M.Ed. (Educational Management) / Eighteen years after the introduction of several education reform policies, education in South Africa continues to be unequal and complicated. Departmental officials within the Department of Basic Education, educationists and academics have disclosed the trauma and the devastation that the apartheid propagandists’ discriminatory policies have caused. This has forced the current stakeholders to embark on a vigorous campaign to re-evaluate the transformational policies that were designed to hasten progress to erase the inhumane atrocities of the pre-apartheid and apartheid eras. It has therefore become the National Department of Basic Education’s responsibility to change the discriminatory thoughts, attitudes and behaviours of the past. Most important of all, this department has had the responsibility of redirecting resources and investments to those schools that have been victims of the oppressive laws of the past and bring them on par with schools that had benefited from apartheid. The present government therefore has set its attention on correcting the imbalances of the past by focusing on the poorest of the poor and targeting the segments of society in which poverty is the dominant social ill, and by creating equity and social justice. This approach led to the formulation of the National Norms and Standards for School Funding in public schools in 1998 (South Africa, 1998), hereafter referred to as the “NNSSF in public schools”. This policy provides guidelines for the distribution of government resources to “poor schools” in order to align these schools with apartheid institutions of learning. Historically it has been concluded that schools with few or poor resources have difficulty in providing good quality education in comparison with those that had benefited from the apartheid regime. It has therefore become the post-apartheid government’s responsibility to bring the poor and rich schools on par. The state has realised that this can be done through the NNSSF in public schools and using equity and social justice as the catalyst. Through this policy it was the government’s intention to transform schools and redress the inequalities and imbalances of the past. This approach was intended to create an education system that would embrace learner diversity and ensure that all learners were granted equal educational opportunities, irrespective of their race, colour, creed or class. Using the qualitative method, the general aim of this research was to determine the perceptions of stakeholders in six schools with regard to the progress made by the NNSSF in public schools. Matters that have impacted on the implementation of equity and social justice are also discussed in this report. Included is also the identification of the challenges that may have been encountered in the implementation of the NNSSF in public schools. The core focus of the study is on the disparities between the intention and the implementation of the NNSSF in public schools in terms of equity and social justice, and the implications of this policy on the day-to-day functioning and operations of these six public schools. The schools that were evaluated were schools in quintiles 1, 2 and 5. The Education Laws Amendment Act, No. 24 of 2005 provides that the Minister of Education distinguish between five national poverty quintiles. Schools categorised in quintiles 1 and 2 are classified as “no fee” schools and these quintiles receive one hundred per cent state funding to the poorest of the poor schools. The findings of this research should benefit the poor in South Africa, who are black in the majority and have had a long history of discrimination through a system of segregated and unequal educational funding that had been in practice from the time that the South African Party in 1910 and the National Party in 1948 took control (Christie, 1991:55). During this period education for whites was free and compulsory while blacks were deliberately kept illiterate and ignorant for purposes of manual and household labour. It was for that reason that when the government of national unity came into power it ensured that statutory documents such as the Constitution of South Africa and the NNSSF in public schools policy became legislation to protect the democratic processes that are instrumental in redressing the inequities and imbalances of the past. There are still very few studies conducted by scholars based on the implementation of the NNSSF in public schools to achieve equity and social justice. In this study, the researcher looked at the effects of the funding policy on equity and social justice and found out that the gap between the previously disadvantaged (black) and the advantaged (white) is still wide owing to the slow and sometimes ineffective implementation of the NNSSF in public schools in pursuit of equity and social justice.

