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Managerial restructuring of School and Teachers’ Work  [cached]
álvaro Moreira Hypolito
Educa??o : Teoria e Prática , 2011,
Abstract: This article analyzes modes of managerialism as State restructuring and its effects on education, particularly on school governance, curriculum and teachers’ work. Managerialism pursues criteria based on productivity, consumer-based models, decentralization, efficiency, accountability, evaluation, public-private partnership and quasi-market. This neoliberal and managerial approaches interpelate schools and teachers, in order to reach a subjectivation to induct an acceptance and consensual behaviors, which are very productive to build educational policies market-based - performativity. Such policies have been very successful in influencing school governance, curriculum and school practices. This paper tries to demonstrate there are significant impacts to the school labor process, teachers’ work and school governance, what have provoked shifts in school organization, working condition, and intensification. These modes of control and regulation, based on public-private partnership, introduce new requirements to teachers, who became unique responsible and blamed to their own performance. This article concludes there are many indicators to show that those policies have been extraordinarily expensive to the public funding and have not been so effective to improve education quality as promised.
Global Standards and Local Policies for School Diabetes Care  [PDF]
María J. Miranda Velasco, Maria Gloria Solís Galán, Enma Domínguez Martín
Health (Health) , 2015, DOI: 10.4236/health.2015.712177
Abstract: Objectives: The purpose of this study is to analyse the practical implementation of regional and na-tional policies through the Protocol of Care of Children and Adolescents in School (2010) in Extremadura Region (Spain), and to compare its contents with the international standards of diabetes care at school defined by American Diabetes Association and International Diabetes Federation. The measures not only affect the security and diabetes care, but also inclusion and the right to health. Methods: A documental comparative analysis between the local and international standards about diabetes care in school setting is carried out. This analysis is framed in a larger project focused on the study of health promoting school and diabetes education, in which perceptions of children and adolescents with diabetes, their parents and school staff were studied. Results: The Protocol of Care of Children and Adolescents in School (2010) contains some international recommendations about the care of T1DM at school, but in other cases the measures are non-specific. The distribution of responsibilities for care at school is unclear and no monitoring and evaluation indicators are defined. Some elements are identified to be implemented in the tool to favour the security, management of T1DM care and wellbeing. In general, these elements refer to school plan for diabetes care, school organization and teachers, and school community training. Conclusion: It is required to develop specific policies and decisive action to ensure the right to health of children with diabetes and the full application of international standards for diabetes care at school.
Organization of school work in focus: the limits of antidemocratic inheritance and potential of participatory processes  [cached]
Maria Vieira Silva
Educa??o : Teoria e Prática , 2011,
Abstract: Historically, democratic and participatory processes in the Brazilian society, and specifically in school, have been permeated by intermittences, weaknesses and resistances caused by multiple determinations. The text focuses on aspects concerningthe organization of education work through two lines of analysis: the first angle refers to the social constructs of structural and organic nature linked to relations of power andanti-democratic practices of the society in general. The second angle reference to a kindof ethnographic research, conducted within a public school in the Minas Gerais state. We seek to grasp the challenges on building practices and strategies in support of the participatory processes of the school community in the pedagogic project design and in the operation of the school board. We propose, with these analyses, to contribute withreflections on the status of teachers, as a subject, in the school organization throughconnections with work activities related to their everyday practice.
The Organization of the Work in the School and the Students’ Participation  [cached]
Teise de Oliveira Guaranha Garcia
Educa??o : Teoria e Prática , 2006,
Abstract: This article intends to present some reflections on the importance of the students' participation in the organization of the work in the school. It is a presupposition that the implementation of the democratic administration in the public school necessarily demand to consider the part that the students occupy in the process of organization of the pedagogic work. The text, based in obtained results from a research accomplished at a school of the from S o Paulo state net that assists to the elementary school teaching(final series) and high school teaching, it examines the theme of theparticipation in the administration of the public school; the user-students' participation in the organization of the pedagogic work and the results of professionals' actions with views to the democratization of the school administration, especially concerning to the execution of the access and permanence right in the school. It argues, finally, about the importance of the implementation of solid politics that contribute to the democratization of the school practices.
