Dissertations / Theses on the topic 'School autonomy'

This study focused on leadership and its correlates. Theory and research both point to the centrality of the principal's leadership role in school effectiveness. Yet, few studies of school leadership actually examine relationships among leadership variables. This study examined, from the perspective of high school teachers, three leadership correlates: principal vision, environmental robustness and teacher autonomy. Principal vision was conceptualized as the capacity of the principal to see the difference between what is and what might be, thus enabling others to accept and act on the possibilities of what might be. Environmental robustness was defined as the perceived dramatic content of the school structure. Teacher autonomy was referred to as the extent to which teachers perceived they were able to maintain professional discretion and independence in their classrooms. It is believed that these variables do not stand alone but are interwoven in the leadership discussion. Principal vision is only as powerful a concept as the context in which it is shared (environmental robustness) and the receptivity and willingness to respond to it by the followers (teacher sense of autonomy). This study examined the collective perspective that high school teachers have regarding these three variables. Data were collected from 1338 high school teachers in 34 public high schools in Oregon. The school was the statistical unit of analysis. Mean scores were calculated for each of the three variables and subscales within each variable. Data were statistically analyzed using the Pearson product moment correlation and ANOVA. The study hypothesized a significant positive relationship between principal vision and environmental robustness; principal vision and teacher autonomy; environmental robustness and teacher autonomy. Using the Pearson product moment correlation as the statistical test, positive relationships were observed for all three of the hypotheses. The strongest of the relationships was found between principal vision and environmental robustness. Although not as strong, a significant positive relationship was also found between environmental robustness and teacher autonomy. While principal vision and teacher autonomy demonstrated the weakest correlation, there were several significant relationships among the vision and autonomy subscales. This study found stronger correlations among the three variables at the high school than were found in an earlier study at the elementary level and explores reasons for those differences. This study also investigated relationships among the theoretical variables and several contextual variables including demographic and school improvement indicators. After data were collected and analyzed, several principals of participating schools were interviewed regarding visionary attributes of their leadership roles in their schools. These interviews provided a broader perspective in understanding and interpreting the findings. This study concluded by considering implications of the relationships among these three variables and their impact in creating and sustaining effective instructional leadership. Of significant interest were the implications for the hiring processes for high school principals.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Esta dissertaÃÃo busca problematizar o potencial das radioescolas, do ponto de vista da participaÃÃo dos estudantes. Considerando as especificidades do cotidiano das escolas, suas regras estabelecidas e orientaÃÃes educacionais historicamente construÃdas, objetiva compreender se e como os estudantes envolvidos nas atividades de radioescola de duas escolas do ensino fundamental do municÃpio de Fortaleza, vinculadas ao Programa Federal Mais EducaÃÃo, participam da produÃÃo dos programas e da conduÃÃo das atividades inerentes à rÃdio, como, por exemplo, escolha dos temas, conduÃÃo de pesquisas, finalizaÃÃo do roteiro, escolha das mÃsicas e execuÃÃo do programa, incluindo o manuseio dos equipamentos. Nesse sentido, buscamos identificar se as produÃÃes radiofÃnicas tem sido capazes de traduzir o interesse destes estudantes, abordar temÃticas relacionadas ao seu cotidiano e constituir-se como espaÃo favorecedor do desenvolvimento da sua autonomia como sujeitos. Para desenvolver essa anÃlise, nos apoiamos em autores como Foucault, Freire, Soares, Souza, entre outros e recorremos à metodologia utilizada, que foi a observaÃÃo participante com incursÃes etnogrÃficas. TambÃm foram realizadas rodas de conversa com estudantes participantes das atividades das rÃdios das duas escolas investigadas. Com base na pesquisa podemos concluir que, em que pese o potencial de participaÃÃo das experiÃncias de radioescola, a sua existÃncia no espaÃo escolar nÃo assegura per si o desenvolvimento de prÃticas participativas e autÃnomas. Ter disponÃvel o equipamento de rÃdio, o computador, o acesso à internet e outros equipamentos mais sofisticados, ainda que importantes, sÃo insuficientes para garanti-las. Nessa perspectiva, alÃm de um processo de formaÃÃo continuada dos professores, à fundamental que se promova o questionamento de modelos educacionais autoritÃrios e se estimule a abertura ao diÃlogo entre professores e alunos. A radioescola pode colaborar com este processo, mas ela sà o farà se a mediaÃÃo dos monitores e/ou professores estiver pautada por esse compromisso
This dissertation seeks to question the potential of radio schools from the point of view of the studentâs participation. Considering the specificities of everyday school, its established rules and the educational guidelines historically constructed, aims to understand whether and how students involved in radio school activities of two elementary schools in the city of Fortaleza- Brazil, under the Brazilian Federal Program called âMais EducaÃÃoâ, participate in the programsâ production and the conducting of activities related to radio, for example, the choice of topics, research conducting, finalizing the script, choice of music and program implementation, including handling equipments. Accordingly, we seek to identify whether the radio productions have been able to translate the interest of these students, addressing issues related to their daily lives and establish itself as a space which favors the development of their autonomy as subjects. In order to develop this analysis, we rely on authors such as Foucault, Freire, Soares, Souza, among others and we resorted to the methodology used which was the participant observation with ethnographic incursions. Conversations with students participating in the activities of the radios of both schools investigated were also conducted throughout. Based on the research we can conclude that, despite the potential participation of radio school experiences, its existence in the school itself does not ensure the development of autonomous and participatory practices. Making the radio equipment, the computer, the internet access and other more sophisticated equipment available, whereas important, are insufficient to guarantee them. In this perspective, beyond the process of continuous teachersâ training, it is essential to promote the questioning of authoritarian educational models and encourage open dialogue between teachers and students. The radio school can contribute to this process, but it will only do so if mediation of monitors and / or teachers is guided by this commitment.

The Increased Flexibility for Local School Systems Act (O.C.G.A. §§ 20-2-80-84) compels traditional Georgia public school leadership to make a choice whether to operate under a vertical hierarchical operational system compelled to adhere to all Georgia laws, rules and regulations created by state level policy makers or to increase the level of accountability in exchange for autonomy in the form of a horizontal partnership operational system as a contract or charter system. It will be important for education policymakers in these systems to have a clear understanding of the essential elements of the transition process to guide their decisions to best meet the needs of the students.

The researcher employed a three-round Delphi study to describe the elements that were part of the process of transitioning to a charter system or an IE ² contract system. The researcher gathered data from a panel of 11 experts, who were directly involved in their school system's transition. The data analysis revealed 89 elements that were rated by at least 80% of the panelists, as important or essential to the transition process.

Over the past four decades in Australia, many politicians, policy-makers, experts and social commentators have sought to increase the organisational autonomy of public schools and their principals. This trend of shifting the locus of educational decision-making and management away from bureaucratic centres to individual schools and parents continues, with the Western Australian state government recently introducing the Independent Public Schools policy. This policy devolves an increased range of organisational and curriculum responsibilities from the state education bureaucracy to selected public schools. This thesis examines what appears to be the enduring trend towards school autonomy and self-management. The perspective of this thesis is informed by the theoretical, analytical and historical insights of Foucauldian studies of government, or governmentality. Foucault’s studies have increasingly influenced sociological and historical studies in education. His notions of power and discipline have been elaborated and applied in the study of the micro power relations of schooling. Unfortunately, while the study of schooling as a technology for disciplining the individual’s mind and body has received most attention, Foucault’s studies in government have been less widely understood, elaborated and used. This thesis explores Foucault’s genealogy of the formation of the modern liberal state (and governmentality) and the rich and subtle insights it provides into the complex relationship between the state, politics, society and the government of education. I explore Foucauldian studies in government with the aim of teasing out their implication for our understanding of the relationship between selfmanaging school reforms and the state, politics and government. In particular, I argue that the trend in public schools towards school autonomy and self-management cannot be adequately understood without understanding the inherent dilemma embedded within the discourses of politics and government of modern liberal democracies. This problem can be described as an agonistic tension in liberal governmentality between political and governmental authorities enabling individual and economic freedom, whilst needing to secure the state and the welfare of its constituent elements under the condition of freedom. This tension fuelled a ‘crisis of liberalism’ or a ‘crisis of liberal governmentality’ in the late twentieth century. This crisis involved vociferous critiques of the welfare state in conjunction with a cultural renewal of the discourses of individual freedom, emancipation, liberation and empowerment. According to Foucault, central to this crisis was concern about the costs of the perceived growth of excessive government of the post World War Two era, measured both economically and in terms of personal and political freedom. This thesis puts the case that the emergence of ‘self-managing school reforms’ is linked to this ‘crisis of liberalism’. The self-managing school constitutes both an instrument and object of government, re-regulating the domain of education according to an ethos of individual empowerment, activity, enterprise, autonomy and responsibility. To illustrate some of the consequences of these reforms, two case studies are examined. The first explores the emergence at a national level of the devolution of responsibilities and authority to schools, particularly canvassed in the Schools In Australia report (1973) and by the Commonwealth Schools Commission (1973-1988). The second case study examines the use of self-management techniques and practices in schools. These reforms have sought to strengthen the capacity of those within schools to manage themselves and their schools as competitive enterprises with diminished reliance on central education bureaucracies. I argue that this development, like the case of devolution, is linked to the new ways of rationalising and enacting the care and government of the population and the state emerging from the crisis of liberalism. I conclude with a discussion of the implication of this trend towards self-management, specifically in terms of what is at stake for the liberal state from a mode of government that seeks to govern for its citizens’ freedom and also, often antagonistically, for the state’s security.

This study explores the notion of autonomy in the dynamics of private higher education in China. Focusing on the role and function of autonomy in the operation of private institutions of higher education, it examines the evolution of government policy, documents the recent rapid development of private post-secondary institutions, and investigates the quality of the relationships between private institutions, their communities, society and government.
Data were collected from government sources and from fifty-six private institutions through various methods, including interviews, questionnaires and case studies.
Qualitative analysis of the data revealed different dimensions, perceptions, and patterns of autonomy in these institutions.
The study found that institutional autonomy has generally promoted efficiency and flexibility in the operation of these institutions and allowed adaptability and responsiveness to changing social and economic conditions which in turn, have enabled private higher education to contribute significantly to the on-going transformation of Chinese society. However, such autonomy is subject to both external internal constraints and problems, including some restrictive government policies, the lack of financial resources and inexperience in private school operation.