Magister Artium (Social Work) - MA(SW) / Student performance have decreased from 2008-2013 in the Kgatleng District, Botswana, despite efforts to encourage parents to actively be involved in their children‘s school. It is apparent that parents are not involved and leave the responsibility of child nurturing and development to the school with the teachers. Contributing factors to un-involved parents at school are communication; employment; single parenting, and poverty. This lead to the research question: What are the perceptions of teachers about factors that contribute to parental involvement/non-involvement in Public Schools? The aim of the study was to determine teachers‘ perceptions on factors that contribute to parental involvement/non- involvement in public schools. The objectives to arrive at the aim was to explore and describe teachers‘ perceptions on factors contributing to parental involvement in public schools; to explore and describe teachers‘ perceptions on factors contributing to parental non-involvement in public schools and to make recommendations for improving parental involvement in public schools to the Ministry of Education. Social constructivism was used as theoretical framework because teachers‘ perceptions are shaped by their contexts and language. The study used a qualitative research approach and an exploratory, descriptive design. The population was teachers who teach standard seven in all primary schools in the Kgatleng district. There are 35 primary schools in the Kgatleng district. The sample was a non-probability, purposive sample consisting of four (4) urban and four (4) rural schools in Kgatleng district of which from each school, two (2) participants were purposefully selected. Data was collected by in-depth interviews and analyzed by using a thematic approach. The research findings presented key factors that affect teachers and made recommendation on how they can work with the parents and the community to successfully address the issue of non-parental involvement in schools. Tools for identifying specific needs and challenges for the uninvolved parents have to be developed and implemented. All relevant stakeholders should be included. A strong relationship with the social workers to address social challenges faced by the students, yielded positive results, hence recommending the need to have school based social workers. Recommendations include a partnership between the community, schools, teachers, parents and the Ministry of education to improve parental involvement in school

The purpose of this study is to show, through the development of the American apprenticeship, certain factors and influences that have contributed to the growth of industrial arts in the public schools of the United States. It has been made to give the prospective industrial arts teacher and student some idea of the history and the importance of their work now and in the future.

About one hundred years after British and Spanish navigations off Vancouver's shoreline, early settlement had resulted in the first two school locations within the area now known as Vancouver City: one in the north, associated with the Hastings Sawmill, the other in the south, connected with a Fraser River fishing settlement. Most of the small early settlements had been established for logging or fishing, and later for clearing of small-holding farms. The choice of Granville (later Vancouver) as the C.P.R. terminus speeded the rate of settlement and, with the incorporation of Vancouver in 1886, the regime of the Vancouver school system began. Inside the City boundaries, the first schools were within a half-mile to a mile walking distance of the early centre of settlement at Carrall Street. As public transport and False Creek bridges extended settlement around the nucleus, new schools were built within a half-mile of street-car service and at distances increasing outwards from the City centre. Outside the City, South Vancouver became a municipality in 1906; and Point Grey became one in 1908. They shared six small schools representing six small widely-separated settlements. Elsewhere, there was only the Provincial government school in District Lot #301 which, with Hastings Townsite, was annexed by the City in 1911. New school locations within all these areas reflected a rapid increase in new settlement from 1908 until 1914, dependent upon the extension of Interurban and street-car lines from the City. It was towards the end of the pre-war period that each of the two municipalities began to organize its own high school, a few years later than the first City high school, King Edward, which had been re-located south of False Creek. The real estate boom, 1908-12, had marked a doubling of City population to over 100,000; that of South Vancouver to nearly 40,000 and that of Point Grey to about 3,000. But when the economic growth was retarded by war and depression, 1914-24, the school-building programme stagnated. Overcrowding and temporary accommodation contrasted from the twenty-five new locations of the preceding era. By 1925, however, there were signs of renewed growth in the school pattern. Resulting from improved economic conditions and guided by the findings of the Putnam-Weir Report on schools, new locations were planned coincidental with the passing of the Town Planning Act. The new expansion, 1925-29, was very noticeable in the fastest-growing western part of Point Grey municipality where there had been much post-war "new" family settlement as well as outward movement from the City. South Vancouver, meanwhile, was slowly recovering from financial reverses which had left the schools unimproved for approximately eight years. The ensuing building programme, made necessary by extensive post-war settlement, started with accommodation additions to schools nearest the 16th Avenue City boundary and included one new location, the McBride Elementary School. In both municipalities much home-building had resulted from the extension of City settlement along the lines of communication and over the boundaries at 16th Avenue and Alma Road. Within the City, elementary