O Centauro da política educacional: condições da inovação na reforma do ensino médio paulista, 2019-20221,

School Reform: The District Policy Implications of the Effective Schools Literature

Teaching and Learning Guide for: Cultural Approaches to Understanding School Violence

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

The aim of this study is to detect the school characteristics/attributes by examining the efficiency of school management related to innovative teaching through digital mobile e-learning. This will be conducted by evaluating the results of DEA efficiency measure and data mining method (DMM).The results of DMM indicate that the schools with the total number of students in schools about 1400-3000 persons, the teacher-student ratio between 7.4 %-8.0 %, the tablet PC numbers about 1200-3000 units, the technical teacher ratio of digital mobile e-learning is about 8%-16% and the total equipment expenses associated with tablet PC about the range of 1.5-3.0 Million NTD could obtain higher operational efficiency of school management through Innovative Teaching via Digital Mobile e-learning. Based on the analytical results, the ranks of school management efficiency could divide into three groups, in the high-efficiency group (TE=1), there are three public high schools and one private higher vocational school. These all high schools are in northern Taiwan. In the medium-efficiency group (TE 0.85∼0.99), there is only one school in northern Taiwan. The low-efficiency school group (TE <0.85), there are three public schools and one private high vocational school. The three public schools are in northern Taiwan while one private high vocational school is in eastern Taiwan. In practice, we find that the public high schools are more efficient than the private high schools and public high schools are more efficient than private high schools that can achieve digital mobile e-learning. Also, and schools located in northern Taiwan more efficient than elsewhere. These research findings can also become a reference for educational institutions in developing strategies and policies for digital mobile e-learning in high school of Taiwan area.

In the past five years, the landscape of educational philanthropy has shifted significantly. With the emergence of new donors such as the Bill & Melinda Gates Foundation and the Walton Family Foundation, the impact of private funding on school reform has become more and more apparent. It is time, Hess submits, to think more critically about the role philanthropy plays in shaping education policy. PHILANTHROPY plays a peculiar role in contemporary American education. From the Milken Foundation's Teacher Advancement Program to the Carnegie Corporation's Teachers for a New Era initiative to the Children's Scholarship Fund to the Broad Prize for Urban Education, philanthropic efforts are playing a catalytic role in current school reform efforts and helping to set the nation's education agenda. The most noteworthy example is probably the Bill & Melinda Gates Foundation's ambitious effort to reshape the American high school. Today, endowed with more than $20 billion from Microsoft cofounder Bill Gates, the Gates Foundation is the nation's leading donor to K-12 schooling. In February 2005, after several years of prominent involvement in high school reform, Gates delivered a keynote speech at the National Governors Association conference, garnering headlines like Mr. Gates Goes to Washington on the New York Times editorial page and Summit Underscores Gates Foundation's Emergence as a Player on the front page of Education Week. The assembled governors embraced Gates' proposals, with more than a dozen immediately signing up for the Gates-supported American Diploma Project network. Despite highly visible initiatives like Gates', however, the amount given by philanthropies to education is dwarfed by state, local, and federal expenditures on public schooling. In 2004-2005, U.S. taxpayers spent on the order of $500 billion on K-12 education. Meanwhile, in 2002, philanthropic foundations reported giving just $4.2 billion to educational institutions and activities of all kinds, with most of that going to higher education. Using data both from foundations' mandatory filings to the federal government and from a survey of school districts, University of Arkansas professor Jay Greene has estimated that in 2002 private philanthropies gave only about $1 billion to $1.5 billion to K-12 schooling. This amounted to less than 1% of all education spending. In Greene's memorable phrase, foundations are casting buckets into the sea. (1) Because education philanthropy is disorderly and little studied but highly visible, it is easy both to overestimate and to underestimate its significance. We overestimate by focusing on widely publicized philanthropic gifts--as we would focus on the tip of an iceberg--while forgetting the import of all that lies beneath the surface. We underestimate because we rarely stop to think about how donors--consciously or not--can shape the politics, dynamics, and agenda of school reform. As Dan Fallon, chair of the education division of the Carnegie Corporation, has observed, No one should be under the illusion that a foundation is going to create something remarkable in the shadow of a $440-billion enterprise. Our task is to help get good ideas into the marketplace so that society has good alternatives from which to choose. (2) The challenge of understanding the role of philanthropy in education has taken on a heightened salience in the past five years. Since the late 1990s, established education donors like the Ford, Carnegie, and Rockefeller foundations have scaled back their role in K-12 schooling, while new donors have moved to the forefront. The shift has been stark. In 1998, the top four foundations in total giving to elementary and secondary education were the Annenberg Foundation; the Lilly Endowment, Inc.; the David and Lucile Packard Foundation; and the W. K. Kellogg Foundation. Emphasizing measures like curricular reform, professional development, and community participation, these four foundations accounted for about 30% of all giving by the top 50 education donors. …

