Juvenilização da EJA como efeito colateral das políticas de responsabilização

Estudos em Avaliação Educacional ◽

10.18222/eae.v0ix.5013 ◽

2018 ◽

pp. 1

Author(s):

Talita Vidal Pereira ◽

Roberta Avoglio Alves Oliveira

Keyword(s):

Rio De Janeiro ◽

Large Scale ◽

Quality Of Education ◽

Performance Targets ◽

Large Scale Assessment ◽

Regular School ◽

Youth Education ◽

School Network ◽

La Red

O fenômeno denominado Juvenilização da Educação de Jovens e Adultos (EJA) é analisado no presente artigo como consequência da expulsão de jovens em defasagem idade-série da escola regular. O pressuposto é que o fenômeno tem se intensificado na medida em que a correção de fluxo tem funcionado como mecanismo de escape, utilizado por gestores com o objetivo de evitar as sanções previstas nas políticas de responsabilização às escolas e aos professores que não alcançam as metas de desempenho estabelecidas pelas diferentes esferas do sistema. São utilizados dados estatísticos sobre o histórico de matrículas na EJA na rede municipal de ensino da cidade do Rio de Janeiro para sustentar que as políticas de avaliação em larga escala, anunciadas como garantidoras da qualidade da educação, têm favorecido a manutenção de processos de exclusão escolar. Aportes pós-estruturalistas, em especial a Teoria do Discurso, sustentam a problematização de uma concepção instrumental de qualidade. Juvenilización de EJA como efecto colateral de las políticas de responsabilizaciónSe analiza el fenómeno denominado juvenilización de la Educação de Jovens e Adultos (EJA) en el presente artículo en función de la expulsión de jóvenes en desfase edad-año de la escuela regular. Se presupone que el fenómeno se ha intensificado en la medida que la corrección de flujo funciona como mecanismo de escape, utilizado por gestores con el objetivo de evitar las sanciones previstas en las políticas de responsabilización a las escuelas y a los profesores que no alcanzan las metas de desempeño establecidas por las diferentes esferas del sistema. Se utilizan datos estadísticos sobre el historial de matrículas en EJA en la red municipal de enseñanza de la ciudad de Rio de Janeiro para sustentar que las políticas de evaluación en gran escala, anunciadas como garantes de la calidad de la educación, han favorecido el mantenimiento de procesos de exclusión escolar. Aportes post-estructuralistas, en especial la Teoría del Discurso, sostienen la problematización de una concepción instrumental de calidad.Palabras clave: Responsabilización; Educação de Jovens e Adultos (EJA); Calidad de La Educación; Evaluación de la Educación. Juvenilization in adult and youth education as a side effect of accountability policiesThis article analyzes the phenomenon called Juvenilization in Educação de Jovens e Adultos (EJA) [Adult and Youth Education] as a result of the exclusion of young people with age-grade discrepancy from regular school. The assumption is that the phenomenon has intensified, as the flow correction has worked as an escape mechanism used by managers to avoid the penalties prescribed in the accountability policies for schools and teachers not reaching the performance targets established for the different levels of the system. Statistical data about the EJA academic transcripts from the municipal school network of Rio de Janeiro are used to support the large-scale assessment policies. These policies, announced as guarantors of the quality of education, have favored the maintenance of school exclusion processes. Poststructuralist contributions, particularly Discourse Theory, support the problematizing of an instrumental concept of quality. Keywords: Accountability; Educação de Jovens e Adultos (EJA); Quality of Education; Education Evaluation.

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Autoavaliação institucional: outros sentidos de avaliação (im)possíveis?

