Qu’est-ce que la liberté de conscience ? Après avoir examiné deux grandes traditions théologiques issue de la Réforme, celle de Castellion au XVIe siècle puis celle de Bayle au XVIIe siècle, qui font chacune de la liberté de conscience le nom d’un nouveau rapport entre l’individu et Dieu questionnant l’importance de l’institution religieuse, la présente thèse considère l’apport politique de cette notion qui reparaît en France lors de la Révolution française pour souligner les enjeux religieux de l’avènement de la République. Le concept de liberté de conscience permet de dévoiler cette réflexion qui s’étend tout au long du XIXe siècle sur la nature des fondements moraux de la République, réputés universels et indépendants des religions particulières, que l’institution scolaire est chargée de diffuser. À partir de quatre moments clés de la construction de l’école républicaine française au XIXe siècle (le moment Guizot sous la monarchie de Juillet ; la Révolution de 1848 avec le plan Carnot et le Manuel républicain de Renouvier ; la pensée du républicain Edgar Quinet en exil sous le Second Empire ; l’apport de Ferdinand Buisson dans l’institutionnalisation de la laïcité sous la Troisième République), nous cherchons à mettre en évidence la proximité entre cette quête d’un universel moral, qui prendra le nom de « laïcité », et une réflexion théologique menée par plusieurs républicains autour de l’institutionnalisation d’une religion respectueuse de la liberté de conscience qui accompagnerait la construction de la République française. / What is freedom of conscience? After analyzing two great theological traditions coming from the Reformation, the ones of Castellion in the 16th century and Bayle in the 17th century, which both make freedom of conscience the name of a new relationship between the individual and God, questioning the importance of the religious institution; this thesis considers the political contribution of this concept which reappears in France during the French Revolution to emphasize religious issues coming from the advent of the Republic. The idea of freedom of conscience reveals a reflection process, spreading over the 19th century, about the nature of the Republic’s moral foundations, considered as universal and independent from any particular religion, which the academic institution has to transmit.

This dissertation analyzed Texas appellate court decisions relating to whether educators' actions were incident to or within the scope of duties and involved the exercise of judgment or discretion in cases involving defamation, motor vehicle exceptions, and excessive force in discipline exceptions. The questions addressed were: (1) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for defamation? (2) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for injury to students when plaintiffs have sued Texas educator under the motor vehicle exception to the educator immunity law? (3) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators under the excessive force in discipline exception to the educator immunity law? This dissertation utilized legal research as its methodology. Chapter 3 examines literature with regard to qualified immunity for Texas public school professional employees and discusses the limitations placed upon qualified immunity. Chapter 4 is a comprehensive study of the cases decided by Texas courts involving alleged defamation of students or others by teachers and school administrators. Chapter 5 is a comprehensive study of the cases decided by Texas courts involving the alleged negligent use of motor vehicles by professional public school employees. Chapter 6 is a comprehensive study of the cases decided by Texas courts involving the alleged use of excessive force in disciplining students. Chapter 7 discusses the findings of the analysis of cases as well as the implied limitations regarding qualified immunity of teachers and school administrators.