school location had completed a half-mile pattern over the original area; but empty sections remained in the eastern part of Hastings Townsite. There, however, school sites had been acquired. As in the other two political units, more high schools were needed, especially as the Grade IX population formed 50% of the high school enrolment. In 1928, answering growing public demands for technical education, the Vancouver Technical School was built in the south-eastern part of the City, within easy reach of South Vancouver students. Other new buildings were junior high ones—according to the recommendations of the Putnam-Weir Report. After the three municipalities' amalgamation, from about 1929 to 1944, plans for new schools—as for urban development generally—were in abeyance due to unsettled social and economic conditions. Again temporary measures, such as the use of portable classrooms, were made necessary from increasing densities at the old school locations—first in high schools, then in the primary grades. Rising birth rates after 1934 as well as post-war immigration warned of greatly increased enrolments for post-war years. The succeeding fifteen-year span, 1945-60, saw the greatest building programme since 1886, in all types of schools. Especially were the new secondary locations notable—in the formerly empty or sparsely-occupied areas of eastern Hastings Townsite, the south-eastern sector, and the former C.P.R. land in central Point Grey. Not only had there been an extraordinary increase in family settlement in all peripheral regions of Vancouver, but there was a decrease in family settlement around the old nuclei—where there was a high population ratio of single workers and older persons. Induced settlement in the form of new housing estates had speeded the population regionalism, and it increased the danger of over-building elementary schools if birth rates should fall considerably in future years. An epilogue to the outward movement in the location pattern was the sale of C.P.R. land in the central area and the emergence there of a new residential core, with planned schools and shopping centre. The new residential heart of the City was approximately three miles south of the original nucleus on Burrard Inlet, and its new secondary school location immediately south of the old pioneer high school. / Arts, Faculty of / Geography, Department of / Graduate

Urban School Boards and City Councils in British Columbia worked in tandem with provincial officials in Victoria to expand the state school system in the 1890s. In discharging their responsibilities, the Boards functioned with considerable independence. They built and maintained schools, appointed and ranked teachers, and organized students. During the course of the decade, City Councils acquired the responsibility for school finance. Nineteenth-century British Columbia education history, written from a centralist perspective, has articulated the idea of a dominant centre and subordinate localities, but this interpretation is not sufficient to explain the development of public schooling in Nanaimo hi the 1890s. The centralist interpretation does not allow for the real historical complexity of the school system. Neither does it accommodate the possibility of successful local resistance to central initiatives, nor the extent to which public schooling was produced locally. It is important, then, to examine what kind of context Nanaimo constituted for state schooling in the last years of the century. This study concludes that civic leaders and significant interest groups in the community believed schooling played an important boundary making role in forging civic, racial, gender, and occupational identities. In carrying out their interlocking responsibilities for providing physical space and organizing teachers and students, the Nanaimo School Trustees created opportunities for local girls and, within limits, for women. The Trustees limited opportunities for local men, and went outside the community for men who had the professional credentials which were increasingly desirable in the late-nineteenth century. Both the traditions of self-help and the imperatives of corporate capitalism intersected in school production in late-nineteenth century Nanaimo. The focus on securing identities through the differentiating processes of boundaries and hierarchies which was evident in Nanaimo was typical of a wider colonial discourse at the end of the nineteenth century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to explore the relationship between money spent on technology hardware, software, and training on district-wide achievement as measured by Texas standardized achievement tests, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). A series of studies were carried out to develop a model of the relationship between Texas district TAKS, TAAS, ACT, and SAT scores for all subjects and district expenditures on technology hardware, technology software, and technology training. The findings of this study showed that although the mixture of uneven distribution of training, incentives, and equipment in these Texas districts clouds the issue of effective integration as it does for all districts (Anderson & Becker, 1998), and the mean level of per pupil technology expenditure for participating districts is of an amount ($192 per student) deemed unlikely to have substantial impact on student outcomes (Anderson & Becker, 1998), there are strong positive links between levels of expenditure and student achievement on the Texas Assessment of Knowledge and Skills and the American College Test that indicate that establishing guidelines for levels of expenditure, schedules of acquisition of materials and equipment, and timeframes for training and implementation may be vital to the success of technology integration in these districts and potentially for all districts in the nation. More study into effective funding levels, schedules of acquisition of materials and equipment, and timeframes of implementation is necessary to create truly successful programs of technology integration in school districts.

