Magistro darbo atraminės nuostatos darbe pateiktos šios. Lietuvos švietime XX–XXI a. sandūroje iš klasikinės ugdymo paradigmos sukant laisvosios paradigmos link kinta ugdymo samprata ir aktualizuojamas ugdymo komponentas – ugdymo sąveika. Visuomenė delegavo švietimui ugdymo misiją, iškėlė nacionaliniu lygmeniu tikslus ir mokykla turi juos realizuoti savo veikloje. Tad tenka persiorientuoti iš poveikio pedagogikos į ugdymo sąveiką. Taigi Lietuvos edukologijoje ugdymo sąveika aktualizuota, tačiau suprantama skirtingai. Teoriniu lygmeniu dar ir XXI a. Lietuvos švietime egzistuoja du požiūriai į asmens ugdymą – vienas pripažįsta ugdymą poveikio asmeniui priemonėmis, kur ugdyme veikia subjektas mokytojas ir objektas mokinys, kitas – dviejų lygiaverčių subjektų – ugdytojo ir ugdytinio sąveikos priemonėmis. Reformuojama Lietuvos mokykla konceptualių dokumentų orientuojama į ugdymo sąveikos principus. Vadinasi, egzistuoja reali teorinių požiūrių ir iškeltų ugdymo tikslų prieštara. Tokia prieštara egzistuoja ne tik teoriniu lygmeniu, bet ir praktikoje. Todėl tirti ugdymo praktiką ir pasiūlyti būdų, kaip aktyviau įtvirtinti reformuojamoje mokykloje ugdymo sąveikos įvairius principus, bus nuolat aktualu. Tai sudaro pasirinktosios temos aktualumą. Šiame darbe ugdymo sąveika suprantama kaip – dinamiška ugdytojo ir ugdytinio, saistomų funkciniais ryšiais, bendravimo sistema, apimanti pedagoginį bendravimą, pedagoginį informavimą, pedagoginį vertinimą, pedagoginį reikalavimą, pedagoginius... [toliau žr. visą tekstą] / The basic points of the master‘s paper are as follows. At the turn of the XX-XXI centuries the education system in Lithuania shifts from the classical education paradigm to the liberal paradigm. The education conception changes and the education component as well as the education paradigm become significant. The society has imposed an educational mission upon the education system and it has raised objectives at the national level, therefore the school has to implement them. Consequently, the impact pedagogics has to shift into the educational interaction. Therefore, in Lithuanian educology the educational interaction is accentuated, though it is interpreted differently. At the theoretical level in the XXI century two different viewpoints about education of a person still prevail. One of them approves of the education employing tools, that have impact on a person - the subject there is the teacher and the objects is the pupil. The other approach accentuates interface between two equivalent subjects – the educator and the educated person. The Lithuanian school is being reformed towards principles of the educational interaction in conformity with conceptual documents. Thus a realistic contraposition of theoretical approaches and raised educational objectives actually exists. Such kind of contraposition exists not only on a theoretical level but in practice as well. Therefore, it will be always important to research the education practice and propose means how to consolidate... [to full text]

This thesis is an empirical qualitative case study of the work of an evaluation commission which was established by the Ministry of Culture, Research and Art in the German state of Baden-Württemberg in 2003 to undertake a cross-sectional examination of the quality of teaching and research in universities and teacher training colleges offering courses in Educational Science (Erziehungswissenschaft). Although much literature on evaluation methods and models exists, little addresses the minutiae of evaluation work through the eyes of those doing it. This study therefore aims to augment this knowledge by examining the attitudes, experiences and difficulties which evaluators face. It contributes to the discourse on evaluation theory and practice by providing suggestions for what might help to improve decision-making processes in this particular environment. Informed by phenomenological theory, this exploratory study also uses decision-making theories as a means of providing knowledge on both individual and organisational issues which can augment our understanding of how expert commissions work: the social, political and cultural mechanisms that are involved, and the techniques that evaluators employ in order to provide institutions with an objective, fair, trustworthy and reliable evaluation report. As external review has become an accepted means of quality assurance, this research constitutes a contribution to the discourse on ways of improving quality assurance in higher education on a broader scale, not just within the context of German higher education. Furthermore, it also offers insight into the discipline of Educational Science itself and the notion of competing research paradigms, which have an impact on the way the discipline perceives itself and is perceived by others. The study is broadly divided into three main sections. The first contextualises the history of higher education evaluation, specifically within the German context. It looks at how the idea of what a university is has changed, especially during the last few decades of the 20th century, and notions of quality within this particular environment. The evaluation is also briefly introduced within the context of Baden-Württemberg. The second section explores the evaluation by examining the documents available in the evalag agency archive in Mannheim, thereby facilitating an understanding of the background to the commission and the processes which the evaluators underwent as work progressed. The third provides insight into what the evaluators themselves thought of the process and is based on interview analysis. The thesis concludes with a brief survey of more recent developments in quality assurance in Germany.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability. The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 5, 2006. Dissertation Committee: James C. Palmer, Edward R. Hines (co-chairs), John R. McCarthy, Anita Lupo. Includes bibliographical references (leaves 81-84) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Paul J. Baker (chair), Joseph Pacha, Norman D. Durflinger, Jeffry B. Nelson. Includes bibliographical references (leaves 206-216) and abstract. Also available in print.

