PROGRESSÃO CONTINUADA NO BLOCO PEDAGÓGICO: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS

Este trabalho tem por objetivo apresentar resultados de pesquisa de mestrado profissional em Políticas públicas e Gestão Educacional da UFSM realizada entre os anos de 2016 a 2018, cujo propósito foi analisar as demandas da gestão escolar e os desafios acerca da implementação do regime de progressão continuada no bloco pedagógico do ensino fundamental de uma instituição da rede municipal de Santa Maria-RS. Os processos metodológicos estão embasados na abordagem qualitativa e a metodologia adotada é o estudo de caso. A análise documental teve como base, a legislação de ordem nacional e municipal, bem como documentos oficiais da escola. A construção dos dados ancorou-se nas entrevistas despadronizadas com gestores e professores da escola alvo da pesquisa e na observação participante. Para a análise de dados considerou-se a triangulação dos dados e a análise de conteúdo. Como produto final dessa pesquisa de Mestrado Profissional foi elaborado compartilhadamente o Plano de Gestão Escolar do Bloco Pedagógico no viés do planejamento estratégico. Os estudos apontam que a formação continuada representa a possibilidade de auxiliar na interpretação da progressão continuada no bloco pedagógico. A compreensão da dinâmica da proposta dessa política representa um instrumento de resistência e apoderamento para reivindicar condições adequadas ao funcionamento que promove o sucesso e a permanência dos(as) alunos (as) na escola, para tanto, a gestão escolar pautada na ação participativa e democrática conduz o êxito do ato pedagógico.Palavras-chave: Políticas Públicas Educacionais. Gestão Escolar. Progressão Continuada. Bloco Pedagógico.CONTINUOUS PROGRESSION IN THE PEDAGOGICAL FIELD: challenges for school management in a public school of the municipal network of Santa Maria-RSAbstractThis study aims to present the results of research of a professional master’s degree in Public Policies and Educational Management of UFSM conducted between 2016 and 2018, whose purpose was to analyse the demands of school management and the challenges regarding the implementation of the continuous progression in the pedagogical field of elementary education of an institution of the municipal network of Santa Maria-RS. The methodological processes are based on the qualitative approach and the methodology adopted is the case study. The documentary analysis was based on the national and the municipal legislation as well as the official school documents. The construction of data was anchored in non-standardized interviews with managers and teachers from the target school of this research and participant observation. Data triangulation and content analysis were considered for data analysis. As a final product of this Master's Degree research, the School Management Plan of the Pedagogical Field was elaborated in the strategic planning bias. The studies indicate that continuous education represents the possibility of assisting in the interpretation of the continuous progression in the pedagogical field. The comprehension of the proposal’s dynamics of this policy represents an instrument of resistance and empowerment to claim adequate conditions for the functioning, which promotes the success and permanence of the students in the school. Therefore, the school management based on participatory and democratic action leads to the success of the pedagogical act.PROGRESIÓN CONTINUA EN EL ÁREA PEDAGÓGICA: retos para la gestión escolar en una escuela pública de la red municipal de Santa Maria-RSResumenEste trabajo tiene por objetivo presentar los resultados de investigación de maestría profesional en Políticas Públicas y Gestión Educativa de la UFSM realizada entre los años 2016 y 2018, cuyo propósito fue analizar las demandas de la gestión escolar y los desafíos acerca de la implementación del régimen de progresión continuada en el área pedagógica de la enseñanza primaria de una institución de la red municipal de Santa Maria/RS. Los procesos metodológicos se basan en el abordaje cualitativo y la metodología adoptada es el estudio de caso. El análisis documental tuvo como base la legislación de orden nacional y municipal, así como documentos oficiales de la escuela. La construcción de los datos se ancló en las entrevistas no estándar con gestores y profesores de la escuela objeto de la investigación y en la observación participante. Para el análisis de datos se consideró la triangulación de los datos y el análisis de contenido. Como producto final de esta investigación de Maestría Profesional se ha elaborado comparte el Plan de Gestión Escolar del Área Pedagógica en el sesgo de la planificación estratégica. Los estudios apuntan que la formación continuada representa la posibilidad de auxiliar en la interpretación de la progresión continuada en el área pedagógica. La comprensión de la dinámica de la propuesta de esta política representa un instrumento de resistencia y apoderamiento para reivindicar condiciones adecuadas al funcionamiento, lo que promueve el éxito y la permanencia de los alumnos en la escuela. Por lo tanto, la gestión escolar pautada en la acción participativa y democrática conduce el éxito del acto pedagógico.Palabras clave: Políticas Públicas Educativas. Gestión Escolar. Progresión continua. Área Pedagógica.

