A emergência de políticas públicas participativas tem evidenciado a necessidade de promover a educação da população de forma a fornecer os conhecimentos básicos para o exercício da cidadania. Nesse contexto levanta-se a discussão a respeito da educação para minorias, dentre as quais se destaca a população do campo. Essa população rural tem ganhado espaço na pauta de discussão de políticas públicas principalmente devido ao movimento Por uma Educação do Campo que existe desde a década de 1990 e tem se fortalecido. Nesse trabalho objetivouse levantar políticas públicas voltadas para Educação do Campo e comparar a relação entre as variáveis: a) perfil socioeconômico, b) taxa de abandono e c) desempenho escolar das escolas de ensino fundamental regular (4ª e 8ª série) municipais e estaduais do Estado de São Paulo a partir de dados da Prova Brasil (2007 e 2009), Censo Escolar (2009) e IDEB (2007 e 2009) disponibilizados pelo (INEP). A proposta se pauta ainda nas discussões de alguns autores que tem estudado a definição de ambiente rural e urbano e sustentam que as fronteiras entre os dois ambientes não é fixa, e muitos municípios classificados como urbanos pelo IBGE apresentam características predominantemente rurais. Destaca-se nesse debate um novo conceito proposto por Veiga (2003), o de municípios rurais. Esse critério, bem como o critério do IBGE, foram utilizados no presente estudo para a comparação de indicadores das escolas do estado de São Paulo. O estudo foi conduzido em três etapas, a primeira foi qualitativa e baseou-se em dados secundários visando identificar políticas educacionais voltadas para realidade rural, bem como selecionar os municípios que se adequam ao perfil definido como municípios rurais; a segunda corresponde compilação e organização dos bancos de dados; e a terceira etapa, predominante quantitativa, refere-se à análise dos bancos por meio da estatística descritiva e de diferença de médias (ANOVA, Teste T, Teste de Bonferroni). Os resultados encontrados apontam para mudanças que vem ocorrendo nas políticas públicas de educação, que recentemente passaram a considerar as Escolas do Campo como realidade a ser contemplada. Quanto aos indicadores de desempenho (pontuação média das escolas na Prova Brasil e no IDEB), identifica-se que as escolas rurais apresentam menor desempenho quando são classificadas pela tipologia do IBGE. Vale ressaltar, entretanto, que nessa classificação, a quantidade de escolas consideradas como rurais é muito pequena, prejudicando a comparação. Ao considerar a tipologia proposta por Veiga, o resultado se inverte, verifica-se que as escolas de municípios rurais apresentam bom desempenho. Seguindo essa tipologia, a quantidade de escolas consideradas como de municípios rurais é mais equilibrada, possibilitando uma comparação mais justa. No que diz respeito à análise de desempenho de acordo com o perfil dos alunos definido pelo percentual de alunos que moram no campo (a partir do que os próprios alunos declararam nos questionários do censo escolar), verifica-se que desempenho das escolas é reduzido conforme aumenta o percentual de alunos de área rural, demonstrando que, conforme discutido por Arroyo (2011), a mistura de alunos de realidades desiguais reflete nos desempenhos desiguais dentro das escolas. Por último, ao comparar o desempenho com o nível socioeconômico das escolas, verifica-se que a melhora do indicador socioeconômico da escola possui um impacto direto no desempenho dos alunos, sendo que conforme aumenta o indicador socioeconômico da escola, da mesma forma melhora o desempenho escolar. / The emergence of participatory public policies showed the need to promote public education in order to provide the basic knowledge for the exercise of citizenship. In this context is emphasized the discussion of education for minorities, among which stands out the rural population. This rural population has gained better proportions in the agenda of public policies mainly due to the movement \"For a Rural Education\" which has existed since the 1990s and has been strengthened. This study aimed to set up public policies for Rural Education and compare the relationship between the variables: a) socio-economic profile, b) dropout rate and c) academic performance of elementary schools (4th and 8th grade) municipal and state from the State of São Paulo in the Prova Brasil (2007 and 2009), School Census (2009) and IDEB (2007 and 2009) provided by INEP. The proposal is still based in discussions of some authors who have studied the definition of rural and urban environment, and argue that the boundaries between the two environments is not fixed, and many districts classified as urban by the IBGE have predominantly rural characteristics. Outstanding feature of this debate a new concept proposed by Veiga (2003), the rural municipalities. This criterion and IBGE criterion were used in this study to compare indicators of schools in the state of São Paulo. The study was conducted in three stages, the first was qualitative and based in secondary data in order to identify educational policies aimed at rural reality and also how to select municipalities that fit the profile defined as rural municipalities, the second match compilation and organization of databases, and the third stage, predominantly quantitative refers to analysis of the banks by descriptive statistics and mean difference (ANOVA, T test , Bonferroni test). The results point to changes that have occurred in public education policies, which recently began to consider the Rural Schools as a reality to be considered. The performance indicators (average score of schools in Prova Brasil and IDEB) identifies that rural schools have lower performance when they are classified by the IBGE criterion. Its important to consider, however, that in this classification, the number of schools considered rural is very small, damaging comparison. When considering the typology proposed by Veiga, the result is reversed, it appears that the schools of rural municipalities have good performance. Following this typology, the number of schools assessed as rural municipalities is more balanced, allowing a fairer comparison. With regard to the analysis of performance according to the profile of students defined by the percentage of students who live in the countryside (from what the students said in the school census questionnaires), it is found that school performance is reduced as increases the percentage of students from rural areas, showing that, as discussed by Arroyo (2011), the mixture of students from unequal realities reflected in uneven performance within schools. Finally, when comparing performance with the socioeconomic status of schools, it is verified that the improvement of socio-economic indicator of the school has a direct impact on student performance, and as the socioeconomic indicator of school increases, academic performance improves.

