This quantitative study explored the interplay among school culture, chronic absenteeism rates for English Learners (ELs), and overall English language proficiency (ELP) progress, as indicated by the WIDA ACCESS for ELLs 2.0 test, in suburban Virginia middle schools. Utilizing the Virginia Framework for Cultural Competency, which encompasses learning environment, pedagogy and practice, community engagement, and self-reflection, the research aimed to determine the relationships among these domains, school culture, and student outcomes. The overarching research question addressed the interaction between school culture, chronic absenteeism rates for ELs, and ELP progress. Supporting questions examined the connections between school culture and ELP progress, the four cultural competency domains and ELP progress, and school culture and chronic absenteeism rates for ELs. Data for school culture ratings were sourced from the Department of Criminal Justice Services' school climate survey. The information on chronic absenteeism rates for ELs and ELP progress came from the Virginia Department of Education School Quality Profile. Analyses employing single and multiple linear regressions were conducted on existing archival data to identify statistical significance and correlations. The study yielded seven significant findings, highlighted three implications for practice, and revealed one policy implication. The findings from this research could assist current and future school leaders in Virginia middle schools by pinpointing specific aspects of school culture that could potentially enhance chronic absenteeism rates and academic progress in ELs. Additionally, division leaders might use these insights to tailor professional development for middle school principals and other educational leaders, emphasizing the critical role of a positive school culture. Furthermore, this study could support broader research efforts asserting the impact of school culture on academic success among ELs, identifying vital cultural elements that influence student achievement irrespective of their absenteeism or academic progress rates. / Doctor of Education / Principals of Virginia middle schools are tasked with ensuring that all students feel welcome in their building, attend school regularly, and make adequate progress. This quantitative study explored the interplay among school culture, chronic absenteeism rates for English Learners (ELs), and overall English language proficiency (ELP) progress, as indicated by the WIDA ACCESS for ELLs 2.0 test, in suburban Virginia middle schools. Utilizing the Virginia Framework for Cultural Competency, which encompasses learning environment, pedagogy and practice, community engagement, and self-reflection, the research aimed to determine the relationships among these domains, school culture, and student outcomes. The overarching research question addressed the interaction between school culture, chronic absenteeism rates for ELs, and ELP progress. Supporting questions examined the connections between school culture and ELP progress, the four cultural competency domains and ELP progress, and school culture and chronic absenteeism rates for ELs. The study yielded seven significant findings, highlighted three implications for practice, and revealed one policy implication. The findings from this research could assist current and future school leaders in Virginia middle schools by pinpointing specific aspects of school culture that could potentially enhance chronic absenteeism rates and academic progress in ELs. Additionally, division leaders might use these insights to tailor professional development for middle school principals and other educational leaders, emphasizing the critical role of a positive school culture.

There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

I Sverige gäller skolplikt för alla barn från sex år upp till 18 år. Trots skolplikten är det ändå en betydande del av barn och unga 6-17 år som är frånvarande från skolan i större eller mindre omfattning. I Skollagen inklusive skolplikten finns en inbyggd strävan efter likvärdig utbildning för samtliga barn i Sverige. Utifrån problematiken med andelen frånvarande elever trots skolplikt och strävan efter likvärdig utbildning för alla barn syftar denna studie till att öka kunskapen om och en förståelse för hur rektorer i högstadieskolor hanterar skolfrånvaron samt utforska hur rektorerna förhåller sig till sitt handlingsutrymme mellan statens riktlinjer och lagar, deras egen uppfattning, skolans organisation och elevsammansättningen. För att uppnå syftet ställdes en huvudfråga och tre underfrågor: Hur uppfattar sex rektorer på högstadieskolor i Halmstad kommun skolfrånvaro och hur hanteras frånvaron i det dagliga arbetet? Hur förhåller de sig till de överordnade direktiven i Halmstad kommun? Vilka orsaker ligger enligt rektorerna i studien till grund för skolfrånvaro? Hur bedrivs ett förebyggande och åtgärdande arbete för att minska skolfrånvaro? Resultatet baseras på sex intervjuer med rektorer samt två