<p>У овом раду теоријски и истраживачки се анализира појам и процес<br />самовредновања као сегмент утицаја на унапређење квалитета педагошког рада школе.<br />У теоријском делу рада утврђују се појмови квалитета, стандарда, вредновања и<br />самовредновања и њихов међусобни однос у систему педагошког рада школе. Процес<br />самовредновања рада школе се детаљније одређује у односу на епистемолошку и<br />методолошку заснованост. Приказани су и детаљно анализирани Стандарди квалитета<br />васпитно-образовне установе који се примењују у процесу самовредновања рада школе.<br />Реализовано истраживање је емпиријско и претежно дескриптивног карактера.<br />Основни предмет овог истраживања је утврђивање и анализа ставова наставника о<br />утицају установљеног система самовредновања на квалитет педагошког рада школе,<br />као и развијање конкретних предлога промена у систему самовредновања педагошког<br />рада школе које утичу на континуирани развој и подизање квалитета рада школе.<br />Истраживањем је утврђено да наставници нису у довољној мери упознати са<br />Стандардима квалитета рада школе (школски програм и годишњи план рада, настава и<br />учење, образовна постигнућа ученика, подршка ученицима, етос, организација рада<br />школе и руковођење и ресурси) и не примењују континуирано процес самовредновања у<br />својој педагошкој пракси. Утврђено је да наставници процењују значај самовредновања<br />за унапређење квалитета рада школе и дају конкретне предлоге за побољшање<br />методологије овог процеса.<br />На основу анализе теоријског и истраживачког дела студије, начињен је низ<br />конкретних предлога са циљем унапређења испитиваних аспеката процеса<br />самовредновања рада школе</p> / <p>U ovom radu teorijski i istraživački se analizira pojam i proces<br />samovrednovanja kao segment uticaja na unapređenje kvaliteta pedagoškog rada škole.<br />U teorijskom delu rada utvrđuju se pojmovi kvaliteta, standarda, vrednovanja i<br />samovrednovanja i njihov međusobni odnos u sistemu pedagoškog rada škole. Proces<br />samovrednovanja rada škole se detaljnije određuje u odnosu na epistemološku i<br />metodološku zasnovanost. Prikazani su i detaljno analizirani Standardi kvaliteta<br />vaspitno-obrazovne ustanove koji se primenjuju u procesu samovrednovanja rada škole.<br />Realizovano istraživanje je empirijsko i pretežno deskriptivnog karaktera.<br />Osnovni predmet ovog istraživanja je utvrđivanje i analiza stavova nastavnika o<br />uticaju ustanovljenog sistema samovrednovanja na kvalitet pedagoškog rada škole,<br />kao i razvijanje konkretnih predloga promena u sistemu samovrednovanja pedagoškog<br />rada škole koje utiču na kontinuirani razvoj i podizanje kvaliteta rada škole.<br />Istraživanjem je utvrđeno da nastavnici nisu u dovoljnoj meri upoznati sa<br />Standardima kvaliteta rada škole (školski program i godišnji plan rada, nastava i<br />učenje, obrazovna postignuća učenika, podrška učenicima, etos, organizacija rada<br />škole i rukovođenje i resursi) i ne primenjuju kontinuirano proces samovrednovanja u<br />svojoj pedagoškoj praksi. Utvrđeno je da nastavnici procenjuju značaj samovrednovanja<br />za unapređenje kvaliteta rada škole i daju konkretne predloge za poboljšanje<br />metodologije ovog procesa.<br />Na osnovu analize teorijskog i istraživačkog dela studije, načinjen je niz<br />konkretnih predloga sa ciljem unapređenja ispitivanih aspekata procesa<br />samovrednovanja rada škole</p> / <p>This study deals with theoretical and research analyzes of concept and process of selfevaluation,<br />as an important part of influence on improving the quality of pedagogical work of<br />the school. In the theoretical part of study were defined the concepts of quality, standards,<br />assessment and self-evaluation and their relationship in the system of pedagogical school work.<br />The process of self-evaluation of school work in more detail was determined in relation to the<br />epistemological and methodological foundation. Standards of quality of educational<br />institutions were presented and analyzed in detail, that were applied in the process of selfevaluation<br />of school work.<br />The research was based mainly on empirical and descriptive method. The main object<br />of this research is the identification and analysis of teachers&#39; views on the impact of the<br />established system of self-evaluation on the quality of the educational work of the school, and<br />to develop concrete proposals of changes in the system of self-evaluation of pedagogical school<br />work affecting the continued development and improving the quality of school work.<br />The study found that teachers are not sufficiently familiar with the Standards of quality<br />of education (school program and annual working plan, teaching and learning, the educational<br />achievements of pupils, support for pupils, ethos, organization and management of school work<br />and resources) and do not apply continuous process of self-evaluation in their pedagogical<br />practice. It was found that teachers assess the importance of self-evaluation to improve the<br />quality of school work and give concrete proposals for improvement of the methodology of this<br />process.<br />Based on the analysis of theoretical studies and research work, this study made a series<br />of concrete proposals aimed at improving the investigated aspects of the process of selfevaluation<br />of school work.</p>

