Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-05T20:06:08Z No. of bitstreams: 1 Kacianna Patricia De Jesus Barbosa E Amorim.pdf: 939340 bytes, checksum: 74b0181dd08c29571b1bcb047c8d54f1 (MD5) / Made available in DSpace on 2016-05-05T20:06:08Z (GMT). No. of bitstreams: 1 Kacianna Patricia De Jesus Barbosa E Amorim.pdf: 939340 bytes, checksum: 74b0181dd08c29571b1bcb047c8d54f1 (MD5) Previous issue date: 2015-12-15 / The democratic management is a legal principle of national education and is part of the current discussions about education, rank as one of the 20 targets for the next decade, the PNE 2014. The objective of this research is to get an understanding of the educational supervisors of a State Board of Education, the southern region of São Paulo state, as well as collate democratic management of development actions emanating from the practices of social subjects of research and the Board itself. To this end was adopted qualitative method, with single case study and data collection through interviews, observation and documents. The information collected was triangulated and its contents were analyzed according to the Bardin (1977) procedures. The results point to a timid ownership but significant concept of democratic management by supervisors, although procedures for encouraging schools, courses, guidelines and projects do not appear to be part of the very management agenda and therefore to show incipient . / La gestión democrática es un principio jurídico de la educación nacional y es parte de las discusiones actuales sobre la educación, para clasificar como uno de los 20 objetivos para la próxima década del PNE 2014. El objetivo de esta investigación es obtener una comprensión de los supervisores educativos de una Junta Ejecutiva Educación del Estado, la región sur de São Paulo, así como acciones de financiación Intercalar de gestión democrática que emanan de las prácticas de los sujetos de investigación social y de la propia Junta. Con este fin, hemos adoptado el método cualitativo, con el estudio de caso único, y la recopilación de datos a través de entrevistas, observación y documentos. La información recogida fue triangulado y su contenido se analizaron de acuerdo con los procedimientos de Bardin (1977). Los resultados apuntan a una propiedad tímida pero el concepto importante de la gestión democrática de los supervisores, aunque los procedimientos para fomentar escuelas, cursos, guías y proyectos no parecen ser parte de la agenda propia Junta y por lo tanto para mostrar incipiente. / A gestão democrática é um princípio jurídico da educação nacional e faz parte das mais atuais discussões sobre educação, ao figurar como uma das 20 metas para o próximo decênio do PNE 2014. O objetivo desta pesquisa é levantar o entendimento dos supervisores de ensino de uma Diretoria Estadual de Ensino, da região sul do Estado de São Paulo, bem como de cotejar ações de fomento da gestão democrática emanadas das práticas dos sujeitos sociais da pesquisa e da própria Diretoria. Para tanto, foi adotado o método qualitativo, com estudo de caso único, e coleta de dados por meio de entrevistas, observação e documentos. As informações coletadas foram trianguladas e seus conteúdos foram analisados seguindo os procedimentos de Bardin (1977). Os resultados apontam para uma apropriação tímida, mas significativa do conceito de gestão democrática por parte dos supervisores, embora os procedimentos de incentivo às escolas, com cursos, orientações e projetos pareçam não fazer parte da agenda da própria Diretoria, por isso, se mostram incipientes.

Multi-Layered Predictors of ESE Policy Adoption: A growing number of K-12 public school districts in the United States have begun to embrace the whole-school approach to environmental and sustainability education through the implementation of simultaneous efforts to green their facilities and provide related educational programming. This article explores the breadth of this critical approach in the 200 largest school districts in the country. In examining policy predictors at the district, municipal, and state levels, the study combines National Center for Education Statistics data and information from a systematic web scan of school district and municipal websites. Using logistic regression, the analysis reveals four main findings. First, school districts under mayoral control are more likely to have a policy. Second, the study underscores the interconnectedness of these policies with the sustainability efforts of the municipalities they are located in. Third, school districts located in large cities are more likely to have a policy. Fourth, support from state educational agencies plays a role in advancing a policy. The Case of New York City Public Schools: Within an educational system increasingly focused on test-based accountability, how can a local education authority adopt a holistic environmental and sustainability education (ESE) policy? What local and global factors and actors shape and inform the creation of such a policy? In answering these questions, this article examines the formulation of ESE policy in the New York City Department of Education. Based on an analysis of archival documents and 20 expert interviews, the study draws on the Advocacy Coalition Framework and extends its application by adding global and social movement perspectives. In doing so this study finds that external events enabled the initial enactment of the policy in 2009, while the practice and local pilots of ESE programs substantially informed the reformulation of the policy in 2012. Taking the Expected Path vs. Forging Their Own: ESE Policies at DPS and PWCS: How do similar environmental and sustainability education policies unfold in fundamentally distinct locations? This article compares and contrasts environmental and sustainability education policies in two school districts: Denver Public Schools and Prince William County Public Schools. Although the districts are similar in size and education governance (elected school board), the locale of the school district, public opinion, local sustainability efforts, and the support at the state level for environmental and sustainability education are quite different. Grounded in an extended Advocacy Coalition Framework, the study contextualizes the different global, state and local factors and explores the agency of actors that shape policy change over time. The research finds that the policy at Denver Public Schools is following an expected path influenced by external factors such as the city’s sustainability plan, public opinion, and state support in the form of an Environmental Literacy Plan. In contrast, gubernatorial influence, and joint action of the sustainability team, parents and students forged a pathway to an unexpected policy at Prince William County Public Schools. The study strengthens empirical research of subnational environmental and sustainability policies and shows how different pathways are possible.

