Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. Includes bibliographical references (leaves 223-229).

Thesis (M. Ed. (Education))--Rhodes University, 2005.

Afrikaans text / Die bestuurstaak van die hoof van 'n preprimere skoal word gekenmerk aan die eie aard en struktuur van preprimere onderwys. Die doel van hierdie studie is die identifisering en omskrywing van die aard en omvang van die besondere bestuurstaak. Die diversiteit en kompleksiteit van hierdie bestuurstaak word vergestalt in die huidige beleid oor preprimere onderwys wat meebring dat verskeie staatsdepartemente, provinsiale- en plaaslike owerhede, gemeenskaps- en privaatinstansies by die beheer en voorsiening van preprimere onderwys betrokke is. Hierbenewensmoet die doelstellings van preprimere onderwys ann die unieke behoeftes ban die jong kind voldoen. Noue samewerking met die ouers asook samewerking tussen die personeel onderling, is uiteraard noodsaaklik. Die invloed van gemeenskapstrukture en die eise van die moderne samelewing word in die bestuurstaak aangespreek. In hierdie verband word veral verwys na gesinsprobleme waarby die hoof in 'n vertrouens- en raadgewende hoedanigheid betrokke is. In die bepaling van die omvang van die bestuurstaak is die vier hooftake in onderwysbestuur, naamlik beplanning, organisering, leidinggewing en beheer op die tersaaklike bestuursareas van toepassing gemaak. Benewens algemene bestuursaangeleenthede, het die preprimere skoolhoof ook 'n besondere taak ten opsigte van die professionele uitbouing van die beroep. Ten einde te bepaal hoe die bestuurstaak in die praktyk realiseer, is 'n kwalitatiewe ondersoek na die persoonlike ervaring en interpretasie van skoolhoofde onderneem. Dataversameling aan die hand van in-diepte onderhoude het velerlei probleme, wat aanvullend tot die literatuurstudie bespreek kon word, openbaar. In die lig van die moontlike privatisering van preprimere onderwys sal aangeleenthede soos finansiele bestuur en bemarking in die kurrikulum van preprimere onderwysbestuur aangespreek moet word. Die aktualiteit van 'n effektiewe beheerstruktuur vir preprimere onderwys word beklemtoon. Op grand van die bevindings normatiewe ontwikkeling van onderwysbestuur gemaak. van die studie is aanbevelings die opleidingskursusse in vir die preprimere onderwysbestuur gemaak. / The management task of the principal of a preprimary school is characterised by the distinctive nature and structure of preprimary education. The purpose of this study is tn identify and define the nature and scope of the particular management task. Both the diversity and complexity of this management task are embodied in the current policy on preprimary education which entails the involvement of various state departments, provincial and local authorities, social and ·private organisations in the control and provision of preprimary education. In addition to this; the aims of preprimary education have to meet the unique needs of the young child. Close cooperation with the parents • as well as mutual cooperation among the staff is naturally essential. The influence of social structures and the demands of modern society are addressed by the management task. In this regard special reference is made to family problems where the principal is involved in a confidential and advisory capacity. The four primary tasks in educational management, namely planning, organisation, guidance and control, are applied to the relevant management areas to determine the scope of the management task. Apart from general managerial concerns, the preprimary school principal also has a special task with regard to the professional extension of the profession. In· order to determine how the management task materialises in practice, a qualitative investigation was undertaken into the personal· experience and interpretation of school principals. The data collected by means of in-depth interviews, revealed several problems, additional to those which emerged from the literature study, which were discussed. In the light of the possible privatisation of preprimary education, issues such as financial management and marketing will have to be addressed in the curriculum of preprimary educational management. The actuality of an effective control structure for preprimary education is stressed. Based on the findings of the study, recommendations are made for the normative development of the training courses in preprimary educational management. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

