Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

With data describing 110,520 eighth grade students from 592 junior high (middle) schools in China, a three-level hierarchical linear model was developed in this study to create a multivariate multilevel environment to examine (a) the effects of student-level and school-level variables on science achievement in four subject areas (science inquiry skills, biology, earth science, and physics) and (b) the consistency or stability of academic achievement across the four subject areas among students and among schools. Results indicated that (a) student characteristics, including gender, parental SES, time spent in learning, and the type of family separation, were related to high academic achievement in each of the four science subject areas, (b) no school characteristics were found to be significant factors to affect students’ academic performance in any of the four science subject areas, (c) both students and schools with high academic achievement in one subject area also showed high academic achievement in other subject areas, and (d) the consistency or stability of science performance over the four subject areas did not depend on student characteristics and school characteristics.

本研究旨在探討臺北市公立高級中學學校組織文化與學校效能之現況，並探究不同個人背景變項與學校背景變項之教師對學校組織文化與學校效能知覺之差異情形，並分析兩者間之關係及檢視學校組織文化對學校效能之預測力。 本研究採用文獻探討法與調查研究法，依據研究目的、研究問題及文獻探討結果，編製「臺北市公立高級中學組織文化與學校效能調查問卷」進行預試，並依據因素分析結果編製正式問卷進行研究。本研究之研究對象為服務於臺北市公立高級中學教師，依學校班級數及教師人數為依據，本研究樣本為672人，有效回收問卷共566份。問卷調查結果採用描述性統計、皮爾遜積差相關、t檢定、單因子變異數、多元迴歸等統計方法進行分析。本研究之主要結論為： 一、臺北市公立高級中學教師對學校組織文化與學校效能知覺程度為中上程 度。 二、就教師之個人背景變項對學校組織文化與學校效能的知覺差異比較發 現： （一）男性之學校組織文化知覺普遍高於女性；（二）不同年齡教師之學校組織文化知覺無顯著差異；（三）不同學歷教師之學校組織文化知覺無顯著差異；（四）資深者之學校組織文化知覺略高於資淺者；（五）兼行政教師之學校組織文化知覺顯著高於專任教師；（六）男性之學校效能知覺普遍略高於女性；（七）不同年齡教師之學校效能知覺略有差異；（八）不同學歷教師之學校效能知覺無顯著差異；（九）資深者之學校效能的知覺普遍略高於資淺者；（十）兼行政教師之學校效能知覺顯著高於專任教師。 三、就教師之學校背景變項對學校組織文化與學校效能的知覺差異比較發現：（一）不同規模學校在組織文化各層面之知覺無顯著差異；（二）不同學校歷史在學校組織文化各層面之知覺無顯著差異；（三）學校規模41~60班者在學校效能之行政領導效能層面的知覺顯著高於25~40班；學校規模60班以上者在學校效能之學生學習表現層面的知覺顯著高於41~60班（四）不同學校歷史在學校效能各層面的知覺無顯著差異。 四、學校組織文化與學校效能之關係密切。除了學校組織文化之關係取向層面之外，其他學校組織文化整體及各層面與學校效能整體及各層面均呈現顯著正相關。 依以上之研究發現，本研究對主管教育行政機關、臺北市高級中學與後續研究者分別提出以下建議： 一、對主管教育行政機關之建議：（一）善用教師對學校事務之高度關心，賦予學校自主空間引導，建立優質之組織文化。（二）善用教師對學校效能之知覺，鼓勵學校追求團體及個人之績效，提升學校效能。 二、對臺北市高級中學學校之建議：（一）學校要重視不同性別教師對學校組織文化及學校效能之知覺差異（二）學校要針對不同年齡教師提供組織文化及學校效能多元資訊（三）校長充分運用學校優質的教師人力資源，提供教師參與學校事務之機會，提昇學校效能（四）學校提供不同年資教師間有較多互動及交流機會（五）強化法制取向、情感取向、創新求變等層面之正面影響力，增進學校效能。（六）建立學校與社區關係及有效運用社區資源，提升並強化學校效能表現（七）建立增進學校效能之最佳組織文化模式。 三、對未來研究之建議：（一）研究對象方面，建議擴大研究對象至私立高中或公私立高職比較其差異。（二）研究變項方面，建議參採適合變項納入研究分析。（三）研究方法方面，建議參酌使用質性研究輔助之。（四）研究工具方面，建議將負相關結果之組織文化之關係取向變項再做衡酌，或納入其他變項。 / The purpose of this study was to find out the present status of organizational culture and school effectiveness in Taipei public high schools, and to explore how variables of different personal and school backgrounds can influence the teachers’ perception toward organizational culture and school effectiveness. This study also examined the predictability of organizational culture to school effectiveness. The research methods used in this study included literature review and survey method. Based on the study purpose and literature review, a questionnaire for organizational culture and school effectiveness in Taipei public high schools was compiled. After pretest and factor analysis, a formal questionnaire was formed to conduct the study. The subjects of this study were teachers of Taipei public high schools. According to the amount of classes and teachers of individual school, 672 subjects were drawn, and the valid returned questionnaires were 566. These valid questionnaires were then analyzed by statistics methods including descriptive statistics, Pearson Relations, T-test, one-way ANOVA, and multiple regression. The main findings of this study were as follows: 1.The subjects’ perception toward their schools’ organizational culture and school effectiveness were middle to high degrees. 