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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

Η εργασία μελετά όλα τα μέτρα που έχουν εφαρμοστεί από το 1974 έως και το 2009 σχετικά με την πρόσβαση στην Τριτοβάθμια Εκπαίδευση μέσα από τους πολιτκούς λόγους των ελληνικών κοινοβουλευτικών κομμάτων. Σκοπός να κατανοήσουμε το ιδεολογικό υπόβαθρο των θέσεων τους. / In this thesis we study all the measures that have been taken since 1974 about the entrance into the tertiary education through the political speeches of the Greek parliamentary parties. Our goal is to comprehend their ideological basis.

Made available in DSpace on 2016-06-02T19:35:28Z (GMT). No. of bitstreams: 1 TeseLFPB.pdf: 965569 bytes, checksum: afc4ad6da57636c31f2835e1121de7e7 (MD5) Previous issue date: 2006-05-30 / The Brazilian marxist current educators who criticize the educational policies from the 1995 to 2002 Fernando Henrique Cardoso governments, in Brazil, start analysing about the circumstances of a neo-liberal government, strongly marked by the weight of international financial agencies which impose educational policies profiles that in order to guarantee the capitalist accumulation, these policies have a character of strong exclusion. We highlight Gaudêncio Frigotto and Pablo Gentili, as expressions from this group of educators. The question they point out as fundamental is the lack of democracy in the relations between the State and society and also in the several social instances, that prevent from the possibility of the great majority of Brazilians characterize themselves as citizens. This work recognizes all the criticized elements as legitimate, but seek to problemize the format how to elaborate the critique itself, because there is in its formulations a bet in democracy and as an outcome, a belief in education as a social changing area, elements proper to the liberal thinking, that reinforce the myth of a redempting school. Considering the affiliation of the authors to marxism, we indicate the inheritage of social-democracy and the determined use they make of marxism, as the closest identification with the theoretical formulation from the authors studied here. / Os educadores marxistas brasileiros contemporâneos que efetuam a crítica às políticas educacionais dos governos de Fernando Henrique Cardoso, de 1995 a 2002, no Brasil, partem de uma análise sobre as circunstâncias de um governo neoliberal, fortemente marcado pelo peso das agências financeiras internacionais, as quais impõem perfis de políticas educacionais que, para garantir a acumulação capitalista, são políticas de caráter fortemente excludente. Destacamos Gaudêncio Frigotto e Pablo Gentili, como expressão desse grupo de educadores. A questão que apontam como fundamental é a ausência de democracia nas relações entre Estado e sociedade e também nas diversas instâncias sociais, que impedem a possibilidade de grande parte dos brasileiros caracterizarem-se enquanto cidadãos. Este trabalho reconhece todos os elementos criticados como legítimos, mas procura problematizar a forma como se elabora a crítica, já que entende haver nas suas formulações uma aposta na democracia e, como decorrência dela, uma crença na educação como espaço de transformação social, elementos próprios ao pensamento liberal, que reforçariam o mito da escola redentora. Considerando a filiação dos autores ao marxismo, indicamos a herança da social-democracia e o uso determinado que fazem do marxismo, como a mais próxima identificação com a formulação teórica dos autores aqui estudados.

