Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2017-12-22T13:28:07Z No. of bitstreams: 1 anapaulapequenomatos.pdf: 1660293 bytes, checksum: 08349c4d837da55df30bbe6298af5a7a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-22T18:22:44Z (GMT) No. of bitstreams: 1 anapaulapequenomatos.pdf: 1660293 bytes, checksum: 08349c4d837da55df30bbe6298af5a7a (MD5) / Made available in DSpace on 2018-01-22T18:22:44Z (GMT). No. of bitstreams: 1 anapaulapequenomatos.pdf: 1660293 bytes, checksum: 08349c4d837da55df30bbe6298af5a7a (MD5) Previous issue date: 2017-07-26 / O caso de gestão estudado discutiu a gestão para resultados em uma escola de ensino médio pertencente à rede pública do estado do Ceará, tendo como contexto o Sistema Permanente de Avaliação da Educação Básica do Ceará - SPAECE. Tal pesquisa justifica-se pela crescente expressividade das avaliações externas nas políticas de gerenciamento dos sistemas educacionais, a partir das quais emanam duas perspectivas que se entrelaçam no fazer didático: o binômio sucesso e fracasso escolares. Os objetivos definidos para este estudo foram analisar como a gestão tem se apropriado dos resultados do SPAECE, captando elementos que possam ser utilizados para a melhoria das práticas de gestão pedagógica e de resultados, visando contribuir para a elaboração de uma proposta de intervenção com o intuito de fomentar a aprendizagem significativa dos estudantes, tendo como questão norteadora o seguinte problema: de que forma ocorre a ação gestora em uma escola regular pertencente à Superintendência das Escolas de Fortaleza 1 (SEFOR 1) no contexto dos resultados do SPAECE? As discussões desenvolvidas basearam-se nos seguintes autores: Ball (2002; 2010), Vieira (2002; 2007; 2013); Vianna (2003; 2009), Franco (2004), Rosa et al (2006), Martins, Brocanelli (2010), Dalben (2010), Lück (2000, 2009), Luckesi (2011), Brooke, (2012), Monteiro e Mota (2013), Blasis et al (2014), Ikeshoji, Terçario, Ruiz (2015), Trojan e Corrêa (2015), Pinto e Santos (2016), Terrasêca (2016), a partir dos quais delineou-se a gestão para resultados no ambiente escolar caracterizando o papel do gestor enquanto força promotora da aprendizagem estudantil, pautada na prática colaborativa de monitoramento e avaliação do fazer escolar enquanto ferramenta para a construção de uma escola aprendente. Além disso, os autores contribuem para o delineamento do panorama da apropriação de resultados das avaliações externas enquanto processo pedagógico com vistas à qualidade educacional. Por meio de uma pesquisa qualitativa, como estudo de caso, verificou-se a interrelação entre a gestão, as avaliações externas, aqui representadas pelo SPAECE e, o sucesso da escola. O levantamento dos dados foi realizado in loco, por meio de observações na instituição-alvo da pesquisa. O instrumento de pesquisa utilizado foi a entrevista semiestruturada aos sujeitos do estudo, componentes do núcleo pedagógico: Gestora, Coordenadores Pedagógicos e Professores Coordenadores de Área de Linguagens e Códigos e, Matemática. Em razão dos resultados do estudo, concluiu-se que a gestão pedagógica da escola valida a avaliação externa enquanto mensurador da qualidade escolar, embora desconheçam as publicações do SPAECE e careçam de reordenar as práticas de gestão para que a comunidade possa apropriar-se do planejamento estratégico da escola. Assim, o Plano de Ação Educacional (PAE) apresentado compreende ações que visem a favorecer a gestão participativa no contexto de utilização pedagógica dos resultados do SPAECE e o fortalecimento dos planejamentos enquanto espaço-tempos de formação dos professores, dentre elas a formação de um grupo de estudos com foco nos resultados e planejamento estratégico da escola, estudos direcionados aos professores e, um marco festivo para apropriação dos resultados da escola. / The case in study discusses the management for results in a secondary school belonging to the public system of Ceará, taking as context the Sistema Permanente de Avaliação da Educação Básica do Ceará - SPAECE. This research is justified by the strong expressiveness of large-scale assessments in education policies, from which two perspectives that interlace in the didactic work: the binomial success and failure school. The main purpose of this study