2.The relations between different personal backgrounds and the perception toward organizational culture and school effectiveness were concluded as follows: (1)Male subjects’ perception toward organizational culture was generally much higher than female subjects’. (2)Subjects of different ages showed no significant difference in their perception toward organizational culture. (3)Subjects of different educational backgrounds showed no significant difference in their perception toward organizational culture. (4)Senior subjects’ perception toward organizational culture was slightly higher than junior subjects’. (5)Subjects with administrative positions significantly showed higher perception toward organizational culture than those without administrative positions. (6)Male subjects’ perception toward school effectiveness was generally a little higher than female subjects’. (7)Subjects of different ages showed a little significant difference in their perception toward school effectiveness. (8)Subjects of different educational backgrounds showed no significant difference in their perception toward school effectiveness. (9)Senior subjects’ perception toward school effectiveness was slightly higher than junior subjects’. (10)Subjects with administrative positions significantly showed higher perception toward school effectiveness than those without administrative positions. 3.The relations between different school backgrounds and the perception toward organizational culture and school effectiveness were concluded as follows: (1)Subjects from different scale schools showed no significant difference in their perception toward each aspect of organizational culture. (2)Subjects from schools with different history showed no significant difference in their perception toward each aspect of organizational culture. (3)Subjects from schools with 41 to 60 classes significantly showed higher perception toward the administration leadership aspect of school effectiveness than those from schools with 25 to 40 classes. Subjects from schools with more than 60 classes significantly showed higher perception toward the student learning performance aspect of school effectiveness than those from schools with 41 to 60 classes. (4)Subjects from schools with different history showed no significant difference in their perception toward each aspect of school effectiveness. 4. A close relation was found between school organizational culture and school effectiveness. Aside from the relationship orientation aspect of school organizational culture, the school organizational culture itself along with its individual aspect and the school effectiveness itself along with its individual aspect were significantly correlated. According to the above findings, suggestions for educational administrative authorities, Taipei high schools, and subsequent researchers were listed below: 1.Suggestions for educational administrative authorities: (1)Make good use of teachers’ concern about school affairs, give school more space for self management, and help establish quality school organizational culture. (2)Make good use of teachers’ perception toward school effectiveness, encourage schools and teachers to pursue their performance and efficiency, and promote school effectiveness. 2.Suggestions for Taipei high schools: (1)Recognize and improve the fact that teachers with different sex showed significant difference in their perception toward school organizational culture and school effectiveness. (2)Provide teachers of different ages with relative multiple information sources on school organizational culture and school effectiveness. (3)Make full use of the quality human resources in school, and offer opportunities for teachers to take part in the school affairs to promote school effectiveness. (4)Make more chances for senior and junior teachers to interact and communicate. (5)Strengthen the positive influence of legal orientation, emotional support orientation, and innovation and change orientation. (6)Establish an interactive relationship with communities, and utilize community resources effectively. (7)Establish the best organizational culture mode to increase school effectiveness. 3.Suggestions for future research: (1)Expand research subjects to private high school and vocational high school teachers. (2)Adopt other appropriate variables into the study. (3)Add qualitative approach to supplement the study. (4)Reconsider if the aspect of relationship orientation should be listed as one of the variables of organizational culture.

