SILVA, Denize de Melo. Avaliação da gestão em escolas da rede pública municipal de Fortaleza-CE. 2016. 133f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-08-23T11:49:28Z No. of bitstreams: 1 2016_dis_dmsilva.pdf: 1479038 bytes, checksum: 9f49505226d3974e65cf38c7af4da3fc (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-08-23T12:10:51Z (GMT) No. of bitstreams: 1 2016_dis_dmsilva.pdf: 1479038 bytes, checksum: 9f49505226d3974e65cf38c7af4da3fc (MD5) / Made available in DSpace on 2016-08-23T12:10:51Z (GMT). No. of bitstreams: 1 2016_dis_dmsilva.pdf: 1479038 bytes, checksum: 9f49505226d3974e65cf38c7af4da3fc (MD5) Previous issue date: 2016 / This study aims to evaluate the management engaged in the municipal public schools of Fortaleza based on Public Management Model and Bureaucratization. The theoretical constructs that support institutional assessment will be source for the extraction of subsidies that promote a study on the practice of school management as well as improvement strategies adopted by schools in this type of system. The research is constituted of applied nature seated in qualitative and quantitative approaches, exploratory nature as the general objective and developed according to the proposal of Bruyne, Herman and Schoutheete (1977) one quadripolar methodological space. In center epistemological observed the necessary discussion grounded in philosophical assumptions that underlie the subject under review. We used to articulate the discussion of sedimentary basis of school management, the perspective of comprehensive sociology evidenced by Max Weber. However, the theoretical pole shows the construction of the concepts inherent to the functions of educational management and the organization of school space as an agent in promoting the learning of those involved in this process. It was adopted in morphological center an overview of educational evaluation models in order to understand the constructs that support the educational management. Was structured in that center the discussion about the Model of Public Management and Bureaucratization and sedimentation possibilities for a systematic management based on excellence. In order to aid this construction it was added to such study of propositions through the contributions of the structural-systemic model proposed by Lima (2008) to perform the mapping of structures present in management research process adopted in the municipal schools of Fortaleza, Ceará, based on Public Management Model and Bureaucratization criteria. On the technical center include the provisions related to the accuracy and the techniques used to investigate the object in question. The research locus constitutes a universe composed of six municipal public schools of Fortaleza-CE and the screening was based on the School Development Index Alpha (0-10) corresponding to the period 2012 to 2014. The comparative analysis from the corresponding Weber’s comprehensive sociology the specifics of the work of the manager and the practices developed in school. Data collection was performed by field research consisting of two steps. The first step corresponds to the questionnaire closed with 24 indicators linked to the functions of educational management and its correlation with the criteria of Public Management Model and Bureaucratization for the analysis: strategy and plans, processes and people destined to the core manager. The second stage includes the observation and contextualization of the variables analyzed through semi-structured application form with eight open assertions designed to 12 teachers and 12 students of the institutions surveyed. Analysis of data into quantitative aspect was carried out with the support of Statistical Package for Social Sciences, version 21.0 for Windows. However, the qualitative analysis was supported in Atlas.ti 7 software for understanding speech from the teachers’ and students’ speech seeking to add essential aspects of the understanding of the work in schools. It is intended to articulate the knowledge acquired through theoretical base on the evaluation, together with its use to improve the management from the municipal public schools of Fortaleza. / O presente trabalho visou avaliar a gestão empreendida em escolas da rede pública municipal de Fortaleza, Ceará, com base no Modelo de Gestão Pública e Desburocratização. Os constructos teóricos que embasam a avaliação institucional foram fonte para a extração de subsídios que fomentassem um estudo acerca da prática da gestão escolar, bem como de estratégias de aprimoramento adotadas pelas escolas nessa construção. A pesquisa, de natureza aplicada assentada nas abordagens qualitativa e quantitativa, de cunho exploratório quanto ao objetivo geral, desenvolvida segundo a proposta de Bruyne, Herman e Schoutheete (1977), constituiu-se de um espaço metodológico quadripolar: epistemológico, teórico, morfológico e técnico. No polo epistemológico, observou-se a discussão necessária embasada nos pressupostos filosóficos que permeiam o objeto em análise. Para articular a discussão atinente às bases sedimentares da gestão escolar, utilizou-se a óptica da sociologia compreensiva evidenciada por Max Weber. No polo teórico, evidenciou-se a construção dos conceitos inerentes às funções da gestão educacional e à própria organização do espaço escolar como agente na promoção das aprendizagens dos envolvidos nesse processo. No polo morfológico, adotou-se uma síntese dos modelos de avaliação educacional com o intuito de compreender os constructos que embasam a gestão educacional. No referido polo, estruturaram-se a discussão sobre o Modelo de Gestão Pública e Desburocratização e as possibilidades de sedimentação para uma gestão sistematizada com base na excelência. Objetivando auxiliar essa construção, tais proposições de estudo foram complementadas pelas contribuições do modelo de avaliação estrutural-sistêmica proposto por Lima (2008), a fim de realizar o mapeamento das estruturas presentes no processo de investigação da gestão adotada nas escolas da rede municipal de Fortaleza com base nos critérios do Modelo de Gestão Pública e Desburocratização. No polo técnico, por fim, contemplaram-se as disposições vinculadas ao rigor e às técnicas adotadas para a investigação do objeto em análise. O lócus da pesquisa constituiu-se de um universo formado por seis escolas da rede pública municipal de Fortaleza, sendo a triagem realizada com base no Índice de Desempenho Escolar Alfa (0-10) correspondente ao período de 2012 a 2014. A análise foi de natureza comparativa, a partir da sociologia compreensiva de Weber, correspondente às especificidades do trabalho desenvolvido pelo gestor e às práticas desenvolvidas na escola. A coleta dos dados foi realizada por meio da pesquisa de campo, composta por duas etapas. A primeira etapa abrangeu a aplicação de questionário fechado com 24 indicadores atrelados às funções da gestão educacional e sua correlação com os critérios do Modelo de Gestão Pública e Desburocratização estabelecidos para a análise: estratégia e planos, processos e pessoas destinadas ao núcleo gestor. A segunda etapa compreendeu a observação e contextualização das variáveis analisadas por meio da aplicação de roteiro com oito assertivas abertas destinadas aos 12 docentes e aos 12 discentes das instituições pesquisadas. A análise de dados, quanto ao seu aspecto quantitativo, foi realizada com o apoio do software Statistical Package for the Social Sciences, em sua versão 21.0 para Windows. A análise qualitativa, por seu turno, foi amparada no software Atlas.ti 7 (Computer Assisted Qualitive Data Analysis Software) para compreensão dos discursos provenientes da fala de professores e alunos, buscando agregar aspectos indispensáveis relativos à compreensão acerca do trabalho desenvolvido nas escolas. Pretendeu-se a articulação entre os conhecimentos adquiridos por intermédio da base teórica referente à avaliação, aliados à sua utilização para a melhoria na gestão das escolas provenientes da rede pública municipal de Fortaleza.