Estudos em Avaliação Educacional ◽

10.18222/eae.v30i74.5829 ◽

2019 ◽

Vol 30 (74) ◽

pp. 558

Author(s):

Rita de Cássia Prazeres Frangella ◽

Maria Cristina Rezende de Campos

Keyword(s):

Rio De Janeiro ◽

Evaluation System ◽

Quality Of Education ◽

Self Assessment ◽

Institutional Assessment ◽

Palabras Clave ◽

El Sistema ◽

Evaluation Policies ◽

Educational Field

Neste artigo, analisamos a autoavaliação institucional que integra o Sistema de Avaliação da Educação de Niterói (Saen), estado do Rio de Janeiro. O objetivo é discutir seu processo de constituição num contexto de centralidade das políticas de avaliação, defendendo essa como possibilidade de produção de políticas pelas escolas, como produção de sentidos de avaliação para além da lógica de accountability, colocando outros sentidos de qualidade em disputa. A partir de aportes pós-estruturais, assumimos o entendimento da política como luta pela significação, que se dá entre tensões, negociações, traduções. Concluímos argumentando que a experiência posta em análise nos permite problematizar de forma propositiva as políticas de avaliação centralizadas e centralizadoras que têm ganhado destaque no cenário educacional. Palavras-chave: Autoavaliação, Avaliação Institucional, Autoavaliação Institucional, Qualidade da Educação. Autoevaluación institucional: ¿otros sentidos de evaluación (im)posibles? En este artículo analizamos la autoevaluación institucional que integra el Sistema de Evaluação da Educação de Niterói (Saen), estado de Rio de Janeiro. El objetivo es discutir su proceso de constitución en un contexto de centralidad de las políticas de evaluación, defendiendo a ésta como una posibilidad de producción de políticas por las escuelas, como producción de sentidos de evaluación más allá de la lógica de accountability, colocando otros sentidos de calidad en disputa. A partir de aportes post-estructurales, asumimos el entendimiento de la política como lucha por la significación, que se da entre tensiones, negociaciones, traducciones. Concluimos argumentando que la experiencia en análisis nos permite problematizar de forma propositiva las políticas de evaluación centralizadas y centralizadoras que han ganado destaque en el escenario educacional.Palabras clave: Autoevaluación, Evaluación Institucional, Autoevaluación Institucional, Calidad de la Educación. Institutional self-assessment: other (im)possible meanings of assessment? In this article, we analyze the institutional self-assessment that integrates the Education Evaluation System of Niterói (SAEN) in the state of Rio de Janeiro. The aim is to discuss its constitution process in a context of centrality of evaluation policies, supporting it as a possibility for the schools to produce policies as production of meanings of evaluation beyond the logic of accountability, putting other meanings of quality in dispute. From post-structural contributions, we assume the understanding of the policies as the struggle for meaning, which occurs between tensions, negotiations, and translations. We conclude by arguing that the analytical experience allows us to propose centered and centralized evaluation policies that have gained prominence in the educational field.Keywords: Self-Assessment, Institutional Assessment, Institutional Self-Assessment, Quality of Education.

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Early Portuguese meteorological records (18th century)

Climate of the Past Discussions ◽

10.5194/cpd-7-3399-2011 ◽

2011 ◽

Vol 7 (5) ◽

pp. 3399-3448

Author(s):

M. J. Alcoforado ◽

J. M. Vaquero ◽

R. M. Trigo ◽

J. P. Taborda

Keyword(s):

