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Dissertations / Theses on the topic 'Educational reform programs'
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1
Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30185.
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This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.
2
Lorenzino, Lisa M. "Educational reform and the process of change in Canadian university music education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0029/MQ64167.pdf.
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3
Sagmiller, Kay M. "Negotiating tensions : the development of an educational reform network /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7628.
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4
Brown, Elissa Fern Weisner. "Systemic reform: The impact of North Carolina's state-initiated policies on local gifted programs." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154028.
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5
Coursey, Beverly J. "Impact of Maine high school reform on student engagement and achievement." Restricted access (UM), 2007. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.
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6
Swinnerton, Juli Anna. "Learning to lead what you "don't (yet) know" : district leaders engaged in instructional reform /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7896.
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7
Neville, Lynn Bertino Baker Paul J. "Quality assurance and improvement planning in two elementary schools case studies in Illinois school reform /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924351.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 14, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, William C. Rau, Nancy E. Gibson. Includes bibliographical references (leaves 139-144) and abstract. Also available in print.
8
Walkup, Patricia D. Baker Paul J. "Mandated school reform in Illinois the case of elementary reading /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819903.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 30, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, R. Kay Moss, William C. Rau, Rodney P. Riegle. Includes bibliographical references (leaves 131-135) and abstract. Also available in print.
9
Pawinski, Lori. "Small School Reform in a Large Urban High School: Does it Make a Difference in Student Outcomes?" Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/561.
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Since A Nation at Risk (1983), high schools across the United States have searched for answers to address increasing drop out rates and low student achievement. In urban areas, the large comprehensive high school is no longer addressing the diverse needs of the students it serves. The high school reform movement, beginning in 1984, set out to find solutions to solve the problems that these large urban high schools face each day. One reform is the creation of small learning communities within a large secondary school. Small learning communities are groups of teachers sharing and serving small numbers of students centered on a common theme, curriculum, and vision. These small learning communities create personalized learning environments among teachers, students, and parents to mitigate the effects of the large school on student outcomes.
The purpose of this research was to investigate one of these small learning communities in a large urban high school in Los Angeles. The study explored how this small learning community set out to implement five identified factors of small schools including: personalization, leadership, authentic curriculum, innovative pedagogy, and accountability. The results show the impact of the small learning community model on student outcomes. Through the examination of quantitative data, the study correlated improved student outcomes with the level of implementation of these five identified factors. Additionally, the study used qualitative date to reinforce the quantitative findings. This research presents a model of an alternative for large urban secondary schools' dilemma in addressing low student academic performance and success.
10
Joliffe, E. Keith, and n/a. "PEP (ACT) : factors modifying the delivery and impact of a Commonwealth specific purpose program in the Australian Capital Territory 1984-1986." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060802.160503.
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The Field Study Report records the establishment of a
theoretical model for examining aspects of complex
innovations, the application of that model to the
Commonwealth Participation and Equity Program in the ACT
government sector using an historical perspective, and the
drawing of conclusions occasioned by that, application.
Based on the literature of the management of change,
educational administration and educational politics as well as the history of the program, it is argued that
specific groups of factors influencing the delivery and
impact of the program may be identified and their effects
described, with a view to guiding future delivery of major
educational reform programs.
The theoretical model for classifying and examining the
relative importance of the factors is a synthesis based on
the work of the researchers Hoy and Miskel (1982), with a
major additional component, prompted by writers in the
field of educational politics. The method of application
also allows the discussion of two further underlying
propositions. These are;
(a) That the modes of delivery employed by the ACT Schools
Authority for PEP evolved during the course of its
implementation;
(b) That the program had a discernible impact, in terms of
its aims, but this impact, was modified qualitatively and
quantitatively by the process of mutual adaptation and by
other factors external and internal to the program.
In a series of linked steps, the thesis examines the
literature, drawing out a grouped collection of factors
potentially influencing the program, describes the
context, modes of delivery, aims and outcomes of PEP,
categorises the identified factors according to their
apparent relative influence, and uses these learnings to
make predictions and conclusions about PEP and future
system-wide reform initiatives.
It is concluded that the underlying propositions of the
thesis are confirmed. It is also argued that the study has
highlighted the predominant influence of political
factors, most groups of management factors and factors
related to school organisation, whereas other factors are
of lesser importance in moulding program delivery
strategies and shaping program outcomes. As well, the
thesis concludes that the particular framework adopted for
the study possesses considerable potential for use in a
variety of future research, and that the introduction of
the factor-based structure as a means of carrying out
historical research helps promote rigour, objectivity and
credibility where there is a reliance on the involvement
of a participant-observer to provide reflective data.
In relation to PEP itself, it is concluded that the
process of mutual adaptation and the influence of the
multiplicity of factors ensured that the higher-order
program outcomes such as institutionalisation of new
curriculum definitions, the development of negotiated
student, management and teaching/learning strategies and
attitudinal changes about, the purposes and ownership of
education, were modified even more significantly than the
outcomes which could be measured in quantitative terms.
A collection of specific suggestions for improved program
delivery in the future is provided.
11
Petti, Amy Daggett. "Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/614.
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Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey. The Accelerated Schools Project (ASP) is a national comprehensive school improvement model that provides professional development to schools. The study described the experiences of regular classroom teachers who engaged in a yearlong professional development program that is part of the ASP service to schools. This study employs qualitative research methods in a multiple case study analysis. By examining the teaching practices of regular classroom teachers who are often depicted as "closing the door" to the outside influences of school, district, state or federal policy, the study seeks to fully understand the planning, teaching, assessing and reflecting of classroom teachers who are caught in the center of school reform. The key findings of this study suggest teacher practice for all teacher cohorts (novice, mid-career and veteran) was influenced by participation in the Powerful Learning Laboratory. Each aspect of teaching (planning, teaching, assessing and reflection) was influenced, with differing emphasis by each cohort. The findings suggest the Powerful Learning Lab is a positive professional development experience for teachers, and that teacher learning labs should remain an integral part of the Accelerated Schools Project.
12
Mason, Bryce. "Achievement effects of five comprehensive school reform designs implemented in Los Angeles Unified School District." Santa Monica, Calif. : Rand, 2005. http://www.loc.gov/catdir/toc/fy0606/2005453275.html.
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Dobson, Ramona. "The relationship between accountability mandates, school leadership, and school improvement exploring the impact of the No Child Left Behind Act on one school's efforts to bring about and sustain reform /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6096.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Vita. Includes bibliographical references.
14
Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.
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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.
15
Eger, Katharine. "An Analysis of Education Reform in Sub-Saharan Africa." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1419.
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Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa.
By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation.
This thesis argues that to facilitate the creation of an effective school system, education policies must focus on more appropriate reallocations of funding, improved teacher-training quality throughout rural regions, applicable and localized curricula, conditional cash transfer programs, and long-term improvements in the job market.
16
Thomas, Sherlina. "A Phenomenological Exploration of the Experiences of High School Students Enrolled in School-Wide College Readiness Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1830.
