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Liderança e Valores

http://terrear.blogspot.com/2009/10/lideranca-e-valores.html

Texto de João Trigo e Jorge Adelino CostaA liderança constitui um dos temas mais comuns no estudo das organizações em geral, ainda que esta prevalência não tenha atingido o mesmo protagonismo no caso das organizações educativas, de modo particular em alguns contextos geográficos. Não obstante assumirmos neste artigo que as escolas manifestam especificidades relativamente a outras organizações, também reconhecemos que os estudos situados no domínio educacional não podem ficar imunes às contribuições de outras áreas. É neste sentido que invocamos aqui o modelo da Direcção por Valores enquanto proposta que, rompendo como as vertentes mais técnico-instrumentais das teorias tradicionais da gestão, poderá contribuir para uma reflexão compartilhada com a liderança das organizações educativas, de modo especial tendo em conta a conceptualização da liderança como diálogo sobre valores.Palavras-chave: Liderança. Valores. Gestão escolar.Texto completo

October 4 2009, 3:42pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

Ponto e Contraponto

http://terrear.blogspot.com/2009/09/ponto-e-contraponto.html

WHY USE ABILITY GROUPING?In theory, ability grouping increases student achievement by reducing the disparity in student ability levels, and this increases the likelihood that teachers can provide instruction that is neither too easy nor too hard for most students. The assumption is that ability grouping allows the teacher (1) to increase the pace and raise the level of instruction for high achievers, and (2) to provide more individual attention, repetition, and review for low achievers. The high achievers benefit from having to compete with one another, and the low achievers benefit from not having to compete with their more able peers.One of the main arguments against ability grouping is that the practice creates classes or groups of low achievers who are deprived of the example and stimulation provided by high achievers. Labeling students according to ability and assigning them to low-achievement groups may also communicate self-fulfilling low expectations. Further, groups with low performance often receive a lower quality of instruction than other groups. Slavin sees as the most compelling argument against ability grouping its creation of academic elites, a practice which goes against democratic ideals.Fonte

September 23 2009, 5:19pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

Some Forms of Grouping Can Result

http://terrear.blogspot.com/2009/09/some-forms-of-grouping-can-result.html

(...)In a comprehensive review of research on different types of ability grouping in the elementary school, Robert E. Slavin (1986) found that some forms of grouping can result in increased student achievement. Slavin's review focused on five grouping plans.- Grouping students as a class by ability for all subjects doesn't improve achievement.- Students grouped heterogeneously for most of the school day, but regrouped according to ability for one or two subjects, can improve achievement in those areas for which they are grouped.- Grouping heterogeneously except for reading instruction (commonly referred to as "The Joplin Plan") improves reading achievement.- Nongraded instruction---instruction that groups students according to ability rather than age and that allows students to progress at their own rates---can result in improved achievement.- In-class grouping---a common approach in which teachers break out two or three ability-based groups within a class for instruction---can benefit student achievement. (Slavin's research supports this practice for math instruction.Findings related to reading instruction aren't as conclusive; in-class grouping is so widespread a practice for teaching reading that it's difficult to find "control groups" for such a comparative study.)Any grouping plan, Slavin concludes, must allow for frequent reevaluation of students' skills, and such grouping must allow for easy reassignment of students who show progress.Texto Integral

September 23 2009, 5:06pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

http://terrear.blogspot.com/2009/09/blog-post_23.html

(...)Flexible grouping practices that call for collaboration by diverse groups of students, when combined with high expectations and high-quality mathematics instruction, have great potential for ensuring equity and excellence for all students. These practices enable teachers to meet a wide range of individual needs. Consequently, they also may enable educators to be more responsive to the concerns of diverse parents and community members.A thoughtful reexamination of grouping practices can bring the educational community closer to the vision for excellent schools in OERI's National Excellence: A Case for Developing America's Talent (Office of Educational Research and Improvement, 1993 [Now Institute of Educational Sciences]). This report recommends that we create flexible schools - using flexible grouping and instructional opportunities both inside and outside of the classroom - that improve education for all students, including the most able. Fonte

September 23 2009, 4:57pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

http://terrear.blogspot.com/2009/09/blog-post.html

(...)Mixed or heterogeneous ability or achievement groups offer several advantages:- less able pupils are at reduced risk of being stigmatized and exposed to a “dumbed-down” curriculum;- teachers’ expectations for all pupils are maintained at higher levels;- opportunities for more able students to assist less able peers in learning can be realized.Teachers asked to teach in a “de-tracked” system will require training, materials and support that are largely lacking in today’s schools.Administrators seeking to “detrack” existing programs will require help in navigating the difficult political course that lies ahead of them.FonteEm muitas circunstâncias estas "óbvias" vantagens não passam de enunciados retóricos e escondem uma profunda hipocrisia.Reconheça-se, no entanto, que a constituição temporária de grupos de nível em algumas matérias requer a consideração e o tratamento de um alargado conjunto de variáveis, para que estes alunos "que mais precisam" não fiquem com menos, mas justamente com mais.

September 23 2009, 4:31pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

Efeito das turmas "heterogéneas" vs "homogéneas"

http://terrear.blogspot.com/2009/09/efeito-das-turmas-heterogeneas-vs.html

Como organizar as turmas? Como gerar mais aprendizagens para todos? Como cumprir as promessas das virtualidades do arco-íris na turma? Como diferenciar as propostas de aprendizagem? Como não fazer de conta que todos os alunos são um só? Como potenciar o mais possível os talentos de cada um? Como despistar os efeitos nefastos usualmente associados aos "grupos de nível"? Como evitar o maciço "efeito Mateus" que reina nas turmas "heterogéneas"?

