The impact of the school in the cognitive achievement of the students;O EFEITO DA ESCOLA NO DESEMPENHO COGNITIVO DE SEUS ALUNOS

REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion

Volumn 2, Issue 2, 2004, Pages 83-104

  Soares, José Francisco ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85140933320     PISSN: None     EISSN: 16964713     Source Type: Journal    
DOI: None     Document Type: Article

References (48)

1. Barbosa, M.E.F.; Fernandes, C. (2001). A escola brasileira faz diferença? Uma investigação dos efeitos da escola na proficiência em Matemática dos alunos da 4a série. En: Franco, C. (Org.). Promoção, ciclos e avaliação educacional. Porto Alegre: ArtMed.
2. Bossert, S.T.; Dwyer, D.C.; Rowan, B.; Lee, G.V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), pp. 34-64.
3. Bressoux, P. (1994). Les recherches sur les effets-écoles et les effets-maîtres. Revue Française de Pédagogie, 108, pp. 91-137,.
4. Bryk, A. S. Driscoll, M.E. (1988). The school as community: theoretical foundations, contextual influences, and consequences for students and teachers. Madison: National Center on Effective Secondary Schools,.
5. Cohen, D.K.; Raudenbush, D.; Ball, D.L. (2002). Resources, instruction and research. En: Mosteller, F. E Boruch, R. (Org.). Evidence matters: randomized trials in education research. Washington: Brookings Institution Press.
6. Coleman, J.S.; Campbell E.; Hobson C.; Mcpartland J.; Mood A.; Weinsfield F.; York R. (1966). Equality of Educational Opportunity. Washington: US Government Printing Office.
7. Cotton, K. (1995). Effective schooling practices: a research synthesis update. The Northwest Regional Educational Laboratory. [On-line]. Disponível em Acesso em: abril 2004.
8. Cousin, O. Politiques et effects-établisssments dans l'enseigment secondarire. In: ZANTEN (VAN) A. (Org.). L'école, l'état des saviors. Paris, La Décourverte, 2000, p. 139-148.
9. Crespo, M.; Soares, J.F.; Souza, A.M. (2000). The Brazilian evaluation system of basic education: context, process and impact. Studies in Educational Evaluation,20, pp. 105-125.
10. Forquin, J.C. (1995). Sociologia das desigualdades de acesso à educação: principais orientações, principais resultados desde 1965. In: Forquin, J.C. (Org.). Sociologia da educação: dez anos de pesquisas. Petrópolis: Vozes.
11. Franco, C. (2001). O SAEB: potencialidades, problemas e desafios. Revista Brasileira de Educação,17, pp. 127-132.
12. Franco, C.; Fernandes, C.; Soares, J.F.; Beltrão, K.; Barbosa, M.E.; Alves, M.T.G. (2001). O Referencial teórico na construção dos questionários contextuais do SAEB. Ensaios em Avaliação Educacional,28, pp. 39-74.
13. Fuller, B. Clarke. P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules, and pedagogy. Review of Educational Research, 64(1), pp. 119-157.
14. Gauthier, C. (1997). Pour une théorie de la pédagogie: recherches contemporaines sur le savoir des enseignants. Québec: Presses de l'Université Laval.
15. Goldstein, H. (2003). Multilevel statistical models. London: E. Arnold.
16. Hanuscheck, E.A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), pp. 45-65.
17. Hedges, L. F.; Laine, R.D.; Greenwald, R. (1994). Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes. Educational Researcher, 23(3), pp. 5-14.
18. Lareau, A. (1989). Home advantage: social class and parental intervention in elementary education. Philadelphia: Falmer.
19. Lee, V.E.; Bryk, A.S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education,62, pp. 172-192.
20. Lee, V.E.; Bryk, A.S.; Smith, J. (1993). The organization of effective secondary schools. En: Darling-Hammond, L. (Org). Review of Research in Education. Washington,: American Educational Research Association, n. 19, pp. 171-268.
21. Lee, V.E. (2000). Using hierarchical linear modeling to study social contexts: the case of school effects. Educational Psychologist,35, pp. 125-141.
22. Lee, V.E. Smith, J.B. (1997). High school size: which works best, and for whom?. Educational Evaluation and Policy Analysis,19(3), p. 205-227.