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Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal

Proceedings INNODOCT/19. International Conference on Innovation, Documentation and Education ◽

10.4995/inn2019.2019.10103 ◽

2019 ◽

Author(s):

Ana Luísa Rodrigues

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Master's Degree ◽

Participant Observation ◽

Current Model ◽

Education Institution ◽

Pedagogical Practice ◽

Supervision Process ◽

Master’S Degree ◽

The University

The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.

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The Book With No Pictures by B. J. Novak

The Deakin Review of Children s Literature ◽

10.20361/g2bw2g ◽

2015 ◽

Vol 4 (4) ◽

Author(s):

Shaylyn Buchanan

Keyword(s):

New York ◽

Public Schools ◽

Elementary Education ◽

Master's Degree ◽

Thought Process ◽

Young Readers ◽

Master’S Degree

Novak, B. J. The Book With No Pictures. New York: Dial Books for Young Readers-Penguin Group, 2014. Print.As the title suggests, this book has no pictures, only words. It all seems very serious, and quite dull. Except there’s a rule about reading books, a rule that the reader might not be aware of.“Everything the words say, the person reading the book has to say.No matter what.That’s the deal.That’s the rule.”This means that the person reading the book has to read all the words, even if it’s a song about eating bugs off the rug or proclaiming out loud that your only friend in the whole wide world is a hippo named BOO BOO BUTT. As you read this book your children’s faces will light up with glee as you, the grown-up, bound by the rules of the book, are forced to sing nonsensical songs and spout funny confessions in silly voices page after page.One of the best features of this book is the use of font. While there are no images, the text decorates the pages with giant colourful words. The read-out-loud thought process of the disgruntled reader is written in small black font, while the songs and nonsensical words are highlighted in colours and exciting lettering. This text differentiation could allow pre-readers to recognize their favourite parts and join in the reading.A metafictive gem, The Book With No Pictures, is an absolute delight for both reader and child and is a must have book for any children’s collection.Highly Recommended: 4 out of 4 starsReviewer: Shaylyn BuchananShaylyn Buchanan is a teacher with Edmonton Public Schools. She is working to complete her master’s degree in Elementary Education and currently teaches music and kindergarten.

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GESTÃO ESCOLAR DEMOCRÁTICA: DESAFIOS E PERSPECTIVAS

Roteiro ◽

10.18593/r.v41i2.9566 ◽

2016 ◽

Vol 41 (2) ◽

pp. 451

Author(s):

Sergio Brasil Fernandes ◽

Sueli Menezes Pereira

Keyword(s):

Public Schools ◽

Financial Management ◽

School Community ◽

School Management ◽

Model Management ◽

Palabras Clave ◽

Management Participation ◽

Democratic School ◽

La Red ◽

Santa Maria

Resumo: A gestão escolar democrática é vislumbrada como modelo ideal de gestão para as escolas públicas brasileiras. Essa idealização fomentou a elaboração deste estudo, com o qual se objetivou analisar, a partir de uma abordagem qualitativa, do tipo estudo de caso, os modelos de gestão utilizados nas escolas da rede estadual localizadas em Santa Maria, RS. Neste trabalho, abordam-se concepções sobre gestão democrática, enfatizando-se a importância de priorizar-se uma consistente participação da comunidade escolar nos aspectos atinentes à gestão administrativa, pedagógica e financeira das escolas, e a necessidade de expressar todos esses aspectos em um projeto político-pedagógico (re)construído coletivamente.Palavras-chave: Gestão escolar democrática. Participação. Comunidade escolar. Projeto político-pedagógico.DEMOCRATIC SCHOOL MANAGEMENT: CHALLENGES AND PERSPECTIVESAbstract: The democratic school management is viewed as an ideal model management to Brazilian public schools. This idealization stimulated the elaboration of this study in which it was aimed to analyze, from a qualitative approach, study-case kind, the management models used in state schools localized in Santa Maria, RS. In this work, the conceptions about democratic management are approached, emphasizing the importance of prioritizing a consistent participation of school community in aspects related to the administrative, pedagogical and financial management of schools, and the need to express all these aspects in a political-pedagogical project (re)built collectively.Keywords: Democratic school management. Participation. School community. Political-pedagogical project.GESTIÓN ESCOLAR DEMOCRÁTICA: DESAFÍOS Y PERSPECTIVASResumen: La gestión escolar democrática es vislumbrada como modelo de gestión ideal para las escuelas públicas brasileñas. Esta idealización fomentó el desarrollo de este estudio, cuyo objetivo es analizar, desde un enfoque cualitativo, del tipo estudio de caso, los modelos de gestión utilizados en las escuelas de la red provincial ubicadas en Santa Maria, RS. En este trabajo, se desarrollan conceptos de gestión democrática, enfatizando la importancia de priorizar la participación consistente de la comunidad escolar en los aspectos referentes a la gestión administrativa, pedagógica y financiera de las escuelas; y la necesidad de expresar todos estos aspectos en un proyecto político-pedagógico (re)construido colectivamente.Palabras clave: Gestión escolar democrática. Participación. Comunidad escolar. Proyecto político-pedagógico.

