Thesis (Ed.D.)--Teachers College, Columbia University, 1972. / Typescript; issued also on microfilm. Sponsor: James A. Kelly. Dissertation Committee: Walter I. Garms, Jr. Includes tables. Includes bibliographical references (leaves 138-144).

Thesis (Ph. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 21, 2005. Dissertation Committee: G. Alan Hickrod (chair), Mary Ann Lynn, Ramesh B. Chaudhari, Ronald S. Halinski, Creta D. Sabine. Includes bibliographical references (leaves 133-140) and abstract. Also available in print.

The purpose of this study was to identify the ways government schools in the Kimberley Education District of Western Australia attempted to engender success for their students. Schools in these communities are considered to be in poverty, they are largely populated by indigenous Australians, and situated in geographically isolated locations. It was important to establish the levels of student academic achievement and identify best school and classroom practices that centred on developing students' progress and achievement at school. The study was guided by the general research question: What are the effective ways school communities in the Kimberley work to improve student outcomes? Generating descriptions of best practices that make a geographical isolated school successful for students marginalised in the schooling process, and upon what criteria the success should be measured, were central to this research endeavour. It was critical to distinguish those dimensions of schooling in isolated areas that were malleable in improving the life chances of students. The study relied on an interpretive research methodology using both qualitative data and quantitative approaches to data collection, such as inquiry through conversations, informal and structured interviews, participant and non-participant observations, and the examination of material such as documents and students' work samples, complemented by a confirmatory survey and case studies. Participants in the study included school administration teams, teachers, students and their parents. The study was iterative and followed three distinct phases of development. In the first phase a general picture was gained about the ways in which schools in the Kimberley worked by observing four schools. / The second phase involved developing and administering a study-specific questionnaire to personnel in 14 different schools in the District. This part of the study sought to confirm the interpretive aspects of phase one. In the third phase of the study, a more detailed picture of schools was drawn through a case study approach in five selected schools. Of particular importance in the case study schools was the tracking of a purposive sample of 150 students to assess their reading and writing (including spelling) progress. The results of the student assessments were analysed in terms of the progress students made and interpreted according to the amount of time students attended school. Making judgments about the success of Kimberley schools was an evaluation process in terms of how students performed. The students' performance was linked to the best practices in schools and classrooms that best supported students' learning to ascertain areas where schools could improve their operations. The study has identified challenges associated with school-home relationships, the ways schools and classrooms operate, the ways school plan and implement curriculum, how teachers develop their pedagogies, and the ways students are assessed. In response to teachers who do not fully understand these challenges, many Aboriginal children will choose to continue avoiding school or actively resist engaging in the learning process. / Importantly, at the school level it was found that teachers were best supported in their work when school leaders worked to make everyone's day-to-day classroom work easier, engendered a congenial workplace environment which alleviated some of the personal stresses teachers experienced, ensured school plans went into operation in all classrooms across the school, and created a close link between the school, parents, and the community. At the classroom level in the Kimberley context, calm, stable, and orderly classroom environments are essential to establish. Consistent pedagogy is required across all classrooms within a school but a variety of activities within classrooms is important to accommodate Aboriginal styles of learning. Monitoring the continuity in students' progress as they moved from one year level to the next is imperative. The study showed that there are ways that schools can work for the betterment of students' progress at school but these ways are not universally adopted or implemented. Teachers in the Kimberley schools can learn to understand how to create a good school, how schools can be described as effective and improving, and how they can be termed schools that meet equality and quality ideals. The recommendations made from the study are intended to enable administration teams, teachers, and policy decision makers to make more informed decisions about schooling for geographically isolated students in government schools in the Kimberley region.

Thesis (Ph. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 10, 2005. Dissertation Committee: G. Alan Hickrod (chair), Ramesh B. Chaudhari, John Brickell, David Franklin, Ann H. Elder. Includes bibliographical references (leaves 122-127) and abstract. Also available in print.

published_or_final_version / Public Administration / Master / Master of Public Administration

