Tesis sobre el tema "Swiss school and reforms"
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Chissick, Naomi. "Factors affecting the implementation of reforms in secondary school mathematics". Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417179.
Texto completoChen, Min-Chiang James. "Financial reforms in Taiwan : opportunities and challenges towards liberalization and internationalization". Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11355.
Texto completoCharpentier, Apolline. "The impact of Basel II reforms : a contraction in SME lending". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90234.
Texto completoCataloged from PDF version of thesis.
Includes bibliographical references.
The implementation of Basel II reforms has been designed to protect the international financial system from major bank collapses through the enforcement of minimum capital adequacy ratios. This new set of rules has raised concerns of triggering changes in institutions' business models leading to credit contraction, which in turn could potentially contribute to slower global economic development. Small and Middle Enterprises, which have traditionally been engines of growth, innovation, and R&D in Europe, are highly reliant on bank loans as opposed to equity funding. This thesis focuses on the specific impact of Basel II reforms on SME access to financing. The paper is structured around four sections. Part I provides a technical summary of the regulation, focusing on the specific capital requirements for SMEs. Part II reviews today's literature on the topic. Finally, parts III and IV respectively provide a theoretical and empirical examination of the consequences of the reforms on SME financing. Based on these analyses, this thesis supports the conclusion that Basel II reforms have not been the cause of a contraction in SME lending.
by Apolline Charpentier.
S.M. in Management Studies
Worner, Cindy Baker Paul J. "The differential response patterns of local schools to state mandated reforms". Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720816.
Texto completoTitle from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Patricia Klass, William Rau. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.
Pages, Martin Marcel. "School autonomy with accountability reforms in Madrid: From instrumentation to policy enactment". Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/672580.
Texto completoEsta tesis estudia las políticas de autonomía escolar con rendimiento de cuentas (SAWA, por su acrónimo en inglés), como un modelo de reforma global re-contextualizado en un contexto sub-nacional. En concreto, se analiza la ‘instrumentación’, los impactos y los ‘enactments’ de las políticas SAWA en España, con una atención especial sobre el caso de la Comunidad de Madrid. Las políticas SAWA impulsan un modelo de reforma educativa a partir de la combinación de mayores niveles de autonomía escolar y descentralización, con nuevos instrumentos de evaluación y rendición de cuentas (RdC), con el objetivo de mejorar la eficacia y eficiencia de los sistemas educativos (Verger te al., 2019; Sahlberg, 2016). Este modelo, emerge bajo los principios de la Nueva Gestión Pública (NGP) durante los años 1980 en el mundo Anglo-Sajón. Sin embargo, más recientemente se ha diseminado en países sin una tradición administrativa gerencial. Este es el caso de España, donde el sistema de evaluación escolar se ha desarrollado de manera incipiente con una aproximación burocrática. Sin embargo, desde los años 2000 varias Comunidades Autónomas han adoptado mecanismos de RdC y reformas de la gobernanza escolar. En Madrid, las políticas SAWA se han implementado conjuntamente con esquemas de libre elección en un sistema educativo de cuasi-mercado relativamente diversificado, contribuyendo a consolidar un giro en la gobernanza del sistema, de acuerdo con un modelo post-burocrático. Adoptando un enfoque multi-escalar, esta tesis estudia la ‘instrumentación’ de la reforma SAWA, no sólo para lograr un mejor entendimiento sobre sus motivaciones, racionalidades y trayectorias, sino también para identificar y analizar sus principales impactos y ‘enactments’. A nivel macro, se analiza la selección y adopción de los instrumentos de RdC. A nivel meso, se estudian los principales impactos de las políticas SAWA sobre las dinámicas inter-escolares en los mercados educativos locales. Por último, a nivel micro, se analiza la interpretación y traducción de las políticas SAWA en las organizaciones escolares. La estrategia metodológica sigue el enfoque del estudio de caso, combinando datos y técnicas de investigación de naturaleza diversa, incluyendo entrevistas cualitativas con actores políticos (n=35), análisis de documental de normativa educativa (n=12), entrevistas con actores escolares (n=54) y encuestas con docentes (n=844) y directores (n=179). Los resultados muestran cómo los modelos internacionales y los discursos globales han ganado centralidad en la difusión de las políticas SAWA. Sin embargo, su traducción en contextos locales es contingente a diversos factores de naturaleza política, administrativa y cultural. En Madrid, las reformas SAWA fueron adoptadas siguiendo modelos internacionales, pero no lograron una mayor consolidación debido a obstáculos políticos y administrativos, sobre todo en cuanto a la diseminación pública de los resultados de las pruebas estandarizadas. Aun así, las pruebas externas han sido redefinidas y se han mantenido conjuntamente con políticas de elección escolar, generando importantes presiones externas y competitivas, que las escuelas enfrentan con diferentes lógicas de acción en un mercado educativo verticalmente segmentado. A nivel intra-escolar, esta tesis demuestra como el ‘enactment’ de los diversos componentes de las políticas de RdC difiere entre centros. Además, cuando los actores escolares no creen en la adecuación y legitimidad de los sistemas de RdC, tienden de desvincular las estructuras formales de las prácticas reales asociadas a la evaluación externa. Esta tesis sugiere importantes implicaciones. Los resultados señalan que cuando las políticas SAWA se implementan en sistemas educativos verticalmente diferenciados y bajo regulaciones de libre elección, pueden contribuir a una intensificación de la segmentación escolar, y por tanto, limitar las posibilidades de mejora para aquellas escuelas en condiciones de mayor vulnerabilidad, debilitando el rol cohesionador y nivelador de la educación, y reforzando sus funciones de reproducción social.
This thesis aims to study the recontextualisation of School Autonomy with Accountability (SAWA) reforms as a global education policy, translated and enacted in a subnational context. More specifically, the thesis analyses the instrumentation, impacts and enactments of SAWA policies in Spain, with a particular focus on the region of Madrid. SAWA policies aims to reform education systems by combining major levels of decentralization and school autonomy with novel policy instruments of accountability and evaluation, with the ultimate aim of improving the efficiency and efficacy of education systems (Verger et al., 2019; Sahlberg, 2016). This model emerged under the tenets of New Public Management (NPM) during the 1980 in the Anglo-Saxon world, but has been disseminated in countries without managerial administrative traditions. This is the case of Spain, where school evaluation has been developed incipiently under a bureaucratic approach. However, since the 2000s, different Spanish regions have adopted external accountability mechanisms and governance reforms. In Madrid, SAWA policies have been implemented together with open school choice schemes in a relatively diversified quasi-market of educational providers. Overall, the introduction of accountability mechanisms to regulate a quasi-market education system has contributed to consolidate a governance shift towards a post-bureaucratic educational model. Under this policy context, this thesis analyses the instrumentation of SAWA reforms not only to gain a better understanding of the motivations, rationales and trajectories of the reforms but also to identify and analyse their main impacts and enactments. Adopting a multi-scalar approach, this thesis addresses the policy selection and adoption of accountability tools from a macro level of analysis; its main impacts regarding the interschool dynamics in the local education markets from a meso level of analysis; and its policy enactments at the school level from a micro analysis. The methodological strategy follows a case study approach, combining data sources and research techniques of a diverse nature, including qualitative interviews with policymakers and stakeholders (n=35), analysis of policy documents (n=12), interviews with teachers and principals (n=54) and survey responses of teachers (n=844) and principals (n=179). This thesis uncovers some interesting results at the different levels of analysis. From the macro level, the results show how international policy models and global discourses are gaining centrality in the diffusion of SAWA policies. However, their translation in the local and national context is contingent to diverse political, administrative and cultural factors. In Madrid, the SAWA reforms were adopted following international models, but they did not reach further consolidation due to political and administrative hindering factors, especially regarding the public dissemination of the standardised test’s results. However, the test has been redefined and lasted together with school choice policies, generating important external competitive pressures that schools face adopting diverse logics of action in a vertically segmented education market. At the school level, this thesis illustrates how the components of the accountability mandate are differently enacted in the schools. Moreover, the results suggest that when school actors do not believe in the adequacy or fairness of the accountability system, they tend to decouple formal structures from real school practices. This thesis has important implications for policy and research. The results point out that when implemented in vertically differentiated education systems and under broad school choice regulations, SAWA reforms may contribute to further intensify school segmentation and, hence, limit the possibilities of improving those schools in more disadvantaged conditions, thus undermining the cohesive and levelling role of education and reinforcing its reproductive functions.