Orientador: Alessandra de Morais / Resumo: Nesta dissertação de mestrado buscou-se avaliar o clima escolar em um processo de ressignificação da Educação com educadoras e educadores de uma Escola municipal de Educação Infantil e Ensino Fundamental I. O clima escolar é caracterizado por um conjunto de percepções dos integrantes da comunidade escolar com relação a diferentes aspectos que compõem a instituição, como os procedimentos de ensino e concernentes à aprendizagem, os relacionamentos sociais, a segurança, justiça, participação, infraestrutura e possibilidades de pertencimento. Então, para realizar uma avaliação do clima escolar é preciso investigar as percepções dos sujeitos inseridos nesse contexto, de modo a propiciar à unidade escolar a ampliação do conhecimento de sua realidade, podendo realizar propostas que visem sua transformação. Nesse sentido, esta pesquisa tem como objetivo geral compreender possíveis alterações na qualidade do clima escolar, a partir de um processo de ressignificação no âmbito da formação continuada de educadores. O recurso utilizado para a avaliação do clima escolar é um questionário específico, voltado para a realidade escolar brasileira e adaptado para o Ensino Fundamental I, que avalia as seguintes dimensões, na perspectiva dos estudantes: relações com o ensino e a aprendizagem; relações sociais e os conflitos; regras, sanções e segurança; situações de intimidação entre os alunos, relações entre a família, comunidade e a Escola, infraestrutura e a rede física da Escola. Trata-se de ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of this workf is to evaluate the school climate in a process of ressignification of Education with male and female educators of an municipal school de Pre-kindergarten and Elementary School I. The school climate is characterized by na set of perceptions of the school community members with regards to diferente aspects that composse the institution, like the teaching procedures and concerning learning, the social relationships, safety, justice, participation, infrastructure and belonging possibilities. Than, to conduct a school climate assessment, it is necessary to the perceptions of the subjects inserted in this context, in order to provide to the school unit the expansion of knowledge and reality, being able to make proposals that aim its transformation. In this sense, this research have the overall goal to understand possible changes in the quality of the school climate, from a ressignifitacion within the scope of continuing formation of educators. The methodology to be used is through a specific survey, focused on the brazilian school reality and adapted for Elementary Education I, that evaluates the following dimensions, on the students’ perspectives: relations with teaching and learning; social relations and conflicts; rules, sanctions and security; intimidation situations bewteen students, relationships between family, community and school and infrastructure and the school’s physical network. This is an nearly experimental design research, with quanti-qualitati... (Complete abstract click electronic access below) / Mestre