was to analyze how management has appropriated the results of SPAECE, capturing elements that can be used to improve pedagogical management practices and results, aiming to contribute to the elaboration of a proposal of intervention with the to foster significant student learning, the following problem being the guiding question: How does the management action in a public high school of Fortaleza, in the context of the SPAECE? The discussions were based on the following authors: Ball (2002; 2010), Vieira (2002; 2007; 2013); Vianna (2003; 2009), Franco (2004), Rosa et al (2006), Martins, Brocanelli (2010), Dalben (2010), Lück (2000, 2009), Luckesi (2011), Brooke, (2012), Monteiro and Mota (2013), Blasis; et al (2014), Ikeshoji, Terçario, Ruiz (2015), Trojan and Corrêa (2015), Pinto and Santos (2016), Terrasêca (2016), because they describe management for results in the school, characterizing the role of the of the principal as a strength for student learning, based on collaborative approach to monitoring and evaluating school achievement as a tool for building a learning school. They also contribute to the use to large-scale testing results as a pedagogical process for the quality education. This qualitative case study investigates the link between the management, the large-scale evaluations, represented here by SPAECE, and the success of the school. The data were collected through observations at the research institution. The research instrument was the semi - structured interview. The study subjects are components of the pedagogical leaders: Principal, Pedagogical Coordinators and Coordinating Teachers of Languages and Codes Area and Mathematics. The study was concluded that the pedagogical leaders validates the results of large-scale assessments as a measure of school quality, although they do not know the publications of SPAECE and they need to improve management practices so that the community can appropriate the planning of the school. Thus, the Educational Action Plan (PAE) presented includes actions that aim to favor participatory management in the context of pedagogical use of the results of SPAECE and the strengthening of planning as space-times of teacher training, as the formation of a group of studies focused on the results and strategic planning of the school, studies aimed at teachers and a festive framework for appropriation of the results of the school.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-09-28T18:56:49Z No. of bitstreams: 2 Dissertacão - Erika Marinho Witeze - 2016.pdf: 3306415 bytes, checksum: 66e2b2e7226b65940b03a2ac68d41d52 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-30T13:09:04Z (GMT) No. of bitstreams: 2 Dissertacão - Erika Marinho Witeze - 2016.pdf: 3306415 bytes, checksum: 66e2b2e7226b65940b03a2ac68d41d52 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-30T13:09:04Z (GMT). No. of bitstreams: 2 Dissertacão - Erika Marinho Witeze - 2016.pdf: 3306415 bytes, checksum: 66e2b2e7226b65940b03a2ac68d41d52 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work discusses the issues related to the participation of the target audience of special education in Prova Brasil, covering two state schools in the city of Goiânia-GO. It adopts the historical-critical pedagogy and the cultural-historical theory as its theoretical frameworks. We investigate the conditions of these students participation in Prova Brasil, considering the special features arising from the deficiencies, global development disorders and high skills/giftedness and also knowing that they are enrolled in regular rooms. In addition, it makes explicit the articulations between the policies of inclusion and large-scale evaluation, revealing the developments of the neotechnicist proposal in the field of special education. Finally, it seeks to identify the proposals and/or alternatives suggested by teachers and managers regarding to the demands brought by Basic Education Evaluation System (SAEB) in Brazil. Based on the legal frameworks and academic production on inclusive education and largescale assessments, we talk about the consequences of regulating and monitoring the quality of education. We also show how the increased visibility of the Basic Education Development Index (IDEB) and the vertical control of