Universitat Autònoma de Barcelona. Programa de Doctorat en Sociologia
Baccaro, Lucio. "The organizational consequences of democracy : labor unions and economic reforms in contemporary Italy". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9685.
Texto completoIncludes bibliographical references (p. 258-274).
Introduction: This dissertation deals with the recent strategic and organizational transformation of the Italian labor movement. The wave of strikes that swept all West-European countries between the late 1960s and the early 1970s lasted longer in Italy than anywhere else in the world and its effects were much more incisive. 1 The Italian unions emerged from the so-called "Hot Autumn" as much stronger organizations, well-rooted at the enterprise level, and animated by a radical, transformative ideology.Their goal was not just improving the wages and working conditions of the Italian workers but rather promoting a "social revolution" in the country. During the 1970s and 1980s, the behavior of these unions proved to be incompatible with the long-term stability of an open, capitalist economy. Wages grew faster that productivity. Consequently, Italy's inflation rates were higher than all other international competitors. The competitiveness of Italian goods on international markets fell while import penetration increased. Profit margins declined and with them, both capital accumulation and growth rates declined as well. Strike levels were higher than in all other advanced countries. Union demands for expansionary social policies spurred similar requests by other social groups and thus, caused the opening of a (growing) gap between public expenditures and tax receipts. Finally, unlike other unions in Central and Northern Europe, the Italian unions refused to come to terms with Italy's many macroeconomic imbalances by accepting wage moderation and promoting centralized collective bargaining. Beginning with the early 1990s, the Italian kbor movement radically changed its bargaining behavior and firmly embraced the cause of cooperation with management and government forces. In 1993, the Italian unions signed an incomes policies protocol aimed at bringing about centralized control of nominal wage growth. This agreement has been credited with greatly facilitating the process of macroeconomic adjustment in Italy. In 1995 and 1997, they agreed to important reforms of the state pension system. In 1996, they signed a so-called "pact for employment" - a pact aimed at creating favorable investment conditions in underdeveloped areas through flexibility in hiring and firing and the reduction of wage levels below national minima. In sum, the Italian union movement completely reshaped itself in less than ten years. How do we understand this sudden and perhaps even unexpected strategic reversal from conflict to cooperation?
by Pasquale V. (Lucio) Baccaro.
Ph.D.
Krop, Cathy S. "The finances of education governance reforms in California evidence from school district spending patterns /". Santa Monica, CA : Rand, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36093673.html.
Texto completoWilliams, Gareth. "How has the independent sector responded to state school pay reforms? : a comparative case study". Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/55406/.
Texto completoJerolleman, Alessandra. "Governance Changes in Four Urban School Systems: A Comparative Analysis of Preconditions for Adopting Reforms". ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/403.
Texto completoRizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15955/1/Meher_Rizvi_Thesis.pdf.
Texto completoRizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15955/.
Texto completoConsidine, Gillian. "Neo-liberal reforms in NSW public secondary education: What has happened to teachers' work?" Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/8596.
Texto completoSardar, Hama Rashid Shara. "DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58886.
Texto completoRoyal, Camika. "Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/180064.
Texto completoPh.D.
This research examines Black educators' professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state takeover. Using critical race theory, this research uncovers how Black educators' perceptions of SDP, based on district leadership, combined with their interpretations of the historical, social, and political contexts, influenced how they defined their professional situations, interpreted the culture of the District, and how they performed their roles. A phenomenological, historical ethnography approach is employed to investigate person to institution interactions interpreted through the historical record and educators' narratives. This research explores power relations and disjuncture between the goals, assumptions, and rhetoric of the School District of Philadelphia as expressed through its policies, politics, and practices, juxtaposed against the narratives of Black educators. This research found that SDP is peculiar, particular, unforgiving, and deeply politically entrenched. Its politics are complicated by issues of race and insider-outsider tensions and are compounded by state politics and the national political landscape. The politics within SDP were also influenced by the interpretation of the contemporary political narrative by the superintendent and his or her epistemological beliefs and ontological bent within that narrative.
Temple University--Theses
Shimokawa, Hiroshi. "Regulatory reforms and structural changes in the electric power industry : the U.S. experience and its implication to Japan". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13380.
Texto completoTitle as it appears in the June, 1991 M.I.T. Graduate List: Regulatory reform and structural change in the electric power industry.
Includes bibliographical references (leaves 110-111).
by Hiroshi Shimokawa.
M.S.
Swann, Michelle. "Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
Texto completoLi, Chonghui. "Syllabi reforms and their intended impact on English teaching and learning". Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29390.
Texto completoHasan, Mohamed Hasan Mohamed. "Bahraini school English language teachers’ beliefs and professionalism under new educational reforms in Bahrain: An interpretive perspective". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16727.
Texto completoOlovsson, Tord Göran. "Det kontrollera(n)de klassrummet : bedömningsprocessen i svensk grundskolepraktik i relation till införandet av nationella skolreformer". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102925.
Texto completoFlosi, Joshua S. 1973. "The role of narratives in sustaining reforms: A case study in organizational memory". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10205.
Texto completoThis study employs a case-study methodology to examine the sustainability of reforms at an innovative young high school. A variety of factors present obstacles to the success of reforms, including loose organizational linkages and staff turnover. Using Linde's framework of the paradigmatic narrative, this study explores how the stories teachers tell each other about the origin and history of the school affect the way teachers currently implement the founding vision in the face of loose organizational linkages and staff turnover. In particular, this study focuses on the system of 9th- and 10th-grade Language Arts and Social Studies team teaching.
Committee in charge: David Conley, Chairperson, Educational Leadership; Philip McCullum, Member, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Alan Meyer, Outside Member, Management
Clausen, Kurt W. "The meaning and implementation of curriculum integration in the middle school years, Ministry of Education reforms and current practice in the Ontario school system". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66139.pdf.
Texto completoLynch, Lucas Leonard. "Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595642.
Texto completoRow, Timothy. "An Act of Interpretation? : A case study exploring the role of school principals in implementing educational reforms in Swedish upper secondary schools". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-170055.
Texto completoThis dissertation explores the role of two Swedish upper secondary school principals in the process of interpreting and implementing the Education Act. Previous research around the role of school principals in Sweden has shown that decentralization reforms in the 1990’s has resulted in much broader interpretative frameworks for central steering documents. In this situation contextual factors are important for determining how principals relate to central steering documents. Concepts such as governing tools, leadership style and personal norms are relevant in relation to this process. Based on the empirical material gathered in the case study it is suggested that the profile and internal organization of the two schools in question play an important role in determining which parts of the Act the respective principals choose to focus on. These factors thus help shape how the principal sees his/her role in the implementation of the Act. The results of the case study are discussed in the light of such previous research, as well as a wider political debate around the recent educational reforms. On the basis of the empirical material it is proposed that although the Education Act increases the judicial powers of school principals, principals still retain some independence vis-à-vis the state with regard to the implementation of certain specific measures contained within the Act. Nevertheless, principals express the view that the clarity of the Act on many points has ensured that the degree of free interpretive space experienced by principals with regard to the Act has been relatively small.
Qin, Hangyin. "The influence of economic reforms on compulsory education in the People's Republic of China, with particular reference to school choice in Beijing". Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411998.
Texto completonet, cresdee@cresdee y Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change". Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.
Texto completoHübner, Nicolas [Verfasser] y Benjamin [Akademischer Betreuer] Nagengast. "Educational Effectiveness at the End of Upper Secondary School : Further Insights Into the Effects of Statewide Policy Reforms / Nicolas Hübner ; Betreuer: Benjamin Nagengast". Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/1199393088/34.
Texto completoOcran, Kweku Siripi. "An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District". Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272391557.
Texto completoTambulasi, Richard Ignitious Chipopopo. "The impact of the new public management reforms on political control and corruption : the case of Malawi's Local Governance". Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2572.
Texto completoThe new public management (NPM) paradigm features very highly in both contemporary public sector reform and public sector management literature. The NPM model has been implemented both in the developing and developed world at the local and central levels of government. Key to NPM is the introduction of market principles in the running of the public sector. The rationale is to replace the over rigid and bureaucratic traditional public administration with the fast moving form of public management so as to achieve high levels of efficiency, effectiveness and economy in the delivery of public goods and services. Despite its wide application, the doctrine of NPM has had diverse impacts in different countries.
