Submitted by admin tede (tede@pucgoias.edu.br) on 2017-02-23T12:33:02Z No. of bitstreams: 1 NARA RÚBIA MAIA FRANÇA.pdf: 1165754 bytes, checksum: a2ecdd49fce556b8c3319cb7e589221c (MD5) / Made available in DSpace on 2017-02-23T12:33:02Z (GMT). No. of bitstreams: 1 NARA RÚBIA MAIA FRANÇA.pdf: 1165754 bytes, checksum: a2ecdd49fce556b8c3319cb7e589221c (MD5) Previous issue date: 2016-11-18 / This research is a result of the study doctoral thesis Lydia Godoy Milano, under the educational policies, evaluation and performance: Municipal Web Goiânia Education. This thesis was presented in 2012, the Graduate Program in Education at the Catholic University of Goiás - PUC-GO. In this sense, the objective of our work was to return to schools surveyed by that thesis to understand why one of the schools, ―White Municipal School‖, had reached one of the worst grades in Brazil IDEB test, despite having both physical structures as pedagogical considered appropriate for a good education; at the same time, however, to understand the reason (s) of another school, ―Yellow Municipal School‖, having obtained one of the best ratings in the same evaluation process, though having physical characteristics and poor teaching. So we try to verify the reasons for this paradox, between physical and educational structures and verify that the last evaluation both have achieved or not the targets set by the assessments of IDEB. Our study concluded that social relations that occur in any environment, either within the classroom or other indoor environment of schools are built and rebuilt on a daily basis. On the face of it, these social interactions enable, in socio-historical perspective, think of a human being in constant construction and transformation, as well as understand that these relationships can influence the academic performance of their students. This is what was observed in this research, including from a significant change in IDEB of both schools. / Este trabalho de pesquisa é um estudo decorrente da tese de doutoramento de Lydia Godoy Milano, sob o título Políticas educacionais, avaliação e desempenho: a Rede Municipal de Educação de Goiânia. Essa tese foi defendida no ano de 2012, no Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Goiás – PUC-GO. Nesse sentido, o objetivo do nosso trabalho foi a de retornar às escolas pesquisadas pela referida tese para entender por que uma das escolas, a Escola Municipal Branca, havia alcançado uma das piores notas na prova Brasil do IDEB, apesar de possuir estruturas tanto físicas quanto pedagógicas consideradas apropriadas para uma boa educação; ao mesmo tempo, entretanto, compreender o(s) motivo(s) de a outra escola, a Escola Municipal Amarela, ter obtido uma das melhores classificações no mesmo processo avaliativo, embora apresentasse características físicas e pedagógicas precárias. Assim, buscamos verificar as razões desse paradoxo, entre estruturas físicas e pedagógicas, bem como verificar se na última avaliação ambas conseguiram atingir ou não as metas estipuladas pelas avaliações do IDEB. Nosso trabalho concluiu que as relações sociais que ocorrem em qualquer ambiente, seja no interior da sala de aula ou em outro ambiente do interior das escolas, são construídas e reconstruídas no dia a dia. Em face disso, essas interações sociais permitem, na perspectiva sócio-histórica, pensar um ser humano em constante construção e transformação, bem como compreender que tais relações podem influenciar no desempenho escolar de seus alunos. Foi o que se observou nesta pesquisa, inclusive a partir de uma alteração significativa no IDEB de ambas as escolas.