The use of information and communication technologies (ICT) in school contexts and the improvement in the quality of education
Rosane Kreusburg Molina,Eliana Schlemmer
Práxis Educativa , 2011,
Abstract: This article presents the outcomes of a research that aimed at analyzing the impact of educational policies for Information and Communication Technologies (ICT) such as the National Program of Informatics in Schools (Programa Nacional de Informática na Escola – ProInfo) in the routine of Elementary Schools in two towns of the Porto Alegre Metropolitan region, RS. The theoretical support is based on Peter McLaren, Stephen J. Ball and Berger and Luckmann. The data was collected from teachers working for more than 20 years and included documental analysis, interviews, narratives and group discussions. The study demonstrated that a) positive effects in the quality of education through the use of Information and Communication Technologies which is the result of individual teachers′ effort are still unexpressive; b) the experiences with Information and Communication Technologies are not present in Schools Political-Pedagogical Projects; c) the training opportunities focus mainly on the technical training of the use of laboratories by teachers; d) there is an uncomfortable feeling related to power structures, to the allocation of space-time and to the forms of communication. The research suggests that the improvement in the quality of education through the experiences with the use of ICT demands policies that take into consideration the teaching culture as well as the characteristics that match the micro policy school organization.
Work Environment and Productivity among Primary School Teachers in Nigeria
ED Nakpodia
African Research Review , 2011,
Abstract: This paper examined the influence of work environment on teachers’ productivity in Primary schools in Nigeria. Since primary education is the starting point for the citizen’s general development and also the basic foundation for subsequent levels of education, a lot is expected from the teacher. Every education system depends heavily on the quality and productivity of its teachers for improving and maintaining standards and quality. This paper tried to identify and establish the relationship between work environment and the Nigeria primary school teachers’ productivity. Recommendations were made for the improvement of the work environment of Nigeria primary school teachers to greater productivity towards the attainment of the objectives of primary education.
On the preparation of future teachers of pre-school education to work with children at risk
Elena Shatalova
Koncept : Scientific and Methodological e-magazine , 2013,
Abstract: The article is devoted to the preparation of future teachers of pre-school education to work with children at risk. The author examines the theoretical and practical aspects of the training course on the example of choice.
Work Environment and Productivity among Primary School Teachers in Nigeria
E.D. Nakpodia
International Business Management , 2012, DOI: 10.3923/ibm.2011.232.238
Abstract: This study examined the influence of work environment on teachers productivity in Primary schools in Nigeria. Since, primary education is the starting point for the citizen s general development and also the basic foundation for sub-sequent levels of education, a lot is expected from the teacher. Every education system depends heavily on the quality and productivity of its teachers for improving and maintaining standards and quality. This study tries to identify and establish the relationship between work environment and the Nigeria primary school teacher productivity. Recommendations are made for the improvement of the work environment of Nigeria primary school teachers to greater productivity of the attainment of the objectives of primary education.
Private education systems in public education networks: relations to organization of work at school  [cached]
Teise Garcia,Bianca Correa
Educa??o : Teoria e Prática , 2011,
Abstract: The present essay, as part of ongoing research, it is proposed to discuss the following question: what are the consequences of the purchase of private education systems for the organization of work at school? To answer this question, are being conducted case studies in teaching units from four municipal school systems that acquired from different private companies. The collection of data was completed early in the second half of 2011 and the moment they are being analyzed. In this work, therefore, we undertook a theoretical discussion questioning the relationship between the purchase of private education systems and work organization in public school.
A Multi-Agent School Simulation Based on Hierarchical Social Networks  [PDF]
Yu Zhang, Jiang Wu, Lizhu Ma
Intelligent Information Management (IIM) , 2014, DOI: 10.4236/iim.2014.64020
Abstract:

The quality of K-12 education has been a very big concern for years. Previous methods studied only one or two factors, such as school choice, or teacher quality, on school performance. Therefore the results they provide can be limited. We propose a multi-agent approach to integrate multiple actors in a school system. These actors include teachers, students, supporting staffs and administrators. The interactions among these actors compose a hierarchical school social network. We first detect the hierarchical community structure in this school network by using an agglomerative hierarchical algorithm. Existing agglomerative hierarchical algorithms usually calculate similarity or dissimilarity between two clusters by using some measure of distance between pairs of observations. We, however, develop a method that calculates similarity based on social interactions between interactions is essential in multi-agent systems. Our algorithm is applied to 15 school districts in Bexar County, Texas, and it provides satisfying results on generating the hierarchical structure of all school districts. We then use the detected structure of the social network to evaluate the school system’s organization performance. We design and implement a funding evaluation model to decompose the funding policy task into subtasks and then evaluate these subtasks by using funding distribution policies from past years and looking for possible relationships between student performances and funding policies. Experiments in the 15 school districts in Bexar County show no significant correlation between student performance and the amount of the funding a school district received.

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