Precey, Robin. "Changing change : towards a new way of working : lessons from an analysis of the effect of recent post 16 reforms on a school sixth form". Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288838.
Texto completoSilva, Maria Goretti Lopes Pereira e. "The Normal School of the Cearà in the years of 1930 the 1950: palco of debates pedagogical politicians and in the heat of the reforms". Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3027.
Texto completoThe subject of the present study is the Normal School of Cearà (Brazil), as the focal point in the framework of educational politics in this State, between 1930 and 1950, a period characterized by the outbreak of great debates around the current educational reforms. In this sense, it supports the thesis that the Normal School of that period served as the arena for political quarrels and disputes, particularly, at a local level, more so than a place for pedagogical debates. It is stated, furthermore, that the Normal School begins to loose its prestige and centrality around the years 1950. The study intended to understand the historical process of teacher preparation in the context of the Normal School in the above mentioned period. The daily newspaper was selected as the main tool of data collecting, along with official documents and bibliographical reviews focusing upon the subject. The study was based upon the theoretical perspective represented by the New History approach associated to the comprehensive and historical research methods. Categories such as modernity, intellectual, conservativeness, as well as the emergence of a Brazilian curriculum under the influence of foreign studies were also taken into account in the data analysis process. The study results confirm that within the meanders of the consolidation of a teacher preparation project, the Normal School played an essential role in the field of contentions involving political groups and factions, which, if not ideologically divergent or contradictory, positioned themselves at opposed sides on the grounds of the political power. And, yet, the teacher preparation experience in the State of Cearà followed the same path as did the majority of Brazilian Normal Schools, connecting themselves to the most advanced pedagogical studies produced so far in the world, and for this accomplishment, the role of the native intellectuals was, in truth, outstanding. Moreover, it should be stressed that the Normal School as an institution immersed in the realm of a certain historical time, served the needs of that time. For, if in the years 1920, it should be put to use as a laboratory of new pedagogical ideas, in the years 1930, at least in a formal sense, it was to be held accountable for the formation of the new man required by a society, which was, at the same time, modern and conservative
O presente trabalho tem como objeto de estudo a Escola Normal do Cearà como ponto de partida para o desencadear da polÃtica educacional cearense, palco de onde se encenaram grandes polÃmicas em torno das reformas educacionais, no perÃodo de 1930 a 1950. Defendeu-se a tese de que a Escola Normal, no perÃodo referido foi muito mais um palco dos embates polÃticos, espaÃo de luta da polÃtica local do que mesmo de debates pedagÃgicos e que vai perdendo sua importÃncia e centralidade por volta dos anos de 1950. Objetivou-se compreender o processo histÃrico de constituiÃÃo da formaÃÃo de professores na Escola Normal do CearÃ, no perÃodo referido. A pesquisa teve no jornal a principal fonte de informaÃÃo aliado a documentos oficiais e outros estudos sobre o tema. Os marcos teÃricos foram estabelecidos a partir da Nova HistÃria e dos mÃtodos histÃrico e compreensivo, alÃm de categorias como intelectual, modernidade e conservadorismo, assim como da emergÃncia do currÃculo brasileiro sob a influÃncia de estudos estrangeiros. Os resultados obtidos confirmam que nos meandros de constituiÃÃo da formaÃÃo de professores, a Escola Normal do Cearà teve papel central nos embates travados entre grupos de facÃÃes polÃticas que, senÃo ideologicamente divergentes e contraditÃrios, encontravam-se em lados opostos do poder polÃtico. E, ainda, que a formaÃÃo de professores no Cearà seguiu o caminho trilhado pela maioria das escolas normais brasileiras inteiramente concatenadas com o que havia de mais moderno em termos de estudos pedagÃgicos no mundo, e que o papel dos intelectuais cearenses foi fundamental nesse caminhar. E mais, que a Escola Normal, como instituiÃÃo de seu tempo, serviu a esse mesmo tempo, isto Ã, se nos anos de 1920 o foco era servir de laboratÃrio Ãs novas idÃias pedagÃgicas, nos anos de 1930 esteve a serviÃo, pelo menos formalmente, da formaÃÃo do novo tipo de homem que estava a exigir a nova sociedade, ao mesmo tempo moderna e conservadora
Cunha, Isabela Bilecki da. "O currículo escolar e as reformas na rede pública municipal de São Paulo". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22102015-142950/.
Texto completoThis research intends to reveal to what extent the curriculum implemented in the schools of the education system in the city of São Paulo has been able or not to enforce the student´s right to education based on the concept of school justice. The study I have conducted starts with the historical review of the path taken in Brazil and, more specifically in the city of São Paulo, by the curriculum reforms addressing the early grades of elementary school . The study focuses on the measures taken by the Kassab Administration (2005-2012) which led to the preparation of a document for curriculum guidance to be adopted by the educational system. Field work was also done in two elementary schools, involving documental analysis and interviews with teachers, pedagogical coordinators, in addition to technical managers working the aforementioned administration. The research has found that the students´ achievement and their learning situation do not guarantee the equity required by their education and the curriculum has great influence in this context. However, it was also possible to observe that there are advancements in the educational system and in the schools being researched in order to consider the need to address the diversity of students that take part in the system, mainly through the proposition of curricula that take into account the overcoming of academic failure of those students with greater difficulties.
Fischer, Martin [Verfasser] y Martin [Akademischer Betreuer] Karlsson. "The Long-Term Effects of Education on Health and Labor Market Outcomes : Evidence from Historical School Reforms in Sweden and Germany / Martin Fischer ; Betreuer: Martin Karlsson". Duisburg, 2018. http://d-nb.info/1174543817/34.
Texto completoOyinloye, Oluwatoyin Mary. "Teacher and learner experiences and conceptions about ‘assessment for learning’ and its impact on learner performance in life sciences in uThungulu District". Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1644.
Texto completoClassroom assessment is an essential component of teaching and learning. It should be an on-going process that improves instruction rather than a periodic evaluation of what has been achieved. This study was designed to investigate teachers’ and learners’ conceptions and experiences about assessment for learning (AfL) and its impact on learners’ performance in Life Science. Simple random sampling was used to select four schools from the uThungulu district to participate in the study. Two of the selected schools constituted the Treatment Condition while the other two served as the Comparison Group. Altogether, 160 Grade 11 learners (forty from each participating school) participated in the study – comprised of four intact classrooms, one from each participating school. Two teachers were trained to use AfL as an instructional approach, while the teachers of the Comparison Group used their usual instructional approaches. The topic being studied by all the learners were Animal Nutrition and Cellular Respiration, lasting six weeks for the two groups. In addition, 80 Life Science teachers also took part in the study as respondents on their assessment practices in the subject. Data were collected using pre- and post-tests for the learners and a questionnaire for the teachers. These were followed by semi-structured interviews with the two teachers of the Treatment Group and selected learners from the same group. The quantitative component of the study took the form of a Quasi-Experimental Pretest-Posttest Comparison Group Design, while the qualitative component employed a hermeneutical research approach. Data were collected using a test, questionnaire, survey and semi-structured interviews. The findings revealed that the current formative assessment practices used by Life Science teachers in uThungulu district are out of alignment with the principles of formative assessment as directed by the Department of Basic Education (DBE). Furthermore, the respondents’ conceptions of AfL did not influence their classroom assessment and instructional practices. On the question of learner performance following the six week instructional intervention, the study found that learners in the Treatment Group performed significantly higher than learners’ in the Comparison Group. From these results, recommendations are made to influence both policy and classroom practice. Investigating the wide variety of assessment practices has allowed me to come to understand the culture of assessment within the AfL approach, where assessment placed learners at the center of learning to help support the learning process. Learners’ views/experiences about AfL approach suggests that AfL instructional approach constitutes a better strategy that makes learning a more enjoyable and pleasant experience.
Du, Toit Sedik. "Parental Choice in South African High Schools: An urban Cape Town Case Study". Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9351_1258028191.