Esta pesquisa buscou investigar as implicações da progressão continuada e do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) na avaliação escolar. Procurou-se identificar e analisar eventuais alterações ocorridas na avaliação, induzidas pela implantação dessas medidas. Para tanto, realizou-se investigação de natureza qualitativa, procedendo ao levantamento e análise de pesquisas acadêmicas acerca de ambos os temas, aplicação de questionários e realização de entrevistas com professores coordenadores de escolas de uma Diretoria Regional de Ensino da rede estadual paulista. Concluiu-se que tanto a progressão continuada como o SARESP estão refletindo na avaliação escolar. Identificou-se que a progressão continuada tende a influenciar mais o discurso do que as práticas avaliativas e enfrenta maior resistência do professorado. O SARESP tem assumido, gradualmente, o papel de orientador de práticas escolares, sendo utilizado no planejamento e replanejamento das escolas. Tem repercutido nas práticas avaliativas, induzindo ao fortalecimento de uma concepção de verificação escolar, em detrimento da avaliação formativa, potencializada pela progressão continuada. O dilema causado pela convivência dessas medidas evidencia um confronto entre a lógica da avaliação formativa com práticas tradicionalmente desenvolvidas nas escolas, que tendem a restringir a avaliação à medida de resultados, com fim classificatório. O SARESP, ao servir como referência para organização das práticas escolares e avaliativas, potencializa a tensão entre a avaliação tradicional e a avaliação formativa. Devido à importância que tem adquirido na política educacional, evidenciou-se a tendência em tornar-se, gradativamente, indutor do trabalho escolar. / This research has served the purpose to investigate the implications of continuous progress and Student Performance Appraisal System in the State of São Paulo (SARESP) on school evaluation. We have identified and analyzed alterations on the evaluations which were induced by the implementation of these procedures. Therefore, we proceeded to investigate the qualitative nature of these implications by analyzing data from academic research around both topics; we also applied some questionnaires and interviews with coordinators from schools of a Regional Directory in the local public school system. We have come to the conclusion that both the continuous progress and SARESP affect school evaluation. The continuous progress has a tendency to affect rather the discourses than the evaluative practices and teachers are much more resistant to it. SARESP has gradually taken up the role of a practice guide and it is used for school planning. We can see its effect on evaluative practices invigorating some conception of school assessment to the loss of formative evaluation which has been maximized by continuous progress. The dilemma that has arisen from these two procedures sheds some light on the confrontation between the logic of formative evaluation and traditionally-developed practices at schools which tend to narrow evaluations to mere results in order to achieve classification. SARESP, when it serves as a guide to the organization of school and evaluative practices, maximize the tension between traditional and formative evaluations. Due to its relevance in the educational politics, it is evident that it will gradually become an organizer for school practices.

Thesis (M. Dev.) -- University of Limpopo, 2018. / School Improvement Plan is introduced to improve learner performance in South Africa. This plan is integrated within the whole School Evaluation so as to enhance the quality of education in the country. Malegale Circuit of Education in Limpopo Province is central to the investigation. In terms of the Whole School Evaluation (WSE) schools are required to annually develop and implement a School Improvement Plan (SIP). As part of a SIP, a school should plan to monitor and examines at regular intervals, whether its practices and learner achievement are undergoing changes.SIP maps out the actions needed to bring about improvement. It is compiled annually after School Self-Evaluation (SSE). The focus areas used by school management teams to draw their School Improvement Plan (SIP) are: basic functionality of the school; leadership, management and communication; governance and relationships; quality of teaching and educators development; curriculum provision and resources; learner achievement; school safety, security and discipline; school infrastructure; and parents and community. It outlines the school’s strategies for improvement and sets clear targets of action. All the schools are obliged to draw their School Improvement Plan (SIP) in the curriculum of every subject. The programme helps in assisting towards improving performance in terms of quality of teaching and learning, educator development, curriculum provision and resources, learner achievement and school infrastructure. The study provides insight into the research design, qualitative case study which includes Semi-structured interviews, Document review, Field notes and Observation and quantitative in the form of questionnaires research paradigms, purposeful sampling, site selection, the participants, and data analysis. The members of the school management teams should be encouraged to implement School Improvement Plan in an effective and professional manner. The members of the school management team should be encouraged to appoint qualified physical science teachers to enhance the impact of whole school evaluation on school improvement plan. Government officials should be encouraged to monitor and evaluate the implementation of the whole school evaluation and school improvement plan, so as to enhance the teaching of Physical Science.