Orientador: Pedro Ganzeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T16:39:33Z (GMT). No. of bitstreams: 1 FagundesJunior_SergioJose_M.pdf: 46506805 bytes, checksum: e41c42acad29901f63551fc252e3e67d (MD5) Previous issue date: 2011 / Resumo: A gestão democrática da escola pública é de fundamental importância para a construção de uma sociedade igualitária e justa. O envolvimento de toda a comunidade escolar nos processos de decisão, tanto nos aspectos pedagógicos como nos administrativos, apresenta-se como um fator necessário para a gestão democrática na escola. Assim, este trabalho busca analisar a implementação de uma política municipal de educação, na cidade de Bragança Paulista, no período de 2006 a 2009, a qual se propôs à construção da escola democrática. Utilizamos como procedimento metodológico a análise de um programa de gestão para a Rede Municipal de Educação que teve como objetivo implantar a gestão democrática. Nossa análise verificou a presença de incongruências entre o proclamado e a realidade observada. / Abstract: The democratic management of public schools is crucial to building an egalitarian and fair society. The involvement of the whole school community in the decision-making, both in teaching and administration aspects, is presented as a necessary factor for the democratic management at school, so this paper seeks to examine the implementation of a city policy of education, in the city of Bragança Paulista, in the period of 2006 through 2009 which proposed the construction of a democratic school. We used as a methodological procedure the analysis of a management program for the Municipal Education Network aimed to implement democratic management. Our analysis showed the presence of inconsistencies between the announced and observed reality. / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Orientador: Silvio Ancizar Sanchez Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T16:29:04Z (GMT). No. of bitstreams: 1 Oliveira_FernandoHenriqueCavalcantede_D.pdf: 1950463 bytes, checksum: 140e204b6b61745c3476daa93ac56dfe (MD5) Previous issue date: 2011 / Resumo: Este trabalho concentra-se no estudo da disciplina de Ensino Religioso na escola pública no Brasil, visando compreender os discursos, trajetórias, percalços e novos horizontes que se permitem conquistar, à luz das propostas e práticas pedagógicas vivenciadas através dos livros didáticos e de pesquisas realizadas no espaço escolar através de pesquisadores. A trajetória histórica da formação de nossa nação traz suas marcas na abordagem de um modelo de Ensino Religioso presente na contemporaneidade de nossas escolas, através da presença da religião oficial no Estado brasileiro, quando Colônia, Império e concomitante na República em suas primeiras décadas. Essa mesma trajetória, obteve como conquistas na década de 90, legislações e emendas de nossa Constituição, como também de políticas públicas das secretarias estaduais de educação para um melhor desempenho do Ensino Religioso frente à diversidade cultural e o pluralismo religioso presente em nossa sociedade. Buscando identificar essa trajetória de legislação que perpassa o nosso território brasileiro, com seus percalços e crises quanto à didática e componentes curriculares da presente disciplina, ancoramos no clássico pedagógico - Didática Magna de João Amós Comenius (1592-1670), na busca de um referencial teórico que pudesse-nos abrir novos horizontes e possibilidades de constituir em nossas escolas, uma prática que esteja à altura da realidade cultural e social que estamos inseridos, e que emergiram nossos pais e patrícios. A pedagogia comeniana implanta uma série de dispositivos discursivos sem os quais é praticamente impossível compreender a maior parte das posições pedagógicas atuais, e suas crises políticas no campo da legislação e práticas da disciplina no âmbito de nossas escolas públicas,sejam nas disciplinas cotidianas, seja no campo do Ensino Religioso, defendido aqui, como importante constituinte de nossa formação de vida, pedagógica e cultural, por trazer sua contribuição para pensar-se o ethos e o ser cidadão(ã). / Abstract: This work focuses on the study of the discipline of Religious Teaching in public schools in Brazil to understand the speeches, paths, pitfalls and new horizons which allow gain in light of the proposed pedagogical practices and experienced through the textbooks and surveys carried out at school by researchers. The history of our nation's constitution, bringing their brands in the approach of a model of Religious Teaching in the contemporary present in our schools, through the presence of religion in the Brazilian State, as Cologne, Empire and the concomitant Republic in its first decades. This same trend was obtained as achievements in the 90's, amendments and laws of our Constitution, as