Session Information
26 SES 04.5 PS, General Poster Session
General Poster Session
Contribution
Since 1990, educational policies have been aligned with state reforms following changes in the global economy. Educational policies incorporated public management methodologies based on efficiency criteria and strategic planning. In addition, it led to the dissemination of educational reforms emphasizing efficacy, accountability, quality, assurance and assessment. Several countries have shaped the education sector in different ways. Uljens et al. (2012) emphasize that ongoing shifts indicate 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 contextsensitive strategies contributes significantly to school improvement and effectiveness over time. The Brazilian government recognized that quality was a central ingredient to country development and modernization, and established an educational policy based on assessments and evaluations. The preparation and interpretation of large-scale assessments is a very complex task, and due to the multiple uses of the assessment results, teachers need to know more about the process and its methodological grounds in order to discuss and criticize results in a more informed way. Teachers should not only say: external evaluations don’t translate all the efforts that schools and teachers made to overcome the barriers that emerge inside and outside the school environment, etc. This kind of complaint appears when we discuss external assessments and its appropriate use by schools and teachers in our continuing educational program titled MBA on Education Leadership and Management targeting public school principals. 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). In 2014, the MBA created a new syllabus called Educational Assessment and School Quality (AVED), which presents and discusses large-scale assessments established by national and local governments. This way, principals can learn methodological foundations and processes to decide which assessments need to be done, and which serve their purposes (Gatti, 2002; GAME, 2011; Moos, 2011; Luckesi, 2012). In addition, teacher professional development became a topic strongly related to multiple evaluation processes (Moos, 2011; Morgado, 2011; Pacheco, 2004). The present study is a second part of a research developed about how school principals perceive AVED objectives and achievements. The purpose of this study was to develop a qualitative analysis to identify how principals perceived the benefits of their participation in AVED syllabus thru the description of one concrete action/activity they are invited to report. This analysis was intended to determine whether AVED’s objectives were reached and whether they had helped principals to improve education quality in theirs schools.
Method
Expected Outcomes
References
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, C., 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), 221258 GATTI, Bernadete 2002. Avaliação educacional no Brasil. EccoS Rev. Cient, UNINOVE, v. 4, n. 1, p.1741, 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/relatorioavaliacoesexternas.pdf ELLIOT, Ligia Gomes; LÜCK, Esther Hermes, 2014. Avaliação educacional e qualidade na escola. Rio de Janeiro: SESI/RJ; UFF, 2014. LÜCK, Esther Hermes; PINHO, Fernando. 2014. A voz dos professores: contribuições para projetos de formação inicial e continuada de professores. Seminário Estadual da ANPAERJ, 4. Niterói, April 2426, 2014. 18p. LUCKESI, Cipriano Carlos 2012. Educação, avaliação e inovação – II. Brasília: MEC/INEP, 2012. (Textos para Discussão, 37). MARIANO, Sandra R.H.; COSTAESILVA, F.; MORAES, J. 2016. Brazil: Leadership in Brazil, In Arlestig, H., Day, C., & Johansson, O. (ed.), A Decade of Research on School Principals: Cases from 24 Countries. Springer. ISBN 9783319230269. Chapter 21. P. 445469. 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) MOOS, Leif; JOHANSSON, Olof; DAY, Christopher. 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.793812, 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 810, 2012.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.