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1
Timperley, Helen. "The challenge for tomorrow's schools: learning to be responsive." Thesis, University of Auckland, 1994. http://hdl.handle.net/2292/2029.
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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.
2
Haworth, Penelope. "Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2004. http://hdl.handle.net/10179/993.
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This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.
3
Hawk, Kay. "School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1176.
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The ramifications of school decline are profoundly serious for the students, staff and community of a school. School decline is the steady downwards spiral that some schools experience when a complex set of influences interact with negative and unresolved outcomes. This study explored the largely unresearched area of school decline and developed a set of potential predictors of decline that could assist in understanding, preventing or dealing effectively with school decline in the future. Grounded theory, selected as a methodology appropriate for exploratory research, was used to guide the process of data collection and theory development. Three schools, labeled by agencies and the media as being in serious decline or “failing”, were selected for the study. Adults who were in significant roles in the schools during the decline periods were interviewed about their experiences. As part of the data analysis and interpretation a set of propositions was drafted and was sent to these interviewees and to fourteen educational advisors who work with schools at risk and in decline. The advisors’ feedback on the propositions, analysis of school related documents, Education Review Office reports and Ministry of Education file documents provided rich additional data. The factors associated with the lead up to school decline, and the process of decline, are multilayered, contextual and complex. Each study school’s experience of decline involved a unique combination and order of occurrence of common factors and influences. Many of the issues that predispose schools towards decline are associated with, and are exacerbated by, unethical or unprofessional attitudes or behaviour by individuals, and unprofessional practices within the schools and between neighbouring schools. Once decline begins it escalates and is difficult to stop. This thesis contributes towards the development of a theory of school decline by identifying potential predictors of school decline and by describing how decline begins and escalates. It also identifies factors that are associated with interventions being insufficient or ineffective. The theory of school decline provides insights for school leaders and educational agencies that may assist in the prediction and prevention of school decline in the future.
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McLeod, Jen. "Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North." Massey University, 2002. http://hdl.handle.net/10179/991.
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This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.
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Mohd, Zahari M. S. "A study of factors moderating Malaysian hospitality students selection of tertiary education institutions, programme and subsequent career intentions." Lincoln University, 2004. http://hdl.handle.net/10182/1577.
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This study explores the moderating variables that influence a student's decisions to enter into a hospitality management programme and subsequently pursue a career in the hospitality industry. It also examines how these factors are implicated in or modify a student's career commitment over time. The sample includes students enrolling in various three year (6 semester) diploma and undergraduate programme offered by Malaysian hospitality institutions of higher learning over the academic years of 2002- 2003. This includes four public or government funded institutions with several branch campuses, and six private institutions. Predominantly the data for this study based are on self completion questionnaires with some additional insight particularly about respondents' direction of industry employment provided by means of qualitative responses. The initial comparisons are made between students in the public and private institutions and these are followed by an extensive series of analyses examining the differences and similarities of respondents' rating in the two rounds of data collection with reference to a range of independent variables. Also reported are how these ratings change over time. Significant differences were found in terms of parental socio-economic background between students who enrolled in the private and those in the public hospitality institutions. Nevertheless, for the key issues as to whether parental backgrounds lead to differences in respondents' attitudes and values about a career in hospitality this was not seen as an influencing determinant for both institutions. Further, the independent variables of gender, ethnicity, religion and geographical upbringing, secondary school background and prior experience do not clearly show causation of how students reports their views about the dimensions investigated in this study. In fact, students' levels of intention and commitment towards career are apparently not directly related to these independent variables. However, despite no clear pre-tertiary education indicators of likely disaffection being identified, a very clear picture emerged in this study that there is a declining sentiment among Malaysian hospitality students towards employment in the hospitality industry and reduced intention to pursue such a career. These weakened employment intentions are formed during the educational programme and are probably at least partially a result of the maturation process with varying consequences and implications for the students, hospitality institutions, industry and the government.
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Kao, Tzu-Hui. "University student satisfaction: an empirical analysis." Lincoln University, 2007. http://hdl.handle.net/10182/1833.
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New Zealand's tertiary education sector has experienced political reform, social changes, economic changes and globalisation in the last two decades, and the sector has become more internationally competitive. DeShields, Kara, and Kaynak (2005) recommended that management of higher education should apply a market-oriented approach to sustain a competitive advantage. Therefore, understanding and managing students' satisfaction and their perceptions of service quality is important for university management if they are to design and implement a market-oriented approach. The purpose of this research is to gain an empirical understanding of students' overall satisfaction in a university in New Zealand's higher education sector. A hierarchal model is used as a framework for the analysis. Fifteen hypotheses are formulated and tested to identify the dimensions of service quality as perceived by university students, to examine the relationship between students' overall satisfaction with influential factors such as tuition fees (price) and the university's image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. In addition, students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity. The findings of the study are based on the analysis of a sample of 223 students studying at Lincoln University. Support is found for the use of a hierarchical model and the primary dimensions; Interaction Quality, Physical Environment Quality, and Outcome Quality, as broad dimensions of service quality. Ten sub-dimensions of service quality, as perceived by students, are identified. These are: Academic Staff, Administration Staff, Academic Staff Availability, Course Content, Library, Physically Appealing, Social Factors, Personal Development, Academic Development, and Career Opportunities. The results indicate that each of the primary dimensions vary in terms of their importance to overall perceived service quality, as do the sub-dimensions to the primary dimensions. In addition, the statistical results support a relationship between service quality and price; service quality, image, and satisfaction; and satisfaction and favourable future behavioural intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study. The results of the analysis contribute to the service marketing theory by providing an empirically based insight into the satisfaction and service quality constructs in the New Zealand higher education sector. The study also provides an analytical framework for understanding the effects of the three primary dimensions on service quality and the effects of service quality on constructs including price, image, satisfaction, and favourable future behavioural intentions. This study will assist management of higher education to develop and implement a market-oriented service strategy in order to achieve a high quality of service, enhance students' level of satisfaction and create favourable future behavioural intentions.
