Accreditations
The Master's in School Administration is two years long, and requires the completion of 120 ECTS credits, which are divided among 36 credits in mandatory curricular units, 24 credits in elective curricular units in school administration, 48 credits in a dissertation or final projects, 6 credits in a curricular unit on specialized research techniques and 6 credits in a free elective. Some Curricular Units can operate in a compact schedule (occupying two hours of every day of one week outside the regular calendar of classes).
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Law of Education
6.0 ECTS
|
||
|
Quality Management in Education
6.0 ECTS
|
||
|
Management of School Organisations
6.0 ECTS
|
||
|
Education Policy
6.0 ECTS
|
||
|
Assessment of School Organisations
6.0 ECTS
|
||
|
Research Design
6.0 ECTS
|
||
|
Human Resources Management in Education
6.0 ECTS
|
||
|
Pedagogical Organization and Diversity
6.0 ECTS
|
||
| 2nd Year | ||
|
Master Dissertation in Sa
48.0 ECTS
|
||
|
Master Project in School Administration
48.0 ECTS
|
||
|
2nd Cycle Internship
6.0 ECTS
|
Law of Education
At the end of the Curricular Unit, students should be able to:
At the end of the course, students should be able to:
LO1 - the fundamental characteristics of the legal system within the framework of the rule of law.
LO2 - the constitutional basis of education law.
LO3 - the legal provisions that define the structures and forms of school management.
LO4 - the administrative and jurisdictional guarantees in question, identifying the different instruments that implement them.
The program is organized around the following modules:
1. Law and the State.
1.1 What is law? Fundamental concepts. The sources of law.
1.2 Concept of the State. The State as an expression of modernity.
1.3 Rule of law: genesis and evolution.
2. Constitution and education law.
2.1 Constituent power and the Constitution. Fundamental principles of the 1976 Constitution.
2.2 Concept and scope of education law. Constitutional frame of reference.
3. School organization and management law.
3.1. School organization and educational administration.
3.2 Legal foundations of school management. Procedural principles and rules.
3.3 Administrative and judicial guarantees.
4. Case studies.
The assessment system for this Curricular Unit is designed to measure students' progress in a comprehensive way over the semesters and provides for both modes in the General Regulations for the Assessment of Knowledge and Skills:
1. Assessment throughout the semester, which includes the instruments listed below with their respective weights for calculating the final grade (between 0 and 20 points):
- Individual work (100%): Each student will have to hand in an individual piece of work selected according to the themes of the syllabus. These assignments consist of analyses of studies in the field of education, specifically school administration and management, or mini-essays on the syllabus of the course (with a maximum of 2 pages for each individual assignment).
The assessment process throughout the semester, known as continuous assessment, is aligned with the feedback process, in order to promote progressive and continuous learning, and is expected to be carried out informally, in the participatory and active components of the classes, and formally, in individual work and in the presentation and group essay/work.
2. Assessment by Exam (100%): for students who opt for this form of assessment or who do not meet the minimum criteria in the semester-long assessment, the final exam will last 2 hours and will cover all the syllabus content taught over the semester.
Title: Rodrigues, Maria de Lurdes (org.), 40 Anos de Políticas de Educação em Portugal - Volume I / Volume II, Lisboa, Almedina.
Sousa, Marcelo Rebelo de e André Salgado de Matos(2008), Direito Administrativo Geral, Tomo I, Lisboa, D.Quixote
Homem, António Pedro Barbas (coord.)(2006),Temas de Direito da Educação, Coimbra, Almedina
Fonseca, Guilherme et alii (2008),Legislação Administrativa Básica, Coimbra, Coimbra Editora
Costa, Jorge Adelino (org.)(2002),Organização Escolar: Legislação Base,Aveiro, Universidade de Aveiro
Caupers, João et alii(2007),Código do Procedimento Administrativo Anotado, Coimbra, Almedina
Canotilho, J. J. Gomes (2010),Direito Constitucional e Teoria da Constituição, Coimbra, Almedina
Canotilho, Gomes e Vital Moreira (2010),Constituição da República Portuguesa anotada, Coimbra Editora
Amaral, Diogo Freitas do (2018), Curso de Direito Administrativo, Coimbra, Almedina
Authors:
Reference: null
Year:
Title: .
Authors:
Reference: null
Year:
Quality Management in Education
The student that completes this course with success will be able to:
? To describe the main theories on the concept under study.
? To elaborate the quality evaluation project.
? To differentiate the principles and models of quality management.
? To prepare a quality management project within education anchored in processes of formalization and implementation of a quality management system.
Syllabus:
? Theoretical and methodological issues on quality.
? ISO and Total Quality models
? Evaluation models regarding education services
? Procedures for implementing a quality management system
Option 1:
Individual Work: A written paper focused on the application of a quality management model in the field of education (60%).
Group Work: Comprising a written report, an oral presentation and a discussion, this collaborative effort centers around a quality assessment project and the subsequent implementation of improvements within an educational institution (40%).
Option 2:
Final evaluation 100%
Title: Quality Management (2ª ed.), Upper Saddle River: Prentice-Hall.Colling, C. & Harvey, L. (1995). Quality control, assurance and assessment – the link to continuous improvement, Quality Assurance in Education, 3 (4), pp.30 – 34.
Dahlgaard, S. (1999). The evolution patterns of quality management: Some reflections on the quality movement, Total Quality Management, 10 (4-5), p. 473-480.
Freeman, R. (1994). Quality Assurance in Secondary Education, Quality Assurance in Education, 2 (1), pp.21 – 25.
Oger, B. & Platt, D. (2000). Value measurement and value creation models in Europe and the US: A comparison of the EFQM Excellence Model and the Baldrige Award Criteria. Paris, IAE.
Vinagre, M. H. & Neves, J. G. (2004). Medição da qualidade de serviços em autarquias locais, in Colibri (ed.), Percursos da investigação em Psicologia Social e Organizacional, Lisboa, vol. 1, p. 271-290.