intervjuer med nyckelpersoner för problemområdet. Som teoretisk referensram har Organisationssociologi, Implementeringsteori och begreppet skolkultur valts ut för att kunna analysera det empiriska materialet. Resultatet visar att frånvaro i skolan kan uppkomma på olika sätt. Frånvaron kan bero på olika orsaker. Möjliga orsaker är att elever är sjuka i cykler, elever är omotiverade och att de har en negativ attityd till skolan. Resultatet visar att rektorernas uppfattning och hantering av frånvarande elever skiljer sig åt. Rektorerna använder olika rutiner för att rapportera in, det finns inte en tydlig gräns för när närvaro övergår till frånvaro eller vilka åtgärder som är mest lämpliga, vilket bidrar till att rektorernas egna tolkningar avgör vilka insatser som ska sättas in för att minska frånvaron på den enskilda skolan. Studien visar att det finns ett samband mellan rektorernas handlingsutrymme och den kultur som kännetecknar skolan. Hur rektorer utnyttjar sitt handlingsutrymme påverkar hur skolans verksamhet organiseras samtidigt som handlingsutrymmet ser olika ut beroende på den härskande skolkulturen. Studien visar även att frånvaro är mer omfattande i skolor som kännetecknas av en tvångskultur. / In Sweden, school attendance is compulsory for all children from six years up to 18 years. Although school attendance is still a significant proportion of children and young people 6-17 years who are absent from school to a greater or lesser extent. In the Education Law including school attendance is an inherent quest for equal education for all children in Sweden. Based on the problems of the proportion of pupils absent despite compulsory schooling and the quest for equal education for all children this study aims to increase the knowledge and understanding of the principals of secondary schools deal with school absence and to explore how principals relate to their discretion between the state guidelines and laws, their own perception, organization of the school and the students composition. The study is based on a major question and three sub-headings: How do six principals of secondary schools in Halmstad perceive school absence and how is the school absence handled in their daily work? How do they relate to the overarching directives in Halmstad? What are the reasons according to principals in this study as the basis for school absences? How pursued a proactive and reactive work to reduce school absenteeism? The result is based on six interviews principals with school principals and two interviews with important people in the problem area. As a theoretical framework has Organizational Sociology, Implementation Theory and the concept of school culture selected to analyze the empirical material. The result shows that the absence of the school may arise in different ways. The absence may be due to various causes. Possible reasons are that the pupils are sick in cycles, pupils are unjustified and that they have a negative attitude to school. The result shows that principal’s view and handling absent pupils are different. Principals use different procedures for reporting, there is not a clear line for when the presence passes to absence or what measures are most appropriate, which contributes to the principals ‘own interpretations determines what solution should be taken to reduce absenteeism at the individual school. The study shows that there is a correlation between the principals´ discretion and the culture that characterizes the school. How principals utilize its discretion affect how the school is organized, while the discretion differs depending on the prevailing school culture. The study also shows that the absence is more extensive in schools characterized by a compulsion culture.

This Master essay has examined boys´own view of success factors for learning. The attended school is organized with pupils from 6-16 years old. It is a school in West Sweden, which has good results among boys leaving school, the difference from the country´s results are significant. The purpose of the study has been to find out from an organizational and pedagogical perspective which success factors therer are for boys´ learning. The study has a qualitative approach and semi structured interviews were conducted in groups of two or three pupils (boys) in grade nine. The method for the interviews is called Perception Map (Sherp, 2018) and has been completed like a dialogue in the group. What emerged out of the interviews are analyzed by using three research questions: Which are boys´own view of success factors at the current school? How do the boys connect the success to the school´s profile? To what extent are the boys´view of success factors characterized by quality education? In the results of the study it can be concluded that the two perspectives are interdependent and that the basic conditions are a factor of great importance. The small school and the small classes provide the conditions for the teachers to have time to meet each of the students and get to know them and everyone´s needs. These