Thesis (PhD.(Education)) --University of Limpopo, 2010 / The purpose of this study was to critique the level of influence the Whole School Evaluation (WSE) policy framework had on the quality of teaching and learning in the Limpopo Province schools. Limpopo Province comprises of five districts with different learner performance levels. At the time when this study was conducted Sekhukhune District had the worst learner performance results followed by Mopani. Up to the early 1990s schools in South Africa became sites of struggle against Apartheid, as most citizens rejected a system of government that was characterized by inequality (Seedat, 2004:190). As a result (Herselman & Hay, 2002: 239), many schools in South Africa, including those in Limpopo Province were destroyed morally and physically to the level of becoming less productive and some totally dysfunctional. The WSE policy is a mechanism that was developed to address the above problem. In addition, among others, the WSE policy was aimed at the development of a collaborative approach that would enable a school (individually or as a cluster) to deliver, quality services to the community , including the improvement of circumstances in schools that could create conditions for the facilitation of quality education within a particular given school period. All schools in Limpopo Province were made aware of the WSE policy framework and how it was implemented. As early as 2003 the Quality Assurance Directorate ensured that all schools had the relevant material and policy documents for implementing WSE. Circuit Managers, School Principals and three educators per school were subjected to an intensive training programme on how WSE policy framework is implemented. The empirical research was done through the observation of educators and learners within their schooling environment, perusal of primary and secondary documents and interviewing of the policy implementing agents, i.e. the Principals, Educators and Circuit Managers. The study: • Indicated that there is a serious problem to implement WSE policy in schools; • Exposed school managers, SMTs and educators` incompetence to comply with the prescription of the policy; • Revealed the inhibitors of the effective implementation of WSE process; • Aroused the awareness to the researcher of the operational discord that was experienced by the schools that had a problem in complying with the WSE policy requirements. • Some schools were reluctant to comply with the prescripts of the policy. • Schools had their School Improvement Plans (SIPs), School Development Plans (SDPs) and Academic Performance Improvement Plans (APIPs) but their day-to-day operations in no way showed compliance to what was put on the improvement document as their operational guide. Furthermore, the study clearly argue that quality education can only exist in situations where school communities and education officials are equally striving at reconciling the complex and dynamic relationships that exist between the learner, the centre of learning or school, the broader education system and the social, political and economic context of which they are part. The study developed, on completion, a full programme that can clearly show elements in our education system the negatively impacts on the desired progress, based on the findings in the Limpopo Province. In conclusion, the study revealed challenges that impacted negatively on the implementation of the WSE policy framework in the Limpopo Province Schools. As a way forward strategies were suggested that if complied with the WSE policy framework could be successfully implemented and quality teaching and learning enhanced.

This dissertation presents the results of a study to assess the impact of a stress management, a self-development, and a relaxation technique on the quality of school life and attendance of 448 Year 5 and 6 students in 16 classes at 4 Lower Hunter Valley primary schools in New South Wales, Australia, in 2000. The importance of contextualising student quality of school life as a key indicator of school effectiveness and measure of school improvement is also argued. The Quality of School Life questionnaire (Ainley & Bourke, 1992) scales were used pre- and post- intervention as indicators of student perception of aspects of their school life including stressful and satisfying elements. Various student, teacher, and class contextual variables were also investigated. Overall, the interventions implemented in this study appeared to have had some small impact on student quality of school life, student absence, teacher stress, teacher satisfaction, and teacher absence. Of particular interest are the apparent differential effects of some of the interventions for: teachers and students, classes, schools, and, at least in part, the effectiveness of the implementation of the interventions. Possible explanations of these differences are discussed while implications including the apparent importance of positive peer relationships and an exciting and enjoyable curriculum in ensuring students have a high quality of school life are described. In the broader context of school effectiveness and school improvement, it is hoped that further investigation will be undertaken of the intervention strategies explored and refined in this study, and perhaps other strategies intended to enhance student quality of school life. In particular, interventions are needed that facilitate the establishment of classroom environments where students and teachers want to be, where educational outcomes are enhanced, and students are led to a broader life experience. / PhD Doctorate

The University of Texas Elementary School (UTES) is a charter school operated by The University of Texas at Austin that practices innovative research-based teaching methods. The school is in need of a system to track the educational achievements of its alumni and compare them to peers to determine the effects of attending UTES. This report provides an overview of existing studies on school effects and research design methods, offers advice and insight from other charter school administrators who have alumni-tracking experience, recommends data to collect, and outlines a plan of action including the necessary steps to gather such information. / text

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 128-139). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 128-139). Also available on the Internet.

