Based on a methodological strategy of reference works (exemplars), national and international, the main elements of research on school administration and management will be presented and discussed. The Program is organized as follows:
1.Great research in education: theoretical, methodological and epistemological considerations.
2. The use of secondary data and official statistics in the analysis of school organizations and educational systems.
4. Theoretical and methodological environment, identified in the great studies in education. The combination of qualitative and quantitative methodologies.
5. Extensive international studies. Challenges of comparability: sampling, instruments for gathering information and results.

The assessment of the students is based on two elements: a presentation in class, prepared and presented in groups, on one of the reference works (30%) and an individual essay, the size of which should not exceed 10 pages (about 20000 characters ).

Mandatory

Alava, J., L. Halttunen & M. Risku (2012), Changing School Management - Status Review, Helsínquia, Finnish National Board of Education and authors.
Arthur, J., Waring, M., Coe, R. & Hedges, l. (2012), Research Methods & Methodologies in Education, Thousand Oaks, CA: Sage.
Bray, M., Adamson, B. & Mason, M. (Eds.) (2007), Comparative education research approaches and methods. Hong Kong & Dordrecht, Netherlands: Comparative Education Research Centre & Springer.
Hallinger, P. (2014), ?Reviewing Reviews of Research in Educational Leadership: An Empirical
Assessment?, Educational Administration Quarterly, 50(4) 539-576.
Coleman, M., e Briggs, A (Editors) (2002), Research Methods in Educational Leadership and Management, SAGE Publications Ltd.
Parylo, O. (2012), ?Evaluation of educational administration: A decade review of research (2001?2010)?, Studies in Educational Evaluation, 38 (3?4), 73-83.
Rodrigues, M.L. (2014) (org.), 40 Anos de Políticas de Educação em Portugal (Vol1 e 2), Lx, Almed

Optional

Esta UC terá como recursos complementares o contacto com projetos, redes e programas nacionais e internacionais relevantes:
Exemplos internacionais:
Programa PIAAC [http://www.oecd.org/skills/piaac/ ]
Programa PISA [http://www.oecd.org/pisa/]
Programa TALIS [http://www.oecd.org/education/talis/]
Programa TIMSS & PIRLS [https://timssandpirls.bc.edu/ ]
Projeto Eurostudent [http://www.eurostudent.eu/ ]
The European Policy Network on School Leadership (EPNoSL) [http://www.schoolleadership.eu/portal/project]
The School Leadership Project [http://theschoolleadershipproject.org/]
Exemplos nacionais
Observatório das Desigualdades [http://observatorio-das-desigualdades.com/]
EPIS [http://www.epis.pt/mediadores/atlas-da-educacao ]

PC1 - Types of research methodologies:
1.1 The stages of a research process by methodological approach,
1.2 Objectives, advantages and disadvantages of each approach.
PC2 - Types of research design:
2.1. Objectives and procedures of each type of research design,
2.2 Advantages and disadvantages of each type of research design.
PC3 - Data collection and analysis tools by methodological approach:
3.1 Types and procedures of data collection instruments, and their respective analysis instruments,
3.2 Advantages and disadvantages of each instrument,
3.3 Sources of information (primary and secondary).
PC4 - Case selection and sampling by methodological approach:
4.1. Types of samples and results and relationship with data analysis methods.
4.2. Guidelines and procedures for selecting cases and sampling.
PC5 - Main ethical issues in education research.

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 apply in their professions, but also to be able to design and carry out their doctoral theses.
- Individual assignments (40%): Each student will have to submit a minimum of three individual assignments via moodle over the course of the two semesters, which will be proposed each week by the lecturer and selected according to the students' tastes and time. These assignments consist of analyses of studies in the field of education, specifically school administration and management, or mini essays on the programme contends of the Curricular Unit (with a maximum of 2 pages for each individual assignment). Students who wish to do so may complete more individual assignments than the minimum number to obtain the grade for the assessment instrument; the teacher will give individualised feedback on all the work submitted 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 the methodological chapter of a doctoral thesis in the field of education, specifically in school administration and management, with presentation and discussion in class, before 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 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 two semesters.

