The privatization of K-12 education in Canada is not new. The public and private sectors feel like natural elements of the Canadian education system because they have existed side by side since confederation. However, this thesis challenges that tradition and argues that private education undermines collective responsibility for education as a shared, public good by catering to private interests and isolating students from the public realm. Not only does private education reinforce the likelihood of socio-economic stratification, but the concept of a “public good” is increasingly destabilized as social services like education are privatized. Why, then, does the privatization of K-12 education continue to be an insignificant political issue in Canada? This question is particularly pertinent at a time when neoliberalism is in full swing in the United States, and all the time more apparent in Canada. Neoliberalism’s emphasis on the precedence of economic ideals over concerns for social welfare and democratic participation has transformed the way that we understand “value”. Drawing on a broad range of scholars including Charles Taylor, Richard Pildes, Janice Gross Stein, Henry Giroux, Francois-Lyotard and Michel Foucault, this thesis argues that the values involved in the very concept of private education reinforce, and are reinforced by, neoliberal views about the place of the individual within society, and that these values are detrimental to the concern for education as shared, public good.

The privatization of K-12 education in Canada is not new. The public and private sectors feel like natural elements of the Canadian education system because they have existed side by side since confederation. However, this thesis challenges that tradition and argues that private education undermines collective responsibility for education as a shared, public good by catering to private interests and isolating students from the public realm. Not only does private education reinforce the likelihood of socio-economic stratification, but the concept of a “public good” is increasingly destabilized as social services like education are privatized. Why, then, does the privatization of K-12 education continue to be an insignificant political issue in Canada? This question is particularly pertinent at a time when neoliberalism is in full swing in the United States, and all the time more apparent in Canada. Neoliberalism’s emphasis on the precedence of economic ideals over concerns for social welfare and democratic participation has transformed the way that we understand “value”. Drawing on a broad range of scholars including Charles Taylor, Richard Pildes, Janice Gross Stein, Henry Giroux, Francois-Lyotard and Michel Foucault, this thesis argues that the values involved in the very concept of private education reinforce, and are reinforced by, neoliberal views about the place of the individual within society, and that these values are detrimental to the concern for education as shared, public good. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thomas Jefferson envisioned a symbiotic relationship between democracy and public education because he considered educated citizens to be the critical ingredient of a successful democracy. Nevertheless, political and educational reforms over the past two centuries have not always been kind to the relationship that Jefferson envisioned. This study examines frequency that postsecondary education institutions declare a democratic social purpose in their mission statements. The DSP definition, data instrumentation, and theoretical lens for this study were situated from the Jeffersonian perspective. Although the primary concern for this study was publicly funded/subsidized postsecondary education, recent enrollment growth in private education and privatization initiatives, such as voucher programs, justifies comparison with private nonprofit and private for-profit institutions to reveal how the different types of institutional control influence DSP. The comparison also provides a sense of the non-economic consequences of reduced public education subsidy and intentional or unintentional privatization. A number of Carnegie classification variables were also examined to better understand what factors influence DSP expression. This study utilized a national random sample of undergraduate institutions, from associates colleges to research universities. The sample size was 336 and there were no cases of missing data. Interrater reliability was calculated as .873 Kappa on the dichotomous dependent variable (DSP presence or absence). The first research objective was to determine if public, private nonprofit, and private for-profit institutional mission statements differ in the frequency of DSP expression. Public institutions exhibited 36.5% DSP, private nonprofit institutions exhibited 69.1% DSP, and private for-profit institutions exhibited 11.9% DSP. Chi-square test determined that there was significant difference between each of 2x2 comparisons (p < .003). The second research objective utilized logistic regression analysis to gauge the influence of several variables on DSP frequency. Institutional control, focus, enrollment, and mission statement length were found to be significant at the p = .05 level. There are differences between public and private institutions and also between two-year and four-year institutions in the frequency of DSP expression. These differences have serious social and political implications that will likely go unnoticed as the bulk of society focuses on private and economic concerns.

