The management style being used by school personnel in Texas and across the nation today is predominately that of a bureaucracy. This model was organized around the industrial revolution that was exercising authority at the turn of the century. Writers and researchers have pointed out that such a model is not capable of providing students the knowledge and skills they will need to enter an increasingly demanding society. One management style relatively new to the educational arena today is that of Total Quality Management. This study reports the results of the impact of the training in those principles by measurement of student test scores.

The purpose of this study was to investigate the effects of Project SAIL, a program designed to increase student achievement through interdisciplinary learning, upon the achievement, attendance, and attitude toward school of the ninth grade students who participated in it. The study also identified its benefits and liabilities from the perspective of teachers and students.

This study was conducted to examine the problem of attrition from a public middle school foreign language enrichment program by students who were admitted on the basis of superior grades, test scores, and recommendations from their teachers, counselors, and parents. The study took place in inner-city San Antonio and involves Latino sixth and seventh graders from mostly low-income families. Literature pertaining to school choice options, education of Latino students, and student attrition was reviewed. Research questions pertained to the differences in characteristics of students staying in the program and leaving it and in the reasons students gave for their decisions to stay or leave. In addition, the efficacy of an existing student attrition model, modified for this study, was tested for organizing data. Data sources included surveys of students and teachers, interviews with administrators and counselors, and school records. Logit regression analysis revealed two factors linked to student persistence in the program to be significant to the .01 level: student involvement in the initial decision to apply to the program, and the presence of a student's best friend at the school the student attended. A third variable approached significance (at the . 10 level): the student's score on the math subtest of a criterion-referenced test given statewide. Recommendations to the district program administrators include incorporating the math subtest score on the statewide instrument into the screening process and providing more and better information to parents and students who are eligible and wish to apply for acceptance into the program.

Diploma thesis deals of drama education in beginning of the school attendance. The theoretical part explains the basic terms as drama education, drama education objectives, methods and techniques, personality of drama teacher. In the practical part I present a plan of dramatic lesson. The empirical part examines whether drama education can affect the climate of the class, cohesion of the team or whether it may present difficulties in social contacts. Research metods are observation, dialogue and questionnaire survey.

Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal of the present study was to evaluate the extent to which attending Head Start buffers children from some of the harmful effects of sociocontextual risk on their acquisition of academic and social school readiness skills. Socio-contextual risk factors were largely unrelated to the school readiness skills. Only mothers' reports of anxiety were significantly associated with slower rates of increase in children's PPVT scores, suggesting that mothers who are more anxious have children who are not developing receptive vocabulary scores as quickly as children whose mothers have fewer anxiety symptoms. Head Start did not buffer the impact of socio-contextual risk on children's attainment of school readiness skills. A secondary goal of the present study was to validate mothers' reports of neighborhood danger with interviewer impressions of neighborhood safety and objective crime reports. Interviewer impressions correlated significantly with mothers' reports of neighborhood danger and official crime statistics. Interestingly, official crime statistics were not correlated with mothers' reports of neighborhood danger, but were correlated with interviewer impressions. Interviewers may provide a valuable objective perspective of characteristics of the neighborhood. This sample was not intended to explore the effects of natural disasters on household structures, maternal psychopathology, or children's academic development. However, results clearly highlighted the need to empirically consider the specific challenges associated with lowincome families after a natural disaster. Study implications and promising directions for future research are discussed.

Existe uma vasta literatura evidenciando os determinantes que repercutem negativamente na acumulação de capital humano do menor de idade. O trabalho infantil seria uma dessas causas. Outros trabalhos mostram que um choque de renda sofrido pelas famílias pode estar por trás da oferta de trabalho de outros membros da família (esposa e filhos). Tal efeito é conhecido na literatura como efeito trabalhador adicional e pode estar relacionado, pelo menos no Brasil, à restrição de liquidez das famílias. O objetivo deste trabalho é averiguar o impacto de um choque de renda representado pela perda de emprego do chefe da família sobre a alocação do tempo dos filhos em idade escolar entre escola e mercado de trabalho. Para realizarmos este trabalho usamos dados da Pesquisa Mensal do Emprego, do IBGE, entre 2003 e 2012. De acordo com os resultados obtidos, o tratamento, ou melhor, o choque de renda representado perda de emprego do chefe da família não possui impacto significativo sobre a escolha das famílias de manter o filho apenas na escola ou de enviar o filho para o mercado de trabalho. Entretanto, nos casos em que o efeito do tratamento é persistente percebemos um impacto sensivelmente maior, apesar de ainda não ser estatisticamente diferente de zero. Na última subseção reproduzimos nosso modelo com dados da PME antiga com o intuito de checar a interferência da diferença de metodologia entre a PME antiga e a nova nos resultados. Notamos que com nosso desenho de modelo não encontramos os mesmos resultados de Duryea et al. (2007). / There is a vast literature demonstrating the determinants that negatively affect the human capital accumulation of child under eighteen. Child labor would be one of these causes. Other studies show that an income shock suffered by families may be behind the labor supply of other family members (spouse and children). This effect is known in the literature as additional worker effect and may be related, at least in Brazil, the liquidity constraint of households. The objective of this study is to investigate the impact of an income shock represented by the loss of employment of head of household on the time allocation of schoolage children between school and the labor market. To accomplish this work we use data from the Monthly Employment Survey, IBGE, between 2003 and 2012. According to the results, treatment, or better, the income shock represented by of the household head\'s job loss has no significant impact on the families\' choice to keeping the child in school or just send the child to the market job. However, in cases where the treatment effect is persistent, we noticed a substantially greater impact, although not statistically different from zero. In the last subsection we applied our model using the old PME data base aiming to check if the methodological differences interfere with the results. We noted that using our new model design, we didn\'t find out the same results as Duryea et al. (2007).

A inserção feminina no mercado de trabalho, a partir da segunda metade do século XIX, constitui-se em uma das mais importantes transformações econômicas e sociais nas últimas décadas. A taxa de participação feminina no mercado de trabalho nos países desenvolvidos chega a 70%, enquanto em países em desenvolvimento, como o Brasil, essa taxa é de 47,2%. O número de filhos está entre os fatores que mais interferem na inserção feminina, pois afeta negativamente a participação das mães no mercado de trabalho. Nesse contexto, a educação infantil constitui-se em fator primordial para elevar a empregabilidade das mães, uma vez que as libera para o mercado de trabalho. Além disso, a freqüência escolar das crianças traz efeitos positivos sobre o desenvolvimento intelectual e psíquico da criança, pois melhora o desenvolvimento das capacidades cognitivas, que por sua vez eleva o nível de escolaridade e os salários dessas crianças na vida adulta. Nesse sentido, o objetivo deste trabalho é avaliar qual o efeito da frequência pré-escolar dos filhos sobre os resultados do trabalho das mães para o Brasil. As estimativas são feitas utilizando o instrumental econométrico de regressão descontínua. Os resultados encontrados mostram que o dia de nascimento interfere na freqüência pré-escolar, pois crianças que tenham data de nascimento após o dia 1º de março têm 3% a menos de chances de frequentar pré-escola. Além disso, a frequência pré-escolar dos filhos eleva a participação das mães em aproximadamente 28% e aumenta em cerca de 19 horas a jornada de trabalho semanal. Contudo, a frequência pré-escolar não tem impacto nos salários, pois outras variáveis como educação podem ter um peso maior na elevação dos salários. Verificar este tipo de impacto é relevante no sentindo de fornecer subsídios aos gestores públicos para viabilizar políticas voltadas tanto para a questão de igualdade de gênero no mercado de trabalho quanto para a educação infantil. / The female insertion on labour market, as of the second half of the nineteenth century, became one of the most important social and economic transformations of the last decades. The rate of female participation on labor market in developed countries reaches 70%, while in developing countries, like Brazil, this rate is 47.2%. Number of children is amongst the factors that influence the most womens insertion, especially small, affects in a negative way the mothers\' participation on labor market. In this context, early childhood education is a key factor in raising the employability of mothers, since it releases them to labor market. In addition, children\'s school attendance has positive effects on their intellectual and psychological developments, because it improves the development of cognitive abilities, which in turn raises their school level and wages in adulthood. Thus, the objective is to assess the effect of childrens preschool frequency on the results of mothers work to Brazil. Estimates are made using the econometric instrumental of discontinuous regression. The results show that the date of birth often interferes with preschool frequency, for children who were born after the March 1st are 3% less likely to attend preschool. Moreover, children preschool frequency raises the employability of mothers in approximately 28% and increases in about 19 hours the weekly work hours. However, preschool attendance has no impact on wages, because other variables like education may have greater weight at the increase of wages. To verify this kind of impact is relevant in the sense of providing subsidies for public managers to enable policies aimed at both gender equality in labor market and child education.

The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status (SES) of the school district, and the average daily attendance rate of the district. Additionally, the study determined if the relationship between policy type and attendance rate was moderated by SES and size. To test the research questions, high school attendance polices were examined and coded into one of three pre-determined categories: punitive, reward, or affective. The SES level and district size were also examined. A percentage was calculated for each district with respect to the makeup of attendance policies (by type). Polices that were punitive in nature were found to be most commonly implemented (mean 81.14 percent). / No significant relationships existed among the independent variables policy type, SES level and district size when tested with the dependent variable average daily attendance rate. Furthermore, district size and SES showed no significant moderation effects on the relationship between policy type and average daily attendance rate. An additional analysis of a large urban school district showed that when examining school level average daily attendance rates, school size showed no significant relationship, while school SES level did. The conclusion of this study was that while a heavy emphasis was placed on the implementation of punitive policy, when measured at the district level, average daily attendance rates were not significantly related to the variables of policy type, SES level, or district size, nor was the relationship between policy type and average daily attendance rate moderated by SES or district size. / Recommendations for future research, school leaders, and policymakers were to assess the effectiveness of using reward and affective policies in conjunction with punitive policies, to conduct an assessment of policy effectiveness using school level data as the unit of analysis, and while attendance policies are typically created at the district level, schools should be given the autonomy to create and implement attendance programs conducive to their individual needs. / by Ryan Turner Reardon. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

nÃo hà / A expansÃo do ensino pÃblico implementada pelas polÃticas educacionais, desde a dÃcada de 90, aliada ao crescimento desordenado das cidades, gerou um aumento das distÃncias dos munÃcipes aos equipamentos pÃblicos educacionais. Estes dois fatores levam à necessidade de se avaliar a acessibilidade espacial e o atendimento das escolas pÃblicas nas cidades, uma vez que a distÃncia a ser percorrida no trajeto casa-escola à um fator decisivo para a manutenÃÃo do aluno na escola, sobretudo para a faixa etÃria de 7 a 14 anos. Nesse contexto, este trabalho se propÃe a avaliar as polÃticas educacionais de atendimento e de acessibilidade espacial da rede pÃblica escolar em uma regiÃo da cidade de Fortaleza/CE. Esta avaliaÃÃo tem como elemento principal a obrigatoriedade da oferta de ensino pÃblico fundamental para todas as crianÃas entre 7 e 14 anos (LDB 9695/96). Para tanto, a partir da concepÃÃo de uma metodologia de anÃlise da distribuiÃÃo espacial das escolas pÃblicas, usou-se o Sistema de InformaÃÃes GeogrÃfica (SIG), como ferramenta computacional para analisar as unidades de ensino na regiÃo da cidade delimitada pelas fronteiras administrativas da Secretaria Executiva Regional V. ApÃs as anÃlises verificou-se que a rede pÃblica municipal de ensino fundamental nÃo atende a todos os setores censitÃrios na maioria dos bairros que compÃe a Ãrea em estudo, assim como, os 4 (quatro) bairros que atendem à acessibilidade pelo critÃrio de deslocamento em estudo nÃo ofertam vagas suficientes. E, ao agregar a rede pÃblica estadual à municipal, constata-se que permanece a falta de atendimento quanto Ãs matrÃculas ofertadas e principalmente quanto a questÃes de acessibilidade. Estes fatos convergem para a identificaÃÃo de uma distribuiÃÃo espacial sem um planejamento adequado a real necessidade do local quanto à rede pÃblica de educaÃÃo municipal no ensino fundamental, assim como a nÃo observÃncia das polÃticas educacionais vigentes no paÃs. Considera-se que este tipo de avaliaÃÃo pode ser de grande utilidade na elaboraÃÃo de polÃticas pÃblicas educacionais, principalmente relacionadas à definiÃÃo da localizaÃÃo das unidades escolares acessÃveis em Ãreas urbanas, visando o conhecimento mais detalhado da realidade na busca de soluÃÃes eficazes. / The expansion of public education implemented by the educational policies, since the 90s, coupled with the uncontrolled growth of cities, has generated an increase of the distances of the residents to the public schools. These two factors lead to the need to evaluate the spatial accessibility and the attendance of the public schools in the cities, because the distance to be travelled in the home-school path is a decisive factor for keep the student in school, especially for the 7 to 14 years old children. Therefore, this study is to evaluate the educational policies of attendance and of spatial accessibility of public school in a region of Fortaleza/CE. This evaluation has as main element the mandatory provision of basic public education for all 7 to 14 years old children (LDB 9695/96). Thus, from the design of a methodology of analysis of the spatial distribution of the public schools, it was used the Geographic Information System (SIG), as computational tool for analyze the educational units in the city region bounded by the administrative boundaries of Regional Executive Secretary V (SER V). After the analysis, it was found that the basic public education does not meet all the census sectors in the most of neighborhoods that comprise the area in study, as well as the four neighborhoods that meet the accessibility by the shift criteria in study do not proffer sufficient vacancies. And, by adding the schools that belong to the city with the ones that are state property, it is noted that remains the lake of attention to the offered enrollments and primarily to the accessibility issues. These factors converge to identify a spatial distribution without adequate planning to the real needs to the local related to the basic public education, as well as the non-compliance of the current educational policies in the country. It is considered that this type of evaluation should be very useful in the elaboration of educational public policies, mainly related to the definition of the localization on the accessible schools in urban areas, aiming more detailed knowledge about the reality in the search for effective solutions.

A inserção feminina no mercado de trabalho, a partir da segunda metade do século XIX, constitui-se em uma das mais importantes transformações econômicas e sociais nas últimas décadas. A taxa de participação feminina no mercado de trabalho nos países desenvolvidos chega a 70%, enquanto em países em desenvolvimento, como o Brasil, essa taxa é de 47,2%. O número de filhos está entre os fatores que mais interferem na inserção feminina, pois afeta negativamente a participação das mães no mercado de trabalho. Nesse contexto, a educação infantil constitui-se em fator primordial para elevar a empregabilidade das mães, uma vez que as libera para o mercado de trabalho. Além disso, a freqüência escolar das crianças traz efeitos positivos sobre o desenvolvimento intelectual e psíquico da criança, pois melhora o desenvolvimento das capacidades cognitivas, que por sua vez eleva o nível de escolaridade e os salários dessas crianças na vida adulta. Nesse sentido, o objetivo deste trabalho é avaliar qual o efeito da frequência pré-escolar dos filhos sobre os resultados do trabalho das mães para o Brasil. As estimativas são feitas utilizando o instrumental econométrico de regressão descontínua. Os resultados encontrados mostram que o dia de nascimento interfere na freqüência pré-escolar, pois crianças que tenham data de nascimento após o dia 1º de março têm 3% a menos de chances de frequentar pré-escola. Além disso, a frequência pré-escolar dos filhos eleva a participação das mães em aproximadamente 28% e aumenta em cerca de 19 horas a jornada de trabalho semanal. Contudo, a frequência pré-escolar não tem impacto nos salários, pois outras variáveis como educação podem ter um peso maior na elevação dos salários. Verificar este tipo de impacto é relevante no sentindo de fornecer subsídios aos gestores públicos para viabilizar políticas voltadas tanto para a questão de igualdade de gênero no mercado de trabalho quanto para a educação infantil. / The female insertion on labour market, as of the second half of the nineteenth century, became one of the most important social and economic transformations of the last decades. The rate of female participation on labor market in developed countries reaches 70%, while in developing countries, like Brazil, this rate is 47.2%. Number of children is amongst the factors that influence the most womens insertion, especially small, affects in a negative way the mothers\' participation on labor market. In this context, early childhood education is a key factor in raising the employability of mothers, since it releases them to labor market. In addition, children\'s school attendance has positive effects on their intellectual and psychological developments, because it improves the development of cognitive abilities, which in turn raises their school level and wages in adulthood. Thus, the objective is to assess the effect of childrens preschool frequency on the results of mothers work to Brazil. Estimates are made using the econometric instrumental of discontinuous regression. The results show that the date of birth often interferes with preschool frequency, for children who were born after the March 1st are 3% less likely to attend preschool. Moreover, children preschool frequency raises the employability of mothers in approximately 28% and increases in about 19 hours the weekly work hours. However, preschool attendance has no impact on wages, because other variables like education may have greater weight at the increase of wages. To verify this kind of impact is relevant in the sense of providing subsidies for public managers to enable policies aimed at both gender equality in labor market and child education.