Made available in DSpace on 2016-06-02T19:35:57Z (GMT). No. of bitstreams: 1 6114.pdf: 42250343 bytes, checksum: 4e3a862d6b674efaa1898779ec3bf675 (MD5) Previous issue date: 2014-07-03 / Financiadora de Estudos e Projetos / This thesis was inspired in the professors Paolo Nosella and Ester Buffa s research, A Educação Negada , a paper about the great debates which permeated Brazilian education throughout the 20th century. However, unlike the masters, she did not lean on the opinion of any great exponent, limiting to observe if teachers, principals and pedagogic coordinators currently participates, resist or only accompany the various everyday debates that permeate not only the most theoretical issues of education, but also characteristics and particularities of the educational system and the operation and management of the school systems structures. To achieve this aim, the research focused on two municipal schools from Cristais Paulista, in São Paulo. During almost 2 years, 62 educators were approached through semi-structured interviews, informal conversations and questionnaires. The study also used on-site observation, with the participation of this researcher in the HTPC meetings (pedagogic meetings where the teachers work as a group on the discussion and analysis of educational issues). Based on the assumptions of Oral History, and believing that doxa is the fertile ground for the emergence of episteme, the research stressed the opinion of the interviewed educators, adding them to the observations and collected data. Facing the inability to discern which would be the most true, it was listened as much as possible and considered the most probable not as ways to possible solutions, but simply to understand the context in which these teachers navigate. As stages of this investigation, it was sought, in first place, to understand how was the formation of the Brazilian State and the influence of this process in the formation and development of our society, which allowed us to see its authoritarian and little opened to debate feature. In a second moment, the paper endeavored to trace some of the main theoretical debates that have developed in our educational history, trying to show the main currents that disputed the primacy in our educational system. In this way, it was found that nowadays teachers are very distant from an effective participation in the main debates that permeate current Brazilian education. In general, they seem not to worry with the theories that, despite their understanding, end up guiding their way of teaching. Beyond that, they seem unwilling to the theories that discuss the role of schools and the currents that debate the best way to manage them. In the end, and with no concern to conclude, this study leaves as a proposal to improve Brazilian education the idea to heavily invest in a more beautiful and pleasant school, with teachers working full time and with more administrative, financial and pedagogic autonomy. / Esta tese inspirou-se na pesquisa dos professores Paolo Nosella e Ester Buffa, A Educação Negada , um trabalho acerca dos grandes debates que permearam a educação brasileira ao longo do século XX. Porém, ao contrário dos mestres, ela não se debruçou sobre opinião de nenhum grande expoente, limitando-se a observar se os professores, diretores e coordenadores pedagógicos atualmente participam, resistem ou somente acompanham os vários debates cotidianos que permeiam não apenas as questões mais teóricas da educação, mas também as características e particularidades do sistema de ensino e o funcionamento e a gestão das estruturas escolares. Para alcançar esse intento, a pesquisa concentrou-se em duas escolas municipais da cidade de Cristais Paulista, interior de São Paulo. Durante quase dois anos, 62 educadores foram abordados por meio de entrevistas semiestruturadas, conversas informais e aplicação de questionários. O estudo utilizou-se também da observação in loco, com a participação deste pesquisador nas reuniões de HTPC. Baseandose nos pressupostos da História Oral, e acreditando que a doxa é o terreno fértil para o surgimento da episteme, a pesquisa ressaltou a opinião dos educadores entrevistados, somando-as à observação e aos dados coletados. Diante da impossibilidade de se discernir quais seriam as mais verdadeiras, procurou-se ouvir o máximo possível e considerar as mais prováveis não como caminhos para possíveis soluções, mas simplesmente para entender o contexto em que navegam esses professores. Como etapas dessa investigação, buscou-se, em primeiro lugar, compreender como se deu a formação do Estado brasileiro e a influência desse processo na formatação e no desenvolvimento de nossa sociedade, o que nos permitiu perceber seu caráter autoritário e pouco aberto ao debate. Em um segundo momento, o trabalho esforçou-se por traçar alguns dos principais embates teóricos que se desenvolveram em nossa história educacional, procurando mostrar as principais correntes que disputavam a primazia em nosso sistema de ensino. Nesse percurso, constatou-se que os professores atualmente estão muito distantes de uma participação mais efetiva nos principais debates que permeiam a educação brasileira atual. De forma geral, parecem não se preocupar com as teorias que, a despeito de sua compreensão, acabam orientando sua forma de ensinar. Além disso, parecem pouco dispostos às teorias que discutem a função das escolas e às correntes que debatem a melhor forma de administrá-las. No final, e sem nenhuma preocupação de concluir, esse estudo deixa como proposta para melhorar a educação brasileira a ideia de se investir maciçamente em uma escola mais bonita e agradável, com professores em tempo integral e com mais autonomia nas esferas administrativa, financeira e pedagógica.