7
Ibach, Kimberly L. "Twenty-one leadership responsibilities and quality management in the context of educational Baldrige systems." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614471.
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<p> This body of work presents the summary of findings; explanation of implications; discussion of conclusions; and recommendations about practice, policy and future research regarding principal leadership in school districts recognized as national Baldrige Award winners. This study widened the scope and definition of quality management in education by dissecting the roles of principal leadership as defined by the 21 Leadership Responsibilities (Marzano et al., 2005) of school leadership. These Leadership Responsibilities served as a vehicle for educators to report their observances of how principals express their roles in the context of their work. The study began with a dominant phase of quantitative data collection followed by a qualitative phase. The quantitative segment purposively sampled groups of employees, principals and their building staff, concurrently through electronic survey. The second, qualitative portion, consisted of interviews of principals who participated in the survey. To summarize, the quantitative data defined the "what" of building administration's work in a Baldrige system and the qualitative portion illuminated the "how" or the application of the 21 Leadership Responsibilities. Statistical analysis determined that principals reported expressing all 21 Leadership Responsibilities in their work. Staff observances correlated and supported the data reported by the participating principals. As a result of the principal interviews further observations were made regarding the work of Baldrige building level leaders. Considerations included innovation through shared leadership and process management to improve learning and services for students and staff. Principals appeared to express particular clusters of Leadership Responsibilities more than others to increase the student growth and school improvement. Participants included principals and teachers from Iredell-Statesville Schools, NC; Jenks Public Schools, OK; and Montgomery Public Schools.</p>
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Harriel, Holly Elizabeth. "Urban universities and colleges as anchor institutions| An examination of institutional management practices." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721038.
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<p> In the last twenty years, anchor institutions such as universities and academic medical centers have been addressing societal problems in building a more democratic, just, and equitable society (Taylor, 2013). Anchor institutions are those nonprofit or corporate entities that, by reason of mission, invested capital, or relationships to customers or employees, are geographically tied to a certain location (Porter, 2002; Taylor, 2013).</p><p> This study sought to understand what organizational capacity is needed by urban universities in order to undertake large-scale neighborhood revitalization efforts. This study used qualitative research methods to examine the University of Chicago’s Washington Park Incubator project, established in 2011, and Johns Hopkins University’s East Baltimore Development Initiative, established in 2001. Through 22 interviews with executive and senior university officials, leaders of community-based organizations and neighborhood residents, this study sought to answer two research questions: What strategies do anchor institutions use to seed, support and sustain their anchor initiatives? What are the barriers or complexities to forming sustainable agreements and cohesion around partnership collaboration?</p><p> This study found that IHE anchors use three critical strategies to sustain their work: the role and actions of a university’s president, the role of the board of trustees, and the use of community boundary spanners as leaders of partnerships. A major barrier to sustainability and a primary challenge to achieving cohesive partnership agreements with partners is historical mistrust. The findings were situated within a university real estate investment model (Austrian & Norton, 2005), an engaged institutions leadership model (Sandmann & Plater, 2009), and a framework for community boundary spanners (Weerts & Sandmann, 2010) to explain how these models impact the sustainability of IHE anchor initiatives.</p><p> Conclusions drawn from this study will equip urban college and university executive and senior leaders and operational administrators as well as community leaders with insight into how to sustain anchor institution partnerships. </p>
9
Benoit, Charles. "Educational management and administration in St. Lucia : policy, practice and challenges for small education systems." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10007311/.
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The administration of education in St. Lucia has recently come under increasing scrutiny and criticism in the attempt to improve the quality of education as increasing demand for secondary education, and selection, which pervades the education system have increased pressures for improved student performance. Policymakers and practitioners believe that improved management of the education system is the key to improving performance. Consequently, there has been a raft of policies aimed at improving the management of the education system. The central argument of this dissertation is that poor policy analysis, inappropriate strategies such as decentralisation, outdated management practices and inappropriate training of educational administrators, combined with the impact of scale, isolation and dependence, adversely affect the ability to meet the challenges of effective and efficient management of the education system. It charts the development of education from PreEmancipation to contemporary times. It critically examines the factors that influence educational policy and practice and examines contemporary educational policies to assess their ability to meet the challenges of a modem education system The study is based in part, on original fieldwork data collected in St. Lucia. The approach is essentially narrative, and uses both qualitative and quantitative data, gathered from a questionnaire survey and interviews with senior education officials. The findings confirm that the operation of policy and practice is problematic, and unlikely to achieve improvements in the performance of the education system without major reforms. The analysis contributes to improved understanding of the complexities of educational administration in a small state, and shows the need for significant changes in the organisation of the education system and in policy analysis, especially policy implementation. An organisational and policy framework is proposed, to respond to the challenges of educational management and administration in St. Lucia.
