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Fry, Thurman Jeffrey. "School improvement councils as change agents." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=442.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).
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Parker, Kirsten Elisabeth. "School councils and classroom change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41593.pdf.
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Pointing, Randall John. "Implementation of school councils in Queensland state primary schools." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.
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In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.
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Pepler, Shelly Ann. "School councils, bridging the relational gaps between schools, parents and communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ46904.pdf.
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Odynski, Shirley Lynn. "Pioneering participatory governance, networks of school councils in two Alberta school jurisdictions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0011/MQ60077.pdf.
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Lafferty-Jenkins, Caroline. "Pupil participation in decision making and the role of school councils in primary schools : an exploration of the views of school council members and staff." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29654.
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A child’s right to have their opinion in decisions which affect them given due regard forms the basis of Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) (1989) which was ratified by the UK government in 1991. The term ‘pupil voice’ has been used by schools as a way of encapsulating this and a survey in 2007 suggested that 92% of primary schools in England and Wales had a school council in place (Whitty & Wisby, 2007a). The aim of the current study was to elicit the views of key stage 2 school councillors and staff members about the role of school councils and pupil participation in decision making. In Phase One staff from three primary schools in the south west of England were interviewed about school councils and pupil participation in school. Data were analysed using thematic analysis and three themes emerged. In Phase Two 16 key stage 2 pupils, who were members of their own school’s school council, took part. Mixed gender paired interviews were conducted to elicit their views about their role and pupil participation in decision making in their school. Interviews were followed by five weekly group sessions involving participatory activities to support and develop their understanding of their role as school councillors. Pupils from each school council had input into the topics explored in this part of the research. Findings from Phase One suggest that staff regard school councils as being positive for the children involved but they differ in opinion in terms of the impact they have on the wider school population. Findings from Phase Two suggest school council members value being responded to by adults when they have been asked to express their views about a specific decision. School council members also perceive trust as being one of the main factors involved in their election by peers. Findings are discussed in relation to recent research about participation in decision making, the effectiveness of school councils and the importance of a participatory ethos within schools. Overall findings lead to the proposal of a model for use in schools to support the participation of pupils in decision making. The model is based on the existing model conceptualising Article 12 of the UNCRC by Lundy (2007) but incorporates a shared participatory ethos and adult response as required factors. Limitations of the current study as well as suggestions for future research and implications for EP practice are discussed.
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Barrett, Janis Marie. "Parent involvement on school advisory councils: a process evaluation at the middle school level." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/1410.
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Increasing parental involvement was made an important goal for all Florida schools in educational reform legislation in the 1990's. A forum for this input was established and became known as the School Advisory Council (SAC). To demonstrate the importance of process and inclusion, a south Florida school district and its local teacher's union agreed on the following five goals for SACs: (a) to foster an environment of professional collaboration among all stakeholders, (b) to assist in the preparation and evaluation of the school improvement plan, (c) to address all state and district goals, (d) to serve as the avenue for authentic and representative input from all stakeholders, and (e) to ensure the continued existence of the consensus-building process on all issues related to the school's instructional program.
The purpose of this study was to determine to what extent and in what ways the parent members of one south Florida middle school's SAC achieved the five district goals during its first three years of implementation. The primary participants were 16 parents who served as members of the SAC, while 16 non-parent members provided perspective on parent involvement as "outside sources." Being qualitative by design, factors such as school climate, leadership styles, and the quality of parental input were described from data collected from four sources: parent interviews, a questionnaire of non-parents, researcher observations, and relevant documents. A cross-case analysis of all data informed a process evaluation that described the similarities and differences of intended and observed outcomes of parent involvement from each source using Stake's descriptive matrix model. A formative evaluation of the process compared the observed outcomes with standards set for successful SACs, such as the district's five goals.
The findings indicated that parents elected to the SACs did not meet the intended goals set by the state and district. The school leadership did not foster an environment of professional collaboration and authentic decision-making for parents and other stakeholders. The overall process did not include consensus-building, and there was little if any input by parents on school improvement and other important issues relating to the instructional program. Only two parents gave the SAC a successful rating for involving parents in the decision-making process. Although compliance was met in many of the procedural transactions of the SAC, the reactions of parents to their perceived role and influence often reflected feelings of powerlessness and frustration with a process that many thought lacked meaningfulness and productivity. Two conclusions made from this study are as follows: (a) that the role of the principal in the collaborative process is pivotal, and (b) that the normative-re-educative approach to change would be most appropriate for SACs.
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Maas-Olsen, Marcelle Isabel. "Empowering representative councils of learners through policy-making." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1647.
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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2006.The right of learners to participate in decision-making as stakeholders in their own education was a significant area of controversy between learners and education authorities prior to 1994. At the end of the apartheid regime in 1994 the foundation was laid for a South Africa based on democratic values, social justice and fundamental human rights as provided for in the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996), hereinafter referred to as the Constitution RSA. To give effect to these constitutional rights and to entrench the democratic values in society, a new system of education and training which required the phasing-in of new education legislation had to be created. The National Education Policy Act, 1996 (Act 27 of 1996) [NEPAl was the first comprehensive new act promulgated by the government after 1994. This act mainly provides for the promulgation of education policy by the Minister of Education. The South African Schools Act, 1996 (Act 84 of 1996) [SASAj, as amended, provides a national system of school education that advances democracy, the development of all leamers and the protection of rights, as well as promoting acceptance of responsibility by learners, parents and educators for the organisation of the school, its governance and its funding. The SASA has entrenched the rights of learners to participate as stakeholders in education by affording them representation in school governing bodies which have the status of being the only legitimate bodies representing parents and learners in public schools.
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Caul, Barbara Jean. "Site-based management and school councils, history and impact on education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54867.pdf.
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Avramidis, Georgios. "Elected children's views on school elections and students councils in Greece." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148858.
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The main aim of this paper is to highlight and investigate children’s perspectives on the ordinance of students’ elections and students’ councils in the country of Greece. This study is motivated by the huge lack of research on the topic in Greece and aim to seek student’s views in regards to students’ councils. This qualitative research endeavors to find how students decide to enter the school elections as candidates, what they hope to achieve through their candidacy and how they perceive democratization in education via these elections. Finally, it is asked from them to evaluate the utility of the whole ordinance of students’ communities. Six students, aged from 15 to 18, who are attending the Greek public High School (the name in Greek is Lykeio) were interviewed; three boys and three girls. The researcher chose one boy and one girl from each of the three years of High School. In order to hear children’s voice and allow them space and time to express their perceptions, semi-structured interviews were conducted with open ended questions while at the same time encouraging them to give clarifications on their answers. A thematic analysis was conducted on the transcribed material of the interviews and four primary themes were emerged: I) being candidates as a personal decision, II) aspirations for being candidates, III) Significance of the ordinance on school elections and on students’ councils and IV) democratization of children through school elections. In conclusion, this paper, by closely examining students’ perspectives and beliefs, seeks to shed new light on the neglected issue of students’ elections and councils in the country of Greece.
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French, Paige Vereen. "The Roles of School Advisory Councils in School Improvement: A Case Study in Policy Interpretation." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/165.
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The Florida Legislature responded to the national call for education reform by passing four statutes in 1991, referred to as Blueprint 2000. One intent of the legislation was to encourage change in schools through local community involvement in School Advisory Councils (SAC). The SAC, composed of parents, community members, teachers, and students was responsible for guiding the school through the process of school improvement.
The purpose of the study was to investigate the role of the SAC in the implementation of Florida school improvement initiatives. The study was designed to identify local factors affecting the interpretation of policy and to develop understanding of the members of the SACs defined their roles.
Four elementary schools in Duval County, Florida, were selected for study. A case study approach over one year was used to gather data from written materials, participant observation, and interviews. The data were analyzed to develop understanding of the roles of the SAC from the participants' perspectives.
Findings indicated that SACs were fulfilling their basic responsibilities as outlined in the legislation. Evidence showed that no decision was entirely site based and the extent of the SAC's influence was greater than intended. Members' perceptions of influence to implement change may be more potent than the actual authority given to the SAC by law.
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Nygaard, Richard Jackson. "Utah Middle-Level School Community Councils: An Evaluation of Compliance, Processes, and Perceived Impact." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/207.
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The historical perspective of schools in our democratic society provides a framework of tension between local parent and community control and professional and state control of public school decisions. Today, federal and state requirements demand increased student achievement. One school reform effort enlisted to help meet the challenges is the creation of site-based decision-making councils that involve school administrators, teachers and parents. The state of Utah requires each public school to have a School Community Council that is responsible for the development of plans for school improvement. Limited funds are provided to each School Community Council through the School LAND Trust Program. The funds are to be used to assist in the implementation of the developed plans for the purpose of increased student achievement. Three Utah Middle level SCCs participated in this qualitative strength-based process evaluation. Two of the SCCs were identified as exemplary, and the third SCC was just beginning to function as an SCC. Based on the three questions guiding the evaluation, the evaluation learned that SCCs identified as exemplary were compliant with the law, employed strategies identified in the literature for effective site-based decision-making, and implemented plans that were perceived to impact student achievement. In addition, themes emerged from the strength-based approach to learn what SCC processes influenced an effective balance between the professional expertise and the democratic involvement in decision-making. The emergent themes deal with processes related to membership and elections, sources of confidence, use of data to drive school improvement decision, and communication.
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Rönnlund, Maria. "Demokrati och deltagande : Elevinflytande i grundskolans årskurs 7-9 ur ett könsperspektiv." Doctoral thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-47580.
