Made available in DSpace on 2016-04-04T18:32:53Z (GMT). No. of bitstreams: 1 Sandro Ricardo Coelho de Moraes.pdf: 4339283 bytes, checksum: 106ebae6c53f5209ab27878cb94bc4c8 (MD5) Previous issue date: 2008-12-04 / The aim of this thesis is to analyze the implementation process of institutional self-evaluation, under an improvement perspective, in small public school, in a rural area, within S?o Paulo State. For this purpose, the specific bibliography offered theoretical and methodological basis. There was also the consultation of documents from the mentioned school and the use of questionnaires that privileged 23 respondents' points-of-view, of five different groups (direction board, teachers, technical staff, parents and students), that manifested their position concerning the theme. In the studied case, there was evidence of many contributions that the practice brought to the institution: the validation of participants? voices as reality transformers, the development of an evaluation methodology to enable self-knowledge and creation of a participative structure to lead to improvement. However, limitations were verified and allowed us to say that the school is in an initial process of construction of democratic administration and improvement evaluation. Finally, this work considered that there is space for this kind of evaluation at the public school, since there is real intention of valuing the democratic administration, able to promote a participation climate and, consequently, the development of an evaluation culture, that not focusing on merit or punishment seeks revision of practices and the daily transformation of the school and why not? gets to produce reflexes in the community's own relationships. / O presente trabalho de mestrado objetivou analisar processo de implementa??o de auto-avalia??o institucional, numa perspectiva de aperfei?oamento, em escola p?blica, de pequeno porte e de zona rural, da rede estadual de S?o Paulo. Para essa finalidade, al?m de bibliografia espec?fica que ofereceu base te?rico-metodol?gica, houve a consulta de documentos do estabelecimento de ensino, bem como a utiliza??o de question?rios que privilegiaram a ?tica de 23 participantes, dos v?rios segmentos escolares (dire??o, professores, funcion?rios, pais e alunos), os quais explicitaram posi??es acerca do tema. No caso estudado, foram evidenciadas contribui??es que a pr?tica trouxe ? institui??o, como a valoriza??o das vozes de seus sujeitos enquanto agentes transformadores da realidade, o desenvolvimento de uma avalia??o capaz de proporcionar autoconhecimento ? institui??o e a cria??o de uma estrutura de participa??o que tende a se aperfei?oar. Entretanto, verificaram-se limita??es que permitiram dizer que a escola est? num processo inicial de constru??o tanto de gest?o democr?tica quanto de avalia??o de aperfei?oamento. Finalmente, este trabalho considerou que h? espa?o para tal tipo de avalia??o na escola p?blica, desde que haja a real inten??o de se valorizar a gest?o democr?tica, capaz de promover um clima participativo e, conseq?entemente, o desenvolvimento de uma cultura avaliativa, que longe de m?rito ou puni??o vise ? revis?o de pr?ticas e ? transforma??o cotidiana do estabelecimento de ensino e por que n?o? chegue a produzir reflexos nas pr?prias rela??es da comunidade.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-12T17:20:59Z No. of bitstreams: 1 Maria das Dores Cardoso Frazão_.pdf: 4182197 bytes, checksum: dfd991ad29a98a93cd4238e4ddc98fcf (MD5) / Made available in DSpace on 2019-03-12T17:20:59Z (GMT). No. of bitstreams: 1 Maria das Dores Cardoso Frazão_.pdf: 4182197 bytes, checksum: dfd991ad29a98a93cd4238e4ddc98fcf (MD5) Previous issue date: 2018-12-13 / FAPEMA - Fundação de Amparo à Pesquisa e Desenvolvimento Científico do Maranhão / Esse estudo investigou as práticas das mulheres diretoras no cotidiano dos Grupos Escolares Maranhenses. A questão central está circunscrita a compreender o papel das diretoras no processo de administração dos Grupos Escolares no Maranhão, no período de 1960 a 1970. O objetivo geral é analisar o processo histórico de constituição de uma estrutura de administração escolar primária, implementada pelo advento da escola graduada. A metodologia privilegia a memória de diretoras, entendida por meio da História Oral. De acordo com os(as) autores(as) do campo, essa metodologia pode ser utilizada em qualquer tema contemporâneo, e vivendo ainda aqueles(as) que têm algo a dizer sobre o assunto, seus relatos podem ser estudados utilizando-a. Na História Oral ocorre a geração de documentos, por meio das entrevistas, que possuem uma característica singular, ou seja, são resultado do diálogo entre entrevistador(a) e entrevistado(a), o que leva o(a) historiador(a) a afastar-se de interpretações fundadas em uma rígida separação entre sujeito/objeto de pesquisa. Os sujeitos da pesquisa são nove diretoras que trabalharam nos Grupos Escolares Santa Luzia, Maranhão Sobrinho, Senador Vitorino Freire, Gomes de Sousa, Sotero dos Reis, Estado do Mato Grosso, Imaculada Conceição e Alfredo Dualibe. A pesquisa aborda a administração escolar, que envolve aspectos da educação e da instrução que se enquadrem e se desenvolvem dentro do processo de escolarização. De acordo com os(as) autores(as) do campo da História da Educação, as práticas administrativas fazem parte do cotidiano de um modelo de