The thesis is concerned to explore whether and how ‘value added’ data analyses can contribute to school improvement, and to identify some of the conditions under which this might be so. In the course of conducting the study, the author experienced a tension between the ‘research’ and the ‘development’ dimensions of her work, and this is used to inform the outcomes of the thesis. The thesis is underpinned by three related aims: first, to provide a historical and evaluative overview of how the idea of ‘value added’ came to enter and influence the debate on educational quality in England. The study of the literature demonstrates that the main principles of ‘value added’ were already well developed before the term was in common use; it also reveals that the ambiguities in the term are not merely reflective of disagreements about how best to calculate value added but actually central to how the idea has been made to function within a particular political agenda for education having to do with ‘raising standards’. Because of the relentlessness of that agenda, ‘value added’ measures of attainment have undergone considerable methodological development over the past ten years, to the point where sophisticated statistical data on pupils’ and schools’ performance is being generated and used by government agencies, LEAs and schools themselves to an extent virtually unknown elsewhere. However, this thesis indicates that the technical and conceptual issues involved in putting such data to practical use in schools are likely to test the interpretative and organisational skills of users. The literature search confirms that not much investigation has been done into how data is actually used, but that what there is suggests some important lines of inquiry. The second aim of the thesis is accordingly to explore, through a small-scale empirical study, the use by secondary school staff of value-added data as exemplified by the NFER’s value added service QUASE. The study was conducted in nine schools, with staff at senior and middle management levels, and focused on mathematics, English and science departments. The third aim of the thesis is to assess how far the case-study findings might shed further light on the issues entailed in using such data for school improvement. The evidence suggested that value added data are seen as complex and often ‘high stakes’ and that – at the time of this study – the uses of value added data were rather more limited than expected; furthermore, the meanings of value added would seem to be socially constructed by the political and institutional environment, and to be closely related to individual teachers’ values and attitudes. This in turn suggests that better insights into, and management of, ‘the psychology and sociology’ of how value added data are perceived and used are necessary. Nonetheless, the study concludes that there is potential for value added analyses to contribute to school improvement under certain conditions; crucially, the study indicated that these included a culture which emphasised self-evaluation – rather than external accountability – within the school or subject department, combined with input from a ‘champion’ or facilitator who understood the technicalities and significance of the data. Value added analyses seemed to be used most actively by,staff who were able to use them ‘heuristically’, that is, to pose informed questions about teaching and learning (rather than as literal truths or statistical fictions). The study argues that ‘value added’ measures of performance are accordingly better understood as a technology than a science – that is, a practical application of knowledge which interacts dynamically with its social and cultural environment.

本研究旨在探討高中職社區化與學校效能之間的關係。除探討高中職社區化、高中職學校效能之內涵及現況，瞭解教育人員及家長之人口變項及學校背景變項在高中職社區化及學校效能得分的差異情形外，亦分析高中職社區化與學校效能之相關程度，並探討高中職社區化對學校效能的預測情形。 本研究係以竹苗區公私立高中職教育人員及家長為研究對象，以「竹苗區高中職社區化與學校效能之相關研究意見調查問卷」為工具進行研究，內含基本資料，竹苗區高中職社區化意見調查表，高中職學校效能量表三部份。研究工具之信度、效度良好。正式施測有效樣本646位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、不同性別的教育人員及家長在高中職社區化的整體認知上，並無顯著差異。就各向度而言，亦不存在顯著差異。 二、「51歲以上」的教育人員及家長在高中職社區化的整體認知上高於其他年齡層。 三、「26年以上」服務年資的教育人員在高中職社區化的整體認知上高於其他年資。 四、「家長會長或代表」在高中職社區化的整體認知上高於其他職務者。 五、不同學校類別不會造成教育人員及家長在高中職社區化整體認知上有差異。 六、「私立學校」的教育人員及家長在高中職社區化整體認知上高於公立學校。 七、不同學校所在地不會造成教育人員及家長在高中職社區化整體認知上有差異。 八、「24班以下」及「51班以上」之學校規模的教育人員及家長在高中職社區化整體認知上高於「25-50班」。 九、男性教育人員或家長對整體學校效能的認知高於女性。 十、「41歲以上」的教育人員或家長對整體學校效能的認知高於「40歲以下」。 十一、「26年以上」服務年資的教育人員在整體學校效能認知上高於其他年資者。 十二、「校長」在整體學校效能的認知上高於其他職務或身份者。 十三、「高中」之教育人員及家長對整體學校效能的認知高於「高職」及「綜合高中」。 十四、「私立學校」之教育人員及家長對整體學校效能的認知高於「公立學校」。 十五、不同學校所在地不會影響教育人員及家長對整體學校效能的認知。 十六、「51班以上」之規模的教育人員及家長對整體學校效能的認知高於「50班以下」。 十七、教育人員與家長在高中職社區化各向度及整體的態度愈佳，則學校效能愈高。 十八、高中職社區化之「資源共享」與「參與支持」二向度對學校效能各向度具有預測力。 十九、高中職社區化之「資源共享」與「參與支持」二向度對整體學校效能具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、高中職教育人員及未來相關研究之參考。 / The purpose of the study is to explore the relationships between Community Senior High School and School Effectiveness. The study aims at four dimensions. The first one is to explore the reality for Community Senior High School and Senior High School Effectiveness. Secondly, the researcher also investigated the differences of school staff and householder’s demographic variables and school’s background variables among Community Senior High School and School Effectiveness. Thirdly, the study analyzes the relationships among Community Senior High School and School Effectiveness. Finally, the study explores the predicative power of Community Senior High School and School Effectiveness. This study employed questionnaires as the method of study. The subjects were 646 educational staff randomly sampled from Senior High Schools and householders in HsinChu and Miaoli area. Data were analyzed using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis and Multiple stepwise regression analysis. The major findings are as follows: 1. There is no significant difference in overall cognition of Community Senior High School among teachers and parents of different genders. There is also no significant difference among all dimensions. 2. Teachers and parents aged above 51 have better conception of Community Senior High School than other age groups. 3. Teachers who have served for more than 26 years have better understanding of Community Senior High School than those of less than 26 years of service. 4. President and Representative of parent committee have better cognition of Community Senior High School than other school-position groups. 5. There is no significant difference in overall viewpoint of Community Senior High School and Vocational School among teachers and parents at different kinds of schools. 6. Teachers and parents of private high schools have better understanding of Community Senior High School than those of public schools. 7. The location of schools makes no significant difference in the conception of Community Senior High School among teachers and parents. 8. Teachers and parents of the schools having less than 24 classes and more than 51 classes have a better picture of Community Senior High School than those of the schools with 24 to 50 classes. 9. Male teachers and parent have better sense of School Effectiveness than female ones. 10. Teachers and parents aged above 41 have better conception of School Effectiveness than those under 40. 11. Teachers who have served for more than 26 years have better understanding of School Effectiveness than those less than 26 years. 12. The school principal has better cognition of School Effectiveness than the ones of different positions in school. 13. Teachers and parents of senior high schools have better conception of School Effectiveness than those of vocational high schools and of comprehensive high schools. 14. Teachers and parents of private high schools have better understanding of School Effectiveness than those of public schools. 15. The location of schools makes no significant difference in teachers’ and parents’ conception of School Effectiveness. 16. Teachers and parents of the schools with more than 51 classes have a better picture of School Effectiveness than those of the schools with less than 50 classes. 17. The better the attitudes of teachers and parents towards the dimensions of Community Senior High School, the higher the School Effectiveness. 18. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for each dimensions of School Effectiveness. 19. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for School Effectiveness Based on the result of this study, some suggestions are made for educational administration, the Senior High School and Vocational School staffs and future study.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-06-10T18:53:50Z No. of bitstreams: 1 Fernandes, Maria Jucineide da Costa.pdf: 911848 bytes, checksum: 8c47848b9fcc21f2ad06ac7723df9986 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2016-07-05T20:07:20Z (GMT) No. of bitstreams: 1 Fernandes, Maria Jucineide da Costa.pdf: 911848 bytes, checksum: 8c47848b9fcc21f2ad06ac7723df9986 (MD5) / Made available in DSpace on 2016-07-05T20:07:20Z (GMT). No. of bitstreams: 1 Fernandes, Maria Jucineide da Costa.pdf: 911848 bytes, checksum: 8c47848b9fcc21f2ad06ac7723df9986 (MD5) / Este trabalho tem como objetivo analisar as caraterísticas da escola pública cearense de educação profissional, que apresentou os melhores resultados, na terceira série do ensino médio, no Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) em 2013, identificando aspectos que são característicos de uma Escola Eficaz. Partiu-se do pressuposto que a escola pública cearense de educação profissional com melhor resultado no Sistema Permanente de Avaliação da Educação Básica do Ceará apresenta características de uma escola eficaz. Foi realizado estudo de caso único, de natureza qualitativa e quantitativa, baseando-se em observação direta, pesquisa a documentos, entrevista semiestruturada e questionários. Os resultados indicam que a Escola Estadual de Educação Profissional Adriano Nobre apresentou o melhor resultado, sendo esta a escola estudada. Identificou-se que as características que mais contribuem para o bom desempenho dos seus alunos em avaliações externas são referentes às seguintes categorias e subcategorias de análise: a) liderança na escola: pedagógica e administrativa; b) professores: formação inicial, tempo de serviço e estabilidade da equipe, oportunidades de treinamento, relacionamento entre os professores e apoio do núcleo gestor; c) relações com a família e com a comunidade: como a escola estimula