Made available in DSpace on 2016-04-27T14:31:09Z (GMT). No. of bitstreams: 1 Katia Regina Goncalves Mori.pdf: 1616597 bytes, checksum: 70068415f4f62914d5e10a11e3c0af99 (MD5) Previous issue date: 2013-08-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research analyzes solidarity as a curricular practice and aims to understand two particular points. First, the extent to which solidarity should be inherent to curricular practices and which are the activities that emphasize its teaching process. Secondly it seeks to contribute to the debate about the quality in education, which lately has been understood under two dichotomized functions: cognitive knowledge and preparing for citizenship. This is a research on qualitative analysis field and its theoretical framework is based upon the concepts of otherness (Levinas), ethics (Dussel), political commitment (Freire) and knowledge emancipation (Santos). The research took place in four schools of São Paulo metropolitan area, which represent the most important school systems (public, private and vocational schools). For data collection a questionnaire and semi-structured interviews were undertaken whose results were recorded and transcribed. The research informants were, educational coordinators, teachers and people from the community attended by schools under solidarity projects. This research allowed to realize that there is much variety in understanding how to develop pedagogical practices of solidarity, and this fact led to the development of a specific typology of solidarity practices in education: assistencialist; discursive; functional-participative; critical-emancipatory. This thesis seeks to contribute to the debate about the quality of education designed from the perspective of knowledge and solidarity as a fundamental value for the constitution of a society which wants to be plural and fair / Esta pesquisa analisa a solidariedade como prática curricular educativa e tem como objetivo compreender, por um lado, em que medida a solidariedade pode ser inerente às práticas curriculares e quais são as atividades que mediatizam a sua aprendizagem; por outro, contribuir para o debate acerca da qualidade da educação uma vez que ultimamente tem-se compreendido de maneira dicotomizada o conhecimento cognitivo e a formação para a cidadania. O referencial teórico está aportado, sobretudo, nos conceitos de alteridade (Lévinas), ética (Dussel), compromisso político (Freire) e conhecimento emancipação (Santos). O universo da pesquisa está circunscrito a quatro escolas do Estado de São Paulo, com representatividade das principais redes de ensino (rede pública estadual e municipal, escola particular e profissionalizante). Trata-se de uma pesquisa de análise qualitativa, cujos dados foram obtidos mediante questionários e entrevistas semi-estruturadas. Participaram, como sujeitos da pesquisa, coordenadores pedagógicos, professores e comunidades atendidas pelos projetos solidários desenvolvidos pelas escolas participantes. Esta pesquisa permitiu constatar que existe diferença tanto na compreensão quanto no desenvolvimento de práticas pedagógicas que visam ensinar solidariedade, fato este que sugeriu o desenvolvimento e a proposição de uma tipologia específica do conceito para o campo da educação, a saber: solidariedade curricular assistencialista; discursiva; funcionalista-participativa; e crítica-emancipadora. Esta tese visa contribuir para o debate acerca da qualidade da educação pensada pela perspectiva da solidariedade enquanto conhecimento e valor fundamental para a constituição de uma sociedade que se queira plural e justa

Made available in DSpace on 2016-04-27T14:31:10Z (GMT). No. of bitstreams: 1 Irlanda do Socorro de Oliveira Mileo.pdf: 8202838 bytes, checksum: 39ddf19ff54ca7ddda020df1cc3ca1fa (MD5) Previous issue date: 2013-09-04 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This investigation aimed in discuss the Third Sector role and its partnerships established in public Brazilian education by introducing it as a study object with Instituto Ayrton Senna and Prefeituras Municipais de Altamira and Santarém, cities located in the west side of Amazônia Paraense, at Programa Rede Vencer and its subprograms. The research had the objective of revealing whether the Programa Rede Vencer proposed by IAS has really contributed in what it is proposed to: evolve quality at education in these provinces. In order to reply to such issue we have elected as a general objective to analyze the unfolding effects of Programa Rede Vencer develops in the provinces of Altamira and Santarém as well as its possible implications in the improvement of municipal education quality and the basis date is from 2007 up to 2011. Research took place from specialized literature contributions about outsourcing, curriculum polices and quality at education. Educational context has been verified from statistic dimensions regarding flow indicators data and its performance, as well as financial data regarding federal resources transferences and qualitative dimensions through management team participation, teachers and parents or those responsible for municipal education. The study has clarified that even though performance in fee improvements were shown and also the performance indicators observed in two researched education institutes also improved, education standardizing remain still having issues about disapproval and distortion regarding age versus year in school, mainly in schools located in the countryside. Nevertheless, improvements verified in such index cannot be