This study observed the effects of different school forms on the political interest of its students. The purpose of investigating the political interest based on school form is to see if there are any outstanding differences between private and public schools regarding political interest. The reason for this investigation was the falling grades and the diminishing political interest observed in prior studies used for this assignment as well as a reform in the school system called “Skolreformen” in Swedish that has been in effect for over 20 years at this point. Data was collected via a survey where students in four different high schools, both in the public and private, answered questions about their political interest, current study situation, view on the future and other questions related to school and political interest. A quantitative method was used, where the answers of the survey were cross tabulated to correlate different operative indicators and build a narrative to be analyzed. Quantitative correlation analysis was used to analyze the narrative. The study concluded that the political interest is overall low in both school forms. No major differences were noted between school forms, the view of the future affects political interests in a greater regard than what was expected.

Esta dissertação tem como objetivo explorar a relação entre gastos com educação e desempenho escolar, a partir de informações de gastos no nível das escolas. O debate em torno da relação entre gastos e desempenho, em geral, tem se baseado em estimativas que utilizam dados agregados de gastos municipais com educação. Dessa forma, como pouco se sabe a respeito do que é feito, na prática, com os recursos destinados às escolas, as pesquisas se restringem ao apontamento da existência ou não de uma relação entre gastos agregados com educação e desempenho. Neste trabalho, indicamos a relevância da informação de gastos no nível da escola, segundo categorias de agregação dos gastos que apontem para determinadas funções ou atividades escolares, para que se possa avançar no sentido de compreender não somente se gastos com educação estão ou não associados ao desempenho, mas como diferentes tipos de gastos, associados a diferentes atividades escolares, estão relacionados de diferentes formas ao desempenho dos alunos. Assim, com base na revisão da literatura pertinente, elaboramos uma proposta de categorias de gastos com pessoal, para as escolas da rede municipal de São Bernardo do Campo, que esteja alinhada às atividades desenvolvidas pelas escolas, sendo as categorias de maior agregação as que dizem respeito ao que consideramos Gastos diretamente relacionados ao ensino e Gastos indiretamente relacionados ao ensino. A partir das categorias delimitadas, baseadas nas informações de gastos por escola, exploramos a relação entre gasto por aluno e desempenho em matemática na prova Brasil de 2013, por meio de análise de regressão. As estimativas revelaram que a relação entre gastos e desempenho não é homogênea entre as diferentes categorias de gasto e que a especificação dos modelos melhora na medida em que os gastos são desagregados. Dentre os resultados obtidos, destacamos aquele que indica uma relação positiva e significante entre os gastos com Coordenação pedagógica e o desempenho em matemática. / This dissertation aims to explore the relationship between the money spent on education and school performance, based on the information about spending at the school-level. The debate on the relationship between expense and performance has been mostly based on estimates using the aggregated data of municipal spending on education. Thus, as little is known about what is actually done with the resources allocated to schools, researches on this subject are restricted to indicating the existence or the lack of a relationship between aggregate spending and performance. In this study, we show the relevance of the information on spending at the school level, according to categories of aggregate spending that point to certain functions or school activities. With this, we intend not only to understand if education expenses are or are not associated with performance, but also to observe how different types of costs associated with different school activities are related in different ways to the performance of students. Thus, based on literature review, we have proposed categories of personnel expenses for the municipal schools of São Bernardo do Campo, which are aligned to the activities developed by the schools. Categories of higher aggregation involve what we consider to be Expenses directly related to teaching and Expenses indirectly related to education. From the specific categories, which are based on information on spending per school, we explore the relationship between spending per student and their performance in the Mathematics exam in Prova Brasil 2013, using a regression analysis. The estimates have shown that the relationship between spending and performance is not homogeneous among the different categories of expenditure, and that specification of models improves as costs are disaggregated. Among the obtained results, we highlight the indication of a positive and significant relation between spending on Pedagogical coordination and performance on the mathematics exam.