meetings are the basis of a good relationship that can be created between students and teachers, and the good relationship creates security and a calm environment. To sum up, this together provides the conditions for teaching and learning. What then happens in the classroom is dependent on the teacher´s competence and ambition to motivate, interest and catch the students´ attention. It also means that the school´s culture is characteristic of the values that prevail in the boy´s group and the prerequisite for whether a study culture is created instead of an anti-study or anti-effort culture. / Sammanfattning Denna magisteruppsats har undersökt pojkars egen syn på vad som är framgångsfaktorer för lärande. Undersökningen är gjord i en F-9-skola i västra Sverige bland pojkarna i åk nio utifrån att skolan har signifikant högre genomsnittlig meritpoäng än rikssnittet för samma grupp. Syftet med studien har varit att utifrån ett organisatorisk och pedagogiskt perspektiv få fram vilka framgångsfaktorerna är för pojkars lärande. Studien har både en kvalitativ och en kvantitativ ansats, där halvstrukturerade intervjuer har gjorts i grupp om två till tre elever. Intervjumetoden har varit föreställningskarta enligt Scherp (2018) och eftersom den gjorts i grupp har den karaktäriserats som ett lärande samtal. Nyckelord och utsagor har sedan analyserats utifrån de tre frågeställningarna, varav den sista även analyserats utifrån Håkansson & Sundbergs (2018) sju riktningsgivare för en kvalitativt god undervisning:  Vilken är pojkarnas syn på skolans framgångsfaktorer? På vilket sätt kopplar pojkarna framgången till skolans profil? I vilken utsträckning kännetecknas pojkarnas syn på framgångsfaktorer av kvalitetsmässigt god undervisning? I studiens resultat kan man dra slutsatsen att de båda perspektiven är beroende av varandra och att de grundläggande betingelserna är en faktor med stor vikt. En modell utifrån pojkarnas utsagor visar att skolkulturen eller skolans kontext blir en bärande faktor för övriga faktorer. Den lilla skolan och de små klasserna ger förutsättningar för lärarna att få tid till att möta eleverna och lära känna dem och deras behov var och en. Dessa möten är grunden till att en god relation kan skapas mellan elever och lärare och den goda relationen skapar trygghet och studiero. Detta sammanlagt ger förutsättningar för undervisning och lärande. Det som sedan händer i klassrummet är beroende av lärarens skicklighet och ambition att motivera, intressera och fånga eleverna. Det innebär också att skolans kultur är bärare av de värderingar som råder i pojkgruppen och förutsättningen för om en pluggkultur skapas istället för en antiplugg- eller antiansträngningskultur.

O presente estudo se desenvolveu a partir de uma problematização sobre o processo de mudança e continuidade da cultura da escola que envolve tanto uma discussão do entendimento de cultura quanto de instituição escolar. Os sistemas educacionais brasileiros e suas respectivas unidades escolares vivem um momento muito importante de mudança do Ensino Fundamental. Essa modificação decorre das determinações na Lei 11.274 de 2006, que fez aprovar a proposta de ampliação do Ensino Fundamental de oito para nove anos, com a inclusão das crianças de 6 anos de idade. Essa mudança legal afeta o cotidiano da escola à medida que impõe uma revisão dos objetivos do Ensino Fundamental e, consequentemente, da cultura nela estabelecida. É nesse contexto de transição que aconteceu a pesquisa que teve como objetivo investigar mudanças e continuidades da cultura da escola a partir da perspectiva dos professores. Aproximamo-nos de uma concepção de cultura que a define como sendo constituída por meio de significados estabelecidos e compartilhados socialmente que se materializam em práticas significantes. O estudo foi realizado numa escola de Ensino Fundamental que estava no segundo ano de implantação do Ensino Fundamental de nove anos. Constitui-se como instrumento de coleta de dados: (1) observações do cotidiano da instituição; (2) análise dos documentos Referencial Curricular Municipal e Projeto Político- Pedagógico (registradas em caderno de campo); (3) e, principalmente, entrevistas semiestruturadas. Foram realizadas 11 entrevistas, sendo 9 professores, 1 coordenadora e 1 diretora. As entrevistas foram gravadas em fita cassete, transcritas na íntegra e analisadas a partir dos pressupostos teóricos da RedSig, que se situa no contexto das pesquisas que estudam os processos de construção dos significados e sentidos. Os procedimentos da análise dos dados foram: (1) leituras para identificar e mapear a trajetória de formação e profissional de cada participante; (2) mapeamento dos sentidos e significados das mudanças e permanências vivenciadas no contexto de implementação do Ensino Fundamental de nove anos; (3) estabelecimento de eixos de análise. Usamos para o presente estudo a análise das entrevistas de 4 professoras. Observamos que havia na escola uma complexa relação entre mudança e permanência da cultura da escola, contudo, naquela