuguesa e matemática no Avalia BH, no período de 2009 a 2011, em comparação às escolas que compõem o seu Grupo de Referência do Índice Socioeconômico. O objetivo foi descrever e analisar essa situação e propor Plano de Ação Educacional (PAE) com ações direcionadas ao Grupo de Referência do ISE. Os recursos metodológicos utilizados foram: grupo focal realizado com gestores das escolas que compõem o Grupo de Referência do ISE da Escola Municipal Guimarães Rosa e entrevistas com roteiro semiestruturado com a equipe gestora e os professores da referida escola. Com essa perspectiva, realizou-se, inicialmente, a descrição da escola, das ações desenvolvidas pela equipe gestora (2007-2011) e os dados de desempenho nas avaliações externas (2009 a 2011). O segundo capítulo contempla o debate teórico sobre a influência do nível socioeconômico no desempenho escolar e a análise dos fatores de eficácia escolar, à luz dos autores Francisco Soares, Nigel Brooke, Heloísa Lück, Luiz Fernandes Dourados, Fabiana de Felício, Angela Albernaz, dentre outros. Com base na descrição e análise do caso é apresentado o Plano de Ação, para o 3º ciclo do Grupo de Referência do ISE, que propõe ações de formação para a gestão escolar e pedagógica, de reestruturação dos projetos e programas institucionais e de criação de um repositório digital de projetos para o 3º ciclo. As ações visam contribuir para minimizar os efeitos extraescolares causados pelo baixo índice socioeconômico no desempenho escolar dos alunos do ensino fundamental da RME-BH. / This dissertation is a case study of the Municipal School Guimarães Rosa, the Municipal Education Network Belo Horizonte, having low socioeconomic index and showed significant improvement in the performance of students in the 9th grade of elementary school in the subjects of portuguese language and mathematics in Avalia-BH, in the period 2009-2011, compared to schools that make up your Reference Group Socioeconomic Index. The objective was to describe and analyze the situation and propose a plan of educational action (PAE) with actions directed to the Reference Group of the ISE. The methodological tools used were focus group conducted with managers of schools that comprise the Reference Group of the Municipal School of ISE Guimarães Rosa and semi-structured interviews with the management team and teachers of that school. With this perspective, initially held up the description of the school, the actions developed by the management team (2007-2011) and performance data in external evaluations (2009-2011). The second chapter covers the theoretical debate on the influence of socioeconomic status on school performance and school effectiveness analysis of factors in the light of the authors Francisco Soares, Nigel Brooke, Heloise Lück, Luiz Fernandes Dourados, Fabiana de Felício, Angela Albernaz, among others. Based on the description and analysis of the case is presented an Action Plan aimed at the 3rd cycle of the reference group of ISE. The plan proposes actions aimed at the school training and educational management, restructuring projects and institutional programs and the creation of a digital library project for the 3rd cycle. The actions aim to contribute to extracurricular minimize effects caused by low socioeconomic index in the academic performance of elementary students of RME-BH.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-29T10:37:48Z No. of bitstreams: 1 celioserafimdossantos.pdf: 1555484 bytes, checksum: c2d93f89a6a26736fe6511c6b15c9e66 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:16:11Z (GMT) No. of bitstreams: 1 celioserafimdossantos.pdf: 1555484 bytes, checksum: c2d93f89a6a26736fe6511c6b15c9e66 (MD5) / Made available in DSpace on 2016-05-02T01:16:11Z (GMT). No. of bitstreams: 1 celioserafimdossantos.pdf: 1555484 bytes, checksum: c2d93f89a6a26736fe6511c6b15c9e66 (MD5) Previous issue date: 2014-08-13 / O presente trabalho tem a característica de ser um estudo de caso e objetivou identificar elementos de eficácia escolar na análise de uma escola estadual de Divinópolis/MG e propor um Plano de Ação visando melhorar os resultados educacionais das escolas circunscritas à SRE/Divinópolis. A instituição foi escolhida como objeto de pesquisa por sobressair-se em uma série histórica de resultados educacionais. Desde a edição de 2007, a escola tem atingido o maior IDEB do 9º ano dentre todas as unidades pertencentes à SRE e um dos mais altos índices do 5º ano. Destaca-se, também, que suas notas no SIMAVE são coerentes com os índices do IDEB. Em um primeiro momento, apresentou-se o caso de gestão e descreveu-se a escola. Em um segundo momento, procurou-se identificar e analisar elementos de escolas eficazes apontados no trabalho do Grupo de Avaliação e Medidas Educacionais, da UFMG, denominado Escola Eficaz: um estudo de caso em três escolas da rede pública de ensino do Estado de Minas Gerais. Os elementos de eficácia escolar presentes na unidade foco de pesquisa foram analisados à luz de referenciais teóricos de autores como José Francisco Soares, Maria Teresa Gonzaga Alves, Creso Franco, além de pesquisadores internacionais, como Sammons, Hillman e Mortimore. O percurso metodológico contempla pesquisa bibliográfica, documental e empírica, observação in loco, aplicação de questionários e entrevistas semiestruturadas realizada com os gestores e equipe pedagógica. A pesquisa revela características de escolas eficazes, como uma gestão focada na dimensão pedagógica, professores qualificados, compromissados e com altas expectativas com relação aos alunos. Esses resultados da investigação fundamentam o capítulo propositivo, composto por ações direcionadas às escolas, circunscritas à SRE/Divinópolis, como a criação