Mandatory

Alasuutari, P., Bickman, L. & Brannen, J. (Ed.) (2009), The Sage Handbook of Social Research Methods. SAGE Publications, Inc.
Arthur, J., Waring, M., Coe, R. & Hedges, l. (2012). Research Methods & Methodologies in Education. SAGE Publications, Inc.
Bryman, A. (2012). Social research methods.4th Edition. New York: Oxford University Press.
Coleman, M., e Briggs, A. (Editors) (2002). Research Methods in Educational Leadership and Management. SAGE Publications, Inc.
Coutinho, C. P. (2023). Metodologia de Investigação em Ciências Sociais e Humanas - Teoria e Prática. Editora Almedina (Fora de Coleção). ISBN: 9789724051376
Torres, L., Palhares, José A. (2014). Metodologia da Investigação em Ciências Sociais da Educação. Edições Húmus.
Ragin, C. C. & Amoroso, L. M. (2019). Constructing Social Research: The Unity and Diversity of Method. SAGE Publications, Inc.
Creswell, J.W. (2014) Research Design. Qualitative, Quantitative and Mixed Methods Approaches. SAGE Publications, Inc.

Optional

Azevedo, V., Carvalho, M., Fernandes-Costa, F., Mesquita, S., Soares, J., Teixeira, F., Maia, Â. (2017). ”Transcrever entrevistas: questões conceptuais, orientações práticas e desafios”, em Revista de Enfermagem Referência. P. 159-172. Flick, U. (2005). Métodos Qualitativos na Investigação Científica. Ed Monitor. Ghiglione, R.; Matalon, B. (1993). O Inquérito – Teoria e Prática. Celta Editora. Guerra, I. C. (2006). Pesquisa qualitativa e Análise de Conteúdo – Sentidos e formas de uso. Princípia Editora. Mazini, E. J. (2008). “CONSIDERAÇÕES SOBRE A TRANSCRIÇÃO DE ENTREVISTAS”, Projeto da ONEESP Vicente, P. (2012). Estudos de Mercado e Opinião. Princípios e Aplicações de Amostragem. Edições Sílabo.

In this CU the following programmatic points will be discussed and developed:
1. Conception, implementation and regulation of educational policies: concepts, approaches and debates
2. The origins of the school model and the development of models of governance
3. The State and the construction of education and training systems: institutions and actors
4. Education policies: axes of analysis and discussion:
a. Globalization and Europeanization
b. Obligation, expansion and universality
c. Administration and regulation of the education system
d. Compensatory and intervention policies on educational and social inequalities
5. Analysis of educational policies: debates and theoretical and methodological contributions

The assessment throughout the semester has the following elements and weights:
1) presentation of a research and analysis text (15-20 min, 30%) and discussion of the presented texts.
2) elaboration of an individual written essay with the maximum extension of 10 A4 pages (space 1.5, margins of 3cm) (70%).

Mandatory

Archer, M (1979), Social Origins of Educational Systems, London, Sage
Azevedo, J (2007), Sistema Educativo Mundial, VNG, FML
Ball, S (2010), The Education Debate, Bristol, The Policy Press.
Barroso,J (Org) (2006), A Regulação das Políticas Públicas de Educação. LX, EDUCA e UI&DCE
Fitzgerald, T (2019), Handbook of Historical Studies in Education, Springer, Singapura
Honig, M (ed.) (2006), New Directions in Education Policy Implementation, NY, State University of NY Press
Martins, SC, J Sebastião, P Abrantes, & ML Rodrigues (2018), Desigualdades e políticas educativas. Portugal no Contexto Europeu?, R. Carmo e outros (orgs), Desigualdades Sociais: Portugal e a Europa, Lx, M.Sociais
Meyer,J F Ramirez, e Yasemin Nuhoglu Soysal (1992), World expansion of mass education, 1870-1970, Sociology of Education, 65, pp. 128-149.
Rodrigues, ML (2014) (org), 40 Anos de Políticas de Educação em Portugal (Vol1 e 2), Lx, Almedina.
Zanten, A (2004), Les Politiques d'Éducation, Paris, Puf