The role of E-service quality in shaping online meeting platforms: a case study from higher education sector, The role of E-service quality in shaping online meeting platforms: a case study from higher education sector, 2021, Journal of Applied Research in Higher Education, 13(5), 1436-1463,
Abdul Rahman, N., Voon, B. H., & Abdullah, F., Culture of excellence for better internal service quality in high education, 2021, dvances in Business Research International Journal (ABRIJ), 7(3), 85-104.,
Authors:
Reference: null
Year:
Title: rahman, P.K. et al, The Students’ Responses toward Implementation of Quality Management Principles and Service Quality in Higher Education., 2022, Education and Self Development. Volume 17, № 3, https://d1wqtxts1xzle7.cloudfront.net/99474310/173_1-libre.pdf?1678089194=&response-content-disposition=inline%3B+filename%3DThe_Students_Responses_toward_Implementa.pdf&Expires=1694526581&Signature=b1DnbSguDMKqUPejFqQL-1fR2zOMdt3RLk8G00ZI55CYlwgAiXsAy45HijXzeh7hWsvNd4Sn4DYKwdfpCG~ToxlIRmF9~pORoMfEmOptdegafi3pxiGc5lH6xf9yGXYzfI2hn0fym~LEznp7xHoOkhsByZ-GdpopdUhp2hjB7zi-4DssC-R3wOgyGypAKvibFph48nACswXy8-IjHWlDWIRuVFZs57S9pfIaMRXzoLyEo~It71goX4EptRUXblNazwAs3EfqVdKZzcFVFW-tNSNTEE-qRcKr-7kkHSANj7765EovyeO1LP1UMh5ByjC3CvK4vLSfyQOevYZQynl-4g__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Authors:
Reference: null
Year:
Management of School Organisations
1. Identify the different views of the organizational problematic (LG1).
2. Relate transversal concepts and practices of organizational management with particular view of schoolar organizations management (LG2).
3. Identify particular manager profiles and roles on schoolar organizations (LG3).
4.Critically evaluate the practices of schoolar organizations and to propose ways of improving the effectiveness (LG4)
1. The management of organizations and the specificity of the school organization.
1.1. The organization theories and the context of educational organizations.
1.2, The revolution 4.0
1.3. Organizational Change.
2. Effectiveness and efficiency in Management.
3. The role of management in articulating the school organization with its surroundings and the conditioning factors of management procedures.
4. Manager's roles.
5 Application exercises and case studies.
1) Assessment during classes period: individual work (60%); team work (40%)
For approval, any evaluation element must have a minimum score of 8 values and the final result must have a minimum value of 10 values (scale from 0 to 20).
2) final evaluation: completion of final tests (exam and / or other tests) 100%. Approval with a final evaluation equal to or greater than 10 (scale from 0 to 20)
Title: Mota, A. (2017). Gestão escolar: teoria e prática / Artur Guilherme Carvalho da Motta. Rio de Janeiro: SESES, 2017.
Neves, L., Varela, M. (2023). Gestão da Educação em Portugal, Novas perspetivas e desafios práticos. Psicossoma
Hoy, W., Miskel, C. (2013). Educational Administration. Theory, Research, and Practice . McGraw-Hill.
Duarte, A., Nascimento, G., Almeida,F., (2019). Gestão de pessoas 4.0. In Machado, C., e Davin,J. (coords) Organização e politicas empresariais. Atual, Almedina. ......
Authors:
Reference: null
Year:
Title: Veloso, L., Craveiro, D. & Rufino, I. (2012), Participação da comunidade educativa na gestão escolar. Educ. Pesqui., 38 (04), 815-832.
Somech, A. (2005). Directive Versus Participative Leadership: Two Complementary Approaches to Managing School Effectiveness. Educational Administration Quarterly 41 (5), 777-800
Morgan, G. (1997), Imagens da Organização, S. Paulo, Ed. Atlas;
Mintzberg, H. (2010). Estrutura e Dinâmica das Organizações, Lisboa, Ed. D. Quixote;
Litz, D. (2011), Globalization and the Changing Face of Educational Leadership: Current Trends and Emerging Dilemmas. -International Education Studies, 4 (3), p. 47-61.
Ferreira B. & Torres, L. (2012),Perfil de liderança do diretor de escola em Portugal: modos de atuação e estratégias de regulação da cultura organizacional. RBPAE, 28 (1), 86-111
Authors:
Reference: null
Year:
Education Policy
Specifically, this unit aims to help prepare teachers who:
LO1. demonstrate competences in identifying the different conceptions and modes of production of public education policies and their evolution in recent decades;
LO2. demonstrate an understanding of the national and international contexts (in particular, the European context), which have influenced the reconfiguration of education policies;
LO3. demonstrate knowledge of the evolution of education policies in the light of changes in the state model;
OA4. be able to apply this knowledge in identifying and analysing ways of regulating public education policies;
LO5. demonstrate knowledge of the relationship between the different levels of decision-making and political action; LO6. be able to collect, select and interpret relevant information in the area of education policies and its applicability in analysing specific educational realities.
The programme is organised according to the following points and syllabuses: 1. Education policies: introduction and systematisation of theoretical and analytical approaches
2. Globalisation and its impact on education policies
3. Europeanisation of education policies
4. Policy cycles and the state model: contributions to analysing education policies
5. Portugal: dynamics and cycles of government in education
6. School autonomy, management and administration
7. Decentralisation and territorialisation of education policies
8. Logics of school action and school policies
9. Public schools at the centre of the debate: problems and policies
The assessment of the course has been defined in line with the General Regulation for the Assessment of Knowledge and Competences (GRAKC), version 2024.
The assessment throughout the semester of the course has the following elements:
1) A presentation (in groups) of a research and analysis text on education policies (15-20 min, 30%) and participation in the debate on the various presentations. The text will be selected by the group from a list drawn up by the lecturer.
2) Individual written work of critical reflection, theoretically supported and empirically illustrated, on a type of education programme or policy. The work should not exceed 10 pages (arial 11) (70%).
Given the very diverse backgrounds of the students, especially in recent years, the public policy chosen for the assignment can be wide-ranging and does not have to be limited to the Portuguese context. On the other hand, the group presentation of texts has made it possible to systematically share a bibliography and theoretical contributions that are central to or illustrative of the research on some of the topics covered, as well as the ability to articulate specific educational realities and contexts.