a participação dos pais e como se dá a inserção da escola na comunidade; d) clima interno da escola: expectativa em relação ao desempenho do aluno e a existência de um clima de ordem; e) ensino: ênfase nos aspectos cognitivos, existência de estrutura de monitoramento do desempenho dos alunos, política de reprovação e aceleração dos alunos, o processo de ensino utilizado e a existência de uma referência clara sobre o que ensinar. Na EEEP Adriano Nobre foram encontrados aspectos que não obtiveram total aderência com as características da escola eficaz: infraestrutura e fatores externos à organização da escola, no que se refere ao estado de conservação do prédio e adequação das instalações, suficiência dos recursos didáticos, na percepção dos professores, qualidade da biblioteca, no que se refere ao acesso e atualização do acervo. Os professores, apesar de satisfeitos com o trabalho, não estão satisfeitos com o salário, na percepção de 65% dos pais. Foram encontrados baixos percentuais de respostas referentes à inserção dos pais na administração da escola, quando analisada a categoria relações com a família e a comunidade. Conclui-se que estes resultados obtidos estão consonância com a literatura e com o pressuposto, pois a escola estudada possui categorias aderentes com as características de uma escola eficaz. This work aims to analyze the Ceará public school characteristics of vocational education, which showed the best results in the third year of high school, the Permanent System of Evaluation of Basic Education of Ceará (SPAECE) in 2013, identifying aspects that are characteristic an Effective School. It started with the assumption that the Ceará public school vocational education with best results in the Permanent System of Evaluation of Basic Education of Ceará has characteristics of an effective school. Was performed in one case study, qualitative and quantitative, based on direct observation, search the documents, semi-structured interviews and questionnaires. The results indicate that the State School of Professional Education Adriano Nobre showed the best result, which is the studied school. It was identified that the characteristics that contribute most to the performance of their students in external evaluations refer to the following categories and subcategories of analysis: a) leadership in school: pedagogical and administrative; b) Teachers: initial training, length of service and team stability, training opportunities, relationships between teachers and support core manager; c) relationships with family and the community: how the school encourages parental involvement and how is the school integration in the community; d) School indoor climate: expectations regarding the performance of the student and the existence of a climate of order; e) education: emphasis on cognitive aspects, existence of monitoring framework of student performance, failure of policy and acceleration of the students, the teaching process used and the existence of a clear reference about what to teach. In EEEP Adriano Nobre found aspects that did not find full compliance with the characteristics of effective schools: infrastructure and factors outside the school organization, in relation to the building conservation status and adequacy of facilities, adequacy of teaching resources, perception teachers, library quality, with regard to access and update the acquis. Teachers, although satisfied with the work, are not satisfied with the salary, in the view of 65% of parents. Low percentage of answers were found regarding the inclusion of parents in school administration, when analyzing the category relationships with family and community. It was concluded that these results are consistent with literature and with the assumption, because the categories studied school has adhered to the characteristics of an effective school

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-03T11:55:52Z No. of bitstreams: 1 herocildadeoliveiraalves.pdf: 976566 bytes, checksum: 0455cd4b1b56c7120348562edd443078 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-03T15:37:41Z (GMT) No. of bitstreams: 1 herocildadeoliveiraalves.pdf: 976566 bytes, checksum: 0455cd4b1b56c7120348562edd443078 (MD5) / Made available in DSpace on 2016-06-03T15:37:41Z (GMT). No. of bitstreams: 1 herocildadeoliveiraalves.pdf: 976566 bytes, checksum: 0455cd4b1b56c7120348562edd443078 (MD5) Previous issue date: 2015-01-22 / A presente dissertação, desenvolvida no Programa de Pós-graduação Profissional em Gestão e Avaliação da Educação Pública, analisa as práticas gestoras da Escola Estadual Tomé Francisco da Silva, localizada no município de Quixaba/Pernambuco, instituição que vem se destacando na região por apresentar excelente desempenho nas avaliações externas em âmbito nacional e estadual. Para entender o seu sucesso, tomamos como problema a seguinte questão: que fatores têm determinado a eficácia e o sucesso da Escola Estadual Tomé Francisco da Silva nas avaliações externas? Com base nesse questionamento, o presente estudo procurou analisar os possíveis elementos que vem causando o êxito da escola, concentrando-se nos projetos e práticas da equipe gestora que possam ter influenciado a situação. A pesquisa de campo, de caráter qualitativo, utilizou