escola surgido em São Paulo, em 1893, no corpo da lei e instalados a partir de 1894. Constituindo-se como escolas graduadas, organizaram a docência em torno das séries escolares. O ensino era seriado e sequencial, substituía as classes de alunos em diferentes níveis de aprendizagem, sob a autoridade única do professor e regulamentado pela figura do diretor. A proposta da Tese defendida é as professoras normalistas, na posição de diretoras, contribuíram na constituição de uma estrutura de administração escolar primária implementada pelo advento da escola graduada. Os componentes dessa administração foram: a Experiência Docente, que se alicerça na experiência adquirida enquanto professoras; o Científico, que foram os saberes adquiridos na formação escolar, profissional, cursos de aperfeiçoamento e literatura pedagógica; o Político, que se funda na maneira como ascendiam ao cargo; o Religioso, alicerçado na formação religiosa, aliada às práticas cotidianas escolares; o da Territorialidade, que se refere a ação das diretoras na apropriação do espaço, contribuindo para sua permanência no cargo; o Normativo, que se fundamenta nos dispositivos legais que normatizam as ações das diretoras na escola. Foi verificado que as diferentes experiências das diretoras no campo educacional possibilitaram-lhes a ampliação do poder e dos poderes, pilares do empoderamento feminino. Sendo assim, considera-se que há indícios de empoderamento nas trajetórias profissionais das diretoras. Portanto, os componentes do empoderamento são o Econômico, Político, Solidariedade, Audácia, Criatividade, Autoestima, Poder intelectual, Autonomia. A Tese enfatiza essas questões. / This study investigated the practices of women principals in the daily life of the School Groups of Maranhão. The central question is circumscribed to understand the role of the principals in the process of administration of the School Groups in Maranhão, in the period from 1960 to 1970. The general objective is to analyze the historical process of constitution of a primary school administration structure, implemented by the advent of Elementary School. The methodology privileges the memory of principals, understood through Oral History. According to the authors of the field, the use of this methodology can be used in any contemporary theme, and still living those who have something to say about the subject, their reports can be studied using it. In Oral history, the generation of documents occurs through interviews, which have a unique characteristic, in other words, they are resulted of the dialogue between interviewer and interviewee, which leads the historian to depart from interpretations based on a rigid separation between subject / research object. The subject of the research are nine principals that worked in the School Groups Santa Luzia, Maranhão Sobrinho, Senador Vitorino Freire, Gomes de Sousa, Sotero dos Reis, Estado do Mato Grosso, Imaculada Conceição e Alfredo Dualibe. The research approaches the school administration, which involves aspects of education and instruction that are framed and developed within the schooling process. According to the authors of the area of History of Education, the administrative practices are part of the daily life of a school model that emerged in São Paulo in 1893, by the law and from 1894. It was constituted as Elementary Schools, and the teachers organized around the school series. The teaching was seriate and sequential, replacing the classes of students at different levels of learning, under the unique authority of the teacher and regulated by the figure of the principal. The proposal of the Thesis defended is if the normalist teachers, in the position of the principals, contributed in the constitution of a structure of primary school administration implemented by the advent of the Elementary School, the components of this administration were: the Teaching Experience, that is found in the acquired experience while teachers; the Scientific, that were the knowledge acquired in the school formation, professional, improvement courses and pedagogical literature; the Political, which is based on the way they ascended to the position; the Religious, founded on religious formation, allied to daily school practices; Territoriality, which refers to the actions of the principals in the appropriation of space, contributing to their permanence in the position; The normative, which is based on the legal devices that regulate the actions of the principals in the school. It was verified that the different experiences of the principals in the educational field enabled them to expand the power and powers, pillars of feminine empowerment. Then, it is considered that there are indications of empowerment in the professional trajectories of the principals. Therefore, the components of empowerment include Economic, Political, Solidarity, Audacity, Creativity, Self-Esteem, Intellectual Power, Autonomy. The Thesis emphasizes these issues.