Industrial Arts today is included in a majority of the large high school curricula, and most school administrators do not consider the school program well rounded unless such work is offered. However, the Industrial Arts teachers of Texas do not have the advantage of a supervisor in their field of work. Each school is an entity in itself. There is no concerted state-wide program, no link between widely diversified needs and situations, no one to advise the young teacher beginning his work, and no one to aid the more experienced teachers in different situations. The State Department of Education recommends a uniform course of study, but each teacher is free to use his own interpretation of what he should teach and what he should not teach. Educators, mindful of the beneficial results of supervision in other fields, have asked for a State Supervision of Industrial Arts, and provision has been made in the next school budget for such an official if the Legislature approves. 1 The purpose of this investigation is to determine, if possible, whether a supervisory program is needed or wanted by the Industrial Arts teachers of Texas.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-01T17:04:34Z No. of bitstreams: 1 Eliani Aparecida Mana.pdf: 2555221 bytes, checksum: 73b0f892eb542c06bed5ae257327c82a (MD5) / Made available in DSpace on 2016-11-01T17:04:34Z (GMT). No. of bitstreams: 1 Eliani Aparecida Mana.pdf: 2555221 bytes, checksum: 73b0f892eb542c06bed5ae257327c82a (MD5) Previous issue date: 2016-09-16 / The aim of this study is to understand the difficulties, challenges and aspirations of school managers regarding the pedagogical dimension of management, and develop Supervision of Education actions that strengthen these professionals’ formation inside the school, having in mind to refine the management practice. The interest in this research is linked to my professional career that includes teaching, continued formation for teachers and managers, and the Supervision of Education. As Supervision of Education of the Public State Education, I identified some formative needs in school managers, so I began some regular meetings between supervision and these professionals. These meetings were called by us "Meetings of Sector 21", with primary focus on studies and reflections on professional practice. This paper studies and discusses this experience. The theoretical and methodological approach turned to an investigation guided by the qualitative approach , and questionnaires and semi-structured interviews as data collection instruments were used. The study included 10 managers from four schools of the State Public Education. For further discussion, document analysis was also carried out, including the legislation related to managers that working in the Public Education of São Paulo State, and programs implemented by Educational State Secretary/SP. The data allowed to identify most of the demands and the real problems of management practice in everyday school life, which make it difficult to ensure study times and continued formation of the management team at school. Despite the difficulties that arise in school contexts, this work tries to announce some ways for these moments happen and contribute to the strengthening and independence of the management team and the professional development of each of them, with a view to a better quality of education / O objetivo desse trabalho é conhecer as dificuldades, desafios e anseios dos gestores escolares quanto à dimensão pedagógica da gestão e desenvolver ações da Supervisão de Ensino que potencializem a formação destes profissionais no interior da escola, tendo em vista o aprimoramento da prática gestora. O interesse por essa pesquisa está ligado à minha trajetória profissional, que inclui a docência, a formação continuada para professores e gestores, e a Supervisão de Ensino. Como supervisora da Rede Pública Estadual de Ensino, identifiquei algumas necessidades formativas nos gestores escolares e iniciei encontros periódicos entre a supervisão e esses profissionais. Essas reuniões foram denominadas por nós de “Encontros do Setor 21”, com foco principal em estudos e reflexões sobre a prática profissional. Este trabalho estuda e discute esta experiência. O percurso teórico-metodológico voltou-se para uma investigação pautada na abordagem qualitativa e os instrumentos de coleta de dados foram questionários e entrevistas semi estruturadas. Participaram do estudo 10 gestores de quatro escolas da Rede Pública Estadual de Ensino. Para o aprofundamento da discussão, também foi realizada a análise documental, incluindo-se a legislação relacionada aos gestores que atuam na Rede Pública de Ensino do Estado de São Paulo e programas implementados pela SEE/SP. Os dados possibilitaram identificar grande parte das demandas e problemas reais da prática gestora no cotidiano escolar, que dificultam garantir momentos de estudo e formação da equipe gestora na escola. A despeito das dificuldades que se apresentam nos contextos escolares, esse trabalho procura anunciar alguns caminhos para que esses momentos aconteçam e venham colaborar para o fortalecimento e autonomia da equipe gestora e o desenvolvimento profissional de cada um deles, tendo em vista uma melhor qualidade de ensino

Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members' indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities.