como instrumentos a análise documental, a observação, entrevistas e questionários com a comunidade escolar. Os dados obtidos com esses instrumentos foram analisados a partir do referencial teórico trazido nos estudos Heloísa Lück (2000, 2005, 2007, 2008, 2009, 2010 e 2011), Polon (2013) e Sammons (1995, 2008), além de outros autores que abordam a eficácia escolar. A pesquisa de campo nos apontou que o trabalho de monitoramento desenvolvido por uma das coordenadoras pedagógicas e alguns dos projetos desenvolvidos pela escola podem ter contribuído para o êxito da escola. O capítulo propositivo consiste em ações para institucionalizar as boas práticas da atual gestão, o que permitirá a continuidade das ações que vem sendo desenvolvidas pela equipe gestora, e que tem garantido sucesso aos estudantes da Escola Estadual Tomé Francisco da Silva. / This research aims to investigate school Tomé Francisco da Silva, located in the city of Quixaba, in the state of Pernambuco, Brazil. This institution has been standing out in the region for its excellent performance on external education evaluations, both statewide and nationally. In order to understand this success, it is necessary to think about which factors have contributed for the effectiveness of Tomé Francisco da Silva School in those education evaluations? Based on this issue, this work tried to analyze more deeply the students’ performance in these evaluations and explain the school educational situation, which reflects directly in such successful results. The main subjects on this research were students, teachers, parents, and all the people who are part of Tomé Francisco da Silva Public School. The methodology used has both the qualitative and the quantitative approach, which used together, allow us to verify the results of the conducted interviews. Documents as the Political Pedagogic Project, the school’s regiment and the minute book from the school council meetings were also analyzed. The theoretical framework used on this research includes the studies of Heloísa Lück, Thelma Polon, Pam Sammons, and other authors who have produced works related to school effectiveness. This project aims to suggest actions in order to institutionalize the good practices of the present management, allowing the maintenance of the actions that has been currently developed, and that has guaranteed success for the students of Tomé Francisco da Silva School.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-14T20:15:04Z No. of bitstreams: 1 giseleferrazlopesramos.pdf: 1243773 bytes, checksum: 9eb2b33f0f0e29564d9e49f67840d918 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-16T14:22:39Z (GMT) No. of bitstreams: 1 giseleferrazlopesramos.pdf: 1243773 bytes, checksum: 9eb2b33f0f0e29564d9e49f67840d918 (MD5) / Made available in DSpace on 2017-03-16T14:22:39Z (GMT). No. of bitstreams: 1 giseleferrazlopesramos.pdf: 1243773 bytes, checksum: 9eb2b33f0f0e29564d9e49f67840d918 (MD5) Previous issue date: 2016-07-22 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão tem como problema central identificar os fatores que estão contribuindo para a melhoria dos indicadores, refletida nos resultados positivos nos exames do Sistema de Avaliação da Educação do Estado do Rio de Janeiro (SAERJ), em uma unidade escolar do noroeste do Estado do Rio de Janeiro. As hipóteses adotadas se desdobram sobre a influência das ações gestoras implementadas, favorecedoras da aprendizagem; o efeito da capacitação, envolvimento e práticas pedagógicas empregadas pelos professores em sala de aula e a articulação entre as práticas adotadas pela escola e as políticas educacionais vigentes. A pesquisa tem como objetivo geral, investigar as práticas pedagógicas adotadas pelos docentes e pelo gestor escolar, que estão contribuindo para os bons resultados nas avaliações do SAERJ. E, como objetivos específicos, descrever as ações implementadas na escola que levam a superação dos entraves e aos bons resultados, analisar os fatores que estão contribuindo para a melhoria no desempenho acadêmico dos alunos e propor o delineamento de uma política educacional à Secretaria de Educação, pautada nas experiências e estratégias exitosas implementadas em uma escola eficaz. A abordagem metodológica é de perspectiva descritivo-qualitativa e utiliza como instrumentos entrevistas semiestruturadas e a análise documental dos projetos e ações pedagógicas, dos resultados das avaliações externas e outros registros e documentos da escola pesquisada. O aporte teórico da investigação realizada está baseada em autores como Lück (2009) e seus estudos sobre Gestão Escolar, Soares e Collares (2006), Soares, Alves e Mari (2002), Bonamino, Bessa e Franco (2004), Franco e Bonamino (2005), e suas pesquisas sobre escolas eficazes e Pontes (2014), abordando as avaliações externas. Esta investigação confirmou a hipótese de que o alcance dos bons resultados, na avaliação externa do SAERJ, são decorrentes das práticas pedagógicas e gestora realizadas na escola, identificando-se achados de forte liderança pedagógica do diretor, capacidade de envolver o grupo no projeto pedagógico além de práticas de valorização e conhecimento dos processos ensino aprendizagem. Identificou-se também práticas de monitoramento dos resultados, o