Assessment by exam:
This situation applies to students who do not complete the assessment elements proposed throughout the semester and do not attend classes, as defined in the General Regulations for the Assessment of Knowledge and Competences (RGACC). Assessment by exam takes place exclusively during the assessment period and potentially covers the subject taught in the course unit. It must include a written test. Students who have opted for this assessment method and students who have not passed the assessment method throughout the semester are admitted to this method. However, although this is an available method, students are encouraged to follow the assessment throughout the semester, as it involves a more consistent and secure learning process of the content in question.
In specific situations, the teacher may organise an oral test or a discussion session on the assessment elements presented, in order to clarify the marks awarded.
Title: Almeida, A. N., e M. M. Vieira (2006), A Escola em Portugal, Lx, ed. ICS, pp.51-85.
Ball, S. (1994), Education Reform: a Critical and Post-structural Reform, Londres, Routledge.
Barroso, J.(2005), Políticas Educativas e Organização Escolar, Lx, Un. Aberta.
Fernandes, D., Neves, C., Tinoca, L., et al. (2022). Relations between public education policies and Portugal’s performance on PISA. Education Policy Analysis Archives, 30, (168). https://doi.org/10.14507/epaa.30.6213
Formosinho,J., A. S. Fernandes; J. Machado e F. Ferreira (2005), A Administração da Educação., Porto, Asa.
Honig, M. (ed.) (2006), New Directions in Education Policy Implementation: confronting complexity, NY, State University of NYork Press.
Mitchell, D. E., R. L. Crowson, D. Shipps (2011), Shaping Education Policy: Power and Process, Routledge, N. Iorque.
Rodrigues, M.L. (2014) (org.), 40 Anos de Políticas de Educação em Portugal (Vol1 e 2), Lx, Almedina.
Zanten, A. van (2004), Les Politiques d'Éducation, Paris, Puf.
Authors:
Reference: null
Year:
Title: AAVV (2006), A Autonomia das Escolas, Lisboa, Fundação Calouste Gulbenkian.
Abrantes, P., S. C. Martins, e T. Caixeirinho (2013), "Sucesso, gestão e avaliação. Um novo capítulo nas políticas educativas em Portugal", em L. Veloso (Coord.) (2013), Escolas e Avaliação Externa. Um Enfoque nas Estruturas Organizacionais, Lisboa, Editora Mundos Sociais.
Albuquerque, A., T. Seabra, & SC Martins (2022). Seletividade social na escola básica portuguesa: dinâmicas, condições e políticas (2008-2018). Análise Social. 57 (244), 520-543. DOI: 3 https://doi.org/10.31447/as00032573.2022244.04
Álvares, M. (2018), ?Fault lines in education: Dualization and diversification of pathways over 40 years of debate on education policy in Portugal?, Sociologia, Problemas e Práticas, 87, pp. 45-70.
Antunes, F. (2005a), "Globalização, União Europeia e Políticas Educativas nacionais", em Sociologia, Problemas e Práticas, nº 47,pp. 125-143.
Antunes, F. (2005b), "Reconfigurações do Estado e da Educação: novas instituições e processos educativos", Revista Lusófona de Educação, 5, , pp.37-62.
Azevedo, J. (2007), Sistema educativo mundial. Ensaio sobre a regulação transnacional da educação, FML.
Ball, S (2010), The Education Debate: Policy and Politics in the Twenty-First Century, Bristol, The Policy Press.
Ball, S., e J. Mainardes (orgs.) (2011), Políticas Educacionais: Questões e Dilemas, São Paulo, Cortez Editora.
Barroso, J.(org) (2003), A Escola Pública. Regulação, desregulação, privatização, Porto, Asa.
Barroso, J.(org.), (2006), A Regulação das políticas públicas de Educação. Espaços, dinâmicas e actores, Lisboa, Educa-Unidade de I&D de Ciências da Educação, U. de Lisboa.
CNE ? Conselho Nacional de Educação (Ed.) (2021), Estado da Educação 2020, CNE.
CNE ? Conselho Nacional de Educação (Ed.) (2021), Efeitos da pandemia COVID-19 na educação: Desigualdades e medidas de equidade, CNE.
CNE ? Conselho Nacional de Educação (Ed.) (2021), EDUCAÇÃO EM TEMPO DE PANDEMIA |Problemas, respostas e desafios das escolas, CNE.
Dale, R. (2000), "Globalization and education: demonstrating a 'common world educational culture' or locating a 'globally structured educational agenda?", em Educational Theory, 50 (4), 427-448.
Dubet, F. (2002), Le Déclin de l'institution, Paris, Du Seuil, pp.87-166.
Eurydice (2007), Autonomia das Escolas na Europa: Políticas e Medidas, Bruxelas, Comissão Europeia.
Fialho, I., J. Verdasca, M. Cid, e M. Favinha (org.)(2014), Políticas Educativas, Eficácia e Melhoria das Escolas, Évora, CIEP-UE.
Formosinho, J., A. S. Fernandes, J. Machado, H. Ferreira (2010), Autonomia da Escola Pública em Portugal, V. N. Gaia, Fundação Manuel Leitão, pp. 43-55.
Gomes, R. Machado (2005), O Governo da Educação em Portugal: Legitimação e Contingência na Escola Secundária, 1974-1991, Coimbra, Imprensa da Universidade.
Justino, D. e S. Almeida (2017), "International assessment, curriculum policy induction and instruction time management: Lessons from Portuguese experience", European Journal of Curriculum Studies, 4(2), 671-69.
Kyriakides, L., M P. Georgiou, B. P. M. Creemers, A. Panayiotou & D. Reynolds (2018), ?The impact of national educational policies on student achievement: a European study?, School Effectiveness and School Improvement, 29 (2), 171-203, Lawn, M; Nóvoa, A. (2005), L'Europe Réinventée, regards critiques sur l'espace européen de l'éducation, Paris, L'Harmattan.
Lima,L., e A. Almerindo (2002), Reformas da Educação Pública: Democracia, Modernização, Neoliberalismo, Porto, Afrontamento.
Martins, S. C. (2014), Políticas Educativas Europeias: Divergir e Convergir num Espaço Comum, em M. L. Rodrigues (org.), 40 Anos de Políticas Educativas de Educação em Portugal, (Vol II: Conhecimento, Atores e Recursos), Lisboa, Almedina, pp. 685-707.
