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Implementeringsanalys som komplement vid utvärdering : en fråga om perspektiv och förklaring /Björkemarken, Mariann. January 1900 (has links)
Thesis (Ph. D.)--Göteborgs universitet, 1995. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. 197-217).
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Avalia??o de implementa??o da Educa??o Superior a Dist?ncia: o caso da Secretaria de Educa??o a Dist?ncia da Universidade Federal do Rio Grande do Norte SEDIS/UFRNAra?jo, Kaline Sampaio de 19 May 2014 (has links)
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Previous issue date: 2014-05-19 / The considerable expansion of Distance Education registered in recent years in Brazil
raises the importance of debate about how the implementation of this policy has been
happening so that formulators and implementers make better informed decisions,
maximizing results, identifying successes and overcoming bottlenecks. This study aims
to evaluate the implementation process of Distance Education policy by Secretary of
Distance Education of the Federal University of Rio Grande do Norte. For this, we sought
to use an evaluation proposal consistent with this policy, and came to the one developed
by Sonia Draibe (2001), which suggests an analysis called anatomy of evaluation
general process. To achieve the objectives, we made a qualitative research, case study
type, using documentary research and semi-structured interviews with three groups of
subjects who belong to the policy: managers, technicians and beneficiaries. It was
concluded that: the implementation process needs a open contact channel between the
management and technicians and beneficiaries; the lack of clarity in the dissemination of
information between technicians produces noises that affects the outcomes; the absence
of dissemination of internal and external actions contributes to the perpetuation of
prejudice in relation to Distance Education; using selection criteria based on competence
and merit contributes to form a team of skilled technicians to perform their function within
the policy; an institution that do not enable technicians generates gaps that possibly will
turn into policy implementation failures; all subjects involved in politics need internal
evaluations to contribute to improvements in the implementation process, however, a
gap is opened between the subjects if there is no socialization of results; the existence of
an internal structure that manipulates financial resources and balances the budget from
different maintainer programs is essencial; the consortium between IES and
municipalities in presential support poles are bottlenecks in the process, since
beneficiaries are exposed to inconsistency and lack of commitment of these local
municipalities / A consider?vel expans?o da Educa??o a Dist?ncia (EaD) registrada nos ?ltimos anos
no Brasil levanta a import?ncia do debate sobre como vem sendo feita a
implementa??o desta pol?tica, para que formuladores e implementadores tomem
decis?es com maior conhecimento, maximizando resultados, identificando ?xitos e
superando pontos de estrangulamento. Este trabalho procura avaliar o processo de
implementa??o da pol?tica de EaD pela Secretaria de Educa??o a Dist?ncia da
Universidade Federal do Rio Grande do Norte. Para isso, buscou-se utilizar uma
proposta de avalia??o compat?vel com a referida pol?tica, chegando-se ? desenvolvida
por Sonia Draibe (2001), a qual sugere uma an?lise denominada anatomia do
processo geral de implementa??o. Para alcan?ar os objetivos, realizou-se uma
pesquisa de car?ter qualitativo do tipo estudo de caso, utilizando-se de pesquisa
documental e de entrevistas semiestruturadas com tr?s grupos de sujeitos
pertencentes ? pol?tica: gestores, t?cnicos e benefici?rios. Concluiu-se, principalmente,
que: o processo de implementa??o carece de um canal de contato aberto da gest?o
com os t?cnicos e benefici?rios; a falta de clareza na dissemina??o de informa??es
entre os t?cnicos produz ru?dos que interferem nos outcomes (produtos); a aus?ncia
de divulga??o das a??es interna e externamente contribui com a perpetua??o do
preconceito em rela??o ? modalidade a dist?ncia; utilizar crit?rios de sele??o pautados
na compet?ncia e no m?rito contribui para formar um corpo de t?cnicos habilitados
para exercer a sua fun??o dentro da pol?tica; uma institui??o que n?o capacita t?cnicos
gera lacunas que possivelmente ir?o se transformar em falhas de execu??o da pol?tica;
todos os sujeitos envolvidos na pol?tica necessitam de avalia??es internas para
contribuir com melhorias no processo de implementa??o, no entanto, abre-se uma
lacuna entre os sujeitos caso n?o haja a socializa??o dos resultados; a exist?ncia de
uma inst?ncia interna que gerencie os recursos financeiros e balanceie o or?amento
oriundo dos diferentes programas mantenedores ? fundamental; os cons?rcios entre
IES e munic?pios nos polos de apoio presencial se revelam como um ponto de
estrangulamento do processo, pois os benefici?rios ficam expostos ? inconst?ncia e ?
falta de compromisso das prefeituras nestes locais
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Hodnocení implementace cílů Národní strategie globálního rozvojového vzdělávání v oblasti českého základního školství / Evaluation of implementation of National Strategy of global development education in Czech primary educationČápová, Iva January 2014 (has links)
The diploma thesis deals with the issue of Global Development Education and the process of the implementation of National Strategy for Global Development Education in Czech primary schools. In 2011, the National Strategy for Global Development Education came into force, thereby Czech Republic adopted the principles and objectives of Global Development Education. Goals that are defined in the document are supposed to be implemented in the next five years. However, as the thesis shows the implementation is a complex process that depends on a wide range of aspects. The author has attempted to identify factors that influence the success of the implementation process. In addition, the thesis tried to answer the question of whether the implementation of the goals of the strategy thrive or fail, and explain why this is happening. With the use of ongoing evaluation practical recommendations to improve the process of implementation of the National Strategy for Global Development Education was proposed. It was pointed out that the causes of imperfect implementation can be as unfavorable socio-economic conditions, as well as poorly defined policy objectives, lack of systemic support from the Ministry of Education, Youth and Sports, the lack of cooperation between the actors involved or inadequate use of...
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An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of FloridaPhillips, Matthew 01 January 2014 (has links)
This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.
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