[pt] Ao longo das últimas três décadas, o Brasil viveu um processo de transformações sociais onde novas fronteiras foram estabelecidas entre Estado e sociedade civil. Nesse processo, um conjunto heterogêneo de entidades, organizações, associações, empresas e fundações criaram novas dinâmicas e rotinas no espaço da escola pública, assim como nas definições de políticas públicas para este setor. Este trabalho surge com uma questão central: seriam essas organizações da sociedade civil argonautas que heroicamente navegam contra a corrente neoliberal ou, ao contrário, seriam elas representantes de um pensamento de princípios liberais, que privatiza responsabilidades e minimiza o papel do Estado? Com essa questão em mente foi realizado um estudo de caso sobre as parcerias existentes na rede municipal de educação do Rio de Janeiro e uma análise de inspiração etnográfica sobre a participação de diferentes atores (ONGs, movimentos sociais e fundações empresariais) na I Conferência Nacional de Educação. Longe das generalizações que fazem das ONGs ora executoras de uma política neoliberal de contenção da pobreza, ora atores fundamentais de uma sociedade civil sempre virtuosa, os resultados desta pesquisa apontam para a necessidade de uma maior profundidade neste debate. Os dados coletados indicam a existência de um cenário complexo, com diferentes percepções de gestores públicos, sujeitos escolares, coordenadores de ONGs, de fundações empresariais e de sindicatos em relação ao termo parcerias público-privadas. Também aponta como essas organizações ocupam um espaço ambíguo no campo educativo: representam um espaço de resistência para profissionais que lutam pela educação pública de qualidade como um direito fundamental, ao mesmo tempo em que contribuem para a percepção de um Estado que é mais eficiente ao repassar suas responsabilidades para organizações privadas via prestação de serviço ou diretamente na compra de sistemas educativos. Além disso, o trabalho de campo também apresenta indícios de como a lógica de mercado está cada vez mais presente na gestão pública e no cotidiano da escola fundamental brasileira. / [en] Over the last three decades, Brazil has gone through a series of social transformations in which new frontiers have been established between the State and Civil Society. Part of these transformations encompasses a heterogeneous group of entities, organizations, associations, businesses, and business foundations that have all brought about new routines within public schools as well as new educational policies in general. The question inspiring this paper is: are these nongovernmental organizations Argonauts heroically navigating against the neoliberal tide or, on the contrary, do they represent liberal thought, privatizing responsibilities and minimizing the role of the State? With this question in mind, a study was held among non-governmental partners of Rio de Janeiro’s municipal educational system and an ethnographically based analysis carried out on how different actors in these groups participated (NGOs, civil movements and business foundations) in the First National Educational Conference. Far from generalizing NGOs as those responsible for neoliberal policies destined to control poverty or as fundamental players in an ever triumphant civil society, the research results suggest the need for a more in-depth debate on the subject. The data gathered indicates a complex scenario in which policy makers, schools, NGO directors, whether these represent business foundations or unions, all perceive privatepublic partnerships differently. These organizations play an ambiguous role in the educational field: representing a place where professionals who strive for quality education as a fundamental public right resist at the same time as they contribute towards the State being perceived as working better when it delegates responsibilities to private organizations, who, for their turn, act as providers or by selling their educational packages to schools. The field work also suggests how a market logic has made itself increasingly present in policy making as well as in the daily life of Brazilian primary schools.

The purposes of this study were to determine the career paths of women superintendents in the state of Texas and their school board members' perceptions of their levels of success. All women currently serving as superintendents of public schools in Texas, as well as all school board members of districts with women serving as superintendents were surveyed. The findings of this study indicate that the "typical" woman superintendent was hired from inside the district, with a master's degree. She was 48.3 years of age. Her first administrative position was the principalship and she moved directly from the principalship to the superintendency. The typical woman served in one district as superintendent. Her teaching and prior administrative experience was at the elementary level. Women superintendents perceived the position of teacher as the most beneficial experience prior to the superintendency. Women superintendents perceived leadership as the most important area of her professional development. School finance was the area perceived by women superintendents as needing to be more extensive in their professional development. Of the women superintendents who responded to this survey, 68.1 percent reported that they did not perceive discrimination in attaining the superintendency. Of the school board members who responded to this survey, 56.2 percent rated their women superintendents as excellent, 2 6 percent rated women superintendents as good, 12.5 percent rated women superintendents as average, 4.1 percent rated women superintendents as below average and 1 percent rated women superintendents as poor. Most school board members either strongly agreed or agreed with statements that women superintendents are capable in areas of school finance, school law, personnel, public relations, bonds and building programs and leadership. Women school board members rated women superintendents slightly higher, on the average, than male school board members.