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In the early 1980s, the United States experienced a high school dropout epidemic, leading school systems to adopt reform efforts. College readiness programs (CRPs) became a tool to address educational disparities in secondary and postsecondary education for over three decades. While decreases occurred in the overall high school dropout rate across racial and ethnic groups, they have been minimal. This study addressed a research gap on the lack of student input and perceptions about their experiences in CRP programs. This phenomenological study used in-depth, semi-structured interviews with criterion-selected former high school students from 3 schools within the ABC County School System in the southern United States. The sample of 12 students provided data about their lived experiences as Project GRAD scholars. The theoretical framework for this study was Bronfenbrenner's ecological systems theory (EST) based on human development and systems of the environment. Based on results of the interview questions and emergence of themes, 95% of the students indicated their motivation for attending college was based on family. While the traditional college readiness program had some positive influence on student's secondary and post-secondary plans, such programs were not the primary contributing factor, but rather parental/family support was. Furthermore, personal student accounts of their involvement with the Project GRAD program reflect a positive experience. However, such accounts did not reflect a consistent and active supporting relationship with the organization. This finding is in opposition to reported data by many college readiness programs. Implications for social change will bring awareness and modification to programs with the intent of alleviating educational dropout epidemics.
17
Cantres, Dianah. "School-Wide Factors in New York State High School Counseling Program Readiness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1378.
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While current accountability regimes in U.S. public education focus on the job performance of individual school professionals, research in industrial/organizational psychology has established the importance of system-wide factors for organizational outcomes. The purpose of this study was to identify school-wide factors that predict guidance program readiness in New York State high schools. This nonexperimental, quantitative study was based on a survey sample of 97 guidance counselors in New York State. Multivariariate analyses of variance showed that two school-wide independent variables-urbanization of school location and counselor-student ratio-predict scores on guidance program readiness, measured using the American School Counselor Association Readiness Survey. This instrument assesses program readiness on seven subscales-community support, leadership, guidance curriculum, staff/time use, counselor's beliefs and attitudes, counselor's skills, district resources-and overall program readiness. Because prior research shows that this instrument predicts guidance program effectiveness, the findings of the present research have important implications for school reform debates. Specifically, it would appear that school-wide factors significantly influence guidance program outcomes, calling into question the adequacy of accountability systems based on the job performance of individual guidance counselors and other education professionals. This research contributes to a growing body of evidence in support of the whole system paradigm of school reform, which seeks to improve both individual and system outcomes through system transformation.
18
Somuncuoglu, Yesim. "An Analysis Of Change In Pre-service Teacher Education In Turkey By Using Chaos Theory." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/503730/index.pdf.
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This study was conducted to investigate the change in pre-service teacher education in Turkey by using Chaos Theory. The research questions were the following: 1) How did the 1982 restructuring relate to the 1998 restructuring? (2) What were the reasons for the anomalies that led to the 1998 restructuring? (3) How did the 1998 process of transformation work? (4) At which stage of the curve is the system now? (5) What are the possible paths the new model may evolve?
The data sources in this qualitative research study were interviews and documents. The 28 participants of the interviews included some key decision-makers at related institutes and some academic staff at 8 different Education Faculties in Ankara, EskiSehir, Bolu, Adana, and KirSehir. The written documents included some relevant reports, meeting minutes, the proceedings of conferences and panel discussions, research articles, and some articles of four different newspapers in Turkey.
A model of &lsquoChange as Chaotic Transformation&rsquo
was designed by the researcher as a theoretical framework. The data, subjected to a content analysis, revealed that the logic of chaotic transformation has significant implications in investigating and understanding the stability versus instability phases in teacher education affairs in Turkey
roughly 1950s - 1970 (evolution and stability), 1970s (disequilibrium and turbulence), 1982 &ndash
early 1990s (&lsquo
forced stability&rsquo
), and mid-1990s to 1998 (turbulence and transformation) are significant phases in this sense. The data also revealed that the reasons for the anomalies that led to the 1998 restructuring were in both program and administrative issues. Further, the process of transformation in 1998 was &lsquo
self-organization.&rsquo
It is found that presently the 1998 model is perceived as not yet institutionalized
the achievements in program issues realigned teacher education to its &lsquo
identity&rsquo
, but the path the new model may evolve depends on the clarification and institutionalization of &lsquo
governance&rsquo
and implementing strategies for developing &lsquo
human resources&rsquo
(the teacher educator profile).
19
Smith, Pauline J. "An Investigation of the Strategies used by Organizations Participating in the Welfare-to-Work Network Programs and Correlation of the Strategies with the Retention Data to Determine Best Practices for Job Retention among Former Welfare Recipients." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/326.
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This ex post facto study (N = 209) examined the relationships between employer job strategies and job retention among organizations participating in Florida welfare-to-work network programs and associated the strategies with job retention data to determine best practices. An internet-based self-report survey battery was administered to a heterogeneous sampling of organizations participating in the Florida welfare-to-work network program. Hypotheses were tested through correlational and hierarchical regression analytic procedures. The partial correlation results linked each of the job retention strategies to job retention. Wages, benefits, training and supervision, communication, job growth, work/life balance, fairness and respect were all significantly related to job retention. Hierarchical regression results indicated that the training and supervision variable was the best predictor of job retention in the regression equation. The size of the organization was also a significant predictor of job retention. Large organizations reported higher job retention rates than small organizations. There was no statistical difference between the types of organizations (profit-making and non-profit) and job retention. The standardized betas ranged from to .26 to .41 in the regression equation. Twenty percent of the variance in job retention was explained by the combination of demographic and job retention strategy predictors, supporting the theoretical, empirical, and practical relevance of understanding the association between employer job strategies and job retention outcomes. Implications for adult education and human resource development theory, research, and practice are highlighted as possible strategic leverage points for creating conditions that facilitate the development of job strategies as a means for improving former welfare workers’ job retention.
20
Dickerson, Gloria E. "The Institutionalization of Educational Reform: Sustaining an Effective Educational Program." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25968.
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The purpose of this study was to examine the key factors associated with sustaining an effective educational program. The primary research question was: How did the Bright Beginnings: Fantastic Follow Through program sustain itself for more than 25 years? The secondary research questions asked in this study were: (a) what role did the school context play in sustaining the program; (b) what role did leadership play in sustaining the program; (c) how did the school culture affect sustaining the program; (d) how did the implementation, continuation, and evaluation phases of the change effort affect sustaining the program; and (e) what effect, if any, did external factors have on sustaining the program?
This study was a descriptive case study of one exemplary program in an urban elementary school in a mid-Atlantic state. A naturalistic, responsive inquiry approach was employed through in-depth interviews, combined with document reviews as data sources. The key participants included local school administrators, teachers, parents, and the central administrative liaison to the program. The participants were interviewed in-person for approximately 30-60 minutes in length.
Materials gathered during the in-depth interviews were transcribed and analyzed after the interviews were completed. First the researcher read the transcribed interviews and hand-coded the consistencies and emerging themes onto a large chart. Second, a matrix was made of the hand-coded data using a word processor. Third, the researcher identified themes, common patterns and important stories shared by the participants regarding the elements essential to the institutionalization of an educational program. Discussion of the summary, conclusions, implications for practice, and recommendations for further research are provided in Chapter Five.Ed. D.
21
Bennett, Jeffrey V. "Community-based learning and social support in the Midwestern District high school internship program relative influences on seniors' occupational and citizenship engagement orientations /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164659045.
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Younk, Karina. "One province's conception of curriculum integration : transforming educational reform ideals into the Québec education program." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79986.
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This phenomenographic study explores the intentions, ideals, and practices that shape educational leaders' conceptions of curriculum integration. The study uses documents and interviews to analyse the integrative elements of three of Quebec's key educational reform documents: The final report from the commissioners of the Estates General on Education; Reaffirming the mission of our schools: Report of the task force on curriculum reform ; and the Quebec Education Program. Fifteen curriculum reform leaders who participated in the process of drafting these documents were interviewed about their conceptions of curriculum integration. The conceptual framework used to study Quebec's conceptions of curriculum integration stemmed from the review of the research literature. This study's revised framework may provide curriculum developers and other educational leaders with a template for exploring integrative intents, ideals, and practices coherent with their conceptions.