The No Child Left Behind Act directs states to establish annual assessments to measure student mastery of state-established learning expectations. American public school students in grades 3 through 8, with few exceptions, take a series of state-mandated assessments each year; students in grades 10 through 12 take a series of state-mandated assessments at least once during those years. NCLB and state laws mandate considerable consequences if students do not perform well on the assessments. Research suggests that the standardized tests associated with NCLB affect curricula and pedagogy. What is not known is the level of control teachers believe they have over the curricular and pedagogic changes, and how that level of perceived control affects teachers’ perceptions of their ability to prepare students for the state-mandated tests. The purpose of this research study was to examine how teachers’ perceptions of autonomy affect their perceptions of efficacy regarding state-mandated testing. Data were collected with the Teaching Autonomy Scale (Pearson & Hall, 1993) and follow-up interviews with teachers from a suburban Connecticut public school district. The findings of the study suggest that teacher perceptions of autonomy do not significantly affect their perceptions of efficacy regarding the state-mandated tests associated with NCLB. The findings also suggest that teacher perceptions of autonomy do affect how teachers view the state-mandated standardized tests. Teachers with high perceived autonomy tended to report that the state-mandated tests had less of an impact on their classroom practices; had some discretion regarding how to use curricular materials in their classes; said that their students performed well on the state-mandated tests because the students engaged in authentic learning exercises that taught the students the skills and concepts assessed by the tests; tended to view the state-tests as assessments of the reading, writing, and math curricula; and tended to report that the state-mandated tests had mostly positive effects on education. Implications for practice, public policy, and further research are presented
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

Tese de Mestrado em Administração Pública - Administração da Educação
Em Portugal, desde o final dos anos oitenta que se tem vindo a assistir a um conjunto de reformas educativas relacionadas com a mudança do papel do Estado no governo da educação. Na Região Autónoma da Madeira (RAM) e tendo em conta a consagração da sua autonomia político-administrativa, desde 1979 que o Governo da República transferiu competências nos domínios da educação e investigação científica. Passados sete anos sobre a publicação do Decreto Legislativo Regional n.º 21/2006/M que alterou o Decreto Legislativo Regional n.º 4/2000/M, que aprovou o regime de autonomia, administração e gestão dos estabelecimentos de educação e de ensino públicos na RAM, este diploma ainda não foi aplicado na íntegra aos estabelecimentos de educação e do 1º Ciclo do Ensino Básico. Considerou-se que seria um processo excessivamente pesado para as realidades das escolas deste nível de ensino. Atendendo a que o diploma salienta que a sua aplicação far-se-á num momento posterior, numa lógica que privilegie e valorize a identidade destas escolas e exclua a lógica da uniformidade burocrática e que também o recente Programa de Ajustamento Económico e Financeiro da Região Autónoma da Madeira (PAEF), apresenta algumas medidas de execução para o setor da educação, de onde se destaca, a reestruturação das estruturas escolares, tentamos indagar junto dos profissionais deste ciclo, em que medida é necessário efetuar um reforço da autonomia e gestão escolar nas Escolas Básicas do 1º ciclo com pré-escolar da RAM, tendo em vista, o aumento da eficácia e eficiência destas escolas, num quadro de valorização do papel dos indivíduos e do contexto social onde se inserem.Do ponto de vista metodológico, esta investigação teve um enfoque Qualitativo e Descritivo, através da realização de um Focus-Group. Recolhemos então a informação a partir de um grupo pré-determinado de 4 diretores de escolas do 1º ciclo do ensino básico do concelho da Ribeira Brava, com o objetivo de, por um lado, fazer um estudo mais detalhado sobre o problema e, por outro, mediante a adoção da técnica de análise de conteúdo, apresentar os dados e respetiva análise sob a forma de uma síntese descritiva, utilizando um enfoque indutivo de onde foi extraída toda a informação. Ao utilizarmos este método de recolha de informação pretendemos perceber se o modelo existente é desejado por parte dos diretores ou se pelo contrário, se resume a uma imposição da administração central. Os resultados da investigação sugerem que os diretores solicitam a concessão de mais autonomia e de maior poder de decisão, a nível pedagógico e financeiro. Contudo reforçam que têm a autonomia suficiente, no que concerne às opções organizacionais das suas escolas. Consideram que o modelo é adequado, embora a falta de autonomia financeira, alicerçada também em restrições económicas estejam a complicar o bom funcionamento das suas escolas. Desta forma, concluímos que embora se denote pouca vontade de mudança, um maior poder de decisão nos domínios pedagógico, curricular, administrativo e financeiro, só se poderia enquadrar neste nível de ensino com uma reformulação de base no seu modelo de funcionamento, implicando, por exemplo, a fusão de núcleos escolares e constituição de novos órgãos diretivos.
Portugal, since the late eighties has been witnessing educational reforms related to the changing role of the state in the education governance. In the Autonomous Region of Madeira (ARM) and taking into account the consecration of its political and administrative autonomy, since 1979 the Republic Government transferred education and scientific research competences. Seven years after the Regional Legislative Decree n.º 21/2006/M publication, amending the Regional Legislative Decree n.º 4/2000/M, which approved ARM’s educational and public teaching establishments autonomy, administration and management, has not yet been fully applied to educational establishments and to the 1st Cycle of Basic Education. It was considered an extremely hard process for school realities in this educational level. Taking into account that the statement refers implementation should happen later time, concerning a logic that privileges these schools identity and values and deleting bureaucratic uniformity and also the recent Economic Adjustment Programme and Finance of the Autonomous Region Madeira (EAPF) that presents some implementation measures for the education sector, where stands the school structures restructuration, it was tried to find out with this education level professionals to what extent is it necessary to perform an enhanced autonomy and school management in ARM preschools and 1st cycle Primary Schools, in order to increase the effectiveness and efficiency of these schools by valorizing individuals role context and, also, the social context where they operate .From the methodological point of view, this research had a Qualitative and Descriptive approach, by a Focus–Group methodology. Data was collected from a predetermined group of 4 school principals 1st cycle of basic education in the county of Ribeira Brava, in one hand in order to make a more detailed study of the problem and on the other hand, by adopting the content analysis technique, to present data and the corresponding analysis in the form of a descriptive synthesis, through an inductive approach from where all the information was obtained. By applying this data collect method we want to see if the existing model is desired by the school principals or, if it’s only a central government’s imposition. Research results suggest that school principals would like to have more autonomy and empowerment in the educational and financial area. However, reinforce that they have enough autonomy in what concerns to their school organizational options. They also consider it an adequate model, although the lack of financial autonomy, due to economical restrictions means a difficulty while running their schools. Thus, we conclude that although the unwillingness to change, a pedagogical, curricular, administrative and financial power of decision could only fit this educational level if based on an operating model reformulation, implying, for example, educational centers fusion and new school governing bodies creation.

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A pesquisa analisou o exercício da autonomia e o processo participativo de uma escola pública de Ensino Fundamental de 1ª a 4ª série, da rede municipal de Salvador. Foram considerados os dispositivos legais vigentes, o envolvimento das comunidades escolar e local na tomada de decisões e o impacto no exercício da autonomia nos processos administrativo, pedagógico e financeiro. A abordagem metodológica adotada foi a qualitativa, na forma de Estudo de Caso, pela possibilidade da visão interpretativa, naturalista, na qual o foco de investigação foi a significação que os atores envolvidos atribuíram à participação, e à prática da autonomia. A pesquisa foi realizada no período de julho/04 a dezembro/06 e a análise dos dados evidenciou que há uma relativa autonomia e participação das comunidades escolar e local nos aspectos administrativo, pedagógico e financeiro da E. M. Girassol. Conclui-se, verificando que é muito importante que sejam criadas oportunidades para que as comunidades escolar e local aprendam a exercer a autonomia e a participarem das decisões da unidade escolar, tendo em vista não só os aspectos legais, mas considerando também o referencial teórico, a experiência da participação e o exercício da autonomia.
Salvador

Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students’ motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students’ intrinsic motivation to participate in physical education class and physical education teachers’ use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6^th–8 ^th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.

In 1987 the Portuguese and British governments initiated 'radical' changes to the organisation and provision of school education. Influenced by a programme which combined political and economic neo-liberalism, conservative social doctrines on family and nation and traditional forms of education, these two governments proposed to 'innovate' and to 'modernise' public management and governance. 'Decentralisation' and 'autonomy' were both essential principles and goals underlying the introduction of private market principles and mechanisms in public education. The translation of those principles and goals into policy and the objectives which they conveyed were at the centre of political and professional disputes in the two countries. This thesis traces the emergence and development of principles and objectives informing the reform of school management and governance and maps the change in administration, governance, financing and provision. The comparative study of this change begins with the consideration of why governments, in countries at different stages of social development and democratisation and with an increasingly diverse social and ethnic composition, embraced policy solutions derived from similar libertarian and individualistic economic and political definitions of social freedoms and rights. The aims of the thesis are to explain and to contrast the transformation of existing mandates for compulsory education and of the nature of professional practice and school relations; to map the trajectory of changes in management and governance in two local areas in each country; to discuss the early impact of these reforms on teaching and learning and the anticipated lasting effect on schooling. An integrated comparative approach is combined with policy sociology and a perspective of the state which takes into account national specificity and complexity and the emergence of a transnational new form of social regulation. Interviews were undertaken with key actors in both central and local national government, in regional services, representative groups with an interest in education and with those responsible for the management and governance of schools in the two countries. These interviews provide the core material to trace the influence of adopted principles over practice at local and school level. The thesis concludes with the analysis of the impact of reforms at the institutional and local community levels. It discusses comparatively the way in which political deregulation, re-regulation and combined deregulation/re-regulation coexist at the school level and influence change in the following areas; curriculum, assessment, financing, teachers' recruitment, pay and working conditions, inspection, school admissions, special educational needs and discipline. Similarities in political regulation are contrasted with the way in which principles and reform initiatives were expressed differently in Portugal and England. The various forms and mandates which reforms took nationally and internationally across areas of social reform and across education's sub-systems and, the different ways in which principles were translated into policy initiatives are taken into account when considering the long-term anticipated impact of reforms in both countries.

