Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-04-18T16:03:16Z No. of bitstreams: 1 Albertina Gioconda de Moraes Marques_.pdf: 1363656 bytes, checksum: 14bf086c9f9fd5eef2d1ad4c0850cb29 (MD5) / Made available in DSpace on 2017-04-18T16:03:16Z (GMT). No. of bitstreams: 1 Albertina Gioconda de Moraes Marques_.pdf: 1363656 bytes, checksum: 14bf086c9f9fd5eef2d1ad4c0850cb29 (MD5) Previous issue date: 2017-01-02 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esse trabalho explora como temática a questão do impedimento às reconduções sucessivas ao mandato de diretor de escola na rede estadual do Rio Grande do Sul. A rede educacional com dados do ano de 2015 contava com mais de 2.500 estabelecimentos de ensino existindo assim um impacto considerável sobre a eleição de diretores e a forma de alternância de poder no cargo. Buscamos compreender como foram construídos os movimentos pré-decisórios na modificação legislativa da gestão democrática no ano de 2012, tratando da recondução ao cargo de diretor. O referencial teórico metodológico é a construção da agenda pública que serviu como sustentação para a pesquisa. Essa investigação, em caráter qualitativo, contou com dados coletados em documentos e complementados por entrevistas, que foram submetidos a análise documental. Analisamos em caráter de contextualização todas as modificações da legislação desde 1995 referentes a possibilidade de recondução aos cargos de diretor. Identificamos dois atores visíveis, que atuaram no processo de modificação, sendo eles a Assembleia Legislativa do Estado e a Secretaria de Educação. Como invisíveis, tivemos os grupos de diretores contrários à mudança e o Centro de Professores do Estado do Rio Grande do Sul, o CPERS/Sindicato. Os dados demonstraram que os movimentos foram construídos com pouca participação, majoritariamente dentro da Secretaria de Educação a qual articulou com a assembleia legislativa a aprovação do projeto. Evidenciou-se que as que as escolas sinalizaram esse problema para o sindicato, contudo a participação dessa entidade não pode ser comprovada. A questão da alternância de poder nos cargos de direção denota-se como um mecanismo de experenciar democracia possivelmente evitando a utilização clientelística e patrimonialista da escola pública, além de conscientizar as comunidades escolares e a mantenedora para com o compromisso de formação de lideranças e de luta pela melhora da qualidade educacional. / The thematic which this work explores is the impediment to the successive reinstatement of the mandate of school´s principals in the state of Rio Grande do Sul. The educational state network in the year of 2015, had more than 2.500 educational establishments. Therefore, there is considerable impact on the election of principals and in the form of power rotation in this positions. Our goal is to understand how the pre decision-making movements were build concerning the change in the legislation of the democratic management in the year of 2012 related to the reinstatement of the principals position. The methodological and theoretical reference used is public agenda building which support this research. This study, in a qualitative manner, has count on data collected and complemented by interviews, which were submitted to documentary analysis. We analyze in a basis of contextualization every alteration made in the legislation since 1995 which refers the possibility of reinstatement in the principals post. We have identified as visible actors in the process of legislation alteration, the Assembleia Legislativa of the State of Rio Grande do Sul and the Education Secretary of State. As invisible actors, we had the Cpers Union and principals ´s group which were contrary about the alteration. The data show that the movements were built with little participation, mainly inside the Education State Secretary which articulated within the Assembleia Legislativa prior to the project approval. It is signalized that the schools told the union about this problem, however the union participation cannot be verified. The matter of rotation of power in the principals position denote itself as an engine of democracy experience possibly avoid the cronyism used in public schools, in addition, to aware school´s community and the Education Secretary of State in the commitment of building new leaderships and for seek a better quality for our education.