Rio De Janeiro ◽

Large Scale ◽

18Th Century ◽

Rainfall Variability ◽

Nao Index ◽

Late 18Th Century ◽

Southern Portugal ◽

Haze Days ◽

Measurement Period

Abstract. Natural proxies, documentary evidence and instrumental data are the main sources used to reconstruct past climates. In this paper, we present the 18th century meteorologists (either Portuguese or foreigners), who made the first observations at several sites in Continental Portugal, Madeira Island and Rio de Janeiro (Brazil), from 1749 until 1802. Information is given concerning observation site, variables observed, measurement period, methodologies and sources (both manuscript and printed). Some examples from the data usefulness are given: rainfall variability in Madeira (1749–1753) and in Continental Portugal (1781–1793) was reconstructed, allowing to extend towards the late 18th century the well known negative correlation between the NAO index and seasonal rainfall. Furthermore, previously unpublished data for 1783–1784 has allowed analysing the consequences of the Laki eruption in Portugal: foggy and haze days are referred to in summer 1783, but unlike the hot summer observed in Northern and Central Europe, temperatures in Portugal were lower than average. Additionally, observations from Rio de Janeiro in Brazil show that the Laki consequences may well have spread to sectors of the Southern Hemisphere. Although the series are short, the data will be used for climate reconstruction studies focused in Southern Portugal and are also useful to improve the quality of large scale reconstruction datasets.

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Can Bibliographic Pointers for Known Biological Data Be Found Automatically? Protein Interactions as a Case Study

Comparative and Functional Genomics ◽

10.1002/cfg.91 ◽

2001 ◽

Vol 2 (4) ◽

pp. 196-206 ◽

Cited By ~ 33

Author(s):

Christian Blaschke ◽

Alfonso Valencia

Keyword(s):

Protein Interactions ◽

Large Scale ◽

Biological Data ◽

Positive Finding ◽

Data Set ◽

Large Scale Assessment ◽

Low Coverage ◽

Standard Protein

The Dictionary of Interacting Proteins(DIP) (Xenarioset al., 2000) is a large repository of protein interactions: its March 2000 release included 2379 protein pairs whose interactions have been detected by experimental methods. Even if many of these correspond to poorly characterized proteins, the result of massive yeast two-hybrid screenings, as many as 851 correspond to interactions detected using direct biochemical methods.We used information retrieval technology to search automatically for sentences in Medline abstracts that support these 851 DIP interactions. Surprisingly, we found correspondence between DIP protein pairs and Medline sentences describing their interactions in only 30% of the cases. This low coverage has interesting consequences regarding the quality of annotations (references) introduced in the database and the limitations of the application of information extraction (IE) technology to Molecular Biology. It is clear that the limitation of analyzing abstracts rather than full papers and the lack of standard protein names are difficulties of considerably more importance than the limitations of the IE methodology employed. A positive finding is the capacity of the IE system to identify new relations between proteins, even in a set of proteins previously characterized by human experts. These identifications are made with a considerable degree of precision.This is, to our knowledge, the first large scale assessment of IE capacity to detect previously known interactions: we thus propose the use of the DIP data set as a biological reference to benchmark IE systems.

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Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal

Shiksha Shastra Saurabh ◽

10.3126/sss.v21i0.35100 ◽

2018 ◽

Vol 21 ◽

pp. 80-90

Author(s):

Chandra Mani Paudel ◽

Ram Chandra Panday

Keyword(s):

Large Scale ◽

International Student ◽

Student Assessment ◽

Asia Pacific ◽

National Assessment ◽

Large Scale Assessment ◽

International Student Assessment ◽

Asian Context ◽

Mathematics And Science

This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and connected with the previous levels. International Assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collected vast amounts of data on schools, students and households. The use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies.

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An Alternative Vision for Large-scale Assessment in Canada

Journal of Teaching and Learning ◽

10.22329/jtl.v4i1.89 ◽

2006 ◽

Vol 4 (1) ◽

Cited By ~ 13

Author(s):

Louis Volante

Keyword(s):

Student Achievement ◽

Large Scale ◽

Achievement Testing ◽

Large Scale Assessment ◽

Scale Assessment ◽

Alternative Vision ◽

Large Scale Testing ◽

International Testing ◽

The Impact

Concern over the quality of education has prompted virtually every Canadian province and territory to develop large-scale assessment programs to measure student achievement. The approach of individual provinces and territories varies according to the grades tested, sample size, test format, and frequency of administration. Many provinces also participate in national and international testing programs. This paper provides a general overview of the various large-scale assessment programs across Canada and outlines central arguments for and against student achievement testing. Research documenting the impact of large-scale testing on students and teachers is also reported. The discussion proposes an alternative vision for large-scale assessment aimed at supporting teachers’ instructional practices and student learning. A set of key considerations within this vision serve as a basis for assessment policy reform.