Aquesta tesis estudia les polítiques d’autonomia escolar amb rendiment de comptes (SAWA, pel seu acrònim en anglès), com un model de reforma global, traduït i re-contextualitzat en un context sub-nacional. En concret, s’analitza la ‘instrumentació’, els impactes i els ‘enactments’ de les polítiques SAWA a Espanya, amb un enfocament particular sobre el cas de la Comunitat de Madrid. Les polítiques SAWA impulsen un model de reforma educativa a partir de la combinació de majors nivells d’autonomia escolar i descentralització, amb nous instruments d’avaluació i rendiment de comptes (RdC), amb l’objectiu de millorar l’eficàcia i eficiència dels sistemes educatius (Verger et al., 2019; Sahlberg, 2016). Aquest model, emergeix sota els principis de la Nova Gestió Publica (NGP) durant els anys 1980 en el món Anglo-Saxó, malgrat s’ha disseminat, més recentment, en països sense una tradició administrativa gerencial. Aquest és el cas d’Espanya, on el sistema d’avaluació escolar s’ha desenvolupat de manera incipient sota una aproximació burocràtica. Tanmateix, des dels anys 2000, diverses Comunitats Autònomes han adoptat mecanismes de RdC i reformes en l’àmbit de la governança. A Madrid, les polítiques SAWA s’han implementat conjuntament amb esquemes d’elecció escolar en un sistema educatiu de quasi-mercat relativament diversificat, contribuint a consolidar un gir en la governança del sistema, d’acord amb un model post-burocràtic. Adoptant un enfocament multi-escalar, aquesta tesis estudia la ‘instrumentació’ de la reforma SAWA, no només per assolir un millor coneixement sobre les motivacions, racionalitats i trajectòries de la reforma, sinó també per identificar i analitzar els seus principals impactes i ‘enactments’. A nivell macro, s’analitza la selecció i adopció dels instruments de RdC. A nivell meso, s’estudien els principals impactes de les polítiques SAWA sobre les dinàmiques inter-escolars en els mercats educatius locals. Per últim, a nivell micro, s’analitza la interpretació i traducció de les polítiques SAWA en les organitzacions escolars. L’estratègia metodològica segueix l’enfocament de l’estudi de cas, combinant dades, fonts i tècniques de recerca de naturalesa diversa, incloent entrevistes qualitatives amb actors polítics (n=35), anàlisis de documental de normativa educativa (n=12), entrevistes amb actors escolars (n=54) i enquestes amb docents (n=844) i directors (n=179). Els resultats mostren com els models internacionals i els discursos globals han guanyat centralitat en la difusió de les polítiques SAWA. Tanmateix, la seva traducció en contextos locals i nacionals és contingent a diversos factors de naturalesa política, administrativa i cultural. En el cas de Madrid, les reformes SAWA van ser adoptades seguint models de reforma internacionals, però no van assolir una major consolidació degut a obstacles polítics i administratius, sobretot pel que fa a la disseminació pública del resultats de les proves estandarditzades. Tot i així, les proves externes han estat redefinides i s’han mantingut conjuntament amb polítiques d’elecció escolar, generant importants pressions externes i competitives que les escoles adrecen amb diferents lògiques d’acció en un mercat educatiu verticalment segmentat. A nivell intra-escolar, aquesta tesis demostra com ‘l’enactment’ dels diversos components de les polítiques de RdC difereix entre centres educatius. Quan els actors escolars no creuen en l’adequació i legitimitat dels sistemes de RdC, tendeixen de desvincular les estructures formals de les pràctiques escolars reals associades a l’avaluació externa. Aquesta tesis suggereix algunes implicacions destacades en termes de recerca i implementació política. Els resultats assenyalen que quan les polítiques SAWA s’implementen en sistemes educatius verticalment diferenciats i sota regulacions de lliure elecció escolar, poden contribuir a una intensificació de la segmentació escolar, i per tant, limitar les possibilitats de millora per aquelles escoles en condicions de major vulnerabilitat, debilitant el rol cohesionador i anivellador de l’educació, i reforçant-ne les seves funcions de reproducció social.
Esta tesis estudia las políticas de autonomía escolar con rendimiento de cuentas (SAWA, por su acrónimo en inglés), como un modelo de reforma global re-contextualizado en un contexto sub-nacional. En concreto, se analiza la ‘instrumentación’, los impactos y los ‘enactments’ de las políticas SAWA en España, con una atención especial sobre el caso de la Comunidad de Madrid. Las políticas SAWA impulsan un modelo de reforma educativa a partir de la combinación de mayores niveles de autonomía escolar y descentralización, con nuevos instrumentos de evaluación y rendición de cuentas (RdC), con el objetivo de mejorar la eficacia y eficiencia de los sistemas educativos (Verger te al., 2019; Sahlberg, 2016). Este modelo, emerge bajo los principios de la Nueva Gestión Pública (NGP) durante los años 1980 en el mundo Anglo-Sajón. Sin embargo, más recientemente se ha diseminado en países sin una tradición administrativa gerencial. Este es el caso de España, donde el sistema de evaluación escolar se ha desarrollado de manera incipiente con una aproximación burocrática. Sin embargo, desde los años 2000 varias Comunidades Autónomas han adoptado mecanismos de RdC y reformas de la gobernanza escolar. En Madrid, las políticas SAWA se han implementado conjuntamente con esquemas de libre elección en un sistema educativo de cuasi-mercado relativamente diversificado, contribuyendo a consolidar un giro en la gobernanza del sistema, de acuerdo con un modelo post-burocrático. Adoptando un enfoque multi-escalar, esta tesis estudia la ‘instrumentación’ de la reforma SAWA, no sólo para lograr un mejor entendimiento sobre sus motivaciones, racionalidades y trayectorias, sino también para identificar y analizar sus principales impactos y ‘enactments’. A nivel macro, se analiza la selección y adopción de los instrumentos de RdC. A nivel meso, se estudian los principales impactos de las políticas SAWA sobre las dinámicas inter-escolares en los mercados educativos locales. Por último, a nivel micro, se analiza la interpretación y traducción de las políticas SAWA en las organizaciones escolares. La estrategia metodológica sigue el enfoque del estudio de caso, combinando datos y técnicas de investigación de naturaleza diversa, incluyendo entrevistas cualitativas con actores políticos (n=35), análisis de documental de normativa educativa (n=12), entrevistas con actores escolares (n=54) y encuestas con docentes (n=844) y directores (n=179). Los resultados muestran cómo los modelos internacionales y los discursos globales han ganado centralidad en la difusión de las políticas SAWA. Sin embargo, su traducción en contextos locales es contingente a diversos factores de naturaleza política, administrativa y cultural. En Madrid, las reformas SAWA fueron adoptadas siguiendo modelos internacionales, pero no lograron una mayor consolidación debido a obstáculos políticos y administrativos, sobre todo en cuanto a la diseminación pública de los resultados de las pruebas estandarizadas. Aun así, las pruebas externas han sido redefinidas y se han mantenido conjuntamente con políticas de elección escolar, generando importantes presiones externas y competitivas, que las escuelas enfrentan con diferentes lógicas de acción en un mercado educativo verticalmente segmentado. A nivel intra-escolar, esta tesis demuestra como el ‘enactment’ de los diversos componentes de las políticas de RdC difiere entre centros. Además, cuando los actores escolares no creen en la adecuación y legitimidad de los sistemas de RdC, tienden de desvincular las estructuras formales de las prácticas reales asociadas a la evaluación externa. Esta tesis sugiere importantes implicaciones. Los resultados señalan que cuando las políticas SAWA se implementan en sistemas educativos verticalmente diferenciados y bajo regulaciones de libre elección, pueden contribuir a una intensificación de la segmentación escolar, y por tanto, limitar las posibilidades de mejora para aquellas escuelas en condiciones de mayor vulnerabilidad, debilitando el rol cohesionador y nivelador de la educación, y reforzando sus funciones de reproducción social.
This thesis aims to study the recontextualisation of School Autonomy with Accountability (SAWA) reforms as a global education policy, translated and enacted in a subnational context. More specifically, the thesis analyses the instrumentation, impacts and enactments of SAWA policies in Spain, with a particular focus on the region of Madrid. SAWA policies aims to reform education systems by combining major levels of decentralization and school autonomy with novel policy instruments of accountability and evaluation, with the ultimate aim of improving the efficiency and efficacy of education systems (Verger et al., 2019; Sahlberg, 2016). This model emerged under the tenets of New Public Management (NPM) during the 1980 in the Anglo-Saxon world, but has been disseminated in countries without managerial administrative traditions. This is the case of Spain, where school evaluation has been developed incipiently under a bureaucratic approach. However, since the 2000s, different Spanish regions have adopted external accountability mechanisms and governance reforms. In Madrid, SAWA policies have been implemented together with open school choice schemes in a relatively diversified quasi-market of educational providers. Overall, the introduction of accountability mechanisms to regulate a quasi-market education system has contributed to consolidate a governance shift towards a post-bureaucratic educational model. Under this policy context, this thesis analyses the instrumentation of SAWA reforms not only to gain a better understanding of the motivations, rationales and trajectories of the reforms but also to identify and analyse their main impacts and enactments. Adopting a multi-scalar approach, this thesis addresses the policy selection and adoption of accountability tools from a macro level of analysis; its main impacts regarding the interschool dynamics in the local education markets from a meso level of analysis; and its policy enactments at the school level from a micro analysis. The methodological strategy follows a case study approach, combining data sources and research techniques of a diverse nature, including qualitative interviews with policymakers and stakeholders (n=35), analysis of policy documents (n=12), interviews with teachers and principals (n=54) and survey responses of teachers (n=844) and principals (n=179). This thesis uncovers some interesting results at the different levels of analysis. From the macro level, the results show how international policy models and global discourses are gaining centrality in the diffusion of SAWA policies. However, their translation in the local and national context is contingent to diverse political, administrative and cultural factors. In Madrid, the SAWA reforms were adopted following international models, but they did not reach further consolidation due to political and administrative hindering factors, especially regarding the public dissemination of the standardised test’s results. However, the test has been redefined and lasted together with school choice policies, generating important external competitive pressures that schools face adopting diverse logics of action in a vertically segmented education market. At the school level, this thesis illustrates how the components of the accountability mandate are differently enacted in the schools. Moreover, the results suggest that when school actors do not believe in the adequacy or fairness of the accountability system, they tend to decouple formal structures from real school practices. This thesis has important implications for policy and research. The results point out that when implemented in vertically differentiated education systems and under broad school choice regulations, SAWA reforms may contribute to further intensify school segmentation and, hence, limit the possibilities of improving those schools in more disadvantaged conditions, thus undermining the cohesive and levelling role of education and reinforcing its reproductive functions.
Universitat Autònoma de Barcelona. Programa de Doctorat en Sociologia

This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.

The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success remains unclear. The purpose of this quantitative study was to examine the relationship between teachers' autonomy to make decisions about classroom teaching practices and specific science curricula, school-wide student achievement in science, and students' SES. Freire's empowerment theory served as the theoretical framework. The research questions investigated the extent that student SES background moderated the relationship between teacher autonomy, curricula, and school district science achievement. Data sources were student Florida Comprehensive Assessment Test science achievement scores and teacher autonomy data from 108 eighth grade science teachers in 16 school districts. Data were analyzed using hierarchical linear regression analysis. Results revealed no significant relationships between eighth-grade science teachers' perceptions of their autonomy, teaching practices, their science curriculum, and district eighth-grade science achievement scores (p > .001). Although the results were not significant, this study provides insights into 8th grade science education which may benefit students, teachers, and administration. Factors such as SES and teacher perception of autonomy can be advantegeously considered in science classes to increase student achievement. Such considerations can influence positive social change by increasing the science capacity of students at all SES levels.

Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students' motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students' intrinsic motivation to participate in physical education class and physical education teachers' use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th-8th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.

Summary THE PECULIARITIES OF THE PUPILS’ (VI-VIII FORMS) AUTONOMY IN A BASIC SCHOOL Janeta Vidraitė School’s community makes an important stream in the making community. All its members’ activity, self-expression freedom, communication and collaboration, unconditional respect of the living rules of the community. So, there is a very important role falls on the pupils autonomy at schools, where has been laying the bases of an active citizen, culture and other. Pupils’ autonomy work can be the first aid organizing educating and training procedures. The point of this work is not only the procedure reaching results in one of another ground but also doing the functions of the organizers pupils gain social proceeding skills, try practically difficult social matters managing workmanship. There could be predicated that the developing of the pupils’ autonomy is a necessary condition, which enable to reach democratic school, active, creative and pushing generation’s training aims. I raised a problematic question if there is run successfully pupils’ autonomy in schools in the Republic of Lithuania, what the main functions and influence it makes to pupils’ life and work variety. The exploring subject – the peculiarities of pupils’ autonomy. The tasks of the research: to explore pedagogical, psychological, methodical literature about pupils’ autonomy; to set what pupils’ institutions and run in the school and what kind of autonomy work the pupils are involved; to discuss pupils... [to full text]

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Um dos princípios da Educação é a aquisição e o desenvolvimento da autonomia dos alunos aliados à conquista da cidadania plena, sendo que o componente curricular Educação Física pode permitir uma grande contribuição para este objetivo. E frente às dificuldades em geral encontradas nas redes públicas de ensino, faz-se necessária a realização de um trabalho de construção pedagógica com professores de Educação Física a fim de que os alunos obtenham maiores possibilidades de desenvolver a autonomia e todos os aspectos que ela engloba, ou seja, o objetivo do trabalho foi o de construir junto a professores de Educação Física atuantes na rede pública de ensino possibilidades metodológicas e estratégias didáticas para o desenvolvimento da autonomia dos alunos. A metodologia utilizada para tal fim foi a pesquisa-ação, que se constituiu de cinco reuniões com cinco professores participantes, caracterizados por um grupo jovem com tempo de atuação na escola variado entre um a sete anos após a formação inicial. Ao início das reuniões, foi aplicado um questionário com questões a respeito do tema autonomia, com a finalidade de identificar dados para comporem o ponto de partida das reuniões da pesquisa-ação. Os dados obtidos das discussões dos encontros foram agrupados em categorias e envolveram: os entendimentos de autonomia; as estratégias utilizadas; os papéis dos professores e da escola; as posições críticas e as dificuldades encontradas. No geral, os conceitos obtidos giraram em torno de que o aluno autônomo é aquele mais independente e capaz de realizar boas escolhas e resolver problemas, sempre consciente de suas ações. As principais estratégias para desenvolver a autonomia dos alunos englobaram os espaços de escolha para os alunos, as reflexões e a vivência de diferentes conteúdos. Para isto, o professor jogar junto...
One of the principles of the Education is the acquisition and development of autonomy allying students to the conquest of full citizenship: the subject Physical Education can allow a great contribution for it. And facing the difficulties in general found in the public nets of teaching, it is necessary an accomplishment of a pedagogic work with teachers of Physical Education, so the students can obtain larger possibilities to develop the autonomy and all the aspects included, in other words, the objective of this work was to built with Physical Education teachers of public net of teaching methodological possibilities and didactic strategies for the development of the students' autonomy. The methodology used for this study was the research-action, that was constituted of five meetings with five teachers, characterized by a young group with different previously experiences in school, among one to seven years after the graduation. In the beginning of the meetings, a questionnaire was applied with subjects regarding the theme autonomy, with the purpose of identifying facts to build the starting point of the meetings of the research-action. The obtained data of these meetings were contained in categories and they involved: the ideas and autonomy concepts; the strategies to develop them; the functions of the teachers and school; the difficulties and the teachers' critical points. In the general, the obtained concepts were based on the autonomous student is that one more independent and capable of accomplish good choices and to solve problems, always conscious of their actions. The main strategies to develop the students' autonomy include the time for their choices, the reflections and the existence of different contents. For that, the teacher playing with the students, taking them to walks and to bring auditions to the school linked to the purposes contents are successful strategies that power... (Complete abstract click electronic access below)

