Este trabalho tem por objetivo analisar e compreender como as dinâmicas escolares elaboradas, gerenciadas e construídas pelas equipes escolares de duas escolas públicas, situadas em um município da região metropolitana de São Paulo (zona oeste), determinam a eficácia escolar no que diz respeito à produção e à concretização da aprendizagem dos seus alunos. A pesquisa partiu do pressuposto de que mudanças efetivas da escola só acontecem se forem construídas a partir do interior da escola e com o envolvimento e a participação dos profissionais inseridos nesse processo. Dessa perspectiva, propôs-se a analisar como os profissionais dessas escolas (diretores e professoras das 4as séries do ciclo I do ensino fundamental) vivenciam a construção do processo formativoeducativo, visando à eficácia e à efetividade escolar. Com base nos resultados da Prova Brasil (cuja avaliação serviu apenas como referência inicial para o trabalho empírico), foram escolhidas duas escolas dentre as que apresentaram aumento dos índices de desempenho na prova de 2007, comparada com a de 2005. As análises iniciais levaram a perceber que as escolas buscavam construir ações que corroborassem os resultados dos testes, e isso se refletia nos bons resultados alcançados tanto nas avaliações externas como nas internas. Buscou-se, então, identificar como os diretores e as professoras das 4as séries do ensino fundamental dessas escolas se organizam para manter as condições que resultam em índices satisfatórios de aprendizagem escolar, focalizando a compreensão que eles têm a respeito desse processo. Os dados obtidos por meio de entrevistas confirmam a presença dos fatores que a literatura aponta como determinantes da eficácia escolar, todavia, com grande ênfase sobre as relações escola-família. Em face disso, privilegiou-se esse aspecto nas análises. Ficou evidenciado que as escolas estudadas desenvolvem diferentes práticas e estratégias para estreitar seus vínculos com as famílias com vistas a obter um melhor aprendizado dos alunos. Contudo, os diretores e as professoras entrevistados entendem que a maior responsabilidade pelo não sucesso escolar dos alunos deve-se à família, sobretudo, ao seu nível socioeconômico e à não participação dos pais na vida escolar dos filhos. Seus discursos revelam traços de ideologias que disseminam concepções hegemônicas, normativas e idealizadas da família, levando-os a entender que a desestrutura familiar é o mais forte determinante do fracasso escolar dos alunos. Esses dados não são conclusivos, mas indicativos dos modos como a escola tem traduzido e operacionalizado as propostas atuais que pressionam/estimulam os sistemas de ensino a estabelecerem vínculos mais fortes e efetivos com a família. Espera-se que tais elementos favoreçam uma compreensão maior do processo de construção da eficácia escolar e subsidiem a atuação das equipes escolares a desenvolverem, de modo crítico, ações de maior protagonismo por parte dos diferentes segmentos que almejam transformar a instituição escolar hoje. / This work has as its objective to analyze and understand how the school dynamics created, managed, and constructed by the school staff from two public schools located in a municipality from the (western region of the) Metropolitan Area of São Paulo determine the school effectiveness concerning the production and materialization of their pupils\' learning. The study started with the assumption that effective changes of the school can only happen if they are built from within the school, and with the participation and commitment of the professionals included in the process. From such perspective, the study set out to analyze how the staff from these two schools (principals and teachers of the 4th grade of the First Cycle of Fundamental Education) experience the construction of the formative-educative process aiming at school efficacy and effectiveness. Based on the results from Prova Brasil [Brazil Exam] (whose assessment served only as an initial reference for the empirical work), two schools were chosen from among those that presented improved performance levels in 2007 as compared to 2005. Initial analyses revealed that these schools were trying to build actions that corroborated the test results, and that was reflected in the good results they achieved both in internal and in external assessments. An effort was then made to identify how the principals and 4th grade teachers from these two schools organized themselves to sustain the conditions that resulted in satisfactory levels of pupil learning, focusing on the understanding they have of the process. The information gathered from interviews confirmed the presence of the factors pointed out in the literature as decisive for school effectiveness, revealing, however, a strong emphasis on family-school relations. In view of these results, the study privileged this aspect in the analyses. It became clear that the schools researched develop several practices and strategies to keep close links with the families, with the purpose of improving pupil learning. However, the principals and teachers interviewed were seen to understand that the larger responsibility for pupil failure lies with the family, particularly with their socioeconomic level, and with the lack of participation of the parents in their children\'s school life. Their discourse betrays the influence of remnants of ideologies that help disseminating hegemonic, normative, and idealized conceptions of family, leading them to believe that an \"unstructured family\" is the sharpest determinant of pupils\' school failure. These are not conclusive data, but indications of the ways in which the school has translated and put in operation the current policies that push the system schools to establish stronger and more effective ties with families. It is hoped that such results may lead to a better understanding of the process of construction of school effectiveness, offering elements for the work of school teams to develop, in a critical manner, actions of a higher degree of protagonism from the various segments that currently seek to transform the school institution.