The Third School Nutrition Dietary Assessment Study: Summary and Implications

Community participation in all aspects of health research is widely advocated. However, there is a lack of specificity in reporting what community members actually do, and reported participation is typically limited to discrete research activities. Greater specificity in reporting has potential to clarify how community participation might occur and how it might influence empowerment and research rigour. We conducted an ethnographic study of participatory health research (PHR) in a socio-economically marginalized rural Swazi community. Data about 10 community co-researchers' participation in research workshops and field work were collected through participant observation over 14 months and analysed using directed content analysis, informed by the Comprehensive Community Participation in Research Framework (CCPRF). The analysis demonstrated that facilitating extensive community participation in PHR is feasible and identified 10 new research process activities in which community members might participate, for inclusion in an expanded CCPRF. We provide examples of how community members might participate in 57/59 expanded CCPRF activities and show that participatory, dialogue-based activities can be effective tools for facilitating research participation in ways that empower individual co-researchers and enhance research rigour. However, our results highlight limitations of community participation related to utilizing research results to inform actions, and empowering communities to control their environments and improve their health.

Change Processes and Strategies at the Local Level

Reviewed by: Schooling Selves: Autonomy, Interdependence, and Reform in Japanese Junior High Education by Peter Cave Yuki Imoto (bio) Schooling Selves: Autonomy, Interdependence, and Reform in Japanese Junior High Education. By Peter Cave. University of Chicago Press, Chicago, 2016. x, 287 pages. $105.00, cloth; $35.00, paper; $35.00, E-book. Schooling Selves by Peter Cave examines the implementation of curricular reforms in junior high schools in Japan. It is the first and only in-depth anthropological work that studies junior high schools in Japan over a critical period of a dozen years and leaves us much to ponder on the complex notions of autonomy and individualization from a comparative educational and philosophical perspective. It demonstrates how school education is deeply related to ideas of selfhood as well as to issues of equity, democracy, and social change. The junior high curriculum reform in question was published in 1998 and implemented in 2002. The revisions were a culmination of debates continuing from the 1980s and signify the national reflexivity that emerged after rapid modernization. The reforms aimed on the one hand to promote sociality and cooperation (a pull toward traditional values) and, on the other hand, to promote autonomous learning and to develop “creative” people who could think for themselves, rather than simply acquire existing knowledge imported from the West. With the implementation of the reforms, a new curricular area called “integrated studies” was introduced; there was a significant reduction in the number of class hours for traditional subjects; and elective subjects were introduced. The reforms received criticism and were branded a failure when international testing scores uncovered a national decline in academic standards. In 2008 conventional academic subjects were increased and electives were abolished. Cave’s work is based on fieldwork at two junior high schools located in the Kinki district of Japan. The fieldwork includes one year of participant observation in the late 1990s at Tachibana Junior High School and participant observation at both Tachibana and Yoneda Junior High Schools in the 2000s after the curricular reforms were published. This diachronic perspective allows for insight into what changed and what did not as a result of the 1998 reforms. The account reveals, fundamentally, that there was less change on the ground level than one might expect from the outside. The chapters forming the body of the book are richly ethnographic and focus on specific rituals and traditions within the school’s activities (the cultural festival, the sports day, and the choral contest), group formations and their relations (the classroom and the extracurricular club), textual [End Page 245] discourses and their interpretations (content of textbooks, implementation of integrated studies), and relations of junior high school education with other institutions such as the juku and high school entrance examinations. Cave’s account and analysis is nuanced and intricate, aiming to “go beyond antimonies of individual and society, or individualism and group orientation” and “look more deeply at the diversity of discourses of self in Japan and how they interact in dynamic ways” (p. 2). Thus, the book can be seen as a complementary extension of Cave’s previous monograph, Primary School in Japan,1 which identified various discourses of the individual self. In Schooling Selves, specific attention is given to the notion of autonomy. Cave unravels its complexity, explaining how “distinguishing between individualization and autonomy shows that education that emphasizes working with others is not necessarily autonomy-limiting, while education that individualizes is not necessarily autonomy-promoting” (p. 37). In what follows, I present an overview of the book, paying attention to what the empirical findings illuminate about the notion of autonomy in Japanese education. One highlight of Cave’s ethnography is the “school fieldtrip” for first-year students at the beginning of the school year at Tachibana Junior High School, presented in chapter 2. When Cave first joined the fieldtrip in 1996, its function (evoking the company “spiritual education” or seishin kyōiku described by Thomas Rohlen2) was to strengthen group life (shūdan seikatsu) among students and teachers with emphasis on discipline, building identity, and cooperation. The fieldtrip was abandoned in 1998 due to time constraints brought on by the reduction of school teaching days. It was...