23
Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /." READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.
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Đurđica, Komlenović. "Organizacija geografske nastave u školskim kurikulumima u svetu i primena iskustva u nastavi geografije Srbije." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2003. https://www.cris.uns.ac.rs/record.jsf?recordId=73205&source=NDLTD&language=en.
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Savremeni svetski tokovi u oblasti obrazovanja i izvršene reforme nastavnih planova i programa, uslovili su promenu obrazovnog sistema u i reformu geografske nastave u Srbiji u osnovnom obrazovanju. Dobro struktuiran geografski kurikulum Srbije obezbediće adekvatno mesto geografiji u našem obrazovnom sistemu.Modern world actions in the field of education and reformscarried out in teaching plans and programmes have caused changes in the educational system and reforms of geaography teaching in Serbia on the level of primary school education. Well structioral geographic curriculum of Serbia will provide a suitable place for geography in our educational system.
25
Haug, Peder. "Educational reform by experiment : the Norwegian experimental educational programme for 6-year-olds (1986-1990) and the subsequent reform." Doctoral thesis, Stockholm : HLS Förlag, 1992. http://catalogue.bnf.fr/ark:/12148/cb35837352t.
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Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.
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Farhat, Ben Nasr Hanene. "Former l’élève-citoyen tunisien : éducation civique et éducation islamique dans les établissements scolaires étatiques de 1958 à 2002." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10185.
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Notre objectif dans cette thèse est de suivre l’évolution du paradigme éducatif et du modèle de citoyenneté véhiculé par l’école tunisienne entre 1958 et 2002 selon les différentes approches adoptées en matière d’éducation civique et islamique à travers les réformes qu’a connu le système éducatif. Des réformes qui ont pris une actualité aiguë premièrement avec la Réforme de 1958 puis après les inévitables examens de conscience provoqués d’abord par la montée de la mouvance islamiste et la crise politique de la fin des années quatre-vingt (Réforme de 1991) et ensuite par rapport aux nouveaux défis liés à la mondialisation et les exigences du vivre ensemble mondial (Réforme de 2002). Dans ce travail, nous analyserons un parcours de plus d’un demi-siècle concernant l’éducation civique et islamique à l’école publique tunisienne. Un parcours qui remet en situation les choix qui ont été faits et les manières dont les principes et les valeurs étaient traduits en contenu éducatif. Il s’agit d’une réflexion sur ce contenu, en adoptant une approche comparative entre continuité et opposition. Notre approche se base sur l’analyse d’un corpus constitué de manuels scolaires et de programmes officiels d’éducation civique et islamique destinés à l’école publique tunisienneIn this thesis is to follow the evolution of the educational paradigm and model of citizenship conveyed by Tunisian schools between 1958 and 2002 for different approaches in the field of civic and islamic education and through the reforms experienced by the education system. Reforms that have taken a first acute events with the 1958 reform and after the inevitable self-examination caused primarily by the rise of the Islamist movement and the political crisis of the late eighties (Reform 1991) and then compared to the new challenges of globalization and the demands of living together world (Reform 2002). We analyze a course of more than half a century for civic and Islamic education in public school in Tunisia. A course that challenges the status choices was made and the ways in which principles and values were translated into educational content. This is a reflection on the content, adopting a comparative approach between continuity and opposition. Our approach is based on the analysis of a corpus consists of textbooks and official programs of civic and Islamic education in public tunisian school
28
Maldonado, Luís Renato Silva. "Reformas educacionais na perspectiva de docentes: o programa São Paulo Faz Escola." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25032014-153539/.
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Esta pesquisa pretendeu analisar a perspectiva de professores diante de uma etapa do longo processo reformista da educação pública paulista que se desenvolve desde meados da década de 90. Em 2008, foi implantado pela Secretaria Estadual de Educação de São Paulo, o SPfe (São Paulo faz escola), programa que objetivou criar uma base curricular comum para toda a rede de ensino estadual. Afora a proposta curricular, o programa incorporou a adoção de uma política de bonificação financeira atrelada ao uso de um material didático próprio; o reposicionamento da função do coordenador pedagógico como gestor das mudanças propostas; a responsabilização dos professores pelos resultados do processo de ensino e, como desdobramento, a reestruturação da carreira docente e a criação de cursos de formação específica baseados nos conteúdos e metodologias do SPfe. A pergunta de pesquisa proposta foi: como o magistério interpreta as recentes reformas na educação paulista, no âmbito do Programa São Paulo faz escola? A pergunta tinha o objetivo de identificar as mudanças percebidas pela categoria em sua prática, especificamente no que se refere à autonomia no fazer docente diante da imposição do uso de um currículo determinado e de um material didático estruturado. A hipótese de pesquisa é a de que os professores interpretariam as reformas relacionadas ao SPfe como mudanças que retiram a sua autonomia de trabalho, uma vez que o currículo imposto pelo sistema de ensino apostilado, assim como o seu vínculo com avaliações discentes, docentes e processos de formação exerceriam controle na condução do processo pedagógico interferindo, assim, no mandato docente. Para responder a pergunta, fez-se observação e entrevista semiestruturada com oito professores da Escola Prof. Andronico de Mello. De início, os materiais prescritos foram praticamente ignorados, mas, uma grande parcela dos professores da escola passou a fazer algum tipo de uso do material. A reforma curricular, em si, não se mostrou instrumento suficientemente capaz de incluir os materiais didáticos do programa nas práticas docentes. Os professores não se convenceram dos benefícios que os materiais poderiam trazer às suas práticas. Para que isto ocorresse, foram demandados dispositivos complementares que pouco a pouco levaram o professor ao seu uso. O primeiro e mais significativo destes foi o bônus docente, relacionando o conteúdo dos materiais do programa às avaliações discentes (Saresp) e docentes (Avaliação de mérito) com vistas ao incremento salarial. O segundo dispositivo vinculou à formação oferecida aos docentes ingressantes os princípios, metodologias e conteúdos da nova base curricular num processo de (con)formação docente relativa ao programa. Por fim, a escola pesquisada tem um corpo docente com sólida formação e pouca flutuação, uma cultura voltada ao comprometimento e à autonomia, mas, a penetração das diretrizes curriculares do programa está ocorrendo paulatinamente, minando a resistência docente. Isto sugere que em contextos menos estruturados este processo avança a passos mais largos e pode estar rumando à consolidação de um sistema de controle e fragmentação do fazer docente.This research intended to analyze the teacher´s perspective regarding the long reformist process of the Public Education of the state of São Paulo, in Brazil, which has been taking place since the middle of the 90´s. In 2008, the SEE (Department of Education of São Paulo State) implemented the SPfe (São Paulo faz escola), a program which intended to create a common base curriculum for the entire state´s educational system. Besides the proposal of the curriculum, the program also proposed the adoption of a policy of financial bonus linked to the acceptance and usage of the former; the replacement of the pedagogic coordinator function to manage those changes; making responsible the teachers for the consequences of the teaching process and, as a result, the restructuring of the teaching career and the creation of courses for specific formation based on the contents and methodologies of the SPfe. The question of this research was how the professorship has interpreted those recent reforms in the educational system of São Paulo state, known as São Paulo faz escola? The research had the objective of identifying the changes noticed by the professorship in their practice, specifically regarding their autonomy while teaching before the imposition of a pre-determined curriculum and its correspondent didactic material. The research hypothesis is that teachers interpret reform as SPfe how changes that derive their operating autonomy, since the curriculum imposed by the learnship system, as well as its link with evaluations learners, teachers and processes training have controlled the conduct of the educational process interfering thus the mandate teaching. To answer this question, through empirical research and semi-structured interviews, I interviewed eight teachers of E.E Prof. Andronico de Mello. I concluded that if at the beginning that pedagogical material was rather ignored by the teachers, currently a great number of teachers of that school, somehow employs it in their jobs. That is due to the fact that the curricular reform itself has not proven enough to be adopted as didactic material of the program on the teaching practice. Teachers were not convinced of the benefits that didactic material could bring to their teaching practice. The insertion of those didactic materials into the teaching practices was used driven by some complementary devices that slowly influenced teachers in using them. The first and most important one was the bonus. In other words, correlate the content of that material to the evaluation of students (Saresp) and teachers (evaluation of merit). The second device, linked to the formation of teachers for the new comers through the reinforcing of principles, methodologies and contents of the new curriculum in a process of (con) formation of teachers. Last, I could infer that if that specific school which has a stable group of teachers with a solid formation, besides their culture concerned with commitment and autonomy, the insertion of those curricular guidelines of this new program can be undermining the teachers resistance; we can conjecture that in some other less structured and organized schools, this process advances faster and can be going towards the consolidation of a system of control and fragmentation of the teaching practices.