Magister Educationis - MEd / After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The government has been spending big budgets on Education. The Ministry of Education introduced various educational policies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of education and continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not implemented effectively in schools. This research study argues that professional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is not impacting effectively on their leadership and management in schools. / South Africa

No description available.

The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.

This study deals with the impact of the Education Quality Improvement Partnerships programme (EQUIP) on school management teams in two rural schools where it was implemented for three years. A qualitative evaluative research design was used involving initial baseline studies, document analysis, observation and eight naïve sketches. The literature study discusses factors that constitute effective management and leadership and characteristics of effective schools. The findings were based on an analysis of the impact of the EQUIP programme on the key performance areas of school management before and after the intervention. Important conclusions derived from this study showed that there was significant improvement in the way schools were managed after the intervention, particularly in achieving the goals of the schools' strategic plans. It was also found that curriculum monitoring was only partially successful and that remedial programmes for learners with reading and other learning challenges needs serious attention. / Educational Studies / M.Ed. (Education Management)

This study deals with the way school principals, educators and learners manage learner behaviour inside the classrooms, as well as in the entire school for the effective and uninterrupted realisation of teaching and learning activities. A qualitative approach was used in this study. The research findings were based on observations, the analysis of documents, as well as the main and sub-categories that were formulated from the interview data gathered at the selected schools. The research confirmed what is already known on learner discipline and discipline problems. In the dissertation more attention is given to factors that contribute to misbehaviour, the impact of misbehaviour on the culture of learning and teaching, and how learner behaviour should be managed in the classrooms and in the schools in general. Furthermore, effective measures of managing learner behaviour are explained and a comprehensive school-wide model of preventing and remediating learner misbehaviour is also provided. / M. Ed. (Education Management)

