Orientador: Pedro Ganzeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:19:24Z (GMT). No. of bitstreams: 1 Ericeira_JulioAugustoMendes_M.pdf: 2048166 bytes, checksum: 23d3944929b3eadbdaf10cd5c6d748c8 (MD5) Previous issue date: 2015 / Resumo: O presente trabalho resulta de um estudo sobre gestão democrática na escola pública, tendo como pano de fundo as reformas neoliberais implantadas na América Latina e no Brasil sob a orientação dos organismos internacionais de financiamento, motivadas pela necessidade do capitalismo de se reordenar para o enfrentamento de uma nova crise estrutural, levando o país a aderir a um projeto de sociabilidade baseada no mercado como regulador das relações econômicas e sociais viabilizadas através da reforma do estado brasileiro nos anos de 1990 e seus reflexos na máquina administrativa do estado do Maranhão. Trata das influencias das reformas do Estado no campo educacional, especialmente com a implantação da gestão democrática na escola pública brasileira e maranhense, face à análise dos efeitos do Decreto nº 14.558, de 22 de maio de 1995, na organização do processo participativo nas escolas do ensino médio da rede pública estadual em São Luís, no período de 2007 a 2010. Os procedimentos adotados foram: a revisão sobre a temática, análise de documentos oficiais, relacionados as políticas educacionais no Brasil e no Maranhão a partir de 1995, e entrevistas semiestruturadas com os membros dos Colegiados Escolares das escolas do ensino médio da Rede Pública Estadual de Ensino do Maranhão, localizadas na capital São Luís. Os resultados indicaram que no transcorrer dos anos as experiências dos Colegiados foram se consolidando com a ampliação da participação da comunidade escolar na definição dos propósitos das escolas, e a democratização do poder, anteriormente centralizada na figura do diretor de escola, a partir da alteração em 2008, do Decreto estadual que regulamentava o funcionamento dos Colegiados e retirou dos diretores a função nata de presidente desses órgãos, passando a ser exercida por um membro eleito entre seus integrantes. Palavras-Chave: Gestão escolar democrática. Participação. Autonomia. Reforma educacional. Rede Estadual de Educação do Maranhão / Abstract: This paper results from a study of democratic management in the public school, with a backdrop of the neoliberal reforms implemented in Latin America and Brazil under the guidance of international financial institutions, motivated by capitalism need to reorder itself to face a new structural crisis, leading the country to join a sociability project based on the market as a regulator of economic and social relations made possible by reforming the Brazilian state in 1990 and its effects on the administrative organization of the state of Maranhão. It deals with the influence of state reforms in the educational field , especially with the implementation of democratic management in the Brazilian public school and Maranhão, given the analysis of the effects of Law No. 14558 of 22 May 1995, in the organization of the participatory process in schools high school of the public schools in São Lois from 2007 to 2010. The procedures were: a review of the subject, analysis of official documents , related educational policies in Brazil and Maranhão in 1995, and semi-structured interviews with members of the Collegiate School Board of the high schools of the State Public education Network of Maranhão, located in São Luis, capital state. The results indicated that through the years the experiences of Collegiate School Boards were consolidated with the expansion of the school community participation in definition of the purposes of schools , and the democratization of power, previously centered on the school principal figure, from the change in 2008 , the state Law that regulated the operation of Collegiate School Boards and removed the principals inate president function of these organs, passing to be exercised by a member elected from among its members. Keywords: Democratic School Management. Participation. Autonomy. Educational Reform. State of Maranhão Education Network / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

The purpose of this qualitative research was to investigate the relatively new concept of knowledge management as it applies to schools as learning organisations. Literature on knowledge management abounds and is covered by authors in a wide variety of fields. However, literature relating to knowledge management in schools is limited, particularly literature by in-school practitioners. The study provides a teacher-librarian’s view gleaned largely from interactions with colleagues in the profession. The fieldwork for the study was undertaken in a small cross-section of Australian and New Zealand schools in 2001. Semi-structured interviews yielded answers to questions on how teachers shared their knowledge, on how ICTs enabled knowledge management, the implications of knowledge management for teacher-librarians and the concept of the knowledge-enabled school. The findings relate to the structuring of human resources and decision making processes, information literacy and knowledge construction, the critical learning community that optimises learning, the parallel development of social and ICT infrastructures, information management tools, the role of the teacher-librarian and the incorporation of knowledge management into systemic reforms. The study recommends that the ways in which teachers share knowledge requires further scrutiny, that research should establish the capacity for knowledge management in schools, that tools and systems are integrated as a KM Toolbox and that one particularly successful model of systemic reform based on knowledge management principles be piloted in South African schools. The study provides a singular record of knowledge management practice and potential in schools. / Dissertation (MEd)--University of Pretoria, 2006. / Curriculum Studies / MEd / Unrestricted

