This presentation intends to suggest a change approach regarding the emergence of new legislation ( The Decree-Law no. 55/2018, of July 6, which defines the principles of organization of basic and secondary curricula and the Decree-Law No. 54/2018, of July 6, which establishes the legal regime of Inclusive Education) and to characterize, in general, the work done by the grouping of schools and the action on the ground of a group (innovation and quality observatory), composed of community members education.
Monitoring activities are carried out under the framework suggested by the Common Assessment Framework (CAF) quality model.
Although the main objective of the institutional assessment should be to estimate the level of quality of education to contribute to its improvement, the evaluation process should be conceived equally as appropriate strategy to support research on the effectiveness and the quality of institutions (Tejedor, 2000).
The Law 31/2002 of Portugal, mentions the need to make the internal evaluation of schools and the Decree-Law 75/2008 mentions the need to exist quality in schools.
Thus, we intend to verify the school grouping in relation to: the Satisfaction of the educational community, the performance of initiatives implemented in the grouping of schools for the improvement of educational processes (Communication plan, project on Indiscipline and School Climate - Office of Student Support, Innovation of the teaching-learning process, implementation of Strategic action plans and Library and resource center) and infer the degree of quality in the school grouping in particular with regard the impact on school results.
It seems clearer that evaluation can be a useful tool, a powerful tool, although today, at the institutional level not effectively employed. In order to achieve this utility, two general conditions need to be given: that the endogenous component predominates (and not only in the methodological aspect); Which is not conceived of as an end in itself but as an innovation mechanism - evaluation will not be limited to the role of a resource optimization mechanism, which is important but insufficient, but rather Innovation, pointing not only to the analysis of strengths and weaknesses (internal and external) but also to the reflection on the objectives and the way of obtaining them (Tejedor, 2000).
The tool used in the study of satisfaction of the educational community was a Servqual questionnaire (Parasuraman, A.; Berry, LL; Zeithamll, 1988), which can be adapted to any area. The instrument had been applied to education (Alves, 2005 and Gonçalves, 2011) and was adapted to the context of the school grouping. Have been selected, the variables that best fit to context of the school organization. Was utilized a questionnaire to each group of the educational community (teachers, non-teaching staff, students, and parents or responsible for education). This instrument was applied in four consecutive years and in the first year served to diagnose the organizational level. Questionnaires were applied to evaluate the projects implemented, as well as the analysis of minutes, strategic documents and improvement plans. Indicators for the CAF quality model were also created to complement the quality system of the school grouping. In order to evaluate these indicators, evidence of the work done in the grouping or the existing conditions was collected. Finally, students' results were monitored in each school period. "In teaching experience is preferable to random sampling but this poses a problem: you want to apply a treatment to a random sample, it is often necessary to gather the information of the sample and thus create artificial groups, working outside the usual context. One way to avoid this difficulty is to consider the class as a statistical unit and carry out random sampling of classes what to has also the advantage of being easier." (D´Hainaut, 1997) A sample of the questionnaire consists of 3 classes per school year (5th, 6th, 7th, 8th and 9th year), by students of the 4th grade classes of the grouping schools, randomly chosen, by the parents or responsible for education of students of the chosen classes, by all teachers and non-teaching staff of the school grouping. The same method was used regarding the project on discipline and school climate. The sample in relation to the communication plan, is made up of teachers and parents or responsible for education of students of chosen classes. In this school year a team was created to review all indicators used in the various instruments used previously, since the organizational systems are dynamic and some mismatches can occur.
We verified the usefulness through the basic statistics and validity of the questionnaires by Cronback Alfa. We define the model of student satisfaction of the school grouping using analysis factorial, exploratory and confirmatory. We compared the results obtained from the questionnaires of satisfaction from four years, and from the questionnaires of the comunication plan and indiscipline and school climate, from three last years. Also will be checked types of existing innovation in the teaching-learning process, including those related to new technologies. We observed the results obtained by raising of hypotheses and we verified the impact of projects implemented in relation to student outcomes. We also evaluated the grouping of schools through the criteria of the CAF quality model. Further measures are proposed based on the results of the study and refer to the possible paths to follow.
Alves, G., “Marketing de Serviços da Educação”, Edições IPAM, Porto, 2005 Bardin, L., “Análise de conteúdo”, Edições 70, Lda., 3ª Edição, 2004 Bogdan, R., Biklen, S., “Investigação Qualitativa em Educação”, Porto Editora, 1991 Bryman, A., Cramer, D.,”Análise de Dados em Ciências Sociais”, Celta Editora, 1992 Camps, J., “Planificar la formación con calidad”, Cisspraxis, 2005 Dacal, G., Garcia, A. ,“K Sigma – Teoria de las Organizaciones y Control de Calidad (de la Enseñanza)”, Ediciones Universidad de Salamanca, Salamanca, 2004 D´Hainaut, Louis, “Conceitos e Métodos da Estatística – Volume I”, Fundação Calouste Gulbenkian, 2ª edição, Lisboa, 1997 Foguet, J., Gallart, G., “Modelos de Equaciones Estructurales”, Editorial La muralla, Madrid, 2000 Fortin, M., “O processo de Investigação”, Lusociência, 3ª edição, 2003 Foster, T., “Managing Quality – An Integrative Approach”, Pearson Education, New Jersey, 2004 Hair, J.F., Babin, B., Money, A.H., Samouel, P., “Fundamentos de Métodos de Pesquisa em Administração”, Bookman, 2005 Hair, J.F., Anderson, R.E., Tatham, R.L. & Black, W.C. (2006), Multivariate data Analysis (6th ed.) Pearson Prentice-Hall Hill, M., Hill, A., “Investigação por Questionário”, Edições Sílabo, 2002 Maroco, J., “Análise Estatística - com utilização do SPSS”, Edições Sílabo, 3ª edição, Lisboa, 2006 Murillo, F., “La Investigación sobre Eficacia Escolar”, Octaedro, Barcelona, 2005 Novais Gonçalves, C. (2011). “Satisfação da Comunidade Educativa e indisciplina na Sala de Aula como Fatores Contributivos para a Qualidade na Escola”, Tese de doutoramento não publicada, Salamanca: Universidade de Salamanca Parasuraman, A.; Zeithamll, V. A.; Berry, L. L. A conceptual model of service quality and its implications for future research. Parasuraman, A.; Berry, L. L.; Zeithamll, V. A. Servqual: a multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, New York, v. 64, n. 1, p.12-40, Spring 1988. Tejedor, F. (2000), “Evaluación de la docencia del profesorado: problemática y alternativas de mejora” in J.; Rego, M., Castro, A (coords) (2000), Calidad educativa y empleo en contextos multiculturales, Santiago de Compostela, Instituto de Ciências da Educação, pp. 93-123.
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