Neste artigo, apresentamos uma proposta de itinerário formativo no Novo Ensino Médio utilizando a Modelagem Matemática como uma possibilidade para o desenvolvimento de habilidades e competências. Nesse contexto, a Modelagem Matemática configura-se como uma possibilidade, com foco em aprofundar as aprendizagens na área de Matemática e suas Tecnologias, de modo a articular os saberes com as demais áreas. Sendo uma estratégia que aborda situações oriundas do mundo real, ela possibilita debates em torno de questões sociais desenvolvendo o pensamento crítico e pode ser vista como uma atividade essencialmente cooperativa entre aluno e professor, baseada na troca mútua de conhecimentos. Também estimula as aplicações matemáticas e a resolução de problemas como processo para desenvolver habilidades e competências gerais e específicas. O itinerário formativo proposto por meio da Modelagem Matemática indicado nesse trabalho é fruto de uma experiência realizada com alunos do Ensino Médio de uma escola do interior do Rio Grande do Sul. A escolha dessa abordagem deu-se tendo em vista que a Modelagem Matemática promove a conexão entre os eixos estruturantes destacados pelas Diretrizes Curriculares Nacionais para o Ensino Médio: investigação científica, processos criativos, mediação e intervenção sociocultural e empreendedorismo.

added by over 1,000 teachers to a survey of teachers' practices. Results of the survey of 3,700 teachers in about 600 schools in Maryland are described in Becker and Epstein (in this issue). The teachers' comments reflect the variation in years of experience and in the number and types of contacts individual teachers have had with parents. Each theme can be viewed from two perspectives-there are potential advantages, but there are also potential problems, with any parent-involvement technique. Teachers' comments reveal their contrasting opinions on the benefits expected from parent assistance at home and on the organizational structures used to conduct parent-involvement activities. Some teachers are very positive about parent involvement; others have been discouraged by their attempts to communicate and work with parents.