Introdução/Objetivos: Uma das etapas da formação do cirurgião-dentista passa pelo entendimento dos processos relacionados ao envelhecimento. O objetivo do presente trabalho é definir os conhecimentos, atitudes e práticas (CAP) dos profissionais com relação à saúde do idoso, para a criação de um instrumento de avaliação. Metodologia: Para a definição dos domínios do instrumento CAP foram realizadas entrevistas com dez profissionais de saúde e educação com experiência na geriatria. As entrevistas foram conduzidas a partir de um roteiro estruturado. Também foi realizada uma revisão da literatura e legislação das políticas públicas vigentes. Realizou-se análise qualitativa dos dados obtidos a partir de princípios da Teoria Fundamentada em Dados. Resultados: Como resultado da análise qualitativa, definiu-se os domínios do instrumento como sendo: conhecimento clínico, conhecimento contextual e conhecimento das políticas de saúde. As atitudes foram divididas entre “Saber ser” e “Medos e inseguranças” e as práticas a serem avaliadas seriam: práticas clínicas, de inclusão/acesso e de planejamento. Conclusão: Através da metodologia proposta, identificaram-se os domínios referentes aos conhecimentos, atitudes e práticas que devem ser utilizados para o desenvolvimento do instrumento de avaliação. / Introduction / Objectives: The formation of the dentist requires an understanding of the processes related to aging. The objective of this study is to define the knowledge, attitudes and practices (KAP) of professional regarding the health of the elderly, for the creation of an instrument of evaluation. Methodology: For the definition of CAP instrument domains interviews were conducted with ten health and education professionals with expertise in geriatrics. The interviews were conducted from a structured script. Also a literature review of existing legislation and public policies was held. We conducted qualitative analysis of data obtained from principles of Grounded Theory. Results: As a result of qualitative analysis, we defined areas of the instrument as: clinical knowledge, contextual knowledge and understanding of health policies. The attitudes were divided between "Knowing how to be" and "Fears and insecurities" and the practices to be evaluated are: clinical practice, inclusion / access and planning. Conclusion: Through the proposed methodology, it identified the areas relating to knowledge, attitudes and practices that should be used for the development of the evaluation instrument.