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Peil, Cheryl Lynn. "Literacy, school reform, and literature-based reading programs." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/772.
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Parman, Kristan D. "School Reform and Coaching| Identifying Structures for Successful Implementation of a Data Informed Decision-Making Program." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722773.
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During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district’s two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets—archival literacy benchmark scores and coach surveys—to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches’ ability to implement the data initiative successfully.
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Gonçalves, Gustavo Bruno Bicalho. "Programa Escola Ativa: educação do campo e trabalho docente." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4991.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorO Programa Escola Ativa (PEA) foi implementado no Brasil a partir de 1997 no marco de um convênio com o Banco Mundial, com o objetivo de melhorar o rendimento de alunos de classes multisseriadas rurais. O PEA tem seu foco na formação de professores e na melhoria da infra-estrutura das escolas, e propõe amplas mudanças na organização do trabalho docente, constituindo-se na único programa voltado especificamente para as classes multisseriadas no Brasil. Seu histórico é marcado pela coexistência com movimentos sociais que sintetizam e defendem novos princípios para a educação do meio rural alinhados com os seus próprios interesses e configurando-os em um novo conceito: Educação do Campo. Estes princípios devieram em 2002 em Referências para uma política nacional de educação do campo e passaram a orientar, em tese, a reformulação e redirecionamento do PEA. O objetivo desta pesquisa é analisar as mudanças no trabalho docente a partir da introdução do Programa Escola Ativa nas escolas multisseriadas rurais. Três frentes de análise foram abertas: uma análise macro, relativa ao contexto histórico da formulação do Programa e início de sua implantação no Brasil; uma análise meso, relativa aos processos de apropriação e resistência de diferentes grupos de interesse; e uma análise micro, relativa às mudanças no trabalho docente no campo a partir da implementação do Programa, considerando os sentidos que adquire o mesmo para o professor, a partir das novas prescrições e condições engendradas. Ao reconstituir o percurso do PEA, da origem à universalização, buscou-se identificar o papel do professor que atua nas escolas aderentes ao PEA e o papel dos movimentos sociais, ao proporem uma política nacional de educação do campo. Inicialmente, realizou-se uma análise macro dos contextos do desenvolvimento e da implementação do PEA, por meio de revisão da literatura. Observou-se uma retórica modernizadora e uma racionalidade tecnocrática que impunha-se de cima para baixo orientando as políticas, em matéria de autonomia e profissionalização dos docentes. No nível meso, por meio de entrevistas, pesquisa participante e análise documental buscou-se mapear pontos convergentes e divergentes na interlocução da coordenação do PEA com os movimentos sociais que discutem a educação do campo no Brasil. Detectou-se um considerável acúmulo de informações construídas de maneira coletiva e utilizadas pelo movimento crítico de maneira isolada dos articuladores das políticas públicas. No nível micro, foram utilizadas técnicas em que o grupo foi meio e estratégia de abordagem das trabalhadoras e de análise reflexiva dos conteúdos evocados. As técnicas foram utilizadas durante um seminário, com a participação de todas as professoras das Escolas Ativas de um município de Goiás. Observou-se que, da perspectiva das professoras, houve melhora das condições materiais para o exercício da profissão docente a partir do PEA. Contudo, esta foi insuficiente para garantir condições adequadas para todos os professores e alunos e uma ampliação da autonomia do professor, que está condicionada a uma intensificação do trabalho e extensão da jornada. Observou-se ainda o caráter vertical da relação com a coordenadora municipal do Programa. Conclui-se que o Programa Escola Ativa possui um traço de verticalismo forte no modo como é implementado, nas esferas macro, meso e micro, que abarca todo o processo de formulação, implantação, avaliação e universalização e reflete na sua dificuldade de incorporar produções críticas e análises coletivas para além do nível do discurso
The Active School Program (PEA) was implemented in Brazil in 1997 within the framework of an agreement with the World Bank, aiming to improve the performance of students of rural multigrade classrooms. The PEA focuses on training teachers and improving the infrastructure of schools, and proposes broad changes in the organization of teaching, becoming the only public policy geared specifically for multigrade classrooms in Brazil. Its history is distinguished by the coexistence with social movements that synthesize and advocate for new principles for rural education, aligned with its own interests, and setting them on a new concept. In 2002 those principles became references for a national policy for rural education and started to guide, in theory, the PEAs reformulation and redirection. The objective of this research is to examine the the PEA impact on teacher work in rural education. Three fronts of analysis were initiated: the first one was a macro analysis, related to the historical context of the PEAs formulation, and the beginning of its implementation in Brazil; a meso analysis, on the processes of appropriation and resistance from different interest groups; and an microanalysis, on changes in the teaching work in the field, since the implementation of the PEA, considering the meanings that the teaching work acquires for teachers, since the new requirements and conditions were engendered. Reconstructing PEAs development, from its origin to its universalization, we tried to identify the role of the teachers who works in schools adherent to the PEA and the role of social movements in proposing a national policy for rural education. Initially, a macro analysis of the development and implementation of PEA, through literature review, was made. A modernizing rhetoric and a top-down technocratic rationality guiding the policies, in terms of autonomy and professionalization of teachers was observed. In the meso level, through interviews, document analysis and participatory research, we sought to diagram convergent and divergent points in the interaction of PEA coordination with the social movements that involved discussions on rural education in Brazil. It was found a considerable amount of data gathered on a collective basis and used only by the critical movement, isolated from the public policymakers. On the micro level, we used research techniques in which the teachers group was the strategy of approach and the way of collecting the data and analyzing it. The techniques were used during a seminar, in which all rural teachers from PEAs schools from a municipality of Goiás participated. It was observed that, from the perspective of teachers, there was improvement in material conditions for practicing the teaching profession since PEA began. However, this was insufficient to ensure adequate conditions for all teachers and pupils and an extension of teacher autonomy, which led to work intensification and resulted in increase in the working day. We also observed a vertical relationship between the local coordinator and teachers. We conclude that the PEA has a strong top-down form of implementing its policies and programs, in the macro, meso and a micro sphere, which covers the whole process of formulation, implementation, evaluation and universalization. This and reflects in difficulty to incorporate critical productions and collective analysis, beyond the level of discourse
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West, Wycondia. "A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2704.