the results intensifies the competition between schools, justifying mechanisms such as accountability, meritocracy and privatization of public education. Moreover, from a documentary and bibliographic research, participant observation of school routines and semi-structured interviews with managers, support staff and specialized teachers, we underline the tensions and contradictions experienced by the establishments investigated in reconciling two different models of evaluation and organization of pedagogical work: the first, based on the recognition of diversity and on the flexibilization of curricular contents, didactic resources and temporality; the second, founded on the homogenization of students performance on standardized tests, in a classificatory and market perspective. Finally, we evidence the coexistence between processes of inclusion/exclusion as a result from the use of Prova Brasil for measuring the students performance in specific areas of the curriculum. Considering the neoliberal context, we question the limits of the speech defending differences and its power to confront the various forms of exclusion and marginalization of students with disabilities and other special needs. In this perspective, we point out the possible contributions of Participatory Institutional Assessment (PIA) – as an anti-regulatory strategy – on developping socially referenced quality standards, which may provide support for the educational work in inclusive schools. / O presente trabalho discute os aspectos envolvidos na participação do público-alvo da educação especial na Prova Brasil, a partir de duas escolas estaduais situadas na cidade de Goiânia- GO. Adotando como referencial teórico a pedagogia histórico-crítica e a teoria histórico-cultural, investigamos em que condições esses estudantes, matriculados nas salas regulares, têm realizado a Prova Brasil, tendo em vista as particularidades decorrentes das deficiências, dos transtornos globais de desenvolvimento e das altas habilidades/superdotação. Além disso, explicitamos as articulações entre as políticas de inclusão e avaliação em larga escala, revelando os desdobramentos da proposta neotecnicista no campo da educação especial. Por fim, buscamos apontar as propostas e/ou alternativas sugeridas pelos professores e gestores no que se refere às demandas trazidas pelo Sistema de Avaliação da Educação Básica (SAEB) no Brasil. Tendo como ponto de ancoragem os marcos legais e a produção acadêmica na área, falamos das consequências das práticas de regulação e monitoramento da qualidade da educação, indicando como a emergência do Índice de Desenvolvimento da Educação Básica (IDEB) e o controle verticalizado dos resultados, os quais acirram a competição entre as escolas, justificando mecanismos como a responsabilização, a meritocracia e a privatização do ensino público. Ademais, a partir de pesquisa documental/bibliográfica, da observação participante das rotinas escolares e de entrevistas semiestruturadas com gestores, profissionais de apoio e professores de recursos, explicitamos as tensões e contradições vividas pelos estabelecimentos investigados na compatibilização entre dois modelos distintos de avaliação e organização do trabalho pedagógico: o primeiro, fundamentado no reconhecimento da diversidade e na flexibilização dos conteúdos curriculares, dos recursos didáticos e das temporalidades; o segundo, ordenado a partir da homogeneização do desempenho dos alunos nos testes padronizados, numa perspectiva classificatória e mercadológica. Evidenciamos, finalmente, a coexistência de processos de inclusão/exclusão, resultantes da utilização da Prova Brasil como instrumento de aferição do desempenho dos alunos em áreas específicas do currículo. Outra dimensão desvelada em nosso estudo refere-se aos limites do discurso em defesa das diferenças no enfrentamento das várias formas de exclusão e marginalização de alunos com deficiências e outras necessidades especiais no contexto neoliberal. Nessa perspectiva, sinalizamos as possíveis contribuições da Avaliação Institucional Participativa (AIP) – como estratégia de cunho contra regulatório – na elaboração de padrões de qualidade socialmente referenciados, que possam servir de suporte para o trabalho educativo nas escolas inclusivas.