Master of Arts / Department of Modern Languages / Mary T. Copple / Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using data collected from teachers and administrators in large public school districts in Kansas. Survey data reveals that while public school foreign language teachers are generally satisfied with observational feedback concerning classroom behaviors, such as teacher-student interaction and behavior management, they often report receiving no feedback in the areas of curriculum planning or instructional techniques particular to their content area. Administrators report focusing on preparedness and classroom management during observations. Gaps identified in observational feedback are discussed and changes to observation practices are suggested.

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<p> In this study, the researcher investigated cultural sensitivity within the mandated English Language Arts Common Core exemplar fictional texts that &ldquo;serve as useful guideposts in helping educators select texts of similar complexity, quality and range&rdquo; (Common Core State Standards, n.d., p. 2) for kindergarten through fifth grade, for the state of Missouri. The researcher utilized a modified version of Frances Ann Day&rsquo;s children&rsquo;s literature evaluation framework, &ldquo;Evaluating Children&rsquo;s Books for Bias,&rdquo; an adaptation of the Council on Interracial Books for Children&rsquo;s, &ldquo;Guidelines for Selecting Bias-Free Textbooks and Storybooks,&rdquo; to test for cultural sensitivity within 50 of the 90 suggested fictional texts. Day&rsquo;s framework included investigating omission, illustrations, story lines, authenticity, relationships, depiction of heroes, self-image, author/illustrator background and perspective, language, and copyright date. From Day&rsquo;s work, the researcher created two separate frameworks, Literature Analysis Framework-First Round, and Literature Analysis Framework-Second Round. Literature Analysis Framework-First Round consisted of passage title, race of author, race of illustrator, copyright date, whether minority characters were present, the number of minority characters, and the number of Caucasian characters. Literature Analysis Framework-Second Round consisted of titles with minority characters, illustrations, relationships/heroes, language, and storyline.</p><p>

Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994 / The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.

abstract: The purpose of this study was to investigate whether an alignment exists between the mission of Puente de Hozho Magnet School and the visualization of how current Navajo students view their education at the school. Qualitative research was used as an opportunity to explore the significance and to gain an in-depth understanding of how Navajo students view their education in the context of their personal experiences. The population consisted of six Navajo fifth grade students who lived outside the boundaries of their Indian reservation and attended school at Puente de Hozho Magnet School. The six student participants were asked to respond to the question, "What does your education look like at Puente de Hozho Magnet School?" through the pictures they took with a camera in and around the school. After the pictures were developed, students were individually interviewed by utilizing selected pictures to prompt their memory in eliciting descriptions and meanings of the images they captured. The students' responses generated a data set for coding and analysis, from which a wealth of data yielded prominent themes as to their education at Puente de Hozho Magnet School. Analysis of this research concluded that the students' visualization of their education at Puente de Hozho is aligned with the original mission and vision of the school. The student voices represent a relationship of natural connections to their cultural heritage as experienced in their school by disregarding stereotypes and rising above the expected. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

abstract: ABSTRACT A review of studies selected from the Educational Resource Information Center (ERIC) covering the years 1985 through 2011 revealed three key evaluation components to analyze within a comprehensive teacher evaluation program: (a) designing, planning, and implementing instruction; (b) learning environments; and (c) parent and peer surveys. In this dissertation, these three components are investigated in the context of two research questions: 1. What is the relationship, if any, between comprehensive teacher evaluation scores and student standardized test scores? 2. How do teachers and administrators experience the comprehensive evaluation process and how do they use their experiences to inform instruction? The methodology for the study included a mixed-method case study at a charter school located in a middle-class neighborhood within a large metropolitan area of the southwestern United States, which included a comparison of teachers' average evaluation scores in the areas of instruction and environment, peer survey scores, parent survey scores, and students' standardized test (SST) benchmark scores over a two-year period as the quantitative data for the study. I also completed in-depth interviews with classroom teachers, mentor teachers, the master teacher, and the school principal; I used these interviews for the qualitative portion of my study. All three teachers had similar evaluation scores; however, when comparing student scores among the teachers, differences were evident. While no direct correlations between student achievement data and teacher evaluation scores are possible, the qualitative data suggest that there were variations among the teachers and administrators in how they experienced or "bought into" the comprehensive teacher evaluation, but they all used evaluation information to inform their instruction. This dissertation contributes to current research by suggesting that comprehensive teacher evaluation has the potential to change teachers' and principals' perceptions of teacher evaluation as inefficient and unproductive to a system that can enhance instruction and ultimately improve student achievement. &#8195; / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

