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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-03T12:31:39Z No. of bitstreams: 1 Márcia Galdino Alves.pdf: 541806 bytes, checksum: 3d4bcf0af31d8c076b1a11a64b4cf7ea (MD5) / Made available in DSpace on 2017-10-03T12:31:39Z (GMT). No. of bitstreams: 1 Márcia Galdino Alves.pdf: 541806 bytes, checksum: 3d4bcf0af31d8c076b1a11a64b4cf7ea (MD5) Previous issue date: 2017-09-18 / The purpose of this research was to investigate the role of the public school director, who is concerned with the construction of a school management that promotes the participation of teachers, students, parents and employees in decision making and public school actions. In a scenario of rapid social, economic and scientific technical transformations, the school must take a serious commitment to the continuous training of the professionals who work in it, because at school these transformations trigger new opportunities and challenges. The principal has an important pedagogical role as mediator of the educational process and must lead this training process by providing spaces for continuing education. Based on the work of Libâneo (2004), this research investigated, through cooperative action research, participatory management and its relationship with continuing education. Data were collected through a Reflection Group, questionnaire survey and document analysis. In an unfavorable school context for the implementation of participatory management, the continuous formation, through the constitution of a reflective group, showed that a participatory environment can be stimulated and, thus, lead the school to a new management model, based on the Active participation of its team. The five training meetings were held from May to June 2017 and the theme chosen by the reflective group, comprised of seven teachers from a municipal public school, was school indiscipline. The meetings provoked important discussions and resulted in a plan of action collectively planned to respond to the problem of indiscipline of the school unit / Essa pesquisa teve como objetivo investigar a atuação do diretor de escola pública, que se preocupa com a construção de uma gestão escolar que promova a participação dos professores, alunos, pais e funcionários nas tomadas de decisões e nas ações da escola pública. Em um cenário de rápidas transformações sociais, econômicas e técnico científicas, a escola deve assumir um sério compromisso com a formação continuada dos profissionais que nela atuam, pois na escola estas transformações desencadeiam novas oportunidades e desafios. O diretor escolar possui um importante papel pedagógico como mediador do processo educativo e deve liderar esse processo de formação, oportunizando espaços para a formação continuada. Fundamentando-se nos trabalhos de Libâneo (2004), esta pesquisa investigou,por meio de pesquisa-ação cooperativa, a gestão participativa e sua relação com a formação continuada. Os dados foram coletados por meio de Grupo de reflexão, levantamento com questionário e análise de documentos. Em um contexto escolar desfavorável para a implantação de uma gestão participativa, a formação continuada, por meio da constituição de um grupo reflexivo, mostrou que um ambiente participativo pode ser estimulado e, assim, conduzir a escola a um novo modelo de gestão, fundamentado na participação ativa de sua equipe. As cinco reuniões de formação foram realizadas no período de maio a junho de 2017 e o tema escolhido pelo grupo reflexivo, formado por sete professoras de uma escola pública municipal, foi a indisciplina escolar. As reuniões provocaram discussões importantes e resultaram em um plano de ações planejadas coletivamente para responder ao problema de indisciplina da unidade escolar