accredited only to management actions developed by SEMED Institute in follow up and monitoring education instruments but they should be accredited in regard to public resource investments and the federal government actions through financial assistance politics were responsible for enabling and maintaining strategic actions that promotes quality at education. Investigations pointed out that quality concept presented by IAS through educational programs is based upon two pillars: learning and performance results by clarifying broad perspective regarding quantity matters as it is supported the idea of performance indicators as well as competence matrix and abilities as excellence instruments to improve teaching. It has been concluded that even though there is the introduction of management administration and the curriculum restructuring conducted by IAS in Altamira and Santarém regions, they demonstrate to be not efficient in two issues: the non-accomplishment of all goals about Partnership Instrument agreed in the past as its efficiency happens way more in the operational matter (follow up and education monitoring) rather than turning the management team into an instrument to diagnose issues and also rather than really solving these issues the main objective. The implementation of management techniques conduct to the expected results which are contrary to democratic values and principles. A new aspect to be considered is the conquering of an active consent by teachers and the management teams which highlights politics strength and discourse technique of the Institute. In such sense, the greatest efficiency consists of promoting instrument quality in education through management language and also in performance matters wich induces a dependency of educational management on "manufactured quality" matters through success indicator / Esta investigação procurou discutir o papel do Terceiro Setor e as parcerias que se estabelecem no campo da educação pública brasileira, apresentando como objeto de estudo a parceria entre Instituto Ayrton Senna e as Prefeituras Municipais de Altamira e Santarém, cidades situadas no oeste da Amazônia Paraense, na oferta do Programa Rede Vencer e seus subprogramas. A pesquisa buscou desvelar se o Programa Rede Vencer proposto pelo IAS tem contribuído de fato ao que se propõe: melhorar a qualidade da educação nesses Municípios. Para responder a essa questão elegemos como objetivo geral analisar os efeitos dos desdobramentos do Programa Rede Vencer desenvolvido nos municípios de Altamira e Santarém e suas possíveis implicações na melhoria da qualidade da educação municipal, tendo como base o período de 2007 a 2011. As investigações se deram a partir das contribuições da literatura especializada sobre o tema do terceiro setor, politicas curriculares e da qualidade da educação. O contexto educacional foi analisado a partir das dimensões estatísticas, referentes aos dados dos indicadores de fluxo e desempenho, bem como dos dados financeiros referentes às transferências de recursos federais, e das dimensões consideradas qualitativas, por meio da participação da equipe gestora, professores e pais e/ou responsáveis de escolas das redes de ensino municipais. O estudo evidenciou que a despeito da melhoria das taxas de rendimento e dos indicadores de desempenho observada nas duas redes de ensino investigadas, que embora tenham alcançado quase que a universalização do ensino, porém ainda permanecem os problemas referentes a reprovação e a distorção idadesérie, principalmente nas escolas do campo. Entretanto, as melhorias observadas nesses índices não que podem ser creditadas somente às ações gerenciais desenvolvidas pelo Instituto via SEMEDs por meio de seus instrumentos de acompanhamento e monitoramento do ensino, mas de investimentos de recurso públicos e da ação do governo federal pela via de suas políticas de assistência financeira, que foram responsáveis em grande parte, pela materialização e manutenção das ações estratégicas que promovessem a qualidade da educação. As investigações apontaram ainda que, a noção de qualidade apresentada pelo IAS por meio de seus programas educacionais, se assenta em dois pilares: na aprendizagem e nos resultados de desempenho, evidenciando assim, uma perspectiva exacerbada ao aspecto quantitativo, uma vez que defende os indicadores de desempenho e matrizes de competências e habilidades como instrumentos de excelência para a melhoria do ensino. Conclui-se assim, que mesmo com a introdução de uma gestão gerencial e a reestruturação curricular introduzidas pelo IAS nas redes de ensino de Altamira e Santarém, estas se mostram ineficiente em dois fatores: pelo não cumprimento integral das metas a que se comprometeu cumprir no Instrumento de Parcerias, quanto no alcance da melhoria de uma qualidade social, pois sua eficiência se dá mais no incremento operacional de acompanhamento e monitoramento do ensino que instrumentalizam a equipe gestora a identificar e diagnosticar os problemas, do que necessariamente resolvê-los como se propõe, pois tem como foco principal, a implementação de técnicas gerenciais que conduzem a resultados esperados, que são contrários a valores e princípios democráticos. Outro aspecto que pode ser considerado é a conquista de um consentimento ativo por parte dos docentes e das equipes gestoras, o que evidencia a força política e técnica do discurso do Instituto, e nesse sentido, sua maior eficiência consiste em promover uma qualidade instrumental da educação por meio de uma linguagem gerencial e performática persuasiva e sedutora, que induz a uma dependência da gestão educacional aos princípios de uma qualidade fabricada por indicadores de sucesso