reconhecimento da avaliação como inerente ao planejamento, a apropriação e uso dos resultados das avaliações pelos profissionais da escola, o cumprimento do currículo, o enfoque no processo ensino aprendizagem e a existência de propósitos bem definidos e de uma unidade na prática pedagógica. / The present dissertation is developed in the context of the Professional Master's degree in Management and Evaluation of the Public Education (PPGP) of the Center of Public Policies and Evaluation of the Education of the Federal University of Juiz de Fora (CAEd/UFJF). The case of management has as main problem identifying the factors that are contributing to the improvement of the indicators, thought about the positive results in the examinations of the System of Evaluation of the Education of the State of the Rio de Janeiro (SAERJ), in a school unity of the northwest of the state of the Rio de Janeiro. The adopted hypotheses unfold on the influence of the managing actions implemented, favoring the apprenticeship; the effect of the capacitation, involvement and pedagogic practices adopted by the teachers in classroom and the articulation between the practices adopted by the school and the education policies in force. The inquiry has as its main goal the analysis of the pedagogic practices adopted by the docents and by the school managers, that are contributing for the good results on the SAERJ examinations. Also, as specific goals, describe the actions implemented on school, that resulted in the overcoming of the obstacles and the good results, analyze the factors that are contributing for a improvement on the students academic performance and proprose a design of an educational politic to the Educational Secretary, based on the experiences and successful strategies implemented on a efficient school. The metodological approach is of qualitative-descriptively perspective and uses instruments like semistructured interviews and the documentary analysis of the projects and pedagogic actions, the results of the extern evaluations and other registers and documents of the investigated school. The theoretician dock of the inquiry is based on authors like Lück (2009) and his studies about School Management, Soares and Collares (2006), Soares, Alves and Mari (2002), Bonamino, Bessa and Franco (2004), Franco and Bonamino (2005), and their research about efficient schools and Pontes (2014),approaching the external examinations. This inquiry confirmed the hypothesis that the achievement of good results, on the external examination SAERJ, is due to pedagogical and management practices used on the school, identifying strong pedagogical leadership from the manager, capacity of involving the group on the pedagogical project, as well as valorization and knowledgement practices of the processes learning – teaching. There were also identified results monitoring practices, the acknowledgement of the examination as inherent to planning, de appropriation and use of the examination results by school professionals, the resumeé fulfillment, the focus on the learning – teaching process and the existence of well defined goals and an unity on the pedagogical partice.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-23T13:53:39Z No. of bitstreams: 1 ericahenriquesmachado.pdf: 1784638 bytes, checksum: 50e182f7ee70b008f8639744148e4a63 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T20:13:37Z (GMT) No. of bitstreams: 1 ericahenriquesmachado.pdf: 1784638 bytes, checksum: 50e182f7ee70b008f8639744148e4a63 (MD5) / Made available in DSpace on 2017-08-07T20:13:37Z (GMT). No. of bitstreams: 1 ericahenriquesmachado.pdf: 1784638 bytes, checksum: 50e182f7ee70b008f8639744148e4a63 (MD5) Previous issue date: 2014-08-11 / A presente Dissertação estuda o tema Supervisão Educacional no contexto do Projeto Jovem de Futuro (JF) e do Programa Ensino Médio Inovador Jovem de Futuro (ProEMI/JF). O estudo teve como objetivo verificar a interferência das práticas de supervisão desenvolvidas nesses contextos, em relação aos resultados escolares, sob a perspectiva de gestores e supervisores de escolas públicas. Sendo constatada a interferência, a proposta era de que elas fossem identificadas para sua disseminação. Em relação aos contextos analisados,o Projeto Jovem de Futuro (JF) foi criado pelo Instituto Unibanco em 2007 e tem como proposta desenvolver a gestão escolar orientada para os resultados de aprendizagem dos estudantes. O Programa Ensino Médio Inovador (ProEMI) foi criado pelo MEC em 2009 para promover o redesenho curricular e a diversificação das práticas pedagógicas nas escolas públicas de EM. A união dos dois programas, em 2011, deu origem ao ProEMI/JF. O novo programa beneficiará cerca de 2.500 escolas públicas brasileiras até 2016. A supervisão educacional estudada é a proposta no JF e no ProEMI/JF. Na fase inicial de testagem do Projeto JF (Validação), o supervisor dedicava-se integralmente a ele. Na parceria do ProEMI/JF (que envolve MEC, Secretarias de Educação Estaduais e Instituto Unibanco), esta característica se perdeu parcialmente. A pesquisa de campo delineada é de caráter qualitativo e utilizou-se da metodologia de entrevista semiestruturada. As entrevistas foram realizadas com nove pessoas, sendo dois gestores do estado de