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The aim of this thesis is to examine the fostering of democracy in the form of pupils’ influence and participation in decision processes. The main focus is on pupils’ formal influence in lower secondary education, forms 7-9, in particular class councils and pupil councils, although informal influence is also studied. The study is ethnographic and based on observations, informal conversations and formal interviews with pupils and school staff in three Swedish schools during one school year (2007/2008). The analysis draws on theories focusing on democracy and gender (Pateman, 1970; Young, 1990, 1997, 2000a,b, 2005), and institutional aspects of education (Bernstein, 2000). The results show that the activity among the participating pupils is low, and that the councils deal with what the pupils mostly judge as unimportant and uninteresting issues. Issues related to teaching are generally seldom dealt with in the councils. A clear majority of the pupils also state that they cannot exert influence to the extent they would like, and that they find the representative systems both coercive and excluding. Still, pupils’ formal influence shows to be important as a means for democracy fostering. In particular positive participation effects are expressed in councils/groups characterised by pupil autonomy and collective community, a result that emphasises the importance of supporting pupil-governed councils and providing collective influence forms. But, the fact that a great deal of the pupils’ criticism against pupils’ influence in practice and the organization of pupils’ influence is connected to representation, indicates that alternative collective forms to a greater extent than the representative systems can promote interest and active participation among the pupils. The results also show that only a minor proportion of the pupils take active part in influence processes, both formally and informally, and that a predominant majority of the participating pupils are girls. In sum, the results lend support to the idea that active participation in some contexts and in some conditions yields certain positive participation effects. But the fact that a large group of pupils, a majority of them boys, do not participate, proves lacking achievement and inequality when it comes to democracy fostering in the form of pupils’ influence. In view of the results more groups of pupils need to be strengthened as regards influence and participation in decision processes.
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Golench, Carol Ann. "Ontario's mandated school councils, public willingness to serve and factors influencing that willingness, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/NQ27933.pdf.
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Ingram, Booker T. "Citizen participation : an analysis of parent participation in district advisory councils in three Ohio school districts /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769470278218.
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Murphy, Charles Michael. "The School Council as an Agent of Instructional Change: a Comparative Case Study." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278879/.
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The involvement of teachers, parents, and administrators in shared decision making is a critical component in recent attempts to implement site-based decision making in Texas schools. This involvement is usually maintained through the school council, which is the sanctioned forum for discourse as defined by Texas laws. The purpose of this qualitative study was to describe and analyze the content and patterns of decision making discourse in three Texas elementary school councils. The research questions focused on (a) council member role descriptions, (b) training, (c) patterns of deliberation, and (d) varieties of issues discussed. A total of 44 council members participated in the research. Observation, interviews, structured group interviews, decision-making inventories, and documents were used to collect data from December 1992 until January 1994.
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Agud, Morell Ingrid. "Participació infantil i educació. Escola, Lleure i Consells d’Infants = Children’s Participation and Education. School, Leisure and Child’s Councils." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/277542.
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Les experiències que fomenten l’educació en democràcia i la formació per a la ciutadana són molt necessàries en la nostra societat, que cada cop requereix més aquesta participació social i política per part dels seus ciutadans. Tot i que existeix un gran reconeixement teòric i legal de la participació infantil, encara no hi ha prou coneixement ni estratègies predeterminades que puguin ajudar a millorar i promoure la participació en tots els àmbits educatius de la vida dels infants. La tesi que presentem aborda el tema de la participació infantil en alguns escenaris on aquesta té lloc de forma intencional i sistemàtica com són els àmbits de l’escola, l’educació en el lleure (concretament l’escoltisme) i l’àmbit comunitari (en el nostre estudi a través de l’experiència dels Consells d’Infants). Tots tres són escenaris pedagògics que aposten per promoure la participació infantil amb l’objectiu d’oferir una educació complerta que inclou la formació per a la ciutadania i en valors. En segon lloc, ens proposàvem identificar els efectes que aquestes experiències tenen sobre els propis infants, en els centres i en les comunitats. Per tal d’arribar a aquestes fites, vàrem dur a terme un estudi emmarcat en el paradigma interpretatiu i l’ús d’una metodologia qualitativa, en concret un estudi de casos, ja que ens permetia un accés als escenaris complert i acurat, ens possibilitava l’observació, l’accés als documents oficials i la indagació en les subjectivitats dels agents implicats en les experiències. Aquesta decisió també es fonamentà en l’assumpció de que existeixen experiències en tots tres àmbits educatius esmentats amb el potencial d’aportar llum i inspiració a altres experiències educatives per a infants. Els resultats de la tesi ens han portat a definir els eixos clau del funcionament participatiu que haurien de tenir les experiències de participació infantil en qualsevol dels àmbit educatiu estudiats, i també a identificar els efectes que aquesta produeix. Per una banda, els infants que exerceixin la participació sota les característiques descrites, obtenen en primer lloc, una incidència educativa, oferint-los aprenentatges en les quatre dimensions (conèixer, fer, conviure i ser) que els capaciten per a que siguin capaços de planificar i gestionar la seva vida personal, social i política. I en segon, els hi aporta benestar personal. Seguidament, les institucions milloren el seu funcionament i organització, promouen la innovació, es converteixen en llocs que pertanyen veritablement als infants i donen resposta de manera més acurada a les necessitats dels infants. Per últim, la participació infantil beneficia al conjunt de la societat, oferint ciutadans implicats i compromesos, amb pensament crític i disposats a canviar allò que els hi sembla injust. A més, la participació ofereix un servei a la comunitat, suma una mirada més i assumeix la seva obligació de complir amb els Drets dels Infants.Experiences encouraging democratic education to form active citizens are a key factor in our current societies, which are requiring increasingly more and more social and political engagement from its citizens. Despite the legal and theoretical recognition of children participation, specific methods or practices have not been defined to enhance children’s participation in an effective way. The dissertation addresses the topic of children’s participation in some scenarios where this occurs intentionally and systematically, as in the contexts of the school, leisure education (specifically scouting) and in the community level (concretely we study the participation through the experience of local Children’s Councils). Such scenarios are committed to promoting children’s participation with the aim of providing a complete education that includes education for the citizenship. We also aim to identify the effects those practices produce on children, on the institutions and on the communities where they are developed. To address these research objectives, we conducted a case study, which is a method framed in the interpretative paradigm and the use of qualitative methodologies. We decided to conduct a case study research due to the following reasons: it provides the researcher a full and comprehensive access to the educational settings; it allows enquiring the target population’s subjectivity; it allows the researcher to observe and to be immersed in the scenario without contaminating it. Furthermore, we do not pretend to reach generalizable conclusions, but to be able to draw a “way to do” that can contribute with new knowledge and ideas for all professionals involved in similar educational experiences. We have been able to describe the three core axis for the functioning of children participation in the areas of the school, leisure and children’s councils. We have also shown the benefits that participation produces on different levels (personal, institutional and communitarian), and consequently, it can be understood as a key for democratic societies. We can report that children participation has an educational effect and increases children’s subjective welfare. Furthermore, we report the institutions improve their work and organization, they become child-friendly scenarios and also, they are able to give more accurate responses to children needs. Finally, children participation also benefits the society since it forms engaged citizens willing to make a difference; it also offers a community service and makes the community to be more committed to Children’s Rights.
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Benson, Dawn Adrena. "A narrative inquiry of school and parent councils, a partnership and the promise of power or hollow words?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ51842.pdf.
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Beagley, David Edward, and d. beagley@latrobe edu au. "PARENT PARTICIPATION IN CURRICULUM DECISION MAKING: A CASE STUDY." La Trobe University. School of Education, 1996. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20041216.160407.
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This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s.
Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas.
The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile.
While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.
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Chaves, Luiza Maria Martins. "Conselhos escolares nas escolas municipais de Duque de Caxias:tensões e perspectivas." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3972.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA pesquisa objetivou investigar a formação dos conselheiros escolares nas Escolas Municipais de Duque de Caxias a partir da adesão do Município ao Programa Nacional de Fortalecimento dos Conselhos Escolares, coordenado pela Secretaria de Educação Básica do Ministério da Educação. Como o exame das ações do Programa e a identificação das mesmas no referido município perpassam pelos níveis macro, meso e micro do sistema educacional, a metodologia constituiu-se de pesquisa bibliográfica, análise de documentos, construção e retrospectiva histórica em torno do princípio da gestão democrática e dos conselhos escolares; de entrevistas no MEC, na Secretaria Municipal de Educação, com os diretores de duas escolas da rede de ensino e grupo focal com o Conselho Escolar, além da observação nas escolas. Tendo como base o princípio da democracia e a construção da prática democrática nas escolas, por meio da gestão, percebem-se os conselhos escolares como segmentos representativos, tanto da possibilidade de transformação como de manutenção dos processos que envolvem a transparência, a autonomia e a participação da comunidade escolar na gestão das escolas. A verificação das ações de um Programa governamental em escala nacional, envolvendo a colaboração entre os entes federados, permite desmistificar o distanciamento entre as esferas dos sistemas de ensino neste processo que envolve a capacitação dos conselheiros escolares. A pesquisa revelou que, embora o Município de Duque de Caxias tenha aderido ao Programa, ainda não promoveu ações no sentido de formação de seus Conselheiros Escolares. Não obstante, uma das escolas observadas no estudo promove uma dinâmica articulada, em seu funcionamento, no que se refere à participação da comunidade escolar e local na gestão da escola
This present study aims to investigate the preparation of school council members at Duque de Caxias‟s Municipal Schools derived from the city‟s affiliation to the National Program for School Councils Enhancement, coordinated by the Department of Basic Education from the Ministry of Education. Since the examination of the Program‟s actions and their identification pass by the macro, meso and micro levels of the educational system, the methodology comprised a bibliographical research, analysis of documents, construction and historical retrospective of the democratic management principle and the School Council principle; interviews carried out at MEC and at the Municipal Department of Education, interview with the principals of two schools of the Municipal sphere and a focus group with the School Council, besides observation in the schools. Based on the principle of democracy and the construction of the democratic practice in schools, by means of participative management, School Councils were considered representative segments as they are able to transform and maintain processes involving transparence, autonomy and the participation of the school community in its management. The verification of the Government Program actions on a national basis involving the cooperation among federal entities, enables the demythification of the distance among the spheres of the educational systems in this process including the capacitation of school counselors. The research revealed that, although Duque de Caxias‟s City has acceded to the Program, they haven‟t promoted any actions towards the preparation of their schools council members. Despite that, one of the observed schools in the study promotes an articulated dynamic in it‟s operation in relation to school and local and schoolcommunity participation in school management
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Mendes, Neta Maria Adelina Hayne. "Conselhos Escolares na Rede Municipal de Ensino de Salvador: organização, dinâmica e funcionamento." Faculdade de Educação, 2013. http://repositorio.ufba.br/ri/handle/ri/15377.