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Bergman, Ellen Feldman. "Homebound instruction policy in public school districts in New York : implications for educational administration /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11789979.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 117-125).
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Muthama, Evelyn Loko. "Looking at schools through a professional learning community lens : a comparison of leadership and management practices at two secondary schools." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11028.
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Includes bibliographical references (leaves 82-87).<br>This study compares the association between leadership and management practices and teacher practices in two secondary schools. The schools are similar with regard to socioeconomic background but different with regard to learner achievement in grade twelve science examination results. I identify the extent to which leadership and management practices nurture the development of a Professional Learning Community (PLC). The data comprised transcripts of semi structured interviews, notes from observation of interactions between staff and documents pertaining to meetings. I chose a double case study approach in order to analyse and compare the practices in the two schools.
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Malatji, Sydney M. "The transition into teaching : a study of the major problems of beginning teachers in three Cape Town high schools and induction programmes to address them." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16373.
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Bibliography: pages 96-108.<br>The period immediately after entering the teaching profession is of the utmost importance to beginner teachers. This is a moment when beginner teachers learn how to become competent in the classroom. More often than not, beginning teachers are generally expected to assume full responsibility of professional teachers from the first day they report to school. In this regard, the transition from being student teachers to qualified teachers is seen as unproblematic. The beginner teacher is seen as totally prepared to face the reality of teaching. However, literature on professional development indicates that beginner teachers experience a kind of "reality shock" in their first professional year. This research study explored the concerns and problems experienced by beginner teachers during their first years of teaching, at three historically different high schools in Cape Town. A literature survey investigating the realities and conditions of beginner teachers in their workplaces - both local and international was conducted. Furthermore, existing research concerning beginner teachers' professional growth was reviewed to shed light on the research area. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the beginners' experience. Given the qualitative nature of my research topic, which dwells in-depth with people experiences, I found it convenient to use unstructured interviews as a means of collecting data. Unstructured later discussed.
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Latamore, Latonya. "Relationship Between Policy Expectations and Education Outcomes in a Midwestern School District." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4867.
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A financially secure public school district can provide children with an educational foundation that will eventually transition them into self-sufficient employed adults. These adults will become tax-paying citizens who will contribute to their local economies. The problem with one midwestern public school district is that a history of financial insecurity has affected the district's ability to provide students with all of the programs to which they are entitled. Using Baumgartner and Jones' conceptualization of punctuated equilibrium as the theoretical foundation, the purpose of this quantitative study was to determine the relationship between aspects of the Local Financial Stability and Choice Act (LFSCA) in 1 state and the educational policy outcomes in 1 affected city. The educational policy outcome variables were student retention, graduation rates, college readiness, student assessments, and the annual budget balance. Secondary data were collected from the Michigan School Data website. Data included the entire school district from the periods of Fiscal Year 2007 through Fiscal Year 2016. Data were analyzed using the non-parametric chi-square test of association. The findings indicated that LFSCA legislation has a statistical association with the graduation rate increasing, student assessment scores decreasing, and college readiness rates decreasing. The effect of the LFSCA legislation was found inconclusive for the student count and the annual budget balance. The implications for positive social change include for legislators to use the findings to create performance outcome measures that provide feedback on public school districts or public institutions.
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Wilson, Morgan Lorna Novlette. "The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/452.
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The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance
by
Lorna Novlette Wilson Morgan
MSc, Florida International University, 2006
BSc, University of Technology, 2000
Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
Walden University
April 2015
School leadership requires the collaborative efforts of principals, teachers, parents, students, and other community members to achieve academic success. The purpose of this correlational study was to examine the influence of school leadership practices on classroom management, school environment, and academic underperformance in Jamaica. The research was based upon distributive leadership theory. The School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ) was developed for this study and was used to collect the data. Prior to data collection, a pilot study was conducted with 12 experts to evaluate the reliability and validity of the SLECMAQ. A total of 148 complete responses were collected from principals, vice principals, grade coordinators, classroom teachers, special education teachers, and others. Pearson's correlation coefficient and linear regressions were used to determine possible correlations between the influence of school leadership practices on classroom management, school environment, and academic underperformance. The results indicated significant, positive relationships between the independent variable perceived school leadership practices of principals and teachers and the dependent variables perceived classroom management and perceived academic performance. A significant, positive relationship was also found between perceived school leadership practices and perceived school environment. The findings will contribute to a positive social change by supporting policies to implement leadership frameworks at underperforming primary schools and thus improving the quality of education in Jamaica
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Uugwanga, Nicodemous Natangwe. "The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and Management." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3787_1256290783.
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<p>After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The governmenthas been spending big budgets on Education. The Ministry of Education introduced various educational ploicies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of educationand continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not iplementedeffectively in schools. This research study argues thatprofessional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is noot impacting effectively on their leaadership and management in schools.</p>
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Sassman, Nathan Edwin. "The experiences, support for, and coping strategies of beginner principals in secondary schools in the Cape Town Metropolitan area." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17503.