The purposes of this study were to determine, based on the perceptions of teachers and principals, during the first year of operation in new elementary schools: (1) the extent of change in organizational climate, (2) the extent of change in principal leadership behavior, (3) the difference between teachers' and principals' perceptions of climate and principal leadership behavior, and (4) the relationship between the openness factor of climate and the principal leadership behavior factors of consideration and structure. The major findings of the study included: 1) Both teachers' and principals' perceptions of the organizational climate in the school changed during the course of the school year. 2) Both teachers' and principals' perceptions of principal leadership behavior changed during the course of the school year. 3) The differences in teachers' and principals' perceptions of climate and principal leadership behavior as measured by the openness score of the OCDQ and the two dimension scores of the SBD were not statistically significant. 4) For the scores for the total group of subjects, the calculated correlation coefficients for the relationship between openness and consideration were all positive.

xiii, 99 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / School-Wide Positive Behavior Support has emerged as an effective approach to impact challenging student behaviors at the individual level while building and maintaining a positive learning environment for all. Office discipline referrals are widely utilized within the field of School-Wide Positive Behavior Support as a measure of behavior and behavior change at the individual, group and whole school level. Though widely utilized, the validity of office discipline referrals as an outcome measure has received little attention. This study presents evidence of the construct validity of office discipline referrals as an outcome measure of School-Wide Positive Behavior Support. The primary purpose of this study was to provide evidence of the construct validity of office discipline referrals. The concept of a nomological network was utilized and empirical evidence linking various student predictor variables with office discipline referrals was investigated. The study employed case study methodology with an embedded quasi-experimental design to investigate the correlations between ten independent predictor variables and office discipline referrals. The initial analysis produced weak correlations and limited evidence for the proposed network. A second analysis was conducted including attendance as a co-morbid variable with office discipline referrals. This analysis identified stronger, more compelling evidence supporting the existence of a nomological network for office discipline referrals with attendance. Further regression analysis of the predictor variables blocked within four domains (academic, access, socio-economic status, and student group status) found even more evidence supporting the nomological network of office discipline referrals with attendance. The results from this study support the validity of office discipline referrals with attendance as a measure of School-Wide Positive Behavior Support at the high school level. The inclusion of attendance as a measure at the high school level is supported and recommended for schools implementing School-Wide Positive Behavior Support. Academic learning (cumulative grade-point-average) was identified as the strongest predictor variable and adds credibility that an explicit link between academics and behavior exists and should be further investigated within the field of Positive Behavior Support. Finally, this study provides and example of School-Wide Positive Behavior Support implementation at the high school level. / Adviser: Gerald Tindal

xiv, 104 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Student safety on school property continues to be a priority for educators. Pediatric research reveals that student injuries sustained while riding the school bus may be more than three times the number actually reported by transportation departments. These studies further indicate that a major factor contributing to injuries is inappropriate student behavior while riding a school bus. This dissertation involved the creation of a behavior management program for students who ride the school bus. The behavior management program (Bus PBS) was derived from the established and well researched school-based universal prevention, Positive Behavior Support (PBS). The core features of the Bus PBS program included, (1) active support and involvement by the School Administrator and the Transportation Director, (2) school-wide expectations reworded for use on the school bus, (3) students received direct instruction regarding behavioral expectations on the school bus, (4) drivers received a 1.5 hour training in the classroom and 3 days of on-board coaching during the intervention phase, and (5) drivers were encouraged to greet students by name as they entered the bus, provide formal rewards to recognize correct student behavior, and deliver a continuum of clear consequences for student problem behavior. The study was conducted with three typical school buses in a moderate-sized West Coast city. The research question under consideration asked if the presence of Bus PBS was functionally related to student behavior on the school bus. Using a single subject multiple baseline design across three buses, direct observation data were collected on (a) fidelity of bus driver implementation of the program and (b) student problem behavior. Results indicated that bus drivers were able to implement the intervention with moderate to high fidelity, and implementation of Bus PBS was functionally related to improved student behavior. Student problem behavior on the school bus during the Bus PBS program was 37% lower than baseline levels. Discussion is provided about the clinical and research implications of the results. / Advisers: Horner, Robert H., Merrell, Kenneth W.