"Hidden Hills" is a secure, isolated enclave of 550 homes, with a long history of political and economic power wielded, in some cases, by families who have lived there for generations. This neighborhood serves as the bedroom for many of Portland's wealthy and well-known and has housed many of Oregon's-leading figures. It is faced with SB 917, a 1991 mandate to merge its only formal social institution, its 104-year-old school district, with one of two contiguous districts. Merger will not mean the immediate closure of the school, but will mean the loss of local administrative and political control and changes in the delivery of education and the arrangement of staff and students. The school will be run by another district in another community. This eighteen-month field study was undertaken in order to answer the questions: (a) How do neighborhood residents define this situation, and (b) What strategies will they devise to cope with the situation. I entered the community as a marginal participant and full observer. "Marginal" because, although I was the official recorder for both the school board's Consolidation Task Force (CTF) and High School Option Committee, I attended numerous other school and community meetings as a full spectator. I also conducted both formal and informal interviews and conversed casually with residents at every opportunity. Sources of secondary data were the 1990 Decennial Census: Multnomah County Elections Office: Oregon Department of Education; Oregon Historical Society Library; City of Portland Urban Services; Hidden Hills School District; and Multnomah County's Tax Supervising and Conservation Commission. The mandate to merge posed a threat to the neighborhood. The school is valued both for its educative and non-educative functions. It is a symbol of the neighborhood's integrity, part of which is its long history and body of tradition. It stands as testimony to the neighborhood's distinctiveness, which partially inheres in the institutionalization and the privatization of its school. It is the school that residents feel distinguishes this affluent neighborhood from other such neighborhoods. Its social cohesiveness and small-town atmosphere is perceived by residents as unique. There is a symbiosis between the school and the neighborhood that makes any threat to the school a threat to the neighborhood's identity. The rational response was mounted by the CTF, whose progress was halted at the point where neighborhood input was necessary but not forthcoming, due to what members perceived as denial. But residents were articulating a form of anticipatory grieving in the recurring reference to loss loss of identity, loss of local control, loss of the neighborhood school, and loss of academic excellence and small class-size. There was organized apathy among residents while they assimilated the fact that things this time were different. Initial impulses to make the old, formerly effective, forays "down to Salem" weren't working to gain exemption from the grip of the new law. It was time to form new lines of action based on a new definition of the situation. The CTF redefined the situation and did its work by identifying five options to consolidation. Residents were then brought together at neighborhood coffees where their subjective realities were negotiated within the constraints of the objective reality of the consolidation mandate. During these negotiations an intersubjective reality was realized where all residents, while having their own subjective meanings of the threat to the school and the neighborhood, were still able to articulate the objective fact that this was a threat to a core structure of meaning. Core values, beliefs, identity, and assumptions were brought into relief as residents re-defined the situation and discussed strategies to cope as a neighborhood, rather than as individuals. The CTF was given much-needed direction from neighbors.

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The purpose of this study was to explore and describe the nature of local school-community human service agency collaboration undertaken to address the needs of at-risk youth. The study focused on the experience of four youth services teams in two Oregon counties. A qualitative, multiple-case study approach was used as the research design. Inquiry was guided by four questions: 1) Why and how was the collaboration initiated?, 2) What is the structure of the collaboration?, 3) What are the characteristics of the process?, and 4) What are the outcomes of the process? Data were collected through interviewing, observation, and document review. The analysis of the data proceeded inductively using a content analysis strategy. Based on a preponderance of evidence, conclusions were drawn. They included: 1. Collaboration became a viable response strategy when organizations realized that unilateral solutions were ineffective. 2. Organizational support for collaboration at. both the administrative and staff level was important. 3. The conveners of the collaboration exercised informal rather than formal authority. 4. In-kind contributions of a limited nature constituted the resource base of the collaboration. 5. Attention was paid to facilitating the process of collaboration itself. 6. Leadership of the collaboration rested primarily with the education sector. 7. While the broad vision of the collaboration was embraced by all members, at a more personal level the vision was translated into differing objectives. 8. Both direct and indirect benefits sustained members' commitment to the collaboration. 9. Generally, parent involvement was felt to be integral to the success of the collaborative effort. 10. The issue of confidentiality was addressed. 11. Collaboration resulted in improved communication among schools and agencies, but the increased understanding was largely confined to team members. 12. Collaboration appeared to facilitate access to services and service delivery for some at-risk students; however, limited documentation made it difficult to assess the team's impact on student outcomes. / Graduation date: 1993

Bibliography: leaves 373-402 / vi, 402 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Social and Cultural Studies, 1992

This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.

Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008. / Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p. 172-182). Also issued in print.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/29/2009). Includes bibliographical references (leaves 145--152).