Made available in DSpace on 2016-04-27T14:31:33Z (GMT). No. of bitstreams: 1 Roberta Maria Bueno Bocchi.pdf: 1836948 bytes, checksum: 4058f486b9e579973724b55133f77ac8 (MD5) Previous issue date: 2015-03-18 / The general purpose of this thesis is to detail the educational financial actions aimed at the state primary public school system of the State of São Paulo in the period ranging from 2008 to 2012, executed with both centralized and decentralized resources. The specific purpose is to identify the dispute present in the potential financial processes that may burden the public funding of the educational area and compromise the reach of the official quality of the state public Primary Education in São Paulo. The choice of this time period comes from the fact that this was when the Official State Curriculum was implanted and consolidated in all the Primary Education Network System of São Paulo, and it also marks the transition from the José Serra/ Alberto Goldman (PSDB) administration to the two first years of the Geraldo Alckmin (PSDB) administration, strongly marked in the educational area by the Official Curriculum throughout the Public Network System, aiming to improve the quality of education and focused on a policy of management by results and marked by increased financial investments in the area. The approach used to reach this goal is the evaluative research, adopting the documental study and the use of focal group as technical procedures for data collection. The study reveals the presence of bulky financial resources that should have risen the quality of the state public Primary Education, but contrary to expectations, were badly invested and misused, compromising the initial commitment the Government of the State of São Paulo during the period covered / A presente tese tem como objetivo geral, detalhar as ações financeiras educacionais direcionadas à escola pública básica estadual do Estado de São Paulo no período de 2008 a 2012, executadas com recursos centralizados e descentralizados e como objetivo específico, identificar a controvérsia presente nos possíveis expedientes financeiros que oneraram o financiamento público da área educacional e comprometeram o alcance de qualidade da Educação Básica pública do Estado de São Paulo. A escolha desse recorte temporal foi por ser o de implantação e consolidação - em toda a Rede de Educação Básica estadual de São Paulo - do Currículo Oficial do Estado e também marcar a transição de governos de José Serra/ Alberto Goldman (PSDB) e os dois primeiros anos de Geraldo Alckmin (PSDB), fortemente assinalados na área educacional com o Currículo Oficial, em toda a Rede Pública, visando à qualidade educacional, ênfase na política de gestão por resultados e crescentes investimentos financeiros para a área. O método utilizado para atingir esse fim porta-se como uma pesquisa avaliativa e adota como procedimentos técnicos para coleta de dados, o estudo documental e uso do grupo focal. O estudo revela a presença de volumosos recursos financeiros que deveriam ter elevado a qualidade da Educação Básica pública estadual, mas contrariamente ao esperado, foram mal gastos e desviados, prejudicando os propósitos iniciais com os quais o Governo do Estado de São Paulo se comprometia no período estudado

Esta pesquisa se dedica ao tema da educação contemporânea no país e tem como mote a qualidade do ensino. Considerando a complexidade da temática, o presente estudo procurou cercar-se do arcabouço teórico relativo ao objeto da pesquisa para compreender quais seriam os possíveis determinantes do desempenho discente, especialmente, nos anos iniciais do ensino fundamental da rede pública do estado de São Paulo. Realizou-se o levantamento de referências, com base em estudos quantitativos acerca do tema; sistematização das informações encontradas; estruturação de um referencial teórico individual, relacionado às variáveis mais utilizadas e relevantes a partir da análise dos textos selecionados e, por meio da regressão logística binária, modelo estatístico empregado nesta pesquisa, estimou-se a influência destas variáveis na proficiência dos alunos das disciplinas de língua portuguesa e matemática, com dados da Prova Brasil (2015). Os resultados encontrados evidenciam a ampla gama de aspectos influenciadores do desempenho escolar, indo além da tríade aluno, professor e escola. O nível de formação dos pais se demonstrou o fator de maior influência na obtenção de melhores resultados. O trabalho durante a fase escolar também foi um forte fator redutor do desempenho desses alunos. O resultado constata a importância de ações capazes de manter as crianças dentro da escola, reduzindo o trabalho infantil e, por conseguinte, o abandono dos estudos atrelado ao trabalho em idade escolar. Outro elemento de destaque diz respeito à distorção idade-série que exerce efeito negativo nos resultados desempenhados pelos alunos. Os discentes pertencentes às classes econômicas mais elevadas apresentaram mais chances de obterem melhor desempenho escolar em comparação com os estudantes das classes D e E. A análise das variáveis neste estudo evidencia, portanto, a relação intrínseca da qualidade educacional com aspectos socioeconômicos dos alunos, bem como de suas famílias, destacando a necessidade de políticas públicas abrangentes e integradas. Entretanto, é salutar ponderar que muitas vezes esses fatores podem não ser totalmente controlados pelo Estado, tornando a elaboração