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Bibliography: pages 87-99.<br>The aim of this study is to describe and critically analyse the experiences and challenges facing first-year principals in secondary schools in the Cape Town Metropolitan Area. The study focuses on the impact of change and reform on beginner principals, the problems that arise as a result; coping strategies of beginner principals and the support available to them. While the emphasis is on analysing the issues and drawing out implications, the study begins to identify those solutions and training needs which beginner principals see as useful. Many of these principals are products of the rationalisation measures of 1992/3, and the restructuring of education. This process has included the emergence of elements of School-Based Management, which follows on the history of state-aided schools in South Africa, such as the Model C schools. These elements are reconfigured in the recommendations of the Hunter Commission and the policy of the White Paper on the Organisation, Governance and Funding of Schools (February 1996). This has led to an increase in the number of beginner principals in the Cape Town metropolitan area, especially in the former House of Representative schools.
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Muema, Emmah Mwongeli. "Leadership and Policy for Reforms and Change in Higher Education: A Review of the Juakalization Phenomenon of Public Universities in Kenya." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598346230750732.
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Talbert, Rachel. "Urban American Indian Students Negotiating Civic Identity." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28259738.
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This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in public high school social studies classes, a Native youth council, and the civic environment of a school in Washington State, where the Since Time Immemorial curriculum is mandated in social studies classes. Using Safety Zone and Tribal Critical Race theories to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that connections between students’ land/s and Nation/s, participation in service and activism with other Nation/s, a caring teacher, family civic connections, curricula that centers American Indian history and current events, and school were vital to these negotiations. These spaces were zones of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for students. Student understanding of the Indigenous civic constructs of sovereignty, self-determination, dual citizenship and an understanding of federal Indian policy are explored as sites where they created and sustained their own civic identities inside and outside of school.
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Ferini, Rosangela Aparecida. "Supervisão de ensino : caracteristicas institucionais, mitos tipologicos e perspectivas emancipatorias." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252092.
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Orientador: Sonia Giubilei<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-09T13:56:34Z (GMT). No. of bitstreams: 1
Ferini_RosangelaAparecida_M.pdf: 899623 bytes, checksum: 6ae7e2890ae89ee6192441537c9ac37f (MD5)
Previous issue date: 2007<br>Resumo: O trabalho defende a hipótese de que a atual supervisão de ensino do sistema público estadual paulista apresenta, contraditoriamente, uma cultura de administração centrada em práticas autoritárias, fiscalizadoras e reprodutoras de políticas públicas emanadas dos órgãos centrais hegemônicos e ao mesmo tempo, implementa no seu nível de atuação, ações diferenciadas e críticas, comprometidas com a emancipação social dos agentes envolvidos. Essa contradição tornaria sua função essencial ¿ a política ¿ um mito. As matrizes culturais e suas relações político-sociais, nos modelos de administração educacional no Brasil, foram determinantes na construção das características institucionais históricas e dos mitos tipológicos vigentes dos supervisores de ensino. Nesse contexto, considerando os dados gerados pelo instrumento metodológico chamado grupo focal, a pesquisa aponta uma crise de identidade da supervisão de ensino. Como forma de ruptura e superação do atual paradigma de administração educacional e, em conseqüência de ação supervisora, apresenta novas diretrizes éticas para o sistema de ensino<br>Abstract: This work supports the hypothesis that, the actual educational supervision of the public educational policies in the Stat of São Paulo shows the contradiction of the administration culture based on authoritarian, examined and reproductive practices of the public policy derived from central bodies, and, at the same time, improves, in its acting level, special and critical actions, committed to the social emancipation of the involved agents. This contradiction would turn its essential policy function into myth. The dialectic investigation dealt with the educational administration types influenced by different cultural matrices and corresponding social policies in Brazil, which were determined in the building of the institutional and historical characteristics and the present behavioral myths in tension process in the acting of the educational supervision. Then, considering the data generated by the instrument ¿focal group¿, the research found out an identity crisis of the educational supervision. As a way of rupture and overcoming of the present paradigmatic of the educational administration and management, and as a result of the educational supervision, one suggests requirements to build new ethical rules to the educational supervision. In short, this work shows the educational supervision of the historical myths and their contraction with the possible identity for emancipation<br>Mestrado<br>Politicas de Educação e Sistemas Educativos<br>Mestre em Educação
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Cupidore, Jr Calvin C. "Education Management Organizations' Collaborative Leadership Practices for Low-Performing Urban Charter Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3982.
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Educators have regarded building leader-member relationships using collaboration as a fundamental component to successfully improve students' academic achievement. Ineffective collaborative leadership practices may lead to achievement deficits particularly for many urban charter schools operated by educational management organizations. The purpose of this case study was to explore collaborative leadership practices educational management organization leaders need to assist school principals in low-performing K-12 urban charter schools to improve academic achievement. Guided by Fiedler's contingency theory, this case study explored the successful collaborative leadership practices of educational management organization leaders and school principals in a midwestern urban charter school to improve academic achievement. Data collection included semistructured interviews with 3 educational management organization leaders and 5 urban charter school principals and reviewing archival company documents. Data analysis involved coding and theming significant phrases and emerging patterns related to successful collaborative leadership practices until reaching data saturation. The emerging themes revealed included collaborative practices; academic achievement; implementation to change; school improvement; professional development; compliance and regulations; organizational culture, and community involvement. Findings from this case study resonated with Fiedler's contingency theory and indicated the significance of collaborative leadership practices. A significant positive social change implication is that the awareness of collaborative leadership practices in low-performing K-12 urban charter schools can enhance student academic achievement.
