<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

University of Macau / Faculty of Education

La nostra finalitat és conèixer, analitzar i avaluar el Projecte Àlber en el marc del Educ-arte – Educa (r) t com a canvi educatiu a través de la polifonia de veus de les persones implicades, i en especial, la de l'alumnat. Mostrem que el Projecte Àlber es porta desenvolupant des del 2001-02 en condicions d'inestabilitat dels professionals perquè ha situat la seva estabilitat homeostàtica en: un equip directiu estable, les aptituds i actituds dels professionals, les activitats típiques d'aula i l’espai híbrid. Vam recollir les VA de la primera generació que havia experienciat el Projecte Àlber en tota la seva escolaritat. Això esdevé en que orientem els objectius de la recerca en voler millorar el que fem, i per tant s'estructuri com a recerca-acció. Pretenem moure'ns des de la investigació jeràrquica a una més rizomàtica. Els resultats mostren que el Projecte Àlber genera pensaments i creixements rizomàtics. Tot això ha afavorit donar un pas més enllà i mostrar les característiques i els indicadors del canvi educatiu de forma més rizomàtica i complexa. / Nuestra finalidad es conocer, analizar y evaluar el Proyecto Àlber y en el marco del Proyecto Educ-arte – Educa (r) t como cambio educativo a través de la polifonía de voces de las personas implicadas, y en especial del alumnado. Mostramos que el Proyecto Àlber lleva desarrollándose desde el 2001-02 en condiciones de inestabilidad de los profesionales, porque ha situado la estabilidad homeostática en: un equipo directivo estable, las aptitudes y actitudes de los profesionales, las actividades típicas de aula y el espacio híbrido. Recogimos las VA de la primera generación que había experienciado el Proyecto Àlber en toda su escolaridad. Ello deviene en que orientemos los objetivos de la investigación en querer mejorar lo que hacemos, y por tanto se estructure en investigación-acción. Pretendemos movernos desde la investigación jerárquica a una más rizomática. Los resultados muestran que el Proyecto Àlber genera pensamientos y crecimientos rizomáticos. Todo ello ha favorecido dar un paso más allá y mostrar las características y los indicadores del cambio educativo de forma más rizomática y compleja. / Our aim is to understand, analyze and evaluate the Àlber Project in dynamic interaction with Educ-arte – Educa (r) t as a means of educational change, from the polyphony of voices of the people involved, especially from pupils. We show that Àlber Project has been developing since 2001-02 in terms of instability of the professionals, because it has placed the homeostatic stability in: a stable school management team, aptitudes and attitudes of professionals, typical classroom activities and hybrid space. We collected PV data of the first set of pupils that have taken part in Àlber Project since the beginning of their schooling. This led us to orient our research objectives to improve what we do. Therefore the investigation was structured as action-research. We aim at moving away from hierarchical research towards the rhizome. The findings show that Àlber Project generates rhizomatic growth and thought. All these processes favoured go beyond and show the characteristics and indicators of educational change which are more rhizomatic and complex.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 3, 2010). Includes bibliographical references (p. 208-227).

Not available / text

Not available / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

Within the span of less than a decade, Russian teachers have lived through the collapse of the Soviet Union, the end of Communist rule, the emergence of a free market economy and levels of inflation which have pushed much of the population into poverty. Restrictive government poliies have been replaced with an infrastructure often described as corrupt and infeffective. New laws on education now allow for innovative curriculums and methodology, but economic restrictions have limited much possiblity for change. The purpose of this descriptive study is to examine the perceptions of Moscow educators regarding public educaion and society in Russia. Selected teachers were surveyed and interviewed about their perceptions of recent soical, political and economic changes within Russia; communism and the future of communism in Russia; democracy in Russia; schooling, students and teachers in general in Moscow; the creditation and training of educators in Russia; their responsibilities as educators in Russia; and the future of their individual professional lives. The study discusses the context of education and schooling in Moscow, provides data from a Likert type quesitonnaire and personal interviews, discusses the quantitative and qualitative data and uses a one way analysis of variance (ANOVA) with teachers' age as the variable. Major findings include teachers' perceptions that the political and economic changes in Russia are "inevitable." Teachers' lives continue to be restricted, however, that restriction is dictated by economics as opposed to political repression. The fall of the communist state is considered desirable and teachers are unsure if the communist party will ever again form the government of Russia. Teachers do not consider themselves to be "free" or Russia to be a true democracy, and most are undecided if Russia will become a true democracy in their lifetime. As well, the quality of public education is seen to have suffered since the end of the Soviet state with severe underfunding limiting the opportunities for innovative practice. Teachers, however, believe that educators in Russia are well- prepared to be professional teachers in post-communist Russia. They also believe that teachers are responsible for fostering a sense of Russian nationalism and instilling proper values in students. They have an important role to play in shaping Russian society in the future and are optimistic about the future of the teaching profession and the role they will play in determing that future. / 1 v. (various pagings) ; 29 cm.