Este trabalho teve como objeto de pesquisa a prática de profissionais da Supervisão Escolar na Educação Infantil. O objetivo da investigação foi trazer uma discussão sobre as atribuições do Supervisor Escolar, mediante a realização de um estudo de caso em uma Escola Municipal de Educação Infantil (EMEI) da rede pública da cidade de São Paulo, envolvendo um total de seis supervisores que atuaram na unidade estudada. Considerado o período de 1997 a 2007, em dez anos de vigência da Lei de Diretrizes e Bases da Educação Nacional, nº 9394/96, o estudo constou do exame documental de dispositivos legais relativos à normatização da ação supervisora no município de São Paulo e de registros escritos realizados pelos supervisores escolares em forma de Termos de Visita. Também envolveu a análise de relatos orais, obtidos a partir de entrevistas semiestruturadas com esses profissionais. Este estudo identificou três aspectos fundamentais no que diz respeito à atuação do Supervisor Escolar, especialmente na Educação Infantil da Unidade escolar analisada: primeiramente, o discurso presente nos Termos de Visita demonstra que existe um acúmulo de tarefas de cunho administrativo e burocrático, em que são priorizadas ações no Ensino Fundamental em detrimento da Educação Infantil na prática desses profissionais. Quanto aos dados obtidos nas entrevistas, pode-se comprovar que a formação continuada em serviço destinada aos profissionais da Supervisão é uma necessidade premente; e, finalmente, a falta de uma legislação que oriente a prática da Supervisão de modo mais integrado com as reais demandas do seu campo de atuação. / This work was as a research practice of professionals in School Supervision in Early Childhood Education. The goal of the research was to bring a discussion of the duties of the School Supervisor, by conducting a case study in a Municipal School of Early Childhood Education from the city of São Paulo, involving a total of six supervisors who worked in the unit studied. Considered the period 1997 to 2007, ten years of The Directives and Bases of National Education, Law nº. 9394/96, the study consisted of document review of existing legislation on the standardization of supervisory action in the city of Sao Paulo and written records made by the school supervisors in the form of Terms of Visiting. It also involved the analysis of oral histories, obtained from semi-structured interviews with these professionals. This study identified three key issues regarding the performance of the School Supervisor, especially in Early Childhood Education Unit school examined: first, the discourse in this Terms of visit shows that there is a backlog of administrative tasks and bureaucratic stamp, they are prioritized actions in elementary school at the expense of early childhood education in the practice of these professionals. According to the data obtained in the interviews the professional in-service training is an urgent need, and finally, the lack of legislation that leads the practice of supervision respecting their needs and demands.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-09-20T13:08:34Z No. of bitstreams: 1 solangearnoldtbertotti.pdf: 1172528 bytes, checksum: 82706e26e86374452637f9d8d4ce5251 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T11:32:07Z (GMT) No. of bitstreams: 1 solangearnoldtbertotti.pdf: 1172528 bytes, checksum: 82706e26e86374452637f9d8d4ce5251 (MD5) / Made available in DSpace on 2018-10-16T11:32:07Z (GMT). No. of bitstreams: 1 solangearnoldtbertotti.pdf: 1172528 bytes, checksum: 82706e26e86374452637f9d8d4ce5251 (MD5) Previous issue date: 2018-07-16 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP), do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute a atuação da supervisão escolar em relação à formação continuada de professores. Para tanto, foi realizada uma análise em oito escolas de anos iniciais do ensino fundamental em Cacoal/Rondônia. Questiona-se nesta pesquisa como estão sendo realizadas as formações continuadas nas oito escolas investigadas e qual o papel da supervisão nesse processo. Assumimos como hipótese que os Supervisores Escolares têm mediado de modo insuficiente as formações com os docentes da escola. Nesse sentido, como objetivo geral propõe-se verificar como estão sendo realizadas as formações continuadas nas escolas de 1º ao 5º ano do ensino fundamental e detectar qual é o papel da supervisão escolar nesse processo. Já os objetivos específicos definidos para este estudo foram: i) descrever a atuação da supervisão escolar em relação à formação continuada de professores que atuam nos anos iniciais do Ensino Fundamental; ii) analisar como essas formações são implementadas nas unidades escolares de Cacoal; e iii) propor ações que possam contribuir para a qualidade dessa implementação. Diante disso, a pesquisa configura-se como um estudo de caso que tem por finalidade verificar como estão sendo realizadas as formações continuadas nas escolas de 1º ao 5º ano do ensino fundamental e detectar qual é o papel da supervisão escolar nesse processo. Faz-se necessário ressaltar que a pesquisa foi feita em dois momentos. Para o primeiro capítulo, foi realizada a análise documental nos planos de ação dos supervisores escolares e nos Projetos Políticos Pedagógicos das oito escolas pesquisadas, com o intuito de coletar evidências para o problema de pesquisa. No segundo momento, foi realizada a pesquisa bibliográfica que visou embasar teoricamente o caso. Para concluir o percurso metodológico, ainda foi efetivada a pesquisa de campo, que contou com os seguintes instrumentos: i- entrevistas com os supervisores escolares; ii- questionários com os gestores; iii- questionários com uma amostra de três professores por escola. A utilização desses instrumentos objetivou aprofundar as características que compõem o referido estudo e buscar elementos que ajudaram a confeccionar um Plano de Ação. Constatou-se nesta pesquisa que as formações pouco ocorrem nos espaços escolares e nem sempre são mediadas pelos supervisores escolares. Diante disso, o plano de ação pretendeu apontar caminhos que minimizem os problemas detectados neste caso. / The present dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied discusses the performance of school supervision in relation to continued teacher education, an analysis of eight elementary schools in Cacoal/Rondônia. To this end, the question is: How are continued training in the 8 schools surveyed and what is the role of supervision in this process? We hypothesize that the School Supervisors have little mediated the formations with the teachers of the school. In this sense, the general proposal is to verify how continued education is being carried out in schools from 1st to 5th year of elementary school and to detect the role of school supervision in this process. The specific objectives defined for this study were: i) to describe the performance of school supervision in relation to the continued education of teachers who work in the initial years of elementary school; ii) analyze how these formations are implemented in the Cacoal school units; and iii) propose actions that may contribute to the quality of this implementation. Therefore, the research is a case study, whose purpose is to verify how continued education is being carried out in schools from 1st to 5th year of elementary school and to detect the role of school supervision in this process. It is necessary to emphasize that the research was done in two moments. For the first chapter, a documentary analysis was carried out in the action plans of the school supervisors and in the Pedagogical Political Projects of the eight schools surveyed, in order to collect evidence for the research problem. In the second moment, a bibliographical research was carried out that aimed to base the case theoretically. In order to complete the methodological course, the field research was carried out, which included the following instruments: i- interviews with school supervisors; ii- questionnaires with the managers; iii- questionnaires with a sample of three teachers per school. The use of these instruments aimed to deepen the characteristics of this study and to look for elements that helped to create an Action Plan. The action plan intends to point out ways to minimize the problem detected in this case.

M.Ed. (Educational Management) / Please refer to full text to view abstract

The study proposed to determine the relationship of the teachers' perception of the organizational climate of the school as measured by the Organizational Climate Description Questionnaire (Halpin) and leader behavior as measures by the Leader Behavior Description Questionnaire (Halpin) with teacher job satisfaction as measured by the Minnesota Satisfaction Questionnaire.

Magister Educationis - MEd / The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either "consumer market" or "citizen equity" visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions. / South Africa

The purpose of this study was to determine the effect of the work of the Deputy State Superintendents on the high schools of Texas.

No description available.