Two-sided matching markets are a cornerstone of modern economics. They model a wide range of applications such as ride-sharing, online dating, job positioning, school admissions, and many more. In many of those markets, monetary exchange does not play a role. For instance, the New York City public high school system is free of charge. Thus, the decision on how eighth-graders are assigned to public high schools must be made using concepts of fairness rather than price. There has been therefore a huge amount of literature, mostly in the economics community, defining various concepts of fairness in different settings and showing the existence of matchings that satisfy these fairness conditions. Those concepts have enjoyed wide-spread success, inside and outside academia. However, finding such matchings is as important as showing their existence. Moreover, it is crucial to have fast (i.e., polynomial-time) algorithms as the size of the markets grows. In many cases, modern algorithmic tools must be employed to tackle the intractability issues arising from the big data era. The aim of my research is to provide mathematically rigorous and provably fast algorithms to find solutions that extend and improve over a well-studied concept of fairness in two-sided markets known as stability. This concept was initially employed by the National Resident Matching Program in assigning medical doctors to hospitals, and is now widely used, for instance, by cities in the US for assigning students to public high schools and by certain refugee agencies to relocate asylum seekers. In the classical model, a stable matching can be found efficiently using the renowned deferred acceptance algorithm by Gale and Shapley. However, stability by itself does not take care of important concerns that arose recently, some of which were featured in national newspapers. Some examples are: how can we make sure students get admitted to the best school they deserve, and how can we enforce diversity in a cohort of students? By building on known and new tools from Mathematical Programming, Combinatorial Optimization, and Order Theory, my goal is to provide fast algorithms to answer questions like those above, and test them on real-world data. In Chapter 1, I introduce the stable matching problem and related concepts, as well as its applications in different markets. In Chapter 2, we investigate two extensions introduced in the framework of school choice that aim at finding an assignment that is more favorable to students -- legal assignments and the Efficiency Adjusted Deferred Acceptance Mechanism (EADAM) -- through the lens of classical theory of stable matchings. We prove that the set of legal assignments is exactly the set of stable assignments in another instance. Our result implies that essentially all optimization problems over the set of legal assignments can be solved within the same time bound needed for solving it over the set of stable assignments. We also give an algorithm that obtains the assignment output of EADAM. Our algorithm has the same running time as that of the deferred acceptance algorithm, hence largely improving in both theory and practice over known algorithms. In Chapter 3, we introduce a property of distributive lattices, which we term as affine representability, and show its role in efficiently solving linear optimization problems over the elements of a distributive lattice, as well as describing the convex hull of the characteristic vectors of the lattice elements. We apply this concept to the stable matching model with path-independent quota-filling choice functions, thus giving efficient algorithms and a compact polyhedral description for this model. Such choice functions can be used to model many complex real-world decision rules that are not captured by the classical model, such as those with diversity concerns. To the best of our knowledge, this model generalizes all those for which similar results were known, and our paper is the first that proposes efficient algorithms for stable matchings with choice functions, beyond classical extensions of the Deferred Acceptance algorithm. In Chapter 4, we study the discovery program (DISC), which is an affirmative action policy used by the New York City Department of Education (NYC DOE) for specialized high schools; and explore two other affirmative action policies that can be used to minimally modify and improve the discovery program: the minority reserve (MR) and the joint-seat allocation (JSA) mechanism. Although the discovery program is beneficial in increasing the number of admissions for disadvantaged students, our empirical analysis of the student-school matches from the 12 recent academic years (2005-06 to 2016-17) shows that about 950 in-group blocking pairs were created each year amongst disadvantaged group of students, impacting about 650 disadvantaged students every year. Moreover, we find that this program usually benefits lower-performing disadvantaged students more than top-performing disadvantaged students (in terms of the ranking of their assigned schools), thus unintentionally creating an incentive to under-perform. On the contrary, we show, theoretically by employing choice functions, that (i) both MR and JSA result in no in-group blocking pairs, and (ii) JSA is weakly group strategy-proof, ensures that at least one disadvantaged is not worse off, and when reservation quotas are carefully chosen then no disadvantaged student is worse-off. We show that each of these properties is not satisfied by DISC. In the general setting, we show