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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
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Silva, Alba Valéria Baensi da. "O processo de implementação dos conselhos escolares na rede municipal de ensino de Magé/RJ: caminhos para a democracia na escola." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1343.
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O presente trabalho, intitulado “O processo de implementação dos conselhos escolares na rede municipal de ensino de Magé/RJ: caminhos para a democracia na escola” teve como objetivo analisar o processo de implementação dos Conselhos Escolares na rede municipal de ensino de Magé, focando no trabalho desenvolvido pelo Departamento de Supervisão Educacional da Secretaria Municipal de Educação e Cultura (SMEC). Essas análises contribuirão para a elaboração de uma proposta de intervenção que vise tornar o processo de implementação mais eficaz. No trabalho, analisou-se a legislação existente acerca da política investigada, relacionando o contexto do município de Magé com as proposições dos documentos oficiais sobre os Conselhos Escolares. Além disso, foram explicitadas de forma detalhada a estrutura da SMEC e em seguida, especificamente o caso da implementação desta política nesta rede de ensino. A realização deste trabalho foi fundamentada nas pesquisas de Bordignon (2000; 2005), Lück (2000;2006) e Dourado (2012) no que diz respeito à gestão educacional democrática e participativa, além de suas abordagens sobre as concepções e propostas de ação dos Conselhos Escolares também fundamentadas em Luiz (2013). Os textos oficiais do Ministério da Educação foram também utilizados como referências fundamentais. Destaca-se no trabalho o desenvolvimento de um Plano de Ação Educacional que compreende estratégias com ações voltadas para formação continuada para supervisores educacionais e conselheiros escolares, acompanhamento das ações dos Conselhos Escolares e a realização do prêmio gestão escolar para valorizar experiências bem sucedidas ocorridas na rede municipal de ensino.
This work, titled " The implementation process of the school councils in the municipal school system of Magé/RJ: paths to democracy at school", aimed to analyze the implementation process of the school boards in the municipal school system of Magé, focusing on the work developed by the Department of Educational Supervision of the Municipal Department of education and culture (SMEC). These analyses will contribute to the elaboration of a proposal for intervention, which aims to make the process more effective implementation. At work, it was examined whether the existing legislation concerning the policy context relating the investigated, city of Magé/RJ with the propositions of the official documents on the school councils. In addition, were explained in detail the structure of the SMEC and then specifically the case of the implementation of this policy in this educational network. This work was based on the research of Bordignon (2000; 2005), Lück (2000; 2006) and Dourado (2012) regarding democratic and participatory educational management, in addition to their approaches on the conceptions and plans of action of the school councils also based on Luiz (2013). The official texts of the Ministry of education were also used as key references. Stands in the work to develop a plan of action comprising Educational strategies with actions geared toward continuing education for educational supervisors and school directors, monitoring the actions of the school councils and the school management award to highlight successful experiences in municipal schools.
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Pereira, Rodrigo. "Escola e participação : um estudo sobre os conselhos escolares em Aracaju-SE." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4604.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe study about School Councils believes that this form of organization, when consolidating at school, suggests changes in how to manage educational institutions, as well as makes proposition to think about possible ways to enter new contacts in the school, focusing on the possibilities of an education based on assumptions and participatory political grounds. School councils are integrated collective, composed of segments that constitute the basic core operation of the school: parents and representatives from the civil society, the technical servers, managers, teachers and students. These segments form a legal unit that has different skills, but inclusive ones. It manifests itself through advisory, deliberative, supervisory and mobilizing character of participatory activities that are directed to follow the actions of the school. On this assumption, we believe that understanding the changes made on the school, with the aim of providing qualitative changes in the political and educational management processes, may be a necessary exercise to understand the directions and the structures defined in the educational system. For these questions, we chose, as a research object, the School Councils, which are asserted as a place of political and pedagogical settings and have the purpose of improving the dynamics of learning processes undertaken by the school. The research was conducted in the municipality of Aracaju-SE, between 2011 and 2013; it was to sample a set of fifteen (15) schools located in the most diverse neighborhoods in the city, 52 (fifty-two) people who answered to the questionnaires and a group of eighteen (18) people who participated of the interviews. All subjects in the sample are part of the chosen segments, namely: teachers, principals and parents to understand that the first two segments are directly acting on the guidelines of the school and have parents, as a representative voice of society, focusing, with their expectations and demands, a level of influence on the guidelines of pedagogical practice. The following techniques were used for data collection and analysis: Questionnaire, Interview and Document Analysis (Acts, Ordinances, Regiments, Decrees, Tables of measurement and evaluation of school results etc.). This research used as a guiding research a number of key issues, among them, we have: Is there sense in defining policy and teaching experience developed within the School Councils, as evidence of the meaning of Quality of the pedagogical processes of the School? Is there consistency among the official discourse, the discourse and the expectations of parents and teachers about the purposes and meanings of the actions of School Councils? All interpretive and deepening the study process was subsidized by important authors, among them, Paulo Freire, Jurgen Habermas, Bernard Charlot, Maria da Gloria Gohn, Carlos Alberto Torres, Jean-Louis Derouet, Claus Offe, among others. The thesis is organized into six chapters that present an analysis of the object and search results.
O estudo sobre os Conselhos Escolares considera que esta forma de organização, ao se consolidar na escola, sugere modificações na forma de gerir instituições de ensino, bem como faz proposição sobre possíveis caminhos para pensar a inserção de novos interlocutores no espaço da escola, incidindo sobre as possibilidades de uma formação escolar baseada em pressupostos e fundamentos político-participativos. Os Conselhos Escolares são coletivos integrados, compostos por segmentos que constituem o núcleo básico de funcionamento da escola: os pais e a representação da sociedade civil, os servidores técnicos, os gestores, professores e estudantes. Esses segmentos formam uma unidade jurídica que possui competências distintas, porém, integradoras. Manifesta-se através do caráter consultivo, deliberativo, fiscalizador, normativo e mobilizador de ações participativas que estejam direcionadas ao acompanhamento das atividades escolares. Por esse pressuposto, consideramos que entender as modificações realizadas sobre a escola, com a finalidade de proporcionar alterações de caráter qualitativo nos processos políticos e pedagógicos de gestão, pode ser um exercício necessário para compreensão dos rumos e das estruturas definidas no sistema educacional. Por estas questões, escolhemos, como objeto de pesquisa, os Conselhos Escolares, que se afirmam como lugar de definições políticas e pedagógicas e que possui a finalidade de aperfeiçoar a dinâmica dos processos formativos empreendidos pela escola. A pesquisa foi desenvolvida na cidade de Aracaju-Se, entre os anos de 2011 e 2013 e teve como população pesquisada, um conjunto de 15(quinze) escolas localizadas nos mais diferentes bairros da cidade, 52 (cinquenta e duas) pessoas que responderam aos questionários e um grupo de 20 (vinte) pessoas, que participaram das entrevistas. Todos os sujeitos participantes da amostra fazem parte dos segmentos escolhidos, a saber: professores, gestores e pais, por entender que os dois primeiros segmentos estão diretamente atuando sobre as diretrizes da escola e têm, nos pais, uma voz representativa da sociedade, incindindo, com suas expectativas e demandas, um nível de influência sobre as diretrizes da prática pedagógica. Para a coleta e análise de dados foram utilizados as seguintes técnicas: o Questionário, a Entrevista e a Análise Documental (Atas, Portarias, Regimentos, Decretos, Quadros de medida e avaliação de resultados escolares, etc.). Esta pesquisa utilizou como norteador da investigação um conjunto de questões fundamentais, entre elas, destacamos: Há sentido em definir as experiências políticas e pedagógicas desenvolvidas no interior dos Conselhos Escolares, como evidência do significado de Qualidade dos processos pedagógicos da Escola?Há coerência entre os discursos oficiais, o discurso e as expectativas dos pais e professores sobre as finalidades e os sentidos das ações dos Conselhos Escolares? Todo processo interpretativo e de aprofundamento de estudo foi subsidiado por importantes autores, entre eles Paulo Freire, Jurgen Habermas, Bernard Charlot, Mª da Glória Gohn, Carlos Alberto Torres, Jean-Louis Derouet e Claus Offe. A Tese está organizada em seis capítulos, onde apresentamos a análise do objeto e os resultados da pesquisa.
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Assis, Ana Claudia Lima de. "Conselho Escolar, instrumento de gestÃo democrÃtica em tempos de polÃticas neoliberais: experiÃncias em questÃo no municipio de BaturitÃ." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4371.