e implementação de políticas públicas para melhoria da qualidade do ensino uma tarefa ainda mais desafiadora. / This research focuses on the theme of contemporary education in the country and has as its motto the quality of teaching. Considering the complexity of the subject, the present study sought to surround the theoretical framework related to the object of the research to understand what the possible determinants of student´s performance would be, especially during the initial years of primary education in the public network of Sao Paulo. A survey of references was constructed based on quantitative studies on the subject; systematization of the information found on it; and individual theoretical references, regarding to the most used and more relevant variables found in the selected texts and; through the binary logistic regression, statistical model used in this research, the influence of these variables on the students\' proficiency of Portuguese and Mathematics were estimated, with data from the Prova Brasil (2015). The results show the wide range of influencing aspects of school performance, going beyond the triad student, teacher and school. The parents\' level of education was shown to be the most influential factor in obtaining better results. Work during the school years was also a strong factor in reducing the performance of these students. The result shows the importance of actions to keep children in school, reducing child labor and, consequently, dropping out of school-age work. Another important element concerns to the age-grade distortion that has a negative effect on students\' performance. The students belonging to the higher economic classes were more likely to achieve better school performance compared to students in classes D and E. The analysis of the variables in this study therefore evidences the intrinsic relation of educational quality with students\' socioeconomic aspects as well as their families, highlighting the need for extensive and integrated public policies. However, it is salutary to ponder that often these factors may not be fully controlled by the public power, making the creation and implementation of public policies to improve the quality of teaching an even more challenging task.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-01T11:18:46Z No. of bitstreams: 2 Dissertação - Renata Freitas Dias - 2018.pdf: 1665718 bytes, checksum: f5c81a271a2a97a121e5a058264992e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-01T11:20:08Z (GMT) No. of bitstreams: 2 Dissertação - Renata Freitas Dias - 2018.pdf: 1665718 bytes, checksum: f5c81a271a2a97a121e5a058264992e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-01T11:20:08Z (GMT). No. of bitstreams: 2 Dissertação - Renata Freitas Dias - 2018.pdf: 1665718 bytes, checksum: f5c81a271a2a97a121e5a058264992e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-21 / The CME (“Conselho Municipal de Educação”) in Brazil represents possibilities for democratic actions to improve public educational policies, according to their performance in the quest for the quality of education. From this perspective, this research was carried out within the scope of the Post-Graduate Program in Education of the Federal University of Goiás - Jataí (UFG), aiming to analyze the perspective of the quality of education presents in the actions from the “Conselho Municipal de Educação de Rio Verde / Goiás” (COMERV). The research was based on the municipal legislations, resolutions and minutes issued by COMERV, and it is characterized by being qualitative, bibliographic and exploratory documentary. Starting from a critical study about the work of the CME and the quality of education, the analysis was subsidized from the perspective of materialism-historical-dialectic. The temporal cut occurred since the creation of the CME in 1997 until the year of 2016. The theoretical background was based in the following authors: Cury (1996, 2001), Bordignon (2009), Lima (2009, 2010), Motta (1984), Shiroma (2005, 2007) and Teixeira (2004), among others. The categories of analysis were quality, participation and autonomy. The results showed that decision-making always reaches every community and that legislation is contradictory to reality. It was verified that the autonomy of the council is weak, even with a high budget, and the process to select its members suffers in the lack of infrastructure because it does not have its own building. The way of choosing members in a triple list is made by the chief of the executive compromising this democratic action. In another way, a negative point is the fact that the time of the Council’s command coincides with the mandate of the head of the executive power, which is an inappropriate element in the performance of this council. All these factors are complicating for the autonomy and, consequently, for the participation as a practice of social democracy. Which reflects negatively, from the perspective of the social quality of education. In this sense, only the goodwill and knowledge from the councilors are not enough to break the paradigm of limited participation that was historically inherited in the constitution of the CME in Brazil. Therefore, it is important to work its mobilizing and propositional function of the council with the society, so that together they can position against the situations that damage the social quality of education. / Os Conselhos Municipais de Educação no Brasil representam possibilidades para o desenvolvimento de ações democráticas com vistas à melhoria nas políticas públicas