Optional

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. DOI:10.7458/SPP20188710069. Ball, S. (1994), Education Reform: a Critical and Post-structural Reform, Londres, Routledge. Ball, S., e J. Mainardes (orgs.) (2011), Políticas Educacionais: Questões e Dilemas, S.Paulo, Cortez Editora. Carneiro, R.(2003), Fundamentos da Educação e da Aprendizagem: 21 Ensaios para o Século 21, VNG, FML. Checchi, D., H. Van de Werfhorst, M. Braga e E. Meschi (2014), “The policy response to educational inequalities”, em W. Salverda, B. Nolan, D. Checchi., I. Marx, A. McKnight, I. G. Tóth e H. Van de Werfhorst (orgs.), Changing Inequalities in Rich Countries: Analytical and Comparative Perspectives, Oxford, UPO, pp. 294-327. Demeuse M., D. Frandji, D. Greger, e J-Y Rochex (eds.) (2012), Educational Policies and Inequalities in Europe, Londres, Palgrave Macmillan. Fernandes, D. et al., (Orgs.) (2014). Avaliação, ensino e aprendizagens em Portugal e no Brasil: realidades e perspetivas (Volumes I e II). Lisboa: Educa. 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 e F. Ferreira (2005), A Administração da Educação. Lógicas burocráticas e lógicas de mediação, Porto, Asa. Lawn, M; e Nóvoa, A. (2005), L’Europe Réinventée, regards critiques sur l’espace européen de l’éducation, Paris, L’Harmattan. Lemos, Valter (2013), “Políticas públicas de educação: equidade e sucesso escolar”, Sociologia, Problemas e Práticas, 73, pp. 151-169. DOI:10.7458/SPP2013732812 Martin, Cathie Jo (2023), Education for All? Literature, Culture and Education Development in Britain and Denmark, Cambridge University Press, Doi: https://doi.org/10.1017/9781009419673 Martins, S. C. (2012), Escolas e Estudantes da Europa: Estruturas, Recursos e Políticas de Educação, Lisboa, Editora Mundos Sociais 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, 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. Meyer, J. W. (1977), “ The Effects of Education as an Institution”, The American Journal of Sociology, 83 (1), pp. 55-77. Link: http://www.jstor.org/stable/2777763 Mitchell, D. E., R. L. Crowson, D. Shipps (2011), Shaping Education Policy: Power and Process, Routledge, Nova Iorque. OCDE (2018), Education Policy analysis, Paris. OCDE (2023), Education at a glance 2022: OECD Indicators, Paris. Ramirez, F., e J. Boli (1999), ""Texto 20: La construcción política de la escolarización de masas: sus orígenes europeos e institucionalización mundial"", em Mariano F. Enguita (org.), Sociología de la Educación, Barcelona, Ariel Referencia,pp. 297-314. Rodrigues, M.L. (2010), A Escola Pública Pode Fazer a Diferença, Lx, Almedina. Rodrigues, M.L., e M. Heitor, com T. Patrício, SC Martins, e CP Conceição (orgs.) (2015), 40 Anos de Políticas de Ciência e de Ensino Superior, Lisboa, 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. Teodoro, A. (1994), Política Educativa em Portugal: Educação, Desenvolvimento e Participação Política dos Professores, Porto, Afrontamento. Teodoro, A.(2001), A Construção Política da Educação: Estado, mudança social e políticas educativas no Portugal Contemporâneo, Porto, Afrontamento. UNESCO (2013), Handbook on Education Policy Analysis and Programming, Bankok, UNESCO Bangkok. Viennet, R, e B. Pont (2017), “Education policy implementation: a literature review and proposed framework”, OECD Education Working Paper No. 162. Zhao, Y., Watterston, J. (2021), “The changes we need: Education post COVID-19”. Journal of Educational Change 22, pp. 3-12. https://doi.org/10.1007/s10833-021-09417-3

The program will have the following points:
1- What is a research project in School Administration and Management?
2 - The components of a research project. The relationship between theory, methodological strategies and empirical research.
3 - Types of research and research strategies. Exemplary cases.
4 - The problems of operationalization: familiarity, detachment and interference.
5 - The explanation in social sciences.
6 - The ethical principles of scientific work.

This curricular unit is assessed through personal consultation and autonomous research of the bibliography aimed at preparing a research project for a doctoral thesis. This process includes the presentation of three intermediate papers, their joint presentation and debate in class and a final written project according to the FCT model.
Assessment focuses on: a) participation in and presentation of the set of documents for defining the doctoral thesis development project (25 %); b) preparation of a research project for the doctoral thesis (75 %), presented in a written document according to the FCT model.


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The evaluation shall focus on: a) participation and presentation of project (15); b) the elaboration of a research project for doctoral thesis (85%), presented in written document according to FCT model.

Mandatory

Bell, Judith (1997) Como realizar uma projeto de investigação, Gradiva, Lisboa
Becker, HS (1998), Tricks of the Trade, The U. Chicago Press, Chicago
Bryman, A (2012), Social Research Methods, Oxford UP
Costa, AF (1986), A pesquisa de terreno em sociologia, em Silva, AS & Pinto, JM (orgs.), Metodologia das Ciências Sociais, Porto, Afrontamento.
Creswell, JW & Plano Clark, VL (2011), Designing and Conducting Mixed Methods Research, London, Sage
Blaikie, Norman (2005) Designing Social Research. the logic of anticipation, Cambridge, Polity Press
White, Patrick (2009) Developing Research Questions_ A Guide For Social Scientists, New York, Palgrave
Olk, Harald (2003) ?How to write a research proposal?
http://ic.daad.de/accra/download/How_to_write_a_research_proposal.pdf
Pires, Rui P. (2015), Modos de explicação, Sociologia Problemas e Práticas, 78
Yin, Robert (2008), Case Study Research: Design and Methods (Applied Social Research Methods) Fourth Edition, Sage: Los Angeles.

