Schools in vulnerable contexts: Galapagos Islands’ principals and accountability

Resumo

Rural and remote areas present challenges in the organization of schools, especially when implementing new practices. In this study, we examine the leadership challenges faced by principals in the Galapagos Islands, under the Ministry of Education in Ecuador. The purpose of this case is to examine the work of principals leading schools in this unique context observing the expectations and demands for principals under a newly implemented accountability system. Significant in this study is the examination of leadership in highly vulnerable contexts, including the remote islands of Galapagos, and leadership values respective to the success of schools and communities.

https://doi.org/10.20500/rce.v14i31.30185
PDF (English)

Referências

BARAN, M. L.; BERRY, J. R. The international school leadership development network (ISLDN) High needs schools group research protocol and members’ guide. Unpublished Guide. 2015.

BARNETT, B.; STEVENSON, H. International perspectives in urban educational leadership: Social justice leadership and high-need schools. In: KHALIFA, M. A.; ARNOLD, N. W.; OSANLOO, A. F.; GRANT, C. M. Handbook of Urban Educational Leadership. Lanham, MD: Rowman & Littlefield, 2015. p. 518-531.

BENNETT, J. & MURAKAMI, E. Heroic leadership redefined in the United States border context: cases studies of successful principals in Arizona and Texas. International Studies in Educational Administration, Australia v. 44, n. 1, p. 5-23, 2016, jan./mar. 2016.

BIESTA, G. J. J. Education, accountability, and the ethical demand: Can the democratic potential of accountability be regained? Educational Theory, v. 54, n. 3, p. 233-250, jan./mar. 2004. Available at: https://doi.org/10.1111/j.0013-2004.2004.00017.x

BRYANT, M., CHENG, A.; NOTMAN R. Exploring high-need and social justice leadership in schools around the globe. Management in Education v. 28, n. 3, p. 1-4, jul./set. 2014.

NEWMAN B.; O’DONNELL, S. Lost in translation? The challenges of educational policy borrowing, Educational Research, v. 58, n. 2, p. 113-120, apr./jun. 2016, Available at: https://doi.org/ 10.1080/00131881.2016.1168678

CLOTFELTER, C.; LADD, H. F.; VIGDOR, J.; WHEELER, J. High-poverty schools and the distribution of teachers and principals, 85 N.C. L. Rev. 1345. 2007.

DAY, C.; LEITHWOOD, K. Successful principal leadership in time of change: An international perspective. Doderecht: Springer, 2007.

EDUCATIONAL REFORM ACT 1988. Legislation.gov.uk. Disponível em: <http://www.legislation.gov.uk/ukpga/1988/40/contents> Acesso em: 29 out. 2018.

EKLÖF, H.; ANDERSSON, E.; WIKSTRÖM, C. The concept of accountability in education: Does the Swedish school system apply? Cadmo. 17, p. 55-66. Dec. 2009.

FUNDACIÓN SCALESIA GALAPAGOS. Educational Outreach. Disponível em: <http://www.scalesia.org/educational-outreach> Acesso em: 2 jan. 2019.

GALAPAGOS CONSERVANCY Education. Disponível em: https://www.galapagos.org/about_galapagos/about-galapagos/people-today/education/. Acesso em: 10 jul. 2019.

GURR, D. & DRYSDALE, L. Leading high-need schools: Findings from the international school leadership development network. International Studies in Educational Administration, v. 46, n. 1, p. 147- 156, jan./mar.2018.

HALLINGER, P., & MURPHY, J. The social context of effective schools, American Journal of Education, v. 94, n. 3, p. 328–355, aug.1986.

HOFFLINGER, A. & VON HIPPEL, P. The response to high-stakes testing in Chile: Did schools improve learning or merely inflate test scores? Disponível em: SSRN: <https://ssrn.com/abstract=2906552> or <http://dx.doi.org/10.2139/ssrn.2906552>. 30 mai. 2019.