educacionais, conforme sua atuação na busca da qualidade da educação. Nessa perspectiva, esta pesquisa foi realizada no âmbito do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás - Regional de Jataí (UFG), com o objetivo de analisar a perspectiva de qualidade da educação presente nas ações do Conselho Municipal de Educação de Rio Verde/Goiás (COMERV). A pesquisa, de natureza qualitativa, bibliográfica e documental, teve como base a legislação municipal, bem como resoluções e atas emitidas pelo Conselho Municipal de Educação de Rio Verde. Partindo de um estudo crítico quanto à atuação do CME e à qualidade da educação, a análise foi subsidiada pela perspectiva do materialismo histórico-dialético. O recorte temporal se deu desde a criação do CME, em 1997, até o ano de 2016. O embasamento teórico se consubstanciou nos seguintes autores: Cury (1996; 2001), Bordignon (2009), Lima (2009; 2010), Motta (1984), Shiroma (2005; 2007), Teixeira (2004), entre outros. As categorias de análise foram: qualidade, participação e autonomia. Os resultados demonstraram que a tomada de decisão sempre atinge toda coletividade e que a legislação é contraditória à realidade. Constatou-se que a autonomia do conselho é fragilizada: apesar de ter um orçamento e existir um processo seletivo para a composição de seus membros, o conselho sofre na falta de infraestrutura, pois não possui prédio próprio; a forma de escolha dos membros em lista tríplice é feita pelo chefe do executivo, comprometendo essa ação democrática. Outro ponto negativo é a duração do mandato do Conselho coincidir com o mandato do chefe do poder executivo, sendo este um elemento desfavorável na atuação deste conselho. Todos esses fatores são complicadores da autonomia e, consequentemente, da participação como uma prática de democracia social, refletindo negativamente na perspectiva da qualidade social da educação. Nesse sentido, só a boa vontade e conhecimento dos conselheiros não bastam para romper o paradigma da participação limitada que foi herdado historicamente na constituição dos CMEs no Brasil. Por isso, ressalta-se a importância de se trabalhar as funções mobilizadora e propositiva do conselho com a sociedade, para que juntos possam se posicionar contra as situações que impossibilitem a qualidade social da educação.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-10T12:25:24Z No. of bitstreams: 1 GESSICA FILGUEIRAS MILAGRE.pdf: 1257607 bytes, checksum: 0b2946686eb13d2815d4cf8324344ea1 (MD5) / Made available in DSpace on 2017-11-10T12:25:24Z (GMT). No. of bitstreams: 1 GESSICA FILGUEIRAS MILAGRE.pdf: 1257607 bytes, checksum: 0b2946686eb13d2815d4cf8324344ea1 (MD5) Previous issue date: 2017-08-25 / The main objective of this dissertation was to analyse some educational purposes of school in documents that define policies and guidelines of national education in connections to doctrinal and strategic orientations of international organizations, especially the World Bank and Unesco, in order to understand its impact on social quality of education. This study consisted of bibliographic research based on documents produced by the World Bank and Unesco, and official documents of Brazilian Ministry of Education. The analyses and conclusions presented in this work were made by several authors, such as Dermeval Saviani, Gaudêncio Frigotto, José Carlos Libâneo, Yves Lenoir, Olinda Evangelista, Eneida Shiroma, Roberto Leher, António Nóvoa and José Gimeno Sacristan. In the course of the research, connections between the guidelines of international organizations, neoliberalism and globalization movement, and their consequences in the formulation of educational policies, especially in emerging countries were found. Thus, the definition of educational purposes is subordinated to the process of internationalization of educational policies in which education is tied exclusively to the interests of the economy and the market.The sense of quality in education is related, thereby, to the criteria of effectiveness of globalized market. From the analysis of the documents and with the support of other researches on the subject on focus, it was possible to verify that one of the role of public policies for education is to enable the insertion of population socially vulnerable to the labor market. To this end, programs for the poverty reduction are instituted, a result-based knowledge and skills curriculum that aims an incorporation of the less favored classes in society. Thus, such educational purposes, once incorporated into educational policies, school education planning, curricula, school functioning, and teachers' work, project a utilitarian sense of quality, restricted to the satisfaction of immediate, distant needs, far from the sense of social and cultural quality, aiming human emancipation. / Esta dissertação teve como objetivo analisar as finalidades educativas escolares em documentos que definem políticas e diretrizes da educação nacional em suas ligações com orientações doutrinárias e estratégicas de organismos internacionais, principalmente o Banco Mundial e a Unesco, visando apreender seu impacto na qualidade social do ensino. O estudo consistiu de pesquisa bibliográfica com base em documentos produzidos pelo Banco Mundial e Unesco, e documentos oficiais do Ministério da Educação. As análises e conclusões foram em diversos autores como Dermeval Saviani, Gaudêncio Frigotto, José Carlos Libâneo, Yves Lenoir, Olinda Evangelista, Eneida Shiroma, Roberto Leher, António Nóvoa, José Gimeno Sacristan. No percurso da pesquisa, foram constatadas conexões