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Scholtz, Desireé Leonora. "An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17528.
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Bibliography: pages 53-58.<br>Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.
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Muzzy, Catherine Cichocki. "Implementing Calendar Reform in a Suburban Catholic Elementary School| A Case Study." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631405.
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<p> Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools. </p><p> This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these stakeholders envisioned the outcomes of this change, how they perceived the time was being used for curricular, co-curricular, and extra-curricular purposes, and the challenges and opportunities that they felt existed after three years of implementation. Data collected over a four-month period included classroom observations, stakeholder interviews, focus group meetings, and document analysis. </p><p> An inductive analysis of the data collected was used to determine emergent themes and domains within the school. The seven themes that emerged include: decision making, planning and implementation, advantages, financial motivations, the culture of teaching, leadership, challenges and complications of the extended calendar. </p><p> Recommendations include the need for school leaders to familiarize themselves with change management techniques including setting a shared vision, establishing a collaborative implementation plan, and developing a system of assessment prior to embarking on school reform.</p>
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Travisano, Jacqueline Anne. "Evaluation of the Relationship Between Employee Engagement and Student Engagement and Student Retention at a Large, Private, Not-for-Profit Research University." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/30.
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Research on employee engagement revealed a positive correlation between employee engagement and positive business outcomes. Within a university setting, positive business outcomes can be measured and demonstrated through higher-than-benchmarked employee engagement, student engagement, and student retention. To effect these desired outcomes, the literature revealed the need for employees to work together; to be fully invested in their work; and to advance the university’s mission, vision, and core values towards positive student success outcomes.
There is a full complement of research regarding employee engagement, student retention, and student engagement as specific topics within the literature. A deficiency in the literature existed concerning the correlation of these topics as one body of research. This study examined these interrelated topics within a large, private, not-for-profit research university setting.
Principal components analysis and logistical regression were used to determine the relationship between student engagement and student retention, the relationship between employee engagement and student retention, and to determine if employee engagement and student engagement predict student retention. Study results suggested that student engagement alone was not a statistically significant factor in predicting retention at the research setting. However, employee engagement was associated with student retention at the university level. When analyzed together, both student engagement and employee engagement were revealed as a statistically significant predictor of student retention at the university level.
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Correa-Cespedes, Blanca. "Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2453.
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Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children.
There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy.
A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education.
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Williams, Sydney. "New principals as agents of change." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71768.
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Thesis (MEd)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: This thesis focuses on the critical role of the new principal as agent of change. “New principal” in this context is a principal who has been at a specific school for between one and five years. He or she may have been promoted from a post at the same school or have been a principal at another school beforehand. The thesis highlights the tangible changes these principals made during their time at these schools, from raising the morale of educators, to improving academic results of learners, to increasing the level of involvement of parents as well as community members.
The literature survey focuses on change in school contexts where urgent and far reaching change is necessary. It shows how complex the process is and the various stages that are involved. The literature underlines that change and resistance are sides of the same coin. It seems that successful change requires that the principal as an agent and initiator of change has a clear set of strategies to handle the inevitable resistance to the process. The literature review also explores the different stages of resistance and the considerations necessary to ensure that the change process leads to a peaceful conclusion that benefits the school as a whole.
The main collection instrument used in this qualitative research is a semi-structured interview on the theme of change. The study uses the narratives of four principals, two from secondary schools and two from primary schools from dysfunctional and low-performing schools that emerged, to explore the reasons for their success. Findings show all these ‘new’ principals were at schools affected by socio-economic factors that had a negative effect on the academic results of learners. The attempts these principals made were initially met with resistance, particularly from educators who had been at the school for some time, who did not see any need to make changes at the school. It seems the findings show that the principals in this study always had an appropriate strategy to deal with the situations that arose. This makes them truly transformational leaders, i.e. leaders with the necessary expertise who can enable their followers to perform better than they thought they could and work for the good of the institution rather than their own self-interest. These are the type of leaders that schools need to make our education system as effective as it needs to be. In the interests of making dysfunctional or poorly performing schools a better place of teaching and learning for all learners and educators, further research should build on the work done here. Particular attention should be given to the management style of effective school such as the new principals at these particular schools. This will provide us with better academic “lenses” to observe the necessary passion and commitment with which these changes are made, and the ways in which principals are able to endure and overcome any resistance to change.<br>AFRIKAANSE OPSOMMING: Hierdie tesis fokus op die kritieke rol van die “nuwe prinsipaal (skoolhoof) as agent van verandering”. “Nuwe prinsipaal” in hierdie konteks bedoel prinsipaal is ''n persoon wat tussen een en vyf jaar by n spesifieke skool was. Hierdie persoon kan in hierdie pos as prinsipaal by hul hiudige skool bevorder geword het, of as prinsipaal by n ander skool in die pos as prinsipaal gewerk het. Hierdie tesis bring na vore die sigbare veranderings wat hierdie prinsipale aangebring het gedurende hul termyn by hierdie skole, van die opheffing van die moreel van onderwysers tot die verbetering van die akademiese uitslae van leerders, tot beter betrokkenheid van ouers en gemeenskaplede by die skool.