Thesis advisor: Thomas H. Groome / The public schools in the United States fail to deliver a curriculum that adequately addresses religion in general and the many world religions in particular. This lacuna does not represent the constitutionally required neutrality of schools toward religion(s) and non-religion, but instead indicates the existence of what the author terms the hostility of neglect. When the curriculum privileges non-religious epistemologies, ideologies, and worldviews, such as secularism and scientism, often to the exclusion of religious ways of knowing and making meaning, then the schools violate the First Amendment of the Constitution as interpreted by the Supreme Court. In this dissertation, the dominant myths of America’s founding are examined historically in an effort to provide a thick description and critical analysis of the reigning meta-narratives that influence the debate concerning religion in American public schools (chapter 1). Then, turning to the particular, some current models of inclusion or exclusion of religion(s) in/from the curriculum are identified and examined, with a brief proposal for a new way forward called the Meaningful Inclusion Approach (chapter 2). To demonstrate the constitutionality of this new proposal, a careful study of the Constitution and its interpretation by the Supreme Court is presented, highlighting especially the demand for neutrality and the Court’s positive opinion concerning teaching about religion(s) in public schools as part of a secular program of education that is considered complete (chapter 3). The constitutional question is followed by a critique of the reigning educational paradigm, which is unduly subservient to the market economy, too narrowly focused on STEM technical knowledge, and hyper-individualistic. In an exploration of alternative educational philosophies, warrant is found for not only teaching about religion(s) but also learning from religion(s), thus taking seriously the demands of neutrality and the promise of a holistic, liberal education (chapter 4). The author then proposes resituating the educational project in terms of the common good. A basic framework is proposed for education that is rooted in a healthy understanding of the human person in society, and which calls for a problem-posing approach to education that values cooperation, building bridges through dialogue to encourage the virtue and commitment of solidarity, and openness to both religious and non-religious contributions to human knowledge and wisdom (chapter 5). Finally, a consideration of the unique circumstances of our post-secular age and the urgency of the need for religious literacy in a globalized world is presented as a major rationale for changing the curricula of our public schools without delay. The dissertation concludes with a proposal for the Meaningful Inclusion Approach (MIA) to learning about, from, and with religion(s) in age-appropriate ways from kindergarten through grade 12 (chapter 6). / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

Orientador: Paula Regina de Jesus Pinsetta Pavarina / Resumo: O presente trabalho tem como objetivo geral apresentar as contribuições para o desenvolvimento regional dado a implantação de um campus do Instituto Federal do Sul de Minas na cidade de Passos/MG, a partir da perspectiva de investimentos públicos em educação como ferramenta de desenvolvimento econômico e social, tendo na Rede Federal a materialização de política pública nesse campo, consumada pela Lei 11.892 de 29 de dezembro de 2008. O estudo foi realizado com base em levantamento bibliográfico e pesquisa documental. A pesquisa documental foi realizada junto à própria instituição em Passos e em sua Reitoria, no sentido de compreender os motivos que levam à escolha de uma localidade como recebedora de um campus da instituição e de como a comunidade a recebeu, com base em notícias veiculadas nos meios de comunicação locais à época e posteriormente à implantação, bem como estudo das medidas de ordem econômica que possam estar relacionadas ao campus. Além desse levantamento, o trabalho buscou conhecer os perfis tanto da instituição, por conta do aumento dos cursos ofertados, quanto de seus alunos, além de estudar como a cidade de Passos concebe investimentos, quer públicos, quer privados, em educação e quais os benefícios nascidos desses investimentos. Todo o levantamento realizado buscou ser confrontado com a literatura existente na área de investimentos em educação como forma de promoção de desenvolvimento econômico e social. Concluímos, com o trabalho realizado, que a socieda... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main objective of this study, is to be presented contributions to the regional development to the implantation of a campus of Federal Institute of Southern of Minas Gerais, at the city of Passos, Minas Gerais, from the perspective of public investments in education as a tool for economic and social development, with the Federal Network materialization of public policy in this field, consumed by Law 11,892 of December 29, 2008. The study was carried out based on a bibliographic survey and research documentary. The documentary research was carried out with the institution itself in Passos and in its Rectory, in order to understand the reasons that lead to the choice of a locality recipient of an institution campus and how the community received it, based on news published in the local media at the time and after implementation, as well as the study of economic measures that may be related to campus. In addition to this survey, this study sought to know the profiles of both the institution, due to the increase in the courses offered, and of its students, in addition to studying how the city of Passos conceives investments, both public and private, in education and what are the benefits generates from these investments. All the survey carried out sought to be compared with the existing literature in the area of investments in education as a way of promoting economic and social development. We concluded, as a result of the research carried out, that the local society understan... (Complete abstract click electronic access below) / Mestre