Researchers have documented that supporting student needs, particularly their social-emotional learning, is critical to their success in the classroom. However, little research has been done to explore how district and school leaders make decisions about allocating resources (funding, personnel, curricula, and infrastructure) to student support services, especially during times of fiscal constraint. This study explores the ways that some of the largest high-needs districts in the United States decide to provide the needed resources to maintain social-emotional learning and other student supports in schools as well as the effects of these policy decisions on resources and schools. It examines district leaders’ rationale and the bounds that shaped these decisions using bounded rationality theory. It focuses on a seven-year period from the 2006–07 school year to the 2013–14 school year, the time period before, during, and after the 2008 Recession. This study employs both quantitative and qualitative methods. Through a series of fixed-effects analyses, the study explores funding trends and the impact of student support services (SSS) funding on student support service staff as well as academic and non-academic outcomes. These analyses were conducted in two phases. First, the study explores the impact of SSS funding on the outcomes across the seven-year study period for the 120 largest districts in the United States as a reference and, then, conducts the same analyses exploring the impact within 48 large, high-needs, districts. Following these analyses, the researcher conducted a series of interviews with district leaders in 5 high-needs districts to learn how they were supporting the needs of their students and what considerations shaped the decisions to allocate resources to these support areas. Like the fixed-effects analyses, the interviews focus on the seven-year study period, though context beyond these years is included. The findings indicate that changes in student support services funding are related to changes in student support services staff and high school completion outcomes. The experiences of high-needs district leaders provide additional insight into the decision-making process around student support services funding and the observed variation. District leaders expressed various levels of challenges stemming from changes in federal, state, and local budget reductions as well as challenges in specific years like those that followed the 2008 Recession. These reductions coupled with other limitations and considerations led to different decisions across and within these districts. The constructs of bounded rationality aided in better understanding these limitations, district decisions, and the consequences for students and schools.

nÃo hà / Em um contexto de redefiniÃÃo do papel do Estado, avulta a importÃncia da profissionalizaÃÃo da gestÃo pÃblica. Em abril de 2009, foi criada a Escola de GestÃo PÃblica do Estado do Cearà â EGP, para preencher, segundo seus mentores, uma lacuna na formaÃÃo do servidor em GestÃo PÃblica. Ao realizar a sua missÃo de formaÃÃo do servidor pÃblico, a EGP usa a estratÃgia do Ensino a DistÃncia, por meio do NÃcleo de EducaÃÃo a DistÃncia Governamental - @NEDGOV. Sob tal realidade, avaliar-se-Ão os resultados do Ensino a DistÃncia da EGP como estratÃgia na formaÃÃo do servidor pÃblico do CearÃ, verificando a coerÃncia de propÃsitos no Ãmbito onde foi criada, como tambÃm sua aÃÃo prÃtica. No intuito de alcanÃarmos os nossos objetivos traÃamos uma metodologia avaliativa que consistiu em uma ampla pesquisa bibliogrÃfica sobre o tema EducaÃÃo a DistÃncia, considerando a perspectiva, das categorias maiores, diretamente envolvidas, sejam elas, EducaÃÃo e Trabalho. Coletamos e sintetizamos, os dados fornecidos pelo Sistema de CapacitaÃÃo gerido pela EGP, para obtermos os Ãndices gerais de aprovaÃÃo, reprovaÃÃo desistÃncia e abandono dos seis cursos, realizados no ano de 2011 na modalidade EAD, exclusivamente pelo @NEDGOV, bem como analisamos as avaliaÃÃes reativas aplicadas aos alunos concludentes, verificando a resposta imediata no Ãndice de satisfaÃÃo dos alunos, logo apÃs o fim do curso. Desenvolvemos ainda, uma pesquisa com os alunos egressos destes seis cursos, em busca de identificar se o desempenho profissional do aluno melhorou em funÃÃo da participaÃÃo nos referidos cursos. Em nossas consideraÃÃes finais expomos o grave problema dos elevados Ãndices de evasÃo nos cursos, relatamos que de acordo com os resultados apresentados na pesquisa, houve uma melhora no desempenho profissional apÃs a participaÃÃo nos cursos na modalidade à distÃncia, realizados exclusivamente pelo nÃcleo governamental. Sugerimos algumas estratÃgias a EGP, para o enfrentamento do problema da evasÃo, sugerimos ainda, para futuras pesquisas um trabalho capaz de medir o impacto das aÃÃes da EGP para o cidadÃo, sujeito final das aÃÃes de todas as polÃticas pÃblicas.

