The purpose of this study is to explain a management the Diocese of Fort Wayne-South Bend (Indiana). For well over 100 years the Catholic school system in this diocese was =governed by the following principles: (1) each parish was expected to have a parish school; (2) this school was to be financed from the resources of the parish; and (3) the teachers were largely religious sisters. Not until the 1960's was any serious attempt made to centralize a school system which encompassed 54 grade schools, 6 high schools, and enrolled 28,600 pupils in 1965. The late 1960's witnessed a crisis in Catholic education; between 1964 and 1970 enrollment declined in the grade schools 27.3%; during that same period of time the ratio of lay teachers to religious teachers rose 160.5:0 (while the number of sisters dropped 18%); parishes income, in constant dollars, dropped 0.5%. The educational crisis found the parishes without adequate management information for decision making.Two types of information puterized for annual updating.I. Educational Data Analysis. Basic income and expense information, from each parish, is analyzed for the most recent five year period. This analysis brings into one place the necessary data for trend analysis. (Projections are based on the polynomial method of curve fitting.) Most data treated is analyzed for year-to-year rates of change; at the same time an over-all rate of change is developed with 1964 forming the base year. All income data is reduced to a constant dollar (1958= 100) with the Implicit Personal Consumption Expenditure Price Deflator. Educational costs are further analyzed on a per pupil cash cost basis, and on a percent of total educational costs. The contributed services of each teacher is developed (as well as an analysis of degrees, license, grade taught, years of experience, etc.). In this way a total cost, closer to true costs than are the cash costs, are developed. Some use is made of regional median income data to determine the over-all ability of a parish to support the program. This data is intended for the use of the pastors, parish councils, committees on education, etc.II. Educational Situation Indices. These indices were developed to simplify financial explanations for parishioners; at the same time they provide a means of comparing one parish against the rest of the diocese. Thirteen key resources were selected from the data developed by Part I. These resources from each parish are compared with the diocesan average to develop and index number. The "norm=100." Three types of mathematical formulas develop three indices. The Parish Index (I,) merely measures the percent above or below the norm. This information makes it possible to analyze parish resource use, the flow of resources both within the parish and between parishes, and aids greatly in resource allocation. (This latter is aided because for the first time one parish can compare itself to other parishes.) The Variance Index (12) makes use of the Z-value and the standard deviation to develop an "average range" of parishes (± one standard deviation). Therefore, parishes which are using resources in such a manner as to be beyond the middle 68/ are identified, and the "mis-used resource" located. The final index (14) is the result of weilhtin the various resources with the Beta coefficient (by means of a stepwise multiple regression computer formula). This produces a single composite number termed the Educational Situation Index.The use of scatter charts makes it possible to obtain visual pictures of the entire diocese for each resource, or for all resources in a single parish. (The basic scatter charts are developed by a Calcomp plotter.)These computer print-outs are meant to be tools to aid the volunteer members of the many parish committees on education, and the area and diocesan boards of education. The study explains the development and the use of these managerial tools which are developed for broad level use.

No description available.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 188-193).

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 8, 2009) Vita. Includes bibliographical references.

The purpose of this study was to investigate the factors contributing to conflict among the teachers of secondary schools of Mthatha Education district. The liter-ature review reflects theories concerning the factors contributing to conflict among teachers, ranging from the leadership styles use in the schools, the causes of poor in-terpersonal relations among teachers and the causes of teachers’ resistance in schools. To attain the aims and objectives of the study the researcher used the case study de-sign as well as the qualitative research method, both in collecting and analysing the da-ta. Ten (10) teachers and five (5) principals from five different secondary schools formed the sample size of the investigation. Convenience sampling method was used to select this sample size. An open-ended interview schedule and tape record-ing were used for the face-to-face in-depth interviews. Themes drawn from the re-sponses of the participants and discussed included: unhealthy competition, poor com-munication, poor interpersonal relations, poor leadership styles used in schools, exces-sive teacher workload and the existence of cliques and informal groups resulted into conflict among the secondary school teachers. Democratic and participatory styles were suggested as the best working styles of leadership used in the secondary schools. The effects of conflict on the culture of teaching and learning were: weak team spirit among teachers, less communication, stressed among the teachers, high absenteeism, less col-laboration, less teacher motivation and prolonged decision making processes in the schools. The predominant causes of teacher resistance were also highlighted as: the use of autocratic style by school managers, poor communications, ill and unprofessional treatment of staff by managers, constant curriculum changes and unclear policies in the schools. The recommendations on the factors contributing to conflict among sec-ondary schools in the Mthatha Education District were made.