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A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work
by
Wycondia S. West
MA, Spring Hill College, 2002
BS, Spring Hill College, 1998
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
August 2016
There is increasing concern in the United States about the academic challenges that middle grade students face. Middle schools are not meeting accountability standards, and as a result students are not being adequately prepared for high school. In response to these concerns, a state in the southeastern United States adopted a comprehensive school reform model known as Making Middle Grades Work (MMGW) in 2006. The purpose of this program evaluation was to explore the effectiveness of the MMGW program and provide recommendations for improvement. Conceptually, this program evaluation drew upon the MMGW model. The research questions focused on exploring teachers and administrators' perceptions of and suggestions for improving the MMGW program. A collective case study design was used. Eight teachers and 4 administrators with experience in Grades 6-8 and training in MMGW were interviewed. School documents were also reviewed. The participants were purposefully invited from 4 middle schools (1 low performing and 3 high performing) in a district in the southeastern United States. Thematic analysis was used to code the data, and identified themes were summarized. Findings suggested that the current implementation of the MMGW model lacked consistency, uniformity, commitment, and opportunities for professional development. A formative report was created that provided recommendations for ongoing program evaluation and training for middle level educators in the district. Implementation of this project within the schools or the district will increase the lifespan of the MMGW reform model. Also, this implementation may improve academic achievement for middle school students and help to improve high school graduation rates.
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Pearson, A. Fiona. "Making Education Work: The Effects of Welfare Reform on the Educational Goals and Experiences of TANF Participants." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04122006-130648/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Wendy Simonds, committee chair; Ralph LaRossa, Charles A. Gallagher, committee members. Electronic text (289 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 246-275).
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DUNLAP, LAURIE A. "IDENTIFICATION OF KEY COMPONENTS FOR ASSESSING UNDERGRADUATE MATHEMATICS PROGRAMS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123608929.
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Gonzalez, Jennifer Dawn. "Advanced Placement English and the College Curriculum: Evaluating and Contextualizing Policy." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/215.
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This thesis examines the context in which Advanced Placement (AP) English policies are made, examining the political and economic realities that impact policy decisions as well as the discipline-based critiques of the AP English program which have led many writing program administrators (WPAs) and faculty to question existing credit and placement policies. Recent efforts to dramatically expand the AP program have left many questioning whether the AP English experience actually fulfills the promises suggested by the program. After reviewing current literature relating to AP English, this thesis examines the findings of an empirical study conducted at BYU. The study evaluates the outcomes of AP English based on student writing in an actual college setting, focusing on the predictive validity of AP exam scores. Conclusions are drawn from the findings of the study and the review of literature. Recommendations are made for evaluating and designing AP policies that respond sensitively and fairly to all the stakeholders while encouraging WPAs and interested faculty to actively define the role of AP English within the college curriculum.
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Worner, Cindy Baker Paul J. "The differential response patterns of local schools to state mandated reforms." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720816.
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Thesis (Ph. D.)--Illinois State University, 1996.Title from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Patricia Klass, William Rau. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.
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Wing, Bryan Anderson. "The effects of education on the birth rates of "workfare" program participants: Implications for future welfare reform." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1495.
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Kladder, Jonathan Ross. "Re-envisioning Music Teacher Education: A Comparison of Two Undergraduate Music Education Programs in the U.S." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6719.
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The coursework requirements for an undergraduate music education degree in the U.S. have remained relatively unchanged since its inception in the early twentieth-century. In light of the changing milieu of the twenty-first century music learner, some scholars and researchers have suggested redesigning particular components of the music education degree. A few universities in the U.S. have reacted by implementing changes to their undergraduate music education curricula. Preliminary data and reviews of literature revealed that limited investigations into these programs existed. The purpose of this research was to investigate two established music education degree programs in the U.S. where the faculty had redesigned their curricula, while extracting similarities and differences among them. Furthermore, this study was designed to investigate the impact of these curricular changes on students and faculty. Qualitative data were collected through interviews and observations. Lewin’s (1947) Change Theory was used as the framework guiding the investigation. Data analyses and a cross-case synthesis suggested the redesigns took two to four years, which included removing courses in the general music study areas. There were four main themes extracted from these data: (1) faculty-directed process, (2) tension, (3) impetus, and (4) outcomes. These themes illuminated the challenges associated with the work and the influence of the redesign on student dispositions, experiences, musicianship, and future careers. Implications for the field of music education and suggestions for future research are provided in conclusion.
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Saraiva, ??gnez de L??lis. "Conflitos e constrangimentos que cercam a implementa????o de pol??ticas educacionais voltadas para a equidade: o caso da Escola Plural." reponame:Repositório Institucional da FJP, 2007. http://www.repositorio.fjp.mg.gov.br/handle/123456789/168.
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Funda????o Jo??o Pinheiro
Esta disserta????o analisou os problemas e os conflitos gerados na implementa????o da Escola Plural,pol??tica educacional da Prefeitura de Belo Horizonte a partir de 1995. Mostrou que esta pol??tica fazia parte de um contexto de reformas que atravessavam as diversas na????es da Am??rica Latina, em um momento em que os sistemas educacionais se apresentavam ineficientes e ineficazes. E contribu??am para a cria????o e agravamento das desigualdades educacionais entre pobres e ricos. A Escola Plural foi considerada uma pol??tica voltada para equidade entendida como reconhecimento da diversidade de itiner??rios educativos de seus estudantes. Pol??ticas educacionais com esse objetivo revelaram ser dif??ceis de serem implementadas, pois exigiam mudan??as na organiza????o das escolas e dos sistemas educacionais, alterando rotinas e tecnologias amplamentes aceitas e historicamentes erraizadas na cultura da popula????o. Al??m disso, foram identificadas outras vari??veis que poderiam interferir no processo de implementa????o. Foram destacadas a concep????o dos gestores municipais sobre o processo de implementa????o da Escola Plural, a forma de sua implementa????o, o seu modelo de organiza????o e gest??o, a distribui????o dos seus custos e benef??cios, os conflitos gerados e a intensidade deles. As analises identificaram que havia, entre os gestores municipais de Belo Horizonte, a certeza da complexidade e dificuldade do processo de implementa????o da Escola Plural e, por isso, mobilizaram uma grande quantidade de recursos. Porem, um otimismo sobre a recep????o da proposta pelos atores escolares levou a uma subestima????o dos conflitos e da resist??ncia a nova pol??tica educacional. O modelo de gerenciamento e de gest??o foram adequados. Mas, por gerar um alto custo sobre os professores que deveriam ser os implementadores, a Escola Plural enfrentou forte resist??ncia deste ator. Entre os custos, destaca-se a necessidade de mudan??as na organiza????o das escolas e na rotina de trabalho docente, acarretando a sensa????o de perda e, consequentemente, formas diversas de resist??ncia ?? sua implementa????o. Nas tr??s escolas analisadas foram identificadas mudan??as. Em duas delas as mudan??as organizacionais foram maiores e houve uma aproxima????o signif1cativa entre a sua organiza????o e o desenho da Escola Plural. Em uma, as mudan??as foram pequenas e preservou-se muito do modelo tradicional. Contudo,percebeu-se uma adapta????o entre o desenho (macro implementa????o) e a forma como as escolas municipais v??m se organizando e implementando a Escola Plural (micro. O modelo de organiza????o e as rotinas das escolas municipais de Belo Horizonte foram alterados em muitos aspectos, mas preservaram muito do modelo de educa????o que a Escola Plural procurou combater.