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-04T17:02:17Z No. of bitstreams: 1 Camila Santos Sterchele.pdf: 1023330 bytes, checksum: 39e760d7275340927535540561bb99f6 (MD5) / Made available in DSpace on 2016-10-04T17:02:17Z (GMT). No. of bitstreams: 1 Camila Santos Sterchele.pdf: 1023330 bytes, checksum: 39e760d7275340927535540561bb99f6 (MD5) Previous issue date: 2016-06-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation discusses the conceptual changes in the area of school administration in recent years. Characterized as bibliographical, aims to clarify the persistent terminological confusion between school management and school administration, comparing the similarities and differences between the perspectives; detect which were the actual changes present in the literature - including the classic texts and current - and his expression of real difference in the actions proposed for schools, identifying characteristics relating to the exercise of power administrator / school manager. Based on the concept of cultural materialism proposed by Raymond Williams, used as a theoretical framework, this paper analyzes, through the terms used intentionally in the area in question, all mapped production. To meet the aims proposed was necessary: to survey depicting the scenery of the area from the production, decreasing the classic general management - Taylor and Fayol - and the school administration in Brazil - Ribeiro and Leon, with works published between 1930 and 1980 - showing points of contact and also differences; a mapping of the academic field in the area of school administration and school management, in the period between 1990 and 2015. It was defined this period to be just the beginning of the 1990s that the criticism of the school management model is strengthened, and debates democratic management gained prominence. From the late 1990s, managerialism began to permeate the educational policies and school routine, showing control mechanisms measured by standards of efficiency and productivity managed by international bodies. It was found that the words management and management were already present since the last century, revealing that the introduction in the Brazilian educational context did not represent innovation or the word or its meaning. The reintegration of those words did not occur unintentionally; He began to pervade the country in the 1980s in an attempt to democratize the country after the dictatorship, at which time qualifiers began to be emphasized: democratic, participative, strategic and autonomous. However, the stock continued the same: organize, command, execute, coordinate, plan, control. The presence of more convergences than divergences confirms the hypothesis that these changes are more symbolic than real / Esta dissertação problematiza as alterações conceituais ocorridas na área da administração escolar nos últimos anos. Caracterizada como de natureza bibliográfica, tem como objetivo esclarecer as persistentes confusões terminológicas entre gestão escolar e administração escolar, comparando as convergências e divergências existentes entre as perspectivas; detectar quais foram as reais mudanças presentes na bibliografia - incluindo os textos clássicos e os atuais - e sua expressão de real diferença nas ações propostas para as escolas, identificando as características relativas ao exercício do poder do administrador/gestor escolar. Com base no conceito de materialismo cultural proposto por Raymond Williams, utilizado como referencial teórico, o presente trabalho analisa, por meio dos termos empregados intencionalmente na área em questão, toda a produção mapeada. Para atender as finalidades propostas foi necessário: realizar um levantamento que retrata o cenário da área a partir das produções, com recuo aos clássicos da administração geral – Taylor e Fayol - e também da administração escolar no Brasil - Ribeiro e Leão, com trabalhos publicados entre 1930 e 1980 - evidenciando pontos de contato e também divergências; um mapeamento do campo acadêmico na área da administração escolar e da gestão escolar, no período entre 1990 e 2015. Foi delimitado este período por ser justamente no início da década de 1990 que as críticas ao modelo de administração escolar se fortaleceram, e os debates sobre a gestão democrática ganharam destaque. A partir do final da década de 1990, o gerencialismo passou a permear as políticas educacionais e o cotidiano escolar, evidenciando mecanismos de controle medidos por padrões de eficiência e produtividade gerenciados por órgãos internacionais. Constatou-se que as palavras gestão e gerência já estavam presentes desde o século passado, revelando que a introdução no âmbito educacional brasileiro não representou inovação nem da palavra, nem de seus significados. A reinserção dessas palavras não ocorreu despropositadamente; começou a permear o país na década de 1980, na tentativa de redemocratizar o país após a ditadura, momento em que qualificadores começaram a ser enfatizados: democrática, participativa, estratégica e autônoma. Porém, as ações continuaram as mesmas: organizar, comandar, executar, coordenar, planejar, controlar. A presença de mais convergências do que divergências confirma a hipótese de que essas mudanças são muito mais simbólicas do que reais