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Problem The purposes of this study were to determine what Congressional Record information on Federal financial support of education was available to Congress during the 1962 Session and to ascertain the direction and nature of this communication. Procedure The technique of content analysis was utilized. A seven-category system for the objective and quantitative description of the related conm1unioation was established from a study of authoritative works and a pilot study performed on a stratified random sample of the complete, one-session series of Congressional Records. The item and the theme were used as measuring units. All themes manifestly related to Federal financial support of education were individually categorized, classified favorable, unfavorable, neutral or ambiguous, grouped, and scored. The frequencies of all theme groups, individually and collectively, in the categories were computed and translated into percentages of the whole number of themes. All related communications were classified as favorable, unfavorable, neutral or ambiguous, with respect to Federal financial assistance to education, on the basis of this data. An adaption of an established outline for tha analysis of public opinion and propaganda was used to interpret the data. The study reliability of .87 was determined by performing a second analysis on a random sample of the Congressional Record series and computing a Pearson product-moment coefficient of correlation. Results A leadership elite was found to be the main source of 2246 communications of forty different types containing 57,549 themes. The themes formed sixty-four groups in the seven categories. Percentagewise, the themes were 76.03 favorable, 15.78 unfavorable, 7.54 neutral, and .64 ambiguous, indicating a favorable direction with respect to Federal financial assistance. Conversely, a measurable lag for Federal support was found in the nation's local community electorates, school boards, and newspapers. Expressed as percentages of the whole 57,549 themes, the totals of themes in each category were: educational needs, 43.7, economics, 22.0, national welfare, 12.8, Federalism, 9.8, religion, 6.1, social-psychological, 4.1, and race, 1.5. Conclusions On the basis of actual quantitative and comparative documentation, it was concluded that the Federal role in financing education was pervasively interrelated with the numerous aspects of major United States domestic and international issues, implicit in the categories, and problems in contemporary culture, such as alienation. It was further concluded that Congress was informed that this role was developing in a piecemeal, fragmented manner, in the form of Federal aid rather than support. It was affecting planned and unplanned change in educational administration, instruction, curriculums and research from the elementary to the post-doctoral levels and operating beyond the control of the whole educational system. A result was the initiation of numerous and varied proposals for Congressional action and legislation in the field of education, designed to increase the overall coherence of Federal financial assistance. Specific examples included cabinet status for education and greater standardization of educational statistics used in the public domain. The study determined the nature of the educational communication involved by identifying, quantifying, and describing its characteristics such as types, sources of origin, media utilized, frequencies of occurrence, and themes used on this basis, the conclusion was made that the study's category data formed an approach to the beginnings of a model of the comruunication dealing with Federal financial assistance to education, impinging upon the Congress and the public during one Congressional session. A utility was ascribed to the model as a basic framework for developing and implementing communication strategy and hypotheses designed to increase the moral and financial support of education. / 2031-01-01

The problem of this study is to review the background, the development, the present status, and the significance of Public Law 815 with special reference to its operation in Texas.

School choice dominated discourses within educational policy in the last year; some have even described 2021 as “the year of school choice.” School choice allows public education funds to follow students to the schools or services that best fit their needs. This is often summarized by its advocates as “funding students over systems.” Generally, school choice allows market forces to influence education by providing more competition in the education market. Teachers’ unions have fought against school choice measures for years, but what impact do they have? This undergraduate thesis compares 49 states to determine if the proportion of public school teachers in teachers’ unions in a given state serves as a proxy to measure the impact of unions and to discover whether teachers’ unions influenced whether a state passed new school choice legislation in 2021. By employing a binary logistic regression analysis, the results provide evidence that as the share of public school teachers who are union members increases, a state’s likelihood to pass new school choice legislation increases. This thesis gives a broad view of the impact teachers’ unions have on school choice at the state level, but more research detailing the ways unions leverage these effects and how politicians respond to teachers’ unions in their states would be valuable.