Orientador: Dagmar Aparecida Cynthia França Hunger / Resumo: Nas aulas de Educação Física Escolar observamos constantemente conflitos entre os alunos, como: falta de respeito, bullying, falta de empatia, agressões físicas e verbais, intolerância e outros problemas relacionados a comportamentos inadequados ao ambiente escolar. A evidente preocupação de familiares, professores e membros da equipe escolar com questões relacionadas a problemas de sociabilidade faz com que busquemos formas diferenciadas de trabalho, levando em conta não apenas o aprendizado físico e cognitivo, mas também o aspecto social e emocional. Neste sentido, procurando conhecer diferentes métodos de trabalho com valores morais, entrevistamos professores de Educação Física de Escolas Públicas e de Escolas Waldorf de duas cidades do interior do Estado de São Paulo. Dessa forma, na presente pesquisa objetivamos: Analisar a formação moral do aluno, no âmbito da Educação Física Escolar, na Rede Pública Municipal de duas cidades do interior do Estado de São Paulo e das Escolas Waldorf, conforme a percepção de professores de Educação Física, a) evidenciar como se processa a formação moral dos alunos nas aulas de Educação Física Escolar na Rede Pública Municipal e em Escolas Waldorf, b) constatar os desafios e/ou enfrentamentos na formação moral dos alunos; e c) evidenciar práticas pedagógicas que se diferenciam quanto à formação de valores morais. Trata-se de uma pesquisa qualitativa e para coleta de dados utilizou-se como instrumento de pesquisa a entrevista semiestruturad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In Physical Education classes, we may have conflicts among students, such as lack of respect, bullying, lack of empathy, physical and verbal aggression, intolerance and, other problems related to inappropriate behavior in this environment. The family and school staff's concern about these issues makes us look for different ways to work, not only cognitive learning but also the social and emotional aspect. Regarding this and trying to get to know different approaches to work with moral values, we interviewed Physical Education teachers from Public and Waldorf schools from two cities in the countryside of São Paulo. That way, in this research we aim to analyze the moral development of students according to the Physical Education teachers' understanding in these contexts, regarding a) show how students learn moral values in Physical Education classes in the public system and Waldorf school; b) ascertain the challenges and/or confrontations in the students' moral formation and; c) ascertain pedagogical practices that differ in the formation of moral values. It is qualitative research and for data collection, and it was used a semi-structured interview as a research instrument. The data was analyzed concerning the literature review and according to the content analysis. We found in the scope of the research that Physical Education teachers try to work students' moral development, but there may be some factors to contribute to greater outcomes; such as the teacher's connection to t... (Complete abstract click electronic access below) / Mestre

This research set out to explore the financial management by SGBs in public primary schools. The challenges as they were experienced by SGBs were identified. This study revealed that some public schools SGBs are dysfunctional with regard to the management of finances. The understanding of roles and responsibilities pertaining to the management of finances is insufficient. SGBs are still battling to understand the roles especially of the chairperson, treasurer and the secretary. There is a lack of monitoring and understanding of roles. Understanding of the financial legislative framework is still a challenge to rural public schools. Knowledge and interpretation of the other policies and regulations, Acts and prescripts is a major concern. There are transgressions of, and non-compliance with the financial legislative framework. The study further found that the SGBs’ perceptions, experience, feelings and thoughts with regard to management of finances are such that their lack of knowledge and skills in finance due to inadequate training makes them feel uncertain and unsure of their competence to manage finances. The quality of the training that they have received does not adequately empower them to manage finance successfully as it is offered by incompetent people. The contents of the prescripts, circulars, manuals and Acts are not clear at all to them. The English language used in the documents makes it especially difficult for SGB members, especially the parent component, to grasp what is needed. In some of the schools investigated, budgeting processes are done unilaterally by the principals who dominate every sphere of governance and relevant stakeholders are not involved. The PED should bear in mind that an investment in SGB training is an investment in their empowerment and decentralization of finances to public schools. If well trained SGBs could render a better service in managing public finances. A procurement management system should be developed, monitored and evaluated from the circuit level. Schools must be encouraged to create procurement clusters or budget clubs. Lengthening the time in office for the SGB from three to four or even five years will add value for money in the form of human investment. The issue of continuity must be ensured after each and every election or four years of re-election, especially in the portfolio of treasurers. This will enable governors to develop their experience over a longer period. During this time there should be continuous training as stipulated in section 19 of SASA. The PED should consider incentive programmes or honoraria for SGB members as a sign of acknowledgement, based on performance, to improve the quality of their effectiveness and efficiency in the management of school finances. The department must develop a financial assessment programme and remediation initiatives to decisively respond to schools that are dysfunctional in terms of financial management. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Homeschool delivery to students is on the rise, particularly in regards to the education of students with disabilities. At this time, there is a lack of research on homeschooled students with disabilities. The purpose of this phenomenological study was to explore how parents choose a model of education for their children with disabilities. A purposeful sample of 3 distinct groups comprising 13 parents of children with disabilities was assembled: (a) parents who are homeschooling their child with a disability, (b) parents who have decided to enroll their child in the public school system after previously homeschooling, and (c) parents who may have or never have considered homeschooling their child but instead chose to have their child attend a public school. Open and selective coding techniques were used to identify significant themes in the participants' responses. The results of the interviewed participants revealed themes of Needs, Flexibility, Child's Request, and Bullying. These themes, especially parents stating that their child's needs are met, were a significant reoccurring reason parents reported choosing the educational setting they did. Findings also included that overall satisfaction of parents of students with disabilities was higher among parents who had homeschooled than among parents with children in public school. Finally, topics of participation and communication between public schools and parents were explored in order to examine the possible influences of parent choice. Implications for social change include compromises from both schools and parents and a suggestion of a possible hybrid option for some students with disabilities.

The Fresh Fruits and Vegetables Program is a federally funded program intended to increase public school students' fruit and vegetable consumption. The purpose of this mixed-method study was to evaluate the implementation of this program at a rural southwestern Title 1 elementary school to determine teacher perceptions of the program and whether the program met federal goals. Social ecological model and social cognitive theory grounded the investigation. The mixed method design included semi-structured interviews with 11 teachers accompanied by an anonymous web-based open response questionnaire and document reviews. Descriptive statistics were reported for Likert scale survey items and invoice documents to determine amount and variety of fruits and vegetables dispersed during the program. Interview data were open coded and analyzed for emergent themes. Teachers reported that the program initially provided a variety of produce, appropriate portions, and curriculum resources, which made the program a success. However, participants also noted that in the second and third years of implementation, their support for the program diminished due to declining quality, variety, and amounts of fruits and vegetables that negatively affected the achievement of program goals. Archival invoices supported these findings with decreased numbers of fruits and vegetables ordered in subsequent years. The findings were incorporated into an evaluation report for the local site. Implications for positive social change include providing the local administration with research-based findings on teachers' perceptions of the program, goal outcomes, and recommendations related to implementation at the local site.

[pt] Esta pesquisa parte da ideia de que a qualidade da educação escolar é um processo social, e que existem esforços de atendimento de parte da diversidade de concepções sobre a escolarização presente na sociedade, principalmente, das demandas das classes mais abastadas. Como seria a construção de um projeto pedagógico voltado para as especificidades das classes populares das periferias metropolitanas? Nesta tese, realizou-se uma etnografia em uma escola pública da periferia do município de Duque de Caxias considerada democrática e de qualidade por diversos atores sociais e da comunidade escolar com os objetivos de apreender: 1. quais são os sentidos que estes atores empregam para definir a escola assim; 2. quais as associações entre esses sentidos e as relações sociais e práticas pedagógicas desenvolvidas na escola; e 3. quais são os constrangimentos impostos pelo sistema de ensino ao projeto. Esta etnografia se baseou em intenso trabalho de campo ao longo de 19 meses, com mais de 600 horas de observação, da qual se produziu cerca de 500 páginas de anotações e mais de 70 horas de gravações de entrevistas, reuniões entre os profissionais da escola, com responsáveis, alunos, acadêmicos, com gestores da SME e de eventos nos quais a escola esteve convidada em universidades. Esta escola vem se propondo a construir uma forma de coordenação e organização do trabalho escolar orientada à compreensão de diferenças entre culturas