Educational subsidies are becoming important mechanisms in promoting access to education among many countries. In Ghana, subsidy for Secondary Education is available to all students irrespective of their income backgrounds with the government granting only partial subsidies. Despite the strong political commitment to redress historical inequities in educational funding mechanisms, policy actions in relation to Secondary Education Financing in Ghana appear to fall short of achieving the desirable goals when viewed through a vertical equity philosophical perspective. It was against this background that this study sought to explore the management of educational subsidies in public Senior High Schools in Ghana and its implications for enhancing meaningful access and participation in Secondary Education. Although the education financing field presents a landscape and proliferation of theories, this study employed the vertical equity theory as its theoretical foundation. The study employed the concurrent triangulation research strategy by incorporating both positivist and interpretivist paradigms (combining both qualitative and statistical analysis). This was necessary because of the wide range of data needed to draw the necessary conclusion on effective funding mechanism for Secondary Education. Heads of Senior High Schools, management of the Secondary Education Division of the Ghana Education Service and parents of students at the secondary school level participated in the study. Both primary and secondary data were collected. Interview guides were used in the collection of qualitative data while statistical data were collected from EMIS. Statistical data analysis was done using Microsoft Excel. The qualitative data from the interviews were thematically analysed using data transcription. The study found out that, social accountability mechanisms to monitor how heads of schools utilised their allocated funds are highly ineffective due to lack of transparency. There were weak internal controls and monitoring systems. The releases of the subsidy have been unduly delayed due to government inability to release the funds on time. The subsidy as a mechanism of financing Secondary Education in Ghana is quite inequitable; giving students with different needs the same amounts of resources. There is the need to verify the enrolment figures submitted by heads of schools for the subsidies before disbursement of funds are made while ensuring that the relevant stakeholders are involved in the management of the funds. Government alone cannot afford to provide secondary education hence a cost sharing policy seems to be the optimal choice in providing adequate funds to schools. However, it is essential to ensure that the poor who lack the ability to pay in a cost sharing system are targeted and their education paid for by the government. Again policies in relation to education financing must consider the principles of equity, affordability, adequacy and efficiency. The implication therefore is the formulation of an objective, targeting mechanism to cater for those who cannot pay.

This thesis explores the development of a multi-stakeholder partnership model using a multiple case study research design. Specifically this study examines the rationale for the launch of the Rajasthan Education initiative, its development and its impact on educational development and reaches conclusions about the scalability and sustainability of multistakeholder partnerships (MSPs) in the context of Rajasthan. The literature review shows that there is insufficient independent research evidence to support the widespread claims that public private partnerships (PPPs), of which MSP is a new ‘avatar', are able to deliver results in terms of developmental gains and added value. This paucity of evidence and profusion of claims is partly explained by the fact, that the research that has been commissioned is not independent and its conclusions have been shaped by vested interests of those promoting the organisations they claim to evaluate. In particular organisations associated with the World Economic Forum (WEF) have been projecting PPPs and programmes of corporate responsibility as a way to engage for-profit organisations and enhance the effectiveness of external support for the delivery of services to basic education. Alongside this not-for-profit PPPs are seldom scrutinised in terms of public accountability, value for money, scalability, or sustainability partly due to the voluntary nature of such inputs to the public system. I believe my research makes a new and unique contribution to the independent evaluation of state enabled, not-for-profit MSPs in action. The research selected eight formal partnerships for case study which were selected using a matrix of organisational characteristics, scale and scope of interventions. The case studies are organised into four thematic groups i.e, School adoption, ICT based interventions, teachers' training and universalisation of elementary education in underserved urban localities. Each case study is examined using a framework which highlights three dimensions. These are i) the design of the partnership, ii) stakeholder involvement and intra agent dynamics and iii) the Governance of the partnership. A cross case analysis of the eight partnerships is used to arrive at conclusions about MSPs in Rajasthan. This uses the concept of double contingency of power (Sayer 2004), and specifically the concept of causal power and causal susceptibilities and Stake's (2006) multiple case analysis, to discuss the commonalities and differences across partnerships and emerging themes while cross analysing the partnerships. I have engaged in interpretivist inquiry and sought to understand the workings of an MSP which involves businesses and CSR groups alongside NGOs and government agencies with an aim to place Rajasthan