This study has focused development and management strategies at different levels within the school system in four Swedish municipalities. The overall aim of the study was to gain knowledge about how development is staged in municipalities where changes emerge without incentives, such as financial support from the state. The questions cancern how school development is conceived of at different levels in the school system, what role ICT plays in school development, and what strategies of management that prevail as regards the connection between ICT and school development. School development in the four municipalities has been analysed by using 1) Englund's three conceptions of school development over time; 2) Berg, Nytell & Söderberg's four types of management in Swedish schools that have been brought to the före <luring the 1990's; and 3) . House's three perspectives on school development. The study demonstrates that conceptions of school development vary in the four municipalities among administrators and school leaders, from interpreting development in a technological/scientific, rational perspective, to interpreting it in a political/cultural and democratic perspective. The philosophy behind management also varies between municipalities, and different pattems bave emerged, i.e., management may be directed by goals, rules, results, or"'frame factors. However, the teachers in all four municipalities demonstrate, with few exceptions, a common view about school change, irrespective of what philosophy of management is represented at administration and school leader leve!. In House's terms, the teachers seem to have a political/cultural perspective. One explanation rnight be that teachers are independent in their choice of instructional contents and methods.

In this essay an analysis and classification is made of the roll of implementation swedish municipalities have regarding the national quality assurance policy in the school sector. In the light of international trends of decentralisation and the development of new quality assurance systems  the paper’s result classifies the municipalities as implementation roll number two according to Lundquist (1992) and his theory of implementation. The basis for this claim is given by the study of key actors in the municipal quality assurance work that shows that the implementation is made with a good understanding, with a loyal ambition but also with some shortcomings when it comes to the provision of necessary resources. Support for this is given by the case of municipality 2 that shows shortcomings regarding the number of employed, time, digital tools, knowledge and economic conditions. The same is shown in the case of municipality 1. Thus, the main conclusion of this essay is that the structural differences between the analyzed municipalities does not give rise to differences in the results of this study.

Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1 Mariana Ferreira.pdf: 1101451 bytes, checksum: 311578c4efd5146b9f09dd0ba7c8ff3a (MD5) Previous issue date: 2012-06-28 / This study aims at analyzing the design process of the School Development Plan - SDP (Plano de Desenvolvimento da Escola - PDE Escola), as well as the enactment of such policy in State schools of Guarapuava - PR. The research was based on the policy cycle approach (BOWE et al., 1992; BALL, 1994), on the theory of policy enactment (BALL; MAGUIRE; BRAUN, 2012), and on authors whose ideas underlie the role of the State in the definition of policies (FREITAS et al., 2009; MENDES, 2006), education as a principle of social quality (CAMINI, 2001; BELLONI, 2003), and the role of school education (GIMENO SACRISTÁN, 2007; YOUNG, 2007). The study comprised: a) study on the historical, political, economical and ideological backgrounds of educational policies from the 1990s on (context of influence); b) analysis of official documents which address the organization of educational policies – SDP School, theses and dissertations on the Education Development Plan and the School Development Plan (context of text production); c) analysis of the context of practice through field research carried out in three schools in Guarapuava, involving the analysis of the Implementation Plan of each school and interviews with principals, educators and teachers. Main conclusions were as follow: a) The Federal Education Development Plan - EDP is an attempt to supply articulated actions between the Federal government, States and towns, aimed at improving the quality of public education in Brazil. However, the way it was organized it generated several manifestations among education researchers, both in favor and against it; b) The SDP School is one of the programs which compose the Federal EDP, presented as a management tool, which originated in Fernando Henrique Cardoso’s government as one of the ‘Fundescola’ developments; c) by implementing the SDP School, in Paraná State, some changes were made, aiming at making it suitable to State educational policies; d) in the context of practice, the education professionals created different strategies to implement the policy (translation and interpretation processes). Finally, it was concluded that the SDP School offers relevant contributions regarding planning according to the school reality. However it was also noticed that in the actions proposed by the schools, there is a strong influence of management perspective at different levels of proximity with a conception of democratic education. / A presente pesquisa teve por objetivo analisar o processo de formulação do Plano do Desenvolvimento da Escola - PDE Escola, bem como essa política foi colocada em ação, na rede estadual do município de Guarapuava - Pr. A pesquisa fundamentou-se na abordagem do ciclo de políticas (BOWE et al., 1992; BALL, 1994), na theory of policy enactment - teoria da política em ação (BALL; MAGUIRE; BRAUN, 2012) e nas ideias de autores que fundamentam o papel do Estado na definição das políticas (FREITAS et al., 2009; MENDES, 2006), a educação como princípio de qualidade social (CAMINI, 2001; BELLONI, 2003), o papel da educação escolar (GIMENO SACRISTÁN, 2007; YOUNG, 2007). A pesquisa envolveu: a) estudo sobre os antecedentes históricos, políticos, econômicos e ideológicos das políticas educacionais a partir da década de 1990 (contexto de influência); b) análise de textos oficiais que tratam da organização das políticas educacionais – PDE Escola; teses e dissertações sobre o Plano de Desenvolvimento da Educação e o Plano de Desenvolvimento da Escola (contexto da produção de texto); c) análise do contexto da prática por meio de pesquisa de campo realizada em três escolas do município de Guarapuava, envolvendo a análise do Plano de Ação de cada escola e entrevistas com diretores, pedagogos e professores. As principais conclusões foram: a) O PDE Federal é uma tentativa de prover ações articuladas entre o governo federal, os estados e municípios, com a finalidade de melhorar a qualidade da educação pública no país, porém da forma como foi organizado gerou várias manifestações tanto favoráveis como desfavoráveis, entre os pesquisadores em educação; b) O programa PDE Escola é um dos programas que compõem o PDE Federal, apresentado como uma ferramenta gerencial, que teve suas raízes no governo de Fernando Henrique Cardoso como uma das ações do Fundescola; c) ao implantar o PDE Escola, no Estado do Paraná, algumas alterações foram feitas, com o objetivo de adequá-lo às políticas educacionais estaduais; d) no contexto da prática, os profissionais da educação criam diferentes estratégias para colocar a política em ação (processos de tradução e interpretação). Finalmente, conclui-se que o PDE Escola oferece contribuições relevantes no que se refere ao planejamento de acordo com realidade da escola. No entanto, percebeu-se, nas ações propostas pelas escolas, uma forte influência da perspectiva gerencial, com diferentes níveis de aproximação de uma concepção de educação democrática.

The introduction of environmental education in schools has been the focus of a long campaign worldwide since the late 1960s. The difficulties in teaching environmental education, including the choice of curriculum models, and the obstacles to changing contemporary schooling patterns have been well documented. The traditional process of new subject emergence has been detailed in the literature; whether or not environmental education should or could follow this traditional pattern of subject emergence in schools is the focus of this thesis. In Taiwan, the introduction of environmental education in junior high schools occurred as part of a nationwide curriculum change in 2002. This research used an interpretive approach to explore the views and practices of staff in three typical Taiwanese junior high schools at this time. The focus of the research was to study what happened at the level of classroom teaching and school development. The research program was designed to interview both administrators and teachers before, during and after the first year (2002 school year) of curriculum implementation in each of the three case study schools. Three rounds of interviews were conducted over a period of three years (Sept. 2001 - June 2004). As well as interviews, national and school documents were collected; and announcements and decisions from the Ministry of Education and schools were documented. Also, because the reform encouraged the development of school-based curriculum, a questionnaire was given to the one school which chose environmental education as their school-based curriculum in order to better understand the emergence of environmental education in this school. The findings show a paradox in Taiwanese junior high schooling: although each school placed considerable value on environmental education, the data showed that the introduction of environmental education via an infusion strategy during a time of national curriculum change had minimal impact in the three Taiwanese case study schools. A cross-case analysis indicated the reason for this failure was the lack of effectiveness of eleven supporting themes often discussed in the emergence of a new subject: the possibility of gaining external examination credit and entry to a university department; the prioritising of the subject in school timetabling and programming; the development of a systematic syllabus; the presence of proactive support from central government leadership; the provision of teacher professional development; the inclusion in the informal as well as the formal curriculum in a school; the inclusion of environmental education in non-formal education in society; the presence of clear subject characteristics and definition; the presence of substantial school-based material interests; the gaining of support from an external constituency, especially parents; and the presence of an emergence process that couples internal value evolution with external compulsion. The Taiwanese case studies raised three particular and additional themes for the emergence of environmental education, specifically: the need to set up long-term partnerships with local groups that have an interest in or responsibility for the local environment (e.g. societies, agencies and non-governmental organisations) to achieve local environment involvement; the need for a whole school approach through curriculum integration to achieve the transformative nature of environmental education; and the need to build up a sound cooperative network that includes people at all levels of the education system and society to achieve a national cooperation network. These three particular themes derived from the nature of environmental education as a holistic, integrative and interdisciplinary subject. In summary, the findings not only confirmed the themes important for the emergence of environmental education and other contemporary school subjects, but they also raised particular themes pertinent to the emergence of environmental education. When these three particular themes are not taken into account, the effective emergence of environmental education in contemporary schooling, as exemplified by Taiwanese junior high schools, will be difficult to achieve in mainstream education.