Educa????o
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Areque, Ingrid Câmara. "O Programa Universidade para Todos - Prouni no contexto da reforma universitária (1990-2010)." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/4177.
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Outras
The study approaches the higher education in Brazil, prioritizing the analysis of the Universidade para Todos (“University for All”) Scholarships Program (PROUNI), as well as the opinion of the scholars from the Social Services course regarding this program and the professional in charge of it in an Institution of Higher Education (IES) in the city of Manaus. Its specific objectives are: reveal how the process of creating the program was, verify whether the PROUNI can be considered an instrument of democratization of higher education as its proponents claim, and know the opinion of the scholars from the PROUNI in the Social Services course about the program as well as the professional responsible for it in the Higher Education Institution locus of the research. The PROUNI was established by the Provisory Measure 213 in 2004 and it aims to create conditions for the access of higher education by offering full or partial scholarships in private Higher Education Institutions in exchange for tax exemption. The target audience are students with low income who have completed a high school degree in any public school or private institutions provided with a full scholarship, people with disabilities and teachers of public schools who are getting their degree in basic education, in this case, regardless of their income. The program is included in the list of affirmative action policies for designating a percentage of quotas specifically to people with disabilities and to self-declared as black or indigenous. In order to reach the proposed goal, a bibliographic research was conducted (official documents, provisory measure, project-law) proceeding a technique of document analysis about the process of creation of the PROUNI. A field research was also conducted in a private higher education institution in Manaus, where the questionnaire was applied to the scholars of the third and fourth years of the Social Services course, and an interview was conducted with the professional responsible for the program at the institution. The study showed us that the Universidade para Todos Program - PROUNI, created in the context of the Lula government university reform, meets the recommendations of international organizations such as the World Bank (WB) and the World Trade Organization (WTO) since it contributes to the process of privatization and commercialization of higher education, diversification of funding source, blurring of boundaries between public and private, and legitimates the process of diversification of teaching that is reduced only in vocational training, consolidating the concept of education as a service not unique to the state. The field research proves that the program meets a legitimate demand of people excluded from access to public higher education. The opinion of 13 of the 14 scholars participating in the survey is that PROUNI democratizes access to higher education, and only one (1) scholar is contrary to this view. This one qualifies the program as a selective program and a government strategy to pacify the struggle over public education. Sharing this same opinion, the professional responsible for the program at the Institution where the survey was conducted, emphasizes that true democratization of higher education will occur with the access of the poor, or minority to public and free university. It is inferred that although the program has helped many people access higher education level, which means that one has his opinion that the program has democratized higher education, it cannot fail to consider that when it forwards a portion of the population to private higher education therefore it contributes to decrease the popular pressure for one of the historic flags that had marked the social movements and today is no longer seen, which is fighting for a qualified and public university, this is arguably the biggest success of this program.
O estudo aborda o ensino superior no Brasil, priorizando a análise do Programa Universidade para Todos (Prouni) bem como a visão dos discentes bolsistas do curso de serviço social acerca do referido programa e do profissional responsável por ele em uma Instituição de Ensino Superior – (IES) na cidade de Manaus. Tem como objetivos específicos: desvelar como ocorreu o processo de criação do programa, verificar se o Prouni pode ser considerado um instrumento de democratização do ensino superior conforme defende seus propositores e conhecer a visão dos discentes bolsistas do Prouni do curso de serviço social acerca do referido programa bem como do profissional responsável por ele na Instituição de Ensino Superior locus da pesquisa. O Prouni, que foi criado por meio da Medida Provisória nᵒ 213 em 2004, visa criar condições de acesso ao ensino superior por meio de oferta de bolsas de estudo integral e parcial em Instituições de Ensino Superior do setor privado em troca de isenção de impostos. O público alvo são os estudantes oriundos de baixa renda que tenham cursado o ensino médio completo em escola da rede pública ou em instituições privadas na condição de bolsista integral, pessoa com deficiência e professores da rede pública de ensino destinado à formação do magistério da educação básica, nesse caso, independente de renda. O programa se insere no rol das políticas de ações afirmativas por destinar um percentual de cotas especificamente às pessoas com deficiência e aos autodeclarados negros e indígenas. Para o alcance do objetivo proposto realizou-se pesquisa bibliográfica e documental (documentos oficiais decretos, medida provisória, projeto- lei) procedendo posteriormente da técnica de análise documental sobre o processo de criação do Prouni. Realizou-se também pesquisa de campo em uma IES Particular na cidade de Manaus onde foi aplicado questionário juntos aos bolsistas do curso de serviço social 6ᵒ e 7ᵒ períodos e realizada entrevista com a profissional responsável pelo programa na IES. O estudo realizado nos mostrou que o Programa Universidade para Todos- Prouni, criado no contexto da Reforma Universitária do governo Lula, atende as recomendações dos organismos internacionais como o Banco Mundial- (BM) e Organização Mundial do Comércio (OMC), uma vez que contribui para o processo de privatização e mercantilização do ensino superior, diversificação da fonte de financiamento, diluição das fronteiras entre público e privado, e legítima o processo de diversificação de ensino que se reduz somente na formação profissional, consolidando a concepção da educação como um serviço não exclusivo do estado. A pesquisa de campo realizada comprova que o programa atende uma demanda legítima de pessoas excluídas do acesso ao ensino superior público. A opinião de 13 dos 14 bolsistas que participaram da pesquisa é a de que o Prouni democratiza o acesso ao ensino superior, sendo apenas 1(uma) bolsista contrária a essa visão, pois o qualifica como um programa seletivo e uma estratégia do governo para pacificar a luta em torno da educação pública. Compartilhando dessa mesma opinião, a profissional responsável pelo programa na IES onde a pesquisa foi realizada enfatiza que a verdadeira democratização do ensino superior ocorrerá com o acesso dos pobres, ou seja, das minorias a universidade pública e gratuita. Infere-se, que apesar do programa ter contribuído para o acesso de muitas pessoas ao nível superior de ensino, não se pode deixar de considerar que quando ele encaminha parcela da população para o ensino superior privado acaba contribuindo para diminuir a pressão popular por uma das bandeiras históricas que marcou os movimentos sociais e que hoje não se vê mais, que é a luta por uma universidade pública e de qualidade, sendo esse sem dúvida o maior êxito deste programa.
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Saltarelli, Nancy. "The Québec Education Program in praxis : an investigation of the philosophical and practical elements of the curriculum reform in Québec." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112513.
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The recently reformed Quebec Education Program has been implemented since the fall of 2000 and has drawn our attention to many questions regarding the philosophical and practical elements of education in Quebec. This thesis critically examines the implementation of this reform. It investigates the philosophical underpinnings of this new program, its approaches and implementation objectives. It provides an overview of the design of this new program and outlines some of the dominant themes emerging from its approach. It critiques the implementation of this reform by presenting some of the factors that make it difficult to effectively sustain change in school. Finally, it will conclude that we need an education that encompasses the authenticity of teaching and learning and which creates an atmosphere that will actively engage students in their learning.
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Berková, Kateřina. "Didaktická analýza soustavy učiva účetnictví pro OA." Doctoral thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-114462.