Made available in DSpace on 2016-06-02T19:38:53Z (GMT). No. of bitstreams: 1 1717.pdf: 1432579 bytes, checksum: 9b7d328f9cfd9adf4690e8156a0cdd78 (MD5) Previous issue date: 2008-01-10 / This dissertation searched to analyze be the selection of a school principal a supervisor that was implemented after the fundamental teaching municipalization in the 90 s. Therefore, it was taken as empiric base the developed actions in a city from São Paulo state from 1999 to 2006. To emphasize the progressive alternation in the recruitment of these public servants, there s a public contest of tests and titles made in São Paulo. The objective was to understand how the city organized to select supervisors and school pricipals, and how it was happened. Therefore, a group of people had participated somehow of these choices could supply the essential information for the study development. For uderstanding the measured of these selections it was based in impersonal, candidate s professional knowledge and the execution of the abstract norms established or reaffirmed the beginnings a political culture based in patrimonialism and in clientelism, characteristics of the brazilian state / A presente dissertação buscou analisar a seleção de supervisor e diretor escolar implementada após a municipalização do ensino fundamental em meados da década de 1990. Para tanto, tomou-se como base empírica as ações desenvolvidas em um município paulista no período de 1999 a 2006. Destaca-se, ainda, a progressiva alteração no recrutamento destes servidores públicos no quadro do magistério, tendo em vista que no estado de São Paulo isto se materializa por meio de concurso de provas e títulos. O objetivo central foi compreender como que neste município se organizou a seleção de supervisores e diretores de escola. Para tanto, recorreu-se a um conjunto de sujeitos que participaram, de algum modo, destas escolhas e que por isso puderam fornecer as informações essenciais para o desenvolvimento deste estudo. Procurou-se entender em que medida as seleções de servidores públicos para atuarem no campo educacional refletiram a impessoalidade, o conhecimento profissional do candidato e o cumprimento às normas abstratas estabelecidas ou reafirmaram os princípios de uma cultura política baseada nos laços do patrimonialismo e do clientelismo, marcas da formação do Estado Brasileiro

For diploma thesis I chose the topic of management of educational institutions. The aim of the thesis is an analysis of managerial activities director nursery school focusing on personnel management. We focused on the issue of the relationship performs headmaster all managerial activities, what time frame they have to pay, how well it is able to fulfill. Individual chapters are based on the general theory of management, managerial functions, personnel, operations and human resources management. The practical part of the evaluation research. Method for obtaining data was used, primarily, time snapshot of all activities director kindergarten and secondarily, identification questionnaire. Based on the research model was created activities director kindergarten with basic timing in the form of a monthly interval. In the end we will find the time spent evaluating director of the kindergarten and recommendations, which should streamline the functioning of the school.

