Analisando imagens: Um ensaio sobre a criação de fontes narrativas para compreender os Grupos Escolares

This paper is an essay on how photos can be analysed and used to create narratives which may serve as resources for historical studies about school practices. As an exercise, we deal with six old photographs taken in Grupos Escolares, a Brazilian educational institution founded in the last decade of the 19th Century and extinguished in the 1970's. According to some authors, these schools represented the beginning of the public educational system in Brazil.

Da Campanha de Educação de Adolescentes e Adultos aos Grupos Escolares noturnos: São Carlos, SP (1930 a 1950)

Pós-graduação em Educação Escolar - FCLAR

Ensino primário tipicamente rural no Estado de São Paulo: um estudo sobre as Granjas Escolares, os Grupos Escolares Rurais e as Escolas Típicas Rurais (1933-1968)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

An examination of the relationship between emotional intelligence, leadership style and perceived leadership outcomes in Australian educational institutions

In the field of leadership studies transformational leadership theory (e.g., Bass, 1985; Avolio, Bass, & Jung, 1995) has received much attention from researchers in recent years (Hughes, Ginnet, & Curphy, 2009; Hunt, 1999). Many previous studies have found that transformational leadership is related to positive outcomes such as the satisfaction, motivation and performance of followers in organisations (Judge & Piccolo, 2004; Lowe, Kroeck, & Sivasubramaniam, 1996), including in educational institutions (Chin, 2007; Leithwoood & Jantzi, 2005). Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in leadership assessment and selection procedures. Several researchers have proposed that emotional intelligence (EI) is one construct that may account for hitherto unexplained variance in transformational leadership (Mayer, 2001; Watkin, 2000). Different models of EI exist (e.g., Goleman, 1995, 2001; Bar-On, 1997; Mayer & Salovey, 1997) but momentum is growing for the Mayer and Salovey (1997) model to be considered the most useful (Ashkanasy & Daus, 2005; Daus & Ashkanasy, 2005). Studies in non-educational settings claim to have found that EI is a useful predictor of leadership style and leader effectiveness (Harms & Crede, 2010; Mills, 2009) but there is a paucity of studies which have examined the Mayer and Salovey (1997) model of EI in educational settings. Furthermore, other predictor variables have rarely been controlled in previous studies and only self-ratings of leadership behaviours, rather than multiple ratings, have usually been obtained. Therefore, more research is required in educational settings to answer the question: to what extent is the Mayer and Salovey (1997) model of EI a useful predictor of leadership style and leadership outcomes? This project, set in Australian educational institutions, was designed to move research in the field forward by: using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of real leaders as participants and obtaining multiple ratings of leadership behaviours. Other variables commonly used to predict leadership behaviours (personality factors and general mental ability) were assessed and controlled in the project. Additionally, integrity was included as another potential predictor of leadership behaviours as it has previously been found to be related to transformational leadership (Parry & Proctor-Thomson, 2002). Multiple ratings of leadership behaviours were obtained from each leader and their supervisors, peers and followers. The following valid and reliable psychological tests were used to operationalise the variables of interest: leadership styles and perceived leadership outcomes (Multifactor Leadership Questionnaire, Avolio et al., 1995), EI (Mayer–Salovey–Caruso Emotional Intelligence Test, Mayer, Salovey, & Caruso, 2002), personality factors (The Big Five Inventory, John, Donahue, & Kentle, 1991), general mental ability (Wonderlic Personnel Test-Quicktest, Wonderlic, 2003) and integrity (Integrity Express, Vangent, 2002). A Pilot Study (N = 25 leaders and 75 raters) made a preliminary examination of the relationship between the variables included in the project. Total EI, the experiential area, and the managing emotions and perceiving emotions branches of EI, were found to be related to transformational leadership which indicated that further research was warranted. In the Main Study, 144 leaders and 432 raters were recruited as participants to assess the discriminant validity of the instruments and examine the usefulness of EI as a predictor of leadership style and perceived leadership outcomes. Scores for each leadership scale across the four rating levels (leaders, supervisors, peers and followers) were aggregated with the exception of the management-by-exception active scale of transactional leadership which had an inadequate level of interrater agreement. In the descriptive and measurement component of the Main Study, the instruments were found to demonstrate adequate discriminant validity. The impact of role and gender on leadership style and EI were also examined, and females were found to be more transformational as leaders than males. Females also engaged in more contingent reward (transactional leadership) behaviours than males, whilst males engaged in more passive/avoidant leadership behaviours than females. In the inferential component of the Main Study, multiple regression procedures were used to examine the usefulness of EI as a predictor of leadership style and perceived leadership outcomes. None of the EI branches were found to be related to transformational leadership or the perceived leadership outcomes variables included in the study. Openness, emotional stability (the inverse of neuroticism) and general mental ability (inversely) each predicted a small amount of variance in transformational leadership. Passive/avoidant leadership was inversely predicted by the understanding emotions branch of EI. Overall, EI was not found to be a useful predictor of leadership style and leadership outcomes in the Main Study of this project. Implications for researchers and human resource practitioners are discussed.

To what extent is the Mayer and Salovey (1997) model of emotional intelligence a useful predictor of leadership style and perceived leadership outcomes in Australian educational institutions?

Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found that emotional intelligence is a useful predictor of transformational leadership, but these studies have generally lacked methodological rigor and contextual relevance. This project, set in Australian educational institutions, employed a more rigorous methodology to answer the question: to what extent is the Mayer and Salovey (1997) model of emotional intelligence a useful predictor of leadership style and perceived leadership outcomes? The project was designed to move research in the field forward by using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of current leaders and collecting multiple ratings of their leadership behaviours. The study (N = 144 leaders and 432 raters) results indicated that emotional intelligence was not a useful predictor of leadership style and perceived leadership outcomes. In contrast, several of the other predictors in the study were found to predict leadership style.

Management of Higher Educational Institutions in Kerala

Economists consider education as an investment in man. Education develops human resources necessary for the economic and political growth of any nation. Adam Smith stressed the importance of education and included the acquired and useful activities of all the inhabitants or members of society in his concept of fixed capital.‘ Karl Marx shared with Smith's view when he laid down that the function of education in a socialist society will be to overcome the alienation of the worker from the means of production; while developing the technical skill it will make him a complete man as well as a producer.2 Education is also considered as a powerful instrument for social change. By inculcating moral and spiritual values, it brings changes both in the individual and in the society. It aims at creating a social order founded on the values of freedom, social justice and equal opportunity.3 The objective of this exploratory study is to enquire into the existing system of managing higher educational institutions in Kerala, compare it with the accepted principles of management believed to be applicable to all organisations, and develop a model capable of introducing more effective management practices

Introducción a una técnica de dirección de grupos escolares.

Se analizan de forma sistemática y coordinada los problemas que plantea la dirección técnica de los Grupos Escolares, que en España va cobrando mayor importancia. Después de definir esta institución, analiza brevemente los órganos que lo forman, es decir, educadores, educandos y órganos escolares, todos ellos bajo un director único, tanto en el aspecto educativo como didáctico. Para conseguir esta unidad técnica es imprescindible el cumplimiento de unos aspectos organizativos por la dirección, estos aspectos presentan una serie de dificultades, que aunque, aquí, no se resuelvan, si son encauzadas para una posterior resolución.

Utilización del material didáctico proporcionado por el ministerio a los grupos escolares.

Muestra de agradecimiento del director de un grupo escolar al Ministerio de Educación Nacional por la recepción de un material didáctico que facilita la tarea del maestro.

Decreto de 26 de mayo de 1945, por el que se establece un convenio entre el Estado y el Ayuntamiento de Madrid para la construcción de siete grupos escolares.

Transcripción del Decreto de 1945 por el que quedaba establecido un convenio especial entre el Estado y el Ayuntamiento de Madrid para construir en Madrid siete grupos escolares con un total de 54 grados, cuya construcción subvencionaba el Estado con el cincuenta por ciento del importe y cuyo diseño de los edificios correría a cargo de los Arquitectos del Municipio de Madrid y del Ministerio de Educación Nacional, así como la adjudicación de las obras que sería a través de concurso.

Social capital, educational institutions and leadership

Social capital refers to the norms and networks that enable people to act collectively. It is a set of resources that reside in the relationships among people that allow them to share their knowledge and skills. Social capital is built and accessed through interactions between people and groups. Educational institutions and their community benefit from building social capital. Educational leaders who are committed to lifelong learning and view the community as a resource for the institution have a key role in unlocking and building social capital. Social capital is developed through a partnership process with common purpose or vision where leadership is gradually shared between institution and community.

Strategic marketing of educational institutions

Strategy development in higher education (HE) institutions has not been investigated a great extent. To address this issue, this study reports on the first stage of a larger investigation of strategy development in HE. The theoretical background draws on two theories of strategy and competitive advantage, namely, industrial organisation (IO) and resource-based view (RBV). These are used to guide 32 in-depth interviews that explore the elements of external industry structure, internal resources and capabilities, and institutional performance with senior HE decision-makers. Factors of competitive advantage and the indicators of institutional performance identified in the study verify and further develop the limited understanding relating to strategic marketing of educational institutions.

Ensino primário tipicamento rural no estado de São Paulo: granjas escolares, grupos escolares rurais e escolas típicas rurais (1933-1968)

Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (CAPES)

Grid-connected roof solar plants in educational institutions for testing and electricity generation: a case in Spain.

The use of photovoltaic experimental plants in engineering educational buildings contributes to an increase in acceptance of this technology by future engineers. There are some photovoltaic (PV) systems in educational buildings in Spain, but they are usually limited to buildings in relation to electrical technologies or research areas. They are not common in other educational or official buildings. This paper presents the project of a grid-connected solar plant with two main objectives. First, different PV module technologies will be compared. Second, an emphasis on agronomical areas in educational settings will be reviewed in an attempt to facilitate student engagement in the use of the power plant. The system is grid-connected in order to pay-back the investment in the plant. In fact the electricity generated by the plant will be used by the installations of the building, as it is the closest consumer. This work intends to approximate photovoltaic technology to university degrees not directly related with it and at the same time research in comparison of systems with different technologies. This is a good example of an solar plant for both optimum production and educational purposes.