本研究的研究目的有六，首先，探討國民小學與社區資源共享的理論基礎；其二，研究臺北市國民小學與社區資源共享的情形；其三，瞭解臺北市國民小學與社區資源共享的相關作法；其四，分析學校行政人員、教師和社區人士對臺北市國民小學與社區資源共享的看法；其五，探析臺北市國民小學與社區資源共享的困難所在；其六，綜合研究發現，提出對臺北市國民小學與社區資源共享的建議。為達此研究目的，本研究進行相關文獻探討，並針對臺北市公立國民小學所屬社區進行訪談和問卷調查。 在資料分析上，訪談的資料以描述性方式記錄，問卷和調查表主要以次數百分比、卡方考驗和Cochran Q 考驗進行分析。經研究結果與分析發現： （一）系統理論、實用主義以及教育社會學為國民小學與社區資源共享之理論基礎。 （二）臺北市國民小學與社區資源共享之情形：1.國小使用社區資源方面，最常使用的「人的資源」為家長，「事的資源」為節慶活動，「物的資源」為自然環境；2.社區使用國小資源方面，最常使用的「人的資源」為學校行政人員、「事的資源」為運動會、「物的資源」為操場；3.就目前而言，學校與社區資源共享情形普遍，頻率頗高。 （三）臺北市國民小學與社區資源共享之相關作法：1.相關作法包括社區家庭教育、田園教學、建構校園與學區安全、校園開放和學校日等；2.多數學校人員和社區人士對資源共享相關政策持肯定意見多；3.多數學校人員贊成校園開放，而校園髒亂、資源受損、安全考量和經費問題是校園開放最大的問題；4.學校推行校園開放政策時，以不影響學校運作為原則。 （四）學校人員和社區人士對國民小學與社區資源共享之看法：1.不同的教育界服務年資對「國小與社區資源共享的情形感到滿意」的看法有顯著差異；2.多數填答者一致認為國小的校務經營與社區的發展具有非常密切的關係、國小與社區資源共享非常重要、可以發展學校和社區獨特的特色、增加彼此的認同與和諧、促進學校社區化與社區學校化、可以拓展學生的多元學習經驗、促進社區人士終身學習等等；3.資源共享的缺點在學校安全問題、學校環境和設備維護問題、增加學校人力和財力負擔、家長干擾學校運作。 （五）臺北市國民小學與社區資源共享之困難和可行方法：1.學校方面的困難包括「學校經費有限」、「資源共享會對學校運作造成干擾」、「資源共享導致學校資源受損」；2.教師方面的困難包括「教師工作繁重，沒有時間配合」、「教師對所在社區的資源不瞭解」、「教師本身無意願」；3.學生方面的困難包括「學生安全的顧慮」、「班級人數過多，導致動員困難」、「學生參與意願低」；4.社區方面的困難包括「社區無法提供有系統的資源」、「家長仍有智育掛帥的觀念」、「社區缺乏參與管道和方法」；5.可行方法為建立雙方資源資料庫、成立專責聯繫單位、有關機關應倡導資源共享的理念和作法、制訂相關法令規定，另外，舉辦活動則是促進學校和社區資源共享和交流互動最好的方式。 研究者根據文獻探討和本研究的發現，提出以下建議： （一）對上級主管教育機關的建議：1.訂定更明確的相關法令規定；2.宣導資源共享的理念和作法；3.編列預算，給予經費補助。 （二）對學校的建議：1.建立校內共識，以提升配合意願，並訂定詳細的資源共享規定；2.建立學校資源資料庫；3.成立專責聯繫單位、運用現有組織、或在各處室成立委員會負責聯繫推行；4.善用家長資源與社區保持聯繫。 （三）對社區的建議：1.成立專責聯繫單位或運用現有組織負責推行；2.建立社區資源資料庫；3.運用各種管道與學校保持聯繫；4.提升社區居民的公德心。 （四）對未來研究的建議：1.在研究對象方面，可以擴大研究對象的範圍至臺北縣市、或全國的國民小學，此外，也可研究國民中學或其他層級的學校與社區資源共享的情形。2.在研究內容方面可針對資源共享對學校效能的影響，或對學生學習效果的影響等，進行更進一步的探討。

