Non-government schools in Queensland must be accredited by the Non-State Schools Accreditation Board established by the Queensland Government under the Education(Accreditation of Non-State Schools) Act 2001 in order to operate the school.In 2005, there were 457 non-government schools registered in Queensland with the Non-State Schools Accreditation Board (Non-State Schools Accreditation Board 2005). The enrolment of 207,859 students constituted approximately 30 per cent of student enrolments in the State. Government funding to non-government schools is substantial (general recurrent funding of $303 million was provided by the Queensland government in 2002) (Non-State Schools Accreditation Board 2005).The accreditation criteria set out in the Act are: the school’s administration and governance arrangements; the school’s financial viability; the school’s educational program and student welfare processes; the school’s resources; and the school’s improvement processes. The Education (Accreditation of Non-State Schools) Regulation 2001 provides further details on the requirements of the accreditation for all criteria, except for governance and administration criterion. This is the major gap addressed by this research.The methodology for doing so was:• a theoretical framework for effective corporate governance developed from the relevant literature• case studies of six non-government schools with a range of ownership/governance models to identify their current governance policies and practices and to compare them with the theoretical framework to assess their effectiveness• a suite of policies and procedures based on the theoretical framework and “standout” practice from the six case study schools that would provide an effective corporate governance practice for non-government schools.The potential clients of this research are:• The Office of Non-State Education• Independent Schools Queensland (“ISQ”)• Auspicing denomination or other ownership group of schools, their governing bodies and the auditors of non-government schools; including, but not only, the case study schools• Newly accredited schools wishing to start well. Of particular interest to the researcher is Warwick Christian College Limited, a newly accredited school of which the researcher is a Board member. The Board of the school has agreed to embark on a policy development process which is consistent with the findings of this research.A suite of recommended policies and procedures that non-government schools could adopt in order to comply with the administration and governance criteria of the Education (Accreditation of Non-State Schools) Act 2001 was developed from the theoretical framework and the “standout” practices, policies and procedures from the case study schools.

Non-government schools in Queensland must be accredited by the Non-State Schools Accreditation Board established by the Queensland Government under the Education(Accreditation of Non-State Schools) Act 2001 in order to operate the school.In 2005, there were 457 non-government schools registered in Queensland with the Non-State Schools Accreditation Board (Non-State Schools Accreditation Board 2005). The enrolment of 207,859 students constituted approximately 30 per cent of student enrolments in the State. Government funding to non-government schools is substantial (general recurrent funding of $303 million was provided by the Queensland government in 2002) (Non-State Schools Accreditation Board 2005).The accreditation criteria set out in the Act are: the school’s administration and governance arrangements; the school’s financial viability; the school’s educational program and student welfare processes; the school’s resources; and the school’s improvement processes. The Education (Accreditation of Non-State Schools) Regulation 2001 provides further details on the requirements of the accreditation for all criteria, except for governance and administration criterion. This is the major gap addressed by this research.The methodology for doing so was:• a theoretical framework for effective corporate governance developed from the relevant literature• case studies of six non-government schools with a range of ownership/governance models to identify their current governance policies and practices and to compare them with the theoretical framework to assess their effectiveness• a suite of policies and procedures based on the theoretical framework and “standout” practice from the six case study schools that would provide an effective corporate governance practice for non-government schools.The potential clients of this research are:• The Office of Non-State Education• Independent Schools Queensland (“ISQ”)• Auspicing denomination or other ownership group of schools, their governing bodies and the auditors of non-government schools; including, but not only, the case study schools• Newly accredited schools wishing to start well. Of particular interest to the researcher is Warwick Christian College Limited, a newly accredited school of which the researcher is a Board member. The Board of the school has agreed to embark on a policy development process which is consistent with the findings of this research.A suite of recommended policies and procedures that non-government schools could adopt in order to comply with the administration and governance criteria of the Education (Accreditation of Non-State Schools) Act 2001 was developed from the theoretical framework and the “standout” practices, policies and procedures from the case study schools.