Author Biographies

707 Children, Youth and Environments Vol. 17 No. 2 (2007) ISSN: 1546-2250 High Schools on a Human Scale: How Small Schools Can Transform American Education Toch, Thomas (2003). Boston: Beacon Press; 141 pages. $15. ISBN 080703245x. Since 2001, the Bill and Melinda Gates Foundation has invested more than $700 million in high school reform efforts focused primarily in urban districts around the United States (Miner 2005). With the funding has come much publicity highlighting the merits of small high schools – defined by the Foundation as schools with fewer than 400 students – and emphasizing the inability of the nation’s large, comprehensive public high schools to meet the needs of most students today. What the majority of urban comprehensive high schools lack, the Gates Foundation asserts, is the means to deliver the essential “three R’s” of the 21st Century: rigor, relevance and relationships. In High Schools on a Human Scale, the publication of which was underwritten by the Gates Foundation, education writer Thomas Toch adds his voice to the litany against large high schools, making the case for a more intimate secondary education that connects students with the skills, motivation and support they need to succeed in college and in life. Toch has become a leading proponent of school reform, having written about education policy and trends for U.S. News and World Report throughout the 1990s and served as writer-in-residence at the National Center on Education and the Economy. This is his second book on the subject, and it wholeheartedly supports the Gates Foundation’s mission to replace the nation’s comprehensive high schools with small, specialized schools. It serves to augment the promotional efforts of the Foundation more than to provide a critical, research-based perspective on the high school reform debate. Teachers in training and experienced educators interested in small schools, members of school boards, parents of high school students, school facility designers, and others with an interest in school reform trends will appreciate the book for its emphasis on 708 practice and its clear writing. In his introduction, Toch describes how American high schools ballooned throughout the 20th Century in the name of efficiency, and how isolated small-school reform successes in the 1980s inspired the current effort that has gained widespread support, thanks to an influx of funding and research. The heart of the book is comprised of separate profiles of small high schools that have received Gates Foundation funding: Julia Richman Education Complex in New York City; Urban Academy, located within the Julia Richman complex; High Tech High inSan Diego, California; The Met in Providence, Rhode Island; and Minnesota New Country School in Henderson, Minnesota. The profiles highlight ways in which each individual small school approach has produced results around student and teacher satisfaction, educational achievement and the creation of real-world opportunities that help students find their talents and build relationships with adults in their communities. In an epilogue, Toch reiterates the essential qualities of successful small high schools and makes the case for “Scaling Up” school reform efforts. The appendix lists model high schools nationwide. The case for connecting American high school students with their abilities, their teachers and their communities has been convincingly made by many in recent years, including environmental psychologist Herb Childress (2003), and educator Dennis Littky (2004), whose book, The Big Picture: Education is Everyone’s Business, describes in detail the progressive philosophy and approach of The Met, one of the schools Toch profiles. But the concept that small schools can help students achieve their potential by becoming an indispensable part of a close-knit community is nothing new. In response to the high school consolidation drive of the 1960s, researchers Roger Barker and Paul V. Gump conducted a series of studies in urban and rural areas of the country to find out whether student experiences in large high schools and small high schools differed significantly. They found that students in small schools generally had richer experiences: Good facilities provide good experiences only if they are used. The educational process … thrives on participation, enthusiasm, and responsibility. Our findings and our theory posit a negative relationship between school size and individual student participation. What seems to...

The research analyzes the implementation of the Novotec Program, one of the pillars of high school reform in the state education network in the state of São Paulo.The protagonism of Centro Paula Souza -CPS as idealizer and pedagogical executor in this process, the paths taken by Novotec, with its permanence and discontinuities, until reaching the V formative itinerary V Formative Itinerary -Technical and Professional Formation was the path investigation of this dissertation.Law n. 13415/2017 that gave rise to the High School Reform was sanctioned as a provisional measure shortly after the institutional coup against President Dilma Rousseff, as one of the first measures of Michel Temer's federal government in September 2016, in a context loss of rights and fragility of democratic institutions.The current reform in Brazilian secondary education differs from other previous reforms as it causes changes that go beyond the curricular structure, it modifies academic life, the student experience and impacts the formation of students' subjectivities.Commanded by the business community and by international organizations, the changes put into effect under the motto of flexibility and deregulation made possible by law 13 415/17, the reform has enabled the construction of diversified curricula and the creation of a virtual reality for management, through of digital platforms, and with a significant pedagogical standardization, guided by private institutions.In the state of São Paulo, the reform of secondary education in public education is directly linked to the performance of the State Center for Technological Education Paula Souza -CEETEPS -, better known as Centro Paula Souza (CPS), a state autarchy linked to the Secretariat of Economic Development.(SDE).The policies and programs that shape the New High School in the state of São Paulo are being developed and implemented on the "carriage floor", favoring the implementation of the V Formative Itinerary through the Novotec Program.

His research delves into the 2017 Brazilian New High School reform, focusing on the tension between market logic, which is increasingly prevalent in educational policies, and the holistic development of students. The investigation aims to understand how the reform's guidelines, influenced by neoliberal perspectives, impact student formation. Through a literature review, document analysis, and direct experience as sociology and philosophy teachers in public schools, we clearly observed the curricular flexibility designed to benefit the "formative itineraries", leading to a reduction in core general education components. We also noted the influence of large-scale assessments, the guidance of pedagogical practices by the third sector, the definition of school curricula, and the resistance to developing pedagogical approaches that foster students' holistic development, encompassing cognitive, socio-emotional, cultural, and political dimensions.