A presente dissertação teve, como questão de partida: Que dinâmica se estabelece entre o Agrupamento de Escolas de Montemor-o-Novo e o território em que se insere? A abordagem teórica consistiu numa revisão de literatura para dar resposta ao objetivo central de conhecer as dinâmicas educativas estabelecidas entre o Agrupamento de Escolas e as respetivas entidades parceiras, através de um estudo de caso. O esquema de estudo traçado, baseado numa abordagem qualitativa, centra-se na análise de documentos orientadores do Agrupamento e do Município de Montemor-o-Novo em termos de política educativa, e na análise de conteúdo das entrevistas semiestruturadas realizadas a representantes do Agrupamento de Escolas de Montemor-o-Novo e às entidades parceiras. Após a interpretação dos dados, concluímos que o Agrupamento de Escolas demonstra abertura para se articular com uma diversidade de instituições, que incluem a autarquia, serviços públicos, associações, cooperativas, empresas e fundações, o que contribui para uma dinâmica educativa muito enriquecedora. O estabelecimento de parcerias visa contribuir para a melhoria da qualidade de ensino, para a promoção de igualdade de oportunidades e para a inclusão social; ABSTRACT: Looking at the educational dynamics established between Montemor-o-Novo School Cluster and the territory in which it is inserted The starting point of the present dissertation was: What dynamics is established between the Montemor-o-Novo School Cluster and the territory to which it belongs? The theoretical approach consisted of a literature review to address the central objective of knowing the educational dynamics established between the School Cluster and the partner entities, through a case study. The outlined study scheme, based on a qualitative approach, focuses on the analysis of the School Cluster guidance documents and the education policy documents of the Municipality of Montemor-o-Novo and the content analysis of semi-structured interviews with Montemor-o-Novo School Cluster representatives and partner organizations. After interpreting the data, we concluded that the School Cluster demonstrates openness to articulate with a variety of institutions, including the local authority, public services, associations, cooperatives, companies and foundations, which contributes to a very enriching educational dynamic. Partnerships aim to contribute to improving the quality of education, promoting equal opportunities and social inclusion.

Com esta investigação pretende-se fazer uma abordagem do impacto do novo modelo de Autonomia, Administração e Gestão dos Estabelecimentos Públicos da Educação na comunidade educativa e analisar a sua contribuição para a melhoria do funcionamento destes Estabelecimentos e para o sistema de ensino. Uma vez que este novo modelo provoca alterações profundas na Administração e Gestão dos Estabelecimentos Públicos da Educação, é importante analisar se essas alterações vão de encontro às expectativas dos intervenientes, às necessidades de adaptação ao meio em que estes se encontram inseridos e à nova realidade global. – ABSTRACT: The propose of this research is the approach of the impact of the new model of Autonomy, Administration and Management of the Public Buildings of the Education in the educative community and to analyze its contribution for the improvement of the functioning of these Establishments and for the educational system. Since this new model leads to deep changes in the Administration and Management of the Public Buildings of the Education, it is important to analyze if these changes are according to the expectations of the intervenient and to the necessities of adaptation to its environment and to the new global reality.

The problem was to determine certain factors which are perceived to limit the freedom superintendents have to implement change effectively. The purpose of the study was to determine the degree of autonomy with which superintendents in Tennessee may effectively make decisions regarding educational change. There are 138 public school superintendents, of which 132 (96%) participated in this study. The research was of a descriptive nature and utilized data gathered from a survey instrument constructed by the researcher. A questionnaire developed by Dr. John T. Haro in 1990 for a similar study in California was used as a basis for the development of the instrument to measure the factors that limit the superintendent's freedom to effect change. Additionally, the variables of the school district, the superintendent's demographic data, and the superintendent's relationship with various constituencies were examined. Once the instrument was altered, it was reviewed by eleven former school superintendents for further modification. The new instrument was then piloted with 15 assistant superintendents to complete the validation process. Findings include the following. More than 90% of the respondents reported having moderate to much freedom in effecting school district change. The values of the community had the most influence on the freedom to implement change of any variable, while school boards provided the most support for change. Superintendents with less than 10 years of experience reported that they were less free to implement change than were their peers with 11 to 20 years of experience. Superintendents with master's degrees considered site level administrators to be less limiting to change than did those with master's degrees plus. Superintendents from urban, suburban, and rural settings offered no significant difference in their response to the survey.

Student motivation is investigated in this study as a means of abrogating apathy within a public high school Jewelry course. The study is an attempt to answer a personal question of whether students could be internally motivated to a level of excitement that they would take ownership for their personal learning and the learning of their classmates. The study also addresses four main points that cause apathy, or are caused by apathy, they are: zero sum competition, compassion and support for classmates,ownership of the physical facilities, and the development of a conscientious public. Through a desire to test data on autonomy, high school students in a Jewelry 2 course were given freedom to choose what projects they made, what materials and processes they used, and what grade they received at the end of the semester. The study was a classroom action research project. Narrative analysis was used as a reflective tool to organize the data into thematic events that tracked the strengths and weaknesses of the study. Key teaching strategies were introduced in this study, including the following: personal goal setting by students to formulate an individualized curriculum; self-grading; and process diaries that the students wrote in daily to track their progress on their goals, and for use as a tool of accountability. The teaching strategies were designed to increase students' intrinsic motivation, creativity, sense of ownership for their personal learning and the learning of their fellow students, to develop a caring environment, and to develop ownership of the physical facilities of the school.

Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; in conjunction with the Leaders for Global Operations Program at MIT, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 71-73).
The federal government has continually increased its spending on unmanned aerial vehicles (UAVs) during the past decade. Efforts to drive down UAV costs have primarily focused on the physical characteristics of the UAV, such as weight, size, and shape. Due to the saturation of the UAV business in the federal sector, the civilian sector is not as penetrated. Hence, companies see this phenomenon as an opportunity to establish itself as the standard bearer in this sector. This thesis will address how Boeing can establish guidelines for business strategies in UAV offerings to potential clients. The key innovation that will be introduced is a modeling tool that will focus on simulation/trending and sensitivity analysis to help provide some insight into what these guidelines will be. The modeling tool will quantify many of the benefits and costs of the components and features of the production and utilization of UAVs. Other notable recommendations include defining a new data recording process to obtain sets of sample data to validate the results of the modeling tool and streamlining the complexity of additional features and enhancements that will be incorporated in future versions of the modeling tool.
by Edward W. Liu.
S.M.
M.B.A.

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O presente trabalho busca compreender e analisar as consequências do uso do sistema apostilado de ensino enquanto material estruturado para a organização do trabalho pedagógico na escola. O enfoque metodológico é a pesquisa qualitativa, por meio de estudo de caso em um município paulista, em duas escolas públicas municipais que atendem exclusivamente os anos iniciais do ensino fundamental. A investigação se concentrou sobre o período de 2009 a 2012, tendo em vista a vigência da parceria público-privada na adoção de sistema apostilado de ensino e de serviços de apoio técnico-pedagógico. Partimos do pressuposto que a Reforma Administrativa do Aparelho do Estado Brasileiro, em 1995, interferiu nas políticas educacionais, direcionou a incorporação de modelos gerenciais e a inserção da iniciativa privada na educação pública em nome da melhoria da qualidade da educação e da garantia da autonomia escolar. O procedimento teórico-metodológico compreendeu a análise bibliográfica referente à temática da pesquisa, coleta de dados, informações e documentos oficiais (pesquisa documental), rotinas escolares com vistas à utilização do sistema apostilado de ensino, percepções de profissionais e usuários sobre o uso do material apostilado por meio de entrevistas semiestruturadas. Constatamos que o uso do sistema apostilado de ensino interfere na organização do trabalho pedagógico e no Projeto Político Pedagógico das escolas ao padronizar e homogeneizar o conteúdo curricular e ao excluir os professores da autoria de seu próprio trabalho, restringindo sua autonomia pedagógica. No entanto, nas escolas residem possibilidades para o exercício da autonomia escolar, pois ao criarem outras estratégias para a (re)organização da prática docente, os profissionais do magistério criaram novas possibilidades de organização do trabalho pedagógico nas escolas. Apesar do caráter limitado da autonomia nos contextos ...
This paper aims to understand and analyze the consequences of using the booklet learnship education system as structured material for the organization of educational work in school. The methodological approach is qualitative research through case study in a city located in São Paulo State, in two public schools that exclusively serve the early years of elementary education. The investigation focused on the period 2009-2012, with a view to effective public-private partnership in adopting booklet learnship education system, and technical and educational pedagogical support. Starting the presupposition that the Administrative Reforming the Brazilian State, in 1995, interfered in education policy, directed the incorporation of management models and the inclusion of the private sector in public education, aiming supposedly of improved the quality of education and ensuring school autonomy. The theoretical-methodological procedure understood the literature review related to the theme of research, data collection, information and official documents (desk research), school routines with a view to using the booklet learnship education system, perceptions of professionals and users that use of the material booklet learnship through semi-structured interviews. We note that the use of booklet learnship education system influences the organization of educational work and Political Pedagogical Project of the schools, because it standardizes and homogenizes the curricular content, and exclude teacher’s authorship of his own work, restricting their pedagogical autonomy. However, in the schools reside possibilities for the exercise of the autonomy, because by creating other strategies for the (re) organization of the teaching practice, the professional teachers have created new possibilities for organization of educational work in schools. Despite the limited nature of autonomy in school contexts, we think that these are alternatives that can ...

A leitura e a escrita são importantes ferramentas para ajudar os alunos a melhor compreenderem o mundo ao seu redor. É preciso conhecer, ler, analisar e reproduzir modelos de qualidade para que seja possível escrever textos de forma mais competente. Neste sentido, as propostas de escrita podem incentivar a paráfrase de bons modelos com a finalidade de auxiliar os alunos a se comunicarem melhor, até que se constituam como autores mais autônomos. Mas, até que ponto o contato com os modelos pode afetar a liberdade de criação? É possível copiar um modelo e construir a própria autonomia ao mesmo tempo? Para responder a estas questões, George Steiner, em seu livro Gramáticas da criação, defende a idéia de que estamos a todo o momento imitando, ou melhor, repetindo modelos, ações e idéias de outros. De um modo geral, a criação estaria muito mais próxima da paráfrase do que daquilo que é visto como novo, como original. Bakhtin também disserta sobre o quanto somos ecos de outras vozes que nos cercam, repetindo idéias que não são só nossas, mas que circulam socialmente e influenciam nosso modo de pensar e de agir; interações essas que se estabelecem entre as pessoas e que nos permitem avançar em nossos conhecimentos, de acordo com a teoria sócio-cultural desenvolvida por Vygotsky. Neste sentido, é possível levantar algumas idéias sobre o papel da escola e também dos livros didáticos nesse processo de criação, ou seja, no desenvolvimento da autoria dos alunos. Neste estudo, pretende-se analisar o modo como se relacionam cópia, reprodução, paráfrase e autoria no processo de construção da autonomia dos alunos a partir das metodologias presentes nas atividades de escrita propostas nos livros didáticos. Foram analisadas seis obras de grande adoção nas escolas e que são aprovadas pelo Programa Nacional do Livro Didático. Em todas elas observou-se a presença de boas estratégias, cujo principal objetivo era apresentar um bom modelo para que o aluno conseguisse ressignificá-lo e, a partir dele, desenvolver o seu próprio texto. Partiu-se da concepção de que a criação humana é sempre mediada por algo que já existe e que não se trata de uma simples repetição: há trabalho dos sujeitos nisso, pois o autor é na verdade um aumentador, ele aumenta o mundo a partir de algo que já existe. Podemos considerar, portanto, que a idéia de criatividade relaciona-se, na verdade, com a idéia de transformação da realidade e que esse processo está presente nos materiais didáticos atuais, enquanto uma boa estratégia para formar escritores mais competentes.
Reading and writing are important tools that can be used by students to enhance their understanding about the world and the environment around them. The ability of writing requires prior knowledge of certain quality standards that must be properly evaluated and reproduced if one wishes to accomplish a good quality text. Thus, the best way to enhance a student´s writing ability might be through writing propositions that stimulate the paraphrases of good text models, aiming at helping their communications skills, until the autonomy in writing is fully developed. In this case, however, a few important points must be considered: can such text models affect the student´s creativity? Is it possible for a student to copy/comply to a model text and, yet, develop his/her own autonomy at the same time? To answer such questions, George Steiner, in his book Grammars of Creation, points that we are always copying, or repeating models, actions or ideas learned from other people. In a general sense, creation would be much closer to paraphrases than from what is understood as original. Bakhtin agrees with this idea, pointing that we can be echoes from other voices around us, repeating ideas that are not just ours, but belong to our social environment and influence our thoughts and actions. This is one of the major driving forces to the development of our knowledge, according to Vigotsy´s Social-cultural Theory. Thus, it is possible to draw a few ideas concerning the role(s) that must be played by the school and the textbooks in the process of developing the students as efficient and autonomous authors of written texts. It is necessary to teach students to find new meanings to the model texts, so they can go beyond copying and reproducing other people´s texts, and start creating upon such new ideas, until their writing develops into true authorship. The evaluation of writing propositions contained in school textbooks might be a good way to determine how it is possible to help students to develop this process. In this work, we evaluated the interplay among copy, reproduction, paraphrases and authorship during students development as independent writers. We considered the methodologies inherent to the writing propositions found in six different school textbooks all of them are widely used in schools across the country and have been approved by the Programa Nacional do Livro Didático. All textbooks contained appropriate exercises, in which the main objective was to force students to define new meanings to model texts, developing these new ideas into an original text. Our main concept is that human creation, although often dependent on previously conceived models, cannot be considered a simple act of repetition; there is genuine input from the author, which can be viewed as an enhancer in this process, as he/she adds upon pre-existing models to develop original ideas. In this sense, creativity is directly associated with a process of transformation of the current reality and most school textbooks can be used to develop strategies to form competent writers.