da escola e das famílias, associadas às questões de classe e ao isolamento decorrente da segregação territoriais, bem como à valorização das diferentes trajetórias individuais dos alunos. Neste sentido, procuram construir uma escola para a periferia, que trabalharia levando em consideração contextos e diferenças para reduzir/reverter os processos de produção das desigualdades que constituem a experiência na Escola. Para os atores escolares, as análises da qualidade do ensino não podem se restringir ao desempenho dos alunos, às relações de ensino-aprendizagem em sala, nem mesmo à esfera do estabelecimento. Pois, a oferta de uma educação pública de qualidade ali é interdependente e associada às regulações e ordenamentos desenvolvidos nas interações com a estrutura física da escola, entre redes públicas e privadas, entre os estabelecimentos, com os territórios, com as políticas da rede de ensino, com a política local, com a inserção da Escola Pública na sociedade e com as políticas educacionais a ela endereçadas. Em suas ações, os atores escolares manipulam e reconstituem identidades pessoais e profissionais, redefinem princípios éticos e de justiça escolar, reorganizam modos de interação entre si e com o conhecimento, flexibilizam hierarquias do estabelecimento e da rede municipal de ensino. Estes processos e mobilizações estão vinculados a uma interpretação e adoção singular do princípio do direito à educação pública de qualidade. / [en] This research conceives the definition of educational quality as a social process, with only a few aspects of the diversity of conceptions of schooling present in society being met, and usually limited to upper and middle class demands. What would the construction of an educational project catering to the particular demands of the lower classes look like? This ethnography studies a public school in the poor suburbs of Duque de Caxias, in the state of Rio de Janeiro, which is considered by distinct social actors to be a democratic and quality one. The research goals seek to understand: what are the meanings that these actors use to define the school as quality and democratic; how do these meanings affect social relations and educational practices at the school; and what are the constraints imposed on the school by the educational system. The ethnography was based on intensive fieldwork over a period of 19 months, with more than 600 hours of observations, from which was produced 500 pages of field notes and more than 70 hours of recordings of interviews, meetings with teachers, parents, pupils, researchers, schoolboard administrative staff and events at universities. The educational project of the school proposes a specific form for the coordination and organization of schoolwork, oriented to the understanding of differences between school and lower class family cultures, the effects of urban segregation, and individual pupil trajectories. In this sense, school actors seek the construction of a school for the poor periphery, which works towards reducing or reverting the production of the inequalities that constitute the school experience. For actors at the school, analysis of educational quality must not be limited to the performance of students, teaching- learning relations in the classroom, nor to the environment of the establishment. As such, the offer of quality public school education is interdependent and associated with the regulations and social orders developed in interactions with the physical structure of the school, between the private and public school systems and inter-organizational relations, with the territories, with the educational system and the politics of the teaching network and area, with the position of the public school in society, and with educational policies. In their actions, school actors manipulate and rebuild personal and professional identities, redefine ethical principles and school justice, reorganize forms of interaction between actors, and between themselves and knowledge, and make school and local education system hierarchies flexible. These processes and mobilizations are all linked to the singular enactment of the right to quality public education.

The aim of the diploma thesis is to compare public and private high school system with respect to selected data. Firstly, conceptions of quality in education, the inspection of the quality based on the Czech School Inspectorate (ČŠI), international tests or the quality school criteria given by the ČŠI will be characterized in the theoretical part. The high school system in Czechia with respect to the establisher, the historical development, the offer of disciplines, the relationship with the Ministry of Education, Youth and Sports (MŠMT) and financing will be described. It will be characterized the private school system at an international level to compare studies comparing public and private schools. The chapter about equal educational opportunities in conditions of Czech schools will be added too. Educational conditions and results in the selected period (2017-2019) will be analyzed in the analytical part. For the purposes of the analysis, the quality school criteria will be used. The data of the Center for Finding Results in Education (CZVV) will be analyzed too with respect to results of the school-leaving exam and shares of failed students from all high schools and then separately from grammar schools and vocational schools. It will be processed the data from MŠMT in a similar way where...