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RECONSIDERING THE ENTREPRENEURIAL INTENTION-ACTION GAP FOR STUDENTS TRAINED IN ENTREPRENEURSHIP IN TUNISIA: AN ANALYSIS FROM THE PERSPECTIVE OF SOCIOLOGY OF USES

International Journal of Management Innovation & Entrepreneurial Research ◽

10.18510/ijmier.2020.6210 ◽

2020 ◽

Vol 6 (2) ◽

pp. 100-111

Author(s):

Ilia Taktak-Kallel

Keyword(s):

Master's Degree ◽

Participant Observation ◽

Social Representations ◽

Entrepreneurial Intention ◽

Entrepreneurial Intentions ◽

Training Device ◽

Data Types ◽

Cultural Variations ◽

Master’S Degree ◽

Entrepreneurial Training

Purpose of the study: The purpose of this paper is to provide a better understanding of the processes at work in shaping students’ entrepreneurial intentions following training courses in entrepreneurship, and of the gap between entrepreneurial intention and action often seen in these training devices. The goal is to collect information that is difficult to access through the usual methods of evaluating entrepreneurial intentions by shedding light on ways in which students make use of these devices. Methodology: Exploratory qualitative research (comprehensive case study) carried out as part of an Entrepreneurial Training Device (Professional Master’s Degree) at a business school in Tunisia, using participant observation techniques, supplemented and cross-checked with multiple data types (institutional records reflecting educational intentions, regular interactions with students, etc.). Main Findings: The Entrepreneurship Training Device is put at the service of the goals to be accomplished by the students (obtaining a Master’s degree, expanding their studies, increasing their chances of re-enrolling a more typical/ “prestigious” course). Applications of this study: The research can be used in various disciplines (entrepreneurship, the science of education, sociology), and in various fields: the design and evaluation of entrepreneurship instruments, assessment of the entrepreneurial intentions of students, correlations and differences between entrepreneurial purpose and behavior, cultural variations in entrepreneurship, determinants of the choice of an entrepreneurial career, social representations of entrepreneurs and entrepreneurship. Novelty/Originality of this study: The mobilization of the Sociology of uses enables a deeper understanding of the motives and logics of action of students enrolling in a specialized Master’s Degree in Entrepreneurship in Tunisia, and a better understanding of the degree to which these motives and logics help them to participate effectively in an entrepreneurial intention phase.

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Martin est en colère by J. Theobald & K. Viala

The Deakin Review of Children s Literature ◽

10.20361/g2r60j ◽

2015 ◽

Vol 4 (4) ◽

Author(s):

Vanessa Pesant

Keyword(s):

Elementary Education ◽

Picture Book ◽

Master's Degree ◽

Native English Speakers ◽

Intermediate Level ◽

French Immersion ◽

English Speakers ◽

Main Character ◽

Immersion Programs ◽

Master’S Degree

Theobald, Joeseph and Kévin Viala. Martin est en colère. Toronto: Éditions Scholastic, 2014. Print.This picture book tells a humorous story about a sheep that gets angry very easily when he does not get what he wants. His anger turns him into a nasty and ferocious monster. In the end, he becomes stranded and realizes that it’s not so fun to get mad.I really enjoyed this silly and funny book. I found the pictures to be amusing, colourful and very expressive. The visuals were large and really demonstrated what was happening in the book, to the point where words were not necessarily required to understand the story. The pictures made the story funny, especially when the main character becomes a monster.I loved the fact that all the characters in this book were animals. Animal books are often a great fit for younger students since the character is more easily relatable and does not imply any cultural or ethnic barriers.When it came to the writing, the author used language that was not too complicated or wordy. I especially like this for those students in French Immersion programs since the vocabulary is not too advanced for native English speakers learning French. The text and the images make this a great read for younger students at an intermediate level in the French language.What struck me the most about this book is the open ending. This ending leaves the reader wondering if Martin will make a change in his action this time or whether he will fall back on old habits. Overall this was a feel good, easy to understand and humorous picture book that displays a great message about looking for solutions instead of losing your cool.Highly recommended: 4 out of 4 starsReviewer: Vanessa PesantVanessa Pesant is a grade 2 French immersion teacher in Beaumont. She is currently working on completing her master's degree in Elementary Education.

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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