There is a perceived crisis concerning public education in the United States. This has led to an increase in the use of standardized tests for the purpose of measuring school effectiveness. However, the use of standardized tests for this purpose is problematic. Among these problems is the concern that standardized tests may not measure what parents believe are the most important attributes of an effective school. Unfortunately, there is little in the way of empirical evidence regarding parent beliefs in this area. The purpose of this research was to answer the following four questions. 1. What do parents of school-aged children in Utah feel are the most important attributes of an effective school? 2. Are there statistical and practical differences between levels of respondents' association with public schools and their responses to question #1? 3. Are there statistical and practical differences between levels of respondents' level of education and their responses to question #1? 4. Are there statistical and practical significant differences between respondents' gender and their responses to research question #1? A mail survey of 800 randomly selected Utah parents of school-aged children was conducted to address these questions. To answer research question #1, the method of paired comparisons was used to derive a parent ranking of eight attributes of an effective school. To answer research questions #2, #3, and #4, a chi-square analysis of association was conducted. The practical significance of these results was assessed through the calculation of the effect size w. In total, 199 usable surveys were returned. Results indicated that parents believed that providing students with a balanced curriculum that encourages a wide range of learning experiences and providing students with the skills necessary to become a productive and useful citizen were more important attributes of an effective school than providing students with a good understanding of basic academic skills. This result is important because it indicates parent support for two attributes of an effective school-wide range of learning experiences and skills to become a productive and useful citizen-that are difficult to measure through the use of standardized tests.

Thomas Jefferson envisioned a symbiotic relationship between democracy and public education because he considered educated citizens to be the critical ingredient of a successful democracy. Nevertheless, political and educational reforms over the past two centuries have not always been kind to the relationship that Jefferson envisioned. This study examines frequency that postsecondary education institutions declare a democratic social purpose in their mission statements. The DSP definition, data instrumentation, and theoretical lens for this study were situated from the Jeffersonian perspective. Although the primary concern for this study was publicly funded/subsidized postsecondary education, recent enrollment growth in private education and privatization initiatives, such as voucher programs, justifies comparison with private nonprofit and private for-profit institutions to reveal how the different types of institutional control influence DSP. The comparison also provides a sense of the non-economic consequences of reduced public education subsidy and intentional or unintentional privatization. A number of Carnegie classification variables were also examined to better understand what factors influence DSP expression. This study utilized a national random sample of undergraduate institutions, from associates colleges to research universities. The sample size was 336 and there were no cases of missing data. Interrater reliability was calculated as .873 Kappa on the dichotomous dependent variable (DSP presence or absence). The first research objective was to determine if public, private nonprofit, and private for-profit institutional mission statements differ in the frequency of DSP expression. Public institutions exhibited 36.5% DSP, private nonprofit institutions exhibited 69.1% DSP, and private for-profit institutions exhibited 11.9% DSP. Chi-square test determined that there was significant difference between each of 2x2 comparisons (p < .003). The second research objective utilized logistic regression analysis to gauge the influence of several variables on DSP frequency. Institutional control, focus, enrollment, and mission statement length were found to be significant at the p = .05 level. There are differences between public and private institutions and also between two-year and four-year institutions in the frequency of DSP expression. These differences have serious social and political implications that will likely go unnoticed as the bulk of society focuses on private and economic concerns.

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this thesis is to find out the impact of neoliberal policies in the public education system, especially the impact of charter schools among minority school children in urban cities. The focus will be the ideologies and practices that shape educational policy and their connection to neoliberalism. This will give a better understanding on how different policies, culture and society affect the life of many generations of children from different minority groups in the United States. It is my intent to identify and explain the different causes of the inequality within the primary education system, how neoliberalism has been institutionalized in the primary school system, and the consequences of the neoliberal ideology for economic opportunities of the American children.