Optional

The syllabus consists of eight Thematic Sessions, each of which lasts two hours, the first of which is dedicated to the presentation of a theme by an expert, and the second to the debate with and among the students. The eight themes are as follows:
- School autonomy and curriculum management
- Financial management of school organizations within the framework of the Public Administration rules
- Criteria and policies for selection, recruitment, evaluation and management of staff, including teachers, within the framework of the Public Administration rules
- Network management and school partnerships
- The rolle of Schools and the role of Local Authorities in the decentralization of education
- Management of internal and external communication of school organizations
- School Project, strategic management and organizational culture
- Leadership styles and knowledge management

The assessment of student?s performance consists in attending the eight seminars and the level of enrolment in the debates. As a result of this participation, students should submit a summary (in writing) for each session.

Mandatory

A apresentar por cada um dos animadores dos oito Seminários

Optional

CP1. Foundations of Planning and Evaluation of Programs and Projects in Education
1.1. The concept (s) of Planning and Evaluation
1.2. Definition of the object, objectives and resources
1.3. Generic types of planning and evaluation
1.4. Planning, evaluation and participation
1.5. Ethics and public service in planning and evaluation practice
1.6. The role of theory in planning and evaluation

CP2. Methodological Options in Planning and Evaluation
2.1. Formulation and use of objectives and evaluation questions
2.2. Methodological approaches in planning and evaluation
2.3. Tools to support planning and evaluation
2.5. Methods of support to strategies of communication of results and involvement of partners and recipients

CP3. General quality criteria in planning and evaluation
3.1. Relevance and pertinence
3.2. Coherence
3.3. Effectiveness
3.4. Efficiency
3.5. Results and impact

- Group presentation in the class of a work on critical analysis of evaluation and planning projects in education, based on reading reports and other documents made available by the teacher (40%);

- Completion of a final individual written work on the program contents, with a maximum length of 10 pages (not including cover, index and bibliography) (60%). The essay must articulate the dissertation project to be prepared (or another topic that the student chooses to work on) with the program topics. The essay must also include a theoretical-methodological framework (related to the UC's bibliographical references) and an empirical application. An oral discussion may be requested, in addition to the written component.

Mandatory

BAMBERGER, M. J., RUGH, J. e MABRY, L. (2006), Real World evaluation. Working under budget, time, data and political constrains, Sage, London.
CALLEY, Nancy C. (2011), Program Development in the 21st Century. An evidence-based approach to Design, Implementation, and Evaluation, Sage. Los Angeles.
CHEN, Huey T. (2004), Practical program evaluation. Assessing and improving planning, implementation and effitiveness, Sage, Londres.
FUNNELL, S. e ROGERS, P. (2011), Purposeful program theory: effective use of theories of change and logic models, Jossey-Bass, San Francisco.
KETTNER, P., R. MOROADI e L. Martin (2017) (5th Ed.), Designing and Managing Programs. An Effectiveness-based approach, Sage, Los Angeles.
SHAW, I. F., GREENE, J. C. e MARK, M. M. (2006), The SAGE handbook of evaluation, Sage, London.
STUFFLEBEAM, D. e SHINFIELD, A. (2007), Evaluation Theory, Models and Applications, Wiley and Sons, London.
KNOWLTON, L. e PHILLIPS, C. (2009), The logic model guidebook, Sage, Thousand Oaks