The purpose of this study was twofold. First, it aimed to present an argument for the inclusion of primary-age children's views in the decision-making process in primary schools. Second, it aimed to explore the potential of primary-age children to contribute to better decisions about their own schooling. The hypothesis is that primary-age children have worthwhile views of schooling that should be introduced into both classroom and school decision-making processes. Authoritarianism, moral development, childrenqs rights and active learning were explored in relation to child participation in decision-making. This study attempted to explore children's views of schooling from the viewpoints of the children themselves. Children kept diaries of school for one week and from these diaries an interview schedule was constructed to allow the exploration of their views. The study shows that primary-age children have views that can contribute legitimately and valuably to decision-making at both the classroom and school levels.

Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.

Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-04Bitstream added on 2014-06-13T19:32:12Z : No. of bitstreams: 1 moura_jfb_me_mar.pdf: 1136450 bytes, checksum: ed4ac7dee1e287cc9023cdaa2be4ebe0 (MD5) / Decorridos vinte anos da publicação no Brasil de Psicogênese da língua escrita, de Emília Ferreiro e dez anos da adoção da teoria construtivista pelos Parâmetros Curriculares Nacionais, temos constatado resultados que apontam para um insucesso dos alunos em relação ao ensino/aprendizagem de leitura/escrita. A teoria construtivista teria se mostrado inadequada para o enfrentamento da questão? Poderíamos apontá-la como causadora do insucesso dos alunos em relação às práticas de leitura/escrita? Deveríamos desconsiderar a revolução conceitual de Emília Ferreiro, voltar-lhe as costas e reconhecer como mais adequada a volta ao método fônico? Os professores teriam compreendido, verdadeiramente, e posto em ação, os pressupostos de Ferreiro, apoiando neles as práticas escolares de ensino/aprendizagem de leitura/escrita? Ou tê-los-iam compreendido como um novo método de ensino ou novo teste para a avaliação da maturidade dos alunos com vistas à sua classificação? Por que é que a divulgação da proposta construtivista de Ferreiro não resultou ainda em melhor desempenho dos alunos nas práticas de leitura/escrita? Esta investigação procurou compreender as prováveis razões do insucesso dos alunos em leitura/escrita e sua relação com as propostas construtivistas de Emília Ferreiro. Foram realizadas entrevistas e sessões de observação da sala de aula, com 20 professores do Ensino Fundamental I, de seis escolas municipais da cidade de Ourinhos, com melhor ou pior desempenho na Prova Brasil 2005. A partir da análise da Bibliografia e com base no questionamento de professores e na observação desses e de seus alunos durante atividades realizadas em sala de aula, pretendeuse conhecer e analisar a concepção subjacente às práticas, e as próprias práticas adotadas para o ensino/aprendizagem de leitura/escrita. Concluiu-se que os professores... / Twenty years after the “Psicogênese da língua escrita” was published, in Brazil by Emília Ferreiro, and ten years after the constructivism theory was adopted, as part of Brazil’s “Parameters for National Syllabuses”, the results obtained have pointed to a worse performance in teaching and learning with regards to reading and writing. Therefore, we might ask, has the constructivism theory proved itself inadequate for the job? Could we point it out as being a cause of student’s lack of success as to reading and writing? Should we put Emília Ferreiro’s “conceptual revolution” to one side, turn our backs on it, and admit that it would be better to go back to the previously used phonic method. Had the teachers understood correctly and applied all that had been proposed by Ferreiro? Were they using these tools correctly to support their school activities, of teaching and learning of reading and writing? Or did they understand it to be a kind of new method of teaching or a sort of evaluation test that tested the students’ maturity, with a view to their classification? Why after the publishing of Ferreiro’s constructivism proposal haven’t the student’s performances improved, with regards to reading and writing? This study attempts to highlight the probable reasons for the student’s lack of success in reading and writing, and its relation to Emília Ferreiro’s constructivism proposals. Interviews were made as well as sit in class observation were done, with twenty teachers at six Fundamental Level 1 schools in the town of Ourinhos, SP State . The schools chosen were those that had been awarded the best and the worst performance rating in the Brazilian Governments year 2005 test (Prova Brasil). Based on the analysis of literature and the replies given, as well as by watching the way teachers performed in class, it was intended to get to understand and analyse... (Complete abstract click electronic access below)