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nÃo hÃEste trabalho se propÃe a analisar a polÃtica de gestÃo democrÃtica na escola pÃblica cearense, com base na atuaÃÃo dos Conselhos Escolares. O objeto de investigaÃÃo desta pesquisa està organicamente vinculado Ãs atuais configuraÃÃes sociais, econÃmicas, polÃticas e culturais do Brasil ContemporÃneo marcado por transformaÃÃes decorrentes do processo de mundializaÃÃo do capital, que impÃe uma redefiniÃÃo do papel do Estado e das suas relaÃÃes com a sociedade civil, sob a Ãgide da hegemonia neoliberal. Aponta como ponto chave de anÃlise do fenÃmeno investigativo, o contexto histÃrico de efervescÃncia das polÃticas neoliberais, marcado fortemente por uma confluÃncia entre o projeto participatÃrio/democratizante e o projeto de ajuste estrutural. Tem o propÃsito de compartilhar com as comunidades cientÃfica e escolar, algumas reflexÃes e conclusÃes sobre os mecanismos de democratizaÃÃo da escola pÃblica, exercidos pelo Conselho Escolar, em tempos de ajuste neoliberal, bem como identificar os avanÃos, limites e possibilidades dessa caminhada que contou com a efetiva participaÃÃo de representantes dos segmentos envolvidos pais, alunos, professores, funcionÃrios, nÃcleo gestor e comunidade local situada no entorno da escola, proporcionando o desenvolvimento de uma pedagogia de participaÃÃo com prÃticas inovadoras nas relaÃÃes intra-escola e, desta com a comunidade. O procedimento metodolÃgico compreendeu estudos bibliogrÃficos, documentais e pesquisa de campo de natureza qualitativa no sentido do conhecimento da experiÃncia social dos diversos sujeitos inseridos na implementaÃÃo da polÃtica de gestÃo democrÃtica na escola pÃblica via Conselhos Escolares. O resultado da investigaÃÃo empÃrica, realizada em dois Conselhos Escolares de escolas pÃblicas no municÃpio de BaturitÃ, revela que, como oferta do Estado ou conquista da sociedade civil, a gestÃo democrÃtica da escola pÃblica se faz com ambigÃidades e contradiÃÃes, ora questionando polÃticas governamentais, ora legitimando-as. Os Conselhos Escolares, por sua vez, sÃo espaÃos hÃbridos, funcionam com descontinuidades, porÃm, o pequeno alcance das conquistas nÃo apaga as aproximaÃÃes gradativas a um modo de ser democrÃtico sinalizando para ampliaÃÃo da cidadania na escola.
This work aims at investigating the politics of democratic administration found in public schools of the State of Ceara considering the action of School Councils. The researchâs investigative goal is fundamentally tied to Brazilâs current social, economic, political and cultural patterns, marked by changes produced by the process of world dominance by capital that requires a redefinition of the Stateâs role and its relationship with civil society under the aegis of neo-liberal influence. It is shown as a key point to the analysis of the investigative phenomenon the historical context in which neo-liberal political stirrings took place strongly marked by a combination of the democratic/participative process and the structure-adjusting process. In addition, the work aims at sharing with the scientific and academic communities some reflections and conclusions about democratization tools for public schools as produced by the School Councils at a time for adjustments to the neo-liberal power frame as well identifying advancement, limits and possibilities related to this journey that counted on the effective participation of segments involved, such as parents, students, teachers, public servants, administrators and local community which helped promoting the development of a participation-minded pedagogy that produced innovative practices related not only to intra-school relations but also relations between school and community. The methodological procedure included bibliographic survey, documents, as well as qualitative field research in order to detect social knowledge acquired by the several subjects that were involved in the political implementation of democratic administration of public schools through School Councils. The upshot of the empirical investigation as conducted on two bodies of School Councils located in the county of Baturite reveals that democratic administration as offered by the State or as a conquest of civil society is carried out with ambiguities and contradictions, on the one hand questioning governmental policies or legitimating them on the other. In their turn, School Councils are hybrid environments that function spasmodically, but in spite of their small contribution there are real gains seen in a gradual approximation to democratic behavior that signals at amplifying citizenship in school.
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Lima, Waldísia Rodrigues de. "Conselhos escolares e resultados de avaliação em larga escala (IDEB): uma interlocução possível sobre qualidade da educação escolar?" Universidade Católica de Santos, 2011. http://biblioteca.unisantos.br:8181/handle/tede/682.
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The objects of study of this work have been the municipal school councils (CEs) of the municipality of Cubatão. The problem under investigation can be summarized in the following question: What is the role that large evaluation, represented by the IDEB, plays in the CEs discussions. The aim of the study is to investigate the CEs actions regarding to the formal elementary education quality, in this case, represented by a external evaluation. The research introduces two strong justifications for that. First: the need for further analysis on the effects, the consequences of external evaluation on the school taking into account the publicity given to the its results, the repercussion for the municipal management and placing of the school under monitoring in consequence of the results. Second: the need of examining how the CE works, what can be an indicator of its consolidation as an instrument for the democratic management. The field work is concentrated in there municipal schools CEs. The study presents a qualitative approach, analyzing the guiding principle of the CEs, the IDEB and the content of CEs meeting minutes. In addition, we analyzed questionnaires applied on CEs and to 47 school principals in the same municipality. Several authors that discuss the attainments of collegiate and the public management support this work: Barroso (1996), Bordignon (2004), Dourado (2004), Gadotti (2004), Martins (2005), Scheinvar & Algebaile (2005), Silva (2006), Freire (2007), Libâneo (2008), Lima (2008) and Saviani (2009). Also, we will take into account other authors that analyze the educational policy evaluation, like:Vianna (2000), Afonso (2009) e Freitas (2009). The data analyzed show that the CEs under investigation behave as democratic management instrument. They do not explicity discuss fundamental issues to guarantee the schooling education quality: the use of financial resources from federal and municipal programs with pegagogic aims and focused on the student; disciplinary issues like the collective elaboration of conduct codes; demand for technical administrative personnel and teachers to address the lack of personnel, monitoring and decision on educational projects, therefore, they show envelopment in issues relevant to the schooling scope.
Este trabalho tem como objeto de estudo os Conselhos Escolares (CEs) de escolas municipais de ensino fundamental da cidade de Cubatão. O problema investigado pode ser resumido na questão: qual o lugar da avaliação em larga escala, representada pelo IDEB, nas discussões dos CEs? O estudo tem como objetivo investigar a atuação dos CEs no que se refere à qualidade da educação escolar, no caso, representada por uma avaliação externa. A investigação apresenta duas grandes justificativas. Primeira: a necessidade de aprofundamento da análise sobre os efeitos, os reflexos da avaliação externa na escola, considerando-se a publicidade dada aos seus resultados, as implicações para a gestão municipal e a colocação da escola sob acompanhamento, em virtude de seus resultados. Segunda: a necessidade de examinar como se dá a atuação do CE, o que pode ser um indicador de sua consolidação como instrumento de gestão democrática. O trabalho de campo está concentrado nos CEs de três escolas municipais. O estudo realizado apresenta enfoque qualitativo, com análise das diretrizes sobre os CEs, o IDEB e do conteúdo das atas de reuniões dos CEs. Além disso, foi analisado questionário aplicado pela rede municipal de ensino sobre os CEs a 47 diretores de escola do mesmo município. Apoiam este trabalho autores que discutem a atuação de colegiados e de gestão democrática, entre eles: Barroso (1996), Bordignon (2004), Dourado (2004), Gadotti (2004), Martins (2005), Scheinvar e Algebaile (2005), Silva (2006) Freire (2007), Libâneo (2008), Lima (2008), e Saviani (2009). Serão igualmente considerados autores como: Vianna (2000) Afonso (2009) e Freitas (2009), que analisam a avaliação nas políticas educacionais. Os dados analisados indicam que os CEs pesquisados atuam como instrumento de gestão democrática. Não discutem explicitamente o IDEB como indicador de qualidade da educação escolar, mas discutem questões fundamentais para a garantia de qualidade da educação escolar: a utilização de recursos financeiros oriundos de programas federais e municipais, com fins pedagógicos, e foco no aluno; questões disciplinares como a elaboração coletiva de códigos de conduta; reivindicação de pessoal técnico-administrativo e professores para suprir a falta de pessoal; acompanhamento e deliberação sobre projetos educacionais, mostrando um envolvimento em questões pertinentes ao universo escolar.
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Irion, John Allen. "A longitudinal study of an elementary school site council : participation, processes, and impacts /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7755.
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Rodrigues, Isabel Cristina. "Os ciclos e os conselhos de classe: o êxito e o fracasso escolar (ainda) em questão." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26012011-133059/.