BITTENCOURT, Eugênio Pacelli Leal. Práxis pedagógica unitária: do conto musical “Pedro e o lobo” à avaliação reflexiva. 2005. 998f. - Tese (Doutorado) - Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2005. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-10-07T17:09:26Z No. of bitstreams: 1 2005_tese _eplbittencourt.pdf: 6604803 bytes, checksum: a7705a927053b994f0a4ac4a7156cf48 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-10-11T13:07:52Z (GMT) No. of bitstreams: 1 2005_tese _eplbittencourt.pdf: 6604803 bytes, checksum: a7705a927053b994f0a4ac4a7156cf48 (MD5) / Made available in DSpace on 2016-10-11T13:07:52Z (GMT). No. of bitstreams: 1 2005_tese _eplbittencourt.pdf: 6604803 bytes, checksum: a7705a927053b994f0a4ac4a7156cf48 (MD5) Previous issue date: 2005 / The thesis Pedagogical praxis unitary: from musical tale "Peter and the wolf" to reflective evaluation resulted the project Pedro and the Wolf: from reflective evaluation to resignification the pedagogical practice, executed to change the practices of classroom space. The school evaluation is a fascinating topic, but theorizing, research, criticism, seem to have a little contributed to overcome the pedagogy exam which propagates in educational institutions. Many factors contribute to the process does not suffer the wanted revolution. This work supports the otherness of the whole school practice, at the same time. As an epistemological snnipet, begins the criticism of the fragmented logic processes and subjugated condition of the students to the teacher to the unitary model proposition, with practice in real space and time. The model includes tracks, suggestions and promises of public and academic works, about what should be done to change practices. Fundamental was the concept of reflective teacher, that the researcher incarnated as methodological approach. It was created a proper way to study, reflective research development, whose contributions were the design of the reflective practitioner, phenomenology, critical theory and social interactionism. The main technique was the pedagogical intervention; the main protocol, the field diary; the goal, the (re) creation of routines, processes, strategies and teaching tools. We sought to the analisys – the double meaning of the term: decomposition (to tell the experience) and interpretation – the (re)totalization proposal planning, teaching-learning and assessment, in which the student was subjected. The context was the Integrated Educational Center, basic education school of the Federal University of Pará, in which the researcher worked as a teacher of sciences, in a 5th grade class. The construction of the data extended from December 2000 to September 2002. In the pre-intervention during the last two months of 2000, the researcher observed the routine of 4th grade class that the following year would work. At the end, he interviewed 50% of teachers and class. In the intervention phase, in addition to the pedagogical action, other techniques and instruments were: photography; the logbook; the portfolio. It lasted throughout the school year 2001, with the right to strike a hundred days "on the way". After interviews were carried out with a third of the students, six women teachers and one men teacher of the class, to set common points and differentiated between experiences. The research had two horizons. The first, which focused on the reinterpretation of the planning of education (co-operative), the teaching-learning and evaluation (reflective), was reached. It was reinvention time, with the dismantling of the old ways and the construction of the new . The second, which focused on the development of processes, techniques , tools and forms of analysis to enjoy reflectively the quality of teaching and student actions at the level of self and peer assessment, has been achieved in part. A school year was not enough to carry the precept that review is to compare (up what had been developing target). The gap was thus interpreted: the (re)totalization processes, in reframing the evaluative act, in the exercise of the condition of the subject by the learner, time for reflective teaching and learning is the training cycles, instead the serialize regimen. The study confirmed the thesis defended. In interviews, most of the students of the 5th grade did not remember as was evaluated in Science. Who remembered, made reticent way, with quotes from other experiences than those experienced in Praxis Unitary. As for teaching activities and teacher-student relationship, privileged aspects in the modified logic, the memories were rich in detail. No memories and recollections confirm the value of the emphasis on teaching and learning, rather than the verification of what is taught, in cracking what is "tradition" in schools. Other conclusions: the unitary model favors interdisciplinarity between school subjects and the very nature of science; planning of education (with the student body) and evaluation (with all evaluating all) lose their original character and terminal that they have and are converted into shares and educational operations, with a tendency to internalize as ways of thinking. The research concludes that the "secret" to overcome the problems of fragmented logic of process, is, philosophically, in changing conception of science and, pragmatically, the otherness