Thesis advisor: Matthias von Davier / Children internationally are entitled to quality education. International education initiatives monitor education system quality through complex evaluations, historically relying on academic benchmarks operationalized by robust comparative achievement data. However, quality in schooling is evolving to comprise development beyond academic abilities – it should support emotional, social, and psychological development. Valid systems-level evaluations of these features internationally require well-defined benchmarks for school conditions suitably supportive of this development. Emerging international initiatives, such as UNESCO’s Happy Schools Framework, define frameworks for non-academic facets but have not been empirically tested. This study defines school climate health as the intersection of the Happy Schools Framework, existing literature on school climate and wellbeing, and the Trends in International Mathematics and Science (TIMSS) Context Questionnaire. This research aims to provide a first step towards defining benchmarks by exploring an international dataset to define existing patterns of interrelated school context variables. This study is responsive to empirical literature and relevant theoretical frameworks for evaluating social systems (systems evaluation, ecological systems theories). An exploratory multilevel latent class analysis (MLCA) of 22 variables is conducted for the 58 participating countries to define four school clusters and three country classes defining the composition and distribution of school climate health internationally. Combining response variables from students, teachers, principals, and parents is a novel application. Characteristics of each school cluster and country class are described. Secondary analyses investigate possible confoundedness of school demographics and possible relationships between school-level average achievement. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Education.

Made available in DSpace on 2016-06-02T19:39:05Z (GMT). No. of bitstreams: 1 2622.pdf: 4274701 bytes, checksum: 56a086085691de6db295658166355b25 (MD5) Previous issue date: 2009-08-28 / The intensification of the globalization process, the weakening of the National States with the strengthening of supra-national identity territories and the advent of the information technologies favored a more intense interchange between countries and gave a new life to comparative studies. This dissertation aims at analyzing what has been produced in Brazil in the form of Master s Dissertations and Doctorate s Thesis in the last two decades in the field of International Comparative Education. The objective of this research was to understand if these works are realized according to the standards, procedures and perspectives indicated by multilateral agencies or otherwise, if what has been academically accomplished in the field has been criticizing the influence of multilateral agencies on the educational policies implemented in Brazil. A group of 37 keywords related to Comparative Education was searched in the CAPES Databank. The analyses revealed 53 works on International Comparative Education. This material was divided according to the topics they presented and a group of 11 dissertations and thesis on educational systems and policies was obtained. These works were analyzed according to the following categories: a) modernization and development; b) the hole of multilateral agencies/autonomy; c) educational system s reforms; d) homogeneity/diversity; e) the hole attributed to the indicators. The results show that although some of these works contain certain characteristics that are typical of the conceptions presented by multilateral agencies, the majority of them is critical and denounces the hegemonic patterns established by developed countries and that are imposed to the developing countries, based on uniform diagnosis performed by multilateral agencies. / A intensificação do processo de globalização, o enfraquecimento dos limites dos Estados nacionais com o surgimento dos grandes blocos de países e o advento das tecnologias da informação proporcionaram um intercâmbio crescente entre os países e deram novo alento aos estudos comparativos. Este trabalho teve como objetivo analisar o que tem sido realizado no Brasil, na forma de dissertações de mestrado e teses de doutorado, nas duas últimas décadas, na área de Educação Comparada Internacional. Nosso problema de pesquisa partia da necessidade de compreender se as pesquisas na área de Educação Comparada no Brasil têm sido realizadas segundo padrões, procedimentos e perspectivas indicados pelos organismos multilaterais ou, inversamente, se o que tem sido produzido academicamente tem se constituído como uma crítica às ações que legitimam as políticas educacionais implantadas no Brasil sob a influência das agências multilaterais. A pesquisa buscou no Banco de Dados da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) um conjunto de 37 palavras-chave relacionadas à Educação Comparada. A análise efetuada apontou um total de 53 dissertações e teses que fazem estudos comparativos internacionais na área da educação. Estes trabalhos foram agrupados de acordo com a temática abordada e obtivemos um grupo de 11 trabalhos que analisam sistemas e políticas educacionais. Estes trabalhos foram analisados de acordo com as seguintes categorias: a)desenvolvimento e modernização; b)papel das agências multilaterais/autonomia; c)reforma dos sistemas educacionais; d)homogeneização/diversidade; e)papel atribuído aos indicadores. Os resultados obtidos mostraram que embora alguns desses trabalhos apresentem matizes característicos das concepções apresentadas pelas agências multilaterais, a maioria deles é crítica e denuncia os modelos hegemônicos estabelecidos pelos países desenvolvidos e que são impostos aos países em desenvolvimento, a partir de diagnósticos uniformizadores realizados pelas agências multilaterais.