Thesis Chapters by Catarina A N Rodrigues
Mercado das explicações: a emergência de um terceiro sector educativo
The private tutoring business is a phenomenon that can´t be ignored, either by the size or by the... more The private tutoring business is a phenomenon that can´t be ignored, either by the size or by the impact it produces. In this context, aware of the limitations of this study, we sought to contribute to the systematization of knowledge of this phenomenon that has emerged as a third educational sector. So, we tried to fit briefly the production and regulation of education policy from the point of view of the centrality of the state and the market, in a context of globalization strongly marked by neoliberal ideal. Later, we decided to frame private tutoring as an expanding global phenomenon, trying to systematize the most relevant aspects of this activity, dedicating some space to exhibit the phenomenon in Portugal. In this empirical work, we used the methodology of multiple case study, seeking evidence that would allow us to understand whether this activity, in the four centers studied in Lisbon, follows an international trend that goes beyond the traditional concept of private tutoring, approaching, in some cases, the learning centers concept, with the provision of educational services customized proposals, offering a distinctive and growing business. This study has placed before us the statement of a set of obvious questions and concerns of social, political, economic, ethical, justice and equity, which have been identified nationally and internationally, which deserve, by the policy makers, special attention. In this framework, because the policy responses are distinct from country to country, policy makers must recognize and evaluate the context in which the private tutoring occur, seeking to encourage or discourage some of the existing dimensions, considering, respectively, the set of positive and negatives impacts.
A avaliação do desempenho e a gestão estratégica: concepção de um Balanced Scorecard numa escola pública portuguesa.
Catarina Ascensão Nascimento Rodrigues, 2005
In these last years, due to the increasing social, political and organizational
visibility in Sc... more In these last years, due to the increasing social, political and organizational
visibility in Schools, a lot has been written about the Portuguese public schools, within the social and human sciences framework. Even though it was done under different perspectives, a great deal of these papers have allowed to undertake a priceless reflection on the challenges and new demands posed to schools, viewed as organizations which render a public service to education.
Through this research work, carried out within the Public Management Masters Degree course, it is intended to contribute to that discussion, presenting an experience of the conception of a model for strategic and performance evaluation management – the Balance Scorecard (BSC) – developed in the 90’s by Robert Kaplan and David Norton, in the United States of America (USA). This model initially developed to measure the private sector’s corporation performance suffered several changes originated from the various experiences made in the USA and in the United Kingdom, mostly from 1996, having been demonstrated that BSC, with the appropriate adjustments to the original model architecture, is currently applicable, either to the non profit organizations, or to the public sector organizations, demonstrating high impact at the level of strategic management and organizational performance evaluation.
In this sense, recurring to a study-case methodology, it is proposed to understand how BSC may contribute to the strategic management and performance evaluation of the Portuguese public schools, never losing sight of its specificity as an organization.
Several factors contemplated, and regardless of this research work constraints, it was possible to conclude that the BSC approach, even though considered a complex process, enables the school to reflect upon it maximum goals, as well as the way it is structured around its educational dynamics. Furthermore, the clarity and consensus obtained of which strategy to follow, the organization members knowledge about the mechanisms of strategic management, the consciousness of their responsibility to the organization’s success. Strategic intervention in the different areas of the organization, and the feedback system created allows us to conclude that the use of BSC enables to manage creatively the decision taking in order to resolve specific problems in the Portuguese public schools.
Conference Presentations by Catarina A N Rodrigues
O recurso por parte dos alunos a apoio educativo fora da escola: análise comparativa entre Lisboa e Brasília
Escolas, competição e colaboração: que perspetivas? - Atas do VII Simpósio de Organização e Gestão Escolar, 2013
O não-formal e o informal em educação: centralidades e periferias : atas do I Colóquio Internacional de Ciências Sociais da Educação, III Encontro de Sociologia da Educação, 2013
O crescimento exponencial das explicações constitui atributo de uma atividade presente no mercado... more O crescimento exponencial das explicações constitui atributo de uma atividade presente no mercado educativo à escala global e que ocorre quer nos países ricos quer naqueles em que os níveis socioeconómicos são mais frágeis. Tratando-se de um fenómeno passível de ser abordado por diversos enfoques teórico-concetuais (pedagógico-didático, sociopolítico, económico, familiar, psicológico, de equidade e justiça social, entre outros), a centralidade que aqui lhe queremos dar prende-se com a sua natureza “institucional”. Ou seja, a pergunta de partida para a presente análise poderá ser definida do seguinte modo: – Os centros de explicações constituem espaços não escolares de duplicação dos conteúdos programáticos definidos para o ensino formal, repetindo o currículo escolar, ou tendem a afirmar, progressivamente, a sua autonomia relativa, descolando-se da gramática escolar e do seu currículo? A resposta à questão será equacionada no decorrer do trabalho tendo em conta, naturalmente, os estudos realizados por outros autores, mas recorrendo também à investigação empírica desenvolvida sobre o assunto na cidade de Lisboa. É tomando por base a recolha de informação junto de 4 centros de explicações desta cidade, efetuada através de análise documental na internet, da entrevista aos diretores dos centros e do questionário aos respetivos alunos, que procuraremos sustentar a nossa análise. Em termos de resultados globais, verifica-se que o core business do negócio continua a ser a replicação dos conteúdos programáticos prescritos para o currículo escolar; porém, há já claros indícios de conceções, atitudes e práticas alternativas ao modelo escolar, que privilegiam o desenvolvimento de outros conteúdos, outras competências e outras ofertas educativas, que contribuem para o questionamento da legitimidade institucional da escola.
