10 SES 04.5 PS, General Poster Session
General Poster Session
Brazilian education policies have been aligned with state reforms since 1990, following changes in the global economy. Education policies incorporated public management methodologies based on efficiency criteria and strategic planning. In addition, it leads to the dissemination of education reform emphasizing efficacy, accountability, quality assurance and assessment. Several countries have shaped the education sector in different ways. Uljens et al. (2012) emphasize that the on-going shifts indicates the tendency of welfare states to assume mutual positive effects between economic growth, welfare, political and cultural citizenship, and the state having a central role. Considering that principals have a great role to play in this context, research with focus on school leadership has increased, like studies lead by Moos (2011), Day (2011), among others. In terms of the roles of principals, Day, Gu and Sammons (2016) underlined that the capacity to understand and make a precise diagnosis of the school’s needs and abilities to articulate and organize context-sensitive strategies contributes significantly to school improvement and effectiveness over time. Therefore, the focus of this study is related to school principals and their perception of the most important problems they face in the school that was chosen to be addressed as the final academic project presented as a requirement to finish the MBA on Education Leadership and Management. The MBA is an 18 months certificate program offered by Universidade Federal Fluminense (UFF), Rio de Janeiro, Brazil. This Program initiated in 2012 as part of state government policy in Rio de Janeiro to increase education quality in teaching and learning in their schools. Until 2016, 2.751 students participated in the program. A triple partnership gave official support to this program: the state government of Rio de Janeiro offered the agreement, the Federation of Industries of Rio de Janeiro provided financial support, and UFF, through the Department of Management and Entrepreneurship, undertook the academic responsibility to design and develop the MBA (Costa e Silva, Mariano and Cerqueira, 2013). The main objective of the MBA is to offer consistent knowledge by connecting management and leadership theory constructs and applying it to the schools. Initial professional teacher education in Brazil does not include this kind of knowledge as shown by Gatti (2002), Lück (2014) and Mariano et al. (2016). The school environment is complex by nature. The team responsible for school administration has a daily routine filled with problems, having to deal with a wide variety of issues. Faced with a multitude of problems, which should be addressed first? How does one lead unmotivated teachers and students? How can parents be encouraged to become more involved in the academic lives of their children? How can the community engage in partnerships with the school? How can the school neighborhood as well as the broader community become an educational environment? These themes, discussed in the various courses of the program, were also addressed in proposals presented as Entrepreneurship Plans. Each participant presented an intervention proposal – a concrete and specific plan to improve the quality of education at his or her school. Principals were able to learn methodological foundations and processes to decide what kinds of action needed to be done, and elect priorities (GATTI, 2002; GAME, 2011; Moos, 2011; Luckesi, 2012). In addition, teacher professional development became a topic strongly related to multiple evaluation processes (Bellochio, 2004; Cunha, 2004; Moos, 2011; Morgado, 2011; Pacheco, 2004; Roldao, 2005; Sordi, 2009). The purpose of this study was to analyze the topics presented as capstone projects in order to identify the main problems encountered by public school principals.
BELLOCHIO, Claudia Ribeiro et al. 2004. Profissão docente: algumas dimensões e tendências. Revista do Centro de Educação, Santa Maria: UFSM, v.19, no. 2, 2004. Available at: http://coralx.ufsm.br/revce/revce/2004/02/a2.htm COSTA E SILVA, Fabiane; MARIANO, Sandra R. H.; CERQUEIRA, Joana D’Arc. 2013. Formação empreendedora de diretores de escolas. In: Anais do EnANPAD, 37. Rio de Janeiro, 2013, 13 p. Available at: http://www.anpad.org.br/admin/pdf/2013_EnANPAD_EPQ1799.pdf DAY, C., et al. (2011). Successful school leadership: linking with learning and achievement. Berkshire: McGraw Hill. DAY, CHRISTOPHER, GU, Q and SAMMONS, P, 2016. The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly. 52(2), 221-258 GATTI, Bernadete 2002. Avaliação educacional no Brasil. EccoS Rev. Cient, UNINOVE, v. 4, n. 1, p.17-41, July 2002. GRUPO DE AVALIAÇÃO E MEDIDAS EDUCACIONAIS (GAME) 2011. Avaliação externa como instrumento da gestão educacional nos estados – Relatório final. Belo Horizonte: UFMG, 2011. Available at : http://www.fvc.org.br/pdf/relatorio-avaliacoes-externas.pdf LÜCK, Esther Hermes; PINHO, Fernando. 2014. A voz dos professores: contribuições para projetos de formação inicial e continuada de professores. Seminário Estadual da ANPAE-RJ, 4. Niterói, April 24-26, 2014. 18p. LUCKESI, Cipriano Carlos 2012. Educação, avaliação e inovação – II. Brasília: MEC/INEP, 2012. (Textos para Discussão, 37). MARIANO, Sandra R.H.; COSTA-E-SILVA, F.; MORAES, J. 2016. Brazil: Leadership in Brazil, In , In Arlestig, H., Day, C., & Johansson, O. (ed.), A Decade of Research on School Principals: Cases from 24 Countries. Springer. ISBN 978-3-319-23026-9. Chapter 21. P. 445-469. MINAYO, Maria Cecília de Souza, 2010. O desafio do conhecimento: pesquisa qualitativa em saúde. 12th ed. São Paulo: Hucitec, 2010. MOOS, Leif; JOHANSSON, Olof; DAY, Christopher, 2011. How school principals sustain success over time: international perspectives. London: Springer, 2011. (Studies in Educational Leadership, v.14) MORGADO, José Carlos. Identidade e profissionalidade docente: sentidos e (im)possibilidades, 2011. Ensaio: aval. pol. publ. Educ., Rio de Janeiro, v. 19, n. 73, p.793-812, Oct/Dec 2011. Available at: http://www.scielo.br/pdf/ensaio/v19n73/04.pdf PACHECO, José Augusto, 2004. A (difícil) construção da profissionalidade docente. Revista do Centro de Educação, UFSM, v.29, n.2, 4p., 2004. Available at: http://coralx.ufsm.br/revce/revce/2004/02/a1.htm ULJENS, Michael et al. 2012. The professionalization of Nordic school leadership – a challenge to teacher professionalism? 40th Nordic Research Association Congress. Copenhagen, March 8-10, 2012.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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