Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.Ed. (Education Management) / Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Made available in DSpace on 2016-07-27T13:52:47Z (GMT). No. of bitstreams: 1 RAQUIA RABELO ROGERI ISAC.pdf: 1037535 bytes, checksum: 763acb06bd6065897beb2f6cd3af8b98 (MD5) Previous issue date: 2011-09-29 / The EJA Pedagogical Proposals must meet the basic learning necessities of youths and adults with their educational specificities. Thus, this research aims to investigate the process of putting into effect the Pedagogical Proposal of the SESC LER Project in curricular organization, planning and pedagogical practices in the Educational Center of Porto National, TO. This investigation falls within the scope of qualitative research and was developed through consultation of literature that deals with the theme in question, from documentary research (official and institutional sources) and from research in loco. The empirical material was obtained through direct, non-participatory observation and semi-structured interviews. The imbrications of chapters that make up this study make it possible to understand the path taken by the researcher during the investigation. The exposition of this research was organized in three chapters. At first, a historical clip is presented containing the main events that marked the evolution of EJA in Brazil, as well as the origin and structure of the Social Commerce Service (SESC) acting in this modality. The second chapter, besides presenting the main documents that direct the pedagogical and curricular organization of the SESC LER Project of Porto Nacional, exposes the concept of Education of the Pedagogical Proposal of the Project. Chapter three presents research in light of the pedagogical practice of the individuals that are the mediators of the teaching and learning process: the teachers and the pedagogical supervisor. The obtained results indicate that the investigated proposal does not meet the three cycles of schooling that correspond to the first five years of elementary school, restricting it to literacy, leaving the rest unattended. Regarding pedagogical practice, although it contains some problems, the Project holds positive aspects, among which stands out the effort that the supervisor and the teachers demonstrate toward developing an emancipatory, critical, and democratic education that is able to contribute to the transformation of society. / A presente pesquisa teve como objetivo investigar e analisar a implementação da Proposta Pedagógica do Projeto SESC LER, na organização curricular, no planejamento e nas práticas pedagógicas no Centro Educacional de Porto Nacional TO. A proposta de investigação foi direcionada para as seguintes indagações: Qual a relação entre a organização curricular existente no Projeto SESC LER de Porto Nacional e a Proposta Pedagógica do Projeto SESC LER? 2) Quais orientações da Proposta Pedagógica do Projeto SESC LER são contempladas no planejamento e na prática pedagógica dos professores que atuam na unidade regional de Porto Nacional? Os objetivos específicos foram: Estabelecer a relação entre as orientações da Proposta do SESC LER e o planejamento e a prática pedagógica dos professores que estão atuando no Centro Educacional de Porto Nacional; Identificar a relação entre a organização curricular do Projeto SESC LER de Porto Nacional e a Proposta Pedagógica do Projeto SESC LER; Explicitar as contradições entre a Proposta Pedagógica do Projeto SESC LER, a organização curricular, o planejamento e as práticas pedagógicas dos professores da unidade regional do projeto SESC Ler de Porto Nacional. Buscou-se em autores como Freire, Haddad, Ribeiro, Pierro, Soares aporte teórico para responder as questões. A pesquisa de natureza qualitativa teve como procedimentos de coleta de dados a observação, a entrevista, a análise documental. Os resultados obtidos indicam que a proposta investigada não atende os três ciclos de escolarização que correspondem aos cinco primeiros anos do Ensino Fundamental, ficando restrita à alfabetização, deixando as demais desatendidas. Quanto à prática pedagógica, mesmo apresentando alguns problemas, o Projeto mantém aspectos positivos, entre os quais se destaca o esforço que a orientadora e os professores demonstram na direção de desenvolver uma educação emancipatória, crítica, democrática e capaz de contribuir para a transformação da sociedade.

M.Ed. (Education Philosophy) / The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.

M.Ed. (Educational Management) / Women and authority therefore form the central theme of this research. The problematic nature of authority as experienced by female principals has led to the researcher addressing this issue and thereby establish guidelines to improve this problem. The value and uniqueness of this study lies in the empirical investigation which will use focus group interviews to identify the essential characteristics of the female principal's authority as experienced by her colleagues. 2 In the ensuing paragraphs, a concise statement of the research problem is given, facilitating the formulation of two queries, which in turn, underscore the specification of the central and specific aims of this research. Further explication of the research design follows, with reference to the nature of the literature and empirical studies conducted and finally to the sequence of this project.