Die literere navorsing fokus op verandering binne die skool konteks waar dringend en vergaande verandering 'n noodsaaklihheid geword het. Dit bewys die komplekse aard en die verskillende stadiums verbind daarmee. Die literatuur beklemtoon die feit dat verandering en weerstand twee kante van dieselfde muntstuk is (gaan saam). Dit blyk suksevolle veranderings verg van die prinsipaal as agent en inisieerder van verandering, duidelike strategiee om die onafwendbare of onvoorspelbare weerstand te bestuur in die proses. Die literere oorsig ondersoek die verskillende stadiums van weerstand endie nodige vermoens om die proses van verandering te ondersteun, en tot voordeel van die skool as geheul te bevoordeel.
Die vernaamste instrument wat in die kwalititiewe navorsing gebruik is, was n semi-struktuere onderhoud gebaseer op die tema van verandering. Hierdie studie gebruik die verhalende aard van die vier prinsipale, twee van sekondere skole, en twee van primere skole, almal van disfunktionele en lae-voerende skole, wat die rede vir hul sukses bepaal het. Bevindings wys dat al die “nuwe prinsipale” by skole was wat beinvloed was deur sosio-ekonomiese faktore wat 'n negatiewe uitwerking gehad het op die akademiese uitslae van leerders. Die pogings van die prinsipale was aanvanglik met weerstand gepaard gegaan, veral van opvoeders wat vir 'n aantal jare by die skool was, en nie die nodigheid vir veranderings gesien het nie. Bevindings in die studie toon dat die prinsipale altyd gereed was met die gepaste strategie om die situasie te hanteer. Die het van hulle ware transformele leiers gemaak, m.a.w. leiers met die nodige vaardighede, wat hulle in staat gestel het om hulle volgelinge bemagtig het om beter te doen as wat hulle gedink het hulle in staat was, en gewerk het tot die voordeel van die skool as instansie en nie tot hulle eie belange as prinsipale nie. In die belange en voordeel om van disfunksionele of swak akademiese skole 'n beter plek van onderrig en opvoeding vir alle leerders en opvoeders te maak, word voorgestel dat verdere navorsing onderneem word. Daar moet veral gefokus word op, die bestuursstyl van geaffekteerde skole soos die nuwe prinsipale van hierdie spesifieke skole. Dit sal ons met beter akademiese lense toerus om die nodige passie en toegewydheid te observeer waarmee hierdie veranderings gemaak was, en die maniere waarmee die prinsipale gevolhard het teen die stryd om weerstand teen te staan in die proses tot verandering.
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Al, Abbasi Hawazin. "Organizational Information Security: Strategies to Minimize Workplace Cyberloafing for Increased Productivity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4773.
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Productivity loss occurs in organizations that experience high levels of personal Internet use by employees on company time, which includes employees using smartphones to surf without needing the firm's Internet connection. The purpose of this qualitative phenomenological study was to explore reliable ways for organizational leaders to monitor or limit their employees' use of smartphone technology for personal use (cyberloafing) while on the job to minimize wasted work time. Social cognitive theory, which includes an emphasis on human behavioral changes based upon the environment, people, and behavior, served as the conceptual framework. The general research question was as follows: How can managers minimize wasted work time by limiting the personal Internet activity of employees who use personal mobile devices while on the job. Data collection involved gathering information from interviews with 20 frontline supervisors, human resource managers, and information technology managers and specialists in 2 U.S. industries: education and telecommunications. Data analysis included examining word frequencies, keyword coding, and identifying themes. Four management themes emerged: create mobile device usage policy, enforce monitoring technology, create a deterrence strategy, and customize monitoring and tracking technology. This study may be important because the analysis revealed effective ways to prevent or minimize employees from Internet surfing and wasting time at work. The findings could lead to positive social change through increased employee productivity and responsibility by providing managers with information to control or limit cyberloafing activities and by fostering an increased commitment to comply with an organization's Internet use policy.
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Greene, Amanda E., Andy Dotterweich, Mauro Palmero, and Don Good. "A Survey of Social Media: Perceived Effectiveness in Marketing among Individual NASCAR Tracks." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3796.
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The purpose of this study was to examine the use of and attitudes toward social networking as a tool for use by NASCAR speedways and to gauge track perceptions on the effectiveness of social media as a marketing tool. Individual NASCAR tracks were surveyed (n=22, 84.6% response) to explore current track social media practices and the potential impact of social networking sites on NASCAR marketing and consumer relations. Results found that individual tracks as well as the two major ownership groups highly agreed about issues concerning the use of social media to increase sales and to develop fan bases. However, they also agree there are other marketing tactics that are still more effective than social media at this time.
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Bordo, Vanessa C. "Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.
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Silva, Ana Lucia Calbaiser da. "Encruzilhadas da organização educacional : conceito de administração, de gestão e de gerencialismo na RBPAE." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2615.
