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Este artigo apresenta os resultados de uma pesquisa feita em Quebec sobre as necessidades, expectativas, representações e conhecimentos dos agentes do sistema educativo quanto às formas, modalidades e práticas que utilizam e que poderiam e deveriam utilizar no processo de transferência e divulgação de resultados de pesquisa sobre o ensino. Entrevistas semi-estruturadas feitas com os principais agentes do sistema educativo (pesquisadores, responsáveis por associações pedagógicas, sindicatos e Ministério da Educação) e um estudo realizado com os professores constituem o material no qual baseamos nossa metodologia. A síntese dos dados sugere pistas para a solução das dificuldades atualmente enfrentadas para a difusão das pesquisas universitárias junto aos professores.This article presents the results of a research carried out in Quebec on the needs, expectancies, representations, and knowledge among education system agents concerning the forms, modalities, and practices that they use, and that they may and should use in the process of transferring and disclosing teaching research results. Semi-structured interviews with the main agents of the education system (researchers, people in charge of teaching associations, unions, and the Ministry of Education) and a study conducted with teachers are the material on which we have based our methodology. Data synthesis gives us clues for solving the difficulties presently faced in making university researches known to teachers.

Este artigo apresenta os resultados da pesquisa que investigou as repercussões que a organização da escolaridade em ciclos introduziu nas escolas e nas práticas dos professores no exercício de sua profissão. O estudo sustenta que a experiência dos ciclos conforma a escola dentro de uma nova lógica. Argumenta que as mudanças para um real funcionamento da escola em sistema ciclado entram em conflito com a cultura da escola, cuja concepção de escolarização e de tempo e espaço escolares coadunam com a lógica da escola seriada. A mudança faz que a escola transforme-se em um espaço de tensão e conflito. Para tecer tais argumentos, a pesquisa compreendeu: uma análise documental e revisão de literatura; o exame de questionários contextuais dos professores do Sistema Nacional de Avaliação do ensino Básico - Saeb - 2001, que procurou contemplar uma perspectiva macro da questão dos ciclos nacionalmente; uma abordagem qualitativa. Esta última implicou a realização de trabalho de campo com observações, entrevistas e aplicação de questionário em uma unidade escolar da rede de ensino público de Niterói, Rio de Janeiro, cuja organização das escolas compreende quatro ciclos ao longo dos nove anos do ensino fundamental.Results of a study on the repercussion of the experience of cycles on school organization and teacher's practices show that this experience sets school under a new logic. This article argues that the good performance of the cycled system requires changes which conflict with the school culture, the conception of time and space embedded in the serial school logic. The introduction of cycles transform the school into a space of tension and conflict. The study included a documental analysis and a review of the literature, a quantitative approach of the issue of cycles at national level through the assessment of background questionnaires by teachers at Saeb 2001 and a qualitative approach, fieldwork by means of observation, interviews and questionnaire in a public school in Niteroi, Rio de Janeiro, whose organization comprises four cycles throughout the nine years of middle school.

Este trabalho, resultado parcial de pesquisa mais ampla sobre sistemas municipais de ensino, apresenta um estudo sobre os conselhos municipais de educação constituídos nos nove municípios mineiros que instalaram seus sistemas de ensino até 2000. Toma-se como pressuposto a idéia de que os conselhos, na função de intermediação entre o Estado e a sociedade, traduzem ideais e concepções mais amplos de educação e de sociedade que, em cada momento histórico, influenciam a dinâmica das políticas educacionais em pauta. Buscando elementos concretos para refletir sobre essas questões, discute como se apresentam esses conselhos, sua composição, suas atribuições e as possibilidades de constituírem espaços democráticos de participação, contribuindo para a autonomia municipal na área do ensino e para o avanço das políticas públicas na área. Com o objetivo de auxiliar a compreensão dessa realidade, o texto traça, inicialmente, o percurso histórico da idéia de Conselho de Educação no país, considerando o período anterior à constituição dos sistemas federal e estaduais de educação pela Lei de Diretrizes e Bases da Educação de 1961, o período que se seguiu a essa lei e a situação atual.This paper - the partial result of a larger study on municipal education systems - presents an analysis of the boards of education of nine towns in the State of Minas Gerais, which implemented their education systems by 2000. The assumption is that the boards, being an intermediary between the government and the society, express ample ideals and conceptions of education and society, which, in every historical moment, influence the dynamics of the educational policy agenda. In search of concrete elements on which to reflect, there is a focus on these boards' modus operandi, composition and jurisdiction, as well as on the possibility that they become democratic arenas of participation, contributing to county autonomy in education and to the enhancement of public policies in the area. With the purpose of helping to understand this reality, the text initially draws the history of the concept of education board in the country, taking into account the period before the constitution of the federal and state education systems by the LDB (the Brazilian Curricular Law) of 1961, the period after its enforcement and the current scenario.

The main objective of this study is to increase the value of educational tests for all people working in school systems as well as other beneficiaries. To accomplish this purpose, the researcher used 15 test formats from different elementary and intermediate schools The major findings of the study were as follow: 1 - There are major variations between schools in terms of specifying instructional objectives, because teachers have no specific directions to follow or any meaningful training in this matter. 2- Most educational tests concentrate on the low educational cognitive levels at the expense of the higher ones, such as assessing critical thinking and problem solving. Recommendations: 1- The Ministry of Education should establish an independent department of measurement and testing in each school district for developing and administering achievement tests. 2- Teachers must conduct explanation summaries for the achievement tests of their students.

Systems archetypes are patterns of structure found in systems that are helpful in understanding some of the dynamics within them. The intent of this study was to examine educational attainment data using the success-to-the-successful archetype as a model to see if it helps to explain the inequality observed in the data. Data covering 1990 to 2009 was collected from the United States Census Bureau for the United States, as well as for the States of Georgia and Washington. Findings indicated that this archetype is useful in explaining the variation, and there are several other terms and concepts that are helpful as well as the terms / concepts: success-to-the successful, the rich get richer, Pareto’s law, Zipf’s law, and power law distributions are related and sometimes used interchangeably. DOI: 10.18870/hlrc.v3i1.98

This paper answers a pertinent question: Who are the teachers of English in Pakistan? By answering this question, the current profile of teachers of English is highlighted. We were inclined to do this study because there was no data available in Pakistan. Data for this paper was generated through a survey questionnaire, which was filled out by 100 teachers of English over three years. Out of these 100 teachers, 53 teachers were from public sector schools, 29 teachers from community-based English-medium schools, and 18 teachers from private Englishmedium schools. These teachers belonged to various regions of Pakistan, which included Sindh, Baluchistan, Gilgit-Baltistan and Chitral. The analysis of the data shows gaps in the form of issues and challenges of teachers' careers as teachers of English. The results showed that majority of the teachers teaching in the three categories of schools came from the same stream themselves. In terms of academic qualifications, in majority of the cases, the teachers had Master's degree in disciplines other than English. The lowest percentage was reserved for Master's degree in the field of English. Therefore, in most of the cases, teachers did not hold relevant academic qualifications to be regarded as competent English language teachers. Secondly, both in public and community-based English-medium schools, a significant majority of the teachers were given the English subject to teach by the administration. However, our findings illustrate a striking difference in case of private English-medium schools in this respect where most of the teachers were self-motivated to teach English. Based on the findings of the data, recommendations are made for policy makers which are: pre-service and in-service training is needed, and the hiring practices of teachers need to be rectified. Overall, it appears that there is little variation in terms of the issues and challenges across the three categories. [ABSTRACT FROM AUTHOR]

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