that there is no clear winner in terms of the matchings provided by DISC, JSA, and MR, from the perspective of disadvantaged students. We however characterize a condition for markets, that we term high competitiveness, where JSA dominates MR for disadvantaged students. This condition is verified, in particular, in certain markets when there is a higher demand for seats than supply, and the performances of disadvantaged students are significantly lower than that of advantaged students. Data from NYC DOE satisfy the high competitiveness condition, and for this dataset our empirical results corroborate our theoretical predictions, showing the superiority of JSA. We believe that the discovery program, and more generally affirmative action mechanisms, can be changed for the better by implementing the JSA mechanism, leading to incentives for the top-performing disadvantaged students while providing many benefits of the affirmative action program.

The IT Education Specialist for the USBE, Brandon Jacobson, stated:I feel there is a deficiency of and therefore a need to teach Cybersecurity.Cybersecurity is the “activity or process, ability or capability, or state whereby information and communications systems and the information contained therein are protected from and/or defended against damage, unauthorized use or modification, or exploitation” (NICE, 2018). Practicing cybersecurity can increase awareness of cybersecurity issues, such as theft of sensitive information. Current efforts, including but not limited to, cybersecurity camps, competitions, college courses, and conferences, have been created to better prepare cyber citizens nationwide for such cybersecurity occurrences. In 2017, a meeting was proposed to discuss cybersecurity training methods for Utah high school teachers. Meeting attendees included the researcher, Brigham Young University Cybersecurity Professor, Dale Rowe, the Alpine IT Career and Technology Engineering (CTE) Program Area Specialist, Karsten Walker, and the IT Education specialist for the Utah State Board of Education (USBE), Brandon Jacobson. However, due to limited budget, resources, and time, few results were achieved since the meeting, including a cybersecurity class certification and offering of advanced cybersecurity related courses on UEN’s WebEx Platform (Alpine District only).However, due to limited budget, resources, and time, few results were achieved since the meeting, including a cybersecurity class certification and offering of advanced cybersecurity related courses on UEN’s WebEx Platform (Alpine District only).The research shows that of the 9 school districts reviewed, only 2 of the public high schools taught cybersecurity-focused courses as outlined by the Utah State Board of Education. This is a scarcity that cannot be ignored. There are insufficient offerings of cybersecurity courses in Utah high schools. As a result, Utah is one of the many states unable to fill the shortage of cybersecurity professionals. Thus, this research was conducted to better understand what is inhibiting potential teachers from offering a cybersecurity-focused course. In the hopes of answering the mentioned query, the research involved surveying high school computer teachers about their experience, as well as their perspective on teaching cybersecurity.

The current neoliberal education system often positions bilingual youth as deficient or lacking in skills. The discourse from some academic research paradigms tends to also take up this deficit orientation, focusing on the issues and needs of Latinx bilingual students, or the pedagogical strategies to “close achievement gaps.” The NYC Department of Education has attempted to address gaps in achievement by offering increased access to college and career readiness programs, positioning access as synonymous to equity. However, access alone does not lead to equity when the systems and norms that prioritize assimilation to the dominant white culture are not being challenged; moreover, increased access will not lead to equity if the voices and experiences of marginalized youth experiencing the transition to college are not amplified. This project will add to the growing body of scholarly work that aims to subvert deficit discourse around bilingual students by inviting them to author their own stories about their experiences in the transition to college. These narratives bring up various aspects of the transition to college: how first-generation Latinx bilingual youth navigate cultural and linguistic expectations in college, how they navigate the white, western, and patriarchal institutional norms of the college going process, sources of support in their educational journeys, what factors influenced their college choices, and how they have experienced college in the context of a global pandemic. This research recognizes bilingual students’ experiences and knowledges as truths, positioning them as knowledge creators. The purpose of this study is to document and explore how first-generation Latinx/ bilingual students experience the transition from high school to college, and how they navigate and question spaces in high school and college fraught with linguistic and cultural erasure. Employing Chicana Feminist epistemologies and post-positive realist perspectives of identity, this study will use pláticas to better understand the experiences of Latinx students as they transition to college, what educators can do to support their transition, and to think about how educators can work alongside Latinx students to fight erasure.