Title from PDF of title page. / Document formatted into pages; contains 90 pages. / Thesis (M.M.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: The purpose of this research was to review a significant body of literature that related to music and arts education in the context of community engagement. An examination of the literature identified several issues affecting the engagement of communities in arts education pertaining to arts education policies, the role of arts organizations and the relationship between schools and communities. The summation of this research included an overview of models of successful collaborations between the public school and community institutions at national, state, and local levels in the United States with implications of future reform to the arts education policy. / ABSTRACT: With such a vast array of program offerings initiated through the collaborative partnering of schools with communities and local arts agencies, valuable insights can be gained from concerted research efforts in the field of music education as to the unique opportunities afforded through purposeful community engagement. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Syftet med denna studie är att bidra med kunskap om hur personal i fritidshem uppfattar nuläge och utvecklingsbehov gällande rektors pedagogiska ledarskap samt rektors inverkan på de förutsättningar som finns för arbetet i fritidshemmen. I en enkätundersökning har fritidshemspersonal i en kommun i södra Sverige fått dela med sig av sina uppfattningar om rektors pedagogiska ledarskap. Allmänna råd för fritidshem (Skolverket, 2014) och Robinsons fem ledarskapsdimensioner (Robinson m.fl., 2008) utgör metodologiska utgångspunkter. Resultatet visar att fritidshemspersonalen uppfattar rektors inverkan på de rådande förutsättningarna för arbetet som goda. Pedagogerna instämmer i hög grad i att rektorn är förtrogen med fritidshemmens uppdrag, liksom att rektor har inblick i den dagliga verksamheten. Däremot är kompetensutveckling ett stort utvecklingsområde, liksom samarbete med andra skolformer och rektors dialog med personalen. Inom dessa områden är personal med pedagogisk högskoleutbildning mer kritisk. Personalen är minst nöjd med den Robinsondimension som berör pedagogers lärande och utveckling. Med utgångspunkt från resultatet kan ett lämpligt pedagogiskt ledarskap i fritidshemmen vara process- och kontextinriktat, och ha tydliga inslag av kommunikation. Rektor bör vara förtrogen med fritidshemmets uppdrag samt, för att stärka personalens och fritidshemmens status, vara en närvarande ledare som organiserar fortbildning och kollegialt lärande, gärna tillsammans med andra skolformer. / The purpose of this study is to provide knowledge on how recreation centre staff perceive the present situation and need for development regarding educational leadership and the principal’s impact on conditions. A questionnaire was given to all recreation centre staff (convenience sample) in a municipality in Sweden. Allmänna råd för fritidshem (approximate translation: General Advice for Recreation Centres) (Skolverket, 2014) and Robinson's five leadership dimensions (Robinson et al, 2008) served as the methodological starting points for this study. The results show that the staff perceives the principal’s impact on the current conditions as good. The staff largely agrees that the principal is familiar with assigned tasks, as well as having insight into daily operations. However, professional development is seen as in need of improvement, as well as cooperation with other forms of education and the principal’s dialogue with staff. In these areas staff that had completed higher education gave their principals lower scores than those that had not. Staff are least satisfied with the Robinson dimension, involving teachers' learning and development. Based on the result, an educational leadership in recreation centres would be oriented toward process and context, and have clear elements of communication. The principal needs to be present, familiar with the task, and would, in order to strengthen the status of staff and recreation centres, organize for educational training and peer learning, preferably together with staff from other forms of education.