Optional

BAMBERGER, ALTSCHULD, James e WITKIN, Belle (1999), From needs assessment to action: transforming needs into solutions strategies, Sage, Londres.
BIHNGHAM, R. e FERBINGER, C. (1989), Evaluation in practice, a methodological approach, Longman, New York.
BOULMETIS, John e DUTWIN, Phyllis (2011), The ABCs of Evaluation: Timeless Techniques for Program and Project Managers, terceira edição, Jossey-Bass, San Francisco.
BOYLE, R. e LEMAIRE, D. (1999), Building effective evaluation capacity lessons from practice, Transaction Publishers, London.
BUSSMAN, W. (1995), Accompagner et mettre à profit avec succès les évaluations des mesures étatiques: guide de réflexion, Éditions Georg, Genève.
CAD (2002), Pratiques efficaces pour mener une évaluation conjointe associant plusieurs donneurs, OCDE.
CHELIMSKY, E. e SHADISH, W. (1997), Evaluation for the 21st century: a handbook, Sage, London.
COMISSÃO EUROPEIA (2003), Means collection: evaluating socio economic programmes - the guide, sl.
CONAN, Michel (1998), L'évaluation constructive. Théorie, principes et éléments de méthode, Editions de l'aube, Paris.
DALE, Reidar (2004), Evaluating development programmes and projects, Sage, London.
ESTRELA, M. (2000), Learning from change. Issues and experiences in participatory monitoring and evaluation, Intermediate technology publications, International Development Research Centre.
FULBRIGFT-ANDERSON, K. (et. al.) (1998), New approaches to evaluating Community Initiatives: theory, measurement and analysis, The Aspen Institute, Washington.
GREFFE, X. (1997), L'évaluation des projets publics, Economica, Paris.
KAPP, S. A. E ANDERSON, G. R. (2010), Agency-based program evaluation: lessons from practice, Sage, Thousands Oaks. .
HOLDEN, D. e ZIMMERMAN, M. (2009), A practical guide to program evaluation planning, Sage, Thousand Oaks.
KESSLER, M., LASCOUMES, P., SETBON, M. e THOENIG, J. (1998), Évaluation des politiques publiques, L'Harmattan, Paris.
KING, Jean E. e STEVAHN, Laurie (2013), Interactive évaluation practice: mastering the interpersonal dynamics of program evaluation, Sage, Thousands Oaks.
MAXWELL, Joseph A. (2004), Qualitative Research Design. An Interactive Approach, Sage, London.
PATTON, Michael Q. (2012), Essentials of utilization-focused evaluation, Sage, Thousands Oaks. .
RIETBERGEN-MCCRACKEN, Jennifer e NARAYAN, Deepa (eds.)(1998), Participation and social assessment: tools and techniques, The World Bank, Washington.
SHAW, Ian (1999), Qualitative evaluation, Sage, London.
STERN, Elliot (2005), Evaluation research methods, 4 Vol., Sage, London.
WANDERSMAN, Abraham (et. al.) (1990), Getting to outcomes: methods and tools for planning, self-evaluation and accountability, CSAP, Rochville.
WITKIN, Belle e ALTSHULD, James (1996), Planning and conducting needs assessments: a practical guide, Sage, London.
WHOLEY, J., HARTY, H. e NEWCOMER, K. (eds.) (2004), Handbook of practical program evaluation, Jossey-Bass, Washington.

The topics of syllabus will be approached in the context of the presentation and discussion of the work done by students in the sessions of the doctoral seminar.
-Bibliographical research, literature review and state of the art
-Definition of the problem, the analysis model and operational proposal
-Presentation and justification of the methodology
-Selection and application of methods and techniques for collecting information
-Treatment and analysis of empirical data
-Writing the thesis
These programmatic contents will be thematically adjusted according to the research projects presented by the doctoral students. Its operation will include a) a tutorial component provided by its supervisors b) a seminar component based on the presentation of intermediate results of doctoral researches, discussed and commented on by teachers and colleagues c) a presence and participation component in high-level scientific conferences presented by national and foreign researchers and reference scholars

Students annually present an intermediate text of their research process to the doctoral research seminar and receive feedback from colleagues and teachers. They also present a progress report annually, which is evaluated by the supervisor and other teachers appointed by the doctoral scientific committee. Participation in the international cycle of doctoral conferences is monitored. In the end, the thesis is discussed publicly and evaluated by a scientific jury.

Mandatory

Rodrigues, M.L. (2014) (org.), 40 Anos de Políticas de Educação em Portugal (Vol1 e 2), Lx, Almedina.
Management, SAGE Publications Ltd.
Coleman, M., e Briggs, A (Editors) (2002), Research Methods in Educational Leadership and
Bray, M., Adamson, B. & Mason, M. (Eds.) (2007), Comparative education research approaches and methods. Hong Kong & Dordrecht, Netherlands: Comparative Education Research Centre & Springer.
Ball, S., e J. Mainardes (orgs.) (2011), Políticas Educacionais: Questões e Dilemas, S.Paulo, Cortez Editora.
Arthur, J., Waring, M., Coe, R. & Hedges, l. (2012), Research Methods & Methodologies in Education, Thousand Oaks, CA: Sage.
Alava, J., L. Halttunen & M. Risku (2012), Changing School Management - Status Review, Helsínquia, Finnish National Board of Education and authors.

Optional

-