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This thesis deals with didactical analysis of subject matter system of accounting for business schools. The first research problem analyses school educational programme at two research business schools, regarding the demands of the reform. Two main hypotheses verifying the differences in key and professional competence of students in problem and traditional education utilization result from the second research problem. The thesis responds to the requirements by creating an educational material with IFRS issues for business schools. Project day for professional economic subjects has been developed on the basis of results, methodology processes and didactical materials resulting from the second research problem
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Bernard, Ladale Lemoine. "District and School Leadership Perceptions of School Turnaround and Teacher Advancement Program (TAP) Reform Practices." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10846513.
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With an increased focus on school accountability and school improvement, efforts to quickly improve or turnaround low performing schools are on the rise. School turnaround is a complex concept with a myriad of social, political, and economic aspects (CPRE, 2013, p. 8). While each school is different, there are generally several practices and changes, that if addressed will result in quick improvements among most low performing schools. This dissertation addressed perceptions of district and school leaders, the importance of climate and culture in the turnaround process, and the support needed to sustain the positive efforts in the turnaround process. The overarching research question that guided this study was, what leadership practices do school leaders and district leaders believe are vital to the turnaround process?
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Kovacs, Katherina Antonia. "Student participation in Career and Life Management, policy and program analysis and educational reform in Alberta." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/NQ59614.pdf.
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Žaliukienė, Dalitė. "Ikimokyklinio ugdymo programų kūrimą sąlygojantys veiksniai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180307-47444.
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Nuolat besikeičiančioje ir tobulinamoje Lietuvos švietimo sistemoje daug dėmesio skiriama kokybiško ugdymo klausimams, todėl aktualus tapo ir ikimokyklinio ugdymo programų atnaujinimo procesas. Magistro baigiamajame darbe nagrinėjami ikimokyklinio ugdymo programų kūrimą sąlygojantys veiksniai: Lietuvoje vykdoma švietimo reforma, ikimokyklinio ugdymo įstaigų bendruomenės (pedagogų, tėvų, vaikų) poreikiai, pedagogų kompetencija, pedagogų motyvacija, laiko veiksnys ir kt. Magistro baigiamajame darbe tiriama pedagogų ir tėvų nuomonė apie ikimokyklinio ugdymo programų kūrimą įtakojusius veiksnius. Šio darbo tikslas: išnagrinėti ikimokyklinio ugdymo programų kūrimą įtakojusius veiksnius.In today’s changing and constantly improved Lithuanian system of education a significant part of attention is being devoted to the quality of child development, and therefore importance of the process of creation of preschool curriculum arose. This Master thesis analyses factors influencing creation of preschool child curriculum: Lithuanian education reform, needs of preschool development institutions’ societies (pedagogues, parents, children), pedagogues competence, motivation of pedagogues, time factor and other. Master thesis emphasises the opinion of pedagogues, parents with regards to the factors influencing creation of preschool child curriculum. The aim of this master paper: to analyse main factors influencing creation of preschool child curriculum.
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Eferakorho, Jite. "A critical analysis of multicultural education reform initiatives in a collegiate teacher preparation program /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115540.
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Werlang, Adriana da Cunha. "As políticas públicas de formação dos professores no brasil a partir da LDB 9394/96 e sua relação com o programa para reforma educacional na américa latina e Caribe (PREAL)." Universidade Estadual do Oeste do Paraná, 2012. http://tede.unioeste.br/handle/tede/3605.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The period after LDB 9394/96 can also be seen as the period of educational reforms in Brazil, where issues were reviewed such as financing, management, curricular, teacher training, evaluation, in order to adjust education to the new economic imperatives that have passed to determine public policy. These reforms were not only locally, but followed the reform movement spread in Latin America and in other developing countries, stimulated and mediated by international bodies such as the World Bank, Unesco / Unicef and Cepal. Also there were several proposals for changes in public policy with educational influence of neoliberal theses, which, from these modifications, we can see the transition from education into the realm of the market, making modified the main objective of the school, having as focus on human resource training to serve the companies. Based on these statements, the present study was developed aiming to show the relationship between educational reforms to teacher training after the LDB 9394/96 and proposals of an International Program held by multilateral agencies. The program chosen was PREAL (Program for Educational Reform in Latin America and the Caribbean), which was established in 1996 and approved by ministers of education from different countries, including Brazil, and is funded by the IDB and UNESCO, having as a goal, as your documents, contribute to the improving of quality and equal education. Four documents were chosen to be analyzed, the report "The future is at stake," the First Bulletin for Latin America and the Caribbean "Lagging Behind", the Second Bulletin for Latin America and the Caribbean "Quantity with no Quality " and the Bulletin of Education Brazil "Out of Inertia", which are targeted directly for Latin America and Brazil. In these documents were analyzed how the changes were proposed in educational reform and in which influences their policy for teacher training, with the references to the administrative reform of the Brazilian state, the political instability and human capital of teachers. The thesis was developed in 3 chapters, where in the first was explained about the Administrative Reform of the Brazilian State and the LDB 9394/96, considering the following relation: State x Neoliberal Policy (economic and social) x Educational Reform, in the second chapter was approached about the educational policy of the teachers from the LDB No. 9394/96 and in the third chapter it was analyzed the documents of PREAL and documents of public policy education for teachers training from the LDB No. 9394/96, seeking to identify how the proposals for training of teachers contained in the documents of PREAL related to training policies teachers in Brazil. The methodology included the study of referential theoretical and descriptive about policies of teachers training related to PREAL, through primary and secondary sources as the main benefit for the analysis of Neoliberal Policies, Educational Reform and the PREAL, trying to understand the proposition of the formation from teachers in this context.
O período pós LDB 9394/96 pode também ser visto como o período das reformas educacionais no Brasil, onde foram revistas questões como financiamento, gestão, currículos, formação de professores, avaliação, com o objetivo de adequar a educação aos novos imperativos econômicos que passaram a determinar as políticas públicas. Essas reformas não foram somente a nível local, mas acompanharam o movimento reformista espalhado na América Latina e nos demais países em desenvolvimento, estimuladas e mediatizadas por organismos internacionais, tais como Banco Mundial, a Unesco/Unicef e a Cepal. Também foram várias as proposições de mudanças nas políticas públicas educacionais com influência das teses neoliberais, onde, a partir dessas modificações, pode-se perceber a passagem da educação para a esfera do mercado, fazendo com que o principal objetivo da escola fosse modificado, passando a ter como foco a formação dos recursos humanos para servir as empresas. Com base nessas afirmações, a presente pesquisa foi desenvolvida procurando mostrar a relação entre as reformas educacionais para a formação de professores após a LDB 9394/96 e as proposições de um Programa Internacional mantido por organismos multilaterais. O Programa escolhido foi o PREAL (Programa para a Reforma Educacional para a América Latina e o Caribe), que foi criado em 1996 e aprovado por ministros de educação de diversos países, inclusive o Brasil, e é financiado pelo BID e pela UNESCO, tendo por objetivo, conforme seus documentos, contribuir para a melhoria da qualidade e pela igualdade da educação. Escolhemos para análise 4 documentos, o Relatório “O futuro está em jogo”, o Primeiro Boletim para a América Latina e Caribe “Ficando para Trás”, o Segundo Boletim para a América Latina e Caribe “Quantidade sem Qualidade” e o Boletim da Educação no Brasil “Saindo da Inércia”, que estão direcionados diretamente para a América Latina e para o Brasil. Nesses documentos foram analisados de que forma foram propostas as modificações na reforma educacional e qual as suas influências para a política de formação de professores, tendo como referências a reforma administrativa do Estado brasileiro, a política de capital humano e a precarização do trabalho docente. A dissertação foi desenvolvida em 3 capítulos, onde no primeiro foi explanado sobre a Reforma Administrativa do Estado Brasileiro e a LDB nº 9394/96, considerando a seguinte relação: Estado x Política Neoliberal (econômica e social) x Reforma Educacional, no segundo capítulo foi abordado a respeito da política educacional dos professores a partir da LDB nº9394/96 e no terceiro capítulo foram analisados os documentos do PREAL e documentos referentes às políticas públicas educacionais para a formação de professores a partir da LDB nº 9394/96, procurando identificar como as propostas para formação dos professores contidas nos documentos do PREAL estão relacionadas às políticas de formação dos professores no Brasil. A metodologia compreendeu o estudo de referencial teórico-descritivo sobre políticas de formação de professores relacionadas ao PREAL, por meio de fontes primárias e secundárias como principal subsídio para a análise das Políticas Neoliberais, das Reformas Educacionais e do PREAL, buscando compreender a proposição da formação dos professores nesse contexto.