SP e sete supervisores, um de cada estado - SP, GO, MS, PA, PI e CE. A discussão dos temas propostos fundamentou-se em uma revisão bibliográfica sobre a “parceria público-privada”; a “supervisão educacional”, abordando aspectos como: seu histórico, legislação, nomenclaturas e as ênfases dadas à ela no contexto brasileiro; e também sobre o tema “eficácia escolar”, a partir de dados de pesquisas nacionais e internacionais. Alguns autores que fizeram parte do referencial teórico foram: Brooke e Soares (2008), Perinasso (2011), Polon e Bonamino (2011) e Saviani (1999). A partir da pesquisa de campo e da revisão bibliográfica, o estudo chega a algumas conclusões. São elas: há influência do trabalho do supervisor educacional sobre os resultados escolares, contudo, não só suas atividades exercem essa influência, mas também sua postura na escola; dessa forma, atividades e posturas influentes foram identificadas. Gestores e Supervisores também consideram a dedicação exclusiva essencial para o alcance dos objetivos propostos para a supervisão. Por último, a autora conclui que a supervisão educacional planejada coletivamente reforça a identidade do supervisor e pode ser entendida e utilizada pelos estados brasileiros como uma ferramenta pedagógica para aprimoramento da gestão escolar. / The following Dissertation addresses the Educational Supervision theme within the Jovem de Futuro (JF - Young People of the Future) Project scope and the Ensino Médio Inovador / Jovem de Futuro (ProEMI/JF - Invovative High School / Young People of the Future) Program. The goal of the study was to check the interference of these supervision practices, developed within such contexts, against grading results from the perspective of Public School Administrators and Supervisors. Once interference was determined, the plan was to have them identified by their dissemination. With regards to the analyzed contexts, the Jovem de Futuro (JF) Project was created by Instituto Unibanco, in 2007, with a goal of developing School Adminstration focused on the students learning results. The Ensino Médio Inovador (ProEMI - Innovative High School) Program was created by MEC (Department of Education), in 2009, to promote the curriculum redesign and the diversification of the pedagogical practices in High Schools. The joint effort of the two programs, in 2011, gave rise to ProEMI/JF. By 2016, the new program will have benefited about 2,500 Brazilian Public Schools. The Educational Supervision in the study is the JF and ProEMI/JF proposal. In the JF Project testing early stages (Validation), the Supervisor was dedicated to it as a full-timer. In the ProEMI/JF joint effort (which involves MEC, State Education Departments and Institute Unibanco), this characteristic was partially lost. The field research outlined is of a qualitative nature, and a semi-structured interview methodology was used. Nine people were interviewed, two of them being Administrators in the State of SP and seven others were Supervisors in the States of SP, GO, MS, PA, PI and CE. The discussion of the proposed themes was based on a bibliographical revision concerning a “Public-Private Partnership;” the “Educational Supervision,” addressing different aspects such as: its history, legislation, nomenclatures and the focus on it within a Brazilian context; as well as the “School Effectiveness” there from nationwide research data. Some authors who took part in the theoretical backgound were: Brooke and Soares (2008), Perinasso (2011), Polon and Bonamino (2011) and Saviani (1999). From the field research and the bibliographical revision, the study comes to a few conclusions such as: the influence of the Educational Supervisor work over the school results. However, not only their activities are an influencing factor, but also their posture in school. That way, influencing activities and postures were identified. Administrators and Supervisors also consider fundamental the exclusive dedication in achieving the proposed Supervision goals. Lastly, the author came to the conclusion that the planned Educational Supervision collectively reinforces the Supervisor's identity and can be understood and used by Brazilian states as a pedagogical tool to enhance School Management.

The purpose of this study was to describe and analyze the perceptions of mother tongue teachers regarding the effectiveness of teaching and various factors that may affect the effectiveness based on a phenomenological approach. For this purpose, ten interviews with mother tongue teachers were conducted. The results show that teachers have clear perceptions of what effectiveness is and use different methods to make teaching more effective. Three extensive categories that affect positively effectiveness were identified: personalized education, teacher leadership and motivation. The findings suggest that there are also factors that negatively affect effectiveness. These factors are teaching time and inappropriate scheduling, difficulty in forming reasonably large and homogeneous groups, inappropriate teaching facilities and lack of collegial learning. The results correspond to the latest research in the field. Overall, the results suggest the variety of perceptions about effectiveness and factors that can affect it.