Magister Educationis - MEd

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-11T12:41:30Z No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-11T15:04:39Z (GMT) No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) / Made available in DSpace on 2015-12-11T15:04:39Z (GMT). No. of bitstreams: 1 cassiadocarmopiresfernandes.pdf: 2553100 bytes, checksum: 01d628953d532869e28edffdde3c62f6 (MD5) Previous issue date: 2015-07-07 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta uma avaliação de resultados e efeitos do Curso de especialização em Gestão Escolar do Programa Nacional Escola de Gestores da Educação Básica (PNEGEB), considerando três dimensões: quem elabora (Ministério da Educação), quem implementa (Universidade Federal de Viçosa - UFV) e os beneficiários (egressos). Como ponto de partida, a premissa foi de que a formação de gestores provoca mudanças na gestão escolar, contribuindo para a melhoria da qualidade da educação pública. Na metodologia foram utilizadas de forma associada as abordagens qualitativa e quantitativa, com a realização de entrevistas semiestruturadas com um Gestor do MEC, uma Gestora do Grupo de Trabalho Interinstitucional do Programa, uma Gestora da UFV e cinco diretoras de escolas. Além das entrevistas foi realizado um survey online com 102 egressos. As análises dos dados foram viabilizadas pelo método de análise de conteúdo e por procedimentos estatísticos. Para justificar a pesquisa, delineou-se um estado da arte sobre avaliação de políticas educacionais a partir de dados do Banco de Teses/Resumos da Capes e dos anais da ANPEd (GT 5 Estado e Políticas Educacionais). O estudo teórico envolveu a caracterização do PNEGEB e a abordagem dos temas gestão escolar democrática, formação de gestores escolares, bem como a análise e avaliação de políticas educacionais, sendo apresentada a Abordagem do Ciclo de Políticas como o modelo escolhido para analisar o curso. A partir das análises empreendidas, é possível confirmar a hipótese de que os resultados e efeitos positivos do Curso são expressos num processo formativo de qualidade e que pode incidir sobre o desenvolvimento de uma gestão escolar democrática, segundo seus egressos. Contudo, no que tange às perspectivas, paira a insegurança quanto à continuidade do Programa, por ser uma iniciativa de governo. / This thesis presents an evaluation of results and effects of the specialization course in School Management of the Programa Nacional Escola de Gestores da EducaçãoBásica (PNEGEB) (Manager's School National Program of Basic Education), considering three dimensions, i.e., someone who plans (Ministry of Education), someone who implements [Universidade Federal de Viçosa (UFV) Federal University of Viçosa], and the beneficiaries (graduates). As a starting point, the premise is that management training causes changes in school management, contributing for improving the quality of public education. Associated qualitative and quantitative approaches were used as methodology, with the completion of semi-structured interviews with a Manager of Ministério da Educação e Cultura do Brasil (MEC) (Ministry of Education and Culture of Brazil), a Manager of the Inter-Institutional Working Group of the program, a Manager of UFV, and five Principals of schools. Besides the interviews, an online survey was performed with 102 graduates. The data analyzes were made possible by the content analysis method and statistical procedures. To justify the search, a status of the art about evaluation of educational policies was outlined up based on data from the Bank of Thesis/Abstract of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) (Higher Education Personnel Improvement Coordination) and annals of Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) (National Association of Graduate Studies and Research in Education ) (Grupo de Trabalho (GT) 5 - Estado e Políticas Educacionais (Work group 5 - State and Educational Policies). The theoretical study has involved the characterization of PNEGEB and the approach of democratic school management issues, training of school managers, as well as analysis and evaluation of educational policies; and the Policy Cycle Approach as the chosen model was presented to analyze the course. On the basis of the undertaken analysis, it is possible to confirm the hypothesis that the positive results and effects of the course are expressed in a formative quality process and can focus on the development of a democratic school management, according to professionals proceeding from this course. However, with respect to the prospects, the insecurity remains as to the continuity of the program, because this is a government initiative.

This study aims at investigating the managerial imperatives of teen motherhood in public secondary schools in the Mamaila circuit, Limpopo province. The focus is on the managerial imperatives of teen mothers that principal must fulfil; the experiences of principals that have teen mothers in their school; the ability of the principals to fulfil these managerial imperatives; and the kinds of support principals give teen mothers. The study was informed by the legal framework entrenched in Chapter 2 (Bill of Rights) of the Constitution of South Africa, especially such concepts as equality, human dignity, security, the interest of the child, the right to basic education and the safety of learners. In South Africa it is illegal to expel pregnant girls in terms of the Constitution of the Republic of South Africa (hereafter Constitution) (RSA, 1996a). Schoolgirls who become pregnant are allowed to return to school after giving birth (Kaufman, De Wet and Stadler, 2001:147). The learner pregnancy policy (DoBE, 2007) puts obligations to principals to deal with each case confidentially (i.e. to respect the human dignity of the learner); to support the learner by encouraging her to continue with education prior to and after the delivery of the baby; to put in place appropriate mechanisms to deal with unfair discrimination, hate speech or harassment that may arise. The findings have revealed that most of the principals are not aware of the departmental policy on learner pregnancy, but they acknowledge that it is unconstitutional to expel a pregnant learner. Principals find it difficult to liaise with learners who are on maternity leave in terms of giving them school tasks as advocated by the learner pregnant policy (DoBE, 2007). Learners who are entitled to receive a child-support grant disrupt school on the social grant payday by queuing for permission to go to local pay points. Principals also experience late-coming and absenteeism from teen mothers due to a lack of reliable people to care for their babies during the school day. The performance of teen mothers deteriorates due to the household chores of taking care of the baby and having no time to attend extralessons or afternoon study sessions at school. The study has also revealed that principals engage the local clinics officials to present pregnancy awareness with the learners as a way of educating them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

The diploma thesis deals with the management styles of directors of educational institutions in the Czech Republic. Its aim is to analyze the influence of the school principal's management style on the teaching staff in a connection with the management of work performance and the development of pedagogical staff. The first part of the thesis deals with and describes the theoretical background. It defines the basic concepts of general management, people management and specifies all for the school environment. It presents knowledge about leadership styles, about work performance, which is specified for work performance management in non-profit organizations. Another presented aspect of the leader's work is the professional development of employees, which in the field of education is represented by the school principal through a compulsory further education of pedagogical staff - in service. The second part of the thesis presents a questionnaire of sociologist Professor Dr Philip Hallinger entitled - The Principal Instructional Management Rating Scale, abbreviated PIMRS, which the author of thesis translated and tested in the environment of Czech schools. The results of the empirical survey of questionnaires are supplemented by the results of semi-structured interviews with principals and teachers....