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Este estudo tem como foco de análise o funcionamento dos Conselhos de Classe no regime escolar dos ciclos na rede pública municipal de ensino de Santo André, região do ABC paulista, em três gestões administrativas (1997-2008). A pesquisa acompanha o processo de implementação dos Ciclos e dos Conselhos de Classe, desde o seu advento, cuja operacionalização se dá no âmbito de uma política progressista de educação. Nessa perspectiva, o estudo tem como objetivos: investigar a relação entre a concepção pedagógica dos Ciclos e a forma como foram encaminhadas as discussões dos alunos em situação de fracasso escolar; analisar as queixas e os encaminhamentos mencionados pelos professores nos Conselhos de Classe; investigar a incidência dos dados apresentados nas atas dos Conselhos de Classe nas modalidades da Educação Infantil e do Ensino Fundamental e analisar o entendimento dos sujeitos educacionais que vivenciaram a concepção pedagógica dos Ciclos e dos Conselhos de Classe e que obtiveram êxito em sua prática, seja em sala de aula ou na gestão educacional. A pesquisa é de natureza qualitativa, baseada em dados documentais, observações e entrevistas semiestruturadas, realizadas com professores e técnicos da Secretaria de Educação e Formação Profissional (SEFP). As análises destacam os diferentes vieses e desafios da implementação da política educacional no atendimento à diversidade e aos diferentes ritmos de aprendizagem. Busca mostrar que o trato pedagógico direcionado a alunos em dificuldade de aprendizagem evidencia os esforços, as possibilidades e as contradições encontradas no discurso dos diferentes segmentos que compartilham da realidade escolar. Percebe-se que mesmo dinamizando a prática pedagógica ou propondo outros critérios de composição das turmas, o que ocorre é um movimento de inércia que reforça a constante busca pela homogeneização do alunado. As premissas discutidas neste trabalho destacam o êxito e o fracasso escolar como temas que colocam os desafios vividos na realidade educacional em contínuo debate.This study examines the functioning of the Class Councils in the scheme of school at Public cycles of Santo Andre, region of the Great ABC at metropolitan Sao Paulo´s area, in three administrative managements (1997-2008). The research followed the implementation process of Cycles and the Class Councils, since its advent, whose operation is done within a progressive education policy. From this perspective, the study aims to investigate the relationship between the pedagogical concept of cycles and how it was dealt with the issue of school failure; aims to analyze the complaints and referrals referred by teachers in the class councils; investigate the data presented in reports of the class councils, in terms of Early Childhood Education and Elementary School, and to analyze the educational understanding of the subjects who experienced the pedagogical concept of cycles and the Class Councils who were successful in their implementation, whether in the classroom or in educational administration. The research is qualitative, based on documentary evidence, observations and interviews, conducted with teachers and technicians of the Department of Education and Professional Training (SEFP in portuguese). The analysis highlights the different aspects and challenges of implementing educational policy in meeting the diversity and different learning paces. It seeks to show that the pedagogy used in students with learning disabilities is a sum of efforts and possibilities but also the contradictions in the speech by the different segments that share the theme. It is noticed that even by increasing the teaching practice or from other criteria of class composition, what happens is a movement of inertia that reinforces the constant search for the homogenization of the students. The cases described provide evidence that the success and failure at school is an issue under constant debate.
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Dublante, Carlos André Sousa. "GESTÃO ESCOLAR: fundamentos e práticas em escolas da rede municipal de ensino de São Luís-MA." Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/167.
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Previous issue date: 2009-07-15This paper has the theme "School Management: foundations and practices in schools in the municipal teaching in São Luis-MA." It aims to analyze the practices of management in municipal public schools in São Luis, highlighting in its bases the influence of State‟s reformation and, consequently, the educational reforms in the development of all the school's actions. It uses as a parameter of analysis the Political-Pedagogical Project (PPP) and operation of School Councils. Researches were carried out in three schools in which we analyzed the PPP in its documentary form, the Internal Bylaws of municipal school network, the Regulations and the Acts of the School Councils. Consolidating these reviews the principals, teachers, parents and school children were interviewed. The legal basis that underlies the exercise of democratic management in public schools are highlighted, taking as a starting point the school community participation in the management and actions of the school. Data collected through document reviews and interviews are presented, proving that even before the existence of several mechanisms allowing for democratic practices in school management, yet authoritarian features and centralizing actions remain. Finally, we analyze the process of preparation and participation of segments of the school (administrators, teachers, parents and students) in implementing the PPP, and also how the composition of School Councils, as well as their participation in the management of the school.
Este trabalho tem como tema Gestão Escolar: fundamentos e práticas em escolas da rede municipal de ensino de São Luís-MA. Objetiva analisar as práticas de gestão nas escolas públicas municipais de São Luís, evidenciando nos seus fundamentos a influência da reforma do Estado e, em decorrência, as reformas educacionais no desenvolvimento do conjunto das ações da escola. Utiliza-se como parâmetro de análise o Projeto Político-Pedagógico e o funcionamento dos Conselhos Escolares. Realizou-se pesquisas em três escolas, nas quais analisou-se o PPP na sua forma documental, o Regimento Interno das escolas da rede municipal, o Estatuto e as Atas dos Conselhos Escolares. Consubstanciando essas análises entrevistou-se as gestoras, professoras, pais e alunos das escolas. Destaca-se a base legal que fundamenta o exercício da gestão democrática na escola pública, tendo como ponto de partida a participação da comunidade escolar na gestão e nas ações da escola. Apresentam-se os dados, coletados através das análises de documentos e das entrevistas, comprovando que mesmo diante da existência de vários mecanismos propiciadores de práticas democráticas de gestão escolar, ainda perduram características e ações autoritárias e centralizadoras. Por fim, analisa-se o processo de elaboração e a participação dos segmentos da escola (gestores, professores, pais e alunos) na implementação do PPP, e, ainda, a forma de composição dos Conselhos Escolares, bem como, a sua participação na gestão da escola.
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Riscal, José Reinaldo. "Mapeamento quantitativo dos impactos da gestão democrática no desempenho das escolas públicas no IDEB 2013." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7546.
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The Law of Directives and Bases of National Education. - LDB (Lei No. 9.394 / 1996), in its Article 3, establishes the principles for the implementation of public education, and the Item VIII defines the democratic management of public education, in terms of the law and legislation of education systems as one of these principles. Therefore, we may see that there was, and still is, in Brazil a legal guidance to start a democratic process that seeks to enhance, among other things, the participation of the school professionals and the surrounding community, which also includes students and their families, in the school management, in order to find ways to increase the quality of teaching and learning in public schools. Thus, the real and effective performance of the democratic management needs to be better understood. This study aims to statistically verify and analyze if the democratic management have impacts on the performance of schools in external evaluations, as well as to determine whose place it occupies in the hierarchy of variables that impact on these indicators. To achieve this goal, a literature review was conducted on the topics: school councils, democratic management and external and large scale assessments. In addition, an empirical research through statistical analysis from information from the following sources of official information: School Census (2012 and 2013), Prova Brasil and SAEB raw data (2013), IDEB (2013) and the databases of the Interactive PDDE (2013). The results of this study showed that the highest average IDEB refer to schools where the School Councils always define and validate their pedagogical, financial and administrative aspects. In addition, the construction of a pedagogical project with the participation of the whole school community, parental involvement in School Councils, frequency of School Councils meetings and the selection of the school principal by direct election or public tender are other factors related to democratic management that influence positively IDEB figures.
A Lei de Diretrizes e Bases da Educação Nacional – LDB (Lei nº 9.394/1996), no seu artigo 3º., estabelece quais os princípios para a aplicação do ensino público, sendo que o Inciso VIII define a “gestão democrática do ensino público, na forma desta Lei e da legislação dos sistemas de ensino” como um desses princípios. Observa-se, portanto, que houve, e ainda há, no Brasil, um direcionamento legal para iniciar um processo democrático que busque aumentar, entre outros aspectos, a participação dos profissionais da escola, da comunidade de entorno, incluindo os estudantes e seus familiares, com o intuito de encontrar caminhos para aumentar a qualidade do ensino e aprendizagem na escola pública. Desta forma, o papel da gestão democrática necessita ser melhor compreendido. Este estudo se propõe verificar estatisticamente e analisar se a gestão democrática tem impactado no desempenho das escolas em avaliações externas e determinar qual lugar ocupa na hierarquia de variáveis que influenciam esses indicadores. Para atingir tal objetivo, foi conduzida uma revisão bibliográfica sobre os temas gestão democrática e avaliações externas em larga escala. Além disso, foi realizada uma investigação empírica por meio de análise estatística de informações proveniente das seguintes fontes de informações oficiais: Censo Escolar (2012 e 2013), microdados da Prova Brasil e SAEB (2013), IDEB (2013) e Bases de dados do PDDE interativo (2013). Os resultados deste estudo mostraram que as maiores médias do IDEB referem-se às escolas em que os Conselhos Escolares sempre definem e validam os aspectos pedagógicos, financeiros e administrativos. Além disso, a construção de um Projeto Pedagógico com a participação de toda a comunidade escolar, a participação dos pais no Conselho Escolar, a frequência de reuniões do Conselho Escolar e a escolha do diretor escolar por eleição ou concurso público são outros fatores relacionados à gestão democrática que influem positivamente no IDEB.
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Buchwitz, Tania Maria de Almeida. "CONSELHO DE CLASSE E SÉRIE: Tensões, acertos e desacertos na construção da gestão democrática." Universidade Metodista de São Paulo, 2007. http://tede.metodista.br/jspui/handle/tede/1077.
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Previous issue date: 2007-04-18A presente pesquisa, de natureza qualitativa de cunho etnográfico, está direcionada às políticas educacionais voltadas para a descentralização, que tem seu campo de atuação no universo micro da escola. Nesse contexto, é evidenciado o papel dos colegiados escolares, entre eles o Conselho de Classe e Série, pois esse vem se concretizando como um dos espaços que mais favorecem a participação dos diferentes segmentos da escola, tornando-se determinante para a qualidade da democratização da gestão escolar e do ensino-aprendizagem. A pesquisa desenvolveu-se em três momentos: 1) análise da documentação escolar; 2) observações em uma instituição escolar estadual da rede pública de São Bernardo do Campo e 3) entrevistas abertas e semi-estruturadas com pais, alunos, professores e gestores que serviram de suporte para tecer as considerações sobre as práticas realizadas durante os Conselhos de Classe e Série. Os objetivos da pesquisa foram: verificar como vem se estruturando a participação, seus acertos e desacertos na construção da gestão democrática da escola; desvelar o processo de implantação; entender como se dão as relações entre avaliação e aprendizagem em sala de aula. Mesmo tratando-se de um estudo de caso referente ao Conselho de Classe e Série, pode-se concluir que a participação é mediada por relações de poder, que se revelam a partir da interpretação das falas, e que estas se apresentam como determinantes para a ampliação da democracia dentro do ambiente escolar.(AU)
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Stead, Virginia M. "School council implementation, women principals' experiences with a policy for improving school leadership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ52079.pdf.
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Downer, Winnifred Anne. "Realities of participation in a secondary school advisory council." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/NQ27639.pdf.