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Previous issue date: 2012-02-29<br>Financiadora de Estudos e Projetos<br>This study aims to explain and categorize the concepts of Educational Administration, Management and Democratic Management within the Educational system presented on the Revista Brasileira de Política e Administração da Educação (RBPAE) between 1995 and 2004. Published since 1983 by the Associação Nacional de Política e Administração da Educação (ANPAE) this journal witnessed many historical moments in our society, from which two particular periods stand out: the Administrative State Reform (in the 1990s) and the reestablishment of the democracy (in the 1980s). During these two particular moments the discussion on public management received greater attention. Our study was based on the analysis of the conceptions on Educational Administration, Management and Democratic Management defended by the authors of the articles published on the magazine. This methodology enabled us to understand and categorize these conceivings. The RBPAE was used mainly by post grad researchers acting on the educational field as a means of knowledge source on educational administration, management and democratic management. The presence of these concepts on the Magazine happened because of two reasons: the number of articles and the ideas in each concept. The education management was the most studied subject during the 1980s and mid-1990s. In the late 1990s and early 2000s this trend was reversed and then the articles on educational administration outnumbered the ladder. It was analyzed under two different concepts: administration and democratic management. The ladder was less present on the studied articles. The most analyzed concept was the democratic management, which shows the preference of the Journal for these studies. In some of them the different ideas in each concept brought about some confusion. The educational management was presented as an activity related to the coordination of actions by means of organization, development and evaluation of the process collectively and hierarchically. The democratic management was presented by its political aspect and its main characteristics: the decentralization of power, collective decision-making, communication and technical improvements. Management was presented by the limitation of state management systems and self-regulation with the emphasis on evaluation and outcomes<br>O objetivo deste trabalho é explicitar e categorizar os conceitos de Administração da Educação, de Gestão Democrática e de Gerencialismo presentes na Revista Brasileira de Política e Administração da Educação (RBPAE) no período de 1995 a 2004. Publicada desde 1983 pela Associação Nacional de Política e Administração da Educação (ANPAE), a Revista acompanhou importantes momentos históricos de nossa sociedade brasileira. Dentre eles destaca-se o período de redemocratização da nossa sociedade, na década de 1980, e a Reforma Administrativa do Estado, na década de 1990, momentos em que a discussão sobre a gestão pública ganhou destaque em nossa sociedade. Neste trabalho nos baseamos na metodologia Epistemologia Política, que nos permitiu explicitar, categorizar e compreender as concepções de administração da educação, de gestão democrática e de gerencialismo difundidas e defendidas pelos autores dos artigos publicados na Revista. A RBPAE foi utilizada, principalmente, por pesquisadores de pós-graduação da área da educação como veículo de transmissão de conhecimento sobre a administração da educação, a gestão democrática e o gerencialismo. A presença destes conceitos na Revista se deu por meio de dois movimentos: o número de artigos publicados e as ideias presentes em cada conceito. Sobre a quantidade de artigos publicados, a administração da educação foi a temática mais abordada durante a década de 1980 e meados da década de 1990. Esse movimento se inverteu no final da década de 1990 e início dos anos 2000, instantes em que a gestão da educação passou a ter maior número de trabalhos publicados. A gestão da educação foi abordada por duas concepções, a gestão democrática e o gerencialismo, sendo que esta última esteve menos presente nos artigos investigados. A concepção mais abordada foi a gestão democrática, o que revela a preferência da Revista por estes estudos. Sobre as ideias presentes em cada conceito, há neste periódico um movimento que ora aproxima ora afasta cada uma das três concepções, resultando, em alguns estudos, na confusão das ideias presentes em cada conceito. A administração da educação foi apresentada como atividade relacionada à coordenação de ações por meio da organização, desenvolvimento e avaliação do processo de forma coletiva e hierárquica. A gestão democrática foi compreendida pelo aspecto político, tendo como características fundamentais a descentralização de poder, as tomadas de decisões coletivas, a comunicação horizontal e o aperfeiçoamento técnico. O gerencialismo foi apresentado pela limitação do Estado ao gerenciamento de sistemas auto-regulados e pela ênfase às avaliações e aos resultados.
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Fleischmann, Elizabeth Martha. "Soft skills of excellent teachers in diverse South African schools in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80131.
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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: Teachers in the South African educational context are being asked to meet an increasing number of professional demands. Teachers are expected not only to produce academic results and develop professionally, but also to play an affective role in the school.
The paradigm used in this study is neo-liberalism. This allows the researcher to view the teacher as possessing technical or ‘hard’ skills as well as the less well-defined ‘soft’ or emotive skills. Here soft skills are defined as the interpersonal, human, people or behavioural skills needed to apply technical skills and knowledge in the workplace. A qualitative transcendental phenomenological research approach was selected in order to explore whether ‘excellent’ teachers from three schools in diverse economic settings in the Western Cape employed soft skills when teaching. The results of this study indicate that teachers perceived as ‘excellent’ exhibit intrapersonal behavioural, interpersonal conceptual and interpersonal affective soft skills.<br>AFRIKAANSE OPSOMMING: Binne die huidige Suid-Afrikaanse konteks, word daar toenemend professionele eise aan onderwysers gestel. Daar word nie net van onderwysers verwag om akademiese resultate op te lewer en hulself te verbeter nie, maar ook om ‘n emotiewe rol in die skool te speel.