Orientador: Adrian Oscar Dongo Montoya / Banca: Orly Zucatto Mantovani de Assis / Banca: Maria Suzana S. Menin / Resumo: Decorridos vinte anos da publicação no Brasil de Psicogênese da língua escrita, de Emília Ferreiro e dez anos da adoção da teoria construtivista pelos Parâmetros Curriculares Nacionais, temos constatado resultados que apontam para um insucesso dos alunos em relação ao ensino/aprendizagem de leitura/escrita. A teoria construtivista teria se mostrado inadequada para o enfrentamento da questão? Poderíamos apontá-la como causadora do insucesso dos alunos em relação às práticas de leitura/escrita? Deveríamos desconsiderar a revolução conceitual de Emília Ferreiro, voltar-lhe as costas e reconhecer como mais adequada a volta ao método fônico? Os professores teriam compreendido, verdadeiramente, e posto em ação, os pressupostos de Ferreiro, apoiando neles as práticas escolares de ensino/aprendizagem de leitura/escrita? Ou tê-los-iam compreendido como um novo método de ensino ou novo teste para a avaliação da maturidade dos alunos com vistas à sua classificação? Por que é que a divulgação da proposta construtivista de Ferreiro não resultou ainda em melhor desempenho dos alunos nas práticas de leitura/escrita? Esta investigação procurou compreender as prováveis razões do insucesso dos alunos em leitura/escrita e sua relação com as propostas construtivistas de Emília Ferreiro. Foram realizadas entrevistas e sessões de observação da sala de aula, com 20 professores do Ensino Fundamental I, de seis escolas municipais da cidade de Ourinhos, com melhor ou pior desempenho na Prova Brasil 2005. A partir da análise da Bibliografia e com base no questionamento de professores e na observação desses e de seus alunos durante atividades realizadas em sala de aula, pretendeuse conhecer e analisar a concepção subjacente às práticas, e as próprias práticas adotadas para o ensino/aprendizagem de leitura/escrita. Concluiu-se que os professores... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Twenty years after the "Psicogênese da língua escrita" was published, in Brazil by Emília Ferreiro, and ten years after the constructivism theory was adopted, as part of Brazil's "Parameters for National Syllabuses", the results obtained have pointed to a worse performance in teaching and learning with regards to reading and writing. Therefore, we might ask, has the constructivism theory proved itself inadequate for the job? Could we point it out as being a cause of student's lack of success as to reading and writing? Should we put Emília Ferreiro's "conceptual revolution" to one side, turn our backs on it, and admit that it would be better to go back to the previously used phonic method. Had the teachers understood correctly and applied all that had been proposed by Ferreiro? Were they using these tools correctly to support their school activities, of teaching and learning of reading and writing? Or did they understand it to be a kind of new method of teaching or a sort of evaluation test that tested the students' maturity, with a view to their classification? Why after the publishing of Ferreiro's constructivism proposal haven't the student's performances improved, with regards to reading and writing? This study attempts to highlight the probable reasons for the student's lack of success in reading and writing, and its relation to Emília Ferreiro's constructivism proposals. Interviews were made as well as sit in class observation were done, with twenty teachers at six Fundamental Level 1 schools in the town of Ourinhos, SP State . The schools chosen were those that had been awarded the best and the worst performance rating in the Brazilian Governments year 2005 test (Prova Brasil). Based on the analysis of literature and the replies given, as well as by watching the way teachers performed in class, it was intended to get to understand and analyse... (Complete abstract click electronic access below) / Mestre