entre as orientações dos organismos internacionais, o neoliberalismo e o movimento da globalização, e suas consequências na formulação de políticas educacionais, principalmente de países emergentes. Desse modo, a definição de finalidades educativas subordina-se ao processo de internacionalização de políticas educacionais no qual a educação encontra-se atrelada exclusivamente a interesses da economia e do mercado. O sentido de qualidade da educação prende-se, assim, aos critérios de eficácia do mercado globalizado. A partir da análise dos documentos e com o suporte de outras pesquisas sobre o tema, foi possível constatar que as políticas públicas para a educação têm o papel de possibilitar a inserção de populações socialmente vulneráveis ao mercado de trabalho. Para isso, instituem-se programas de redução da pobreza, um currículo de conhecimentos e habilidades baseado em resultados visando incorporação social das classes menos favorecidas. Desse modo, tais finalidades educativas, uma vez incorporadas nas políticas educacionais, no planejamento da educação escolar, nos currículos, nas formas de funcionamento das escolas e no trabalho dos professores, projetam um sentido utilitário de qualidade, restrito à satisfação de necessidades imediatas, distante do sentido de qualidade social e cultural visando a emancipação humana.

University departments that offer graduate programs require feedback to assess the quality of the education they offer. Feedback on the quality of education is provided in the form of program evaluation. In the general approach to program evaluation, outsiders, i.e., people who are not parts of a program, do the evaluation. This descriptive study starts out with the belief that the best feedback in program evaluation can only come from insiders, i.e., faculty, students, and alumni, who are parts of a particular program. In order to capture the perspectives of insiders on the quality related characteristics of a program, this study evaluated a master&rsquo / s degree program in TESOL (Teaching of English to Speakers of Other Languages) at an American university in a practical and cost-effective way, using a minimum number of evaluators. All faculty, students, and alumni of the program form the participants in this study. Regular program evaluation studies are conducted to do one type of evaluation only and they do not seek insiders&rsquo / opinions. Unlike such studies, this evaluative research study aims to go beyond that familiar narrow focus and provide a richer description of the program it evaluates. Its research design and the data collection methods employed in it are chosen to achieve that goal. These enable the present study to have a broader scope than those of the regular program evaluation studies as the collected data can be used for more than one type of analysis. The results of data collection show that all parties express positive opinion on the aspects of the program that are directly related to the teaching that takes place in classes. Areas of the program that need improvement are also introduced, and recommendations to overcome them are presented.

Magistro darbą sudaro įvadas, dvi dalys, išvados ir rekomendacijos, literatūros sąrašas, santrauka anglų kalba ir priedai. Pirmojoje dalyje „Strateginio valdymo vadybinis edukologinis aspektas“ apibūdinama strateginio valdymo samprata, nagrinėjami svarbiausi užsienio ir Lietuvos mokslininkų teoriniai darbai: strateginis valdymas vadybiniu, edukologiniu aspektu, strateginio valdymo reikšmė diegiant naują švietimo politiką, mokyklos sėkmės traktavimas ir sąryšis su mokyklos strateginiu valdymu, edukologinių tyrimų, nagrinėjančių mokyklos veiklos kokybę, duomenys ir svarbiausios išvados. Antrojoje magistro diplominio darbo dalyje „Strateginio valdymo ir institucijos sėkmės sąryšio Visagino savivaldybės mokyklose tyrimas ir jo rezultatai“ skelbiami ir analizuojami autorės atlikto tyrimo duomenys, aptariami gauti tyrimo rezultatai ir svarbiausios mokyklos valdymo problemos bei strateginio valdymo įtaigumas mokyklos sėkmei. Išvadose ir rekomendacijose atskleistas tyrimo metu išryškėjusi strateginio valdymo mokyklose situacija, jos gerinimo galimybės ir tendencijos bei pasiūlymai strateginio valdymo tobulinimui Lietuvos mokyklose. / Work of the master consists of the introduction, two parts, conclusions, recommendations, the list of the literature, the resume in English and appendices. In the first part “Administrative educational the aspect of strategic management” is described an essence of strategic management, the major theoretical works of foreign and Lithuanian scientists are considered: administrative, educational aspect of strategic management, value of strategic management in introduction of new policy of education, interpretation of success of school and communication of success with strategic management, results and the major conclusions educational researches of quality of activity of schools. In the second part of work of the master “Research of interrelation of strategic management and success of an institution at schools of self-administration of Visaginas and its results” are analyzed the given and received results of the research lead by the author of work, the major problems of management of school and influence of strategic management on success of school are discussed. In conclusions and recommendations the situation of strategic management at schools, opportunities of its improvement and the offer for development of strategic management at schools of Lithuania reveals revealed during research.