Tópicos para um debate: (...)

Arguments for and against ability grouping

Grouping strategies based on ability are used in various forms in schools and classrooms world-wide, and are certain to arouse discussion. Research has proliferated in the field and mainly two diverse views emerged. The traditional hypothesis states that ability grouping yields positive gains by all students regardless of the group they are placed in, whereas the divergence hypothesis holds that only the students in high ability group show gains in achievement and those in low ability group actually lose in performance (Kerckhoff, 1986). For over seventy years ,the pendulum of search for the effects of ability grouping has been swinging between the two ends of this debate. The advocators of grouping students by ability propose four basic rationale (Mamary & Rowe, 1985): • It will allow the teacher to be more efficient in their planning. •high ability students learn more than low ability ones • low ability students do not get frustrated by the progress of high ability students. • It is easier to teach hence less discipline problems occur in homogeneous classes.

Some criticism of ability grouping is based on the supposed negative impact on selfesteem for those students placed in low ability groups. But Mamary and Rowe argues that this does not in fact appear to be the case, with ability grouping having minor, generally positive effects on the self-esteem of slower learners with instruction received in homogeneous ability groups (Mamary & Rowe, 1985). The possible negative effects of labelling can be reduced by minimising any conspicuous nature of the labelling involved (for example using colours or names of famous people to name groups rather than "advanced", "normal" and "remedial"), and by retaining as much flexibility as possible in terms of group selection and revision. The "role model" argument in favour of heterogeneous groups appears flawed as children of low or average ability do not model themselves on fast learners even when they are in the same class (Schunk, 1987).

(...)

Their criticisms to ability grouping can be summarized as follows: • Opportunities to learn. One of the clearest outcomes of ability grouping at all instructional levels is that students in low-ability groups are exposed to substantially less material and to lower quality instruction than are students in middle-or high ability groups. • Achievement: He argues that the pro-grouping argument is primarily concerned with effectiveness, and the anti-grouping argument is primarily concerned with equity, and democratic values. He states further that the proponents of ability grouping fail to meet this burden of proof clearly showing the effectiveness of grouping enabling to sacrifice the needs of low achievers in favour of the high achievers. • Low level skills: Students in low-ability groups are likely to be exposed to more low-level skills than are students in middle and high groups. • Segregation. One of the most consistent effects of ability grouping is to create classes that have disproportionate numbers of students from the same racial or social groups • Self-esteem, and feelings of inferiority. The feelings of inferiority and worthlessness may be the outcome the students in low achieving groups. • Delinquency, and dropout: Students in the low track are still more likely to be delinquent than are other students and are less likely to complete their education.

Yates (1966) mentions that the children who are streamed by their ability to a certain group (a class or a school) quickly understand the significance of the procedure. The students who are assigned to the lower groups indicates lower motivation, hence their progress is prevented. The able ones, on the other hand, may develop feelings of anxiety and others overestimating their capabilities might develop inflated notions about their intellectual superiority. (...)

Using longitudinal data from 48 classes of fourth to seventh grade Californian elementary schools, Hallinan and Sorensen (1983) found that although instructional grouping is a popular method especially in reading (71%) and mathematics (44%), students are generally assigned to three quite stable groups as high, medium, and low in equal numbers rather than on the basis of homogeneity. They also found that the impact of grouping is greater if true homogeneity is substantiated. This partly explains the inconsistent research findings. Still, the results of their study indicated that the students who are placed in high ability groups benefit more from the practice.

Acesso ao texto Integral

September 23 2009, 4:11pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

Das Condições do Sucesso

http://terrear.blogspot.com/2009/09/das-condicoes-do-sucesso_16.html

Das Condições de Sucesso

September 16 2009, 10:50am | Comments »

João Marques passando os olhos por... terrear.blogspot.com

Do Comportamento Organizacional

http://terrear.blogspot.com/2009/09/do-comportamento-organizacional.html

Organizational Behavior 7th Edition

September 12 2009, 5:40pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

152 Ways to Keep Students in School

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152 Ways to Keep Students in School - Tips 1 to 26

September 12 2009, 5:34pm | Comments »

João Marques passando os olhos por... terrear.blogspot.com

As Empresas Democráticas Propiciam Empregados Comprometidos

http://terrear.blogspot.com/2009/08/as-empresas-democraticas-propiciam.html

Para lograr el compromiso de los empleados hay que deshacerse de las obsoletas prácticas militares dentro de las empresasAunque parezca difícil creerlo, aún hoy existen compañías que funcionan con viejos modelos jerárquicos de administración basados en estrategias militares, lo que, según Paul Thomas, profesor e investigador de la Universidad de Glamorgan en el Reino Unido, hace que estas organizaciones se retrasen y que los empleados se sientan frustrados y sin iniciativa. De acuerdo con él, las compañías más exitosas de hoy son aquellas que han adoptado sistemas democráticos y en las que los directivos han aceptado que deben deshacerse del control para permitir que sus empleados piensen por ellos mismos, tomen decisiones y, de esta manera, se comprometan con su trabajo.Hora de rever as matérias proclamadas.

August 28 2009, 11:37am | Comments »

outras leituras

Liderança e Valores

Ponto e Contraponto

Some Forms of Grouping Can Result

Efeito das turmas "heterogéneas" vs "homogéneas"

Das Condições do Sucesso

Do Comportamento Organizacional

152 Ways to Keep Students in School

As Empresas Democráticas Propiciam Empregados Comprometidos

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