Esta pesquisa qualitativa tem como base estudos de casos de adolescentes com dificuldades escolares, analisados dentro do contexto da psicopedagogia clínica. Trata-se de jovens de famílias de nível socioeconômico médio, freqüentadores de escolas particulares e que, apesar da formação familiar, apresentam dificuldades de aprendizagem. A princípio, a problemática dos adolescentes parece corresponder à falta de autonomia no processo de aprendizagem escolar. No entanto, um exame mais atento revela a ambivalência dos jovens em face da ordem escolar. O aprofundamento na dinâmica familiar desses jovens indica certa conivência dos pais diante dessa ambivalência. Portanto, são casos que remetem à complementaridade entre certas configurações familiares e os problemas na escolaridade dos adolescentes, em virtude do enfraquecimento das barreiras geracionais e normativas entre pais e filhos. Nesse sentido, o objetivo da pesquisa consiste em investigar a recusa escolar entre os adolescentes e verificar a influência da negação da diferença geracional dos adultos nessa problemática. Para tanto, analisam-se primeiramente, os pressupostos históricos e teóricos da psicopedagogia, e, mais detidamente, os da psicopedagogia clínica proposta por Sara Paín. Utilizando a metodologia de investigação científica dos estudos de casos, realiza-se uma descrição detalhada dos casos, explicitando suas variáveis. Os estudos de casos evidenciam um conflito subjacente: o anseio do jovem de conquistar a autonomia, em contraposição às tendências que mantêm as relações de dependência com os pais. Recorre-se à psicanálise para aprofundar certos aspectos desse conflito, com base no trabalho de Jeammet e Corcos. Segundo esses autores, a adolescência demandaria ao jovem a articulação entre o mundo interno e o mundo externo, isto é, um trabalho psíquico de consolidação das bases narcísicas e das relações objetais, no sentido de o sujeito concluir seu processo de identificação, para assim se dirigir ao mundo adulto. Esse trabalho se realizaria por meio da dependência (transitória) em relação aos pais. No caso dos jovens analisados, há uma reação negativa à dependência mediante a recusa de intercâmbio com os pais e com os objetos de interesses, dentre eles, a escola. Constata-se que nesses casos se apresentam situações que revelam uma pseudomutualidade nas relações entre pais e filhos e a decorrente fragilização de limites em benefício do aumento das exigências narcísicas. Procurando compreender esses casos dentro do contexto da denominada pós-modernidade e seus efeitos sobre as relações intergeracionais, investiga-se ainda o amplo processo de mudanças sociais da segunda metade do século XX, derivando no que Lipovestky chama de cultura narcísica. Dentre os elementos da cultura narcísica que afetam as relações intergeracionais, constam a idealização social da juventude, a erosão das identidades e a dissolução das normas educativas. Nas famílias estudadas, verificou-se ainda a atualização, em termos pós-modernos, de traços culturais atribuídos à família brasileira por pensadores como Sérgio Buarque de Holanda. O fenômeno da modernização reativa, da superposição de valores tradicionais e modernos levou, como se constata nesses estudos de casos, à diluição de diferenças de gerações. Nesse sentido, a recusa escolar dos jovens pode consistir em uma atuação da recusa do luto da juventude por parte dos pais.
This qualitative research is based on case studies about adolescents with academic difficulties, analyzed within the context of clinical educational psychology. Belonging to families in the middle social economic level, these youth attend private schools and show learning difficulties despite their family background. At first, this issue among adolescents seems to correspond to their lack of independence in school. However, a more careful examination reveals the youths ambivalence in regard to the school structure. The in-depth study of these youths family dynamics somehow indicates the parents complicity with this ambivalence. Thus, they are cases that may be traced back to a link between certain familial configurations and low academic achievement. This complimentarity of social spheres is due to weakened generational and normative barriers between parents and children. In this sense, this study aims at investigating the adolescents rejection of their own education and verifying the negation of the adults generational difference as an influence in this problem. To that end, we begin by analyzing the historical and theoretical presuppositions of educational psychology, and more specifically, those of clinic educational psychology as proposed by Sara Paín. Using the methodology of scientific investigation for study cases, we carry out a detailed description of cases by making their variables explicit. The case studies demonstrate an underlying conflict: the youths eagerness to attain independence in contrast with trends that suggest a lasting relationship of dependence on parents. We refer to psychoanalysis to deepen certain aspects of this conflict with the work of Jeammet and Corcos as our basis. According to these authors, adolescence is the stage in which the individual psychically consolidates the narcissistic bases and object relations, thus concluding his/her process of maturation as an adult which would happen by means of the (transitory) dependence on the parents. In the analyzed cases, there is a negative reaction to dependence upon the denial of exchange with parents and objects of interest, one of which is school. It is evident that these cases point out situations of both pseudomutuality in relations between children and parents and the ensuing fragilization of the limits upon the increase of narcissistic demands. In an attempt to understand these cases within the so-called post-modern context and its effects on intergenerational relations, this study investigates the wide process of social changes that occurred in the second half of the twentieth century, locating what Lipovestky calls narcissist culture. Among the elements of narcissist culture affecting intergenerational relations, are the social idealization of youth, the erosion of identities and the dissolution of educational norms. The families focused on still reveal the predominance of the cultural traces attributed to the Brazilian family by thinkers such as Sergio Buarque de Holanda. As affirmed by these case studies, the phenomenon of a new modernity, along with the superposition of traditional and modern values, led to the dilution of generational differences. Thus, the adolescents rejection of formal education may consist in the parents own act of denying the mourning of their youth.

Orientador: Maria Teresa Miceli Kerbauy
Banca: Marta Leandro da Silva
Banca: Sebastião de Souza Lemes
Banca: Raquel Fontes Borghi
Banca: Teise de Oliveira Guaranha Garcia
Resumo: O presente trabalho busca compreender e analisar as consequências do uso do sistema apostilado de ensino enquanto material estruturado para a organização do trabalho pedagógico na escola. O enfoque metodológico é a pesquisa qualitativa, por meio de estudo de caso em um município paulista, em duas escolas públicas municipais que atendem exclusivamente os anos iniciais do ensino fundamental. A investigação se concentrou sobre o período de 2009 a 2012, tendo em vista a vigência da parceria público-privada na adoção de sistema apostilado de ensino e de serviços de apoio técnico-pedagógico. Partimos do pressuposto que a Reforma Administrativa do Aparelho do Estado Brasileiro, em 1995, interferiu nas políticas educacionais, direcionou a incorporação de modelos gerenciais e a inserção da iniciativa privada na educação pública em nome da melhoria da qualidade da educação e da garantia da autonomia escolar. O procedimento teórico-metodológico compreendeu a análise bibliográfica referente à temática da pesquisa, coleta de dados, informações e documentos oficiais (pesquisa documental), rotinas escolares com vistas à utilização do sistema apostilado de ensino, percepções de profissionais e usuários sobre o uso do material apostilado por meio de entrevistas semiestruturadas. Constatamos que o uso do sistema apostilado de ensino interfere na organização do trabalho pedagógico e no Projeto Político Pedagógico das escolas ao padronizar e homogeneizar o conteúdo curricular e ao excluir os professores da autoria de seu próprio trabalho, restringindo sua autonomia pedagógica. No entanto, nas escolas residem possibilidades para o exercício da autonomia escolar, pois ao criarem outras estratégias para a (re)organização da prática docente, os profissionais do magistério criaram novas possibilidades de organização do trabalho pedagógico nas escolas. Apesar do caráter limitado da autonomia nos contextos ...
Abstract: This paper aims to understand and analyze the consequences of using the booklet learnship education system as structured material for the organization of educational work in school. The methodological approach is qualitative research through case study in a city located in São Paulo State, in two public schools that exclusively serve the early years of elementary education. The investigation focused on the period 2009-2012, with a view to effective public-private partnership in adopting booklet learnship education system, and technical and educational pedagogical support. Starting the presupposition that the Administrative Reforming the Brazilian State, in 1995, interfered in education policy, directed the incorporation of management models and the inclusion of the private sector in public education, aiming supposedly of improved the quality of education and ensuring school autonomy. The theoretical-methodological procedure understood the literature review related to the theme of research, data collection, information and official documents (desk research), school routines with a view to using the booklet learnship education system, perceptions of professionals and users that use of the material booklet learnship through semi-structured interviews. We note that the use of booklet learnship education system influences the organization of educational work and Political Pedagogical Project of the schools, because it standardizes and homogenizes the curricular content, and exclude teacher's authorship of his own work, restricting their pedagogical autonomy. However, in the schools reside possibilities for the exercise of the autonomy, because by creating other strategies for the (re) organization of the teaching practice, the professional teachers have created new possibilities for organization of educational work in schools. Despite the limited nature of autonomy in school contexts, we think that these are alternatives that can ...
Doutor