No description available.

TITLE : Historical development Competencies of Managerial Staff in the Edication Sector in the years of 1855 till 1900. AUTHOR : Eva Krupková DEPARTMENT : School Management Center SUPERVISOR : PhDr. Václav Trojan, Ph.D. ABSTRAKT: This Diploma Thesis focused on the Historical development Competencies of Managerial Staff in the Education Sector in the years of 1855 till 1900 . The main focus of this Thesis is base on the analysis and critical evaluation of the determination as well on the outline of the skills of school employees in the given time period . In this Thesis , I will explain school managers' requirements which are imposed for each of individual types of school as well how the responsibilities and competences' of school managers had changed . Objective of this final theses is very difficult . I am going to be focusing on the basic detail analysis of all functions done by the school principle which has to be accomplish . As well the school principle should take in consideration all suggestions by his/her leaders of given school. I will clarify concepts that are used in the old Austrian law for all changes which influenced control of school teachers and all administrative staff which all was in control of the Managerial Staff (School Director) . This Thesis is based on an analysis of information...

The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. / by Leo Nesmith, Jr. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Made available in DSpace on 2016-07-27T13:44:42Z (GMT). No. of bitstreams: 1 SEBASTIAO DONIZETE DE CARVALHO.pdf: 6600109 bytes, checksum: a8542b46e7aae1a6003d5bea44c69af0 (MD5) Previous issue date: 2012-03-30 / Qualitative, theoretical and bibliographic research, with historical and documentary analysis. The purpose is the election of directors of the public basic school and the general goal is understand the mediating role of the State Board of Education and its influence in the democratic management of state public schools of basic education in the period 2003 to 2010. Democracy, school management, democratic management of public schools and mediation directed the delineation of this problem. It consists to observe the mediation of the state board of education for the choice of school managers through direct election, contributes to the strengthening of management the democratic in the state school, seeking the guarantee the right to quality education socially relevant. The guiding axes of the theoretical studies are made by the studies of the concepts of democracy through an insert in the history and current context of western society and characteristics of democratic management in education at the basic school. Comparisons are made among conceptions of democracy, administration and democratic management in educational spaces. The knowledge of the State Board of Education as a normative body, guiding and supervising the state system of education is deepened. It discusses the election of school managers to state public schools for basic education in the period 2003 to 2010. It analyzes the mediation of the State Board of Education of Goiás (CEE/GO) in the electoral process. This analysis allows how come the mediation goes beyond the organization and execution of the procedure for the election of managers, being combined with the category of totality and the contradiction being possible to show the opposition between the process and the expansion of democracy in school mediated by social structure, by the history and culture. The mediation reveals the limits and possibilities of building democracy in Brazilian capitalist society with a focus on Brazilian public space at school in Goiás. It shows that the direct election of directors and the management group is a starting point in order to create possibilities to guarantee the right to education for all Brazilians as a constitutional principle, and is the one of the mechanisms for the development of democracy in school. The democratic management of public school, however, must go beyond the choice by election, because democracy in school assumes the involvement of teachers, administrative servers, students and families, including the School Board and the Students´ Union, that means, the entire school community. It understands that he democratic management of public schools should be in the classroom, curriculum development, in the process of learning, learning assessment, inclusion of parents in the school in its reality. Analysis showed that the participatory process of construction of the Law of Guidelines and Bases of the State of Goiás (Complementary Law nº 26/1998) and the plural composition and parity of the EEC/GO made possible, for more than a decade, the regularity of choice for the election of school administrators. It should be noted, however, that should be created and strengthened the collegiate bodies as school boards and student unions. It should be encouraged also democratic practices throughout the educational process. It is concluded that the election of managers for the state public school of Goias mediated by the State Board of Education as a process of expansion of community participation in school management is