Martins, S. C. (2012), Escolas e Estudantes da Europa: Estruturas, Recursos e Políticas de Educação, Lisboa, Editora Mundos Sociais.
Martins, S. C. (2022), “DEMOCRATIZAÇÃO E DESIGUALDADES NO SISTEMA EDUCATIVO PORTUGUÊS: Atender ao presente e perspetivar o futuro”, em CNE (ed.), Estado da Educação 2021, CNE – Conselho Nacional de Educação (ISBN978-989-8841-41-4). Link: https://www.cnedu.pt/pt/publicacoes
Martins, SC, Sebastião, J., Abrantes, P. & Rodrigues, M. L. (2018), ?Desigualdades e políticas educativas. Portugal no Contexto Europeu? em R. Carmo e outros (orgs.), Desigualdades Sociais: Portugal e a Europa, Lisboa, Mundos Sociais.
Martins, SC, Capucha, Luís & Sebastião, João (2019) (orgs.), School Autonomy, Organization and Performance in Europe. CIES-ISCTE. Link: https://repositorio.iscte-iul.pt/bitstream/10071/19965/1/EBOOK_School%20Autonomy%20Organization%20and%20Performance%20in%20Europe_VF.pdf.
Mathews, P. e outros (2009), Política Educativa para o Primeiro Ciclo do Ensino Básico, Lisboa, Gepe, Ministério da Educação.
Mitchell, D. E., R. L. Crowson, D. Shipps (2011), Shaping Education Policy: Power and Process, Routledge, N. Iorque.
OCDE (2018), Education Policy Outlook 2018: Putting Student Learning at the Centre, OECD Publishing,
Paris.
OCDE (2023), Education at a glance 2022: OECD Indicators, Paris.
Pacheco, J.A. (org.) (2000), Políticas Educativas. O neoliberalismo em educação, Porto, Porto editora.
Reimers, F (ed.) (2022), Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic, Springer.
Rodrigues, M.L. (2010), A Escola Pública Pode Fazer a Diferença, Lx, Almedina.
Rodrigues, M.L., J.Sebastião, J.Mata, L. Capucha, L. Araújo, M.V. da Silva, SC Martins, e V. Lemos (2016), Educação. 30 anos de Lei de Bases, Lisboa, Editora Mundos Sociais.
Rodrigues, M.L., e M. Heitor, com T. Patrício, SC Martins, e CP Conceição (orgs.) (2017), 40 Anos de Políticas de Ciência e de Ensino Superior, Lisboa, Almedina.
Teodoro, A. (1994), Política Educativa em Portugal: Educação, Desenvolvimento e Participação Política dos Professores, Porto, Afrontamento.
UE (2009), Education & Training 2010. Main policy initiatives and outputs in education and training since the year 2000, Brussels, Directorate-general for Education and Culture.
Zanten, A. Van ( Dir.) (2000), L'ecole, l'état des savoirs, Paris, La découverte, pp.85-147.
Vienne, P.(2005), "Socialização e ressocialização: as políticas da educação para as classes populares", Análise Social, Vol. XI (176), 633-649.
Authors:
Reference: null
Year:
Assessment of School Organisations
At the end of the Curricular Unit, students should be able to:
LO1 - Identify the school organisation as a democratic and autonomous management entity in an international, national and regional context.
LO2 - Identify the various types of evaluation (by objectives, objects, nature) of school organisations, relating the concept of Evaluation to the concepts of Quality and Strategic Planning.
LO3 - Distinguish between self-evaluation and external evaluation, contextualising the two processes in the Portuguese case.
LO4 - Design/Execute school organisation evaluation processes, considering the added value/challenges to be maximised/to overcome.
PC1 - Schools as organisations:
1.1 Historical evolution of the concept of school,
1.2 Schools as democratic and autonomous management organisations, albeit under international, national and regional influence.
PC2 - Assessment models:
2.1. The concept of evaluation in conjunction with quality and strategic planning,
2.2. The various types of evaluation (by objectives, objects, nature),
2.3 Evaluation processes and approaches in school organisations.
PC3 - Self-evaluation and external evaluation in school organisations:
3.1 Concepts and historical evolution,
3.2 The Portuguese case: history, framework, dimensions of analysis, actors.
PC4 - Evaluation processes in school organisations:
4.1. Evaluation phases: Diagnosis, Decision/Planning, Implementation/Monitoring, Evaluation,
4.2 Methodological strategies by phase: how to programme evaluation, maximising opportunities and overcoming challenges,
4.3 The importance of participation in evaluation processes.
The assessment system for this Curricular Unit is designed to measure student progress comprehensively throughout the semesters and covers both methods of assessment in the General Regulations for the Assessment of Knowledge and Competences:
1. Assessment Throughout the Semester, which includes the instruments listed below with their respective weightings for calculating the final grade (between 0 and 20 points):
- Attendance and Participation (10%): students are advised to attend classes regularly so that they can acquire the necessary skills, not only to complete the Curricular Unit, but also to apply in their professions.
- Individual assignments (40%): Each student will have to submit a minimum of three individual assignments via moodle throughout the semester, which will be proposed each week by the lecturer and selected according to the students' preferences and time. These assignments consist of analyses of case studies of evaluation processes in school organisations, or mini essays on the program contents of this Curricular Unit (with a maximum of 2 pages for each individual assignment). If the student so wishes, he/she can do more work than the minimum number to obtain the grade for the assessment instrument; the teacher will give individualised feedback on all the work handed in via moodle. The grade for this instrument will be calculated from the arithmetic mean of the three assignments submitted via moodle with the highest marks.
- Group work (50%): Critical reflection essay on a practical case of evaluation processes in school organisations, presented and discussed in class, before the final submission on a date to be determined (maximum 12 pages).
The assessment process throughout the semester, known as continuous assessment, is aligned with the feedback process, to promote progressive and continuous learning, and which is expected to take place informally, in the participatory and active components of the classes, and formally, in individual work and in the presentation and group essay/work.
Continuous assessment requires a minimum mark of 7 in each assessment instrument for approval.
2. Assessment by Exam (100%): for students who choose this mode of assessment or who do not meet the minimum criteria in the modality of Assessment Throughout the Semester. the Final Exam will last 2 hours and will cover all the program content taught over the semester.