Abstract This narrative research focuses on teachers’ perceptions of autonomy because of its importance to job commitment, efficiency, satisfaction, and motivation. A positive perception of autonomy relates to teachers’ feelings of competency, empowerment and professionalism. The overall importance of and desire for autonomy may be symptomatic of teachers’ reactions to obtain more, or to keep the autonomy they have. Previous studies have often depicted teacher autonomy as individualistic, comprising freedom from control. However, this research challenges the appropriateness of this conceptualisation of teacher autonomy by asking how upper-secondary school mathematics teachers perceive their autonomy in different contexts. To display contextual variations, the interviews with 15 upper-secondary school mathematics teachers from Canada and 12 from Finland were based mainly on open-ended questions. The contents of the teachers’ narratives were analysed in their whole and by comparing categories of narratives from one context to another. The findings suggest that context influences how teachers perceive their autonomy. They also reveal that trust plays a decisive role in whether teachers feel autonomous or not, that trust plays a central to the relationships teachers have at work, and that autonomy inextricably exists in relations. Consequently, this research claims that the spectrum of autonomy for teachers should be expanded beyond its current individuality, to include a broader, more relational understanding of autonomy. A core argument of this research is therefore that teacher autonomy needs to be reconceptualised as relying on contextual sensitivities and relationships. By providing a more comprehensive conceptualisation of teacher autonomy—i.e., one which is more context-sensitive and which focuses on teachers’ concerns—the findings of this research supports more empowering ways for teachers to exert a proactive influence on their own autonomy. Teachers’ perception of their autonomy is of practical and academic importance. Teachers who feel satisfied, supported, empowered and autonomous are more committed and motivated, which in turn advances better, more adaptive, and more adequate teacher education
Tiivistelmä Tämän narratiivisen tutkimuksen kohteena ovat opettajien käsitykset autonomiasta. Ne ovat tärkeitä työhön sitoutumisen, tehokkuuden, tyytyväisyyden, ja motivaation kannalta. Myönteisellä käsityksellä autonomiasta on merkitystä opettajien tuntemuksiin pätevyydestä, voimaantumisesta ja ammattitaidosta. Autonomian arvostaminen ja tarve autonomiaan voivat kertoa opettajien halusta pitää kiinni autonomiastaan tai lisätä sen määrää. Aiempi kirjallisuus kuvaa opettajan autonomiaa yksilökeskeisenä, vapaana ulkopuolisesta kontrollista. Tämä tutkimus haastaa yksilökeskeisen näkemyksen kysymällä, miten lukion opettajat eri konteksteista kokevat autonomiansa. Kontekstuaalisten vaihtelujen tutkimista varten haastateltiin 15 lukion matematiikan opettajaa Kanadasta ja 12 lukion matematiikan opettajaa Suomesta esittämällä heille enimmäkseen avoimia kysymyksiä. Opettajien narratiivien sisällöt analysoitiin kokonaisuudessaan ja vertaamalla kategorioita kontekstien välillä. Tuloksista voidaan päätellä, että konteksti vaikuttaa merkittävästi siihen, miten opettajat kokevat autonomian. Luottamuksella on keskeinen merkitys sille, tuntevatko opettajat itsensä autonomisiksi toimijoiksi vai eivät. Lisäksi havaittiin, että luottamuksella on suuri merkitys työympäristön ihmissuhteissa, ja että autonomia on erottamaton osa näitä suhteita. Näin ollen tutkimuksen johtopäätöksissä esitetään, että autonomian käsitteen kirjoa tulisi laajentaa nykyisestä yksilökeskeisestä painotuksesta laveampaan määrittelyyn. Tämän tutkimuksen keskeinen väite on, että opettajan autonomiaa käsitteenä tulisi tarkastella uudelleen huomioimalla erilaiset kontekstit ja ihmissuhteet. Painottamalla kokonaisvaltaisempaa näkemystä opettajien autonomiasta, toisin sanoen huomioonottamalla kontekstin ja opettajien omat huolenaiheet, tämän tutkimuksen tulokset viittaavat tarpeeseen opettajien voimaannuttamisesta, jotta he voivat proaktiivisesti vaikuttaa omaan autonomiaansa Opettajien käsityksillä autonomiasta on merkitystä sekä käytännön että teorian kehittämisen näkökulmista. Työssään tyytyväinen, tuettu, voimaantunut ja itsenäinen opettaja on sitoutunut ja motivoitunut. Opettajien autonomiaan liittyvien käsitysten parempi ymmärtäminen edesauttaa opettajankoulutuksen kehittämistä

Orientador: Pedro Ganzeli
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A administração da educação no estado de São Paulo, no período de 1995 a 1998, sob o governo de Mário Covas, pautou-se pelos princípios e métodos gerenciais das empresas privadas que tiveram continuidade na segunda gestão de 1999 a 2002. A produtividade, a flexibilidade, o controle de resultados e a redução de custos foram defendidos como mais eficientes se comparados aos da administração burocrática, sob o discurso de proporcionar aos cidadãos serviços de melhor qualidade. Acrescentou-se a essa proposta a definição do currículo pela SEESP, destinado à formação de jovens e adultos, relacionada à pedagogia das habilidades e competências, cujo objetivo foi moldar um indivíduo adaptável ao mundo do trabalho do novo capitalismo. Na administração pública gerencial, os conceitos de descentralização, autonomia e participação foram ressignificados, deixando de se constituírem em instrumentos de gestão democrática para serem utilizados como técnica de gestão. Este trabalho teve como objetivo analisar se a política educacional da SEESP no período de 1999 a 2002 possibilitou autonomia às escolas públicas estaduais, numa perspectiva democrática. O estudo pautou-se na metodologia qualitativa e utilizou como técnicas de coleta de dados: a revisão bibliográfica, a análise documental e a pesquisa de campo. Por meio desta análise foi possível propor uma reflexão sobre os limites e possibilidades da autonomia da escola pública estadual, diante da descentralização administrativa. Os resultados indicaram que, ao implementarem a política educacional no interior das escolas, os gestores oscilaram entre reproduzir as normas emanadas da SEESP e inovar, adotando o que Lima (2001) chamou de "infidelidade normativa" ao produzirem novas regras requeridas pela sociedade do entorno da escola. Desse modo, os limites impostos pela SEESP na definição da política educacional afastaram as possibilidades do exercício de uma autonomia escolar como construção social e política.
Abstract: The educational management in São Paulo state from 1995 to 1998, during Mário Covas' administration, was based on management methods and principles of private companies which were kept on during his second administration from 1999 to 2002. The productivity, the flexibility, the control of the results, and the cost reduction were justified as more effective means compared to ones from the bureaucratic administration under the belief that they could be provide better quality services to the citizens. Moreover the definition of the educational curriculum was added by the SEESP to that proposal in order to form both young and adult citizens, related to the concept of pedagogy of skills and competences, whose goal was to shape an individual who can fit into the working world in the new capitalism. In public management administration, the concepts of decentralization, autonomy, and participation were reinterpreted, i.e. instead of being instruments for the democratic management; they are used as a management technique. This work aimed to analyze whether the educational policy of the SEESP from 1999 to 2002 provided autonomy to state public schools in a democratic perspective. The study was based on a qualitative methodology and used data-collection techniques such as bibliographical revision, documental analysis and fieldwork research. By that analysis it was possible to propose a reflection on the limits and the possibilities of autonomy in state public schools under administrative decentralization. The results indicated that while setting the educational policy in schools in the countryside, the managers oscillated between to reproduce the rules required by the SEESP and to innovate them, adopting what Lima (2001) named as "normative infidelity", that is, the production of new rules required by the society around the school. Consequently, the limits imposed by the SEESP on the definition of educational policy took away the possibilities of exercising autonomy as a political and social construction.
Mestrado
Politicas de Educação e Sistemas Educativos
Mestre em Educação

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This work is linked to the research line: Formation and Teaching practice of Education Professionals. The objective is checking how the content and the Portuguese Languages Curriculum didactic books contribute to the students autonomy formation on high school. The qualitative approach with intervention features the quest accomplished. 13 students from the last level of high school - 3rd, in case -, who study at nighttime in a publish an school of São Paulos. The research s development happened by the achievement of two different ways of learning, according to the "Curriculum". In the end of each situation, the students wrote a wording as requested. Every work was observed and registered (observation card and audio-video recording). The interviews were arranged with semi-structured questions always referring to the objectives that were intended to reach. As a result, it was realized a better development of students about text comprehension, furthermore, there was also skills judgments evidences, making decisions and better relationship with their respective pairs.
O presente trabalho está vinculado à Linha de Pesquisa: Formação e Prática Docente de Profissionais do Ensino. Tem como objetivo verificar como os conteúdos e o material didático do Currículo de Língua Portuguesa contribuem para a formação da autonomia do aluno no Ensino Médio. A abordagem qualitativa com intervenção caracterizou a investigação realizada. Foram participantes/parceiros da pesquisa 13 alunos de uma classe da 3ª série do Ensino Médio do período noturno, de uma escola do Estado de São Paulo. O desenvolvimento da pesquisa ocorreu pela realização de duas situações de aprendizagem, conforme indicadas no Currículo . Ao final de cada situação, os alunos elaboraram uma redação, conforme solicitado. Todo trabalho foi observado e registrado (ficha de observação e gravação áudio vídeo). As entrevistas foram organizadas com questões semiestruturadas sempre referentes aos objetivos que se pretendeu alcançar. Como resultado se percebeu melhora no desenvolvimento dos alunos no tocante à compreensão dos textos, além disso, houve evidências das competências de discernimento, de tomada de decisões e de relacionamento mais fácil com os pares.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa tem como objetivo central pensar em que medida os gestores contribuem para a construção de valores morais na escola. É importante pontuar que nossas análises não são conclusivas, todavia desejam repensar o campo da educação moral. Para tanto, foi primordial dividirmos nosso texto em seis seções. Inicialmente, delimitamos nosso referencial teórico para matizar o lugar da moral na contemporaneidade. A partir de nossa delimitação teórica, entendemos a moralidade a partir do questionamento “Como devo agir”? Em seguida, na segunda seção, pensamos a educação na contemporaneidade, entendendo-a como experiência, aquilo que nos transforma porque nos afeta. A terceira seção apresenta possíveis contribuições do trabalho dos gestores escolares, para pensar a moralidade e a experiência. Na quarta seção, discutimos nossa estratégia metodológica. Decidimos por uma pesquisa de tipo etnográfico em que a observação participante e as entrevistas são as principais ferramentas. Ademais, na quinta seção, descrevemos nossa pesquisa de campo e uma análise especulativa dos dados, a partir de nossas oito categorias. Por fim, na última seção, trabalhamos com a categorização dos dados. A partir de nossa pesquisa, consideramos que a moralidade deve ser entendida como uma construção interna e externa ao indivíduo que não se limita a uma busca racional. Percebemos um papel decisivo dos gestores no desenvolvimento de personalidades morais autônomas, no contexto escolar. O grupo gestor deve mediar uma reflexão profunda nos campos: político, didático, ético e estético. A educação moral deve possibilitar a comunicação e a reflexão e não impor uma perspectiva limitada de compreensão do mundo.
This research has as main objective to think to what extent the managers contribute to the construction of moral values in school. It is important to score that our analysis is not conclusive, however wish to rethink the field of moral education. It was vital we split our text into six sections. Initially, pinpoint our theoretical to tint the place of morality in contemporary times. From our theoretical demarcation, we understand the morality from the question "How should I act? Then, in the second section, we think education in contemporary times, the experiment, what transforms us because it affects us. The third section presents possible contributions of school managers, to think about morality and the experience. In the fourth section, we discussed our methodological strategy. Decided by a poll of ethnographic type in which the participant observation and interviews are the primary tools. Furthermore, in the fifth section, we describe our field research and speculative analysis of data from our eight categories. Finally, in the last section, we work with the categorization of data. From our research, we believe that morality should be understood as an internal and external construction to the individual that is not limited to a reasonable search. We realize a decisive role of managers in the development of autonomous moral personalities, in the school context. The Group Manager must mediate a deep reflection in the fields: political, educational, ethical and aesthetic. Moral education should enable the communication and the reflection and not impose a limited perspective of understanding the world.

RESUMO: A cultura empresarial tornou-se extensível a outras áreas da sociedade, às escolas reconhecemos hoje uma dimensão empresarial da qual depende o sucesso educativo sendo-lhes, assim, exigidas novas competências e níveis de desempenho cada vez mais elevados, para além de uma gestão rigorosa e um funcionamento organizacional sustentado, moderno e assente em gestores atentos, informados e atualizados. A capacidade de inovação e de adaptação, são fonte real de competitividade, e o líder é um dos principais intervenientes desta mudança organizacional. Esta investigação pretende ampliar o conhecimento da relação existente entre chefias escolares e colaboradores, analisando a forma como a concentração ou a delegação de poder influenciam e / ou são fatores determinantes na (des)motivação, aferindo a dicotomia entre centralização e descentralização e a sua repercussão na governação, a caminho da autonomia educativa. Na investigação utilizou-se uma pesquisa de natureza descritiva, com recurso a uma investigação quantitativa e qualitativa; realizamos questionários aos docentes, não docentes, pais e alunos de ambos os agrupamentos escolares bem como entrevistas aos diretores dos mesmos. Podemos concluir que o líder escolar contribui fortemente para a motivação dos empregados; da sua direção apreendemos que existe um processo de influência caracterizado por um relacionamento recíproco entre líder e liderado, não necessariamente por um processo de domínio e poder, mas sim, através da cooperação e motivação dos membros; Profiles of Leadership in School Context Delegation or Concentration of Power ant Its Reflections on Motivation ABSTRACT: The corporate culture has become extended to other areas of society. Schools nowadays have achieved an entrepreneurial dimension upon which the educational success greatly depends on. Thus, they are required new skills with higher performance levels, besides a strict management and sustainable organizational functioning that is at the same time modern and based on attentive, well informed and updated managers. The capacity for innovation and adaptation are the real source of competitiveness, the leader being one of the main players of this organizational change. This research aims to enhance the knowledge of the relationship between school managers and employees, analyzing how the concentration or delegation of power influence and/or are determinant factors in (de)motivation, assessing the dichotomy between centralization and decentralization and its impact on management, leading towards educational autonomy. The methodology used was a case study, conducting a descriptive research, using a quantitative and qualitative research. We can conclude that the school leader contributes greatly to the motivation of employees; their direction apprehend that there is an influence process characterized by a reciprocal relationship between leader and follower, not necessarily by a process of domination and power, but through cooperation and motivation of members.