ocasião, eram bem evidentes características da organização do ensino que já estavam presentes no Ensino Fundamental de oito anos. Por exemplo, no caso do currículo, pouca inovação havia sido incorporada em termos de documento e prática; em relação ao espaço físico, nenhum tipo de modificação foi constatada; a mesma situação foi observada em relação aos tempos e às rotinas da escola; sobre as práticas, identificamos alguns esforços individuais que prenunciavam algumas alterações, mas que tinham pouco impacto quando se considerava a escola como um todo. Esta situação se traduzia, à primeira vista, num estado de confusão, porque existiam percepções diferentes de um mesmo evento entre as professoras. Quando olhada mais de perto, esta confusão foi interpretada como característica de um momento de crise onde se assistia a jogos de mudança e permanência. Consideramos, a partir da perspectiva de desenvolvimento da RedSig, que a crise faz parte do processo de mudança. A discussão que se fez, a partir destes resultados, foi o quanto as políticas de inovação do ensino estão impregnadas e fundamentadas em uma concepção de ensino que reforça a cultura da escola que se pretende superar e o quanto estas políticas que pretendem promover mudanças estão desprovidas de uma visão sistêmica e relacional da cultura da escola, tão necessária para alterá-la. / This study was developed out of a problematization regarding the process of change and continuity of the school culture, which involves both a discussion of the understanding of culture as well as of a teaching institution. The Brazilian educational system and their respective school units are experiencing a very important time of change in the Primary Education program. This modification is a result of the determinations of Law 11,274, dated 2006, that approved the proposed expansion of the Primary Education program from eight to nine years, with the inclusion of 6-year old children. This legal change affects the daily life of the school as it requires a review of the Primary Education objectives and, hence, the culture therein. It is in this context of transition that the research took place, aimed at investigating changes and continuities of the school culture based on the teachers perspective. We came close to a conception of culture that defines culture as being formed by established and socially shared meanings that materialize themselves as significant practices. The study was conducted in Primary Education schools during its second year of implementing the 9-year Primary Education program. The study worked as a tool for data collection: (1) observation of the institution daily activities, (2) analysis of the documents: Municipal Curricular Reference and Political Pedagogical Project (recorded in a field notebook), (3) and mainly semistructured interviews. A total of 11 interviews were conducted, which comprised 9 teachers, 1 coordinator and 1 director. The interviews were recorded on a cassette tape, transcribed in its fullness and analyzed from the theoretical assumptions of net of meanings, which are placed in the context of research that studies the processes of construction of meanings and senses. The procedures for data analysis included: (1) reading to identify and map out the trajectory of training and professional development of each participant, (2) mapping out the meanings and significances of the changes and continuities experienced in the context of implementing the 9-year Primary Education system; (3) establishing lines of analysis. For this study we used the analysis of interviews done with four teachers. We note that the school had a complex relationship between change and permanence of the school culture, however, on that occasion; it was very obvious to notice the characteristics of the teaching organization that was already present in 8-year Primary Education system. In the curriculum, for instance, little innovation had been added in terms of document and practice; in regards to physical space, no change was detected; the same situation was observed in relation to the school time schedule and routine; as for practices, we identified some individual efforts that suggested some changes, but had little impact when considering the school as a whole. This situation was perceived, at a first glance, as a state of confusion, because the teachers displayed different perceptions regarding the same event. When viewed from up close, this confusion was interpreted as characteristic of a moment of crisis where games of change and permanence could be seen. From the net of meanings development perspective, we consider that crisis is a part of the change process. The discussion that emerged from these results, was how much the education innovation policies are steeped and grounded into an education concept that reinforces the school culture, which is the very thing one is trying to overcome, and how these policies intended to promote changes are devoid of a systemic and relational view of the school culture, so necessary to change it.