Šiuolaikinis švietimas įgauna vis didesnį pagreitį. Nuolat veikiamas tokių procesų kaip globalizacija, vartotojiškos kultūros sklaida, informacinės visuomenės revoliucija, jis tampa vis sudėtingesnis. Didėjantys žinių srautai keičia žmonių visuomenės supratimą. Kartu keičiasi ir išsilavinimo reikalingumo samprata. Vis didesnis dėmesys skiriamas bendram žmogaus išsilavinimui, kuris sudaro sąlygas asmeninei raidai, intelektiniam savarankiškumui, integracijai į dirbančiųjų visuomenę ir suteikia galimybę dalyvauti kuriant demokratinę visuomenę. Ugdymo turinį, orientuotą tik į žinias, keičia turinys, kuriame be žinių atsispindi įgūdžiai, gebėjimai, vertybinės nuostatos. Vis dažniau ugdymo procese įsigali individualizavimo, diferencijavimo sąvokos. Šiame kontekste socialinis ugdymas tampa svarbi bendrojo ugdymo dalimi. Mokiniai nagrinėja žmonių gyvenimą gamtinėje, socialinėje ir kultūrinėje aplinkoje. Mokyklinį socialinio ugdymo pagrindą sudaro socialiniai ir humanitariniai mokslai: antropologija, filosofija, ekonomika, istorija, politologija, psichologija, teisė. Išskirtinis dėmesys tenka geografijai. Šis mokslas visada užėmė tarpinę padėtį tarp socialinių ir gamtos mokslų. Nors tradiciškai geografija priskiriama socialinių mokslų ratui, tačiau kai kurie autoriai ją priskiria prie fizinių mokslų. Apibendrinus galima teigti, kad šiuolaikinė geografija yra sudėtingas glaudžiai tarpusavyje susijusių mokslų sistemą, kurią sudaro fizinės (gamtinės) ir socialinės (visuomeninės)... [toliau žr. visą tekstą] / Modern education is becoming more and more accelerated. Constantly affected by such processes as globalization, the spread of the consumer’s culture and the revolution of informational society, it becomes increasingly difficult. The rising flows of knowledge change the understanding of human society. At the same time consequently changes the concept of the need of education. Therefore, the increasing attention is paid to the common human knowledge, which provides opportunities for personal development, intellectual independence and integration into the workforce and gives a chance to participate in the creation process of the democratic society. The content of training, oriented mostly towards knowledge, now is substituted by the content, which is based not only on knowledge, but also reflects skills, abilities and the provisions of values. More and more often the concepts of individualization and differentiation set in the process of education. In this context social education becomes a very important part of general training. Students examine the life of human beings in natural, social and cultural environment. The basis of social education at school consists of social and humanitarian sciences: Anthropology, Philosophy, Economics, History, Politics, Psychology and Law. A particular attention is paid to geography. This science has always occupied an intermediate position between social and natural sciences. Traditionally geography is attributed to the circle of social... [to full text]

Η παρούσα διατριβή ασχολείται με την έννοια της Ποιότητας της Εκπαίδευσης και συγκεκριμένα εστιάζεται στο ρόλο και τη δράση του Σχολικού Συμβούλου Πρωτοβάθμιας Εκπαίδευσης στο θέμα αυτό ως υπεύθυνου για την επιστημονική και παιδαγωγική καθοδήγηση και αξιολόγηση των εκπαιδευτικών. Οι πολιτικές για την ποιότητα φαίνεται ότι δεν προέρχονται από την ελληνική παράδοση ή και τις ελληνικές εκπαιδευτικές προτεραιότητες. Είναι περισσότερο επίδραση της συμμετοχής της χώρας σε υπερ-εθνικούς και διεθνείς θεσμούς και μορφώματα. Κατά συνέπεια, η μελέτη αυτή εκκινεί από τη διττή διαπίστωση πως η διερεύνηση της σύγχρονης ελληνικής πολιτικής για την εκπαίδευση δεν μπορεί