<p> Multiple-choice questions (MCQs) are widely used to measure student achievement in prelicensure nursing education. However, little is known regarding the use of recommended practices in test construction and administration. This study explored New York State (NYS) nurse educators&rsquo; self-reported testing practices, as related to nurse educator characteristics (educational preparation, age, years teaching nursing), and institutional characteristics (program type, program size, policies). It also described the prevalence of use of MCQs. </p><p> A 49-question online survey of testing practices and program characteristics was administered to 1559 nurse educators who taught in prelicensure nursing education programs in NYS. The response rate was 19 percent. </p><p> Sixty-five percent of the respondents indicated that at least 80% of the typical course grade was derived from testing; MCQs comprised a mean of 81% of the questions on a typical test. Testing constituted a greater proportion of course grades in associate degree programs (<i>p</i> &lt; 0.05). Nurse educators engaged in a mean of 7.3 of 12 recommended testing practices. Nurse educator characteristics and nursing education program characteristics did not affect use of recommended practices. Respondents in programs with written testing policies engaged in more recommended practices (<i>p </i> &lt; 0.05). Mentoring and professional development activities were the most important source of faculty learning about measurement of student achievement. </p><p> Because MCQ testing is so widely used, leaders in nursing education should ensure the existence of and adherence to written testing policies, and that educators are well prepared through mentoring and professional development to use tests to measure student achievement.</p><p>

Introdução/Objetivos: Uma das etapas da formação do cirurgião-dentista passa pelo entendimento dos processos relacionados ao envelhecimento. O objetivo do presente trabalho é definir os conhecimentos, atitudes e práticas (CAP) dos profissionais com relação à saúde do idoso, para a criação de um instrumento de avaliação. Metodologia: Para a definição dos domínios do instrumento CAP foram realizadas entrevistas com dez profissionais de saúde e educação com experiência na geriatria. As entrevistas foram conduzidas a partir de um roteiro estruturado. Também foi realizada uma revisão da literatura e legislação das políticas públicas vigentes. Realizou-se análise qualitativa dos dados obtidos a partir de princípios da Teoria Fundamentada em Dados. Resultados: Como resultado da análise qualitativa, definiu-se os domínios do instrumento como sendo: conhecimento clínico, conhecimento contextual e conhecimento das políticas de saúde. As atitudes foram divididas entre “Saber ser” e “Medos e inseguranças” e as práticas a serem avaliadas seriam: práticas clínicas, de inclusão/acesso e de planejamento. Conclusão: Através da metodologia proposta, identificaram-se os domínios referentes aos conhecimentos, atitudes e práticas que devem ser utilizados para o desenvolvimento do instrumento de avaliação. / Introduction / Objectives: The formation of the dentist requires an understanding of the processes related to aging. The objective of this study is to define the knowledge, attitudes and practices (KAP) of professional regarding the health of the elderly, for the creation of an instrument of evaluation. Methodology: For the definition of CAP instrument domains interviews were conducted with ten health and education professionals with expertise in geriatrics. The interviews were conducted from a structured script. Also a literature review of existing legislation and public policies was held. We conducted qualitative analysis of data obtained from principles of Grounded Theory. Results: As a result of qualitative analysis, we defined areas of the instrument as: clinical knowledge, contextual knowledge and understanding of health policies. The attitudes were divided between "Knowing how to be" and "Fears and insecurities" and the practices to be evaluated are: clinical practice, inclusion / access and planning. Conclusion: Through the proposed methodology, it identified the areas relating to knowledge, attitudes and practices that should be used for the development of the evaluation instrument.