How schools and students respond to school improvement programs: The case of Brazil's PDE

Carnoy, Martín; Gove, Amber; Loeb, Susanna; Marshall, Jeffery H.; Socias, Miguel

doi:10.1016/j.econedurev.2006.04.005

Cited by 23 publications

(11 citation statements)

References 2 publications

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“…From a detailed study of the decentralization program however, only minor changes were detected in the fields of evaluation and community relations and no clearly positive effect on student performance was proven (Carnoy, Gove, Loeb, Marshall, & Socias, 2008). With regard to social inequalities in educational stratification however, using a nationwide probability sample, only mixed patterns in trends were found (Fernandes, 2004), although local studies produced different results.…”

Section: Downloaded By [Ecu Libraries] At 02:59 10 October 2014mentioning

confidence: 95%

Geographical education in Brazil: past and present in “the country of the future”

Lastória

Papadimitriou

2012

International Research in Geographical and Environmental Educat

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This paper examines the past, present and future context of geographical education in Brazil and the issues that, in our view, are relevant to understand its ebb and flow in the complex reality of the country. Various trends have affected the development of geographical education since the 1970s. Two pillars of training and school practice reflect the current content of geographical education. Beginning with a historical overview of geographical education in Brazil, we identify the main issues that need to be addressed: What conceptions of geography and geographical education are reflected in the educational materials at schools? How do these reflect the teaching practices? What is the "place" of geography in the official curriculum? From the examination of the past and present of geographical education in Brazil, we see that Brazil is currently best suited for an ideal synthesis in geographical education: at the level of theory, a synthesis of aspects of critical geography and civic education; at the level of public policy, a synthesis of centralization and decentralization in geography curricular designs; and at the level of practice, a synthesis of education about and for sustainable development with education about and with geospatial technologies.

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Section: Downloaded By [Ecu Libraries] At 02:59 10 October 2014mentioning

confidence: 95%

Geographical education in Brazil: past and present in “the country of the future”

Lastória

Papadimitriou

2012

International Research in Geographical and Environmental Educat

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“…O PDE-Escola seria o fio condutor para a tomada de decisão sobre as outras ações a serem adotadas na escola, visando à redução da evasão escolar e das desigualdades escolares (FONSECA;OLIVEIRA, 2003;SILVA;FARIAS, 2011). Carnoy et al (2008) avaliaram o efeito do PDE utilizando dados entre 1998 e 2001 e os resultados mostraram que as escolas que participaram do PDE apresentaram melhoras nas suas práticas de gestão e na qualidade do material pedagógico utilizado; porém, o programa não teve efeito nos resultados dos alunos. Entretanto, os resultados apontaram que as escolas participantes do PDE tiveram maiores taxas de aprovação em comparação com as escolas que não participaram.…”

Section: Principais Características Do Pde-escolaunclassified

Efeitos do Plano de Desenvolvimento da Escola nos resultados escolares

Alvés¹,

Elacqua²,

Martínez³

et al. 2016

Est. Aval. Educ.

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“…A growing body of evidence suggests that autonomy-driven reforms could improve students' learning outcomes (Barrera, Fasih and Patrinos 2009;Bruns, Filmer and Patrinos 2011;Carnoy et al 2008;Clark 2009;Patrinos 2010a). It was documented that most countries whose students perform well in international student achievement tests have instituted autonomy reform by devolving substantial decision-making to local authorities and schools (Patrinos 2010a).…”

Section: Quality Element 2: Autonomymentioning

confidence: 99%

Framework for the Reform of Education Systems and Planning for Quality

Velez¹,

Wang²

2013

Policy Research Working Papers

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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How schools and students respond to school improvement programs: The case of Brazil's PDE

Cited by 23 publications

References 2 publications

Geographical education in Brazil: past and present in “the country of the future”

Geographical education in Brazil: past and present in “the country of the future”

Efeitos do Plano de Desenvolvimento da Escola nos resultados escolares

Framework for the Reform of Education Systems and Planning for Quality

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