Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 120-131). Available also in a digital version from Dissertation Abstracts.

This study had two major purposes: (a) to investigate and compare the perceptions of District Education Officers, principals and teachers about the management of secondary school effectiveness in Zimbabwe and (b) to probe contextualised secondary school management initiatives that could trigger school effectiveness in Zimbabwe. The study is divided into six interlinked chapters. In the first chapter, the problem of intractability in the management of school effectiveness in Zimbabwe's secondary schools is focused upon. The second chapter attempts to highlight the resource, social, economic, political and cultural realities of secondary school life in developing countries (including Zimbabwe) from which any theories of school management and school effectiveness must derive. The third chapter, explores different ways to understand and interpret the realities described in chapter two. To do this, the chapter focuses on ways in which "modern" and traditional" practices intersect in secondary school in Zimbabwe to produce bureaucratic facades. The fourth chapter, which is largely imbedded In the context theory, emerges from chapters one, two and three and focuses on the methodology and methods used in this study. Chapter five, which subsequently matures into a suggested framework for managing secondary school effectiveness in Zimbabwe, contains perceptual data which were obtained from 16 District Education Officers, 262 secondary school principals and 5 secondary school teachers drawn from 8 provinces, 4 provinces and 1 province respectively. Factor analysis of the existing situation In Zimbabwe's secondary schools produced 7 major variables that were perceived to be associated with secondary school management intractability In Zimbabwe: • lack of clear vision about what should constitute secondary school effectiveness; • management strategies that lack both vertical and horizontal congruence; • inappropriate organisational structures; • rhetorical policies and procedures; • inadequate material and non-material resources; • lack of attention to both internal and external environments of secondary schools; and • inadequate principal capacity-building. These perceptual data, subsequently crystallized into the following suggested management initiatives: • establishment of goals and outcomes achievable by the majority of learners; • establishment of clear and contextualised indicators for secondary schooling goals and outcomes; • establishment of democratic and flexible organisational and secondary school management processes; and • replacement of ''ivory tower", rhetoria~l policies and procedures with contextualised ones / Teacher Education / D. Ed. (Education Management)

This study had two major purposes: (a) to investigate and compare the perceptions of District Education Officers, principals and teachers about the management of secondary school effectiveness in Zimbabwe and (b) to probe contextualised secondary school management initiatives that could trigger school effectiveness in Zimbabwe. The study is divided into six interlinked chapters. In the first chapter, the problem of intractability in the management of school effectiveness in Zimbabwe's secondary schools is focused upon. The second chapter attempts to highlight the resource, social, economic, political and cultural realities of secondary school life in developing countries (including Zimbabwe) from which any theories of school management and school effectiveness must derive. The third chapter, explores different ways to understand and interpret the realities described in chapter two. To do this, the chapter focuses on ways in which "modern" and traditional" practices intersect in secondary school in Zimbabwe to produce bureaucratic facades. The fourth chapter, which is largely imbedded In the context theory, emerges from chapters one, two and three and focuses on the methodology and methods used in this study. Chapter five, which subsequently matures into a suggested framework for managing secondary school effectiveness in Zimbabwe, contains perceptual data which were obtained from 16 District Education Officers, 262 secondary school principals and 5 secondary school teachers drawn from 8 provinces, 4 provinces and 1 province respectively. Factor analysis of the existing situation In Zimbabwe's secondary schools produced 7 major variables that were perceived to be associated with secondary school management intractability In Zimbabwe: • lack of clear vision about what should constitute secondary school effectiveness; • management strategies that lack both vertical and horizontal congruence; • inappropriate organisational structures; • rhetorical policies and procedures; • inadequate material and non-material resources; • lack of attention to both internal and external environments of secondary schools; and • inadequate principal capacity-building. These perceptual data, subsequently crystallized into the following suggested management initiatives: • establishment of goals and outcomes achievable by the majority of learners; • establishment of clear and contextualised indicators for secondary schooling goals and outcomes; • establishment of democratic and flexible organisational and secondary school management processes; and • replacement of ''ivory tower", rhetoria~l policies and procedures with contextualised ones / Teacher Education / D. Ed. (Education Management)