Este estudo analisa as experiências de um grupo de professores que fizeram a carreira do magistério no sistema de ensino público no estado de São Paulo, com o objetivo de investigar a participação dos homens na construção da cultura escolar e, em especial, da cultura do magistério. O recorte temporal efetuado circunscreve a pesquisa entre as décadas de 1950 e 1980: um momento histórico peculiar, em que o país foi marcado por muitas mudanças de ordem política, econômica e ideológica. No campo da educação, essas décadas corresponderam a dois períodos distintos - um anterior e outro posterior à promulgação da Lei 5.692/71 -, mas que pesquisados juntos permitiram uma maior compreensão dos processos de mudança que imprimiram novas configurações à profissão do magistério e ao trabalho docente, sobretudo a partir dos anos 70, quando foi implantada a reforma de ensino de 1o e 2o graus. As sucessivas alterações que ocorreram na organização do sistema de ensino atingiram a carreira e a profissão docente, cujos processos de mudança acabaram por colocar em ebulição certas dinâmicas da cultura escolar. A cultura do magistério, em particular, trouxe à tona disputas entre antigas e novas representações, que explicitam com maior clareza o imaginário social e as hierarquias que passam a (re)ordenar as relações no âmbito dessa profissão. O presente trabalho focaliza, assim, a participação e o papel dos homens nessa dinâmica, especialmente daqueles que se dirigiram aos cargos administrativos. Ao investigar a participação desses profissionais na formação da cultura do magistério, considerou-se que, mesmo a partir da promulgação da referida reforma, datada de 1971, quando os homens se tornaram um grupo proporcionalmente menor em comparação ao das mulheres, aqueles que permaneceram na profissão, sobretudo na carreira administrativa, acabaram por deter parcela significativa de poder, em decorrência de certas prerrogativas adquiridas no âmbito das relações de gênero, em que determinados valores de masculinidade ainda contam como vantagens em relação aos de feminilidade. Como procedimentos, foram adotados questionários, entrevistas, análises documentais e da legislação vigente à época. Os eixos de análise foram definidos a partir dos principais conceitos utilizados no trabalho: habitus; campo e capital simbólico; representações e apropriações sociais; cultura escolar; gênero e masculinidades, tomados dos trabalhos de Pierre Bourdieu, Roger Chartier, Joan Scott, Robert Connell, entre outros autores. As análises desenvolvidas evidenciaram que algumas das determinações legais impostas ao longo do período fizeram com que as escolas e o próprio sistema de ensino sofressem grandes mudanças e, com isso, uma cultura escolar diferenciada acabou se originando, em que o tempo, o espaço e, até mesmo, os próprios sujeitos da educação - alunos, professores, equipe administrativa - não permanecessem os mesmos. As alterações ocorridas deram origem a conflitos, novas interações e novas táticas de viver a profissão por parte desse grupo de profissionais do magistério. Enfim, há uma série de ocorrências que imprimiram novas marcas no modo de os homens trabalharem e viverem o magistério e, também, nas próprias representações que fizeram, e que ainda fazem, sobre sua identidade profissional. / With the purpose of investigating the participation of men in the construction of school culture and, in particular, of the culture of teaching, the present study analyzes the experiences of a group of male teachers that made their careers in the public education system of the State of São Paulo. The chosen time span situates the research between the 1950s and the 1980s: a peculiar historical moment at which the nation was undergoing a series of political, economic, and ideological changes. In the field of education, these decades comprised two distinct periods - before and after the promulgation of Act 5692/71 -, but their joint investigation has afforded a better understanding of the processes of change that brought about new configurations to the teaching profession and work, especially since the 1970s, when a teaching reform introduced the system of 1st and 2nd degrees. The successive modifications that took place in the organization of the education system affected the teaching career and profession, and the processes of change that occurred therein put some of the dynamics of school culture in turmoil. The culture of teaching, in particular, revived disputes between new and old representations, exposing the social imaginary and the hierarchies that started then to (re)order the relations within this profession. This work thus focuses on the participation of men, and on the role they played in such dynamics, with special attention to those men that oriented themselves toward administrative posts. By investigating the participation of these professionals in the formation of the culture of teaching, we have considered that even after the approval of the above-mentioned reform in 1971, when men became a relatively small group compared to that of women, those that did remain in the teaching profession, especially in the administrative career, eventually exercised significant power, as a result of prerogatives acquired in the context of gender relations, in which certain values of masculinity still count as advantages over those of femininity. Research procedures adopted have included questionnaires, interviews, and analysis of documents and legislation of the period. The lines of analysis were defined from the main concepts employed in the work: habitus; symbolic field and capital; social representations and appropriations; school culture; gender and masculinities. These have been taken from the works of Pierre Bourdieu, Roger Chartier, Joan Scott, and Robert Connell, amongst others. The analyses developed revealed that some of the legal determinations imposed during that period provoked large changes in schools and to the teaching system itself, giving rise to a different school culture, in which time, space, and even the very subjects of education - pupils, teachers, administrative staff - did not remain the same. The transformations that occurred originated in this group of teaching professionals conflicts, new interactions and new tactics to live the profession. There is, therefore, a whole series of facts that have left a new mark on the way men work at and experience teaching, and also in the representations they made, and still make, about their professional identity.