This study examined how four provosts dealt with a range of financially related problems to reposition their universities in the current higher education environment. The four provosts agreed to in-depth interviews. A quantitative profile of each institution was developed to provide a meaningful context for the interviews. All four universities benefited from a rising economy at the time, so the findings may not apply in different circumstances. The methods of the provosts fell along a continuum that linked three distinctive styles. Each institution began with an Analytic style that responded in a reactive way to the problems that demanded immediate attention. Two of the institutions exemplified this style. As one provost began to get control of issues, he began to examine how to prepare for the future. The combination of dealing with immediate issues and restructuring administrative decision-making was termed a Transition style. One provost functioned in a Strategic style; i.e., he had used opportunities to professionalize his staff to gather important data, use strategic indicators, and orient decision-making toward consolidating and enhancing the university's position. The role of stakeholders in the university changed as universities moved along the continuum. Faculty were very important and involved in the Analytic style, and critical to the survival of the university. Transitional style faculty objected to the change in mission as professional programs were added to the liberal arts curriculum, but generally supported redirection efforts. In the Strategic style, decisions tended to be data-driven and made by professional staff, with faculty having a limited role, if any, especially in long range planning. Administrators relied heavily on faculty in the Analytic style, and progressively less in the Transitional and Strategic styles. Recent Association of Governing Board positions suggest that trustees will impose mission and direction on administrators, so the balance among stakeholders in the university will continue to shift.

The aim of this thesis is to characterise the shifting relationship between public and private education in nineteenth-century Sweden. It does so by a study of modern language teaching in Stockholm 1800–1880. Whereas modern languages had long been taught by private language masters, German, French and English were only officially recognised as subjects of public grammar schools in 1807. The study shows that, unlike the impression given by earlier studies, the introduction of public teaching of modern languages did not bring an end to private language instruction. The study further demonstrates that although private language teaching continued to thrive alongside the expanding public language education, the relationship between the two types of education changed over time. Until the 1840s, both private and public education operated as competitors in a local educational market, adjusting their language teaching to local demand and mutual competition. A crucial condition for this competition was the fact that state curriculums still had a relatively limited impact on the actual teaching of public schools. In the later part of the century, the language teaching within public schools became more influenced by the idea of formal education, leading to an increased focus on grammar. Simultaneously, the role of private language instruction evolved into complementing public teaching, primarily by providing the practical proficiency neglected in public schools. While the study questions the importance and effects of central reforms, especially in the earlier decades of the 19th century, it points to other significant factors that influenced the local education market. In particular, the gradual centralisation and systematisation of public schools diminished their ability to cater for local demand. But the growing importance of formal credentials meant that public schools had less need to compete for students. Students were no longer necessarily attracted by the practical usefulness of schooling, creating both the possibility of the specific form of language teaching that developed within public schools, as well as the need of supplementary private instruction.