Master's dissertationis devoted to the development of management approach to improving the quality of educational services in municipal preschool institutions of the Nevyansk city district. The dissertation presents: the results of theoretical analysis of the concept of quality of educational services of preschool institutions as a type of municipal services; the results of the analysis of the legal framework of quality management of educational services in preschool. In the dissertation the existing management approaches to ensuring the quality of educational services in municipal preschool institutions of the Nevyansk city district are studied; the assessment of the quality of educational services of preschool institutions of the Nevyansk city district is given; a social project to improve the quality of educational services in preschool institutions of the Nevyansk city district is developed. / Магистерская диссертация посвящена разработке управленческого подхода к повышению качества образовательных услуг в муниципальных дошкольных учреждениях Невьянского городского округа. В диссертации представлены результаты теоретического анализа понятия качества образовательных услуг дошкольного учреждения как вида муниципальной услуги; осуществлен анализ нормативно-правовых основ управления качеством образовательных услуг в дошкольном учреждении; изучены сложившиеся управленческие подходы к обеспечению качества образовательных услуг в муниципальных дошкольных учреждениях Невьянского городского округа; дана оценка качества образовательных услуг дошкольных учреждений Невьянского городского округа; разработан социальный проект по повышению качества образовательных услуг в дошкольных учреждениях Невьянского городского округа.

[pt] A pesquisa considera a perspectiva da federação tridimensional que estabeleceu o município como ente federado a partir da Constituição Federal de 1988 e da LDBEN 9.394 de 1996. A intensificação da municipalização do ensino fundamental neste contexto, com aumento no número de matrículas de estudantes em idade obrigatória de escolarização, implicou em novas responsabilidades para as equipes gestoras locais, tornando seu trabalho mais complexo. A pesquisa buscou i) compreender como redes públicas municipais de ensino se organizam do ponto de vista administrativo para atender ao público matriculado em suas escolas e ii) investigar os arranjos institucionais e as ações empreendidas pelos órgãos gestores e suas possíveis relações com os diferentes perfis de rendimento das redes de ensino em termos de qualidade e equidade educacional. O estudo, de natureza quantitativa, complementado por estudos de caso, foi realizado tendo como referenciais os estudos da área de gestão e política educacional. A análise foi realizada a partir de três categorias-chave: contexto socioeducacional, arranjo institucional e focalização da gestão. A partir do estudo realizado observou-se que há compromisso das equipes locais e esforços expressivos, ainda que diferenciados em cada caso, empreendidos para garantir a matrícula e a frequência com sucesso escolar dos alunos das redes municipais de ensino. Contudo, as interferências externas, em especial da política local e limitações de natureza técnica, em contextos socioeconômicos de parcos recursos das famílias e da rede pública de ensino dificultam a elaboração de políticas educacionais que logrem promover qualidade com equidade educacional. / [en] This research considers the federation three-dimensional perspective which established that the municipalities are enabled as federated entities since our Brazilian Constitution from 1988 and our LDBEM from 1996. The increasing numbers in decentralization of primary education and the increasing enrollment rates among students to whom enrollment in mandatory has brought new responsibilities and has made work more complex for educational administrators. This research aimed to i) comprehend how our public networks administratively organized themselves in order to cope with more enrollments and the new demands and ii) to investigate the institutional arrangements, the actions taken by managers and the possible relations among the various achievement profiles of students in regards to educational quality and equity. This quantitative research was complemented by case studies and used studies in educational management and policy as reference. The analysis was made from three keywords: social and educational context, institutional arrangements and management focus. From this study, it was observed that there is commitment and strong effort in order to guarantee enrollments to students and a successful school attendance. However, some external interference, especially the local policies, the technical limitations, the little resource from families and from our public network make more difficult to elaborate educational policies which effectively promote educational quality and equity.