Suchergebnisse

Abstract
The article discusses some of the major changes in Portuguese schools, due to both the external evaluation process set up in 2008 and the new school management model. The results discussed here demonstrate how the external evaluation process in Portugal highlights the importance of schools as organizations and the focus on community involvement in school management. A multivariate analysis based on a set of variables enabled us to define three school organization profiles (innovative, traditional and diffuse) using two points of reference: the type of curriculum offered and the relationship with the school community. The article consolidates an analysis based on mixed-method research, enhancing the analysis of qualitative information, how qualitative information can be turned into quantified variables, and how data reducing provides support for quantitative and qualitative data analysis.

This article analyses the current Portuguese Schools' Evaluation Programme, implemented since 2006 in all state schools, as a social construction. The article focuses on a particular topic of the external evaluation the participation of social actors in school life, as well as on school principals' perceptions of the process. Our research is based on a content analysis of schools' evaluation reports conducted in three different regions (Lisbon and Tagus Valley, Alentejo and Algarve) and a series of semi-directive interviews with the principals and chairpersons of the General Councils of 20 schools. While it is important to consider the evaluation programme in the light of international political tendencies (e.g. New Public Management), it is also relevant to understand the impact of such policy on schools. We highlight the contributions of this approach to a wider reflection on evaluation processes.

This article analyses the current Portuguese Schools' Evaluation Programme, implemented since 2006 in all state schools, as a social construction. The article focuses on a particular topic of the external evaluation the participation of social actors in school life, as well as on school principals' perceptions of the process. Our research is based on a content analysis of schools' evaluation reports conducted in three different regions (Lisbon and Tagus Valley, Alentejo and Algarve) and a series of semi-directive interviews with the principals and chairpersons of the General Councils of 20 schools. While it is important to consider the evaluation programme in the light of international political tendencies (e.g. New Public Management), it is also relevant to understand the impact of such policy on schools. We highlight the contributions of this approach to a wider reflection on evaluation processes. ...

This article discusses the ways in which the community is involved in Portuguese school management. It is based on an analysis of the external evaluation reports of 298 Portuguese schools for the academic years 2006–07, 2007–08 and 2008–09. The corpus analysed allowed the identification of two main aspects of the participation processes: (1) local community involvement in school life and (2) the processes and limitations on the involvement of two groups of actors – parents/guardians and pupils. Although the growing involvement of different actors in school management activities has been verified, the participation processes are not consolidated in the same way in different school organisations and in the different territories in which they are located. The presence and involvement of different actors in the schools studied is congruent with a larger understanding of the school community including pupils, teachers, parents/guardians and other actors from the local community to which the school belongs. This involvement increasingly implies in-depth knowledge of the construction processes of cultural learning taking place in school organisations.

O Projecto de Formação Artística Contínua (PFAC) é um programa de intervenção educativa da autoria do CENTA (Centro de Estudos de Novas Tendências Artísticas) que visa constituir-se como factor de sucesso das aprendizagens escolares dos alunos do primeiro ciclo, bem como elemento de promoção de uma Educação Artística de qualidade. No ano lectivo de 2006/07 o Instituto de Sociologia foi responsável pela avaliação do projecto, que decorria em todas as escolas do primeiro ciclo do ensino básico do concelho de Vila Velha de Ródão. Deste trabalho surgiu um documento sedimentado numa escuta plural mediatizada pelo ecletismo do aparelho metodológico aplicado, cuja síntese agora apresentamos. Procurou-se abordar o projecto em profundidade, sistematizando os objectivos planificados, as actividades concretizadas e os efeitos educativos, de acordo com a lógica da investigação - acção e segundo o método de referenciação de Figari (1994).

This article focuses on welfare retrenchment in Portugal by analysing the evolution of public sector employment up until 2013. A multidimensional analysis of the structure of public employment in the Portuguese state was developed, theoretically guided by the 'hands of the state' model proposed by Bourdieu, which divides the main functions of contemporary states between its left hand (more redistributive) and its right hand (more rational economic-oriented). Bourdieu's approach is especially useful in addressing the transformations of the Portuguese public employment between 1979 and 2013, characterized by specific economic, social and political changes. In 2013 – a year in which the adjustment measures agreed by the Portuguese government, the European Central Bank, the European Commission and the International Monetary Fund during the global crisis were especially intense – we observed the tendency towards the disqualification of public employment and the shrinking of the left hand of the Portuguese state. Public policy orientations in the areas of education and science were particularly troubling, considering the structural backwardness the country faces in these fields in the context of the European Union.

The world's challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning interventions, with potential to improve environmental sustainability, health and equity at the same time. The lessons for good practice are intended to support governmental and non-governmental actors, practitioners and researchers planning to work across sectors to achieve mutual benefits for health and environmental sustainability and in particular to benefit poorer and more socio-economically disadvantaged groups.

The world's challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning interventions, with potential to improve environmental sustainability, health and equity at the same time. The lessons for good practice are intended to support governmental and non-governmental actors, practitioners and researchers planning to work across sectors to achieve mutual benefits for health and environmental sustainability and in particular to benefit poorer and more socio-economically disadvantaged groups.

The world's challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning interventions, with potential to improve environmental sustainability, health and equity at the same time. The lessons for good practice are intended to support governmental and non-governmental actors, practitioners and researchers planning to work across sectors to achieve mutual benefits for health and environmental sustainability and in particular to benefit poorer and more socio-economically disadvantaged groups ; publishedVersion ; This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited