Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves [135]-139).

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves [135]-139). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 211-218). Also available in print.

Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 89-96).

Made available in DSpace on 2016-07-27T13:54:21Z (GMT). No. of bitstreams: 1 LUCINEIDE MARIA DE LIMA PESSONI.pdf: 655553 bytes, checksum: 588872782e1733631b9e9b6214067ee4 (MD5) Previous issue date: 2008-09-10 / This present study approaches organized practices relations and school management with the educational activity and the students learning, aiming at catch in the school reality evidences of such that practices which act favorably at the teachers work and, for extension, the students school learning. The categories of analysis was taken from successful schools studies, but remade for a function of a democratic-participative formation directed to an intellectual capacity formation and a formation of emancipated attitudes values. The motivation in that study came from the evidence, in researches already carried through and in the daily experience, of certain crisis in the schools with respect to organization ways and management with are reflecting negatively in the process and the results of students learning. The research consisted in study of case of four public schools located in the interior town of Goiás State, in which was observed the organization practices and management and its performance in the teachers work and in the pupils school learning. It was realized, also, interviews with principals, coordinators, teachers, assistant administrative, relatives and students. As theoric reference it was used historic-cultural theory, specially studies which accentuate the paper of partner cultural facts and institutional in the way of think and act of the people. This study can make possible to catch matter-of-fact indications of the influence of partner cultural and institutional, especially in the management practices, teacher work and in the students learning. In this manner, it brought a better understanding concerning organizational characteristics in the schools which establish difference related to a relation the achievement due educational objectives. / O presente estudo aborda as relações das práticas de organização e gestão da escola com a atividade docente e a aprendizagem dos alunos, visando captar na realidade escolar indícios de tais práticas que atuam favoravelmente no trabalho dos professores e, por conseqüência (extensão), na aprendizagem escolar dos alunos. As categorias de análise foram buscadas em estudos sobre características de escolas bem sucedidas, mas ressignificadas aqui em função de uma gestão democrático-participativa voltada para a formação das capacidades intelectuais e a formação de valores e atitudes emancipatórios. A motivação deste estudo surgiu pela constatação, em pesquisas já realizadas e na observação da experiência cotidiana, de certa crise nas escolas no que se refere às formas de organização e gestão que estaria se refletindo negativamente nos processos e resultados (implicados) das aprendizagens dos alunos. A pesquisa consistiu de estudo de caso de quatro escolas públicas localizadas em cidade do interior do Estado de Goiás nas quais foram observadas as práticas de organização e gestão e sua atuação no trabalho dos professores e na aprendizagem escolar dos alunos. Foram realizadas, também, entrevistas com diretores, coordenadores, professores, auxiliares administrativos, pais e alunos. Como referência teórica foi utilizada a teoria histórico-cultural, especialmente estudos que acentuam o papel dos fatores sócio culturais e institucionais nos modos de pensar e agir dos indivíduos. O estudo possibilitou captar indícios concretos da influência dos fatores socioculturais e institucionais, especialmente as práticas de gestão, na atividade dos professores e na aprendizagem dos alunos. Desse modo, trouxe melhor compreensão acerca de características organizacionais das escolas que fazem diferença em relação à consecução de objetivos educacionais esperados.

This study concerns school reform in Malta. Under the policy framework ‘For All Children to Succeed’ (Ministry of Education, Youth & Employment, 2005) [henceforth referred to as FACT], Maltese state schools embarked on the process of being organized into networks called ‘colleges’. These consisted of primary and secondary schools according to geographical location, under the leadership of the Principal – a newly-designated role hierarchically above that of the individual Heads of School. The purpose of my research is to explore relations of power in a Maltese college. My study gives prominence to both theory and methodology. The theoretical research question investigates how networking unfolds among the various leadership hierarchies in school governance in a Maltese college. This is explored through the performance of policy-mandated collegiality; the circulating relations of power; and leadership distribution. My study is framed within a postmodern paradigm and adopts a Foucauldian theoretical framework, more specifically his concepts of power, discipline, governmentality, discourse, and subjectification. Data for my case study are collected through semi-structured, in-depth interviews; observation of a Council of Heads meeting; and a documentary analysis of FACT. Narrative is not only the phenomenon under exploration, but also the method of analysis, and mode of representation. Thus, I attempt to answer my methodological research question that investigates the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry in order to construct knowledge differently. The Maltese college is viewed as a surveillance mechanism by both the Principal and the Heads, with collegiality being regarded as a straitjacket imposed by the State through a policy mandate. However, there is unanimous agreement on conscription being the only way forward for Maltese state schools. Different degrees of ‘support’ and empowerment exist, according to the directives of the Principal and the State. College setup is problematized on geographical clustering and college streaming, due to which it may end up defying the primary aim of networking by clustering students from particular areas in isolation, resulting in social injustice and educational inequality. This study exposes a strong sense of sectoral isolation among the Heads – a situation being mirrored at macro-level with very few opportunities for inter-networking among colleges. There is an asymmetrical power flow among the college schools, both within the same level and across different levels. Despite the policy FACT mandating distributed leadership, hierarchical forms of accountability are still inherent within the system, bringing out a tension between autonomy and centralization.