of the relationship between learners and teachers. / A tese Práxis Pedagógica Unitária: do conto musical “Pedro e o lobo” à avaliação reflexiva resultou do projeto Pedro e o lobo: da avaliação reflexiva à ressignificação da prática pedagógica, executado para alterar as práticas no espaço da sala de aula. A avaliação escolar é um tema fascinante, mas teorização, pesquisas, críticas, parecem ter contribuído pouco para superar a pedagogia do exame que grassa nas instituições de ensino. Muitos fatores contribuem para que o processo não sofra a revolução reclamada. Este trabalho defende a alteridade da prática escolar inteira, ao mesmo tempo. Como recorte epistemológico, partiu-se da crítica à lógica fragmentada dos processos e condição de assujeitado do alunado ao professor à proposição do modelo unitário, com práxis em espaço e tempo reais. O modelo engloba pistas, sugestões e promessas de obras públicas e acadêmicas, acerca do que deve ser feito para mudar as práticas. Fundamental foi o conceito de professor reflexivo, que o pesquisador encarnou como postura metodológica. Ao estudo, foi criado um caminho próprio, a pesquisa reflexiva de desenvolvimento, cujos aportes foram a concepção do profissional reflexivo, a fenomenologia, a teoria crítica e o sociointeracionismo. A principal técnica foi a intervenção pedagógica; o principal protocolo, o diário de campo; a meta, a (re)criação de rotinas, processos, estratégias e instrumentos pedagógicos. Objetivou-se a análise – do duplo sentido desse termo: decomposição (para contar a vivência) e interpretação – da proposta de retotalização do planejamento, ensino-aprendizagem e avaliação, na qual o alunado foi sujeito. O contexto foi o Núcleo Pedagógico Integrado, escola de educação básica da Universidade Federal do Pará, na qual o pesquisador atuou como professor de Ciências, numa classe de 5ª série. A construção dos dados se estendeu de dezembro de 2000 a setembro de 2002. Na pré-intervenção, durante o último bimestre de 2000, o pesquisador observou a rotina da turma de 4ª série que, no ano seguinte, iria trabalhar. Ao final, entrevistou 50% das professoras e da classe. Na fase de intervenção, além da ação pedagógica, outras técnicas e instrumentos foram: a fotografia; o diário de bordo; o portfólio. Durou todo o ano letivo de 2001, com direito a greve de cem dias “no meio do caminho”. Após, foram efetuadas entrevistas com um terço do alunado, seis professoras e um professor da turma, para fixar pontos comuns e diferenciados entre as experiências. A pesquisa teve dois horizontes. O primeiro, que focou a ressignificação do planejamento do ensino (co-operativo), do ensino-aprendizagem e da avaliação (reflexiva), foi atingido. Foi o tempo de reinvenção, com o desmonte dos velhos caminhos e a construção do novo. O segundo, que focou o desenvolvimento de processos, técnicas, instrumentos e formas de análise para se apreciar de forma reflexiva a qualidade das ações docente e discente, em nível de auto e hetero-avaliação, foi alcançado em parte. Um ano letivo não foi suficiente para levar adiante o preceito de que avaliar é comparar (até o que havia sido alvo de desenvolvimento). A lacuna foi assim interpretada: na retotalização dos processos, na ressignificação do ato avaliativo, no exercício da condição de sujeito pelo aprendente, o tempo para o ensino-aprendizagem reflexivo é o dos ciclos de formação, em vez do regime seriado. O estudo confirmou a tese defendida. Nas entrevistas, a maioria do alunado da 5ª série não lembrava como fora avaliado em Ciências. Quem lembrou, fez de forma reticente, com citações de outras experiências, que não aquelas vivenciadas na Práxis Unitária. Quanto às atividades de ensino e relação professor-aluno, aspectos privilegiados na lógica alterada, as lembranças foram ricas em detalhes. Não-lembranças e lembranças confirmam o valor da ênfase no ensino-aprendizagem, em vez de na verificação do que é ensinado, no trincamento do que é “tradição” nas escolas. Outras conclusões: o modelo unitário favorece a interdisciplinaridade entres as disciplinas escolares e as próprias ciências da natureza; o planejamento do ensino (com o alunado) e a avaliação (com todos avaliando todos) perdem o caráter inicial e terminal que têm e convertem-se em ações e operações de ensino, com tendência de internalizarem-se como formas de pensamento. A pesquisa conclui que o “segredo” para superar os problemas da lógica fragmentada dos processos, está, filosoficamente, na mudança de concepção de ciência e, pragmaticamente, na alteridade das relações entre aprendentes e ensinantes.

This thesis deals with a topic of evaluation of pupils in the elementary schools. The theoretical part is focused on the characteristics of basic concepts of evaluation namely its functions, types, forms, values and current problems. It also describes evaluated activities in the school subjects Czech and English language and the ways of evaluation of these activities. For explorational probe of practical part of thesis was used a method of controlled conversations that explored different ways and forms of evaluation that are used by particular teachers of Czech and English language in the elementary schools. The goal of practical part was to explore the attitudes to evaluation of pupils in the elementary schools in the subjects of Czech and English language.