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Melhores práticas e performance de escolas municipais do ensino fundamental no Ceará: Análise da eficiência na gestão escolar

Education Policy Analysis Archives ◽

10.14507/epaa.29.3993 ◽

2021 ◽

Vol 29 ◽

pp. 47

Author(s):

Felipe Furlan Soriano ◽

Alexandre Pereira Salgado Junior ◽

Juliana Chiaretti Novi ◽

Diogo Furlan Soriano ◽

Perla Calil Pongeluppe Wadhy Rebehy

Keyword(s):

Best Practices ◽

Large Scale ◽

International Student ◽

Basic Education ◽

Student Assessment ◽

National Level ◽

Quality Of Education ◽

Financial Investment ◽

International Student Assessment

In Brazil, there is a concern with the quality of education, especially when analyzing the results of large-scale evaluations both at the national level, by the Basic Education Development Index (Ideb), and at the international level, by the Program for International Student Assessment (PISA). Thus, as a way of contributing to this issue, this study aimed to identify the best practices that can help improve the performance of Brazilian municipal elementary schools, considered of low socioeconomic level (NSE) in Ideb. The method used was quali-quantitative, where mathematical models were used, such as Data Envelopment Analysis (DEA), Quintile Analysis, Logistic Regression and case studies. As a result, 14 best practices were identified that may have contributed to the performance of schools considered efficient. It is hoped that the study can contribute to the enrichment of research in the area, in addition to the financial investment decision process, allocation of public resources and educational policies, through an efficient school management that aims to improve the quality of education in Brazil.

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Early Portuguese meteorological measurements (18th century)

Climate of the Past ◽

10.5194/cp-8-353-2012 ◽

2012 ◽

Vol 8 (1) ◽

pp. 353-371 ◽

Cited By ~ 38

Author(s):

M. J. Alcoforado ◽

J. M. Vaquero ◽

R. M. Trigo ◽

J. P. Taborda

Keyword(s):

Rio De Janeiro ◽

Large Scale ◽

18Th Century ◽

Rainfall Variability ◽

Observation Site ◽

Nao Index ◽

Late 18Th Century ◽

Haze Days ◽

Measurement Period

Abstract. Natural proxies, documentary evidence and instrumental data are the only sources used to reconstruct past climates. In this paper, we present the 18th century meteorologists (either Portuguese or foreigners) who made the first observations at several sites in Continental Portugal, Madeira Island and Rio de Janeiro (Brazil), from 1749 until 1802. Information is given concerning observation site, variables observed, measurement period, methods of measurements and sources (both manuscript and printed). Some examples from the data usefulness are given: rainfall variability in Madeira (1749–1753) and in continental Portugal (1781–1793) was reconstructed, allowing to extend towards the late 18th century the well known negative correlation between the NAO index and seasonal rainfall. Furthermore, previously unpublished data for 1783–1784 have allowed analysing the consequences of the Lakagígar eruption in Portugal: foggy and haze days are referred to in summer 1783, but unlike the hot summer observed in northern and central Europe, temperatures in Portugal were lower than average. Additionally, observations from Rio de Janeiro in Brazil show that the Lakagígar consequences may well have spread to sectors of the Southern Hemisphere. Although the series are short, the data have been used for climate reconstruction studies and may also be useful to improve the quality of large scale reconstruction datasets.