O discurso da formação contínua do docente centrada na escola tem sido incorporado pelas políticas públicas de formação, que têm transferido para a escola boa parte da responsabilidade pelo desenvolvimento profissional do professor. O coordenador pedagógico, na Rede Municipal de Ensino de São Paulo, é o profissional responsável pelo acompanhamento e desenvolvimento de tal processo centrado na escola. Esta pesquisa toma como objeto de investigação o papel do coordenador pedagógico como gestor dos tempos/espaços de formação contínua do docente na escola e apresenta como objetivo investigar como esse profissional organiza e implementa a formação contínua desenvolvida no horário coletivo, considerando a relativa autonomia da escola e seus próprios saberes sobre a articulação da formação no espaço escolar. A pesquisa empírica, de base qualitativa, envolveu quatro coordenadoras pedagógicas, duas escolas e dois grupos de professores durante o cumprimento da Jornada Especial Integral de Formação (JEIF). As entrevistas semiestruturadas feitas com as coordenadoras pedagógicas possibilitaram considerar o ponto de vista dessas profissionais sobre o ser e o estar na coordenação. O acompanhamento dos projetos de formação desenvolvidos na JEIF revelou a influência de aspectos relativos à cultura escolar e aos projetos de governo que interferem nessa ação, que deixa de ser uma opção coletiva dos docentes e passa a ser uma determinação da política educacional. O grupo dialogal organizado por meio de uma bricolage metodológica procurou ouvir os professores participantes desse processo formativo e suas percepções sobre esse espaço de ação-reflexão e de atuação do coordenador pedagógico. Os resultados confirmaram a tese de que o trabalho do coordenador pedagógico, de acordo com o foco proposto nesta pesquisa, é um saberfazer multideterminado, decorrente de fatores como o desenvolvimento pessoal, a organização institucional e as políticas públicas. Também apontaram que, apesar da fragilidade da formação inicial do coordenador e da formação contínua oferecida, caracterizase por uma natureza instrucional e pela mobilização dos coordenadores por meio de processos de socialização profissional, principalmente no início na profissão, o que tem contribuído para ampliar sua competência formativa. A coordenação pedagógica, quando considera a escola como locus desse processo, assentada na concepção do protagonismo dos professores e da autonomia desse estabelecimento, investe nos saberes docentes e insiste nos projetos elaborados coletivamente, optando pelo enfrentamento da cultura imposta pelo sistema por meio das reformas. Contudo, compreendem esse modelo de formação como influenciado pelas contradições e por resistências em maior ou menor grau. As coordenadoras pedagógicas consideram-se responsáveis pela formação na escola, assumindo o discurso desse espaço como locus de sua ação. Todavia, precisam empregar tempo na construção de uma identidade formativa que possibilite legitimar, junto às equipes escolares e ao sistema, uma liderança pautada na adequação do tempo às tarefas da coordenação, na compreensão do papel do coordenador pedagógico, não como técnico, mas como sujeito aprendente do seu fazer numa perspectiva reflexiva e crítica e na formação como introdeterminada pelos docentes também responsáveis pela sua elaboração, implementação e avaliação. / The speech of continuing formation of teachers focused on school has been built by public policies of formation, which have transferred to school much of the responsibility for the professional development of teachers. The pedagogical coordinator at the Rede Municipal de Ensino de São Paulo is responsible for monitoring and professional development of this process focused on school. This research takes as its object of research the role of the pedagogical coordinator as manager of the times/spaces of continuous formatiom of teachers in schools and aims to investigate how this professional organizes and implements the continuing formation developed in the collective time, considering the relative autonomy of the school and their own knowledge about the articulation of formation in school. The qualitative base empirical research involved four pedagogical coordinators, two schools and two groups of teachers during the meetings of Jornada Especial Integral de Formação (JEIF). Semi-structured interviews with the coordinators made it possible to consider their pedagogical point of view about being in coordination. The monitoring of the formation projects developed in JEIF showed the influence of school culture aspects and of government projects interfering in that action, which ceases to be a collective choice of teachers and becomes a determination of educational policy. The dialogue group organized by a \'DIY\' method tried to listen to the teachers of that formation process and their perceptions about the space for action-reflection and action of the pedagogical coordinator. According to the focus proposed in this research, the results confirmed the thesis that the work of the coordinator is a multi-determined \'know-how\' due to personal formation, institutional organization and public policies. It also showed that despite the fragility of the initial formation of the coordinator and the offered continuing formation characterized by an instructional nature, mobilization of the coordinators through professional socialization processes, especially early in the profession, has helped to expand its formative competence. The pedagogical coordination, when considering the school as locus of this process, based on the protagonism conception of teachers and the school autonomy, invest in teacher knowledge and insists on the collectively developed projects, opting for culture confrontation imposed by the system through reforms. However it sees this type of formation as influenced by contradictions and by resistance to a greater or lesser degree. The pedagogical coordinators consider themselves responsible for formation in school, assuming the speech that considers that space as locus of formation. However, time should be spent in building a formative identity that allows legitimate, with the school teams and the system, a leadership based on the suitability of time to the task of coordination, understanding the pedagogical coordinator role, not as a technician, but as a learning subject of his doing in a reflective and critical perspective and in formation as determined from the inside out by the subjects responsible for their development, implementation and evaluation.