No final da década de 70 a reforma da Administração Pública surge como preocupação dos governos. No início dos anos 80 a adoção da doutrina da Nova Gestão Publica, foi um dos acontecimentos mais marcantes para a administração pública dos países da Organização para a Cooperação e Desenvolvimento Economico. A reforma na Administração Pública em Portugal iniciou-se após a rutura política e social de 1974. No início de 1986 Portugal entra para Comunidade Económica Europeia, o que representou uma maior abertura económica e um aumento na confiança interna da população, observando-se um avanço em termos de concretização de muitos direito sociais, entre outros, na educação. A modernização da administração pública na componente referente à área da educação, iniciou-se no final do ano de 1986, através da Lei de Base do Sistema Educativo, dando origem à descentralização dos serviços, introduzindo-se o conceito de autonomia. Os contratos de autonomia no meio escolar, são processos de administração que não influenciam os seus intervenientes, na realização das atividades pedagógicas, administrativas e gestionárias. Este estudo demonstra a opinião dos vários grupos que compõem um estabelecimento de ensino público Português. Na opinião da amostra deste estudo, os contratos de autonomia não são portadores de benefícios ou prejuízos para os estabelecimentos escolares, seja a nível pedagógico, a nível dos recursos humanos ou a nível administrativo e financeiro; Abstract: Contracts of autonomy in the management of grouping of schools in Portugal: An analysis based on the perception of the actors. At the end of the 70 the reform of public administration arises as a concern of governments. In the early 80s the adoption of the doctrine of the New Public Management, was one of the most important events for the public administration of the Organization for Cooperation and Economic Development countries. The reform in Public Administration in Portugal began after the political and social rupture of 1974. In the beginning of 1986 Portugal joins the European Economic Community, which represented a greater economic openness and an increase in internal confidence of the population, shown by a progress in terms of implementation of many social rights, among others, in education. The modernization of public administration in the field of education began at the end of 1986 through the Basic Law of Education, leading to the decentralization of services, introducing therefore the concept of autonomy. Autonomy contracts in schools are management processes that do not influence their stakeholders in achieving the educational, administrative and management activities. This study shows the opinion of the various groups that form an establishment of Portuguese public education. According to the sample, the autonomy contracts don’t bring benefits or losses to schools, as far as educational practices and human resources are concerned, as well as on a financial and administrative level.

Magistro baigiamajame darbe siekiama atskleisti aukštųjų mokyklų autonomijos sampratą, formas ir turinį, įvertinti galiojantį Lietuvos aukštųjų mokyklų autonomijos teisinį reguliavimą ir šiuolaikines aukštojo mokslo reformas, atskleisti Lietuvos aukštųjų mokyklų autonomijos įgyvendinimo praktines problemas. Pirmasis baigiamojo darbo skyrius yra labiau teorinio pobūdžio, skirtas aukštųjų mokyklų ir jų autonomijos sampratos, jos sudėtinių elementų teisinio reguliavimo analizei, tokio teisinio reguliavimo problematikos identifikavimui, doktrinos ir teisinio reguliavimo sankirtos taškų aukštųjų mokyklų autonomijos srityje išskyrimui. Pirmajame skyriuje atliekamas tyrimas yra struktūriškai skirstomas atsižvelgiant į Lietuvos teisės aktuose ir Konstitucinio Teismo praktikoje dažniausiai skiriamas pagrindines ir aktualiausias, konstitucinės doktrinos požiūriu labiausiai problemiškas aukštųjų mokyklų autonomijos įgyvendinimo sritis (studentų skaičiaus nustatymas, studijų kainos nustatymas, studijų programų turinio formavimas; per aukštųjų mokyklų tarybų veiklą vykdoma aukštųjų mokyklų autonomijos įgyvendinimo visuomeninė priežiūra bei kontrolė, aukštųjų mokyklų tarybų formavimo tvarka, įgaliojimų apimtis, veiklos reglamentas; disponavimo aukštosios mokykloms priklausančiu ir joms patikėtu turtu tvarka). Pirmajame baigiamojo darbo skyriuje atlikta teorinė analizė yra svarbi kaip pagrindas antrajame baigiamojo darbo skyriuje atliktam praktiniam tyrimui, kurio metu analizuojama, kaip... [toliau žr. visą tekstą]
The author of the final paper seeks to reveal the concept of higher schools autonomy, its forms and content, to evaluate the applicable regulation on Lithuanian higher schools autonomy and modern reforms of higher education, to reveal the practical problems of Lithuanian higher schools autonomy implementation. The first chapter of the final paper is a little bit more into a theoretical tone and devoted towards the analysis of the legal regulation of higher schools autonomy concept, it’s forming elements, towards the identification of the problems of such regulation, doctrine and legal regulation intersection point’s exclusion in the sphere of higher schools autonomy. The research, laid down in the first chapter, is structurally constructed concerning the main, most actual and at the same time most problematical referred to the constitutional doctrine spheres of higher schools autonomy implementation, that are pointed out in the legal acts of Lithuanian republic and Constitutional Court’s practice. These fields are: setting of student quantities and studies price, formation of studies programs’ contents; through the activities of higher schools councils exercised higher schools autonomy implementation’s public supervision and control, higher schools councils formation order, council’s authorities’ scope, the regulation of councils activities; the order of disposal of higher schools property, that belongs to schools on the right of ownership or trust). Analysis, fulfilled in... [to full text]

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This dissertation is a study and reconstitution of Maringá s Cooperative School Project, and its brief implementation and existence. Our aim is to highlight the importance of the democratic management in public schools and the schools autonomy as a form of school administration. One of the assumptions of this initiative is that there is an inherent Government inefficiency, due to workers accommodation in the public sector, who are not committed to results and the productivity; a second assumption is that the engagement of workers will come to happen if they feel responsible and accountable for results; to do so, it is necessary the management, autonomy and power decentralization of the public schools. The results show that the implementation of Maringa s Schools Cooperatives, though in a very period of time (only one year), proved that it was a fantastic experience since the per capita cost was lower than the cost of a regular public school. The cost/ benefit was highly positive. The government profits since it can monitor, closely and actively, the application of its financial resources. The students will also benefit since they, together with their parents, can become more aware of their rights and duties as citizens and also enjoy an environment more conducive to learning, with teachers committed to their success. Finally, the teachers themselves, as partners of the company, will profit, since once they reduce their operational costs, they will increase their real earnings and will produce more. At the end, we have a prospective conceptual model that signals to the inter-relationship between the organizational cooperatives, government and the community. Our work shows that, despite the complexity of the problem involving its management, the Cooperative School is a space for the construction of fruitful, new inter-group and interpersonal relationships, which can be extended to those who have courage and political will
Esta dissertação de mestrado constitui-se num estudo e reconstituição da trajetória da implantação do Projeto da Escola Cooperativa de Maringá, e sua breve implantação e existência. Teve como objetivo destacar a importância da gestão democrática nas escolas públicas e a autonomia nas escolas como forma de direção escolar. Um dos pressupostos dessa iniciativa é que existe uma ineficiência inerente ao Estado, decorrente da acomodação dos trabalhadores do setor público, não comprometidos com resultados e com a produtividade; um segundo pressuposto é de que o engajamento dos trabalhadores se dará se estes se sentirem responsáveis e responsabilizados pelos resultados; para isso a gestão, a autonomia e a descentralização do poder das escolas públicas se fazem necessários. Os resultados apresentados demonstram que a implantação das Escolas Cooperativas de Maringá, mesmo ocorrendo num espaço de tempo muito pequeno, somente um ano, provou que foi uma experiência fantástica, pois o custo per capita era menor di que o custo de uma rede pública normal. Comprovou-se que a relação custo/benefício foi altamente positiva. Beneficia-se o Poder Público, que pode acompanhar de perto, participativamente a aplicação desses recursos. Beneficiam-se os alunos, que, com os pais, podem adquirir melhor consciência de seus direitos e deveres de cidadãos e ainda usufruir de um ambiente mais favorável à aprendizagem, com docentes empenhados em seu sucesso. Beneficiam-se, finalmente, os professores, sócios da empresa, que, ao re¬duzirem custos operacionais, aumentam ganhos reais e trabalham com mais produti¬vidade. Ao final, coloca-se em evidência um modelo conceitual prospectivo que sinaliza para a inter-relação entre as instâncias organizativas cooperativas, o poder público e a comunidade. O desenvolvimento do trabalho demonstra que, apesar da complexidade da problemática que envolve sua gestão, a Escola Cooperativa é um espaço de construção de novas relações intergrupais e interpessoais profícuas, que podem ser estendidas àquelas que tem coragem e vontade política

Though much is known about the school environments that increase students’ access to opportunity, the process for developing conditions that presage such outcomes remains a pertinent area of study. The reality that widespread school performance has yet to realize the promise of true educational equity, particularly in urban settings, attests to the challenge. In the search for solutions, one response across decades has been to grant schools autonomy, a trend that continues today. The goal of this research study is to understand the process by which a school in such a context builds its capacity to improve student outcomes. With capacity seen as a function of available information, the relationships and organizational structures are given particular attention knowing that such mechanisms serve as conduits for information exchange in organizations. It is seen the presence of strong relationships and strong organizational structures are necessary but not sufficient for productive information exchange. In order to realize their full utility, leadership must cultivate relational trust and manage expectations of their duties as leader. Moreover, organizational activity must align to the school’s desired direction and capitalize upon available capabilities. Finally, the importance of clear communication about autonomy’s multiple dimensions related to schools is seen. The results of this case study suggest that relationships and organizational structures can illuminate the complex work of serving students in the context of a school granted autonomy while calling for greater nuance in the idea’s conceptualization as a means for school improvement.

This study provides an empirical picture of the ways in which the New Public Management doctrine has been implemented in the context of post-Soviet states in Central Asia. Specifically, the data present evidence on the extent of school autonomy along six dimensions in the three states. The implications of the shift towards education decentralisation have been studied and explained. Based on a mixed method this evidence is drawn from three sources: surveys, interviews, and legislative analysis. With the research limitations in mind, based on the analysis undertaken, it is possible to identify some important messages regarding academic theory and education management practice. The first message is that neo-institutional theory, particularly historical institutionalism, has been supported by the evidence from the post-Soviet states. Despite quite diverse trajectories of the countries' political, economic and public sectors development over the last two decades, the policies promoted in education appear to be converging in both outputs and outcomes across the region. The three countries demonstrated persistent path-dependency through their inability to overcome institutional inertia, so that operational policy and structure dimensions have not been decentralized, combined with the effect of declining fiscal and bureaucratic capacity at the centre, so that managerial matters have been delegated to a school level. This trend was regional. The second message is that, the patterns observed in the three post-Soviet states displayed similarities to the patterns observed in education systems of the developed western democracies. Hence, the view that the structure of the post-communist welfare states is problematic, and that the particularities of their transition with budget cuts on top of the communist legacy and a hodge-podge of different approaches do not allow these states to be classified (cf. Orenstein 2008), has not been supported by the evidence. Education institutions in the three post-Soviet countries investigated conformed to a general West European pattern, although for different reasons.