INSTITUTO NATIONAL DE ESTADISTICA Y CENSOS (INEC) Resultados del Censo 2010 de población y vivienda en el Ecuador: Fasciculo Provincial Galapagos. Disponível em: <http://www.ecuadorencifras.gob.ec/wp-content/descargas/Manu-lateral/Resultados-provinciales/galapagos.pdf> Acesso em: 10 jul. 2019.

INTERNATIONAL SCHOOL LEADERSHIP DEVELOPMENT NETWORK (ISLDN). High-Needs Schools. Disponível em: https://isldn.weebly.com/high-needs.html, acesso em: 12 jul. 2019.

LEY ORGANICA DE TRANSPARENCIA Y ACCESO A LA INFORMACION PUBLICA 2004. Disponível em: https://www.educacionsuperior.gob.ec/wp-content/uploads/downloads/2014/09/LOTAIP.pdf. Acesso em: 4 jan. 2019.

MINISTERIO DE EDUCACION Estándares de Gestión Escolar 2017. Disponível em: <https://educacion.gob.ec/desempeno-directivo/>. Acesso em: 20 jun. 2019.

MINISTERIO DE EDUCACION Educar Ecuador: Comunidad educativa en línea, 2018. Disponível em: . Acesso em: 2 dec. 2018.

MOOS, L., JOHANSSON, O., & DAY, C. How school principals sustain success over time: International perspectives. London: Springer, 2011.

MURAKAMI, E.; GURR, D., NOTMAN, R. Educational leadership, culture, and success in high-need schools. Charlotte, NC: Information Age Publishing, 2019.

NATIONAL COMMISSION ON EXCELLENCE IN EDUCATION. A nation at risk: an imperative for educational reform. Disponível em: <http://www.ed.gov/pubs/NatAtRisk/title.html>. Acesso em: 29 oct 2019.

O'NEILL, O. A Question of Trust. BBC Reith Lectures 2002. Disponível em: <http://www.bbc.co.uk/radio4/reith2002> Acesso em: 29 out. 2019.

PARK, J. A Nation at Risk. Education Week, 10 set. 2004. Disponível em: http://www.edweek.org/ew/issues/a-nation-at-risk/, Acesso em: 29 out. 2019.

PHILLIPS, D. Policy borrowing in education. In J. Zajda (ed.). International handbook on globalization, education and policy research. Netherlands: Springer, 2005, p 23-34.

POLLOCK, K., MURAKAMI, E., & SWAPP, D. The Work of School Leaders: North American Similarities, Local Differences. International Studies in Educational Administration v. 43, n. 2, p. 5-20, abr./jun. 2015.

OLIVEIRA, A. C. P., & PAES DE CARVALHO, C. Principals’ Work in High-Need Schools: Findings from Rio de Janeiro. In: MURAKAMI, E., GURR, D., & NOTMAN, R., Educational leadership, culture, and success in high-need schools, Charlotte, NC: Information Age Publishing, 2019, p. 45-64.

SCHNEIDER, M. P. Dispositivos de accountability na reforma da educação básica brasileira: tendências em curso. Revista Diálogo Educativo, Curitiba, v. 19, n. 60, p. 469-493, jan./mar. 2019.

WALLENIUS, T., JUVONEN, S., HANSEN, P., & VARJO, J. Schools, accountability and transparency—approaching the Nordic school evaluation practices through discursive institutionalism, Nordic Journal of Studies in Educational Policy, v. 4 n. 3, p. 133-143, jul./set. 2018. https://doi.org/10.1080/20020317.2018.1537432.

WEISS, S. Nation at risk continues to affect education system. Presented at the National Forum on Education Policy, p. 13-16, jul. 2004 Denver, Colorado. Cited in Education Week, A nation at risk. Disponível em: http://www.edweek.org/ew/issues/a-nation-at-risk/, Acesso em 29 out. 2019.

Proposta de Política para Periódicos de Acesso Livre

Autores que publicam nesta revista concordam com os seguintes termos:

a. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.

b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.

c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).