Mémoire en psychopédagogie / L’école québécoise d’aujourd’hui occupe de nombreux rôles au sein de la société et dans le processus développemental de l’enfant québécois. Ses rôles multiples et différents sont accrus en complexité surtout, car ils doivent s’adresser à divers profils d’apprenants, dont les élèves handicapés ou en difficulté d’adaptation ou d'apprentissage (HDAA). À la tête de l’écosystème qu’est l’école, on retrouve un leader communément appelé une direction d’école. Son rôle fait appel à une panoplie de compétences, de connaissances et d’habiletés pour mener à bien les opérations pédagogiques, logistiques, ou financières quotidiennes, tout en assurant le bien-être et la réussite de tous les élèves à travers un leadership réfléchi et soucieux des enjeux relatifs à l’éducation pour tous. À l’égard des élèves HDAA, le plan d’intervention (PI) est reconnu comme un cycle de vie pour la planification, l’élaboration et la révision des interventions fondamentales à leur inclusion, tant scolaire que sociale. Selon la Loi sur l’instruction publique, la responsabilité des PI revient à la direction d’école. Cependant, les différents rôles de la direction ainsi que son leadership au regard du cycle de vie de PI ne sont pas toujours évidents. Pour cette raison, notre recherche spécifique de type exploratoire, vise, dans un premier temps, à documenter et à analyser les formes et les niveaux d’implication de la direction d’école dans le cycle de vie d’un PI. Dans un deuxième temps, cette étude tente d’explorer l’évolution des pratiques de leadership de la direction d’école dans le cycle de vie de PI suite à l’implantation d’un programme de formation et d’accompagnement à l’élaboration (FADéPI) des PI. Globalement, nos résultats nous ont permis d’établir que le leadership de la direction d’école dans le cycle de vie de PI se présente sous différentes formes d’implication directes et indirectes qui s’articulent à travers des compétences, des connaissances et des habiletés politiques et ce, à différents niveaux de ce cycle. Aussi, nous avons pu observer une évolution, soit un changement ou une bonification de ces pratiques suite à l’implantation du programme FADéPI. Enfin, la finalité de cette étude est de rapporter des formes d’implication de la direction d’école dans le cycle de vie de PI qui permettraient d’actualiser un leadership pour et envers l’inclusion et la réussite de l’élève HDAA. / The quebecor school, as it is today, holds numerous roles within society and in the developmental process of the child. Its multiple and different roles are continuously growing in complexity, while needing to address and service various learning profiles, precisely special needs students. At the head of the school’s ecosystem, there is a leader commonly called a school principal. The role of this individual calls for a wide array of skills, knowledge and abilities to perform daily educational, logistical and financial operations, all while ensuring the well-being and success of all students through a reflective leadership which cares for matters related to an inclusive education. In the case of students with special needs, the intervention education plan (IEP) is recognized as a life cycle for the planning, elaborating and reviewing of interventions. Taking into account the growing proportion of students, whose success depends on the quality of the interventions they benefit from, the IEP has become a fundamental tool for their inclusion, both educational and social. According to the Public Instruction Act, within the school, the responsibility for IEPs goes to the school principal. There are many projects, programs and support systems to successfully complete the IEP life cycle, Myara (2011). However, the different leadership practices in relation to the IEP life cycle are not always clear. For this reason, our specific exploratory research aims, first of all, to document and analyze the forms and levels of involvement of the school principal in the IEP life cycle. Secondly, this study attempts to explore the evolution of the leadership practices in the IEP life cycle following the implementation of a training and support program for its development (FADéPI). Overall, our research results have enabled us to establish that the school principal’s leadership in the IEP life cycle comes in different forms of involvement (direct and indirect) that are in fact a set of knowledge, abilities and skills. In addition, our results have also enabled us to witness an evolution, rather a change or an improvement of these leadership practices. Finally, the purpose of our study is to suggest forms of involvement and leadership practices in the IEP life cycle that can help promote inclusion and success for the student with special needs.