παρά να εστιάζει ταυτόχρονα, τόσο στο διεθνές περιβάλλον (ΕΕ και μεγάλοι διεθνείς οργανισμοί) όσο και στις ιδιαιτερότητες του εθνικού μέσα από τις δράσεις φορέων που μπορούν να διαμορφώσουν, να επηρεάσουν ή να καθορίσουν την τελική επιτυχία μιας οποιασδήποτε δέσμης πολιτικών αποφάσεων κατά την εφαρμογή τους. Στο πλαίσιο αυτό γίνεται απόπειρα να αναλυθεί η έννοια της Ποιότητας της Εκπαίδευσης, να διερευνηθεί το πώς προσεγγίζεται από τους μεγάλους διεθνείς οργανισμούς και πώς σχεδιάζεται και εν τέλει υλοποιείται ως εκπαιδευτική πολιτική. Στη συνέχεια, ενδιαφέρει το πώς αυτή η πολιτική μεταφέρεται, εφαρμόζεται και προσαρμόζεται τελικά στην ελληνική πραγματικότητα. Μέσα από την ανάλυση περιεχομένου κειμένων διεθνών οργανισμών, ευρωπαϊκών νομοθετικών κειμένων, ελληνικών νομοθετημάτων και του Διδασκαλικού Βήματος (1993-2008) καθώς και την ανάλυση ημί-δομημένων συνεντεύξεων σε 28 Σχολικούς Συμβούλους Πρωτοβάθμιας Εκπαίδευσης επιχειρείται η ανάλυση και ερμηνεία τόσο των πολιτικών για την εκπαίδευση, διεθνώς και στην Ελλάδα, όσο και το ρόλο του Σχολικού Συμβούλου σε αυτές. Στα ευρήματα της έρευνας αναδεικνύονται και ερμηνεύονται οι λόγοι απόστασης θέσπισης και εφαρμογής των νομοθετημάτων που παρατηρείται στην ελληνική εκπαιδευτική πολιτική. Ακόμα συγκαταλέγονται τα εμπόδια που συναντά ο Σχολικός Σύμβουλος κατά τη δράση του, οι περιορισμοί της δράσης του καθώς επίσης και τα περιθώρια που έχει να αναπτύξει πρακτική που στοχεύει στην ποιότητα της εκπαίδευσης. Προς επικύρωση αλλά και ανάδειξη της καλής πρακτικής χρησιμοποιούνται ευρήματα έρευνας πεδίου σε εκπαιδευτικούς πρωτοβάθμιας εκπαίδευσης. / The present thesis deals with the subject of quality in education. More specifically it deals with the role and action of the Scholikou Symvoulou of Primary Education. This person in the Greek educational system is responsible for the scientific and pedagogical guidance, consultation and the evaluation of teachers. It seems that the Greek educational policies that concerns quality in education do not have roots in the Greek educational tradition. They come as a result and consequence to the Greek’s participation in International Organizations and Unions. The dissertation focus starts from the dual point that the study of Greek educational policy should consider on the one hand the international makers of educational policy (European Union and International Organizations) and on the other the national specific under which the action of players who can modify, affect or determine the final success of political decision in their implementation. In this context we attempt to understand the meaning of quality in education, to study how this notion is used by the international organizations and how it is formulated and implemented in the Greek educational system. Through the content analysis of documents of International Organizations, of the European Union, of the Greek regulative framework and of the journal “Didaskaliko Vima” (1993-2008) and also the findings of the 28 semi-structured interviews of Scholikous Symvoulous we attempt on the one hand to analyze and explain the implementation of the Greek regulative framework and on the other to clarify and analyze the role and actions of Scholikou Symvoulou. The findings of the research bring to light the gap between formulation and implementation of the Greek educational policy that concerns quality in education. Furthermore the findings bring to light the obstacles, the restrictions of his/ her action but also the ways that he/ she has to develop action that promotes quality in education. In order to make clear this action that promotes quality, findings are used from semi-structured interviews to teachers.