Submitted by ANDRÉIA MELANDA CHIRINEA null (andreia.melanda@gmail.com) on 2016-05-09T11:25:58Z No. of bitstreams: 1 Tese Versão Final.pdf: 1732576 bytes, checksum: 6f6028902418ab9f888383012d6f7889 (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: O Local indicado na capa e folha de rosto (Marília) está diferente do local indicado na folha de aprovação (Bauru). Corrija esta informação e realize uma nova submissão contendo o arquivo correto. Caso essas informações estejam corretas, por favor desconsidere essas instruções e submeta novamente seu trabalho. Agradecemos a compreensão. on 2016-05-12T12:48:48Z (GMT) / Submitted by ANDRÉIA MELANDA CHIRINEA null (andreia.melanda@gmail.com) on 2016-05-12T19:26:16Z No. of bitstreams: 1 Tese Versão Final Andréia Melanda.pdf: 1730174 bytes, checksum: 0756fd62be9c8e6273db82f7063ab532 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-13T13:23:28Z (GMT) No. of bitstreams: 1 chirinea_am_dr_mar.pdf: 1730174 bytes, checksum: 0756fd62be9c8e6273db82f7063ab532 (MD5) / Made available in DSpace on 2016-05-13T13:23:28Z (GMT). No. of bitstreams: 1 chirinea_am_dr_mar.pdf: 1730174 bytes, checksum: 0756fd62be9c8e6273db82f7063ab532 (MD5) Previous issue date: 2016-02-25 / Esta pesquisa, realizada junto ao Programa de Pós-graduação em Educação, na linha de políticas educacionais, gestão de sistema e organizações, trabalho e movimentos sociais, teve como objetivo investigar como o sistema municipal de ensino de Bauru assim como as escolas que contemplam o nível fundamental de educação do município, se apropriaram do resultado do Ideb para instituir ações no interior do ambiente escolar. Procurou-se, portanto, desvelar como estes resultados subsidiaram a formulação e a implementação de políticas educacionais no contexto do sistema e das unidades escolares investigadas. Ideb se configura como um indutor de políticas e ações educacionais e como indicador estratégico da atual política educacional brasileira, na medida em que se destaca como o grande termômetro da qualidade educacional, tendo como subsídio para o seu cálculo, dois fatores: desempenho dos estudantes nas avaliações externas, e as taxas de aprovação, evasão e reprovação. Além disso o índice ainda tem implicações nas políticas educacionais como currículo, gestão educacional e formação de professores. Tendo em vista as projeções de notas estabelecidas pelo Ideb, cuja série histórica se iniciou em 2005 e se estenderá até 2022 e, diante da necessidade de alcançar as metas estabelecidas pelo índice, escolas e sistemas de ensino utilizam o indicador para instituir ações que procuram evidenciar a promoção da qualidade, bem como o alcance das notas preconizadas e divulgadas pelo MEC/Inep, de modo que, em 2022, o índice brasileiro alcance a média seis, que é a nota mínima, em termos de qualidade educacional, recomendada pela Organização para a Cooperação do Desenvolvimento Econômico (OCDE). Considerando tal prerrogativa, este trabalho procurou pesquisar como o resultado do índice subsidia a formulação e a implementação de ações no micro contexto das unidades escolares, assim como entender como a gestão utiliza os resultados do Ideb para implementar ações e estratégias de melhoria da qualidade nos processos educativos. As análises foram pautadas na abordagem do ciclo de políticas, no intuito de evidenciar as políticas educacionais contemporâneas como um ciclo constituído pelos contextos de influência, contexto da produção de texto e finalmente pelo contexto da prática. Os dados demonstraram que no contexto da prática os gestores das escolas investigadas reinterpretam os dados gerados com o Ideb, bem como as políticas instituídas. A pesquisa também demonstrou que o Ideb, embora seja um instrumento significativo para a gestão das escolas e do sistema, não se constitui como o único referencial da qualidade das escolas investigadas, cujo foco está mais no processo do que no resultado. Finalmente os resultados produzidos com o Ideb são utilizados para implementar ações que visam ao alcance das notas dos anos subsequentes, atendendo as prerrogativas legais estabelecidas pelo Plano de Desenvolvimento da Educação e pelo Plano de Metas Compromisso Todos pela Educação. / This research, along with the Post Graduation Program in Education, in lines of educational policies, system management and organizations, labor and social movements, aimed to investigate Bauru municipal educational system as well as schools that address the fundamental level of municipal education that apply the result of the Basic Education Development Index (Ideb) to institute actions within the school environment. It sought, therefore to uncover how these results subsidize the formulation and implementation of educational policies at the micro system context and school units that were investigated. Ideb is configured as an inducer of educational policies, actions and as a strategic indicator of current Brazilian educational policy, in that it stands as the great barometer of educational quality, taking as input for its calculation, two factors: performance of students in external evaluations and the approval rates, dropout and failure. In addition, the index also has implications for educational policy and curriculum, educational administration and teacher training. Given the projections of grades established by the Ideb, which historical series began in 2005 continuing until 2022 and given the need to achieve the goals set by the index, schools and school systems use the indicator to apply actions seeking to improve the promotion for quality as well as the scope of the intended grades published by the Ministry of Education (MEC) / National Institute for Educational Studies and Research (INEP), so that, in 2022, the Brazilian index reaches the average of six, which is the minimum score in terms of educational quality, recommended by the Organisation for Economic Co-operation and Development (OECD). Considering these prerogatives, this paper sought to explore how the index result subsidizes the formulation and implementation of actions in the micro context of school units, as well as understand how management uses the Ideb results to implement actions and quality improvement strategies in the processes education. The analyzes were guided in the approach of the policy cycle with a view to highlight the contemporary educational policies as a cycle represented from the influence of context , production context and finally the context of practice. The data showed that in the context of practice the managers of the schools investigated reinterpret the data generated with the Ideb, as well as the established policies. The research also demonstrated that although IDEB is a meaningful instrument in managing schools and educational systems, is not constituted as a unique referential of quality from the investigated schools, which focus is more in the process than in the result. Finally, the results found with Ideb is used to implement actions that view the reach of grades in the following years, according to legal prerogatives established by the Educational Development Plan and the Target Plan All for Education Commitment.