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Gose, Daris A. "The Development of the Better Schools Program in Tennessee From 1981 to 1986." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2687.
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The purpose of this study was to investigate the origin, development, and implementation of the Better Schools Program in Tennessee. Materials were gathered from East Tennessee State University Library, University of Tennessee Library, Walters State Community College Library, Belmont University Library, Tennessee State Library and Archives and Morristown-Hamblen County Library. These materials consisted of government documents, presidential and gubernatorial speeches, audio and video tapes, books, and periodicals. Personal interviews were also collected from two TEA members and seven legislators. The materials were analyzed, and important passages were marked, incorporated into the paper, and documented. The research questions were (1) What prompted the instigation of the Better Schools Program? (2) Who was instrumental in establishing the Better Schools Program? (3) What areas of education were affected by the Better Schools Program? (4) Who were the proponents and opponents of the Better Schools Program? and (5) How did the Better Schools Program's ten points translate into statutes or regulations in Tennessee? The research reached three conclusions based on an analysis of the materials. It was determined that Governor Alexander's political philosophy closely coincided with those concepts held by the Better Schools Program. Despite the opposition from TEA, the Governor and his cabinet were able to solicit enough support from politicians, educators, business people, the media, and the public to enact their policies into laws governing Tennessee's educational system. The reform movement terminated in four acts: the unnamed act whereby vocational-technical schools were placed under the Board of Regents, the Public Education Governance Reform Act of 1984, the Comprehensive Education Reform Act of 1984, and the Revised CERA of 1985.
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O'Connor, Ryan Patrick. "Raising all boats? An examination of claims that the International Baccalaureate diploma program is good for all." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1166.
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The International Baccalaureate (IB) diploma program has been one of the fastest growing accelerated learning programs in recent years. At the high school level, the program offers a focus on critical thinking, combined with the accountability of external assessments of student performance. A significant portion of the program's growth is attributed to its effective marketing, presenting itself as a program that benefits the entire school community, above and beyond the benefits reaped by its graduates. To date, the research literature on IB schools has been clear about the benefits of participation; what remains unclear is how and to what extent the program affects the educational experience of non-IB students as well.
In an effort to learn more about these claims, the researcher conducted a qualitative study of an IB school, specifically interviewing teachers and administrators about the IB and its impact on non-IB students. The study identified two general arguments the school was making to this end: 1) the IB benefits the whole school by attracting students (and the funding that follows them) through Open Enrollment, and 2) IB-trained teachers teach non-IB classes, providing the whole school with an improved teacher capacity. The principal findings of this study suggest that offering the IB program benefitted non-IB students in ways that the school claimed--but only to an extent.
The results of this study reveal how certain social and political realities emerge alongside program growth, and how these factors influence the distribution of benefits over time. As test scores increasingly signaled program quality, the need to preserve the school's reputation seemed to prompt a corresponding shift of high-quality teachers towards IB. From the interviews, it was clear that IB classes were smaller than general education classes, and that the teachers with the highest status were disproportionately assigned to teach the upper-level classes. When put together, the case study data points at seemingly inevitable inconsistencies between the claims that the IB benefits non-IB students and the ongoing institutional necessities of the program.
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Marialva, Maria Elcineide de Albuquerque. "PRONERA = política pública na educação de assentados (as) da reforma agrária." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251097.
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Orientador: Vicente RodriguezDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O Programa Nacional de Educação na Reforma Agrária - PRONERA foi criado em 1998, a partir da mobilização dos Movimentos Sociais, em particular do Movimento dos Trabalhadores Rurais Sem Terra - MST. Este programa tem como principal proposta alfabetizar e elevar o grau de escolaridade de jovens e adultos de projetos de assentamentos da reforma agrária. Alguns estudos nos fizeram perceber a importância do PRONERA como política pública de educação para a população assentada da Reforma Agrária, tais como os de: Santos (2009) que analisa a atuação dos movimentos sociais como protagonistas de políticas públicas para a Educação do Campo, e Molina (2004) que investigou o que produziu a existência do PRONERA, e qual seu significado para o desenvolvimento sustentável do meio rural. Desse modo, procuramos analisar de que maneira os movimentos sociais obrigam o Estado a assumir políticas públicas para sua população e o que fazem para manter a continuidade dessas ações. Diante disso buscamos estudar o PRONERA enquanto política pública do governo federal, protagonizada a partir da mobilização dos movimentos sociais. Além disso, buscamos analisar quais foram e/ou são as formas de gestão estabelecidas por esse Programa para que ocorra sua permanência. Para verificar como esse processo de mobilização, criação, resistência e processo de gestão ocorre, escolhemos os estados do Pará e de São Paulo, tomados aqui para exemplificar todo esse processo de implementação do PRONERA. As ações educativas do PRONERA são implementadas e executadas por meio de convênios entre universidades, orgãos públicos, instituições governamentais e entidades da sociedade civil. Nessa perspectiva, adotamos como procedimentos metodológicos a abordagem qualitativa, a análise bibliográfica e documental, bem como aplicação de questionários e entrevistas como os sujeitos envolvidos com o PRONERA.
Abstract: The National Programme for Education in Agrarian Reform - PRONERA was created in 1998 from the mobilization of social movements, in particular the Movement of Landless Rural Workers - MST. This program has as main purpose to raise the literacy and educational level of young people and adults of settlement projects of agrarian reform. Some studies have made us realize the importance of prone as public education policy for the population in agricultural reform, such as from: Santos (2009) that analyzes the role of social movements as actors in public policy for the Rural Education and Molina (2004) who investigated the existence of which produced the PRONERA, and what it means for the sustainable development of rural areas. Thus, we examine how social movements require the state to assume public policies for its people and what they do to maintain the continuity of these actions. Given this study we seek PRONERA as a public policy of the federal government, led by the mobilization of social movements. In addition, we seek to analyze what was and/or are the forms management program established by this to occur their stay. For checkers how this process of mobilization, creation, resistance and management process occurs, we choose the states of Pará and São Paulo, taken here to illustrate this whole process of implementation of PRONERA. The educational activities of the PRONERA are implemented and enforced through agreements between universities, government agencies, government institutions and civil society organizations. From this perspective, we adopted the qualitative methodological procedures, the literature review and documentary as well as questionnaires and interviews as those involved with the PRONERA.
Mestrado
Ciencias Sociais na Educação
Mestre em Educação