on a fast development track. Rather than looking for an ideal type MSP, I problematise the MSPs in Rajasthan as I explain the workings of an MSP model in action. Given this methodological perspective, I have used semi structured interviews, observations of the partnership programmes in action, and document analysis as methods to collect and corroborate data for this study. The study concludes that the exiting MSP arrangements in REI are not scalable, unsustainable and have very limited impact. Moreover, the MSPs are unstable and reflect fluid inter-organisational evolution, as well as ambiguous public accountability. There was no purposeful financial management at the REI management level. In addition the exit routes for partners supporting interventions were not planned, resulting in the fading away of even those interventions that showed promise in accruing learning gains for children, and by schools and teachers. Non-scalability and lack of sustainability can be inferred from the fact that the partners do not have a long term view of interventions, lack sustained commitment for resource input and the interventions are implemented with temporary work force. The instability of the partnerships can be explained through the absence of involvement of government teachers and communities. Also economic and political power dominated the fate of the programmes. In this MSP it was clear that corporate social responsibility (CSR) was a driving force for establishing the MSP but was not backed by continued and meaningful engagement. The ‘win-win' situation of greater resources, efficiency and effectiveness, which formed the basic premise for launching the REI was not evident in reality. MSPs are gaining currency globally. This research points to the fact that much more intentional action needs to be taken to ensure that partnerships such as these have a sustained impact on development. The problems and issues of education are historically, politically and socially embedded. Any action that does not take this into account and which is blind to the interests of different stakeholders in MSPs, will surely fall short of achieving what it set out to do. Further independent research examining the ambitions and realities of other MSPs is needed to inform policy development and implementation. This is essential for achieving the goals of education for all before investing further in what appears to be a flawed modality to improve access, equity and outcomes in education.

Orientador: Hélia Sônia Raphael / Banca: Marília Faria de Miranda / Banca: Lourdes Marcelino Machado / Resumo: Este trabalho teve como objetivo investigar e analisar as ações praticadas por escolas públicas no trato de dois elementos constitutivos de seu processo de administração e/ou gestão: o Planejamento e o Plano Escolar. A proposta inicial foi a de verificarmos em que condições aconteciam e se desenvolviam as reuniões de planejamento e de que forma eram trabalhados pelas unidades escolares os temas, os assuntos e os instrumentos destinados a cumprir uma etapa fundamental para a organização das atividades realizadas ao longo do ano letivo. Em uma etapa posterior, procuramos observar se os elementos resultantes do processo de planejamento - as propostas, os projetos, as intenções, entre outros - eram adequadamente anotados e registrados em instrumento próprio para esta finalidade, gerando um documento síntese de toda a ação planejada: o Plano Escolar. Como procedimento de pesquisa selecionamos duas unidades escolares pertencentes à Diretoria de Ensino de Birigui, realizamos entrevistas com os Diretores e Professores Coordenadores Pedagógicos, aplicamos questionários aos professores dessas escolas, além de efetuarmos a análise de alguns instrumentos importantes como indicadores educacionais: Diários de Classe, Atas de Reuniões e Projetos Educativos. Acreditamos ter realizado os objetivos deste estudo e, ao final, contribuímos com referências e sugestões que poderão ser utilizadas e retomadas em outros estudos que busquem, também, uma forma mais adequada de trabalhar a educação: com compromisso e profissionalismo. / Abstract: The main aim of this study was to verify and analyze the actions performed by public schools in dealing with two of the constitutive elements of its own process of administration and management: The School Planning and The School Plan. The initial proposal was to verify the conditions the planning meetings occurred and were developed. It was also studied the processes the school units used to develop the chosen themes, subjects and tools destined to fulfill this fundamental stage in the organization of the activities along the academic year. In a subsequent phase, the study observed if the elements resulting from the planning process - the proposals, the projects, the intents, among others - were adequately written down and registered in the proper document for that end, generating, therefore, a document abridging all the planned action: the School Plan. For the development of the research, first two school units which belong to the "Diretoria de Ensino de Birigüi" (State Teaching Department in city of Birigüi) were selected. Then, principals and pedagogical coordinators were surveyed in both school units. Besides that, some important instruments, which indicate the educational process, were also analyzed, such as: Lesson Diaries, Meetings Minutes and Educational Projects. By the development of the aims of this study, in the end, it was considered as source of contribution, reference and suggestion that might be used and reviewed in other studies that seek a more adequate way of working the education with commitment and professionalism. / Mestre