23. Lee, V.E. Smith, J.B. (2001). Restructuring high schools for equity and excellence: what works. New York: Teachers College Press.
24. Locatelli, I. (2002). Construção de instrumentos para a avaliação de larga escala e indicadores de rendimento: o modelo SAEB. Estudos em Avaliação Educacional, 25, pp.3-21.
25. Maluf, M. M. B. (1996). Sistema Nacional de Avaliação da Educação Básica no Brasil: análise e proposições. Ensaios em Avaliação Educacional, 14, pp. 5-38.
26. Meyer, J. W.; Rowan, B. (1978). The structure of educational organizations. En: Scott, J.W. Environments and organizations. San Francisco: Jossey-Bass.
27. Mosteller, F.; D. P. Moynihan et al. (1972). On equality of educational opportunity. New York: Random House.
28. Mosteller, F. (1995). The Tennessee Study of Class Size in the Early School Grades. The Future of Children, 5(2), pp. 113-127.
29. Nogueira, M.A. (1990). A sociologia da educação do final dos anos 60/ início dos anos 70: o nascimento do paradigma da reprodução. Em Aberto, 9 (46), pp. 49-59.
30. Ouchi, W.G.; Segal, L.G. (2003). Making schools work: a revolutionary plan to get your children the education they need. New York: Simon and Schuster.
31. Perrenoud, P. (1999). Avaliação: da excelência à regulação das aprendizagens - entre duas lógicas. Porto Alegre: ArtMed.
32. Raudenbush, S. W.; Willms, J.D. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20(4), pp. 307-335.
33. Raudenbush, S.W.; Bryk, A.S. (2002). Hierarchical linear models: applications and data analysis methods. Thousand Oaks: Sage Publications.
34. Raudenbush, S.W.; Willms, J.D. (1991). Schools, classrooms, and pupils: international studies of schooling from a multilevel perspective. San Diego: Academic Press.
35. Raywid, M.A. (1999). Current literature on small schools. Charlestown: Eric Clearinghouse on Rural and Small Schools.
36. Rutter, M. (1979). Fifteen thousand hours: secondary schools and their effects on children. Cambridge: Harvard University Press.
37. Sammons, P. (1999). School effectiveness: coming of age in the twenty-first century. Lisse; Exton, PA: Swets and Zeitlinger Publishers.
38. Scheerens, J.; Bosker, R. J. (1997). The foundations of educational effectiveness. New York: Pergamon.
39. Soares, J.F.; Alves, M.T.G.; Oliveira, R.M. (2001). O efeito de 248 escolas de nível médio no vestibular da UFMG nos anos de 1998, 1999 e 2000. Ensaios em Avaliação Educacional, 24, pp. 69-123.
40. Soares, J.F.; Ribeiro, L.M.; Castro, C.M. (2001). Valor agregado de instituições de ensino superior em Minas Gerais para os cursos de Direito, Administração e Engenharia Civil. Dados - Revista de Ciências Sociais, 44(2), pp. 363-396.
41. Soares, J.F.; César, C.; Mambrini, J. (2001). Determinantes de desempenho dos alunos do ensino básico brasileiro: evidências do SAEB de 1997. In: Franco, C. (Org.). Promoção, ciclos e avaliação educacional. Porto Alegre: ArtMed Editora.
42. Soares, J.F.; Alves, M.T.G.; Mari, F. (2003). Avaliação de escolas de ensino básico. In: Freitas, L.C. Avaliação de Escolas e Universidades. Campinas: Komedi.
43. Soares, J.F. (2003). Quality and equity in Brazilian basic education: facts and possibilities. In: SEMINAR ON BRAZILIAN EDUCATION, Center for Brazilian Studies, University of Oxford.
44. Soares, T. (2003). Influência do professor e do ambiente em sala de aula sobre a proficiência alcançada pelos alunos avaliados no SIMAVE-2002. Estudos em Avaliação Educacional, 28, pp. 103-123.
45. Teddlie, C.; Reynolds, D. (2000). The international handbook of school effectiveness research. London; New York: Falmer Press.
46. Torgerson, D. (1986). Between knowledge and politics: three faces of policy analysis. Policy Sciences, 19, pp. 33-59.
47. Willms, J.D.; Raudenbush, S.W. (1989). A longitudinal hierarchical linear model for estimating school effects and their stability. Journal of Educational Measurement, 26, pp. 209-232.
48. WILLMS, J. D. (1992). Monitoring school performance: a guide for educators. Washington: Falmer