<p> African American women in student affairs face negative experiences as they seek to move along their career paths, including discrimination based on race and gender, tokenism, and microaggressive behavior. This qualitative interview study explored the professional experiences of 25 African American women middle level managers (MLMs) employed at four-year, predominantly White institutions across the United States. All of the participants had a desire to advance beyond their current MLM position to a senior role in student affairs. This study employed a conceptual framework combining Black Feminist Thought (BFT) with the Human Resource (HR) Frame of Bolman and Deal which piece together a lens for both the individual experiences of African American MLMs, and as people in their organizations of higher education. </p><p> Three themes emerged from this study. First, participants faced professional and personal challenges throughout their professional journey including race-based and gender-based discrimination and disrespect, being &ldquo;the only,&rdquo; the need to think carefully about presentation of self, and demands based on higher standards of performance and motherhood. Second, participants accessed a range of strategies and supports such as mentors, sponsors, faith, family, community, and a network to respond to and navigate these challenges. Participants were strategic agents who recognized the importance of putting themselves first. Finally, opportunities for professional growth throughout their career were a central component of their plans for advancement. </p><p> This study offered recommendations for policy, practice, and future research. Individuals should build networks to find a mentor and establish community while continually seeking professional growth opportunities. Institutions should support affinity groups for faculty and staff of color, provide culturally relevant training for senior student affairs officers on preparing evaluations for African American women MLMs, and on-campus professional development opportunities including collateral assignments that align with the ACPA and NASPA competency areas.</p><p>

Submitted by Claudete Ferreira Pereira Cardoso Balieiro (pbalieiro@uol.com.br) on 2018-08-03T14:57:17Z No. of bitstreams: 1 Trabalho Final - PARA ENVIAR UNESP.pdf: 5619014 bytes, checksum: 8f3bb72de7a970e734f1a4d37777693f (MD5) / Approved for entry into archive by Jacqueline de Almeida null (jacquie@franca.unesp.br) on 2018-08-03T18:14:32Z (GMT) No. of bitstreams: 1 Balieiro_CFPC_me_fran.pdf: 5619014 bytes, checksum: 8f3bb72de7a970e734f1a4d37777693f (MD5) / Made available in DSpace on 2018-08-03T18:14:32Z (GMT). No. of bitstreams: 1 Balieiro_CFPC_me_fran.pdf: 5619014 bytes, checksum: 8f3bb72de7a970e734f1a4d37777693f (MD5) Previous issue date: 2018-06-14 / Este trabalho está inserido na área da Gestão Pública do Ensino no Estado de São Paulo, especificamente em duas escolas estaduais da região sul de Franca/SP. Tem por objetivo geral analisar as políticas públicas de gestão escolar na sua fase de implementação e efetivação em nível micro (escola) e como objetivos específicos, buscar fundamentações conceituais para contextualizar o problema entre Gestão Pública Escolar nos seus preceitos legais com as especificidades da Instituição de Ensino; analisar atas dos seguintes colegiados escolares: Associação de Pais e Mestres (APM), Conselho de Escola e Grêmio Estudantil nos seus aspectos legal e real; levantar possíveis causas que expliquem o proclamado legal ao executado real, enfim, identificar no cotidiano escolar os elementos da construção e uso do poder produzido pela agregação de indivíduos, nos moldes do pensamento foucaultiano, buscando-se demonstrar o distanciamento ou não entre toda uma normatividade que se firma por gerir ‘democraticamente’ e as discrepâncias de seus atuais modelos de representatividade. O referido trabalho demonstra resultados, por meio de pesquisa qualitativa, de natureza bibliográfica, documental, de campo, com a aplicação de questionários com questões estruturadas e semiestruturadas. A análise de dados será na linha do pensador francês Michel Foucault, que estuda ou ilumina os fatos nos âmbitos internos das instituições, visto que visa compreender como se constrói e desconstrói as verdades sobre a implementação das políticas públicas educacionais de gestão, finalmente, por uma abordagem de natureza indutiva, com o intuito de construirmos um roteiro de análises da gestão escolar. / This work is part of the Public Management area of Education in the State of São Paulo, specifically in two state schools in the southern region of Franca/SP. Its general objective is to analyze the public policies school management in its phase of implementation at the micro level effectiveness (school) and as specific objectives to seek conceptual foundations to contextualize the problem between School Public Management in its legal precepts with the specifics of the Institution of Teaching; to analyze the minutes of the following school colleges: Association of Parents and Teachers (APT), School Council and Student Guild in its legal and real aspects; to raise possible causes that explain the legal proclaimed to the real executor, finally, to identify in the scholarly daily the elements of the construction and use of the power produced by the aggregation of individuals, in the molds of the Foucaultian thought, trying to demonstrate the distance or not between a whole normativity which is signed for managing 'democratically' and the discrepancies of its current representative models. This work demonstrates results, through qualitative research, of bibliographical nature, documentary, field research with the application of questionnaires with structured and semi - structured questions. The data analysis will be in the French thinker Michel Foucault line, who studies or illuminates the facts in the internal scopes of the institutions, since we aim to understand how its builds and deconstruct the truths about the implementation of the educational public policies of management and finally, by a an inductive approach, with the aim of constructing an road map of school management analyzes.

