Browsing by Author "Leite, Carlinda"
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- Between external influence and autonomy of schools: effects of external evaluation of schoolsPublication . Mouraz, Ana; Leite, Carlinda; Fernandes, PreciosaThe article analyzes the relationship between the External Evaluation of Schools (EES) – which takes place in Portugal since 2006 – and the curricular management processes. Its objective is to identify the effects of this evaluation on the curriculum management of schools. Data were collected by 108 questionnaires, two interviews and two focus groups in two Portuguese school groups with two distinct situations: a school group that rose in the rankings from the first to the second evaluation cycle (from 2006-2011/2012 to 2012-2015/2016) and the other one which dropped. The data analysis showed that the EES had a moderate impact on the curricular practices of the school group studied. However, there was a difference: the school group that rose in the rankings recognizes in more aspects and with more clarity the impact of EES on the restructure of its curricular practices.
- O eLearning em estabelecimentos prisionais: possibilidades e limites para a inclusão digital e justiça socialPublication . Monteiro, Angélica; Moreira, J. António; Leite, CarlindaAs mudanças decorrentes do progresso tecnológico, característico da globalização deram origem a uma “nova sociedade” baseada na informação e no conhecimento, que gera, inevitavelmente, novas desigualdades educativas, mais evidentes em grupos menos favorecidos e em situação de exclusão social, como é o caso das pessoas em situação de reclusão. Este fato justifica que, em contexto prisional, para além da garantia do direito à educação, seja preciso ter em atenção a qualidade da formação no que diz respeito ao desenvolvimento de competências-chave para a participação na sociedade digital e em rede. Este artigo aborda o processo de formação num estabelecimento prisional português, com recurso ao eLearning, analisando o contributo deste procedimento para a promoção da justiça social. Neste sentido, são apresentadas as vantagens e as limitações desta modalidade de aprendizagem a partir da percepção de formandas reclusas. Os dados foram recolhidos através de um questionário e de um focus group, e foram analisados através de análise de conteúdo. Como principais resultados apontam-se, ao nível de justiça social, o aumento da oportunidade de acesso e de participação em ambientes digitais. Como vantagens da formação, as participantes expressaram, ainda, o aumento da autoestima e o desenvolvimento de competências de aprendizagem. Por outro lado, a desmotivação e a dificuldade de conciliação da formação com a rotina diária foram os principais obstáculos identificados.
- External school evaluation in Portugal : a glance at the impacts on curricular and pedagogical practicesPublication . Leite, Carlinda; Morgado, José Carlos; Seabra, FilipaAnswering demands for an increase of accountability in terms of public education, and intending to lead to an improvement of the quality of education (Conselho Nacional de Educação, 2010), external school evaluation has been taking place in the continental territory of Portugal since 2006. All the schools having been evaluated once, in what is known as the 1st cycle of external evaluation, and a 2nd cycle of external evaluation is underway since 2011. This paper presents a part of a national project funded by the Foundation for Science and Technology, which aims at identifying and describing the impacts and effects of external school evaluation1. We frame external school evaluation as a contribution for the accountability of public service and for the improvement of practices and organizations (Bolívar, 2012). In particular, we will address impacts on pedagogical and curricular practices, inferred from the analysis of the «strengths» and «areas for improvement» identified in the external school evaluation reports of schools which have been evaluated in both cycles of external evaluation. In order to achieve that, we have carried out a category-based content analysis, using the N-vivo 10 software, over a research corpus comprising 40% of all the reports of schools evaluated twice, half of which correspond to the schools with the highest appraisals, and the remaining half to schools with the lowest appraisals. The results we have found when comparing the areas requiring improvement in the 1st cycle of evaluation, and the strengths found in the 2nd cycle of evaluation, suggest a positive impact of external school evaluation on teachers’ curricular and pedagogical practices
- External school evaluation in Portugal : a glance at the impacts on curricular and pedagogical practicesPublication . Leite, Carlinda; Morgado, José Carlos; Seabra, FilipaAnswering demands for an increase of accountability in terms of public education, and intending to lead to an improvement of the quality of education (Conselho Nacional de Educação, 2010), external school evaluation has been taking place in the continental territory of Portugal since 2006. All the schools having been evaluated once, in what is known as the 1st cycle of external evaluation, and a 2nd cycle of external evaluation is underway since 2011. This paper presents a part of a national project funded by the Foundation for Science and Technology, which aims at identifying and describing the impacts and effects of external school evaluation1. We frame external school evaluation as a contribution for the accountability of public service and for the improvement of practices and organizations (Bolívar, 2012). In particular, we will address impacts on pedagogical and curricular practices, inferred from the analysis of the «strengths» and «areas for improvement» identified in the external school evaluation reports of schools which have been evaluated in both cycles of external evaluation. In order to achieve that, we have carried out a category-based content analysis, using the N-vivo 10 software, over a research corpus comprising 40% of all the reports of schools evaluated twice, half of which correspond to the schools with the highest appraisals, and the remaining half to schools with the lowest appraisals. The results we have found when comparing the areas requiring improvement in the 1st cycle of evaluation, and the strengths found in the 2nd cycle of evaluation, suggest a positive impact of external school evaluation on teachers’ curricular and pedagogical practices.