This thesis presents a study on different school actors’ narratives about how they have experienced a participation in a school development collaboration called PBS, problem based school development. A school development and research project based at Karlstad University. The analysis is inspired by a narrative approach and a critical perspective on policy, were policy is understood as both text and discourse. The aim of the study is to show how the carrying through of this new policy (PBS) is received and reconstructed in three Swedish municipal settings. In the analysis the participant’s narratives are also related to the reconstructions of the field of education politics that has been carried out the last decades, here in Sweden as well as in other countries around the world. In this study 46 interviews were carried out. Official texts from each of the three school organizations have also been studied. As analytical tools parts of a model called the zoom-model and three different concepts, taken from the field of organization studies have been used. The overall result shows that those who work in schools today are engaged in a large amount of development works, claims and ways of working that they themselves choose to enact. The results also show how the interviewees receive and charge these ideas with their own previous experiences and how this is done in discursive contexts that shape what is considered normal and evident. One conclusion is that further attention ought to be made to the significance of the local context when it comes to carry through a new idea on development and change. A conclusion drawn from how interpretations and reconstructions of both development models prior to PBS and of the national steering model came to play important roles in how PBS was received and reconstructed in the studied municipalities. But different interpretations of the PBS model also led to tensions within and between the different areas of the organizations. Tensions that can be described as dilemmas, implicated by an ongoing cacophony of policy voices, whose prescriptions pull on different directions. When the PBS-policy arrives in this discursive room the results show how this policy can become a tool in line with new discursive narratives of education, regardless the intensions formulated in the context of policy text construction. / PBS-Problembaserad skolutveckling

Syftet med denna uppsats är att undersöka förstelärares erfarenheter av sitt uppdrag. Det är en kvantitativ studie där data insamlats med hjälp av en öppen webenkätundersökning som skickats till en kommuns samtliga förstelärare. Studien fokuserar på hur försteläraruppdraget upplevs ha utformats, och på vilket vis förstelärare anser att de kan bidra till skolutveckling genom sitt uppdrag. Undersökningen lyfter även upp skillnader mellan förstelärares erfarenheter inom en och samma kommun. Resultatet visar att förstelärarollen är kommunicerad med rektor och skolledning, men att förstelärarna även har ett stort eget utrymme att kommunicera sitt uppdrag till kollegor. Den visar även att rollen upplevs vara riktad till att i första hand utveckla lärande kopplat till elever och klassrum och i andra hand till kollegial utveckling. Anknytningen till utveckling av den enskilda skolan är stor, men det kollegiala ledarskapet är inte alltid tydligt. / The purpose of this paper is to examine the lead teachers approach to their mission. It is a quantitative study in which data has been collected using an open survey sent to all the municipality's lead teachers. The study focuses on how the lead teacher mission is perceived to have been designed, and how lead teachers feel that they can contribute to school improvement through its mission. The survey highlights the differences between lead teachers experiences within a single municipality.  The results show that the lead teacher role often is communicated with the principal and the school management, but also that lead teachers have a large private space to communicate their mission to colleagues. It also shows that the role is perceived to be directed to primarily develop learning linked to students and classrooms and in the other hand to the collegiate development. The local connection is essential, and the collegial leadership is not always clear.

No description available.