Nesse trabalho trago a relação entre uma instituição, o Asilo de Órfãos de Santos, criado em 1889 quando as epidemias matavam muitos habitantes deixando crianças órfãs, e a cidade. A representação que se tinha então era de que a função do asilo era proteger essas meninas e meninos e tirá-los das ruas. A cidade se organizava em função do porto, escolhido para escoamento do café da Província de São Paulo, e era preciso disciplinar seus espaços. A construção de um cais acostável em substituição aos trapiches e a intervenção sanitária através da canalização de rios e da construção de canais transformaram Santos em seu aspecto sanitário, urbano e econômico. O capitalismo mudou as relações de trabalho e, ao mesmo tempo em que algumas pessoas ganharam muito dinheiro, outras conheceram a miséria. Dentro desse quadro, esta tese, que se insere na área de História e Historiografia da Educação, buscou conhecer alguns aspectos da cultura escolar do Asilo de Órfãos, entre 1908 e 1931. Verificou-se que o projeto de educação implantado em 1908 veio imbuído de nova representação sobre a função do asilo. Este deveria continuar, sim, a recolher crianças, mas agora não era suficiente protegê-las, mas sim prepará-las para ocupar de forma civilizada a nova cidade. As mudanças começaram com a entrada de Victor de Lamare na direção da Associação Protetora da Infância Desvalida, responsável pela manutenção do asilo. Esse engenheiro fazia parte de uma rede de sociabilidade que atuava em outras instituições de ensino da cidade. Foram introduzidos no asilo dispositivos disciplinares para a formação do cidadão civilizado, além do ensino seriado, a formação cívica, a educação doméstica para as internas e a educação física. A principal fonte primária foram as atas dessa associação, encontradas na Casa de Criança de Santos, nome como é conhecido hoje o asilo. Verificou-se que a modernização da cidade implicou em uma nova forma de educação. / This paper shows the relationship between an institution, the Santos Orphans Home, created in 1889, when epidemics killed many inhabitants leaving orphan children, and the city. The representation that it was shown was that the Home had as duty to protect these boys and girls and take them from the streets. The city was focused on the harbour, chosen for the discharge of coffee in the province of São Paulo and, for this, it was necessary to discipline its spaces. The construction of a quay substituting the wharf and the sanitary intervention through the drainage system of Rivers and the construction of canals transformed Santos in its sanitary, urban and economic aspects. Capitalism changed the working relations and, at the same time people made a lot of money others saw misery. Looking from this point, this thesis, which is inserted in the area of History and Historiography of Education, is aimed to meet some aspects of the school culture of the Santos Orphans Home between 1908 e 1931. It was verified that the project of education implanted in 1908 impregnated a new representation about the Homes function. This should actually keep collecting children, but then it wasnt enough to protect them, but it was necessary to prepare them to occupy the new city in an organized way. The changes started with the entrance of Victor de Lamare in the direction of Association of Protection of Out of Favour Children, responsible for the maintenance of the Home. This engineer was a member of a network that acted in other Educational institutions in Santos. Some disciplinary mechanisms were introduced in the Home for the formation of the civilized citizen, part from the regular teaching, the civic formation, the domestic education for the interns and physical education. The main primary source were the records of this association found at Childrens Home in Santos, name that is it known as today. It was verified that the city modernization implied a new way of education.