xi, 59 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Presenting science fair projects gave students an opportunity to complete a performance assessment that comprised a meaningful task focused on process and subject to standards-based assessment. Students presented science inquiry and engineering design projects to judges at a regional science fair. The judges used the domains of the Potter Rubrics to assess the students' work and assigned a Quality score to each project. Using multiple regression, this study found that the mean scores on the Methods and Analysis domains predicted the mean Quality scores. Analyzing the technical quality of the Potter Rubrics addressed some of the measurement and generalizability concerns about performance assessments. Recommendations for future research and implications for practice were examined. / Committee in charge: Gerald Tindal, Chairperson, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Leanne Ketterlin Geller, Member, Educational Leadership; David Johnson, Outside Member, Chemistry

xv, 224 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Arguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students. / Committee in charge: Caleb Southworth, Chairperson, Sociology; Kenneth Liberman, Member, Sociology; Robert O Brien, Member, Sociology; K Brigid Flannery, Outside Member, Special Education and Clinical Sciences

Made available in DSpace on 2016-08-03T16:15:54Z (GMT). No. of bitstreams: 1 Maria das Gracas Freire Formiga.pdf: 2554578 bytes, checksum: 78edc5d90efa8d879d619ddcf6af2167 (MD5) Previous issue date: 2007-03-13 / This study is about the relation between the administrative and the pedagogic in the administration of the school, centered in the principal figure. It has as its main target to contribute with the reflection about this relation, using theoretic perspectives considered relevant and its discussions with professionals of the practice. The tasks which were dedicated to this theme relate that the school administration in Brazil is marked for distant and fragmented practices between the administrative and pedagogic dimensions, a dilemma that has the principal as a central character. They also show that this relation is a subject which needs reflections, debates and complementary analyzes. The research was developed through two main movements. The first involved a theoretic- bibliographic revision that ended into a selection of three theoretic perspectives which seemed to us, more relevant to the theme : i) the functional conflict (Saes & Alves), ii) from the inter-connection for the school administration (Medeiros) and iii) from the multi-referential vision (Barbosa). The second movement involved the search for inter-locution of these theoretic perspectives with the experience of two principals and two supervisors of education which work in the Secretaria de Educação do Estado de São Paulo. The results confirm the pertinence of the three theoretic contributions to the analyze and the relation between the administrative and the pedagogic in the school and its administration, although there has been some difficulties by the professionals of the practice in order to learn the pedagogic in the conception of the selected authors. It has been evidenced the pertinence of the conception and the understanding of the administrative and pedagogic dimensions under the perspective of relation .(AU) / Este estudo se dedica à relação entre o administrativo e o pedagógico na gestão da escola, centrada na figura do diretor escolar. Ele tem por objetivo principal contribuir para a reflexão acerca desta relação, utilizando-se de perspectivas teóricas consideradas relevantes e de sua discussão com profissionais da prática. Os trabalhos dedicados ao tema retratam que a gestão escolar, no Brasil, é marcada por práticas distantes e fragmentadas entre as dimensões administrativa e pedagógica, um dilema que tem o diretor escolar como personagem central; eles mostram, também, que esta relação é um assunto que carece de reflexões, debates e análises complementares. A pesquisa se desenvolveu através de dois movimentos principais. O primeiro deles compreendeu uma revisão teórico-bibliográfica que culminou com a seleção de três perspectivas teóricas que nos pareceram mais relevantes para o tema: i) do conflito funcional (Saes & Alves), ii) da interconexão para a gestão escolar (Medeiros) e iii) do olhar multirreferencial (Barbosa). O segundo movimento envolveu a busca de interlocução destas perspectivas teóricas com a vivência de dois diretores escolares e dois supervisores de ensino que atuam na Secretaria de Educação do Estado de São Paulo. Os resultados confirmam a pertinência das três contribuições teóricas para a análise e encaminhamento da relação entre o administrativo e o pedagógico na escola e sua gestão, embora tenha havido certa dificuldade dos profissionais da prática em apreender o pedagógico na concepção dos autores selecionados. Evidenciou-se, igualmente, a pertinência da concepção e do entendimento das dimensões administrativas e pedagógicas sob a perspectiva da relação.(AU)