董辉. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 290-306) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Dong Hui.

nÃo hà / Esta dissertaÃÃo trata da avaliaÃÃo do Programa de FormaÃÃo da Escola de GestÃo PÃblica do Estado do Cearà (EGPCE), sob a Ãtica dos diversos sujeitos que vivenciaram e vivenciam a dinÃmica dos cursos de formaÃÃo por ela oferecidos. A pesquisa foi realizada com os sujeitos formuladores/implementadores do programa e gestores, instrutores e cursistas do curso de FormaÃÃo de Gestores de Tecnologia da InformaÃÃo e ComunicaÃÃo, fundamentada em uma integraÃÃo dos dados realizada por meio da triangulaÃÃo. A ideia foi alcanÃar vÃrios sujeitos em diferentes nÃveis, com eles foram aplicadas entrevistas e questionÃrios. A experiÃncia dos sujeitos selecionados foi o fio condutor nesta pesquisa. Para isto, selecionamos as falas de 53 sujeitos, a fim de compreender a visÃo que eles tÃm acerca do programa de formaÃÃo da EGPCE. A pesquisa foi constituÃda de duas fases: a primeira, com a aplicaÃÃo de entrevistas semiestruturadas e abertas, direcionadas aos formuladores/implementadores, representantes sindicais, gestores, instrutores; a segunda, com o preenchimento de questionÃrios pelo Grupo TÃcnico de Desenvolvimento de Pessoas (GTDEP) e pelos cursistas egressos do referido curso. No total, foram aplicados 44 questionÃrios com questÃes fechadas e abertas e entrevistadas 9 pessoas, o que resultou na participaÃÃo de 53 sujeitos. Os questionÃrios e as entrevistas, constituÃram os diferentes olhares dos sujeitos, sobre o programa e os documentos para identificar o contexto histÃrico polÃtico que envolveu a criaÃÃo da EGPCE. Por meio deles, pudemos compreender como a EGPCE executa o programa de formaÃÃo para o servidor/empregados pÃblico, alÃm de interpretar a proposta de formaÃÃo da EGPCE, comparando-a com diferentes paradigmas dos modelos de AvaliaÃÃo de PolÃticas PÃblicas. Por fim, com base nos depoimentos dos diferentes sujeitos que vivenciaram/vivenciam o programa de formaÃÃo, à inegÃvel a contribuiÃÃo que a EGPCE vem desenvolvendo como propulsora e disseminadora do conhecimento em gestÃo pÃblica na AdministraÃÃo PÃblica do Estado. Os resultados da avaliaÃÃo apontam a necessidade de diversificaÃÃo do pÃblico-alvo e o acompanhamento qualitativo dos processos de afastamento e financiamento em cursos de pÃs-graduaÃÃo para os servidores pÃblicos, conforme sugestÃo do sindicato dos servidores pÃblicos do estado do CearÃ. Por sua vez, os formuladores/implementadores propÃem que os cursos contemplem mais a temÃtica do desenvolvimento de pessoas. Jà o GTDEP e os Gestores sugerem que a EGPCE crie uma rotina de visitas aos ÃrgÃos, para que assim possa conhecer as reais necessidades da instituiÃÃo. Por fim, os instrutores e cursistas recomendam que a EGPCE diversifique a oferta de cursos e, quem sabe, vislumbre a ser uma universidade corporativa. / This dissertation deals with the evaluation of the School Training Program of the State of Cearà Public Management (EGPCE), from the perspective of various subjects who experienced and experience the dynamics of the training courses offered by the Company. The survey was conducted with the subjects makers / program implementers and managers, trainers and course participants of the course Training Information and Communication Technology Managers, based on an integration of data carried out by means of triangulation. The idea was to achieve several subjects at different levels with them interviews and questionnaires were applied. The experience of the selected subjects was the common thread in this research. For this, we selected the 53 subject lines in order to understand the vision they have about the EGPCE training program. The research consisted of two phases: the first, with the application of semi-structured and open interviews, directed the makers / implementers, union representatives, managers, trainers; the second, with the completion of questionnaires by the Group Personnel Development Technician (GTDEP) and by the course participants that course graduates. In total, 44 questionnaires were applied with closed and open questions and interviewed nine people, which resulted in the participation of 53 subjects. Questionnaires and interviews, were the different looks of the subjects on the program and documents to identify the political historical context which involved the creation of EGPCE. Through them, we understand how EGPCE runs the training program for public servants, as well as interpret the proposed formation of EGPCE, comparing it to different paradigms of models Assessment of Public Policies. Finally, based on the testimonies of different subjects who experienced / experiencing the training program, it is undeniable the contribution that EGPCE has been developing as a driver and disseminator of knowledge in public administration at the State Public Administration. The evaluation results indicate the need for diversification of the target audience and the qualitative monitoring of clearance processes and funding for public employees, as union suggestion of the government of the state of Cearà servers. In turn, the makers / implementers propose that more courses contemplate the theme of development of people. Already GTDEP and managers suggest that EGPCE create a routine visit to the organs, so that it can meet the real needs of the institution. Finally, instructors and course participants recommend that EGPCE diversify course offerings and perhaps glimpse to be a corporate university.