In this study the ownership, governance and funding of schools in South Africa are examined in time perspective in order to show the development of the above-mentioned aspects in South Africa through the ages, and to provide recommendations for the future. In the historical survey the ownership, governance and funding of schools in South Africa from 1652 to 2004 are indicated. This has been done for the Whites, Coloureds, Indians and Blacks. The historical pattern of the provision of education in South Africa has often changed during the period under discussion. The education of Whites, Coloureds, Indians and Blacks was provided, and funded separately (1652 to 1993). Imbalances and inequities were common phenomena. Attempts to address the above issues (1994 to 2004) are also indicated. Finally, some recommendations for redressing the present imbalances and inequities with regard to the above three aspects are provided. / Educational Studies / M.Ed. (History of Education)

In this study the ownership, governance and funding of schools in South Africa are examined in time perspective in order to show the development of the above-mentioned aspects in South Africa through the ages, and to provide recommendations for the future. In the historical survey the ownership, governance and funding of schools in South Africa from 1652 to 2004 are indicated. This has been done for the Whites, Coloureds, Indians and Blacks. The historical pattern of the provision of education in South Africa has often changed during the period under discussion. The education of Whites, Coloureds, Indians and Blacks was provided, and funded separately (1652 to 1993). Imbalances and inequities were common phenomena. Attempts to address the above issues (1994 to 2004) are also indicated. Finally, some recommendations for redressing the present imbalances and inequities with regard to the above three aspects are provided. / Educational Studies / M.Ed. (History of Education)

Submitted by Patrícia Roberta Paes de Andrade (patricia_paes@yahoo.com.br) on 2013-02-18T12:44:08Z No. of bitstreams: 1 Dissertacao_mestrado_Patricia_Andrade_versao_final_completa[1].pdf: 3011112 bytes, checksum: 077d806765eeb5947039e026e22f7b4c (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2013-02-26T14:01:31Z (GMT) No. of bitstreams: 1 Dissertacao_mestrado_Patricia_Andrade_versao_final_completa[1].pdf: 3011112 bytes, checksum: 077d806765eeb5947039e026e22f7b4c (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-02-26T19:43:35Z (GMT) No. of bitstreams: 1 Dissertacao_mestrado_Patricia_Andrade_versao_final_completa[1].pdf: 3011112 bytes, checksum: 077d806765eeb5947039e026e22f7b4c (MD5) / Made available in DSpace on 2013-02-26T19:43:49Z (GMT). No. of bitstreams: 1 Dissertacao_mestrado_Patricia_Andrade_versao_final_completa[1].pdf: 3011112 bytes, checksum: 077d806765eeb5947039e026e22f7b4c (MD5) Previous issue date: 2012-12-06 / Starting with the experience of civil servants at the General-Advocacy of the Union (AGU) in the state of Pernambuco this research will assess the size of the contribution of training courses directed by AGU school concerning the 2007-to-2011 training to upgrade the skills of its public servants. Management by competence in organizations, either public or private, is a strategic step to reach institutional results, thence the importance of this research. A theoretical basis was set up with important items for the public administration in private or professional education in the public service through a qualitative study data from a research of bibliographic and documental sources. The result of the research was summed up after comparison between the answers of the servants and their higher-ups. The training courses were classified according to quantity, quality and effectiveness. Actually short-duration courses were more numerous than long duration ones. In spite of the good quality of these courses, their contents did not live up to the trainees’ expectations. In respect to effectiveness, their contents contributed to skill improvement since they established links with a specific activity. They seldom spurred the creativity of the trainees. The knowledge acquired in the training was occasionally passed along. Respondents avow the great importance of transmission. On the basis of those conclusions, some suggestions were put forward to upgrade skills at AGU through the development of fitness to ensure the good quality of the services rendered by civil servants to the society. / Com base na percepção dos servidores lotados nas unidades da Advocacia-Geral da União localizadas no estado de Pernambuco, esta pesquisa se propôs a investigar qual a contribuição dos eventos de aprendizagem ofertados pela Escola da AGU, quanto aos conteúdos programáticos ministrados no período de 2007 a 2011, para o aprimoramento do desempenho profissional dos integrantes do quadro funcional da Advocacia Geral da União. A gestão por competências nas organizações, sejam estas públicas ou privadas, tem se afirmado como elemento estratégico para o alcance dos resultados institucionais, residindo neste fato a relevância da presente pesquisa