A tese que aqui se apresenta pretende sugerir que a cultura escolar regula as modalidades de acesso dos indivíduos aos objetos da cultura científica, em contraposição à idéia de enculturação como objetivo do ensino de ciências. Para tanto, parte de uma longa discussão teórica em que o conceito de cultura, campo ou esfera é discutido. De mão desses conceitos, parte-se para definição do que seria cultura escolar uma relação pedagógica submetida a tempos, lugares e objetos específicos e cultura científica atividade humana com métodos e padrões historicamente contingentes que são avaliados em relação à sua meta e ao grau de sucesso obtido, na qual está inserida a biologia. Definidos esses campos, foi necessário, então, entender como se dá o diálogo entre essas esferas, para tanto se fez uso do conceito de hidridação, zona de encontro entre as linguagens típicas de cada um desses campos sociais. Com os conceitos construídos, escolheu-se a abordagem metodológica: tomar como objeto de análise dois textos de cientistas e dez textos de alunos sobre a mesma temática, a noção de que o DNA é a molécula portadora das informações hereditárias. Usou-se o padrão de Toulmin (1958/2006) e as marcas lingüísticas de Koch (2000) para identificar elementos dos argumentos e suas relações. A análise dos textos mostrou que os alunos fazem uso, preponderantemente, de argumentos substanciais, enquanto que cientistas constroem seus textos por meio de argumentos analíticos. A utilização diferenciada dos tempos verbais do discurso nos textos de cientistas e alunos permitiu sugerir a transformação de uma biologia funcional em uma narrativa histórica. A seleção lexical e o uso de qualificadores tornaram visível o deslizamento entre as modalidades aléticas e epistêmicas que assumiram funções diferenciadas nos dois tipos de produção textual. Essa análise nos permitiu discutir que o percurso realizado pelos estudantes para acessar as verdades científicas ou construir visões de ciências envolve etapas e processos diferenciados daqueles percorridos pelos cientistas nesses mesmos processos. Se, por um lado, não é suficiente que o objetivo do ensino de ciências seja o de propiciar a compreensão dos resultados e produtos produzidos na esfera científica, por outro lado, não são todas as regras do jogo que são acessíveis aos estudantes. Assim, o ensino de ciências deve ser visto como um processo de construção de uma visão idiossincrática de ciência que envolva a compreensão dos seus conceitos e linguagem, não para adotar essa nova cultura, mas para que se possa dialogar com ela. / The thesis presented here suggests that school culture regulates the access to objects of scientific culture, as opposed to the idea of enculturation. To pursue that, we begin with a long theoretical discussion in which the concepts of culture, field or sphere, school culture (a pedagogical relationship subject to time, specific places and objects) and scientific culture (human activity with standardized methods) are discussed. Finally, it is necessary to understand the dialogue between school culture and scientific culture. In other words, to examine their field of hybridization. After establishing the concepts, we chose as object two scientific texts and the answers of ten students, all on the same subject: the notion that the DNA molecule is the carrier of hereditary information. We use the Toulmins model of argumentation (1958/2006) and the linguistic categories of Koch (2000) to identify elements of the arguments and their relationship. The analysis of the texts have shown that students are using substantive arguments, while scientists construct their texts by means of analytical arguments. The difference between the use of verb tenses between scientific texts and those of the students suggests the transformation of a functional biology into a historical narrative. The lexical selection and use of qualifiers has made visible the interchange between the alethic and epistemic modalities which have different functions in both discourses. The analysis has allowed us to see that the path traveled by the students to access the scientific truths or to construct visions of science involves stages and processes different from those covered by the scientists. If, on the one hand, to provide an understanding of the results in the scientific sphere it is not sufficient goal for teaching science, on the other hand, not all the rules are accessible to students. Thus, the science teaching should be seen as a process of building a specific vision of science that involves the understanding of its concepts and language. Instead of inserting the students in this new culture, it should help them to exchange impressions with it.

This study examined the relationship between school social workers’ perceived effectiveness and their perceived levels of competency (knowledge and skills), collaboration, and school culture when providing services to homeless students. A quantitative descriptive research design was employed in this study. Specifically, this study provided insight on how these select factors influence school social workers’ perceived effectiveness in providing services to homeless students. The study sample consisted of 103 school social workers and homeless liaisons who serve the metropolitan Atlanta. Respondents participated in the study by completing the “School Social Workers’ Perceived Effectiveness Survey” that was disseminated via email or in person. All respondents participated in the study voluntarily. Data analysis was conducted at three levels. The first level presented descriptive findings associated with demographic information and school social work experience of the respondents. The second level utilized crosstabs to examine the relationship between the dependent variable, perceived effectiveness, and each of the independent variables (competency, collaboration, and school culture). The third level of analysis was analytical procedures which tested the hypothesis under this study. This section used Spearman’s Correlation Coefficient to determine the strength of the relationship between the dependent variable and each of the independent variables. This study found a positive, strong correlation between school social worker perceived effectiveness and skill-set, competency, collaboration, and school culture. There was a positive moderate correlation between school social worker perceived effectiveness and knowledge. The conclusions drawn from the findings of this research suggested that all of the independent variables showed a significant correlation with the dependent variable. The study findings proved to be useful for school social workers, policy makers, school administrators, homeless students and their families, and other school-based staff.