Title: Alaíz, V, Góis, E. & Gonçalves, C(2003). Auto-avaliação de escolas. Porto: Edições ASA.Azevedo, J, org (2002). Avaliação das escolas. Porto:ASA.
Barroso, J. (2005).Políticas educativas e organização escolar. Lisboa: Universidade Aberta.
Lima, L. (1992). A escola como organização e a participação na organização escolar. Braga: IE/UM.
McBeath, J. (2010). School self-evaluation models, tools and examples of practice. National College for School Leadership.
Mintzberg, H. (1995).Estrutura e dinâmica das organizações. Lisboa: Dom Quixote.
Nóvoa, A. (1995).As organizações escolares em análise. Lisboa: Dom Quixote.
Pacheco, JA, (org) (2014). Avaliação externa de escolas: quadro teórico/conceptual. Porto: Porto Editora.
Veloso, L. (org) (2013). Escolas e avaliação externa: um enfoque nas estruturas organizacionais. Lisboa: Mundos Sociais.
Authors:
Reference: null
Year:
Title: Abrantes, P. & Sebastião, J. (2010). Portões que se abrem e que se fecham. Processos de inclusão e de segregação nas escolas públicas portuguesas", in Dornelas, A, Oliveira, L., Veloso, L & Guerreiro, M. D. (orgs.), Portugal Invisível, Lisboa, Editora Mundos Sociais, pp. 75-93.
Bourdieu, P. (1978). Classement, déclassement, reclassement. Actes de la Recherche en Sciences Sociales, 24, 1, 2-22.
Capucha, L., et al. (1996). Metodologias de avaliação: o estado da arte em Portugal. Sociologia, Problemas e Práticas, 22: 9-27.
Coelho, I., Sarrico, C. & Rosa, Maria J. (2008). Avaliação de escolas em Portugal: que futuro? Revista Portuguesa e Brasileira de Gestão, 7(2): 56-67.
Conselho Nacional de Educação (2010). Parecer sobre Avaliação Externa das Escolas (2007 ? 2009). Lisboa: Conselho Nacional de Educação (CNE).
Ferreira, I. & Teixeira, Ana R. (2010). Territórios Educativos de Intervenção Prioritária. Sociologia: Revista do Departamento de Sociologia da FLUP, Vol. XX: 331-350.
Lima, Licínio C. (2011). Administração Escolar: Estudos. Porto: Porto Editora.
Marques, R. & Ferraz, D., orgs. (2015). Governação integrada e administração pública. Lisboa: INA Editora.
Maroy, C.; Voisin, A. (2013). As transformações recentes das políticas de accountability na educação: desafios e incidências das ferramentas de ação pública. Educação e Sociedade, 34(124). http://dx.doi.org/10.1590/S0101-73302013000300012
OECD (1991). Principles for evaluation of development assistance. OECD: Paris.
https://www.oecd.org/dac/evaluation/2755284.pdf
Authors:
Reference: null
Year:
Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
|
Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).
The evaluation of this course does not include a final exam.
Title: Silva, A S&Pinto, J M, org 1986 Metodologia das Ciências Sociais. Porto:Afrontamento.
Ragin, C 1994 Constructing social research. Thousand Oaks:Pine Forge.
Quivy, R&Champenhoud,L 2003 Manual de Investigação em Ciências Sociais.Lisboa:Gradiva.
Della Porta, D&M Keating, eds 2008 Approaches and Methodologies in the Social Sciences.Cambridge:CUP.
Creswell, JW 2003 Research design: qualitative, quantitative, and mixed methods approaches.Thousand Oaks:Sage.
Chen, H 2015 Practical program evaluation: theory-driven evaluation and the integrated evaluation perspective.Thousand Oaks:Sage.
Capucha, L 2008 Planeamento e avaliação de projectos: guião prático.Lisboa:DGIDC.
Campenhoudt, L van 2003 Introdução à análise dos fenómenos sociais.Lisboa:Gradiva.
Burgess, R 2001 A pesquisa de terreno.Oeiras:Celta.
Bryman, A 2012 Social Research Methods.Oxford:OUP.
Blaikie, N 2007 Approaches to social enquiry.Cambridge:PP.
Babbie, E 1989 The practice of social research.Belmont:CWP.
Authors:
Reference: null
Year:
Title: Whyte, William Foote (ed.) (1991) Participatory Action Research. London: Sage Publications.
Turner, Jonathan (2005) "A new approach for theoretically integrating micro and macro analysis", in Craig Calhoun, C. Rojek,B. Turner (Ed.) , The Sage Handbook of Sociology. London: Sage Publications.
Turner, F J. (2005). Social Work Diagnosis in Contemporary Practice. New York, Oxford: University Press.
Silverman, D (ed.) (2011) Qualitative Research. London: Sage.
Scott, J. (1990) A Matter of Record: Documentary Sources in Social Research. Cambridge: Polity Press.
Schiefer, U, et al. (2007) Método aplicado de planeamento e Avaliação. Manual de Planeamento e Avaliação de Projectos. Estoril: Editora Principia.
Ragin, C C. (1987) The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies. Berkeley/Los Angeles/London: University of California Press.
Oyen, Else (1990) Comparative methodology. Theory and practice in international social research. London: Sage.
Patton, M. (2018). Facilitating evaluation: principles in practice. Sage Thousand Oaks.
Kettner, P., Moroney, R. & Martin, L. (2016). Designing and managing programs: an effectiveness-based approach. (5nd. Ed.). Thousand Oaks: Sage.
Ghiglione, R & Matalon, B (1992) O Inquérito. Teoria e Prática. Oeiras: Celta Editora.
Foddy, William (1996) Como perguntar. Teoria e Prática da construção de perguntas para entrevistas e questionários. Oeiras: Celta Editora.
European Institute of Public Administration (2004) Improving an organization through self-assessment? common assessment framework. Maastricht: European Institute of Public Administration.
Dogan, M & Pelassy, D (1990, 1984) How to Compare Nations. Strategies in Comparative Politics. New Jersey: Chatham House Publishers.
Carvalho, H (2004) Análise Multivariada de Dados Qualitativos. Lisboa: Sílabo.