A presente dissertação discute o conceito de autonomia da escola na obra do educador José Mário Pires Azanha (1931-2004). A interpretação exposta no trabalho sugere que a expressão era geralmente usada pelo autor num sentido programático, associada a uma proposta específica de atribuição de autonomia educativa às escolas. O programa prático veiculado pelo conceito é considerado uma resposta aos impasses institucionais inéditos deflagrados pela democratização do acesso à escola básica de oito anos a partir da reforma Ulhoa Cintra (1967-70). A argumentação recorre à articulação da ideia de autonomia da escola com outras noções presentes em escritos variados do autor a respeito das avaliações da qualidade do ensino público, em suas considerações acerca da pesquisa educacional e das propostas de formação de professores, entre outros tópicos. Tais conexões conceituais indicam o propósito de Azanha de destacar aspectos das novas condições de ensino interessantes ao encaminhamento das alegadas dificuldades da escola pública democratizada.
This dissertation aims to discuss the concept of school autonomy in the works of educationist José Mário Pires Azanha (1931-2004). The interpretation exposed herein suggests that the term was typically employed by the author program-wise, i.e., associated with a particular proposal of educational autonomy assignment to schools. The practical program conveyed by the concept is considered to be an answer to the unprecedented institutional bottlenecks brought about by the democratization of the access to the eight-year Elementary School after the Ulhoa Cintra (1967-1970) reformation. The argumentation is supported by the connection of the idea of school autonomy with other assumptions from several of Azanhas writings about quality assessments in the public school, concerns regarding educational research, and teacher-training proposals, among others. Such conceptual connections demonstrate Azanha\'s intent to highlight the aspects of valuable new learning conditions when following-up on alleged shortcomings presented by the democratized public school.

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Este estudo analisa a experiência de gestão escolar, a partir do exercício de suas funções administrativas, pedagógicas e de gestão financeira, em uma unidade escolar do programa Colégio Modelo Luís Eduardo Magalhães, localizada na Região Econômica do Paraguaçu. Instituída mediante decreto assinado pelo então governador da Bahia César Borges, em maio de 1998, essa rede de escolas públicas de ensino médio foi implantada para servir de referência para todo o sistema estadual de ensino. Concebidos dentro do Programa de Ampliação e Melhoria do Ensino Médio, os colégios modelo tinham por objetivo oferecer à sociedade baiana novos parâmetros educacionais, por meio do curso de Formação Geral, com módulos instrumentais de Informática Básica, Língua Estrangeira e Gestão Empreendedora. Para tanto, a investigação adotou a perspectiva que concebe a gestão escolar em sua dimensão experiencial, a partir da assunção de saberes e práticas que emergem em um determinado contexto situacional, possibilitando aos gestores o desenvolvimento de conhecimentos e competências mediante desafios postos no cotidiano, capazes de atender a demandas administrativas, pedagógicas e de gestão financeira, que não podem ser separadas de forma absoluta. Foi procedida a reconstituição das práticas dos gestores ao longo da trajetória institucional da escola investigada, de 1999 a 2007, visando identificar peculiaridades, recorrências, continuidades e descontinuidades que contribuíssem para a compreensão de processos e mediações que condicionam o exercício da gestão escolar sob circunstâncias, muitas vezes, desfavoráveis e adversas para a realização dos fins educacionais. A pesquisa foi desenvolvida no período de 2006/2007, por meio da realização de um estudo de caso, cuja coleta de dados contemplou levantamento documental, conversas informais, observação direta, registro em diário de campo, realização de entrevistas e aplicação de questionários. Apesar do discurso oficial ressaltar a criação dos Colégios Modelo como algo que revolucionaria a educação baiana e brasileira, por apresentarem padrão arquitetônico de excelência e proposta pedagógica inovadora para o ensino médio, a investigação constatou uma realidade bem diferente daquela difundida pelas autoridades governamentais. Na verdade, a unidade escolar pesquisada apresenta, desde sua implantação, problemas estruturais que dificultam, em certa medida, a realização dos fins educacionais, dentre os quais podemos citar a ausência de um quadro de servidores técnico-administrativos efetivos, o que obriga o colégio a recorrer ao expediente de contratações temporárias, comprometendo a realização das atividades-meio em diversos setores da escola, em virtude da baixa qualificação e rotatividade desses funcionários e a escassez de recursos financeiros repassados pela Secretaria da Educação do Estado da Bahia (SEC), em relação às despesas de custeio e de capital.
ABSTRACT This study analyzes the experience of school management, from the exercise of its administrative, pedagogical functions and of financial management, in a school unit of the programa Colégio Modelo Luís Eduardo Magalhães, located in the Economic Region of the Paraguaçu. Instituted by means of decree signed for the governor of the Bahia Cesar Borges, in May of 1998, this net of public schools of Junior High school level was implanted to serve all of reference for the state system of education. Conceived inside of the Program of Magnifying and Improvement of Junior High school level, model schools had for objective to offer to the Bahia´s society new educational parameters, by means of the course of General Formation, with instrumental modules of Basic Computer science, Foreign Language and Enterprising Management. For that, the inquiry adopted the perspective that conceives the school management in its experiential dimension, from the installation of knowledge and practices which emerge in a definitive situational context, making possible to the managers the development of knowledge and abilities by means of challenges ranks in daily, able to take care of the administrative, pedagogical demands and of financial management, that cannot be separate of absolute form. It was proceeded the reconstitution from the practices of the managers throughout the institutional trajectory of the investigated school, of 1999 to 2007, aiming at to identify peculiarities, recurrences, continuities and discontinuities that contributed for the understanding of processes and mediations that condition the exercise of the school management under circumstances, much times, favorable and adverse for the accomplishment of the educational ends. The research was developed in the period of 2006/2007, by means of the accomplishment of a case study, whose collection of data contemplated documentary survey, informal colloquies, direct comment, register in daily notes, interviews done and application of questionnaires. Although the official speech to stand out the creation of the Colégios Modelo as something that would revolutionize the Bahia´s and Brazilian education, for presenting standard architectural of innovative excellence and proposal pedagogical for Junior High School level, the inquiry evidenced a very different reality of that one spread out by the governmental authorities. In the truth, the searched school unit presents, since its implantation, structural problems that make it difficult, in certain way, the accomplishment of the educational ends, amongst which we can say the absence of a staff of effective technician-administrative servers, what it compels the school to appeal to the expedient of temporary contracts, compromising the accomplishment of the activities-half in diverse sectors of the school, due to low the qualification and rotation of these employees and the scarcity of financial resources reposed by the Secretary of the Education of the State of the Bahia (SEC), in relation the expenditures of defray and capital.

Learner autonomy has been asserted by many scholars as essential to learning, and that the teacher’s role in fostering autonomy is of great importance in the institutional context of learning. In the field of language education, previous studies have looked into teachers’ beliefs in promoting autonomy mainly in the university setting in different regions of the world, such as Omen, Turkey, some countries in Europe and Hong Kong. The teachers were from a range of nationalities and cultures. A certain group of teachers in the primary education field or in a homogeneous cultural context has not been touched on. This study attempts to fill these gaps and focuses on the context of Hong Kong primary schools, aiming to find out Chinese teachers' beliefs about learner autonomy and the possible factors that influence the form of their beliefs.
published_or_final_version
Education
Master
Master of Education

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Este estudo analisa a organização, a dinâmica e o funcionamento dos Conselhos Escolares e suas implicações com o desenvolvimento de práticas coletivas de gestão no ambiente gestor de escolas públicas do município de Salvador, tendo como pergunta de investigação: Em que medida a prática efetiva dos conselhos escolares da educação básica da rede municipal de Salvador corresponde a uma manifestação de caráter democrático no âmbito de uma gestão escolar do tipo colegiada? Nesta perspectiva tem como teoria de sustentação conceitual e interpretativa o Estruturalismo Construtivista ou Teoria da Reprodução de autoria de Pierre Bourdieu. Em consonância adotou-se uma metodologia de pesquisa do tipo descritiva-explicativa, sendo o método Compreensivo e técnica a entrevista semiestruturada. Transitoriamente é possível considerar que nos documentos oficiais de referência nacional consta avolumada e por vezes romântica tarefa dispensada aos colegiados escolares. Na práxis da rede municipal de ensino de Salvador, até aqui, é revelada uma atuação ainda incipiente da comunidade escolar. As ocorrências vivenciais como déficit logístico estruturante, disfunção ou descaracterização do CE, práticas centralizadoras tanto do Órgão Central em relação a escola, quanto da escola em relação as famílias, tímida participação do segmento pais, formação inadequada ou insuficiente dos professores-conselheiros e inexistência de formação para pais e alunos constroem passo em que legitimam um ambiente educativo ainda pautado em violências reais e simbólicas, contribuindo para a não efetivação de fato dos conselhos escolares na rede municipal de Salvador, requerendo um outro olhar de relevância cultural em relação a formação do cidadão e para a cidadania com base no controle social e democrático.
ABSTRACT This study analyzes the organization , dynamics and function of school council and their implications to the development of collective management practices on the manager environment of public schools Salvador, with the research question: To what extents the practice of effective school board s of basic education at municipal schools in Salvador represents a manifestation of democratic character within a collegiate school management type? This perspective is to support the conceptual and interpretive theory the Structuralism Constructivist or T heory of Reproduction authored by Pierre Bourdieu. The research methodology used in this paper is descriptive - explanatory, based on case study and semi - structured interview as method and technique. Transiently is possible to consider that in official natio nal reference contains voluminous and sometimes romantic task given to school boards. In the practice of municipal schools in Salvador is still revealed in its infancy performance of the school community. The experiential occurrences such as structuring lo gistical deficits, dysfunction or mischaracterization of the EC, centralizing practices of both the Central Organ related to school and as the school regarding families, timid parents participation, inadequate or insufficient training of teachers, counselo rs and lack of training for parents and students that legitimize an educational environment still ruled by real and symbolic violence, which does not contribute to the consolidation of the school boards in the municipal schools of Salvador, requiring anoth er view at the cultural relevance regarding the citizen’s formation and citizenship based on democratic and social control

碩士
國立彰化師範大學
英語學系
101
The current study aimed to explore the correlations between EFL junior high school students’ learner autonomy, English learning strategies, gender, and their academic achievement in English. A total of 453 seventh graders from a junior high school in central Taiwan participated in the current study. The questionnaire of learner autonomy was adapted from the Autonomy Level Questionnaire (Chang, 2007) and the Learner Autonomy Questionnaire (Deng, 2008). The Strategy Inventory for Language Learning questionnaire (SILL, EFL/ESL 7.0 version, Oxford, 1989) was utilized for data collection as well. English achievement was derived from calculations of scores of the three monthly English examinations during the first semester in 2012. The analysis of the study was computed by implementing the Statistical Package for Social Science (SPSS) 13.0 for Windows. Independent-sample t-test was employed to explore if there were gender differences in language learning, and Pearson product-moment correlations was performed to examine whether there were significant correlations between the three variables. In addition, the method of standard score, t-score, was utilized to manipulate students’ English scores. Major findings of the study are summarized as follows. First of all, metacognitive strategy was the most frequently preferred strategy. Secondly, students’ autonomous learning could facilitate their use of language learning strategies and academic achievement in English. Thirdly, gender differences were statistically significant in students’ autonomous learning, the use of language learning strategies. Besides, females outperformed males in their language learning achievement. Finally, students’ learner autonomy, English learning strategies, and academic achievement in English were closely correlated with one another, and they were reported medium to high levels. Based on the findings of the study, some pedagogical implications are provided. English teachers are recommended to help students realize the essence of the language learning strategies and concurrently, teach students to use them in language learning. Moreover, students may need assistance from their English teachers so as to incrementally develop more autonomous learning and language learning strategy use.

The researcher proposes that Education can base its program for administration development on a critical sociology of educational administration, aimed at restructuring educational institutions so that they respond to the needs of all groups in society. This perspective required participation, autonomy and involvement from all those engaged in schools and in the processes of cultural development. The study considers the social change theory of Jurgen Habermas, the crisis in the Australian Capital Territory education system in the early 1970s and the new participative system of educational administration commenced in 1974. The study asks the question as to whether the operation of this new system exemplified the theory of Habermas. Had a fundamental change in the structure of the system, the development of shared control and the involvement in consensus decision making solved the crisis and had the change produced social betterment?