Esta dissertação tem como objetivo explorar a relação entre gastos com educação e desempenho escolar, a partir de informações de gastos no nível das escolas. O debate em torno da relação entre gastos e desempenho, em geral, tem se baseado em estimativas que utilizam dados agregados de gastos municipais com educação. Dessa forma, como pouco se sabe a respeito do que é feito, na prática, com os recursos destinados às escolas, as pesquisas se restringem ao apontamento da existência ou não de uma relação entre gastos agregados com educação e desempenho. Neste trabalho, indicamos a relevância da informação de gastos no nível da escola, segundo categorias de agregação dos gastos que apontem para determinadas funções ou atividades escolares, para que se possa avançar no sentido de compreender não somente se gastos com educação estão ou não associados ao desempenho, mas como diferentes tipos de gastos, associados a diferentes atividades escolares, estão relacionados de diferentes formas ao desempenho dos alunos. Assim, com base na revisão da literatura pertinente, elaboramos uma proposta de categorias de gastos com pessoal, para as escolas da rede municipal de São Bernardo do Campo, que esteja alinhada às atividades desenvolvidas pelas escolas, sendo as categorias de maior agregação as que dizem respeito ao que consideramos Gastos diretamente relacionados ao ensino e Gastos indiretamente relacionados ao ensino. A partir das categorias delimitadas, baseadas nas informações de gastos por escola, exploramos a relação entre gasto por aluno e desempenho em matemática na prova Brasil de 2013, por meio de análise de regressão. As estimativas revelaram que a relação entre gastos e desempenho não é homogênea entre as diferentes categorias de gasto e que a especificação dos modelos melhora na medida em que os gastos são desagregados. Dentre os resultados obtidos, destacamos aquele que indica uma relação positiva e significante entre os gastos com Coordenação pedagógica e o desempenho em matemática. / This dissertation aims to explore the relationship between the money spent on education and school performance, based on the information about spending at the school-level. The debate on the relationship between expense and performance has been mostly based on estimates using the aggregated data of municipal spending on education. Thus, as little is known about what is actually done with the resources allocated to schools, researches on this subject are restricted to indicating the existence or the lack of a relationship between aggregate spending and performance. In this study, we show the relevance of the information on spending at the school level, according to categories of aggregate spending that point to certain functions or school activities. With this, we intend not only to understand if education expenses are or are not associated with performance, but also to observe how different types of costs associated with different school activities are related in different ways to the performance of students. Thus, based on literature review, we have proposed categories of personnel expenses for the municipal schools of São Bernardo do Campo, which are aligned to the activities developed by the schools. Categories of higher aggregation involve what we consider to be Expenses directly related to teaching and Expenses indirectly related to education. From the specific categories, which are based on information on spending per school, we explore the relationship between spending per student and their performance in the Mathematics exam in Prova Brasil 2013, using a regression analysis. The estimates have shown that the relationship between spending and performance is not homogeneous among the different categories of expenditure, and that specification of models improves as costs are disaggregated. Among the obtained results, we highlight the indication of a positive and significant relation between spending on Pedagogical coordination and performance on the mathematics exam.

L'objectif de cette thèse est d'étudier l'interdépendance des ressources scolaires et des ressources individuelles dans la production du capital humain. À travers trois cas d'études sur données françaises, différentes méthodes sont proposées pour analyser l'effet des politiques éducatives tout en tenant compte des comportements des individus. Le premier chapitre montre que les politiques d'éducation prioritaire sont susceptibles de conduire les familles, notamment les plus avantagées socialement, à contourner les établissements traités. Ces stratégies d'évitement sont de nature à contrebalancer les effets des moyens supplémentaires sur les résultats des élèves. Le deuxième chapitre cherche à savoir si les choix d'orientation des élèves sont contraints par J'offre scolaire locale. Nous montrons que l'ouverture d'un nouveau lycée augmente la proportion d'élèves qui poursuivent leurs études dans le second cycle, notamment en voie professionnelle. Enfin, le troisième chapitre montre que les étudiants tiennent compte de l'information contemporaine dont ils disposent sur leurs notes lorsqu'ils évaluent les qualités pédagogiques de leurs enseignants. / The main objective of this thesis is to study the interdependence of school resources and individual resources in human capital production. In three empirical analyses using French data, various methods arc proposed to evaluate the impact of educational policies, taking individual behaviors into account. The first chapter shows that compensatory education policies may result in individual sorting. The fact that socially more advantaged families tend to avoid treated schools cancels out additional resources positive effects on academic achievement. The second chapter examines whether pupils are constrained by local school supply. We find that opening a new high school increases the proportion of pupils who continue in upper secondary education, particularly in a vocational track. Studying how students evaluate teaching, the third chapter shows that they take contemporaneous information about their grades into account when they evaluate teachers' pedagogical qualities.

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