Calley, N. (2011). Program development in the 21st Century: an evidence-based approach to design, implementation and evaluation. Thousand Oaks: Sage.
Brannen, J (2005) Mixed methods research: a discussion paper, Economic & Social Research Council, National Centre for Research Methods. URL: http://eprints.ncrm.ac.uk/89/1/MethodsReviewPaperNCRM-005.pdf
Brady, H E & Collier, D (2004) Rethinking Social Inquiry: Diverse Tools Shared Standards. Lanham: Rowman & Littlefield Publishers.
Booth, W C, Colomb, G G e Williams, J M (2003) The Craft of Research. Chicago: The University of Chicago Press.
Bertaux, D. (2020) As narrativas de vida. LIsboa: Mundos Sociais.
Beckett, C (2010) Assessment and intervention in social work. Sage Publications: London.
Outras referências bibliográficas complementares
Lenoir, R 1988 Objeto Sociológico e Problema Social. In: Champagen, P. et al. Iniciação A Prática Sociológica. Petropólis: Vozes, pp. 59-104.
Blaikie, N 2010 Designing Social Research. The logic of Anticipation. Cambridge: Polity Press.
Becker, H S 2017 Evidence. Chicago: The University of Chicago Press.
Mestrado em Sociologia
Shaw, I, Briar-Lawson, K, Orme, J & Ruckdeschel, R 2010 The Sage Handbook of Social Work Research. Londres: Sage.
Hardwick, L et al (eds) 2017 Innovations in Social Work Research. London: Jessica Kingsley Publishers.
Bell, L 2017 Research methods for Social Workers. Londres: Palgrave.
Mestrado em Serviço Social
Toshkov, D 2016 Research Design in Political Science. London: Palgrave.
Howard, C 2017 Thinking Like a Political Scientist: A Practical Guide to Research Methods. Chicago: University of Chicago Press.
Filho, Dalson Britto Figueiredo; Paranhos, Ranulfo; Rocha, Enivaldo Carvalho da; Silva Junior, José Alexandre da; Santos, Manoel Leonardo Wanderley Duarte 2012 Levando Gary King a Sério: Desenhos de Pesquisa em Ciência Política. In Revista Eletrônica de Ciência Política 3 (1-2), pp. 86-117.
Bukve, O 2019 Designing Social Science Research. Cham: Palgrave.
Mestrado em Políticas Públicas
Treadwell, D, & Davis, A 2016 Introducing communication research: Paths of inquiry. Thousand Oaks: SAGE Publications, 3ª ed.
Silverman, D. (2017) Doing Qualitative Research. Londres: Sage. https://us.sagepub.com/en-us/nam/doing-qualitative-research/book251108
Quan-Haase, A., & Sloan, L. (eds.). 2022 The SAGE handbook of social media research methods. Sage.
Kubitschko, S., & Kaun, A. (eds). 2016 Innovative methods in media and communication research. Cham: Palgrave Macmillan.
Hine, C. (2017). Digital Ethnography. In The Wiley-Blackwell Encyclopedia of Social Theory, B.S. Turner (Ed.). https://doi.org/10.1002/9781118430873.est0628
Berger, A. A. 2018 Media and communication research methods: An introduction to qualitative and quantitative approaches. Thousand Oaks: SAGE Publications.
Mestrado em Gestão dos Novos Media
Klotz, A & Prakash, D (eds) 2008 Qualitative methods in International Relations: A pluralist guide. New York: Palgrave (v. plataforma moodle).
Sprinz, D F & Wolinsky, Y (eds.) 2004 Cases, numbers and models: International Relations research methods. Ann Arbor: Michigan University Press. (Em linha: https://pdfs.semanticscholar.org/89c3/34b5c514acb817b8862dcdf675bd7d4863de.pdf
https://uk.sagepub.com/sites/default/files/upm-binaries/71316_Lamont_Research_Methods_in_International_Relations_Chapter_1.pdf).
Lamont, C 2015 Research methods in International Relations. Thousand Oaks: Sage Publications (capitulo 1 on-line em:
Mestrado em Estudos Internacionais
Stein, T. S., Bathurst, J. R., & Lasher, R. 2022 Performing arts management: A handbook of professional practices. Simon and Schuster.
Quan-Haase, A., & Sloan, L. (Eds.). 2022 The SAGE handbook of social media research methods. Sage.
Osterwalder, A., & Pigneur, Y. 2010 Business model generation: a handbook for visionaries, game changers, and challengers (Vol. 1). John Wiley & Sons.
Mestrado em Estudos e Gestão da Cultura
Zeleza, T (ed) 2007 The study of Africa. The global and transnational engagements (Vol II). Dakar: CODESRIA.
Zeleza, T (ed) 2006 The Study of Africa. Disciplinary and interdisciplinary encounters (Vol I). Dakar: CODESRIA.
Ouédraogo, J-B & Cardoso, C (ed) 2011 Readings in methodology: African Perspectives. Dakar: CODESRIA. Em linha: https://www.codesria.org/spip.php?article1502&lang=en
Mestrado em Estudos Africanos
Bogdan, R & Biklen, S 1994 Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora.
Mestrado em Educação e Sociedade
Treadwell, D, & Davis, A 2016 Introducing communication research: Paths of inquiry. Thousand Oaks: SAGE Publications, 3ª ed.
Quan-Haase, A., & Sloan, L. (eds.). 2022 The SAGE handbook of social media research methods. Sage.
Kubitschko, S., & Kaun, A. (eds). 2016 Innovative methods in media and communication research. Cham: Palgrave Macmillan.
Berger, A. A. 2018 Media and communication research methods: An introduction to qualitative and quantitative approaches. Thousand Oaks: SAGE Publications.
Mestrado em Comunicação, Cultura e Tecnologias da Informação
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Ciências do Trabalho e Relações Laborais
Pollock III, Philip H.& Edwards, B C 2019 The Essentials of political analysis. 6ªed., Washington D.C.: CQ Press.
Silverman, D (2018) Doing qualitative research. Los Angeles: Sage.
Johnson, J B & Reynolds, H T 2020 Political Science research methods, 9ª ed. Los Angeles: Sage.
