O uso do Sistema Mobicorretor como prerrogativa basilar para a gestão de resultados

O estudo ora apresentado é desenvolvido no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Teve-se como questão norteadora a seguinte arguição: De que forma a equipe gestora utiliza os resultados das avaliações da Prova Teresina gerados pelo Sistema MobiCorretor para (re)formular as ações pedagógicas? Ancorada pelas evidências de resultados de baixa proficiência e pela falta de evidências do uso dos dados das avaliações da Prova Teresina na escola e tendo por hipótese que a reunião de esforços da equipe gestora pode gerar ações de forma a subsidiar o planejamento pedagógico e se concretizar na aprendizagem dos alunos, aponta-se como objetivo geral: Compreender como a equipe gestora utiliza os resultados das avaliações da Prova Teresina gerados pelo Sistema MobiCorretor para (re)formular as ações pedagógicas. Ademais, como objetivos específicos, para sistematizar o estudo: Descrever os sistemas de avaliação e os sistemas de informação na Rede Pública Municipal de Teresina; Analisar como a equipe gestora utiliza os resultados da Prova Teresina, disponíveis no Sistema MobiCorretor, como evidências para a tomada de decisões que possam impactar no desempenho dos alunos; Propor com base no modelo Data Wise o desenvolvimento de uma cultura de análise de dados no chão da escola. O percurso metodológico propôs pesquisa qualitativa, e para coleta de dados foi realizada: Pesquisa Documental – verificação de Leis, Resoluções, Portarias, Contratos, Relatórios de Dados Educacionais e Arquivos da Secretaria Municipal de Educação de Teresina (SEMEC); Pesquisa Bibliográfica – no repositório do PPGP/CAEd/UFJF e leitura de obras que versam sobre a temática em questão como, Boudett et al. (2020); Brooke; Cunha (2011); Lück (2000, 2009, 2013); Núñez (2019); Rezende (2014); Gois (2020), dentre outros; Pesquisa Empírica – foi aplicado um questionário com a Equipe Gestora do núcleo da pesquisa. A leitura dos dados disponibilizou subsídios que foram considerados na elaboração do Plano de Ação Educacional (PAE), a saber: i - Capacitação para utilização do Sistema MobiCorretor com a Equipe Gestora; ii - Desenvolver uma Cultura de análise de dados utilizando o modelo Data Wise; iii - Criação de uma agenda de trabalho para a Equipe Gestora e socialização das atividades pedagógicas e administrativas com todos os membros da Equipe Gestora.

Work environment and performance among nurses: a significant way to overcome violation of human rights in the health sector

Purpose The study aims to purpose the role of the work environment (WE) towards employees’ performance (EP) in Pakistan’s health sector. Design/methodology/approach Data-wise, the study is cross-sectional and random sampling was used to glean the response from the trained health nurses in Pakistan. The survey questionnaire was used as a primary tool to collect the data. In total, 306 usable samples as used to infer the final consequences. Findings The structural equation modeling through AMOS 26.0 for windows resulted in a positive and significant effect of an organizational learning culture, supervisor support on EP. On the other hand, the impact of peer support on EP is not significant among the nurses in Pakistan. Practical implications The policymakers and planners in the health sector and government may address unemployment – are willing to join the health sector. Better performance through the WE would provide equity in health and would not violate fundamental human rights. This work may help human resource management bring advancement in organizational and social determinants of health equity and practical interventions to overwhelm health-care barriers. Originality/value The study overcomes the gaps in terms of the cross-sectional survey to measure nurses’ performance in Pakistan.

Xenophobia, misogyny and rape culture

The present article explores the interface between online misogyny and xenophobia in the context of both socio-cultural factors which are conducive to verbal aggression against women and cyberspace’s technological affordances. The former, as will be argued, can be linked to “rape culture”, where the notion of rape and sexual violence are used not only as instruments of subjugation and domination, but also as tools to legitimize racial, ethnic, or religious hatred. In the case of the latter, anonymity, interactivity and connectivity will be discussed as factors which facilitate generating, amplifying and perpetuating hateful and aggressive content online. Applying the Media Proximization Approach (Kopytowska 2013, 2015a, 2018a, 2018b; forthcoming) and drawing on previous research examining online xenophobic discourses and hate speech, the article scrutinizes hate speech targeting female politicians, namely Angela Merkel, current Chancellor of Germany, and Ewa Kopacz, former Polish Prime Minister, for their pro-refugee stance and migration policy. Data-wise, the examples analyzed will be taken from the corpora comprising comments following online articles in niezalezna.pl (a Polish conservative news portal) and YouTube videos on migrants and refugees.

Using data wisely at the system level

District administrators who want to build capacity for data use in schools may be well-served by starting in the central office. This case study of the Boston Public Schools shows how central office administrators can leverage their own data inquiry cycles to improve the ways they support schools in using data. Using the Data Wise Improvement Process, this central office team revamped its model for supporting teachers as they identify, practice, and integrate new instructional strategies to better meet the student needs they uncovered in their data. Here’s what it looks like when inquiry facilitators “walk the walk” of continuous improvement.

Teaching Educators Habits of Mind for Using Data Wisely

Background Institutions of higher education, specifically schools of education, should play a pivotal role in supporting educators’ development of data literacy for teaching. While novice teachers are often prepared to use test-based assessment data, they learn these experiences in isolated courses that do not connect to instruction or school improvement. Moreover, once these novice teachers begin working in schools, they are increasingly expected to work with colleagues to apply data literacy skills, yet few preparation programs provide sustained support with using data collaboratively for whole-school improvement. Purpose This essay describes the habits of mind, or ways of thinking and being, that underlie data literacy courses offered by the Data Wise Project at the Harvard Graduate School of Education. The habits include: shared commitment to action, assessment, and adjustment; intentional collaboration; and relentless focus on evidence. Adding an emphasis on habits of mind expands building data literacy beyond accumulating discrete knowledge and skills or learning a process that becomes routine. Research Design The authors provide suggestions for instructional design than can be incorporated both in degree-program courses and in ongoing professional development. These suggestions provide opportunities for participants to actively cultivate the three habits of mind. Conclusions In order to support all educators while learning data literacy for teaching, there is a need to bridge the resources of an institution of higher education with the instructional capacity of professional development providers and the authentic experiences of school-based practitioners.