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ASSIS, Ana Claudia Lima de. "Conselho Escolar, instrumento de gestão democrática em tempos de políticas neoliberais: experiências em questão no município de Baturité." www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/5912.
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ASSIS, Ana Claudia Lima de. Conselho Escolar, instrumento de gestão democrática em tempos de políticas neoliberais: experiências em questão no município de Baturité. 2007. 274f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2007.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-09-26T13:59:14Z No. of bitstreams: 1 2007_DIS_ACLASSIS.pdf: 1508582 bytes, checksum: 9acee19bfefa4fcb9d0a3671cac0547a (MD5)
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This work aims at investigating the politics of democratic administration found in public schools of the State of Ceara considering the action of School Councils. The research’s investigative goal is fundamentally tied to Brazil’s current social, economic, political and cultural patterns, marked by changes produced by the process of world dominance by capital that requires a redefinition of the State’s role and its relationship with civil society under the aegis of neo-liberal influence. It is shown as a key point to the analysis of the investigative phenomenon the historical context in which neo-liberal political stirrings took place strongly marked by a combination of the democratic/participative process and the structure-adjusting process. In addition, the work aims at sharing with the scientific and academic communities some reflections and conclusions about democratization tools for public schools as produced by the School Councils at a time for adjustments to the neo-liberal power frame as well identifying advancement, limits and possibilities related to this journey that counted on the effective participation of segments involved, such as parents, students, teachers, public servants, administrators and local community which helped promoting the development of a participation-minded pedagogy that produced innovative practices related not only to intra-school relations but also relations between school and community. The methodological procedure included bibliographic survey, documents, as well as qualitative field research in order to detect social knowledge acquired by the several subjects that were involved in the political implementation of democratic administration of public schools through School Councils. The upshot of the empirical investigation as conducted on two bodies of School Councils located in the county of Baturite reveals that democratic administration as offered by the State or as a conquest of civil society is carried out with ambiguities and contradictions, on the one hand questioning governmental policies or legitimating them on the other. In their turn, School Councils are hybrid environments that function spasmodically, but in spite of their small contribution there are real gains seen in a gradual approximation to democratic behavior that signals at amplifying citizenship in school.
Este trabalho se propõe a analisar a política de gestão democrática na escola pública cearense, com base na atuação dos Conselhos Escolares. O objeto de investigação desta pesquisa está organicamente vinculado às atuais configurações sociais, econômicas, políticas e culturais do Brasil Contemporâneo marcado por transformações decorrentes do processo de mundialização do capital, que impõe uma redefinição do papel do Estado e das suas relações com a sociedade civil, sob a égide da hegemonia neoliberal. Aponta como ponto chave de análise do fenômeno investigativo, o contexto histórico de efervescência das políticas neoliberais, marcado fortemente por uma confluência entre o projeto participatório/democratizante e o projeto de ajuste estrutural. Tem o propósito de compartilhar com as comunidades científica e escolar, algumas reflexões e conclusões sobre os mecanismos de democratização da escola pública, exercidos pelo Conselho Escolar, em tempos de ajuste neoliberal, bem como identificar os avanços, limites e possibilidades dessa caminhada que contou com a efetiva participação de representantes dos segmentos envolvidos pais, alunos, professores, funcionários, núcleo gestor e comunidade local situada no entorno da escola, proporcionando o desenvolvimento de uma pedagogia de participação com práticas inovadoras nas relações intra-escola e, desta com a comunidade. O procedimento metodológico compreendeu estudos bibliográficos, documentais e pesquisa de campo de natureza qualitativa no sentido do conhecimento da experiência social dos diversos sujeitos inseridos na implementação da política de gestão democrática na escola pública via Conselhos Escolares. O resultado da investigação empírica, realizada em dois Conselhos Escolares de escolas públicas no município de Baturité, revela que, como oferta do Estado ou conquista da sociedade civil, a gestão democrática da escola pública se faz com ambigüidades e contradições, ora questionando políticas governamentais, ora legitimando-as. Os Conselhos Escolares, por sua vez, são espaços híbridos, funcionam com descontinuidades, porém, o pequeno alcance das conquistas não apaga as aproximações gradativas a um modo de ser democrático sinalizando para ampliação da cidadania na escola.
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Avieson, Craig. "Exploring the potential of a school council to facilitate pupil voice and school improvement in an English primary school." Thesis, Open University, 2012. http://oro.open.ac.uk/49077/.
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This thesis explores the facilitation of pupil voice and how this might impact on school improvement in an English primary school. It is underpinned by theoretical frameworks that address children's rights, voice, participation, power relations and active. citizenship. Two formal mechanisms of facilitating children's voice are explored using an action research approach. Firstly, a pilot study explores the possibilities offered by a 'children-asresearchers' initiative (Kellett, 2005a). Findings from this inform the main study where the focus shifts to the potential of school councils. Two action-research cycles are used to evaluate the effectiveness and impact of both pupil voice mechanisms. Following research skills training, six mixed-ability children (aged 9 - 10 years) were supported in conducting independent research into a range of child-initiated issues that they identified. Data were collected through participant observations, a reflective journal and the actuality of the children's research. Areas of research explored by the children included: 'Why do Year 8s receive more praise than Year 5s?' 'Do boys receive more pocket money than girls?' 'In what areas of school are you more likely to be bullied?' The long-term sustainability of this initiative raises issues around time, resources and the inclusion of all children. Subsequently, cycles one and two focused on developing an effective school council system, which incorporated the principles of children-as-researchers and influenced school improvement. Data were generated through analysis of school council minutes, observations, field notes and interviews with children and staff. Four themes emerged: organisation of school council meetings, facilitating the views of all children, training for children and support from senior staff. Each of these themes was explored in further depth and eight specific adjustments to the school council were subsequently implemented and evaluated through further interviews and analysis of school council documents. Final analysis suggests that gathering the views of all children, alongside specific training for school councillors are both pertinent issues which impact upon pupil voice and school improvement. The findings provide further evidence that school leaders have a significant influence in facilitating pupil voice and active citizenship. The study highlights the challenges of maintaining a dual role as researcher and practitioner. Findings suggest that national policy and inspection frameworks need to provide better support to headteachers for school council development in primary schools since this could lead to transformative pupil voice and school improvement.
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Lally, Mary Jane. "Local conditions affecting the implementation of a school council governance plan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/NQ50014.pdf.
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Sousa, NÃgela da Silva de. "As ContribuiÃÃes de Antonio Gramsci para a EducaÃÃo e FormaÃÃo Humana da Frente Ãnica." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14166.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superiorpresente trabalho dissertativo tem por objetivo investigar as categorias presentes na obra do revolucionÃrio italiano, Antonio Gramsci, acerca da frente Ãnica e sua formaÃÃo educacional na perspectiva da revoluÃÃo; revisitando, ainda, as contribuiÃÃes de teÃricos e estudiosos do pensamento de Gramsci sobre a alianÃa operÃrio-camponesa diante da revoluÃÃo proletÃria como, por exemplo, Del Roio (2005) e Nosella (1992). Tendo por base teÃrica o materialismo histÃrico dialÃtico, realizou-se um trabalho a partir de procedimentos teÃrico-bibliogrÃficos de carÃter classista, adotando como revisÃo principal, a produÃÃo de Antonio Gramsci, especificamente nas obras prÃ-carcerÃria e nos escritos polÃticos, que se constitui, rigorosamente, um teÃrico-militante da causa operÃria. Deste modo, buscamos fazer um resgate histÃrico da gÃnese e processualidade do pensamento de AntÃnio Gramsci, consolidadas em sua curta trajetÃria de vida, recuperando elementos vinculados à sua origem familiar, como a sua militÃncia teÃrico-prÃtica, marcada pela profunda imersÃo na luta polÃtica e social na ItÃlia, em especial, seu envolvimento com a problemÃtica dos conselhos de fÃbricas e da escola do trabalho. Em linhas gerais, na anÃlise do contexto da QuestÃo Meridional, expressada na divisÃo polÃtico-geogrÃfica, destacamos as concepÃÃes revolucionÃrias de Gramsci, na funÃÃo dos grupos subalternos. Na compreensÃo do movimento operÃrio, situamos a experiÃncia francesa no sÃculo XIX a partir de O 18 BrumÃrio de LuÃs Bonaparte de Karl Marx, relatando a luta dos camponeses. Posteriormente, partindo da ontologia marxiana e entendendo a educaÃÃo como um complexo fundado pelo trabalho, dissertamos sobre a frente Ãnica e suas complexidades, traÃando o papel da educaÃÃo e/ou formaÃÃo humana para a constituiÃÃo de uma alianÃa operÃrio-camponesa diante da conjuntura italiana do inÃcio do sÃculo XX, mostrando o carÃter ao mesmo tempo histÃrico/particular e universal das contribuiÃÃes gramscianas
The dissertation aims to investigate the categories present in the work of the Italian revolutionary Antonio Gramsci, pinpointing his proposal of a united front and its educational construction in the perspective of the revolution; revisiting the contributions of theorists and scholars in line with the thought of Gramsci, as it relates to worker-peasant Alliance in view of proletarian revolution, Del Roio (2005) e Nosella (1992), for example. Based upon historical dialectic materialism, the paper followed a set of theoretical-bibliographic procedures of a classist character, adopting as its major reference, the production of Antonio Gramsci, a true militant theorist of proletarian cause, specifically his pre-prison work; and political writings, in general. In this way, we seek to historically retrieve the genesis and evolution of Antonio Gramsciâs thought, consolidated in his short life trajectory, highlighting elements linked to his family origin, as his theoretical-practical militancy, marked by a deep immersion in the political and social class struggles in Italy, in particular, his involvement with the problematics of the factories councils and the school of labor. Generally speaking, in the analysis of the context of the Southern Issue in Italy, expressed in political-geographical division, we feature the revolutionary conceptions of Gramsci, in function of subalternity. Attempting to understand the labour movement, we situate the French experience in the 19th century from the reference point of the 18 Brumaire of Louis Bonaparte, of Karl Marx, reporting the peasants struggles. Further on, from the Marxian ontology frame of reference, and understanding education as a complex founded by work, we focus upon the united front and its complexities, tracing the role of education and/or human formation for the constitution of a worker-peasant Alliance in the context of the Italian situation of the early 20th century, showing the character at the same time particular and universal of Gramscian contributions
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Zuckerman, Susan. "Democratic student involvement at the school level, a case study of an elementary school student council." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24284.pdf.
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French, Christopher Paul. "Essex County Council primary schools (1973-1993) : a design appraisal." Thesis, University of Greenwich, 1996. http://gala.gre.ac.uk/8732/.
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The thesis is an appraisal of various design aspects of new and extended primary schools in Essex built between 1973 and 1993. The investigation method included a review of primary school design literature and County Council archives, interviews with Officers concerned with the design and operation of primary schools, visits to schools, analysis of user comment by questionnaire, and investigative essays. The appraisal contains three parts:- part one a review of primary education since 1973; part two strategic aspects of primary school design, including, planning, constructional systems, aesthetics, environmental design, engineering services, interior and exterior design; part three detailed requirements of today's primary school room by room; plus conclusions promulgating lessons for the future. Main conclusions of the study are :- - Economic and political pressures have reduced quality and space standards, encouraged traditional teaching methods, and reduced community use. - The County Architect and Education department's influence diminished as power was delegated to individual schools. - Limited generic plans, including the paired classbase, have developed which are a useful precedent for future design teams. - System building produced stereotype deep plan buildings, with austere architecture which failed to respect their setting or delight users. Current traditional pitched roof designs are more successful, but relatively uninspired. - Despite environmental design and engineering attempting to balance conflicting factors and reduce energy consumption by using alternative fuels and solar passive methods, users prefer locally controlled traditional heating and ventilation systems. - Interiors are high quality with a domestic ambience, whereas exteriors are poor quality with windswept wastelands without enclosure or facilities for outside teaching. - Users believe 1980s schools are too small, sufficient classbase space is a priority, and demand better quality exteriors. This thesis should provide a clear view of the clients' requirements, past precedent, and critical relationships and will help future multi-disciplinary design teams, working under difficult conditions, produce better primary schools for Essex.
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Perry, Jeffrey Allen. "Virginia Agribusiness Council members' perceptions of basic skills for high school graduates." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-10222009-125119/.
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Terry, Aleshia Renee. "Assessing the Perceptions of the Training Needs for Local School Council Members." Thesis, Chicago State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746675.
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Much literature has been written about the history and induction of local school councils in the State of Illinois. Chicago's Local School Councils (LSCs) were created based on the Chicago School Reform Act of 1988. These LSCs were given power in Principal Selection and Evaluation, School Improvement Planning, and School-Based Budgeting (Moore & Merritt, 2002 p.11). State law currently requires 18 hours of training for newly elected members, but critics contend the large-scale lecture format does not properly prepare panelists (Gewertz, 2002). While some researchers agree that LSCs have made strides in improving schools, others have indicated that there are many troubles that hinder the effectiveness of LSCs such as the lack of skills, commitment, and support (PURE, 2006). Larger citizen participation in school councils can create its own problems. Many future LSC members may not be adequately prepared to assume a leadership role (Cunningham, 2003).
The purpose of this quantitative study is to determine what knowledge LSC members currently possess in order to be effective leaders within the school system. Data was collected from various schools within the Woodlawn community in Chicago, Illinois, to analyze the perceptions of parent and community stakeholders regarding LSC training. A quantitative Needs Assessment survey was designed to assess the participants’ perceptions. An overall analysis of the data indicated that the survey participants were dissatisfied with LSC training. LSC members believed that the mandatory LSC training modules did not prepare them to address issues relevant to their school. Generalized LSC member training programs have been criticized for failing to address the unique issues and scenarios in which LSC members often find themselves (Grendon, 2010). Perceptions of LSC members and community stakeholders are vital in determining what factors are hindering the success of schools in the Chicago Public School (CPS) system. Based on a needs assessment of LSC members, recommendations are developed to assist in determining further training for LSC members to ensure they have the knowledge and skills required for effective decision making within their schools. Also discussed are areas for further research as it relates to LSC training.
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Kalend, Steven L., and n/a. "The evolution of secondary school representative sport in Australia (1977-1983)." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060804.124742.
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For many years, considerable time and effort was devoted by
teachers in Australian schools to the organisation of sporting
activities for students. As a result, School Sports Associations were
formed in most Australian States early this century. These
Associations provided intra state and inter state competition on a
limited scale.
It was not until the early 1970's that any co-ordinated effort
was made to bring together all the States' and Territories' activities.
Regular meetings of Association Secretaries led to the formation of
the Australian State Secondary Schools Sports Council in 1973.
This was the beginning of a new era in secondary school
representative sport in Australia. The creation of a forum for States
to discuss matters of mutual interest resulted in a greater awareness
within school communities of the benefits provided by sporting
activities.
This generation of interest eventually led to the formation of
the Australian Secondary Schools Sports Federation in 1977. This
body, representing all States and Territories became identified as
the controlling body of secondary school sport in Australia and has
continued to develop this role over the years.
Since the formation of the Australian Secondary Schools Sports
Federation, there has been significant growth in representative
sporting activities, greater liaison and improved relations with
community groups and systematic generation of relevant policies aimed
at the betterment of school sport.
After several years of operation, the role of the Federation
was supplemented by the establishment of the Australian Schools Sports
Council. This body represents both Primary School and Secondary School
Sports Associations throughout Australia. After considerable effort,
the Council was successful in obtaining Commonwealth Government funding
for the employment of a National Executive Director to work full-time
on the promotion of school sport.
The years 1977-1983 saw dramatic growth in school sporting
activities in Australia. Many problems were encountered some of which
were ultimately solved. Other problems continue to occupy those who
work within the organisation and their solution would appear to be the
main task for the future.
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Joorst, Jerome Paul. "The nature of the representative council of Learner (RCL) members' participation on the school governing bodies of two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4757_1256304733.
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This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.
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Jaimes-Villanueva, Denise Raquel. "The Impact of Council on Early Adolescents." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1364839675.
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Tjihuro, Jaqueline. "Leadership development within a learner representative council: a Namibian primary school case study." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61558.
Full textAbstract:
Learners in Namibian primary schools are seemingly not brave enough to stand and raise their voice on issues that concern them. This is what Shekupakela-Nelulu (2008) wrote after a study she conducted on the Learners’ Representative Council (LRC) of a school in Namibia. She refers to a time when “the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed” (ibid., p. i). This situation will be all too familiar to South African readers, where a public holiday, Youth Day, was declared to mark the apartheid regime’s brutal treatment of learner protestors on June 16, 1976. While Namibia has not experienced events of such magnitude, the notion of learner voice is equally problematic and worthy of investigation. The absence of leadership development opportunities for learners has led to this research study which seeks to answer the central research question: How can learner leadership be developed in a LRC? I used an interpretive paradigm, adopting a qualitative approach in the study. Concurrently, the study was framed and guided by the second generation of Cultural Historical Activity Theory (CHAT) as an analytical tool to achieve my research goal. The following questions guided the study in two phases. Phase one: What were the perceived causes for the nonsustainability of the learner leadership (LL) club at the school? Phase two: How is the notion of learner leadership understood in the school? How is leadership developed on the LRC? What enables and constrains leadership development of learners on the LRC? The research participants were thirty LRC members from grades 6 and 7 and15 teachers who teach the LRC members. The principal and three HOD’s were also research participants being part of the Senior Management team. One of the HOD’s also fulfils the role of the guardian teacher to the LRC. A school board chairperson also participated in the Change Laboratory Workshop. Data was generated through multiple data sources such as questionnaires, individual interviews, a focus group interview and observation. The findings from phase one of the study revealed that the learner leadership club’s intervention was a success during the 2014 academic year, but the absence of the learner leadership club as an extra-mural activity affected the sustainability of the club into the next academic year 2015. Findings from phase two revealed that leadership opportunities did exist at the school for learner leadership development. However, a few challenges emerged relating to traditional views of leadership and constraining factors that could affect learner leadership development at the school. Thus, Change Laboratory workshops were held to find solutions to the challenges, in order to promote and enhance learner leadership development, hopefully for the future of the Namibian child.
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Roth, William Barry. "The effect of principal's leadership style on school council members' perceptions of empowerment." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289792.
Full textAbstract:
The purpose of this study was to identify the relationships between principal leadership style and teacher empowerment. The principal leadership styles, transformational and transactional, were measured using the Multifactor Leadership Questionnaire (MLQ; Bass & Avolio, 1995). Six subscales of teacher empowerment, as identified by Short and Rinehart (1992), were measured using the School Participant Empowerment Scale (SPES; Short & Rinehart, 1992). This study was conducted in a large urban school district in the southwestern United States during the Spring of 2002. Subjects in this study were high school teachers who were serving on their high school's school council. Teachers provided their perceptions of their principal's leadership style and their own empowerment through their responses to the MLQ and SPES. They also provided information regarding the content of the meetings through their responses to a survey designed by the researcher. Seven hypotheses were tested using multivariate analysis of variance, univariate analysis of variance, regression analyses, and t-test. Significant positive correlations between transformational leadership and each of the empowerment subscales were observed. A significant negative correlation was observed between transactional leadership and the subscale Self-Efficacy. Marginally significant negative correlations were observed between transactional leadership and the other empowerment subscales. Significant relationships were observed between transformational leadership and the meeting content questions that addressed the frequency with which issues related to budget, curriculum and instruction, and facilities and operations were discussed. Significant relationships also existed between transformational leadership and the frequency with which council recommendations were carried out. Principal leadership style as reported by the teachers was not found to be significantly different among the principals in this study and all principals demonstrated higher levels of transformational than transactional leadership. Educational researchers have called for the practice of transformational leadership by principals, and for the empowerment of teachers, suggesting that they are essential to educational reform. This study confirms that significant positive relationships exist between transformational leadership and teacher empowerment, and demonstrates marginally significant negative correlations between transactional leadership and teacher empowerment.