Orientador: Paschoal Quaglio / Banca: Ana Clara Bortoleto Nery / Banca: Hélia Sônia Raphael / Banca: Artemis Augusta Mota Torres / Banca: Pedro Ganzeli / Resumo: Esta é uma pesquisa qualitativa, na modalidade estudo de caso, na qual a coleta de dados se deu, principalmente, através de entrevistas semi-estruturadas e, complementarmente, mediante observações em campo e análise de documentos. Uma vez preparados, os dados foram tratados através da análise léxica e análise de conteúdo - em procedimento seqüencial, recorrente e complementar - a fim de investigar, com lastro em aspectos da teoria geral do estado, a gestão democrática da escola municipal cuiabana, de 1993 a 2004, com contextualização, por meio de consulta bibliográfica, com o período de 1986 a 1988, no qual a rede municipal passou por uma experiência, convenientemente, denominada de protodemocracia. No segundo período, constituído como foco da pesquisa, examina-se a primeira e a segunda leis municipais de gestão democrática e, ainda, as práticas supostamente democráticas, na escola pesquisada, tendo como referência a e os próprios estatutos legais. Adicionalmente, procura-se avaliar se a gestão democrática, supostamente já estabelecida, é, também, democratizante na perspectiva de fazer emergir o . Conclui-se que, embora o ponto de partida haja sido a democracia inexistente, passando pela protodemocracia e, há já um decênio, pela gestão democrática, o estágio a que se chegou é, predominantemente, o da democracia formal e não o da democracia substancial; trata-se, portanto, de uma gestão democrática insuficiente, quer porque os dispositivos legais não se efetivaram com consistência, quer porque a educação de qualidade é, ainda, uma promessa. No entanto, propõe-se que tal como a democracia não foi feita para eleger os melhores governantes, mas para impedir que os piores se perpetuem no poder, assim, a gestão democrática, possivelmente não tenha por objeto a construção da melhor escola, mas a resistência ao descaso político que perpetua a escola ruim. / Abstract: This is a qualitative research, in the modality of case study, in which the data gathering was collected through semi-structuralized interviews and, complementarily procedures by means of field observations and analysis of documents. The data was prepared and carried out through the lexical and content analysis - in sequential, recurrent and complementary procedure. This study aimed to investigate, based on the aspects of the general theory of the state, the democratic management in municipal school of Cuiabá, during the periods of the years 1993 to 2004, with a contextualization by means of bibliographical survey, to the period of 1986 to 1988, in which the municipal school system passed for an experience, conveniently, called of protodemocracy. In the second period, consisting as focus of the research, the first and the second municipal laws of democratic management were examined and also, the supposedly democratic practices in the searched school, having as reference the and the proper legal statutes. It was concluded that, even the starting point had been the inexistent democracy, passing for the protodemocracy and the existence of one decade for the democratic management, the phases of it, is predominantly, of the formal democracy and not the substantive democracy. It is understood as an insufficient democratic management, because the democratic laws had not been accomplished with consistency, and also the education of quality is, still, a promise. However, such is considered that as the democracy was not created to choose the best governing, but to hinder that the worse ones perpetuate in the power, thus, the democratic management, possibly does not have for object the construction of the best school, but the resistance to the indifference political procedures that has been perpetuating the bad school. / Doutor

Orientador: Hélia Sônia Raphael / Banca: Lourdes Marcelino Machado / Banca: Graziela Zambão Abdian Maia / Banca: Rosaly Mara Senapeschi Garita / Banca: Martha Marcondez / Resumo: O presente trabalho teve como objetivo primordial pesquisar, selecionar e analisar por meio de dissertações e teses defendidas em algumas das principais universidades do Estado de São Paulo, o tema "Planejamento Escolar". O estudo circunscreveu o período entre os anos de 1961 e 2005, considerando, em seu âmbito de ação, as publicações das chamadas Leis de Diretrizes e Bases da Educação Nacional - nº 4.024/61, nº 9.394/96 e a Lei nº 5.692/71. A pesquisa foi realizada, em um primeiro momento, mediante consultas via internet e, numa segunda etapa, presencialmente, nas bibliotecas de cada uma das instituições selecionadas. Como indicações para apreciação, na fase inicial desta investigação, foram escolhidos sessenta e um trabalhos, entre dissertações e teses que, de alguma forma, traziam referências sobre o assunto em tela. Após um exame preliminar, foram descartadas vinte e seis obras que não atendiam as necessidades deste estudo, contribuindo, para a continuidade das avaliações, uma