Submitted by William Justo Figueiro (williamjf) on 2015-06-16T23:22:15Z No. of bitstreams: 1 26.pdf: 401699 bytes, checksum: f9684a4935276fd90a2852d92aa62b15 (MD5) / Made available in DSpace on 2015-06-16T23:22:15Z (GMT). No. of bitstreams: 1 26.pdf: 401699 bytes, checksum: f9684a4935276fd90a2852d92aa62b15 (MD5) Previous issue date: 2012 / Nenhuma / O estresse e a Síndrome de Burnout tem se apresentado como um dos principais problemas de sáude na profissão docente. Com intuito de aprofundar o conhecimento acerca do tema, realizaram-se dois estudos empíricos com professores do ensino privado do Rio Grande do Sul. O primeiro (Seção 1) intitulado O Estresse Ocupacional em Professores Universitários do Ensino Privado, teve por objetivo investigar os fatores de estresse ocupacional presentes no trabalho de professores universitários. Para dar conta deste propósito, empregou-se o método qualitativo com caráter descritivo e exploratório. Foram entrevistados nove docentes do ensino superior que atuam na Região Metropolitana de Porto Alegre. Os participantes foram sorteados e contatados via telefone, o acesso aos dados se deu por meio de um roteiro de entrevista semiestruturado, aplicado individualmente. A análise dos resultados teve como base a Análise de Conteúdo que permitiu a elaboração de quatro temáticas: fatores de estresse relacionados à sobrecarga de trabalho, fatores de estresse nas relações interpessoais no trabalho, o trabalho docente e suas repercussões na sáude e sugestões de intervenções no trabalho docente. Cada uma das temáticas encontra-se subdividida em categorias e subcategorias. Os resultados apresentam como principais fatores de estresse: a sobrecarga de trabalho dentro e fora do ambiente acadêmico, os prazos e as cobranças, as dificuldades de relacionamento com a chefia e com os alunos e os prejuízos na saúde. O segundo estudo (seção 2) denominado Fatores Preditores da Síndrome de Burnout em Professores do Ensino Privado do Rio Grande do Sul, empregou o método quantitativo de caráter correlacional e explicativo. O objetivo desta investigação foi analisar os fatores preditores das dimensões da Síndrome de Burnout. Para isso, o estudo obteve uma amostra de 202 professores do ensino privado, que estão distribuídos na Região Metropolitana de Porto Alegre e em cinco cidades do interior do Estado. A coleta dos dados realizou-se através de dois instrumentos: o Questionário para Avaliação da Síndrome de Burnout e um Questionário de Fatores Sócio Demográficos, Psicossociais e de Estresse Laboral, enviados via correio aos participantes. Os docentes foram sorteados de acordo com a cidade e a instituição onde trabalham. O acesso a estes se deu via e-mail e/ou telefone. A análise dos dados foi realizada no programa SPSS for Windows, por meio de Análises Descritivas e da Análise de Regressão Linear Múltipla modelo Stepwise. Os resultados indicam um conjunto de variáveis explicativas para cada dimensão da Síndrome de Burnout. A maior parte dos fatores preditores, dizem respeito, à organização do trabalho. Destaca-se que, algumas dificuldades 12 em relação aos alunos, compõe a maioria das variáveis preditoras e apresentam-se em três modelos explicativos dentre as quatro dimensões que compõe a Síndrome de Burnout. / The stress and Burnout Syndrome has been presented as a major health problem in the teaching profession. With the intention of deepen the knowledge about the subject, two empirical studies were held with private school teachers from the state of Rio Grande do Sul. The first (Section 1) entitled The Occupational Stress in Private University Professors was aimed at investigating the occupational stressors present in the work of professors. To achieve this objective, the qualitative method was used with descriptive and exploratory nature. Nine professors from Universities in the Porto Alegre metropolitan area were interviewed. Participants were randomly selected and contacted via telephone, data access was through a semi-structured interview, applied individually to each participant. Content Analysis was used on the data which allowed the creation of four themes: stress factors related to work overload, stress factors in interpersonal relationships in the work; teachers' work and its effects on health and suggested interventions in the work of teachers. Each theme is subdivided into categories and subcategories. The results show the main stress factors: stress factors related to the workload in and outside the academic environment, deadlines and demands, stress factors related to difficulties in relationships with the leadership and with the students and damages to health. The second study (section 2) called Predictive factors of the Burnout Syndrome in Teachers from Private Education in the state of Rio Grande do Sul, used the quantitative method correlational and explanatory. The aims of this investigation consisted in identifying the socio-demographic and psychosocial factors and work stress in the work of teachers and analyze predictors of the dimensions of Burnout syndrome. To achieve this, the study obtained a sample of 202 teachers from private schools, which are distributed in the metropolitan area of Porto Alegre and in five cities within the state. Data collection was conducted through two instruments: the evaluation questionnaire of Burnout Syndrome and the Scale of Socio-Demographic, Psychosocial Factors and Labor Stress, sent by mail to participants. Teachers were randomly selected according to the city and the institution where they work; the contact took place via email and or phone. Data analysis was performed using SPSS for Windows through Descriptive Analysis and Multiple Linear Regression Analysis in the Stepwise model. The results indicate a set of explanatory variables for each dimension of Burnout Syndrome Most predictive factors relate to the work organization. It is noteworthy that some difficulties in relation to students, composes most 14 predictive variables and are present in three explanatory models among the four dimensions that make up the burnout syndrome.

Made available in DSpace on 2016-06-02T19:39:05Z (GMT). No. of bitstreams: 1 2632.pdf: 926086 bytes, checksum: 8ced1661a2cca2013302db224fd99a6e (MD5) Previous issue date: 2009-08-20 / The present research tried to investigate the difference between inserted six years children's education and learning process in the basic education of nine years duration in public and private institutions of education. For thus, both two municipal educational net's schools and two private schools were observed, both in Araraquara. Through the research, we tried to find how the six years children's integration process were occurred in Basic Education and which education was offered for these childrens, in public and private Basic Education. We use as theorical basis of this study the new law of Education's Basis and Directives, 9394/96 and of the Laws the 11,114/05 and 11,274/06 and orientation implementation materials of the program of magnification of Basic, raising the duration of education from eight to nine years, with insertion of the six years children, divulged for the Ministry of the Education, in which the magnification of Basic Education to nine years is contemplated, and the school registration of the six years children in Basic Education passes to be obligatory. Moreover, we analyze the Araraquara's Municipal Plan of Education, the municipal public and private school's Political Pedagogical Proposals, well with private schools' advertisement folders, with the purpose of contextualize the city in which the observed schools are inserted and to inquire as municipal public school's net was carried through the process of Basic Education's magnification and in the private net of education. Later, an analysis of this research selected schools was become fulfilled, having searched to verify the existing relation between the observed procedures in classroom, and pedagogical projects and the official documents of the Ministry of the Education. Was found, through the observations, that the changes had been effusives in the municipal public schools than in the private ones, since the municipal public schools had passed for referring alterations to the physical space, and in the education and learning conceptions, and organization of time, already in the private schools the same that did not happen, since the alterations had been mere bureaucratic, that is, had been made only paper alterations, therefore in the practical the six years children's reality remained the same structure, conception and organization of the Infantile Education. Facts these, that they had reflected in the different gotten results in the process of the six years children's linguistic code acquisition in the municipal public and private schools. In this direction, it is considered the need to argue the effect of the educational politics in all children's education and learning process. / A presente pesquisa buscou investigar a diferença entre o processo de ensino e de aprendizagem das crianças de seis anos inseridas no ensino fundamental de nove anos de duração, nas instituições públicas e nas instituições privadas de ensino. Para tanto, observou-se duas escolas públicas da rede municipal de educação e também duas escolas privadas do município de Araraquara. Buscou-se através da pesquisa observar como ocorreu o processo de inserção das crianças de seis anos no Ensino Fundamental e qual educação é oferecida para as crianças de seis anos nas escolas públicas e privadas de educação básica. Utilizamos como base teórica deste estudo a nova Lei de Diretrizes e Bases da Educação Nacional, a 9.394/ 96 e das Leis 11.114/05 e 11.274/06 e os materiais de orientação de implementação do programa de Ampliação do Ensino Fundamental de oito para nove anos de duração com inserção das crianças de seis anos, divulgados pelo Ministério da Educação, nos quais a ampliação do Ensino Fundamental para nove anos é contemplada e a matrícula das crianças de seis anos no Ensino Fundamental passa a ser obrigatória. Além disso, analisamos o Plano Municipal de Educação do município de Araraquara, as Propostas Político-Pedagógicas das escolas públicas municipais e das privadas, bem como os folders de divulgação das escolas privadas, com a finalidade de contextualizar o município no qual estão inseridas as instituições de ensino observadas e averiguar como foi realizado o processo de ampliação do Ensino Fundamental nas redes de ensino pública municipal e privada. Posteriormente, realizou-se uma análise das escolas selecionadas para esta pesquisa, buscando verificar a relação existente entre o observado em sala de aula, os projetos pedagógicos e os documentos oficiais do Ministério da Educação. Constatou-se através das observações que as mudanças foram mais efusivas nas escolas públicas municipais do que nas escolas privadas, visto que aquelas passaram por alterações referentes ao espaço físico, a concepções de ensino e de aprendizagem e de organização de tempo, e nestas o mesmo não ocorreu, com alterações meramente burocráticas, ou seja, somente no papel, pois na prática a realidade das crianças de seis anos permaneceu na mesma estrutura, concepção e organização da Educação Infantil. Fatos estes que refletiram nos diferentes resultados obtidos no processo de aquisição do código lingüístico das crianças de seis anos das escolas públicas municipais e das escolas privadas. Nesse sentido, considera-se a necessidade de discutir os efeitos das políticas educacionais no processo de ensino e de aprendizagem de todas as crianças.

Over the past three decades, privatization and school choice have been introduced and embodied in the vocabulary of several national education policies. Although free education has been constituted, private schooling has been steadily growing its presence over the last years in Greece and Sweden. Parents are asked to choose among different school alternatives in an attempt to find the school that ‘fits them the best’. This study aiming to examine the phenomenon of private schooling and the factors that affect parental school choice, outlined a comprehensive framework of the national policies about private schools and school choice in both countries. Furthermore, the Human Capital, Human Rights and Capability approaches consisted the theoretical background of the study and framed the analysis of its research findings. The case study design of the research provided an in-depth exploration of the two national contexts, enriching the study with empirical data. Twenty semi-structured interviews with education professionals and parents from both countries shed light on the reasons behind the school choice towards private schools. Regarding the findings of the research, several kinds of educational inequalities and social segregation were identified because of the fact that not all parents have access to school choice under equal terms.

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