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Educational Anomaly Analytics: Features, Methods, and Challenges

Frontiers in Big Data ◽

10.3389/fdata.2021.811840 ◽

2022 ◽

Vol 4 ◽

Author(s):

Teng Guo ◽

Xiaomei Bai ◽

Xue Tian ◽

Selena Firmin ◽

Feng Xia

Keyword(s):

Online Education ◽

Large Scale ◽

Mental Health Problems ◽

Retention Rates ◽

Data Driven ◽

Quality Of Education ◽

Educational Management ◽

Student Cohorts ◽

Education Psychology

Anomalies in education affect the personal careers of students and universities' retention rates. Understanding the laws behind educational anomalies promotes the development of individual students and improves the overall quality of education. However, the inaccessibility of educational data hinders the development of the field. Previous research in this field used questionnaires, which are time- and cost-consuming and hardly applicable to large-scale student cohorts. With the popularity of educational management systems and the rise of online education during the prevalence of COVID-19, a large amount of educational data is available online and offline, providing an unprecedented opportunity to explore educational anomalies from a data-driven perspective. As an emerging field, educational anomaly analytics rapidly attracts scholars from a variety of fields, including education, psychology, sociology, and computer science. This paper intends to provide a comprehensive review of data-driven analytics of educational anomalies from a methodological standpoint. We focus on the following five types of research that received the most attention: course failure prediction, dropout prediction, mental health problems detection, prediction of difficulty in graduation, and prediction of difficulty in employment. Then, we discuss the challenges of current related research. This study aims to provide references for educational policymaking while promoting the development of educational anomaly analytics as a growing field.

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Ways to improve the socio-economic situation of rural settlements

Bulletin of "Turan" University ◽

10.46914/1562-2959-2021-1-1-39-46 ◽

2021 ◽

pp. 39-46

Author(s):

D. Zhesnkhan ◽

Sh. E. Alpeissova

Keyword(s):

Large Scale ◽

Scientific Data ◽

Quality Of Education ◽

Development Programs ◽

Rural Settlements ◽

Economic Activities ◽

The Republic ◽

Snp Development ◽

Research Analysis

In the article, the authors identified a group of problems in its implementation, reflecting a number of programs adopted for the development of rural settlements in Kazakhstan, and suggested ways to effectively solve them. Among the main problems that negatively affect the development of rural settlements were: incomplete financing of rural development programs; duplication of the government's structural activities with the structure of local akimats in comparison with economic activities; dilapidated social and engineering infrastructure in priority villages of the Republic; decrease in the quality of education due to the lack of competition among social professionals in the SNP. In order to effectively address these problems, a number of proposals were made, including: it is shown that there is a need for phased funding of SNP development programs and strict control over its implementation, and the main reasons. To increase the remuneration of specialists in the field of agriculture, it was shown that it is necessary to develop applied solutions aimed at improving performance in the field of agriculture. The need for the competent authorities to develop a large-scale plan for the development, promotion and introduction of opportunities for private entrepreneurship and small business in agriculture was justified. It is shown that budget expenditures for the development of rural localities with small or low potential in the SNP are inefficient. The methods of research, analysis, synthesis, dynamic comparison, systematization, economic expertise, and generalization of scientific data were used in the disclosure of the topic.

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The neglected role of Student-Faculty Interaction in Quality of Indian Higher Education

Research Inspiration: An International Multidisciplinary e-Journal ◽

10.53724/inspiration/v6n2.06 ◽

2021 ◽

Vol 6 (II) ◽

pp. 33-37

Author(s):

Arsh Arora ◽

Kaveri Arora

Keyword(s):

Higher Education ◽

Large Scale ◽

Quality Of Education ◽

Primary Research ◽

Faculty Interaction ◽

Economics Students ◽

Indian Higher Education ◽

The Impact

There are various ways to enhance the quality of education in universities as it is an essential vitamin in the diet of students’ learning. The research paper focuses particularly on student- faculty interaction which is generally a neglected aspect. The authors adopted intensive secondary research to understand and analyze the role of student-faculty interaction in enhancing the quality of education. Besides, the authors also conducted primary research for economics students for analysis. The authors found that the research in this field is rarely taken up in India by academicians and thus, there are a lot of gaps to fill. There are no large-scale studies conducted to provide evidence regarding the impact of interaction on students and how it is affected by gender, social class, and ethnicity.

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