Estudio sobre la comunicación de las familias migrantes con el centro escolar

Es sobradamente conocido que la participación de las familias en la escuela nunca ha alcanzado las expectativas deseadas por la comunidad educativa, pero si hablamos de los progenitores migrantes nos confronta a una cuestión más compleja que la anterior. Por ello, el artículo persigue conocer el grado de participación y contribución de las familias migrantes, así como las actuaciones del profesorado, para fomentar el conocimiento e implicación de los padres en la vida escolar en los centros de educación infantil y primaria de atención preferente de la Región de Murcia. En tal sentido, se realizó una investigación cuantitativa no experimental de corte descriptivo e inferencial, empleando dos cuestionarios, en el que, han participado un total de 823 familias y 150 docentes. Los resultados arrojan niveles muy bajos de participación de los progenitores en el Consejo Escolar, y en la asociación de madres y padres (AMPA). No obstante, se detectan mejoras significativas en cuanto a una mayor contribución de los progenitores como supervisar y controlar las tareas escolares, apoyarles en la organización del tiempo de estudio e informarse sobre la asistencia regular de los hijos e hijas a clase. It is well known that families’ participation at school has never reached the expectations desired by the educational community, but if we talk about migrant parents, we are confronted with a more complex issue than the previous one. For this reason, this article seeks to know participation and contribution degree of migrant families, as well as, teachers’ behaviour to promote parents’ knowledge and involvement at school life in early childhood and elementary schools of preferential attention in Región de Murcia. In this sense, a non-experimental quantitative research of a descriptive and inferential nature was carried out, using two questionnaires, in which a total of 823 families and 150 teachers participated. The results show very low levels of parental participation at School Council and AMPA (School Association of Parents). However significant improvements have been detected in terms of a greater contribution from parents, such as supervising and controlling schoolwork, supporting them in organizing study time, and informing about their children’s regular attendance at school. Key Words: Participation, contribution, communication, migrant families, faculty, school.

Local school governance and school leadership: practices, processes and pillars

Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.

Gestão democrática como processo de alteração estrutural

Construído a partir de questões discutidas em uma dissertação de mestrado a respeito do princípio constitucional da gestão democrática do ensino público, este trabalho apresenta discussões sobre gestão democrática, autonomia, conselho escolar, participação e tomada de decisão, categorias de análise que contextualizam o tema e orientaram as técnicas utilizadas na investigação. Conclui que a alteração estrutural sem efetiva descentralização, autonomia, formação e recursos demonstrou insuficiência para promover a participação e democratizar o poder nas escolas. Palavras-chave: gestão democrática; autonomia; conselho escolar; participação; tomada de decisão. Abstract Derived from questions debated in a masters dissertation regarding the constitutional principle of the democratic management of the public education, this work presents questions on democratic management, autonomy, school council, participation and decision taking, categories of analysis that contextualize the subject and orient the techniques used in the research. It concludes that the structural alteration without effective decentralization, autonomy, formation and resources were not sufficient to promote participation and to democratize schools. Keywords: democratic management; autonomy; school council; participation; decision taking.

Gestão Democrática Participativa: Estudo de Caso no Conselho Escolar da Escola de Ensino Médio Barão de Aracati no período de 2012 a 2014 / Participative Democratic Management: Case Study School Council at the Barão de Aracati High School from 2012 to 2014

Com o intuito de refletir sobre a Gestão Democrática Participativa, estabelecendo uma análise minuciosa sobre os aspectos mais relevantes dessa nova forma de gerir as escolas em consonância com o processo de construção de uma sociedade mais democrática de participativa, o presente trabalho centra a sua atenção na atuação do Conselho Escolar da Escola de Ensino Médio Barão de Aracati, por entender que este colegiado traz em si mesmo a essência da Gestão Democrática Participativa, pois agrega em sua composição a representação da comunidade que tem como principais funções: consultar, deliberar, normatizar, fiscalizar e avaliar todos os assuntos que envolvem a instituição, pedagógico, financeiro e administrativo. Assim, a pesquisa objetiva estabelecer os graus de participação do colegiado, identificando os avanços e possíveis obstáculos para a implantação da Gestão Democrática.

Proposed Strategies for the Effective Implementation of Early Childhood Education Programme in Punjab

The present study aimed to propose strategies for the effective implementation of Early Childhood Education Programme in government schools in Punjab. A sample of 300 heads of educational institutions was taken from the 36 districts of Punjab to evaluate this programme. A questionnaire was used to collect the opinion of the heads of educational institutions. The findings of the study show that physical facilities were provided by the government for the implementation of ECE programme in only 1000 schools in Punjab. The curriculum developed by the Federal Government is used for the development of the students. The heads of educational institutions and ECE teachers were provided training for effective implementation. The school council members/parents required to involve for the effective implementation of the ECE programme. The appointment of teachers on merits basis, having professional degree in Early Childhood Education is also required to make the ECE programme more effective and successful.

School Council Member Perceptions and Actual Practice of School Councils in Rural Schools

In a time of growing interest in accountability, sharing school governance with parents, teachers, the community, and business leaders has become a norm. School councils or advisory groups have become a requirement for schools in many states. This research examined school council members’ perceptions of issues addressed by the councils and council effectiveness in rural Georgia. Additionally, this research examined the relationship between council members’ perceptions of school council effectiveness among council member constituent groups and the difference between council members’ perceptions of issues addressed and actual issues addressed. The research identified factors school council members believed to be important for school council effectiveness. The data were gathered through a survey of school council members in the forty-one county Valdosta State University service area. Actual issues addressed were obtained through a content analysis of school council minutes. Implications for educational practice in rural schools included a process of involving of a variety of constituents in policy making at the school level in an attempt to improve student academic performance and principals hold the key to council effectiveness.