The results of the international study TIMSS (The Trends in International Mathematics and Science Study) raise concerns that Czech primary pupils fall behind in some content domains of science (namely the physical sciences) and in some skills (experimental skills). This thesis compares the Czech curriculum with the current international trends in the science education and shows that above mentioned topics/skills are not sufficiently covered in the official curriculum. The second part of the thesis describes a case study of a relatively successful implementation of innovative science lessons focused on these skills in three primary classrooms of a Czech school. The concepts of inquiry-based learning, theory of learning materials and lesson study method are the main components of the theoretical and conceptual background of the study. When comparing the Czech curriculum (official documents and textbooks used in school) and school curricular plans with the TIMSS framework, it emerges that both the national curricular framework and the school curriculum do not cover some of those upper mentioned. Based on these findings, a lesson plan introducing some of the missing areas and task types was developed and tested in a particular school. The qualitative research desigh of case study with embedded...

Thesis advisor: Henry I. Braun / Secondary analyses of international large-scale assessments (ILSA) commonly characterize relationships between variables of interest using correlations. However, the accuracy of correlation estimates is impaired by artefacts such as measurement error and clustering. Despite advancements in methodology, conventional correlation estimates or statistical models not addressing this problem are still commonly used when analyzing ILSA data. This dissertation examines the impact of both the clustered nature of the data and heterogeneous measurement error on the correlations reported between background data and proficiency scales across countries participating in ILSA. In this regard, the operating characteristics of competing modeling techniques are explored by means of applications to data from PISA 2012. Specifically, the estimates of correlations between math self-efficacy and math achievement across countries are the principal focus of this study. Sequentially employing four different statistical techniques, a step-wise model refinement approach is used. After each step, the changes in the within-country correlation estimates are examined in relation to (i) the heterogeneity of distributions, (ii) the amount of measurement error, (iii) the degree of clustering, and (iv) country-level math performance. The results show that correlation estimates gathered from two-dimensional IRT models are more similar across countries in comparison to conventional and multilevel linear modeling estimates. The strength of the relationship between math proficiency and math self-efficacy is moderated by country mean math proficiency and this was found to be consistent across all four models even when measurement error and clustering were taken into account. Multilevel multidimensional mixture IRT modeling results support the hypothesis that low-performing groups within countries have a lower correlation between math self-efficacy and math proficiency. A weaker association between math self-efficacy and math proficiency in lower achieving groups is consistently seen across countries. A multilevel mixture IRT modeling approach sheds light on how this pattern emerges from greater randomness in the responses of lower performing groups. The findings from this study demonstrate that advanced modeling techniques not only are more appropriate given the characteristics of the data, but also provide greater insight about the patterns of relationships across countries. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

This thesis addresses the local reception and use in Sweden of the major international large scale assessments (ILSAs) of student performance: Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and International Civic and Citizenship Education Study (ICCS). The aim is to describe and analyze how Swedish teachers, principals and school directors interpret and possibly use ILSAs in their professional practice. ILSA is treated here as a new idea or a new social technology defining what constitutes good (or bad) education. The theoretical framework combines a top-down perspective provided by Rogers’ (2003) Diffusion of Innovation theory, and a complementary, more critical Policy Enactment approach (Ball et al. 2012), stressing the import-ance of context and local actors’ perspectives. Empirically, the thesis is based on 40 semi-structured interviews carried out in the 2011-2012 school year with teachers, principals and municipal school directors in five municipalities and 12 compulsory schools, selected to cover diverse municipalities, schools, and respondents. The respondents perceive ILSAs as valid evaluations of the Swedish school system. Most think it is important to compare results of different nations, although ILSA is not expected to cover the whole curriculum. Most interviewees are aware that Swedish ILSA results have been declining for years and perceive an urgent need to reverse this trend. However, few of the directors, principals or teachers believe that Swedish schools are in a deep crisis, as described in Swedish media. The participants frequently regard schools as primary determinants of ILSA results, and few blame family, socio-economic, cultural and contextual factors for the Swedish decline in ILSA rankings. There are significant differences between the three occupational groups in their reception and use of ILSA. Municipal school directors who are very well-informed emphasize the influence of ILSA on their local development efforts. Principals and teachers say that ILSAs have had modest direct effects on their work, but they argue that poor Swedish results in international assessments have had indirect effects, for instance by prompting the introduction of a new national curriculum. / <p>Contains an English summary.</p>