Thesis (Ph. D.)--Göteborgs universitet, 1995. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. 197-217).

Made available in DSpace on 2014-12-17T15:24:28Z (GMT). No. of bitstreams: 1 KalineSA_DISSERT.pdf: 2243045 bytes, checksum: 9dabba13b96342942efddd4c92702632 (MD5) 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

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...

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.