Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3333575."

Thesis (M.Ed.(Education Management and Policy Studies))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 130-141). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 130-141). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 8, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, George Padavil, Kenneth H. Strand. Includes bibliographical references (leaves 117-123) and abstract. Also available in print.

Made available in DSpace on 2016-04-27T14:30:50Z (GMT). No. of bitstreams: 1 Flavia Rogeria da Silva.pdf: 672395 bytes, checksum: f67e602e494aa5457cda312844c5b928 (MD5) Previous issue date: 2011-10-20 / This work aims to describe and understand the participation of Municipal Education System teachers in the construction process of the documents that compose the Curriculum guidelines and proposals of learning expectations , in 2005-2008 term. The curriculum construction in the city of Sao Paulo was a demand coming from the local education community as a result of curricular reforms envisaged in the Directives and Bases of National Education Law (LDBEN n. 9.394/1996) and the National Curricular Parameters (PCNs). Also the results of the apprenticeship valued by extern evaluations caused discussions about the curricular reorganization. This study analyzes the participation in the construction of the school curriculum exerted, in particular, by teachers in order to verify to what extent this participation was ensured and the degree of relevance it was perceived by participant teachers. The analysis is supported by the theoretical studies of Diaz Bordenave (2007), Demo (1999), Freire (1979, 1983, 1986, 1987, 1998, 2001a, 2001b), Lima (1992, 2000), Lück (2003, 2006a, 2006b), Ponce (1997, 2007, 2009a, 2009b) and Pontual (1995). Books, papers, journal articles, texts available on the Internet, academic and field research are used as sources. The study confirms that teachers participation, also on the curriculum construct, should be characterized by the force of conscious action, by the assumption of their power to exert influence in determining the curriculum dynamic, based on the understanding, decision and action on the curriculum and not just in its execution / Este trabalho tem por objetivo descrever e compreender a participação dos professores da Rede Municipal de Educação no processo de construção dos documentos que compõem as Orientações curriculares e proposição de expectativas de aprendizagem , na gestão 2005-2008. A construção curricular na cidade de São Paulo foi uma demanda advinda da comunidade educativa local em decorrência das reformas curriculares preconizadas na Lei de Diretrizes e Bases da Educação Nacional (LDBEN no 9.394/1996) e nos Parâmetros Curriculares Nacionais (PCNs). Também os resultados da aprendizagem expressos em avaliações externas motivaram os debates em torno da reorganização curricular. Este estudo analisa a participação na construção do currículo escolar exercida, em especial, pelos professores a fim de verificar em que medida essa participação foi garantida e o grau de relevância com que foi percebida pelos professores participantes. A análise respalda-se em referenciais teóricos dos estudos de Diaz Bordenave (2007), Demo (1999) Freire (1979; 1983; 1986; 1987; 1998; 2001a; 2001b), Lima (1992, 2000), Lück (2003, 2006a; 2006b), Ponce (1997; 2007; 2009a; 2009b) e Pontual (1995). São utilizadas fontes como livros, documentos oficiais, artigos de periódicos científicos, textos disponíveis na internet, trabalhos acadêmicos e pesquisa de campo. O estudo nos confirma que a participação do professor, também no constructo curricular, deve caracterizar-se pela força de atuação consciente, pela assunção de seu poder de exercer influência na determinação da dinâmica curricular, a partir da compreensão, decisão e ação sobre o currículo, e não apenas em sua execução

. This investigation focuses on the leadership role of the principal in managing and supporting curriculum change in South African schools. The results reveal that principals are required to initiate change and to lead the curriculum change process in schools. Principals are expected to monitor, manage and evaluate the implementation of OBE in their schools. They also need to provide ongoing support to colleagues and are further required to acquire and employ skills, qualities, characteristics and a management style that is suitable for the OBE leader. This investigation recommends that for principals to manage and support curriculum change effectively in South African schools: • Principals are in need of more training and ongoing support • Commitment and support to the outcomes based curriculum is called for • Skills and qualities, for effective leadership, needs to be acquired and employed • A strategy to manage, monitor, support and evaluate curriculum implementation in the school is needed. / Educational Leadership and Management / M.Ed. (Educational Management)

. This investigation focuses on the leadership role of the principal in managing and supporting curriculum change in South African schools. The results reveal that principals are required to initiate change and to lead the curriculum change process in schools. Principals are expected to monitor, manage and evaluate the implementation of OBE in their schools. They also need to provide ongoing support to colleagues and are further required to acquire and employ skills, qualities, characteristics and a management style that is suitable for the OBE leader. This investigation recommends that for principals to manage and support curriculum change effectively in South African schools: • Principals are in need of more training and ongoing support • Commitment and support to the outcomes based curriculum is called for • Skills and qualities, for effective leadership, needs to be acquired and employed • A strategy to manage, monitor, support and evaluate curriculum implementation in the school is needed. / Educational Leadership and Management / M.Ed. (Educational Management)