Made available in DSpace on 2014-12-17T13:53:38Z (GMT). No. of bitstreams: 1 ElaneO_DISSERT.pdf: 947036 bytes, checksum: af393c8bb3791420a77fa36d428a6c97 (MD5) Previous issue date: 2013-10-14 / The democratic management is a challenge for education, on the one hand for its actualization needs a link between the government and the educational institution. From that, research aims to understand the main challenges faced by the school administration to consolidate the management of public schools in Natal/RN. Against this context the methodology used was multiple cases, qualitative approach in which respondent were manager (director, deputy director and coordinator) of the four municipal schools and two representatives of the Democratic Management Commission of a Government departament of Education, Natal/RN. The analysis was made by peers, between schools that had grade superior IDEB that average stipulated by the federal government and two that had grade lower and between managers and representatives of the Secretary. Were used techniques of categorization and content analysis of the speeches of respondents. Was note that managers understand the importance of the participation about whole community in the democratic management, however only one school highlighted means of attracting the parents against to the difficulty of representing these. The lack of knowledge about the democratic management is evident mainly in the pair of schools with lower IDEB. That schools with a lower IDEB adhere to this management as a way to meet rules. So unanimous, the broad role of director hampers knowledge about the legislation. About relationship of the Government department with managers, there are some contradictions between the understanding of the role of the coordinator by managers and representatives of the Government department. It was perceptible the no uniformity about a good relationship between managers and Government department. It was notable features of democratic management in all school units, well as the efforts of the Government department in this scope. However there are also undemocratic features that deserve further study / A gest?o democr?tica constitui um desafio para educa??o. Se, por um lado, para sua efetiva??o ? preciso uma articula??o entre o governo e a escola, por outro, a import?ncia e o significado de seu uso s?o conferidos pela pr?pria institui??o de ensino. Diante disso, a presente pesquisa objetiva compreender os principais desafios enfrentados pela dire??o escolar, para a consolida??o da gest?o nas escolas municipais de Natal/RN. Para tanto, a metodologia utilizada foi de casos m?ltiplos, abordagem qualitativa que teve como entrevistados tr?s componentes do grupo gestor (diretor, vice-diretor e coordenador) de quatro escolas municipais e dois representantes da Comiss?o de Gest?o Democr?tica da Secretaria Municipal de Educa??o, Natal/RN. A an?lise foi realizada entre partes distintas, sendo uma composta pelas escolas que obtiveram nota do IDEB (?ndice de Desenvolvimento da Educa??o B?sica) superior a m?dia estipulada pelo governo federal, e aquelas que alcan?aram nota inferior, e outra formada por os gestores e representantes da referida secretaria. Foram empregadas, tamb?m, t?cnicas de categoriza??o e an?lise de conte?do dos discursos dos respondentes. Assim, notou-se que os gestores entendem a import?ncia da participa??o de toda comunidade na pr?tica da gest?o democr?tica, embora apenas uma escola tenha ressaltado meios poss?veis para atrair os pais diante da dificuldade da representa??o destes. A falta de conhecimento sobre a gest?o democr?tica pelos profissionais ? evidente, principalmente, das escolas com IDEB menor. As escolas possuidoras desse ?ndice aderem a essa modalidade de gest?o apenas como forma de cumprir regras. De modo un?nime, o amplo papel do diretor gera impedimentos para conhecimento sobre a legisla??o. No que se refere ? rela??o da secretaria com os gestores, existem algumas contradi??es no entendimento do papel do coordenador, pelos gestores e pelos representantes dessa reparti??o, sendo percept?vel a n?o uniformidade sobre o bom relacionamento entre esses ?ltimos. Por fim, foram not?veis caracter?sticas de gest?o democr?tica em todas as unidades escolares investigadas, bem como o esfor?o da secretaria nesse sentido, apesar de ainda serem verificadas particularidades n?o democr?ticas que merecem estudos futuros