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-04-07Bitstream added on 2014-06-13T21:06:20Z : No. of bitstreams: 1 gomes_dm_dr_mar.pdf: 1173635 bytes, checksum: a0cbed4305acd58dcbf411e7b9292474 (MD5) / 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. / 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.

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-14Bitstream added on 2014-06-13T20:45:09Z : No. of bitstreams: 1 mauajunior_r_dr_mar.pdf: 416986 bytes, checksum: 6e6db6e11a13e964b424511d8a74b3fa (MD5) / 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. / 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.

Made available in DSpace on 2014-06-11T19:28:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-13Bitstream added on 2014-06-13T20:08:40Z : No. of bitstreams: 1 calixto_ea_me_mar.pdf: 367512 bytes, checksum: 85a747bec9c7537dd5664d9b6f8f7098 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O objetivo da pesquisa é identificar, sistematizar e analisar as publicações que priorizam os aspectos relacionados à formação do administrador escolar. A proposta apresenta como material principal as referências listadas sobre o assunto na Revista Brasileira de Política e Administração da Educação (2007), número especial que trata da formação docente e do curso de Pedagogia, e utiliza como procedimentos metodológicos: o levantamento destas referências, que incluem livros/artigos, documentos de entidades e legislação -, a sistematização e a análise de conteúdo daquelas que privilegiam os aspectos relacionados à formação do administrador escolar. O referencial teórico para análise do material coletado é o que afirma a especificidade da Administração Escolar e suas contribuições para a transformação social. O delineamento do objeto de estudo partiu da realização de pesquisa de Iniciação Científica que se defrontou com a dificuldade de encontrar material sistematizado sobre a formação do administrador escolar. Além deste aspecto, outro argumento que justifica sua realização é a importância atual conferida à gestão da educação/escolar pelos diferentes discursos presentes no meio educacional e, conseqüentemente, a necessidade de sistematizar a produção da área. Pode-se considerar, em linhas gerais, que: a construção do conhecimento sobre a formação do administrador escolar não é linear, ao contrário, observam-se avanços e retrocessos na defesa de uma base orientadora para formação desse profissional; a identidade do especialista em Educação, incluindo aí o administrador escolar, sempre esteve muito atrelada à formação docente; amplia-se o conceito de docência, ou seja, o profissional deve estar apto à gestão, pesquisa e docência; o movimento... / The objective of the research is to identify, to systematize and to analyze the publications that prioritize the related aspects the school administrator's formation. The proposal presents as main material the references organized about the subject in the Brazilian Politics and Administration of the Education Magaziene (2007), special number that deal with teaching’s formation and the Pedagogy’s course, and use as methodological procedures: the search for references, that include books, articles, documents of entities and legislation -, the systemization and the content’s analysis the things that privilege the aspects related to the school administrator's formation. The theoretical referencial for analysis of the collected material is what affirms the specificity of the school Administration and these possible contributions for the social transformation. The delineamento of the study object started in accomplishment research of Scientific Initiation that confronted with the difficulty of finding material systematized about the school administrator's formation. Besides this aspect, other argument that justifies the accomplishment is the current importance award to the Education’s manage by different speeches presents in the education environment and, consequently, the need to systematize the production of the area. It can be considered, in general lines, that: the construction of the knowledge about the school administrator's formation isn’t constant, in the opposite, observed progresses and retreats in the defense of a guiding base for formation that professional; the specialist's identity in education, including the school administrator, was always very linked to the teaching’s formation; the teaching concept was enlarged, in other words, the professional should be capable... (Complete abstract click electronic access below)