still limited but is legally guaranteed and it has regularity. It follows that the State Education System, how it structures, limits and reduces a school democratic management but is in the proper process to the election to managers that the structure and the limits are questioned, allowing better conditions to realize the democracy in school. / Pesquisa qualitativa, teórica e bibliográfica, com análise documental e histórica. Tem por objeto a eleição de diretores da escola básica pública e o objetivo geral de compreender o papel de mediação do Conselho Estadual de Educação e sua influência na gestão democrática das escolas públicas estaduais de educação básica no período de 2003 a 2010. As categorias democracia, gestão escolar, gestão democrática da escola pública e mediação orientaram a delimitação do problema. Este consiste em verificar se a mediação do Conselho Estadual de Educação para a escolha de gestores escolares, por meio de eleição direta, contribui para o fortalecimento da gestão democrática na escola estadual que busca a garantia do direito à educação de qualidade socialmente referenciada. Os eixos orientadores do referencial teórico são constituídos dos estudos dos conceitos de democracia por meio de uma inserção na história e no contexto atual da sociedade ocidental e da caracterização da gestão democrática no sistema educacional e na escola básica. São feitas comparações entre concepções de democracia, de gestão e de gestão democrática nos espaços educativos. O conhecimento do Conselho Estadual de Educação como órgão normatizador, orientador e fiscalizador do Sistema Estadual de Educação é aprofundado. Discute-se a eleição de gestores escolares para as escolas públicas estaduais de educação básica no período de 2003 a 2010. Analisa-se a mediação do Conselho Estadual de Educação de Goiás (CEE/GO) no processo eleitoral. Essa análise permite a compreensão de que a mediação vai além da organização e execução do processo para a eleição de gestores. Combinada com as categorias totalidade e contradição foi possível desvendar a oposição entre o processo e a ampliação da democracia na escola mediada pela estrutura social, pela história e pela cultura. A mediação revela os limites e as possibilidades da construção da democracia na sociedade capitalista brasileira com foco no espaço público educativo da escola de Goiás. Claro está que a eleição direta de diretores e do grupo gestor é um ponto de partida com vistas a criar possibilidades para garantia do direito à educação para todos os brasileiros como princípio constitucional e, constitui um dos mecanismos para o desenvolvimento da democracia na escola. A gestão democrática da escola pública, entretanto, deve ir além da escolha por eleição, porque a democracia pressupõe a participação de professores, servidores administrativos, alunos e famílias, do Conselho Escolar e do Grêmio Estudantil, ou seja, de toda a comunidade escolar. Entende-se que a gestão democrática da escola pública deve estar na sala de aula, no desenvolvimento do currículo, no processo de aprendizagem, na avaliação da aprendizagem, no acolhimento dos pais na inserção da escola em sua realidade. As análises permitiram constatar que o processo participativo de construção da Lei de Diretrizes e Bases do Estado de Goiás (Lei Complementar nº 26/1998) e a composição plural e paritária do CEE/GO possibilitaram, por mais de uma década, a regularidade da escolha por eleição dos gestores escolares. Salienta-se, contudo, que devem ser criados e fortalecidos os órgãos colegiados como conselhos escolares e grêmios estudantis. Devem ser estimuladas, também, práticas democráticas em todo o processo educativo. Conclui-se que a eleição de gestores para a escola pública estadual goiana mediada pelo Conselho Estadual de Educação, como processo de ampliação da participação da comunidade na gestão da escola, ainda é limitada, mas, é garantida legalmente e possui regularidade. Decorre que o Sistema Estadual de Educação, da forma em que se estrutura, limita e reduz uma gestão escolar democrática, mas é no próprio processo de eleição para gestores que a estrutura e os limites são questionados, o que possibilita melhores condições para a realização da democracia na escola.

In 1960 the Toronto Board of Education opened its first residential outdoor education centre, the Toronto Island Natural Science School, which signaled the beginning of an outdoor education movement in the city. By the mid-1980s the school boards and conservation authorities of Metropolitan Toronto had opened 12 residential outdoor education centres to serve Toronto public school students. This thesis seeks to explain why these programs were developed at this time and in this place. It finds that these programs fit into a broader ‘modernizing antimodernism’ paradigm which shaped many similar formal and informal educational programs in the twentieth century, and argues that democratic citizenship education was the major factor that was used to justify and shape them. This democratic citizenship education had three main components: education for democratic living, education for productive use of leisure time, and education for the environment, each of which is explored in depth.