Mestrado em Ciência Política
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Administração Escolar
Se necessário, solicitar referências adicionais ao/à(s) docente(s).
Mestrado em Ação Humanitária
Na medida em que o desenho de pesquisa pode ter algumas especificidades em função da área científica de pesquisa, listam-se abaixo algumas sugestões de suporte bibliográfico.
Authors:
Reference: null
Year:
Human Resources Management in Education
Students that complete this course with success will be able to:
LG1: Theoretically integrate the evolution of HRM practices.
LG2: Use methods and techniques to analyze the need for HR planning.
LG3: Critically approach the design and management of a performance appraisal and incentive system.
LG4: Plan and conduct diagnoses of training needs and induction.
LG5: Know and evaluate recruitment and selection methodologies.
1. HRM: From theory to practice; particular aspects of HRM in school settings
2. Structure, evolution, and planning of HR
3. Recruitment and selection
4. Placement and induction, and organizational socialization
5. Rewards and incentives
6. Performance appraisal
7. Training and Development
8. Working teams management
1. Expository: presentation of the theoretical reference frames;
2. Participatory: analysis and resolution of application exercises, case studies and group work;
3. Active: realization of individual and group works;
4. Self-study: autonomous work by the student, as is indicated in the Class Planning.
|
Students may choose one of the following assessment modalities:
1. Periodic evaluation which requires (a) a minimum attendance level of 80%; (b) a written work, in group, preceded by oral presentation and discussion in class (40% of the UC classification); (c) conducting an individual written work (60% of the UC classification). Approval in the UC on a periodic evaluation basis implies obtaining a minimum score of 10 values for each of the evaluation elements.
2. Final exam (100% of UC classification) covering the entire subject of the UC program.
Title: Webb, L. D. & Norton, M. S. (2008). Human resources administration: Personnel issues and needs in education (5th ed.). Prentice Hall.
Smith, R. E. (2004). Human resources administration: A school-based perspective. Eye on Education.
Rebore, R. W. (2011). Human resources administration in education: a management approach (9th ed.). Pearson.
Webb, L. D., & Norton, M. S. (2008). Human resources administration: personnel issues and needs in education (6th ed.). Pearson.
Caetano, A & Vala, J. (2008). Gestão de recursos humanos: contextos, processos e técnicas (3.ª ed.). RH Editora.
Caetano, A., Neves, J.G. & Ferreira, J.M.C. (2021). Psicossociologia das organizações: Fundamentos e aplicações. Edições Sílabo.
Authors:
Reference: null
Year:
Title: Tyson, S. & York, A. (2005). Essentials of HRM. Elsevier.
Tran, H. (2015). Personnel vs. Strategic Human Resource Management in Public Education. Management in Education, 29(3), 112-118. https://doi.org/10.1016/j.orgdyn.2003.08.007
Bissola, R. & Imperatori, B. (2019).?HRM 4.0 For Human-Centered Organizations. Emerald Publishing Limited.
Lawler, E. E. (2003). Reward practices and performance management system effectiveness. Organizational Dynamics, 32(4), 396-404. https://doi.org/10.1016/j.orgdyn.2003.08.007
Gómez-Mejía, L. R., Balkin, D. B., & Cardy, R. L. (2004). Managing human resources (4th ed.). Pearson Prentice Hall.
Ferreira, A.I., & Martinez, L.F. (2012). Presenteeism and burnout among teachers in public and private portuguese elementary schools. International Journal of Human Resource Management, 23(20), 4380-4390. https://doi.org/10.1080/09585192.2012.667435
Caetano, A. (2007). Avaliação da formação profissional: estudos em organizações portuguesas. Livros Horizonte.
Authors:
Reference: null
Year:
Pedagogical Organization and Diversity
With the attendance of this curricular unit the students should be able to:
- Know and problematize the conceptual differences between difference and inequality;
- Integrate the debate on difference and inequality in the framework of transformations of contemporary education systems;
- Analyze the impact of massification and multiculturalism on the various dimensions of functioning of the school organization;
- Discuss the difference and inequality in the context of pedagogical and organizational management of schools, against the backdrop of educational policies and the debate on quality, efficiency and equity.
- Analyze different models of pedagogical organization of the school and its relationship with sociocultural diversity.
1. Differences and inequalities in school trajectories
1.1 The school results according to gender, social classes and ethnicity.
1.2 Education systems, schools and teachers in the production of school (in)success.
2 -Processes of implementation of educational policies
2.1 - The micro-policies of school and the central role of school boards
2.2 - The pedagogical organization of the school as a critical element of educational policies.
3 - Organizational models and the dilemmas of diversity
3.1 - Levels of curricular decision and school autonomy
3.2 - Organizational practices and equal opportunities
3. 3- Learning as the centre of organizational action: the challenge of differentiation
Student evaluation will be based on:
a) class participation;
b) debate on work bibliography;
c) a written individual work.
At the end of the semester, each student shall hand in a written work about a topic in the curricular unit's syllabus, in the format of a mainly theoretical short essay, with the possibility of taking as reference an actual problem or case, or of including empirical pertinent information.
Title: Abrantes, Pedro (2008) Os muros da escola: As distâncias e as transições entre ciclos de ensino, Lisboa, Tese de Doutoramento ISCTE.
Ball, S. J.; Maguire, M.; Braun, A. Como as escolas fazem as políticas: atuação em escolas secundárias. Tradução de Janete Bridon. Ponta Grossa: Editora UEPG, 2016.
Barr, Rebecca, Dreenen, R. (2008) "How schools work" in Ballantine, J. e Spade, J. (org), Schools and society, London, Pine Forge Press
Perrenoud, Philippe (2004) Os ciclos de aprendizagem : um caminho para combater o fracasso escolar, Porto Alegre, Artmed,
Roldão, M Céu (2009) Estratégias de Ensino, V.N. Gaia, Fundação Manuel Leão
Sebastião, João (2009) Democratização do ensino, desigualdades sociais e trajectórias escolares, Lisboa, Fundação Calouste Gulbenkian.