Although often criticized, 45-minute school lessons have been widespread in Germany for over 100 years and are the predominant school time structure in the state of Saxony. With regard to its effectiveness and legitimacy, but also its further development, individual schools lack not only resources for innovation, but above all empirical results. This paper therefore examines school time structures and their innovation from the per- spective of school development research by exploring the question of how schools can shape their use of time and time structures so that learning processes can be imple- mented in an optimal, healthy, and equal-opportunity manner. As a descriptive survey study, student teachers in Saxony were asked about their experi- ences and preferences regarding different time structure arrangements, including lesson start times, the length of lesson units and possible breaks. The results indicate that school time structures have a high impact on lesson planning, teaching and the well-being of teachers and students. Additionally, schools with later les- son start times and 90-minute classes have higher satisfaction scores than schools with early lesson start times and 45-minute classes. A remarkably clear consensus was found among student teachers' self-selected prefer- ences for classes beginning after 8:00 a.m., 60- or 90-minute time structures, and flexible breaks. Variations among these preferences appear to depend on respondents' chrono- type, approach of learning, and personal time orientation. Overall, the student teachers showed a high willingness to innovate for alternative time structures at the individual schools as well as possible adjustments to the legal frame- work.:1 Einleitung 2 Zeit und Zeitstrukturen in der Schule 2.1 Vorüberlegungen 2.1.1 Zeit und Tempo als gesamtgesellschaftliches Phänomen 2.1.2 Die Dominanz eines linearen Zeitverständnisses und dessen Folgen 2.1.3 Ein möglicher Paradigmenwechsel durch Ergebnisse der Chronobiologie 2.1.4 Schule als Vorreiter für einen gesunden Umgang mit Zeit 2.2 Schule und ihr Umgang mit Zeit 2.2.1 Ein historischer Abriss 2.2.2 Wie Schule mit Zeit organisiert wird 2.2.3 Kritik an der schulischen Zeitorganisation 2 2.3 Ganztagsschulen und ihr Versuch, den Schultag neu zu gestalten 2.3 Ganztagsschulen und ihr Versuch, den Schultag neu zu gestalten 2.3.1 Der Ausgangspunkt: Zwischen Eigenzeit und Systemzeit 2.3.2 Von der Idee der Rhythmisierung 2.3.3 Die Umsetzung in offenen und gebundenen Ganztagsschulen 2.3.4 Ganztagsschulen im altgewohnten Rhythmus 2.3.5 Kritik an einer allgemeingültigen Rhythmisierungsvorstellung 2.4 Schulische Zeitstrukturen 2.4.1 Die Länge von Unterrichtseinheiten im internationalen Vergleich 2.4.2 Kritik am 45-Minuten-Unterricht 2.4.3 Ausgewählte nationale und internationale Tendenzen und Innovationen 2.4.4 Die Länge von Unterrichtseinheiten im bundesdeutschen Vergleich 2.4.5 Die Länge von Unterrichtseinheiten im regionalen Vergleich am Beispiel Sachsens 2.4.6 60-Minuten-Unterricht – der Sonderweg der Integrierten Schulen in NRW 2.5 Zwischenfazit 3 Schulische Zeitstrukturen im Kontext Schulentwicklung 3.1 Die Perspektive komplexer Schulentwicklung 3.2 Die Perspektive intentionaler Schulentwicklung 3.2.1 Organisationsentwicklung und schulische Innovationsprozesse 3.2.2 Lernende Organisationen innovieren erfolgreicher 3.2.3 Widerstände und Herausforderungen 3.2.4 Lehrer:innen als Motor für Schulentwicklung 3.3 Zwischenfazit 4 Gesunde und lernförderliche Zeitstrukturen 4.1 Orientierungspunkte für die Einzelschule 4.2 Konsequenzen aus der Chronobiologie 4.3 Zeitkompetenz braucht Selbstbestimmung 4.4 Zwischenfazit 5 Methodisches Vorgehen 5.1 Leitfragen und Hypothesen 5.2 Untersuchungsdesign 5.3 Fragebogenkonstruktion und Datenerhebung 5.4 Angaben zur Population und Datenauswertung 6 Ergebnisse 6.1 Zum Wirken der schulischen Zeitstruktur 6.1.1 Zum Wirken auf den Unterricht 6.1.2 Zum Wirken auf das Wohlbefinden und die Lehrer-Schüler-Beziehung 6.2 Zum Unterrichtsbeginn 6.2.1 Derzeitiger Unterrichtsbeginn und präferierter Unterrichtsbeginn 6.2.2 Zufriedenheit mit dem Unterrichtsbeginn 6.2.3 Späterer Unterrichtsbeginn, Leistungsfähigkeit und Chronotyp 6.2.4 Zum Nachmittagsunterricht 6.2.5 Unterrichtsbeginn in Gleitzeit 6.3 Zur Länge der Unterrichtseinheiten 6.3.1 Zeitstrukturen der Ausbildungsschulen 6.3.2 Zufriedenheit mit 45- und 90-Minuten-Unterricht im Vergleich 6.3.3 Persönliche Präferenzen von Wochenstundeplänen 6.3.4 Präferenzen zur wöchentlichen Zeitaufteilung aus der Fachperspektive 6.3.5 Innovation der Länge von Unterrichtseinheiten 6.4 Zur Verteilung von Pausenzeit 6.5 Schulische Zeitstrukturen als Schulentwicklungsaufgabe 6.5.1 Ergebnisse für die komplexe Schulentwicklung 6.5.2 Ergebnisse für die intentionale Schulentwicklung 7 Schlussfolgerungen für die Schulpraxis 7.1 Implikationen für die Einzelschule 7.2 Implikationen für das sächsische Bildungssystem 8 Fazit Literaturverzeichnis Anhang