Submitted by RUBIA CARLA DONDA DA SILVA null (rubidonda@hotmail.com) on 2018-03-24T20:54:04Z No. of bitstreams: 1 Dissertação_Educação de surdos nos PEEs e PDE_Rubia Carla Donda da Silva_2018.pdf: 11272045 bytes, checksum: 0b0d60f5442cf3d41ccfd3f02e0a8f71 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-26T17:29:47Z (GMT) No. of bitstreams: 1 silva_rcd_me_mar.pdf: 11272045 bytes, checksum: 0b0d60f5442cf3d41ccfd3f02e0a8f71 (MD5) / Made available in DSpace on 2018-03-26T17:29:47Z (GMT). No. of bitstreams: 1 silva_rcd_me_mar.pdf: 11272045 bytes, checksum: 0b0d60f5442cf3d41ccfd3f02e0a8f71 (MD5) Previous issue date: 2018-02-26 / Não recebi financiamento / Esta dissertação apresenta resultados da pesquisa que teve por objetivo investigar como os Planos Estaduais e Distrital de Educação se estruturaram a partir do Plano Nacional de Educação (PNE – 2014), no que diz respeito à educação dos surdos. Para o desenvolvimento do estudo, foram adotadas algumas contribuições conceituais presentes na “abordagem do ciclo de políticas”, formuladas por Stephen Ball e colaboradores. Em linhas gerais, tais formulações permitem operar com uma nova perspectiva de análise, pois os textos são tomados como fragmentos de um embate ininterrupto em que os discursos e, por conseguinte, as políticas, são retrabalhados, aperfeiçoados e recriados nas diferentes localidades e contextos. Nesse sentido, compreende-se que cada um dos 27 Planos de Educação investigados comporta enunciados concretos e únicos acerca da educação de surdos. Trata-se de um estudo documental que propôs mapear as relações estabelecidas entre os Planos Estaduais e Distrital de Educação com o PNE – 2014 e as políticas educacionais e linguísticas que se articulam a eles, analisar as implicações dessa relação na proposição de estratégias para intervir na oferta da educação para estudantes surdos, e evidenciar as estratégias apresentadas nos Planos Estaduais e Distrital de Educação, que apontam modos de organização da educação bilíngue distintos dos previstos no PNE – 2014. A reunião dos documentos incluiu o rastreamento nos portais das Secretarias da Educação dos 27 entes federados; a solicitação dos documentos por e-mail e/ou carta às secretarias; a consulta nos portais das Assembleias Legislativas dos Estados e do Distrito Federal; e a consulta na página do "PNE em Movimento", no portal do Ministério da Educação (MEC). Embora os Planos de Educação contemplem uma multiplicidade de estratégias para intervir no atendimento educacional dos estudantes surdos, a maior parte das estratégias sinalizam uma tendência dos entes federados em responder as recomendações das políticas linguísticas da Libras, articulando-as à proposta da política nacional de educação inclusiva. Tal flexibilização incide em uma compreensão equivocada de que a educação de surdos pode ser bilíngue e inclusiva se for condicionada ao Atendimento Educacional Especializado (AEE) no contraturno e à presença do intérprete de Libras, em espaços preponderantemente ocupados por ouvintes. Todavia, de modo excepcional, o Plano Distrital de Educação (PDE) e alguns Planos Estaduais de Educação (PEEs) outorgam propostas educacionais favoráveis às reivindicações do movimento surdo pela consolidação de um projeto educacional bilíngue, promovendo compreensões distintas acerca da experiência da surdez, dos valores e papéis atribuídos à Libras e à Língua Portuguesa e, por conseguinte, da inclusão educacional dos estudantes surdos. / This dissertation presents the results of the research that aimed to investigate how the States and Federal District education plans were structured from the National Education Plan (PNE – 2014), regarding the education of deaf students. For the development of the study were adopted some conceptual contributions present in the "policy cycle approach" formulated by Stephen Ball et al. In general terms, such formulations allow us to operate with a new perspective of analysis, because the texts are taken as fragments of an uninterrupted confrontation in which discourses and, therefore, politics are reworked, improved and recreated in the different localities and contexts. In this sense, it is understood that each of the 27 education plans investigated includes concrete and unique statements about the education of the deaf. It is a documentary study that proposed to map the relations established between the States and Federal District Plans of Education with the PNE – 2014 and the educational and linguistic policies that are articulated to them, to analyze the implications of this relation in proposing strategies to intervene in offering education for deaf students and highlighting the strategies presented in the State and Federal District Education Plans, that point to ways of organizing bilingual education distinct from those foreseen in PNE – 2014. The documents' collecting included the tracking of the portals of the education departments of the 27 entities federated; the request of the documents by e-mail and / or letter to the state secretaries; the consultation in the portals of the Legislative Assemblies of the States and the Federal District and the consultation in the page of the “PNE in movement” in the portal of the Ministry of Education (MEC). Although the Education Plans contemplate a multiplicity of strategies to intervene in the educational service of deaf students, most strategies signal a tendency of the federated entities to respond to the recommendations of the linguistic policies of Brazilian Sign Language – Libras, articulating them to the proposal of the national policy of inclusive education. Such flexibility implies a misunderstanding that the education of the deaf can be bilingual and inclusive if it is conditioned to the Specialized Educational Service (SES) in the counter-shift and the presence of an interpreter of Libras, in spaces predominantly occupied by hearing. However, the Federal District Education Plan (PDE) and some States Education Plans (PEEs), however, grant educational proposals favorable to the demands of the deaf movement for the consolidation of a bilingual education project, promoting different understandings about the experience of the deafness, values and roles attributed to Libras and the Portuguese languages and, consequently, the educational inclusion of deaf students.