Texto completoThis study examines how families judge and choose high schools. The review of literature relating to school choice provides a theoretical framework for the study. The review includes an international perspective including both developed countries such as United States, Canada, Australia, New Zealand, Denmark, England and Wales, the Netherlands, Scotland and Sweden, and developing countries including India, Chile, Uganda, Kenya, Tanzania, Mauritania, Senegal, Cote d'Ivoire and South Africa. The context within which school choice occurs in South Africa is examined. This context includes continued influence of Apartheid policies and current legislation including the South African Schools Act, The Admission Policy for Ordinary Schools Act and the Norms and Standards for Schools Funding. The literature review includes a critical analysis of the research, both Local and International, which addresses questions as to which factors are considered when judging and choosing schools, who makes the choice school, when the choice of school is made and which sources of information inform the choice of school. The empirical study examines the process of high school choice in urban Cape Town. The group areas Act and other Apartheid policies have created a situation where the respondents have a large number of high schools from which to chose. The selected area reflects diversity in Socio-Economic status, including both privately owned homes and council rental flats and houses. The study is limited to English medium or dual medium schools in the area. It includes both co-ed and single gender schools.
Buser, Mélanie. "Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German)". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA125.
Texto completoThe two-way immersion program Filière Bilingue (FiBi) is a choice-based educational alternative in a Swiss public school situated on the language border in Biel/Bienne. This two-way immersion program integrates French-speaking and German-speaking students and «strives to promote bilingualism and biliteracy in addition to grade-level academic achievement for all students» (Christian 1994: 1). The presence of approximately equal numbers of native speakers of both languages in the same class provides opportunities for students to communicate with native-speaker peers, creating linguistic and intercultural benefits for both groups. Moreover, each class is composed of one third of allophone students having neither French, nor (Swiss) German as an L1 (or L1s). The amount of instructional time is equal in the two languages of schooling at all grade levels (50/50 program model). The focus of this thesis is the emergent multilinguals’ development in their two languages of schooling (French and (Swiss) German). The first part is theory-driven and defines some basic notions such as «language», «bilingualism vs. SLA», «multilingualism», «(two-way) immersion» and «translanguaging», resulting in the proposition to approach the emergent multilinguals’ proficiency outcomes from the perspective of what speakers do with the two languages of schooling in order to communicate efficiently and effectively. Considering multiple language practices in functional interrelationship can be referred to as a heteroglossic language ideology. Adopting thus a more holistic view on multilingual development forms the basis for the analysis of the outcomes of semi-structured and performance-oriented interviews – conducted with the emergent multilinguals in their two languages of schooling at five points in time (ten interviews in total).In the second part, an empirical study with data from our corpus – collected over a period of four years - is presented. Two approaches are combined for the analysis of data: whereas the qualitative analysis shows some illustrative examples of the learners’ translanguaging strategies (García, 2009), the quantitative analysis focuses on the measurement of their ability «to use language communicatively» (Bachman and Palmer, 2010). In lieu of measuring a current level of achievement in the learners’ two languages of schooling, process measures provide a broader picture, including variations in performance from a longitudinal perspective and documenting the emergent multilinguals’ dynamic process of becoming proficient in their two languages of schooling. In part three, major findings and limitations of the study are presented, including pedagogical implications resulting from the outcomes of this study. We conclude that practicing and future teachers of immersion schools need an appropriate teacher education with focus on the professionalization of two-way immersion education. This research-based and practitioner-informed teacher training should aim to train teachers who are able to best support emergent multilinguals in their process to learn content by means of two languages of schooling.The conclusion presents a summary of our study and suggests further possible research projects
Die Filière Bilingue (FiBi) ist eine öffentliche Schule. Deren Konzept basiert auf dem Prinzipder reziproken Immersion. Sie befindet sich an der Sprachgrenze in Biel/Bienne. Diese Schule – eineAlternative zu Schulen mit einer Schulsprache - fördert die Integration von deutschsprachigen undfranzösischsprachigen Lernenden und «fördert die Zweisprachigkeit sowie die Lese- undSchreibfähigkeit in beiden Zielsprachen und das Erreichen der Lernziele in allen Schulfächern vonallen Lernenden» (Christian 1994: 1). Ausserdem besteht ein Drittel jeder Klasse aus allophonenKindern, die weder Deutsch noch Französisch als Erstsprache(n) haben. Der Unterricht erfolgt je zurHälfte auf Französisch und Deutsch (50/50-Modell). Da die Klassen je hälftig aus deutsch- undfranzösischsprachigen Kindern zusammengesetzt werden, ermöglicht dies den Lernenden mitMuttersprachlern der «anderen» Schulsprache zu kommunizieren und interkulturelle Kompetenzen zuerwerben.Diese Arbeit dokumentiert die Entwicklung der Lernenden in ihren zwei Schulsprachen. Dererste Teil dieser Arbeit liefert einen theoretischen Rahmen und klärt Begriffe wie «Sprache»,«Zweisprachigkeit vs. SLA», «Mehrsprachigkeit», «(reziproke) Immersion» und «translanguaging»,gefolgt vom Vorschlag, eine Perspektive einzunehmen, die zeigt, wie die Lernenden dieSchulsprachen brauchen, um effizient zu kommunizieren. Die Betrachtung der multiplenSprachpraktiken in ihrer funktionellen wechselseitigen Abhängigkeit verweist auf eine HeteroglossieIdeologie.52 Eine solche ganzheitliche Betrachtung der mehrsprachigen Entwicklung der Lernendenbildet die theoretische Grundlage für die Auswertung der gesammelten Daten aus den halbstrukturiertenund auf Performanz ausgerichteten Leitfaden-Interviews (zehn Interviews insgesamt invier Jahren).Der zweite Teil dieser Arbeit präsentiert eine empirische Langzeitstudie. Zwei Ansätzewurden bei der Analyse der gesammelten Daten kombiniert: während die qualitative AnalyseStrategien wie «translanguaging» (García, 2009a) von Lernenden zeigt, fokussiert die quantitativeAnalyse auf die Messung der Fähigkeit «Sprache auf kommunikative Weise zu verwenden» (Bachmanund Palmer, 2010). Anstatt das aktuelle Sprachniveau der Lernenden in den beiden Schulsprachen zumessen, wird ein breiteres Bild gezeigt, das Variationen in der Performanz der Lernenden einschliesstund den dynamischen Spracherwerbsprozess aufzeigt. So wird der effiziente und kreative Gebrauchder Sprache sowie mehrsprachige Diskurs-Praktiken wie «translanguaging» gezeigt. Diese multiplenSprachpraktiken zeigen das dynamische und interaktive Kommunikationssystem der mehrsprachigenLernenden und deren Spracherwerbsprozess in.Im dritten Teil werden die pädagogischen Schlussfolgerungen präsentiert. Eine angemesseneLehrerausbildung für diese Lehrpersonen fokussierend auf der Professionalisierung des Immersions-Unterrichts wäre wünschenswert, in welcher ein für die Praktiker/innen nützlicher Wissenstransfervon Forschungsresultaten stattfindet. So könnten die Lernenden bestmöglich beim Prozess, sichSchulstoff durch zwei Schulsprachen anzueignen, unterstützt werden. Der Schlussteil dieser Arbeitfasst die Studie und deren Ergebnisse zusammen und zeigt weitere Forschungsperspektiven auf
Lundberg, Kjell. "Behörighetskrav inför gymnasial yrkesutbildning - vem innesluts och vem utesluts?" Thesis, Stockholm University, Department of Education in Arts and Professions, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8667.
Texto completoBehörighetskrav inför
gymnasial yrkesutbildning -
vem innesluts och vem utesluts?
Kjell Lundberg
Sammanfattning
Bakgrunden till mitt valda ämne är att jag arbetar på ett fordonstekniskt PRIV program. Elever
som går detta program har inte blivit antagna till ett nationellt program på grund av behörighetskraven
i Lpf-94. Flera av dessa elever skulle klara karaktärsämnena på ett nationellt program,
men skulle ha stora svårigheter i kärnämnena, även med extra hjälp.
De läroplansutredningar och behörighetskrav som jag har studerat är för: 1955 års yrkesskolreform,
Lgy-70, Lpf-94 och SOU 2008:27 Framtidsvägen – en reformerad gymnasieskola (förslag
till gymnasiereform GY-10).
Syftet med studien:
• Hur ser behörighetskraven till yrkesutbildning ut i de olika läroplanerna?
• Vad är tankarna bakom läroplanerna?
• Hur kan kraven i utredningarna till läroplanerna ses i ljuset av perspektiv på kunskap?
Metoden jag har använt mig av är en dokumentstudie och kunskapsbegreppet används som
teoretiskt perspektiv.
Studien börjar med en historisk utblick på yrkesutbildningar. Den fortsätter sedan med en
förklaring av syftet med läroplaner och framarbetningsstrategier av läroplaner.
Resultaten av min studie är: Med 1955 års yrkesskolreform flyttades yrkesutbildningen in i
skolmiljö. De två huvudargumenten till detta var att statsmakten ville göra det möjligt att fostra
ungdomar till demokratiska medborgare och man såg inte hur arbetsmarknaden skulle hinna
med att utbilda lärlingar.
Lgy-70 har de generösaste antagningsvillkoren. I denna läroplan blev nästan alla ungdomar
antagna till yrkesutbildning förutom att det fanns chans att bli antagen under fri kvot. Den fria
kvoten öppnade dörren för bl.a. ungdomar med utländskt utbildning och sökande som på grund
av handikapp inte kunnat uppnå full behörighet.
Lpf-94 är unik på det sättet, att det var första gången kärnämnesbetyg från grundskolan användes
som behörighetskrav till yrkeslinjerna. Samtliga program blev treåriga och gemensamma
kärnämnen infördes.
Gymnasieutredningen SOU 2008:27 (GY-10) föreslår en tydlig skärpning av behörighetskraven
för yrkesprogrammen. Utredaren föreslår minst godkänt i åtta kärnämnen, i jämförelse
med dagens tre. Nu är cirkeln sluten vad gäller yrkeskunskaperna. Utredaren föreslår vidare en
yrkesexamen, som ger en erkänd kompetens i yrket och med en komplimenterande lärlingsutbildning
till yrkesprogrammen. Nu hoppas utredarna att arbetsmarknaden skall ha kapacitet att
utbilda lärlingar, som man inte var övertygad om arbetsmarknaden hade på 50-talet.
Vidare resultat av min studie ger vid handen följande: Det källmaterial till läroplanerna jag
har analyserat har använt i stort sett samma argument till att ändra läroplanerna. Näringslivet
vill ha förändring t.ex. bättre yrkeskunskaper och statsmakten vill försäkra sig om en bred medborgarfostran
tillsammans med en möjlighet för individen att senare i livet genomgå kompetensutveckling
och högskolestudier.
Abstract
The decision to select this particular content of my thesis was due to my present occupation as a
teacher attached to a vehicle mechanics “PRIV” programme (reduced national program). Students
who participate in this programme have been excluded from the national programme due
to the criteria of admittance in Lpf-94. Several of these students would pass the trade subjects at
the national programme, but encounter difficulties with the basic subjects, in spite of added
support.
I have scrutinized the following curriculum proposals and admittance rules for: 1955 Trade
School Reform, Lgy-70, Lpf-94 and SOU 2008:27 Framtidsvägen – en reformerad gymnasieskola
(the current proposal to a new Upper Secondary School Reform, GY-10). The hypothesis
of my study is to find answers to the following questions:
• What rules of admittance applies to Vocational Schools in the different Curriculums?
• What is the basic content of thoughts behind the different Curriculums?
• How do the demands for in the proposals of the curriculums meet the conceptions of
knowledge in perspective?
The method used is a literature study and conception of knowledge is used as the theoretical
perspective.
The literature study commences with a historical retrospection of vocational training. From
there it elaborates on the purpose of curriculums and the design strategies of same.
The conclusion of my thesis is: The 1955 Reform of the trade school established the vocational
training within the existing educational training system, due to the desire from the government
to avail the possibilities in bringing up young people as responsible and democraticly
aware citizens. There was also a fear that the market did not have the capacity to train enough
trainees.
Lgy-70 has got the most generous admittance conditions. The authorities at that time realised
the importance of that education above elementary school level was availed to everybody. Even
in the case of not being born in Sweden or being a handicapped student.
Lpf-94 is unique in the following way: It introduced restrictions to enrol to the Upper Secondary
School (vocational school). All programmes became three years and all students studied
the same basic subjects.
The proposal which forms GY-10 reinforces the trend of restrictions to enrol to the Upper
Secondary School. At the same time this proposal is back to the 1955 Trade School ambition of
acquiring final trade skill. An apprenticeship as a complement to the in-house training is proposed
and further, now, the researchers are hopeful that the market shall have the capacity to
train trainees, contrary to what the researchers believed in the fifties.
Finally, all the proposals to curriculums have used the same argument to the content of the
curriculums. The business environment demands a change and the authorities will ensure a
broad civil obedience, together with a possibility for the citizen to study at the next level.
Torres, Rodrigo. "Emergence historique et construction contemporaine de la question éducative dans le Chili du Bicentenaire". Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010329.
Texto completoNo English summary available
Trumberg, Anders. "Den delade skolan : segregationsprocesser i det svenska skolsystemet". Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-14527.
Texto completoBayer, Liane de Oliveira. "Educador e gestor ou educador vs gestor? Os dilemas e tensões de uma gestão escolar gerencialista". reponame:Repositório Institucional da UFABC, 2015.
Buscar texto completoDissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciências Humanas e Sociais, 2015
Diante da inevitabilidade de se relacionar Estado, Políticas Públicas e Educação para a apreensão dos pressupostos que nortearam a construção do projeto educacional brasileiro, bem como suas idiossincrasias, a perspectiva interdisciplinar mostra-se como a mais adequada ao entendimento dos princípios fundadores das políticas de formação de gestores incumbidos de implementar um modelo gerencial na administração das escolas de educação básica paulista nas duas últimas décadas, ou a transformação do diretor em gestor escolar, bem como as tensões e dilemas desencadeados neste processo: educador ou/vs gestor. A observação desses dilemas fez surgir a necessidade de investigação do descompasso entre a ordenação racional proposta pelo novo modelo e o modo de pensar e agir dos diretores de escola. A metodologia utilizada ¿ estudo de caso, mostrou-se como a mais adequada para esta análise, além de uma revisão bibliográfica sobre o processo de construção da identidade do diretor de escola e as relações interpessoais marcadas pela dimensão política intrínseca ao fenômeno educativo, dadas pelo contexto histórico, político, social e econômico que nortearam as reformas administrativas de Estado e as reformas educacionais. Para isso, esta pesquisa foi dividida em quatro capítulos. As reformas de Estado e as reformas educacionais que criaram, transformaram e estabeleceram o perfil para o cargo de diretor de escola compõem o primeiro capítulo, pois o caráter histórico, político e econômico importa para a compreensão da formação da identidade do diretor escolar. No segundo capítulo, interessa problematizar a relação entre reformas educacionais, cultura escolar e o ethos do diretor de escola. O referencial teórico utilizado para o estudo desta relação está assentado, principalmente, em investigações realizadas por pesquisadores da área da História da Educação que se apropriam do conceito de cultura escolar como categoria de análise e campo de investigação. O terceiro capítulo traz um debate teórico acerca do conceito gestão escolar e seus constituintes, seguido de um levantamento sobre a qualificação oferecida aos gestores escolares pela Secretaria de Educação do Estado de São Paulo, a partir dos anos 2000 e a apresentação de ferramenta gerencial adotada pelas escolas chamadas de prioritárias ¿ Plano de Ação Participativo - PAP. Uma pesquisa empírica realizada em escolas estaduais do município de Diadema, região metropolitana de São Paulo, é apresentada no último capítulo com a finalidade de confrontamento entre o aporte teórico estudado e a prática no cotidiano escolar, o que confirmou que a atual forma de organização escolar, apesar dos pressupostos democráticos do novo modelo, ainda é fundamentada por relações verticais, impregnadas por uma cultura escolar constituída a partir de práticas sociais consagradas, em que o diretor de escola goza de grande autoridade e prestígio. O estudo de caso também confirma a existência de dilemas e tensões no ambiente educacional, pois fica claro nos depoimentos dos entrevistados, que o momento de transição entre um modelo de administração escolar estático e centralizador e o modelo dinâmico e participativo já faz parte do cotidiano escolar.
The inevitability of relating State, Public Policy and Education for the apprehension of the assumptions that guided the construction of the Brazilian educational project and its idiosyncrasies, interdisciplinary perspective proves to be the most appropriate to the understanding of the founding principles of training policies managers tasked with implementing a management model in the administration of the schools of São Paulo basic education in the last two decades, or transformation of head teacher in school management as well as the tensions and dilemmas triggered this process: educator or/vs manager. The observation of these dilemmas raised the need of the research gap between the rational ordering proposed by the new model and the way of thinking and acting of school principals. The methodology used - case study, proved to be the most appropriate for this analysis and a literature review on the process of identity construction of the school principal and interpersonal relationships marked by political dimension intrinsic to the educational phenomenon, given the historical, political, social and economic context that guided the administrative reforms of state and educational reforms .To this purpose, this research was divided into four chapters. Reforms of state and educational reforms that created and transformed the office of head teacher, with the technical support and instrumental rationality of Max Weber is the essence of the first chapter. The second chapter concerns problematize the relationship between education reform, school culture and educator ethos, especially, the school principal. The theoretical framework for the study of this relationship lies mainly on investigations conducted by researchers in the History of Education who appropriate the concept of school culture as a category of analysis and research field. The third chapter presents a theoretical debate about the school management concept, followed by a survey of the qualification offered by the São Paulo Education Department to the head teachers and presentation management tool adopted by the schools called priority. An empirical survey in schools in the city of Diadema, São Paulo metropolitan region, is presented in the last chapter the purpose of confrontation between the theoretical framework and practical study in school life, which confirmed that the current form of school organization, despite the democratic assumptions of the new model is still based on vertical relationships, impregnated by a school culture constituted from consecrated social practices, where the school principal enjoys great authority and prestige. The case study also confirms the existence of dilemmas and tensions in the educational environment, as is clear in the statements that the moment of transition between a static and centralized mode.
Garcia, Ana Lúcia. "Gestão da escola, qualidade do ensino e avaliação externa : desafios na escola /". Marília : [s.n.], 2010. http://hdl.handle.net/11449/96361.
Texto completoBanca: Graziela Zambão abdian Maia
Banca: José Camilo dos Santos Filho
Resumo: A avaliação externa tem se constituído uma política com presença marcante na escola pública atual como um meio de garantir ou assegurar a qualidade do ensino. Partindo da necessidade de o Estado avaliar o ensino oferecido, a avaliação vai além, servindo para atender às exigências dos organismos internacionais em um contexto marcado pela retirada do Estado, com políticas públicas de cunho neoliberal. Na escola, a avaliação do ensino como indicativo da qualidade tem sido objeto de muita discussão entre os professores causando muita polêmica. Assim, este trabalho tem por objetivo investigar como a escola, na percepção da equipe gestora e dos professores organiza o trabalho pedagógico, a gestão da escola, tendo em vista as políticas de avaliação externa e a necessária qualidade do ensino. Foi realizada a pesquisa qualitativa, em uma escola da rede estadual do município de Cafelândia/SP seu objeto de estudo. Além do contato direto do investigador com a realidade investigada, foram realizadas entrevistas semi-estruturadas com a equipe gestora e com alguns professores, assim como um levantamento e estudo da bibliografia que aborda a temática da avaliação. As percepções dos sujeitos entrevistados, longe de um consenso, apresentam divergências. Enquanto a equipe gestora planeja o trabalho de acordo com as competências avaliadas externamente visando o alcance das metas propostas, os professores assumem uma posição contrária com ensino voltado para as necessidades dos alunos e, segundo os professores, os índices da avaliação externa não indicam a qualidade na e da escola
Abstract: The evaluation expresses it has been constituting if a politics with outstanding presence in the current public school as a middle of to guarantee or to assure the quality of the teaching. Leaving of a need that the State has to evaluate the teaching that offers, the evaluation goes beyond, being to assist to the demands of the international organisms in a context marked by the retreat of the State with public politics of neoliberal stamp. In the school, the evaluation of the results of the teaching as indicative of the quality of the school has been object of a lot of discussion among the teachers causing a lot of controversy. Like this, this work has for objective to investigate as the school, in the team manager's perception and of the teachers it organizes the pedagogic work tends in view the evaluation politics it expresses and the necessary quality of the teaching. A qualitative research was accomplished, that did of a school of the state net of the municipal district Cafelândia/SP study object. Besides the direct contact of the investigator with the investigated reality, interviews were accomplished semistructured with the team manager and with some teachers, as well as a rising and study of the bibliography that it approaches this thematic one. The subjects interviewees' perceptions, far away from a consent, present divergences. While the team manager plans the work in agreement with the competences evaluated seeking the reach of the proposed goals, the teachers assume a position contrary with teaching gone back to the students' needs and, according to the teachers, the indexes of the evaluation express they don't indicate the quality in the and of the school
Mestre
Teles, Thadeu Vinícius Souza. "O papel do ensino de língua inglesa na formação do perfeito negociante (1759-1846)". Universidade Federal de Sergipe, 2012. https://ri.ufs.br/handle/riufs/5822.
Texto completoEsta dissertação de mestrado tem por objetivo principal observar os graus de influência da relação político-econômica mantida entre Portugal e Inglaterra no processo de institucionalização do ensino de língua inglesa. Diante da necessidade da (re)construção da nação portuguesa, uma das primeiras manobras das reformas pombalinas foi a capacitação dos homens de negócios. Visando o projeto de perfeito negociante idealizado na legislação pombalina, foram criadas as Aulas de Comércio, que, além de oferecer aulas de aritmética, registro mercantil e outras referentes à prática comercial, ainda suscitou o ensino de língua inglesa para viabilizar as transações comerciais mantidas com a Inglaterra. A partir da contextualização histórica e do entendimento dos princípios das reformas pombalinas, foram observadas peças legislativas e documentos que prestaram depoimento acerca das Aulas de Comércio, iniciadas em 1759 em Lisboa e importadas para o Rio de Janeiro em 1846. Com o intuito de verificar as implicações da relação comercial luso-britânica no ensino de Inglês, compêndios como A dictionary of the Portuguese and English Language, in two parts, Portuguese and English: and English and Portuguese (1773); Grammatica Lusitano-Anglica & Lusitano-Anglica ou Grammatica Nova, Ingleza e Portugueza, e Portugueza e Ingleza (1751); Arte Ingleza offerecida ao Ilustrissimo Senhor Visconde de Cayru (1827); e Nova Grammatica Ingleza e Portugueza dedicada à Felicidade e Augmento da Nação Portugueza (1812) foram analisados para consolidar a hipótese de que as Aulas de Comércio foram uma das mais relevantes representações do ensino de Inglês para fins específicos no século XVIII.
Qvarsebo, Jonas. "Skolbarnets fostran : Enhetsskolan, agan och politiken om barnet 1946-1962". Doctoral thesis, Linköping : Institutionen för tema, Tema Barn, Linköpings universitet, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7272.
Texto completoMartins, Andréia. "O ensino religioso nas escolas públicas paulistas: relações entre Estado, Igreja e Educação (1931 1961)". Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/10519.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research work aims at understanding and analyzing how Catholic Church has articulated itself in the state of São Paulo to implement religious study in primary public schools in the period 1931 from 1961. The questions we proposed to analyze in this research were formulated as follows: what were the strategies used by Catholic Church to include the subject Religious Studies by a decree in 1931 and turn it part of the Constitution of 1934? From that period on, which were the practices of the Church to institute, maintain and supervise the Religious Studies subject in primary public schools in the state of São Paulo? Who were the teachers that were in charge of Religious Studies in primary public schools in São Paulo and which contents and teaching methodology were applied for that specific subject? Starting from the hypothesis that Roman Apostolic Catholic Church used of its powerful influence with the dominant classes and troublesome political moment that surrounded the achievement of President Getúlio Vargas to the federal power to set itself as an institution that would provide moral background to inhabitants, providing the new social order. Getúlio Vargas, aiming the Church support, in creating the Ministry of Education and Health, inviting Francisco Campos, from the State of Minas Gerais, anti-liberal and catholic, a person who strongly defended religious studies in public schools, to be the first minister of education in Brazil. The interest from Catholic Church in including religious studies in public primary schools was due to such study modality has passed to the condition of being obliged to the inhabitants and school being an important space to improve the number of Christians and keep its hegemony in Brazil. In order the Cúria Metropolitana of São Paulo made the Religious Studies effective in public schools, it applied its accumulated experiences in popular schools, once it had no practice in education of poor people, historically has often dealt with elite education, especially in secondary school. To accomplish the realization of this research work, documents from Cúria Metropolitana were consulted as sources, as well as publishings of newspapers, magazines and teaching manuals. The reading and interpretation of such documents were reinforced by authors like: Goodson (2001), Chervel (1990) and Bittencourt (2003) and others
Esta pesquisa tem por objetivo compreender e analisar como a Igreja Católica se articulou no Estado de São Paulo para a implementação do ensino religioso nos currículos das escolas públicas primárias no período de 1931 a 1961. As questões que nos propomos a analisar partem das seguintes problemáticas: quais foram as estratégias da Igreja Católica para colocar a disciplina Ensino Religioso via decreto em 1931 e estabelecê-lo na constituição de 1934? A partir de então, quais foram as práticas da Igreja para instituir, manter e supervisionar a disciplina nas escolas públicas primárias no Estado de São Paulo? Quem eram os professores que ministravam o ensino religioso dentro das escolas públicas primárias em São Paulo e quais conteúdos e métodos de ensino foram aplicados no ensino desta disciplina escolar? Partimos da hipótese de que a Igreja Católica Apostólica Romana utilizou de sua forte influência política junto às classes dominantes e do conturbado momento político que representou a chegada de Getúlio Vargas ao poder, para se colocar como a instituição que iria realizar a formação moral da população, propiciando uma nova ordem social. Getúlio Vargas, objetivando o apoio da Igreja, ao criar o ministério da educação e saúde, convidou Francisco Campos, um mineiro, antiliberal e católico, árduo defensor do ensino religioso dentro das escolas públicas, para ser o primeiro ministro da educação no Brasil. O interesse da Igreja Católica em inserir o ensino religioso nas escolas públicas primárias era devido a esta modalidade de ensino ter passado a ser obrigatória para a população e a escola ser este um espaço importante para poder ampliar seu número de fiéis e manter a sua hegemonia no Brasil. A fim de que a Cúria Metropolitana de São Paulo efetivasse o Ensino Religioso dentro das escolas públicas, ela utilizou de suas experiências acumuladas nas escolas populares, pois não tinha prática na educação da população pobre, historicamente sempre cuidou da educação da elite, sobretudo no ensino secundário. Para a realização da pesquisa foram utilizadas fontes documentais produzidas pela Cúria Metropolitana, reportagens de jornais revistas e manuais de ensino. A leitura dos documentos será subsidiada por autores como: Goodson (2001), Chervel (1990), Forquin (1992) e Bittencourt (2003) entre outros
Widén, Pär. "Bedömningsmakten : Berättelser om stat, lärare och elev, 1960‐1995". Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57852.
Texto completoThis thesis explores how the system of examination, in broad terms, was presented in the debate about grading around the political decisions regarding the upper secondary school between 1960 and 1995. The point of departure is the narratives that were constructed during the time period. The main objective is to trace and interpret changes in the narratives of evaluation as a part of the political project of democratization and individualization of the school system. Special attention is given to the different grading techniques and implications for the relation between State, teacher and pupil that surfaced in and around the school reforms in 1964 and 1994. This also sheds significant light on the meaning constructions and struggle around the State’s relation to the individual - teachers and pupils - and how power was to be viewed and organized in the new homogenous and democratic school. The thesis also shows the rivalry of narratives and how a narrative can be given various meanings in relation to the political project of creating a school that advocates the democratic opportunities and equal rights of pupils.
Pereira, Ana Maria. "Práticas de reforço e recuperação em escola fundamental estadual de ciclo II em São Paulo". Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/10498.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The aim of this study is to contribute for the best knowledge of how public politics acts educational system. The main question that had to be answered was what schools had done to avoid the failure of the cycle regime with continuous progress, considering reinforcement and recuperation. In this sense, the practices adopted in reinforcement classes in cycle II schools 5th to 8th grade of São Paulo State public schools was studied. The search was made from 2003 2004 by means of documental analysis: educational lows from 60 s decade to the beginning of 2000 decade, schools papers, student and teacher papers. A series of observations was conducted during the reinforcement classes, interview with teachers and school staff also was made. The reinforcement process analyzed was focused on Portuguese language matter in 5th, 6th and 8th grades. The empiric data obtained for analysis was organized in three ways: selecting students for class s composition, learning process in the reinforcement class and evaluation process for pupils return to regular classes. This study was based in concepts proposed by Viñao Frago, Dominique Julia, Anne Marie Chartier, Gimeno Sacristan and Pérez Gómez that states the confirmed hipotesys in which educational system works with formal and bureacratic legal exigencys for reinforcement as well as recuperation but isn t free from teachers interference and from solutions like the statement of a recuperation week in the bimester end. Further more, it was also confirmed that the used practices for recuperation and reinforcement had only reproduce the established practices consolidated by the traditional school and teacher culture of learning, mainly due to the extensive use of training exercises as for 5th grade, that was in alphabetization stage, as for the other grades, using a variety of lecture texts, It was also observed that the concepts of reinforcement and recuperation isn t well understood in all levels of the educational hierarchy.
Este estudo teve como finalidade contribuir para a compreensão do modo pelo qual as políticas públicas se efetivam dentro da escola. A questão central orientadora do estudo foi a de saber como a escola vem operando no que diz respeito ao reforço e recuperação para evitar o fracasso no regime de ciclos com progressão continuada. Para tanto decidiu-se por um estudo das práticas em sala de reforço em escola de Ciclo II 5ª a 8ª séries na rede estadual paulista. A pesquisa foi realizada durante os anos de 2003 e 2004 utilizando-se pesquisa documental: legislação desde a década de 1960 até início da década de 2000, documentação da escola, dos alunos e professores. Foram realizadas observações nas aulas de reforço e entrevistas com professores e equipe técnica da escola, localizada em São Paulo. O processo de reforço analisado centrou-se em Português para 5ª, 7ª e 8ª séries. Os dados empíricos obtidos foram analisados organizando-se três chaves de análise: seleção de alunos para composição das classes, processo de ensino na sala de reforço e processo de avaliação e retorno para a classe regular. O estudo teve como referencial de análise conceitos de cultura escolar propostos por Viñao Frago e Dominique Julia, dispositivos escolares abordados por Anne Marie Chartier, atividades práticas e cultura conceituados por Gimeno Sacristan e Pérez Gómez. Tais conceitos levaram a estabelecer a hipótese, confirmada, de que as escolas, por um lado fazem um atendimento formal, burocrático das exigências legais quanto ao reforço e recuperação, mas que, por outro lado não é possível negar a interferência do professor nesse processo e em certas inovações que, nessa escola, se materializaram por providências para criação de uma semana pedagógica para os alunos com dificuldades ao final dos bimestres. Além disso, confirmou-se a hipótese de que as práticas utilizadas para recuperação e reforço reproduzem as práticas de aulas sedimentadas constituidoras da cultura da escola e dos professores, sobretudo por meio dos exercícios de treinamento, tanto para os alunos da 5ª série que estavam se alfabetizando como para os das demais séries com tipos de textos variados. Verificou-se, ainda, a incongruência dos conceitos de reforço e recuperação em diversificadas instâncias da rede escolar.
Bekale, Dany. "Politiques éducatives et réformes curriculaires au Gabon à l’ère de la mondialisation : enjeux socioculturels et jeu des acteurs dans l’école moyenne". Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22031/document.
Texto completoThis research studies the processes of mediation implemented in the appropriation of the international directives in a country which was subjected to various exogenic influences during its history, influences which take their origins in colonization and continue, in different forms, even become intensified with the policies of globalization: that of Gabon and its junior high school. The analysis of educational policies in this context leads to question the relevance of a certain "form school" imposed on a society whose logics of education may be contradictory to those imported. How can the national policies of education in Gabon be built in a context dominated by the permanent telescoping between need for national construction, international colonial history and constraints? By choosing to focus the analysis on the processes of curricular definition and particularly on the formal curriculum of history, research brings together, epistemologically speaking, analytical tools of sociology curriculum and of comparative education starting from the putting in perspective the concepts of for the concepts of “outsourcing” and “resources mobilization”. The methodological approach is twofold: documentary and empirical. It is based on a diachronic analysis of school curricula and history textbooks in the first cycle of junior high school and a testing of the formal curriculum from the speeches of educational actors such as teachers and educational advisers. In the context of Gabon, our research highlights the financing of the construction of several school infrastructures by the authorities like the “BAD” or the “Coopération Française” and its effects. The mediation of the international policies in Gabon also reveals the constant inadaptability of an educational body whose system of thought and values which underlie it are exogenic with the local culture. The efforts of appropriation of the system in a context dealing with all kinds of influences (internal and external) are particularly tricky. Questioning these phenomena under tension, research shows that the position on the international chessboard largely determines the action or inertia, in a decisive way. Thus, as Gabon is not able to “go against the current”, it adopts, to some extent, the universal education agenda at the expense of his own maturation of nation-building project. Research finally makes it possible to realize that the formal curriculum in junior high school is “bipolar”, since the beginning of the Seventies and with no real evolution since then. The two poles are Africa and Europe, other parts of the world making only brief appearances. It is the same for the treatment of the local culture through school curricula and textbooks. Research also reveals that the formal curriculum of history is rather stable in junior high school and that there is some form of curricular inertia, we analyze from the data collected
Geitner, Vincent. "Les professeurs et l'enseignement de l'Histoire : un consensus impossible, des marges de manoeuvre aléatoires (de la Libération à nos jours)". Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20140/document.
Texto completoThe period is marked by reform projects which have important consequences on the teaching of History. However, history teachers, few in the working population, remain relatively divided as well on the trade-union strategy, as on the teaching or historiographical issues raised by the reforms. Teachers, indeed, are attached to particular trade-union cultures, privileging different goals. However, this trade union rift can be filled by the action of trade unionists, anxious to search allies in order to break the isolation of their organization. Consequently, teacher representatives thus have often only leeway limited, but real, to be opposed to the reforms which they fear
Valentim, Júnior Josélio Lopes. "A geometria analítica como conteúdo do ensino secundário: análise de livros didáticos utilizados entre a reforma Capanema e o MMM". Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1808.
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O presente trabalho teve como objetivo produzir um estudo histórico sobre a trajetória da geometria analítica como conteúdo da matemática escolar no ensino secundário, no período compreendido entre 1940 e 1970. Nessa pesquisa, o recorte temporal ficou restrito ao período no qual estiveram em vigência a Reforma Gustavo Capanema, a Portaria Ministerial de 1951 e um movimento de dimensão internacional denominado Movimento da Matemática Moderna (MMM). A pesquisa, inserida no campo da história da educação matemática, tomou os livros didáticos dessa disciplina para o colégio como fonte de pesquisa. Visando analisar historicamente as mudanças ocorridas nos livros didáticos relativamente ao conteúdo de geometria analítica, o presente trabalho histórico se apoiou nos pressupostos teóricos de historiadores e historiadores da educação que discutem a história cultural, a cultura escolar, as disciplinas escolares e os livros didáticos como objetos históricos, as noções de apropriação, de estratégias e de táticas. A análise dos livros revelou obras semelhantes e convergentes com os programas tanto nas décadas de 1940 quanto 1950. Especificamente em relação à geometria analítica na década de 1940, essa se constituiu num dos blocos que compunham a matemática do colégio, ainda como herança da matemática fragmentada em ramos das décadas anteriores. Na década de 1950, a geometria analítica deixou de aparecer explicitamente e ficou diluída entre o estudo de limites e derivadas, e restrita ao estudo da reta e da circunferência. A geometria analítica ganhou força novamente com o advento do MMM. Porém, não se verificou a padronização observada nas décadas anteriores, ao que tudo indica pela ausência de uma orientação oficial.
This study aimed to produce a historical study of the trajectory of analytic geometry and content of mathematics in secondary education, in the period between 1940 and 1970. In this research, the time frame was restricted to the period in which the Reformation were in effect Capanema, the Ministerial Decree of 1951, and a movement of international dimension named Modern Mathematics Movement (MMM). The research, part of the field of the history of mathematics education, took the textbooks of this discipline to the college as a research resource. To analyze the changes that have occurred historically in textbooks regarding, the content of analytical geometry, this historical work was supported in theoretical assumptions of historians and historians of education to discuss the cultural history, the school culture, school subjects and textbooks as objects historical, notions of ownership, strategies and tactics. The analysis revealed similar works and books converged with both programs in the 1940s as in 1950. Specifically in relation to analytic geometry in 1940, this constituted one of the blocks that made up the mathematical school, even as a legacy of mathematics fragmented into branches of the previous decades. In the 1950s, analytic geometry stopped appearing explicitly and was diluted by the study of limits and derivatives, and restricted to the study of the line and the circle. Analytic geometry has gained momentum again with the advent of the MMM. However, there was no standardization observed in previous decades, it seems the lack of official guidance.
Garcia, Ana Lúcia [UNESP]. "Gestão da escola, qualidade do ensino e avaliação externa: desafios na escola". Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/96361.
Texto completoA avaliação externa tem se constituído uma política com presença marcante na escola pública atual como um meio de garantir ou assegurar a qualidade do ensino. Partindo da necessidade de o Estado avaliar o ensino oferecido, a avaliação vai além, servindo para atender às exigências dos organismos internacionais em um contexto marcado pela retirada do Estado, com políticas públicas de cunho neoliberal. Na escola, a avaliação do ensino como indicativo da qualidade tem sido objeto de muita discussão entre os professores causando muita polêmica. Assim, este trabalho tem por objetivo investigar como a escola, na percepção da equipe gestora e dos professores organiza o trabalho pedagógico, a gestão da escola, tendo em vista as políticas de avaliação externa e a necessária qualidade do ensino. Foi realizada a pesquisa qualitativa, em uma escola da rede estadual do município de Cafelândia/SP seu objeto de estudo. Além do contato direto do investigador com a realidade investigada, foram realizadas entrevistas semi-estruturadas com a equipe gestora e com alguns professores, assim como um levantamento e estudo da bibliografia que aborda a temática da avaliação. As percepções dos sujeitos entrevistados, longe de um consenso, apresentam divergências. Enquanto a equipe gestora planeja o trabalho de acordo com as competências avaliadas externamente visando o alcance das metas propostas, os professores assumem uma posição contrária com ensino voltado para as necessidades dos alunos e, segundo os professores, os índices da avaliação externa não indicam a qualidade na e da escola
The evaluation expresses it has been constituting if a politics with outstanding presence in the current public school as a middle of to guarantee or to assure the quality of the teaching. Leaving of a need that the State has to evaluate the teaching that offers, the evaluation goes beyond, being to assist to the demands of the international organisms in a context marked by the retreat of the State with public politics of neoliberal stamp. In the school, the evaluation of the results of the teaching as indicative of the quality of the school has been object of a lot of discussion among the teachers causing a lot of controversy. Like this, this work has for objective to investigate as the school, in the team manager's perception and of the teachers it organizes the pedagogic work tends in view the evaluation politics it expresses and the necessary quality of the teaching. A qualitative research was accomplished, that did of a school of the state net of the municipal district Cafelândia/SP study object. Besides the direct contact of the investigator with the investigated reality, interviews were accomplished semistructured with the team manager and with some teachers, as well as a rising and study of the bibliography that it approaches this thematic one. The subjects interviewees' perceptions, far away from a consent, present divergences. While the team manager plans the work in agreement with the competences evaluated seeking the reach of the proposed goals, the teachers assume a position contrary with teaching gone back to the students' needs and, according to the teachers, the indexes of the evaluation express they don't indicate the quality in the and of the school
Many, Guillaume. "Profession et professionnalisation des enseignants en France, en République Démocratique Allemande et dans les nouveaux länder de l'Allemagne : 1970-2000". Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20013/document.
Texto completoThe main objective of this thesis is to establish a comparison of the teachers professions evolution and lived careers, in the time period going from 1970 to 2000. This period allows us to concentrate the comparison on the political evolutions, which are different in the two considered geographic areas: in GDR and Germany, the Reunification disrupts the whole society and leads the land in a total reform period; in France, the political and societal evolution is, in comparison, quite linear. The reforms about the teachers education and status are taken in this work under the perspective of the different types of modernization.After the justification of the interest of comparing France, the GDR and the new Länder of Germany, this thesis aims the definition of the types of modernization we can find in the considered geographic and politic contexts. The methodology we used in this work to gather and analyse the data is the interactionist profession sociology, and the empiric data used is a corpus of teachers career interviews realised in Lyon and Leipzig. The interviewed teachers began their career as teacher between 1970 and 2000.A second part is centered in the observation of the evolution of the school systems in the concerned countries, and especially teachers education and status. The historical and educative contexts we used for this study are defined here.The third part is the empiric part, and is about the analysis of the interviews. The evolutions the teachers told about the profession are compared in this part. It is composed of eight categories, built after the interviews analysis. They are at the heart of the comparison, and shows the categories we built under many lights: temporal evolution, political evolution, professional groups, personal and common features