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Pi, Seungho. "A review and analysis of East Central Indiana School Study Council corporations' web sites." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263927.
Full textAbstract:
The Web has become an essential part in the lives of individuals on a global scale. The Web provides information, data, and unprecedented international communicative powers. Because there is so much information available and the information may appear to be fairly anonymous, it is necessary to evaluate what one finds on the Web. How can Web users believe all the information that is available on it? Is the information authoritative, reliable, and trustworthy? And, from the reverse perspective, how can Web developers or providers make Web users confident about the information on the Web?There currently is no research-based Web site evaluation instrument aimed at evaluating school district Web sites. In addition, the problem of this study is to respond to the expressed need of the East Central Indiana School Study Council (ECISSC) school corporations' superintendents for a set of guidelines for developing their Web sites and to develop an evaluation tool for assessing the Web site's effectiveness.The researcher specifically examines the degree of quality of the Web sites using the researcher-developed checklist containing 137 items divided among 10 categories: authority, accuracy, objectivity, currency, coverage and intended audience, interaction and transaction features, navigational aids, non-text features, professional development, and recruitment features. Of the 10 Web evaluation categories, navigational aids (50.42%), accuracy (42.06%), and authority (41.8%) are the highest rated components. ECISSC Web contents receiving the lowest ratings include recruitment and retention features (6.74%), interaction and transaction features (8.70%), currency (8.95%), and professional development (9.33%).The findings of this study provide specific guidance to individual school corporations to retain quality Web site components and to further the development and refinement of specific elements in each of the 10 identified Web assessment categories. Individual school corporations and ECISSC school corporations' profiles are presented to assist school officials in their efforts to improve school Web site designs and contents. The 10 Web evaluation categories and 137-checklist items can be used to assess and improve school Web site and can increase their effectiveness and efficiency to promote enhanced school-community relations and understanding among stakeholders.Department of Educational Leadership
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Tkachyk, Leon Michael. "Perceptions of International Teacher Turnover in East Asia Regional Council of Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4568.
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High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international teachers in EARCOS member schools believe contribute to high teacher turnover in international schools? What do international teachers in EARCOS member schools believe is the result of high teacher turnover in international schools? What steps do international teachers in EARCOS member schools believe should be taken to reduce high turnover in international schools? Purposeful homogenous sampling was used to identify 8 focus group interview participants from the entire pre-K-12 international overseas-hire teacher population from the 149 EARCOS member schools. Coded data were examined, analyzed, and categorized into themes related to Herzberg's motivation-hygiene theory. Member checking, peer debriefing, and external auditing were used to add validity to the research study. The analysis of the data and findings revealed that lack of effective mentorship, lack of administrative leadership support, and ineffective systems are the major contributors to international teacher turnover in international schools. A white paper was developed and constructed from the themes that emerged from this study and presented to EARCOS member school administrators, to potentially use to address the issue of increasing international overseas-hire teacher turnover rates in international schools. This acquired knowledge could lead to positive social change that can influence the practices, structural procedures, and policies of EARCOS and other international school systems related to teacher turnover.
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Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
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This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
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ALMEIDA, ANA CAROLINA CANEGAL DE. "INSTITUTIONAL VACUUM: PUBLIC SCHOOL AND TUTELARY COUNCIL ROLES IN THE SOCIALIZATION OF LOWER CLASS STUDENTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27426@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta tese estuda o papel que vem sendo desempenhado pela escola pública nos processos de socialização das novas gerações de brasileiros. Sua hipótese principal é a de que a atual centralidade da escola na vida brasileira estaria produzindo efeitos importantes na redefinição de seu papel institucional. Nesse sentido, a tese toma como pano de fundo teórico a discussão sobre a socialização e a institucionalização, e sobre como essas dimensões, tão caras ao debate clássico da sociologia, têm sido tratadas pela literatura contemporânea. A investigação acerca do novo lugar da escola pública na vida brasileira levou, como um dos desdobramentos da hipótese principal da tese, ao estudo da relação entre esta instituição, as famílias dos estudantes e a vizinhança, sabendo que esta relação está necessariamente permeada pela linguagem dos direitos da infância e da adolescência, em decorrência da promulgação da Carta Constitucional de 1988 e do Estatuto da Criança e do Adolescente (ECA), em 1990. Desse modo, tal percurso direcionou, ainda, à investigação do Conselho Tutelar, agência criada pelo ECA e encarregada da defesa e garantia dos direitos da infância e da adolescência no âmbito dos bairros e regiões das cidades. Buscando explorar estas relações, a pesquisa empírica da tese reuniu diferentes abordagens, quantitativas e qualitativas. Foi elaborada com dados extraídos do projeto de pesquisa coletivo Gestão escolar e territórios populares, centrado no estudo de escolas municipais do bairro Gávea e da favela da Rocinha, além de Conselhos Tutelares atuantes naquela região. O vazio institucional entre a escola, o estudante, a família e o Conselho Tutelar foi um dos principais achados da pesquisa. Este problema tem contribuído para a construção de trajetórias escolares e de vida dramaticamente desconectadas do programa de socialização estabelecido pela Constituição e pelo ECA.
This thesis analyses the role that has been played by the public school in the processes of socialization of the new generations of Brazilians. The main hypothesis is that the current centrality of the school in Brazilian social life is producing important effects on the redefinition of its institutional role. In this sense, the thesis uses the discussion about socialization and institutionalization as theoretical background, and analyses how these dimensions, so cherished by the classic sociological debate, have been treated by contemporary literature. The investigation into the new role of the public school in Brazilian life led to the study, as a development of the main hypothesis, of the relationship between this institution, the families of the students and the neighborhood, acknowledging that this relationship is necessarily permeated by rights of infancy and adolescence established by the Constitution of 1988 and by the Statute of the Child and Adolescent (ECA) in 1990. This path of inquiry has also led to the investigation of the Tutelary Council, agency created by the Statute and that is responsible for defending and guaranteeing the rights of children and adolescents in the context of the neighborhoods and regions of cities. Seeking to explore these relationships, the empirical research of this thesis included different methodological approaches, both quantitative and qualitative. It was developed with data extracted from the collective research project School management and vulnerable territories, centered on the study of municipal schools in the Gavea neighborhood and the Rocinha slum, alongside the Tutelary Councils that are active in this region of the city of Rio de Janeiro. The institutional vacuum between the school, the student, the family and the Tutelary Council was one of the main findings of the investigation. This issue has contributed to the development of school and personal trajectories that are dramatically disconnected from the socialization program established by the Constitution and by the Statute of the Child and Adolescent (ECA).
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Kapuire, Dominika Bertha. "Learner voice and leadership: a study of a Learner Representative Council in a primary school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62177.
Full textAbstract:
Numerous literature world-wide emphasises the significance of learner voice and leadership in schools. These concerns are not new to the education system of Namibia, because the education system is shaped by policy which encourages the voices of all stakeholders in the schools. The Education Act 16 of 2001 introduced the Learner Representative Council (LRC) as a legitimised body in secondary schools which represents learners in school level decision-making. Learner Representative Council members in secondary schools are allowed to sit in on School Board meetings and voice their concerns about issues at the school. The Act also involved parents, allowing them to air their views on behalf of their children, by becoming part of the School Board. Although this is what the Act 16 of 2001 introduced, recent researchers have urged for the need to develop learner voice and leadership in schools, as many schools have turned a blind eye to its significance. This is also what prompted me to conduct a study on the development of learner voice and leadership. This research was conducted within the context of learner leadership at a primary school in the Otjozondjupa region, Namibia, focusing on the school’s existing Learner Representative Council (LRC). The study explores the underlying reasons for the current problems in the LRC structure and beyond, opening up leadership opportunities, and promoting learner voice at the school. Participants in the research were drawn from learners, teachers, heads of department, and the principal. As a qualitative case study in the interpretive paradigm, the study employed a range of data collection strategies - questionnaires, interviews, focus group interviews, observation and Change Laboratory (CL) workshops - to gather data to answer key research questions: How is the LRC currently involved in the leadership of the school? What are the factors inhibiting the development of learner leadership in the school? What opportunities exist for the development of learner voice and leadership within the LRC? How can learner voice and leadership be developed through Change Laboratory (CL) workshops? The research was underpinned by the second generation of Cultural-Historical Activity Theory (CHAT) as an analytical framework. CHAT had the potential to bring problems and challenges into focus, which was then used to open up expansive learning in the CL workshops. Data collected from the participants was surfaced as mirror data in these workshops. The study showed that the LRC was not active in their leadership roles and that they were not given enough opportunities to function freely in their roles. These learners were under a traditional system of leadership, whereby teachers had all the control and say in the learners’ leadership roles. The development of learner leadership was only recognised through the leadership training camp. Many factors that inhibited the development of learner voice and leadership also emerged in the study. Lastly, the notion of developing learner voice was also not understood by some teachers, which showed in their contradicting views. This study recommends that learner leadership should be developed, starting at an early age in the primary school. It also recommends that learners, however young, should be given a platform to contribute to the decision making at their schools.