In today's mainstream school, which focuses on a common education, the teaching assistant is an indispensable element in the teaching of pupils with special educational needs. This diploma thesis deals with the opinions of primary school principals on the position of teaching assistant at regular primary schools. The theoretical part of the thesis defines common education, which is related to the need for a teaching assistant, further defines the legislative anchoring of this profession, its personal and qualification prerequisites, its scope of work or risks associated with this profession. The last chapter of the theoretical part of the diploma thesis deals with the cooperation of the teaching assistant with individual subjects in the school and outside it. The research part of the work, based on mixed research and using data collection methods "questionnaire survey" and "semi-structured interview" addresses the issue of the role of teaching assistants in mainstream primary schools. The respondents became the principals of ordinary primary schools. The thesis deals with the key activities of teaching assistants, as well as their personal and qualification prerequisites or pitfalls that are associated with this profession. First, the work describes a questionnaire survey, which complements the...

Given the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents* satisfaction with their child*s school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, & Pathak, 2011; Van Tassel-Baska, 2006). The parents* decision to keep their child who is gifted enrolled in their current school may be influenced by factors within the school as well as those factors outside of the school. The purpose of this study was to research factors that may influence the parents* decision to keep their child who is gifted enrolled in their current school. The research studied parental perceptions of academic support, social and emotional support, and principal support for gifted education for their child who is gifted and the parents* willingness to keep their child who is gifted enrolled at their current school. The target group in the study was parents of children who are gifted and enrolled in a very large urban school district but did not include parents of children who are gifted and also have a disability. The research included the analysis of a survey and follow-up interview questions with parents of a child who is gifted and enrolled in the very large urban school district. There were 683 survey responses out of 4,401 total parents surveyed with a return rate of 16%. The low return rate is considered a limitation of the study and it is recommended to conduct additional research on the majority of parents who did not participate in the survey. Follow-up interviews were conducted with 10 randomly selected parents of children who are gifted and enrolled in the very large urban school district. The survey and interview data was coded and analyzed using IBM SPSS Statistics. There were two research questions that guided the development of the research process and the analysis of data. The first question focused on indicators of parent satisfaction that included academic needs met, social and emotional needs met, and principal support for gifted education. The survey and interview data yielded mixed results with parents split between the belief that their child*s academic needs were met, social and emotional needs were met, and that their child*s principal was supportive of gifted education. The second research question considered the relationship between the three indicators of parent satisfaction and the parents* willingness to consider enrolling their child in a school solely for students who are gifted. The results showed that there is a statistically significant relationship between the parents* belief that their child*s academic needs were met and the parents* consideration to send their child to a school solely for students who are gifted. However, there was a lack of evidence to establish a relationship between parent*s belief about their child*s social and emotional needs or the parents belief that their child*s principal was supportive of gifted education. The implications of the study are numerous. There are enough parents willing to consider sending their child to a school solely for students who are gifted to support opening the school. The majority of the survey participants had elementary school children; therefore, consideration should be focused on opening an elementary school for students who are gifted. Long range planning is needed to determine how to support the school for students who are gifted as well as the impact of transferring the students from one school zone to the school for students who are gifted. The literature reflected the diverse nature of the parents* satisfaction with academic support, social and emotional support, and principal support for gifted education and revealed that when the parents* are satisfied it does not guarantee that the parent will keep their child enrolled in their current school. The need for on-going communication between the school and the parents are critical to keeping the student enrolled in their current school. Further research is needed to determine the beliefs of parents with children who are gifted and identify themselves as Black, Hispanic, Asian, or another race since the majority of the survey participants were White. More research is also needed to determine the reasons why large numbers of parents would consider sending their child to a school solely for students who are gifted regardless of their satisfaction levels with school support. In addition, further research needs to be conducted to determine why parents would choose to keep their child enrolled in their current school when the parents believed their academic or social and emotional needs were not met or their principal was not supportive of gifted education.