The main aim of this study is to enrich the discourse on developing an intended form of the science curriculum in different country contexts. A multi-case study research design uses methods of content and comparative analysis to find answers to the research questions. The empirical part of the thesis consists of single case studies of England, Finland, Scotland and the United States of America containing contexts of the current curriculum development, description and interpretation of analysed structural and content phenomena in the curriculum of primary (ISCED 1) and secondary education (ISCED 2). Based on the single case studies of curricula, a comparative multi-case study is conducted, which focuses on the identification and interpretation of common and different features in the structure and content of the curricula to be compared. The studied documents can be divided into competency- oriented and subject-oriented curricula, nevertheless, each curriculum contains elements of both approaches. The subject content of the contemporary curricula seems to be more elaborated or at least more detailed than in documents of the previous decade. It is possible that even in the field of curriculum development there is political influence of neoconservative forces or an intellectual influence of so-called...

The dissertation deals with the reflection of the change in the pedagogical process management at the turn of the 1980s and the 1990s. The aim of the thesis was to find out the influence of changes in social, political and economic conditions at the turn of the 80s and 90s on the concept of pedagogical process management. We wanted to clarify the management style in the historical context. We also wanted to identify the causes of these changes - whether it is conceptual and strategic documents of the education sector, or it is still changing legislation or other factors. In the theoretical part, we reflected changes in the pedagogical process management from 1989 until today. We described the development of the phenomenon of primary school management with an emphasis on the pedagogical process. Our assumptions were based on theoretical approaches of pedagogy and general management. The aim of the research part is to clarify the relations, to create and to describe the scheme of the pedagogical process management due to changing conditions after 1989. The design of qualitative research was chosen as a research method of oral history. Data collection consisted of analyzing and comparing documents and then conducting in-depth interviews with the headmasters of elementary schools. Based on the...

Response to intervention (RTI) is a federal program created to improve student learning and reduce the number of students misidentified as needing special education services. Differing interpretations of how best to implement RTI between campuses and districts have resulted in teachers' confusion and misperceptions of the program. The purpose of this study was to understand how elementary classroom teachers' perceptions of RTI affect classroom instruction. Based on Gagne's instructional theory and Bruner's theory of constructivism, the study examined the perceptions of 10 classroom teachers in 2 low socio-economic elementary schools. The study examined how RTI forms and protocols, administrative leadership, and professional development impacted participants' perceptions of RTI and their classroom instructional practices. Data collected from group and individual interviews were transcribed and coded using open and axial coding to create categories. Participants' progress monitoring logs and the researcher's field notes corroborated interview results. Findings showed that teachers' limited knowledge of RTI resulted in frustration or indifference and that erudite administrative leadership and professional development are needed to improve classroom implementation. A district-wide, digital professional development plan based on the study's findings was recommended to improve educators' and administrators' understandings of the RTI program. Results add to the limited body of qualitative research exploring teachers' perceptions of RTI. Implications could improve teachers' and administrators' understandings and perceptions, foster collaboration leading to social change, and ultimately improve student learning.

В магистерской диссертации рассмотрены теоретические и методические основы управления эффективностью сотрудников университета, показан вклад технологий управления эффективностью в формирование и развитие человеческого капитала работников высшей школы. Эмпирическая часть исследования посвящена изучению состояния человеческого капитала работников Уральского федерального университета и разработке рекомендаций по совершенствованию системы отбора, подбора научно-педагогических кадров и стимулирования их эффективной работы. / The master's thesis considers the theoretical and methodological foundations of performance management of the university staff , The contribution of performance management technologies in the formation and development of human capital of workers in higher education is considered. The empirical part of the research is devoted to studying the state of the human capital of the Ural Federal University and the development of recommendations for improving the system of teaching staff selection and encourage them to work effectively.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research. / AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.

1 ABSTRAKT The aim of the thesis was to eleborate the development process of the Častrov comprehensive primary school in the district Pelhřimov based on the school chronicles and refer to the contribution of the acquired knowledge for the schoolwork. The theoretical part is devoted to the study of commemorative books and also in the wider perspective of the whole P elhřimovsko region. The practical part describes a project carried out with pupils of this school. The purpose was to acquaint the pupils with the history of Častrov school through activation methods and have their impact on the school and the place where they live.