Authors:
Reference: null
Year:
Title: Bas, Gökhan (2021) ?Teacher Beliefs About Educational Reforms: A Metaphor Analysis?, International Journal of Educational Reform, Vol. 30(1) 21?38, DOI: 10.1177/1056787920933352
Faubert, Brenton (2012) A Literature Review of School Practices to Overcome School Failure, OECD Education Working Papers No. 68, https://dx.doi.org/10.1787/5k9flcwwv9tk-en
Gislason, Neil (2009) ?Mapping School Design: A Qualitative Study of the Relations Among Facilities Design, Curriculum Delivery, and School Climate? The Journal of Environmental Education, VOL. 40, NO. 4
Kools, M. and Stoll L. (2016), ?What Makes a School a Learning Organisation??, OECD Education Working Papers, No. 137, OECD Publishing, Paris. http://dx.doi.org/10.1787/5jlwm62b3bvh-en
Pintassilgo, Joaquim, Alda Namora de Andrade (2019) A inovação pedagógica no contexto de uma escola pública portuguesa : o caso do Projeto "Farol", Lisboa, Universidade de Lisboa/ Instituto de Educação,
Peron, Sarah Cristina(2001) ?Análise de algumas condições institucionais para a organização do trabalho pedagógico?. in ETD - Educação Temática Digital 2, 2, pp. 208-230. URN: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-105708
Authors:
Reference: null
Year:
Master Dissertation in Sa
This curricular unit will enable students the development of critical skills concerning theoretical and empirical research.
Students who successfully complete this curricular unit shall be able to
Formulate a research problem
Elaborate a literature revision and put theories and empirical evidence to practice so as to formulate testable hypotheses
Develop methods and materials for the hypotheses empirical testing
Analyse results and reject/validate hypotheses
Produce a scientific paper and poster.
In the beginning of this curricular unit, students will be prompted to choose a personal interest topic, which is relevant for the state of the art, as well as a supervisor. With the supervisor, students will:
- Formulate the starting question
- Identify the relevant literature and elaborate a theoretical and empirical revision
- Formulate the research problem and the hypotheses
- Design a study to test the hypotheses
- Create a procedure and the materials
- Carry out the study
- Analyse and interpret the results
- Elaborate the dissertation plan
- Write the dissertation
Throughout this process students will receive important information for the theme of their dissertations and for the conduction of the process itself, as, for example, literature that is relevant for their topic and indications on the design they should use.
Two teaching methods will be used:
(i) dissertation guidance in direct contact with the supervisor in individual sessions or, seldom, in small groups of students whose dissertation topics are very similar;
(ii) attendance of seminars in which each student presents his/her dissertation progress, planned activities, difficulties met, etc. These seminars will focus on the dissertation topic, as well as in the research and writing process.
|
The dissertation will be assessed by a panel of judges in public tests, after the supervisor's approval of its conclusion and quality to be presented in public tests. Assessment will be based on the scientific merit of the study and on its theoretical and methodological adequacy.
Title: Whetten, D. & Cameron, K. (2007). Developing management skills. Upper Saddle River: Prentice-Hall.
Serrano, G. P. (2008), Elaboração de Projectos Sociais : casos práticos , Porto, Porto Editora.
Roldão, Vitor (2005), Gestão de projecto. Abordagem instrumental ao planeamento, organização e controlo, Lisboa, Monitor
Rodrigues, M. L. (2010), A Escola Pública pode fazer a diferença, Lisboa, Almedina
Punch, K. (2000), Developing Effective Research Proposals , Londres , Sage.
Leedy, P. D., e J. E Ormrod (2005), Practical Research: Planning and Design, New Jersey, Prentice Hall.
Caetano, A, e J. Vala (2008) (3ªed.). Gestão de recursos humanos: contextos, processos e técnicas, RH Editora, Lisboa
Nóvoa, A., A. Estrela (orgs.) (2003), Avaliações em Educação: Novas Perspectivas, Porto, Porto Editora.
Capucha, L.(2008), Planeamento e avaliação de projectos: guião prático, Lisboa, Ministério da Educação
Barroso, J.(2005), Políticas Educativas e Organização Escolar, Lisboa, Universidade Aberta
Authors:
Reference: null
Year:
2nd Cycle Internship
The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.
1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report
Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.
Title: - Sweitzer, H. Frederick e King, Mary A. (2014), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning, Belmont, CA: Brooks/Cole, Cengage Learning.
- Reeher, Gant e Mariani, Mack (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books
- Neves, José, Garrido, Margarida, Simões Eduardo (2008), Manual de Competências Pessoais, Interpessoais e Instrumentais. Teoria e Prática, Lisboa: Editora SÍLABO
- Della Porta, Donatella e Keating Michael (eds.) (2008) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge: Cambridge University Press
- Courtney, Roger (2013), Strategic Management in the Third Sector, Basingstoke: Palgrave Macmillan
- Capucha, Luís (2008), Planeamento e Avaliação de Projetos. Guião Prático, Lisboa: ME/DGIDC
Authors:
Reference: null
Year:
Recommended optative
Optional courses will only be held if they achieve a minimum number of enrollments.
In the ambit of the specialized training in School Administration (decree-law no. 95/97, article 6) and to benefit from the accreditation of this Master's course by the Scientific-Pedagogical Council for Continuous Teacher Training, the selection of the following optional Curricular Units is recommended:
1st semester
01673 | Communication in Education
00505 | Life Long Learning
2nd semester
01682 | Assessment of Performance and Competencies in Education
Objectives
The transformations in the education sector have translated into a progressive transfer of skills and responsibilities related to the administrative and pedagogical management of instutitions and educational spaces to the regional and local level. This transfer has supported changes in the organizational models and skills of the agents of education, namely those associated with the management and leadership of schools, the processes of internal and external evaluation, the production of safe and inclusive educational environments and the mediation of conflicts. This Master's thus seeks to respond to the need for training and qualification of the educational agents working in the various levels of the education system.
Thesis / Final work
This course requires the completion of a scientific dissertation or an innovative project of a more applied nature, corresponding to 48 credits. The master's students are given the opportunity to choose between these two options due to the diverse nature of the individuals included in the programme: this group contains, on the one hand, students and technicians that intend to continue their studies in further educational programmes and, on the other, professionals who make direct interventions in the areas of analysis within the scope of the course. The preparation of the dissertation or the final project will be guided by a Ph.D. or recognized specialist, and must be presented in public before a jury appointed for this purpose.