Orientador: Hilda Maria Gonçalves da Silva / Resumo: Este trabalho está inserido na área da Gestão Pública do Ensino no Estado de São Paulo, especificamente em duas escolas estaduais da região sul de Franca/SP. Tem por objetivo geral analisar as políticas públicas de gestão escolar na sua fase de implementação e efetivação em nível micro (escola) e como objetivos específicos, buscar fundamentações conceituais para contextualizar o problema entre Gestão Pública Escolar nos seus preceitos legais com as especificidades da Instituição de Ensino; analisar atas dos seguintes colegiados escolares: Associação de Pais e Mestres (APM), Conselho de Escola e Grêmio Estudantil nos seus aspectos legal e real; levantar possíveis causas que expliquem o proclamado legal ao executado real, enfim, identificar no cotidiano escolar os elementos da construção e uso do poder produzido pela agregação de indivíduos, nos moldes do pensamento foucaultiano, buscando-se demonstrar o distanciamento ou não entre toda uma normatividade que se firma por gerir ‘democraticamente’ e as discrepâncias de seus atuais modelos de representatividade. O referido trabalho demonstra resultados, por meio de pesquisa qualitativa, de natureza bibliográfica, documental, de campo, com a aplicação de questionários com questões estruturadas e semiestruturadas. A análise de dados será na linha do pensador francês Michel Foucault, que estuda ou ilumina os fatos nos âmbitos internos das instituições, visto que visa compreender como se constrói e desconstrói as verdades sobre a impl... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work is part of the Public Management area of Education in the State of São Paulo, specifically in two state schools in the southern region of Franca/SP. Its general objective is to analyze the public policies school management in its phase of implementation at the micro level effectiveness (school) and as specific objectives to seek conceptual foundations to contextualize the problem between School Public Management in its legal precepts with the specifics of the Institution of Teaching; to analyze the minutes of the following school colleges: Association of Parents and Teachers (APT), School Council and Student Guild in its legal and real aspects; to raise possible causes that explain the legal proclaimed to the real executor, finally, to identify in the scholarly daily the elements of the construction and use of the power produced by the aggregation of individuals, in the molds of the Foucaultian thought, trying to demonstrate the distance or not between a whole normativity which is signed for managing 'democratically' and the discrepancies of its current representative models. This work demonstrates results, through qualitative research, of bibliographical nature, documentary, field research with the application of questionnaires with structured and semi - structured questions. The data analysis will be in the French thinker Michel Foucault line, who studies or illuminates the facts in the internal scopes of the institutions, since we aim to understand how its builds... (Complete abstract click electronic access below) / Mestre

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-04-11T17:22:22Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO. IZABELLA ALBUQUERQUE TAVARES UCHÔA. POLÍTICA DE FORMAÇÃO CONTINUADA PARA GESTORES ESCOLARES NO ESTADO DE PERNAMBUCO QUAIS AS CONTRIBUIÇÕES PARA A ORGANIZAÇÃO ESCOLAR DEMOCRÁTICA. 2012.2.pdf: 954702 bytes, checksum: ab3a02e3583c82944de55e09f4235f90 (MD5) / Made available in DSpace on 2017-04-11T17:22:22Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO. IZABELLA ALBUQUERQUE TAVARES UCHÔA. POLÍTICA DE FORMAÇÃO CONTINUADA PARA GESTORES ESCOLARES NO ESTADO DE PERNAMBUCO QUAIS AS CONTRIBUIÇÕES PARA A ORGANIZAÇÃO ESCOLAR DEMOCRÁTICA. 2012.2.pdf: 954702 bytes, checksum: ab3a02e3583c82944de55e09f4235f90 (MD5) Previous issue date: 2012-08-29 / O presente estudo tem como objeto de investigação as políticas de formação continuada para gestores escolares. Busca analisar se essas políticas estão preparando o gestor para utilizar os mecanismos de democratização da gestão, de forma que sua ação efetivamente esteja voltada numa perspectiva da consolidação da gestão democrática. Trata-se de uma pesquisa de abordagem qualitativa, que tomou como campo de estudo as escolas da rede pública estadual localizadas no município de Igarassu-PE e utilizou como instrumento de coleta de dados a entrevista semi-estruturada, aplicada a gestores escolares e os gestores adjuntos das escolas selecionadas. Utiliza como referencial teórico-metodológico a Análise de Conteúdo. Inicialmente tratamos sobre as políticas educacionais no Brasil a partir do governo Lula onde buscamos entender melhor como são efetivadas essas políticas no tocante às rupturas e permanências das propostas estabelecidas enquanto política pública educacional. Destacamos o conceito de participação e elucidamos os programas em destaque nesse estudo quais sejam o PROGESTÃO e o Programa Escola de Gestores da Educação Básica. Para aprofundarmos nosso propósito destacamos as contribuições de Adelino Costa (1998), referentes às imagens organizacionais da escola, onde enfatizamos a escola enquanto imagem organizacional democrática, apontando a possibilidade da formação de gestores na perspectiva da comunidade educativa. Os resultados apontam que a formação continuada de gestores escolares através dos programas destacados nesse estudo atende parcialmente a real necessidade para a promoção da organização escolar democrática. Outro ponto destacado é a necessidade desses programas serem pensados para a equipe gestora, não apenas para o gestor escola. Por fim apontamos uma forma alternativa para organização e promoção da gestão democrática da escola pautada numa perspectiva da organização escolar a partir da concepção da escola como uma comunidade educativa que, sugerimos, contribua com os processos de formação. / The present study aims investigating the policies of continued education for school managers. It also attempts to analyze whether those policies are preparing the school managers so they can use the administration mechanisms of democratization in order that their actions are effectively turned into a perspective of consolidation of the democratic management. This is a research of qualitative approach which has the public schools from the city of Igarassu-PE as its field of studies and it also used semi-structured interviews applied to school managers and deputy managers as its tool for data collection. This paper has gotten the Content Analysis as its method and theory frames of references. Firstly, we discuss the education policies in Brazil from Lula tenure where we aim better comprehending whether how those policies are executed regarding the ruptures and permanence of the established proposals as an education public policy. We highlight the concept of participation and elucidate the programmes that are mentioned in this study which are the PROGESTÃO and the Programa Escola de Gestores da Educação Básica. In order to deepen our purpose we highlight Adelino Costa’s (1998) contributions which stand for the school organizational images, emphasizing the school as a democratic organizational image while we point out the possibility of education for school managers within the perspective of educational community. The results indicate that the continued education for school managers through those prior highlighted programmes only partially fulfil the real need for the promotion of the democratic school organization. Yet another aspect to be mention is that these programmes lack being addressed to the management team, instead of only to the school manager. Finally we point out an alternate way to organize and promote the school democratic management guided through a perspective that aims the school organization from the conception that understands the school as an educational community which, as we suggest, contributes to the formation processes.

Orientador: Marcia de Paula Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T14:01:17Z (GMT). No. of bitstreams: 1 Pereira_MariaCeciliaCamargo_M.pdf: 499188 bytes, checksum: 3e135559f34d24a2e1623e4fec05cdb2 (MD5) Previous issue date: 2007 / Resumo: Nesta dissertação discutimos em que medida experiências de cooperativismo no Brasil e Argentina se configuram enquanto alternativas de geração de trabalho e renda que permitem aos trabalhadores experiências de trabalho autônomo. Para tanto, analisamos duas cooperativas populares na cidade de Campinas, criadas a partir da Incubadora Tecnológica de Cooperativas Populares da UNICAMP e seis cooperativas populares na cidade de Buenos Aires, formadas a partir de empresas recuperadas. Essas experiências foram analisadas a partir de movimentos mais amplos nos quais elas se inserem, a saber, o movimento de Economia Solidária no Brasil e de Economia Social na Argentina. Não se trata, portanto, de uma comparação entre cooperativas brasileiras e argentinas, mas sim de movimentos. O trabalho de campo nos aponta para dois movimentos diferenciados, com características bastante distintas: no caso do Brasil, um movimento mais voltado para a geração de trabalho e renda, ainda que com dificuldades até para sua própria manutenção; no caso da Argentina, um movimento que extrapola a geração de renda, em direção a um trabalho mais participativo, mais democrático e mais autônomo / Summary: This work discusses experiences of cooperatives in Argentina and Brazil and the extend to which these experiences represent an alternative to job creation and income generation in which workers have autonomy. With this goal in mind, we analyzed two cooperatives in Campinas, Brazil that were created with the support of (a cooperative incubator associated with UNICAMP (Universidade de Campinas) - and six cooperatives in Buenos Aires, Argentina created from bankrupted companies. These experiences were analyzed from a broader perspective, taking into account the larger social movements to which they were a part of: the Economy of Solidarity in Brazil and the Social Economy in Argentina. This work is not a comparison between the Brazilian and Argentine cooperatives. It is, in fact, a comparison of the two social movements. The field work indicates that these are two very different movements with very different characteristics. In the case of Brazil, The Economy of Solidarity focuses on income and job creation, despite the difficulties for for its own survivor. In the case of Argentina, the focus goes beyond income generation towards a workplace that is more participative, democratic and autonomous / Mestrado / Ciencias Sociais na Educação / Mestre em Educação