Made available in DSpace on 2016-08-03T16:15:59Z (GMT). No. of bitstreams: 1 Andrea1.pdf: 1376021 bytes, checksum: 42ce82f6c0239d8efb5f222aa4d81bbd (MD5) Previous issue date: 2008-03-04 / In a sociological perspective, this work aims to identify the profile of the supervisor of education that serves the Secretary of State for Education of São Paulo, checking that their actions are dedicated to teaching or administrative, and what the political and educational concepts these professionals. Supporting up to Tragtenberg, Silva Jr and Huert among other authors who deal specifically, the supervision of teaching, it is making a historical review of the legislation, spreadsheets and data that were collected through depositions and interviews with supervisors, Effective teaching of three Diretorias of Education of Greater Sao Paulo. The result of the research points to the predominance of a profile and bureaucratic oversight in the action of the supervisor of education, as well as implementing public policies and not partícipe their development. The supervisor of education is a representative of a political power that favors a certain order, even if there is an attempt to overrun a unilateral representation in the supervision of education.(AU) / Numa perspectiva sociológica, este trabalho tem o objetivo de identificar o perfil profissional do supervisor de ensino que atua na Secretaria de Estado da Educação de São Paulo, verificando se sua atuação está voltada ao pedagógico ou ao administrativo e qual o compromisso político e as concepções educacionais destes profissionais. Apoiando-se em Tragtenberg, Silva Jr e Huert, entre outros autores que abordam, especificamente, a supervisão de ensino, procurou-se fazer uma analise histórica da legislação, de planilhas e dos dados que foram colhidos através de depoimentos e entrevistas com supervisores de ensino efetivos de três Diretorias de Ensino da Grande São Paulo. O resultado da pesquisa aponta para a predominância de um perfil burocrático e de fiscalização na ação do supervisor de ensino, bem como de executor das políticas públicas e não partícipe da sua elaboração. O supervisor de ensino é um representante de um poder político que favorece uma determinada ordem, mesmo que exista uma tentativa de superação de uma representatividade unilateral dentro da supervisão de ensino.(AU)

Engagement in mathematics lessons has a positive impact on student numeracy achievement. Yet special education students have experienced a significant drop in mathematics achievement from one year to the next, and this gap continues to grow. This mixed methods study examined the extent to which equal opportunities, similar to those offered to regular education students, are provided to special education students. It contributes to the body of knowledge regarding level of engagement of regular and special education students, the impact of their increased participation and engagement on numeracy achievement, and the ways to increase their level of engagement. Grounded in Kamii's theory of constructivism, Vygotsky's notion of the zone of proximal development, and Schon's reform of teaching and learning, the research questions addressed the level of participation of special and regular education students, the impact of increased engagement, and ways in which teachers can increase the level of engagement during lessons. Utilizing a concurrent nested strategy, the study utilized a sample of 375 students. The qualitative portion focused on text analysis of interview transcripts, and the quantitative portion focused on teacher/student interactions for each group. Results indicated that special education students are not as engaged in numeracy lessons, which may hinder their numeracy achievement. Findings revealed that special education students are being denied more than one-third of their deserved engagement time. Implementing more effective teaching strategies is recommended as a means to increase levels of engagement. Educators in every role may benefit from the results of this study. Social justice and positive social change is an urgent need for them in terms of quality of service.

The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.

The concepts of professional learning communities and organizational disciplines support staff development and leadership that lead to sustainable systems. Little research has examined the ability of rural schools to achieve sustainable systems. This quantitative design study considered the relationships between predictor variables of administrative roles and staff development and the criterion variable of Response to Intervention (RtI) implementation level. Administrator roles included planning and scheduling training, participating in training, planning implementation, building knowledge and commitment, selecting RtI teams, participating on teams, promoting parental involvement, evaluating RtI, and implementing follow-up and targeted training. Staff development practices addressed commitment and support, team processes, the three-tiered system, selfassessments, evidence based practices, and monitoring and action planning. A stepwise regression was used to analyze data based on survey responses of 131 RtI team members in rural schools in the western United States. Results indicated high correlations between level of implementation and training in evidence-based practices, self-assessments, and monitoring and action-planning. Leadership roles related to building knowledge and commitment, selecting RtI team members, promoting parental involvement, and including RtI in evaluations were strong predictors of overall level of implementation as well. This study may have a significant and positive impact on social change by identifying areas for training and leadership focus. This may reduce the misallocation of funds and negative perceptions toward RtI, leading to higher quality, targeted training, better use of leadership time, and increased satisfaction and sustainability.