quantidade de trinta e cinco trabalhos. Com estas dissertações e teses restantes, foi realizada uma leitura mais minuciosa dos textos e apontadas as relações com o tema, permanecendo, para a realização de análises mais pormenorizadas, apenas seis dissertações que demonstraram, ainda, maiores afinidades e identidade com o assunto em questão. Finalmente, em uma abordagem qualitativa, construiu-se uma amostra do panorama estadual, sobre a produção acadêmica, referente ao Planejamento Escolar. Em vista das conclusões obtidas, pode-se inferir que para este tema os estudos e pesquisas são escassos e insuficientes. O campo de trabalho encontra-se praticamente inexplorado, o que vem demonstrar, por hipótese, o pouco interesse da academia por algumas questões ligadas às práticas concretas do cotidiano escolar. / Abstract: This study aimed at researching, selecting and evaluating the occurrence of the theme school planning present in dissertations and theses presented at some of the most important universities in the state of São Paulo. It was considered the time range between 1961 and 2005, taking into account the acts of the Directives and Basis Law (Leis de Diretrizes e Bases da Educação Nacional) - Law 4,024/61, 5,692/71 and 9,394/96 . We first started our work by searching the Internet, then, on a second stage, visiting the libraries in each of the elected education institutions. At first, we selected sixty-one papers, among dissertations and theses, which made any reference to the subject. Then, after a detailed analysis, twenty-six of those were disregarded for not attending this study requirements. Therefore, the evaluation was carried out in thirty-five papers which were thoroughly read and related to the theme. By doing that we were able to select the only six dissertations that really reported about our investigation topic. Finally, following a qualitative approach, we were able to build a sample of the academic production concerning school planning in the state of São Paulo. We concluded that for this specific theme the studies and researches have been scarce and insufficient. In other words, the field of planning is practically unexplored, which suggests the little interest in subjects related to the genuine educational ordinary action. / Doutor

Total quality management (TQM) is a philosophy and process that has been successfully implemented in many business firms. Other organizations, including institutions of higher education, have become increasingly interested in adopting it. It is likely that facilitators need to be cognizant of organizational differences and adjust facilitation methods and strategies accordingly. This dissertation is an exploratory study designed to examine the role of the TQM facilitator in diverse settings. Specifically, the study is an in-depth two-case research study of TQM implementation in an international manufacturing firm and a regional institution of higher education. The primary foci of this dissertation are to (1) investigate differences in context and processes of each organization, (2) compare implementation events, (3) examine the facilitator's role at various stages of TQM implementation, and (4) identify barriers involved with TQM implementation in each organization. Conclusions of the study are that the facilitators' level of involvement in TQM implementation varied over time and at different stages of team development. Facilitators at the manufacturing firm used TQM tools and techniques more frequently than did facilitators in the academic setting. Lastly, outside facilitators had to adjust language, stories, and examples in the academic setting. They also relied heavily on an internal steering committee to plan agendas and assess the degree of acceptance by those involved in early stages of implementation.

The purpose of this study was to explore the relationships between six types of parent involvement and student achievement. These typologies included parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. Four research questions guided the study and nine null hypotheses were formulated and tested at the level of significance. The degree of relationship between the independent variables, parent involvement typologies, and student achievement were analyzed by utilizing Spearman's rho correlation coefficient, Pearson's product-moment correlation, and multiple regression analysis. The study sample consisted of 627 elementary and middle school parents in Mitchell County, North Carolina. The results of this study indicate significant yet relatively weak relationships between student achievement and the parent involvement typologies volunteering and collaborating with community; however, the relationships between student achievement and the parent involvement typologies in conjunction with parent education level and parent educational expectation for their child were much stronger. While the importance of parental involvement remains undisputable, an inherent purpose of this study was to enhance perceptions of the value of parent involvement within the theoretical context of the overlapping spheres of influence, to encourage further research on the relationships between parent behaviors and student achievement, and to proclaim with conviction that schools, parents, and communities, though somewhat distinct in their roles, are natural allies, sharing common goals.