“Avaliação do rendimento escolar: dimensões internacionais”, 2012
O recurso por parte dos alunos a apoio educativo fora da escola surge cada vez mais a cargo de em... more O recurso por parte dos alunos a apoio educativo fora da escola surge cada vez mais a cargo de empresas de reforço escolar (Brasil), de explicações (Portugal) no quadro de um mercado educacional cada vez mais competitivo. Estudar este tipo de oferta e suas implicações nas várias dimensões políticas, sociais, económicas e educacionais tem feito parte dos nossos projetos de pesquisa. Neste trabalho, pretende-se apresentar resultados parcelares da investigação em curso, concretamente, uma análise comparativa de centros de reforço escolar em Brasília e Lisboa, tendo por base a recolha de informação documental e as entrevistas aos diretores. Os resultados apontam para muitas semelhanças neste tipo de oferta nas duas cidades, designadamente: crescente expansão, percepção positiva de retorno em termos de resultados escolares, críticas à escola formal, importância da preparação para os exames, centralidade das explicações a matemática. Palavras chave: reforço escolar; rendimento escolar; educação na sombra 1 Este trabalho é financiado por Fundos FEDER através do Programa Operacional Factores de Competitividade COMPETE e por Fundos Nacionais através da FCT Fundação para a Ciência e a Tecnologia no âmbito do projeto Xplika Internacional análise comparada do mercado das explicações em cinco cidades capitais (PTDC/CPE-CED/104674/2008).
III Simpósio sobre Organização e Gestão Escolar, Políticas e Gestão Local da Educação, 2004
A presente comunicação pretende fornecer um contributo empírico, embora parcial, acerca da aplica... more A presente comunicação pretende fornecer um contributo empírico, embora parcial, acerca da aplicação da metodologia do modelo balanced scorecard na sua fase de conceção, numa escola secundária.
Managing performance in a Portuguese secondary school using the balanced scorecard.
Sarrico, C. S., Tice, J. H., & Rodrigues, C. (2004). Managing performance in a Portuguese secondary school using the balanced scorecard. In 4th International Conference on Theory and Practice in Performance Measurement and Management, 2004
Papers by Catarina A N Rodrigues
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Thesis Chapters by Catarina A N Rodrigues
visibility in Schools, a lot has been written about the Portuguese public schools, within the social and human sciences framework. Even though it was done under different perspectives, a great deal of these papers have allowed to undertake a priceless reflection on the challenges and new demands posed to schools, viewed as organizations which render a public service to education.
Through this research work, carried out within the Public Management Masters Degree course, it is intended to contribute to that discussion, presenting an experience of the conception of a model for strategic and performance evaluation management – the Balance Scorecard (BSC) – developed in the 90’s by Robert Kaplan and David Norton, in the United States of America (USA). This model initially developed to measure the private sector’s corporation performance suffered several changes originated from the various experiences made in the USA and in the United Kingdom, mostly from 1996, having been demonstrated that BSC, with the appropriate adjustments to the original model architecture, is currently applicable, either to the non profit organizations, or to the public sector organizations, demonstrating high impact at the level of strategic management and organizational performance evaluation.
In this sense, recurring to a study-case methodology, it is proposed to understand how BSC may contribute to the strategic management and performance evaluation of the Portuguese public schools, never losing sight of its specificity as an organization.
Several factors contemplated, and regardless of this research work constraints, it was possible to conclude that the BSC approach, even though considered a complex process, enables the school to reflect upon it maximum goals, as well as the way it is structured around its educational dynamics. Furthermore, the clarity and consensus obtained of which strategy to follow, the organization members knowledge about the mechanisms of strategic management, the consciousness of their responsibility to the organization’s success. Strategic intervention in the different areas of the organization, and the feedback system created allows us to conclude that the use of BSC enables to manage creatively the decision taking in order to resolve specific problems in the Portuguese public schools.
Conference Presentations by Catarina A N Rodrigues
Papers by Catarina A N Rodrigues
visibility in Schools, a lot has been written about the Portuguese public schools, within the social and human sciences framework. Even though it was done under different perspectives, a great deal of these papers have allowed to undertake a priceless reflection on the challenges and new demands posed to schools, viewed as organizations which render a public service to education.
Through this research work, carried out within the Public Management Masters Degree course, it is intended to contribute to that discussion, presenting an experience of the conception of a model for strategic and performance evaluation management – the Balance Scorecard (BSC) – developed in the 90’s by Robert Kaplan and David Norton, in the United States of America (USA). This model initially developed to measure the private sector’s corporation performance suffered several changes originated from the various experiences made in the USA and in the United Kingdom, mostly from 1996, having been demonstrated that BSC, with the appropriate adjustments to the original model architecture, is currently applicable, either to the non profit organizations, or to the public sector organizations, demonstrating high impact at the level of strategic management and organizational performance evaluation.
In this sense, recurring to a study-case methodology, it is proposed to understand how BSC may contribute to the strategic management and performance evaluation of the Portuguese public schools, never losing sight of its specificity as an organization.
Several factors contemplated, and regardless of this research work constraints, it was possible to conclude that the BSC approach, even though considered a complex process, enables the school to reflect upon it maximum goals, as well as the way it is structured around its educational dynamics. Furthermore, the clarity and consensus obtained of which strategy to follow, the organization members knowledge about the mechanisms of strategic management, the consciousness of their responsibility to the organization’s success. Strategic intervention in the different areas of the organization, and the feedback system created allows us to conclude that the use of BSC enables to manage creatively the decision taking in order to resolve specific problems in the Portuguese public schools.