well as public politics of state boards of education for a better performance of Religious Teaching for the cultural diversity and religious pluralism in our present society. Trying to identify this trajectory of legislation that goes through our Brazilian territory, with its setbacks and crises as the teaching and curriculum components of this discipline, we anchored in the classic teaching - Great Didactic of John Amos Comenius(1592-1670), in search of a theoretical referential that we could open up new horizons and possibilities to build up in our schools, a practice that is up to the cultural and social realities which we operate and that our parents and fellow emerged. The comenian education deploys a series of discursive devices without which it is virtually impossible to understand the most current pedagogical positions, and political crisis in the field of legislation and practice of discipline within our public schools are as disciplines of daily life, or as in field of Religious Teaching, advocated here as an important component of our education of life, educational and cultural contribution by bringing to think about the ethos and be a citizen. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Orientador: Iraíde Marques de Freitas Barreiro / Banca: Júlio César Torres / Banca: Maria Eliza Nogueira Oliveira / Resumo: Esta pesquisa teve como objetivo analisar as concepções dos gestores da educação sobre educação integral e tempo integral de escolas municipais do ensino fundamental, ciclo I, da cidade de Marília. Foram analisadas as concepções de 3 gestores, sendo um Diretor de Gestão da Secretaria Municipal de Educação e 2 gestores de escolas do Projeto de Escolas de Educação em Tempo Integral. Trata-se de um projeto próprio do município de Marília que segue as orientações e determinações da política educacional brasileira, do Plano Nacional de Educação de 2014. Para o desenvolvimento da pesquisa realizamos revisão bibliográfica sobre o tema em artigos, livros, teses e dissertações. Em seguida, fizemos buscas sistemáticas no banco de dados da CAPES levando em consideração duas palavras-chave: concepção de educação integral e escola de tempo integral à procura de teses e dissertações sobre o tema. Com a leitura desses trabalhos construímos um panorama das principais discussões que estão sendo realizadas no meio acadêmico sobre as concepções de educação integral e escola de tempo integral. Realizamos também pesquisa e leitura das principais leis nacionais e municipais que abordam a temática, analisamos os Projetos Político-Pedagógicos de 2 escolas municipais do Projeto de Educação em Tempo Integral e realizamos entrevistas semiestruturadas com 3 gestores da educação. Apresentamos os modelos de escola de tempo integral de Anísio Teixeira e Darcy Ribeiro, e as concepções de autores que pesquis... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work had the objective of analyzing the conceptions of education managers on integral and full - time education of municipal schools of primary education, cycle I, in the city of Marília. The conceptions of 3 managers were analyzed, being a Director of Management of the Municipal Department of Education and 2 managers of schools of the Project of Schools of Integral Education. It is a project of the municipality of Marília that follows the guidelines and determinations of the Brazilian educational policy of the National Education Plan of 2014. For the development of the research, we carried out a literature review on the topic in articles, books, theses and dissertations. Then, we performed a systematic search in the CAPES database taking into account two key words: conception of integral education and full-time school in search of theses and dissertations on the subject. With the reading of these works we construct a panorama of the main discussions that are being carried out in the academic environment on the conceptions of integral education and full time school. We also carried out research and reading of the main national and municipal laws that deal with the theme, analyzed the PoliticalPedagogical Projects of 2 municipal schools of the Project of Integral Education and we conducted a semi-structured interview with 3 education managers. We present the models of full time school of Anísio Teixeira and Darcy Ribeiro and the conceptions of authors who research on the subject as Cavaliere, Paro, Brandão, Mauritius and Guará. For the analysis of the full-time educational policy we present the policy cycle of Ball and Bowe. We can say that the current discussions are focused on the issue of integral time and integral education as quantitative increase of time and qualitative increase of opportunities, improvised implementation ... (Complete abstract click electronic access below) / Mestre