do Repositório Digital de Projetos Eficazes e também para a própria unidade investigada, como a reativação do grêmio estudantil e do laboratório de informática, a fim de que ela possa ampliar ainda mais suas possibilidades de sucesso enquanto referencial de gestão para a SRE. / The present work has the characteristic of being a case study aimed to identifying elements of school effectiveness through analysis of a state school in Divinópolis/MG and propose an Action Plan to improve educational outcomes of schools circumscribed to the SRE/Divinópolis. The institution was chosen as an object of research for excelling in a historical series of educational outcomes. Since the 2007 edition, the school has achieved the highest IDEB in the 9th year among all the units belonging to the SRE and one of the highest rates in the 5th year. It is noteworthy, too, that its grades in SIMAVE are consistent with the rates of IDEB. At first, one presented the management case and described the school. In a second step, one aimed to identify and analyze elements of effective schools highlighted in the work of the Evaluation Group and Educational Measures, from UFMG, called Effective School: a case study in three schools in the public school system of the State of Minas Gerais. The elements of school effectiveness in the focus research unit were analyzed in the light of theoretical frameworks of authors like José Francisco Soares, Maria Teresa Gonzaga Alves, Creso Franco, as well as international researchers, such as Sammons, Hillman and Mortimore. The methodological approach includes bibliographic, documental and empirical research, on-site observation, questionnaires and semi-structured interviews conducted with managers and pedagogical staff. The research reveals characteristics of effective schools with management focused on the pedagogical dimension, qualified, committed teachers with high expectations for students. These research findings underlying the propositional chapter, composed of actions directed at schools, circumscribed to the SRE/Divinópolis, such as the creation of the Digital Repository of Effective Projects and also directed for the unit investigated, for the reactivation of the student union and the computer lab, so that the school can further expand the chances of success while as a management referential for SRE.

[pt] A presente dissertação recorre à literatura sobre escolas eficazes e sobre espaços escolares para referenciar a pesquisa em três escolas públicas municipais da cidade do Rio de Janeiro que tiveram desempenho diferenciado em Leitura nos dois primeiros resultados longitudinais do Geres (Estudo Longitudinal da Geração Escolar 2005). A literatura revela que a materialidade da escola é fator relevante na constituição de determinadas práticas escolares capazes de constranger ou de estimular a disseminação social de certos conhecimentos e competências. Mais especificamente, por meio do estudo dos usos e funções de espaços e de objetos escolares como, por exemplo, salas de leitura, murais das escolas e das salas de aula e cantinhos de leitura, a presente pesquisa procura aumentar o entendimento do conjunto de fazeres pedagógicos ativados no interior das escolas investigadas e que guardam relação mais direta com o desenvolvimento de habilidades básicas de leitura e escrita. Com esta finalidade, foram realizadas incursões às escolas ao longo do ano de 2007, em três momentos estratégicos do calendário escolar (início, meado e final do ano letivo) com o objetivo de registrar fotograficamente os espaços privilegiados de suporte e promoção da leitura. Com base nas análises implementadas a partir desse registro, foi possível identificar aspectos relevantes das instituições pesquisadas pautados na natureza, disposição, usos e funções de espaços e objetos relacionados à promoção da leitura, contribuindo para o entendimento da eficácia escolar sob o ponto de vista dos discursos visuais da escola como fatores promotores de aprendizagem. / [en] The present dissertation recurs to the literature about effective schools and school spaces in order to reference a research in three municipal public schools in the city of Rio de Janeiro which have had a remarkable performance in Reading at the two first longitudinal results from Geres (Estudo Longitudinal da Geração Escolar 2005). The literature reveals that the materiality of school is a relevant factor in the constitution of determinate school practices and is able to constrain or stimulate the social dissemination of certain knowledge and competences. More specifically, through the study of the uses and functions of school spaces and objects as, for instance, a room in school for activities of reading and writing, the school`s and classroom`s bulletin boards and an area in classroom with a small library, the present research attempts to enlarge the understanding of the whole pedagogical duties activated in the interior of the investigated schools that keep a more straight relation to the development of basic reading and writing abilities. Aiming that, incursions to the schools were carried out throughout the year of 2007, in three strategic periods of the school calendar (beginning, middle and end of term) with the objective of photographing the privileged spaces designated to the support and the promotion of reading. Based on the analysis implemented from this register, it was possible to identify relevant aspects of the researched institutions, ruled by its nature, dispositions, uses and functions of spaces and objects related to the promotion of reading, contributing to the understanding of school effectiveness from the point of view of the school visual discourses as learning promoting factors.