O trabalho é o estudo de um caso crucial (Eckstein) de um município pobre e populoso (Sobral, no Estado nordestino do Ceará) dentro do contexto de um problema de cunho nacional o baixo rendimento sistemático e estrutural dos alunos brasileiros nos testes padronizados nacionais e internacionais, inclusive em relação ao processo escolar mais elementar, que é o processo de alfabetização emerge como um exemplo de sucesso escolar. Todos indicadores educacionais de Sobral mostram uma trajetória consistente e sustentável de melhoria, que descola da dos demais municípios de mesmo porte populacional no Brasil, mas que segue em paralelo ao Estado do Ceará. As perguntas que a pesquisa pretendeu responder são: 1) Como foi que Sobral chegou a alcançar os níveis de desempenho nas provas padronizadas nacionais? Que fatos, políticas públicas ou atores teriam contribuído para que as escolas do Município alcançassem os resultados que justificam o presente estudo? e 2) Seria possível repetir essa experiência em outros municípios do Brasil? Ou seja, é possível sobralizar a educação brasileira?. Os objetivos da investigação foram situar as reformas educacionais do Município no amplo contexto nacional e internacional das reformas do tipo qualidade dos anos 1990/2000, identificando e categorizando os principais fator e componentes de política pública em nível local, estadual e nacional que contribuíram para seu sucesso cotejando-os com teorias existentes e já validadas em outros contextos. Os principais condicionantes das reformas exitosas de Sobral identificados são o conjunto formado por policy, polity e politics: a) um processo de parametrização de expectativas de aprendizagem e de alfabetização (Linhares) que reflete o consenso internacional sobre o tema (policy), b) a adoção institucionalizada de conceitos e práticas de eficácia escolar na gestão pedagógica e escolar da Rede (polity), descritos por Lezotte, Edmonds, Levin e Fullan, e c) um conjunto de lideranças com crenças fortes o suficiente para sustentar uma coalizão longeva (politics), conforme Kingdon, Sabatier e Jenkins, o qual mantém a estabilidade e o aprimoramento contínuo das políticas. Com o primeiro objetivo cumprido e com base nas teorias a eles relacionadas, que, no contexto de Sobral, foram novamente validadas, responde-se a segunda pergunta. Sobralizar ou cearalizar a educação no restante do Brasil depende de ações políticas suficientes para alterar a dinâmica de forças que disputam recursos e poder no âmbito das reformas do tipo qualidade no Brasil (matriz de Wilson e Corrales), com o objetivo de pacificar: a) a polêmica em torno do processo de alfabetização e do estabelecimento de parâmetros ambiciosos de aprendizagem para todos os alunos; b) a profissionalização da instituição escola, fomentando uma cultura de sucesso acadêmico a partir da escola pública e c) o reconhecimento do monitoramento incansável dos processos de aprendizagem para garantir que todos os alunos aprendam de acordo com os parâmetros estabelecidos. / The work is a crucial case study (Eckstein) of a poor and populous Municipality (Sobral, in the Northeastern State of Ceará) within the context of a nationwide problem - the systematic and structural low performance of Brazilian students in national and international standardized tests, including those related to the assessment of the most elementary school process, alphabetization - emerges as an example of school success. All educational indicators in Sobral show a consistent and sustainable improvement track record, which takes off from that of other municipalities of the same population size in Brazil, but which runs parallel to the state of Ceará. The questions that the research intended to answer are: 1) \"How did Sobral reach the levels of performance in national standardized tests? What facts, public policies or actors would have contributed to the municipal schools achieving the results that justify this study? \", and 2)\" Would it be possible to repeat this experience in other municipalities in Brazil? In other words, is it possible to sobralize the Brazilian education? \" The objectives of the research were to situate the educational reforms of the Municipality in the broad national and international context of the quality reforms of 1990/2000, identifying and categorizing the main factors and components of public policy at local, state and national level that contributed to its success by comparing them with existing theories and validated in other contexts. The main determinants of Sobral\'s successful reforms identified are the set of policy, polity and politics: a) a process of parameterization of learning and literacy expectations (Linhares) that reflects the international consensus on the theme (policy), b) the institutionalized adoption of concepts and practices of school effectiveness in the pedagogical and school management of the local Department of Education (polity), described by Lezotte, Edmonds, Levin and Fullan, and c) leaderships with beliefs strong enough to sustain a longstanding political coalition, according to Kingdon, Sabatier and Jenkins, which maintains the stability and the continuous improvement of the policies. With the first objective fulfilled based on pertinent theories, which were, in the context of Sobral, again validated, the second question is answered. \"Sobralizar\" or \"cearalizar\" education in the rest of Brazil depends on political actions sufficient to change the dynamics of forces that compete for resources and power in the scope of reforms of the quality type in Brazil (Wilson and Corrales matrix), in order to pacify: a) the controversy surrounding the literacy process and the establishment of ambitious learning parameters for all students; b) the professionalization of the school institution, fostering a culture of academic success from the public school, and c) recognition of relentless monitoring of learning processes to ensure that all students learn according to established parameters.

The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

This study deals with the impact of the Education Quality Improvement Partnerships programme (EQUIP) on school management teams in two rural schools where it was implemented for three years. A qualitative evaluative research design was used involving initial baseline studies, document analysis, observation and eight naïve sketches. The literature study discusses factors that constitute effective management and leadership and characteristics of effective schools. The findings were based on an analysis of the impact of the EQUIP programme on the key performance areas of school management before and after the intervention. Important conclusions derived from this study showed that there was significant improvement in the way schools were managed after the intervention, particularly in achieving the goals of the schools' strategic plans. It was also found that curriculum monitoring was only partially successful and that remedial programmes for learners with reading and other learning challenges needs serious attention. / Educational Studies / M.Ed. (Education Management)