Esta dissertação de Mestrado tem por objetivo principal investigar as possibilidades de uso dos programas de simulação computacional no campo de isomeria geométrica no contexto da escola pública. Para contemplar esse objetivo, a referida pesquisa foi constituída a partir de uma pesquisa bibliográfica e de um estudo de caso numa escola pública. O referencial teórico foi construído para investigar os efeitos do uso de programas computacionais no ensino de isomeria geométrica; realizamos entrevistas semiestruturadas com três professores de uma escola, situada na cidade de Caxias do Sul, no estado do Rio Grande do Sul, a fim de contrastar os interlocutores teóricos e empíricos. A partir do conjunto de informações oriundas do contexto escolar, associadas à fundamentação teórica, foi possível apontar um conjunto de resultados: i) a escola apresenta baixo nível de utilização da tecnologia no ensino; ii) o acesso ao laboratório de química e de informática é prejudicado pela burocracia; iii) o professor atua com sobrecarga de trabalho; iv) as capacitações ou formações continuadas para os professores são insuficientes; v) a carga horária para o ensino de Química foi drásticamente reduzida em comparação a anos anteriores; vi) há falta de empenho dos estudantes. Dentro desse contexto, classifica-se essa pesquisa por meio de uma abordagem exploratória, onde usou-se a técnica qualitativa de Análise Textual Discursiva (ATD) para compreender o corpus de pesquisa. Além disso, no que tange ao uso de programas de simulação, os resultados da consulta à bibliografia atestam que os programas computacionais são importantes ferramentas de apoio ao ensino de isomeria geométrica, pois melhoram a visualização entre os três níveis de representação da Química (macroscópico, microscópico e simbólico) meio da criação de moléculas em duas dimensões e a conversão destas para a forma tridimensional. Observamos que os estudantes, nativos digitais, são hábeis no manuseio de aplicativos computacionais. Complementarmente os professores entrevistados declararam não fazer uso de programas computacionais por uma série de razões: horários de aula reduzidos, desconhecimento dos programas e seu uso, poucas oportunidades de formação continuada. Portanto, nosso estudo sugere que se deva romper a visão tradicional do ensino da química (segundo a qual bastaria dotar as escolas de recursos de informática) para mudar as práticas pedagógicas. É necessário transgredir esse modelo e pensar em metodologias que se voltem aos fundamentos das disciplinas, que atendam ao processo de construção do conhecimento, promovendo assim a ascensão de um ensino de Química voltado à formação de estudantes críticos. / This dissertation main to investigate possibilities in apply computer simulation programs based on geometrical isomerism in the context of public school. A literature review and case study in public school was carried out to attend that target. Literature review had been focused on computer programs effects in teaching geometrical isomerism; we also made individual semi-structured interviews with three teachers at High school in Caxias do Sul city, Rio Grande do Sul state, to contrast the theoretical and empirical interlocutors. Based on these set of answer and on literature review we find a group of results: i) the school applies a low level of teaching technology; ii) there is a lot of bureaucracy to access chemistry and technology information labs; iii) teacher has workload; iv) teachers continuous learning is less than expected; v) time for chemistry class has been reduced over years; vi) there are students with low interest. Looking for this context, we classify this research as exploratory approach, where a qualitative technique called Textual Discoursive Analysis (DTA) was applied to understand the contests of interviews. Moreover, regarding computer programs literature results show these programs such as important tools to teach geometrical isomerism, because they improve an overview between Chemistry three levels (macroscopic, microscopic and symbolic) representation and it creates dual dimension molecules and convert them for tri-dimension molecules. We observe that digital native students are more skilled in computer simulation than others. Teachers interviewed declare do not use computer simulation because: they do not have time at class, knowledge limited about computer programs and how to apply it, few opportunities to continuous learning. Therefore, our study proposes a break on traditional chemistry teaching (where information technology is implemented) to changes in the pedagogical practices. It is necessary to overpass that model and to think in methodologies focused on course fundaments, which meet to knowledge build process, and allow a Chemistry teaching applied to educate critical students.