Neo-liberalisme skep die paradigma vir die studie. Dit laat die navorser toe om die onderwyser te beskou as iemand wat oor tegniese of ‘harde’ vaardighede in die werkplek beskik, maar ook oor die minder omskryfde ‘sagte’ of mensvaardighede. Sagte vaardighede word gedefinieer as die interpersoonlike, menslike of gedragsvaardighede wat nodig is om tegniese vaardighede en kennis toe te pas in die werkplek. ‘n Kwalitatiewe transendentale fenomenologiese aanslag is ontwerp om te bepaal of onderwysers, wat gesien word as ‘uitstekende’ onderwysers, van drie skole in diverse ekonomiese omgewings in die Wes-Kaap, dieselfde sagte vaardighede gebruik wanneer hulle skoolhou. Die resultate van die studie dui aan dat onderwysers wat gesien word as ‘uitstekende’ onderwysers, intrapersoonlike gedragsvaardighede en interpersoonlike affektiewe sagte vaardighede ten toon stel.
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Malekzadeh, Setareh, and Bahram Nouraei. "Den Svenska Folkrörelsekulturen : En deskriptiv studie om folkrörelsers organisationskultur under påverkan av kulturpolitiken." Thesis, Södertörns högskola, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34682.
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Syftet med denna studie är att kartlägga organisationskultur inom folkrörelseorganisationer samt att undersöka dess eventuella förändringar under påverkan av kulturpolitiken. Denna studie tillämpar Geert Hofstedes teorier som behandlar olika nivåer och dimensioner av organisationskultur. Studien behandlar värderingar, ritualer, hjältar och symboler inom varje organisation i fråga i ett sammanhang av organisatoriska praktiker som meningsbärande kulturella uttryck. Studien har genomförts med ett kvalitativt angreppssätt där semistrukturerade intervjuer utförts med hjälp av ett bekvämlighetsrvalsstrategi. Datainsamlingen har genomförts genom personliga intervjuer med fyra medarbetare på två folkrörelseorganisationer i Stockholm d.v.s. ABF och Riksteatern. De valda Organisationerna är verksamma inom olika verksamhetsområde och respondenterna har jobbat i varierande positioner och har fleråriga arbetserfarenheter. Intervjuerna spelades in efter beviljat tillstånd och säkerställandet av respondenternas anonymitet. En innehållsanalys genomfördes efter transkribering av inspelat material i form av citat och egna tolkningar. Studien behandlar också en del sekundärdata i form av historisk information om folkrörelsernas samhälleliga rötter och utvecklingsprocess. Studien visar en ständigt pågående omorganiseringsprocess inom folkrörelseorganisationer vilket orsakat signifikanta förändringar inom folkrörelsernas organisationskultur. Konflikten mellan folkrörelsernas ideella logiker och kulturpolitikens kvalitetslogik uppträder i organisationskulturen på olika sätt. ABF:s kärnvärderingar nämligen hjälpsamhet, jämlikhet och högt arbetsengagemang anses vara mindre aktuella idag. Hjälpsamhet och jämlikhet ligger också till grund för Riksteaterns demokratiseringsverksamhet och anses fortfarande vara aktuella i organisationen. När det gäller ABF har vi funnit att organisationen har utvecklat en professionell och icke-normativ organisationskultur med stränga kontrollmekanismer och stor fokus på arbetsutförande och processansvar i ett slut organisationssystem. Stränga kontrollmekanismer anses vara ett resultat av kulturpolitikens krav på ökad internkontroll och kvalitetssäkring. Studien visar att Riksteatern har utvecklat en komplex mångsidig organisationskultur som finns i två sammanhängande lager. En lokal, personalinriktad och normativ arbetskrets som omger sig med professionella, resultatinriktade och pragmatiska medarbetare. Detta leder till en normativ organisationskultur som erbjuder pragmatiska lösningar i syfte att kunna leva upp till kulturdepartementets krav på hög kvalitet, resurseffektivitet och antalet besökare. Det finns en tendens mot professionalism och pragmatism inom båda organisationerna. Detta kan bero på att båda organisationerna är ekonomiskt beroende av statliga bidrag och därför ska leva upp till kulturpolitikens kvalitetskrav. Detta ledde också till svagt normativt engagemang och ett slags samhällelig passivitet. Vi har också funnit att betoningen på kvantitativ utvärdering inte är en fungerande strategi för utvärdering av ideell kulturverksamhet. Istället har detta orsakat paradoxala uppdrag och identitetsförvirring inom organisationerna enligt våra respondenter.<br>The purpose of this paper is to provide a systematic description of the organizational culture in social movement organizations in Sweden and also to investigate its possible changes under the impact of cultural policy. The following study has been done using Geert Hofstede’s theories on different levels and dimensions of organizational culture. The study explores the organizational values, rituals, heroes and symbols in the context of organizational practices to be examined as meaningful cultural representations. This study has been done based on qualitative research method using semi-structured interviews and convenience sampling strategy for data collection. The data has been collected through personal interviews with four employees from two social movement organizations in Stockholm and from different areas of practice; The Swedish National Touring Theatre (Riksteatern) and The Workers’ Educational Association (ABF). The respondents have been working in variety of positions and have many years of experience. The interviews have been recorded as audio files after granting permission and ensuring the respondents’ anonymity to be preserved. A content analysis has been done following the transcription of the recorded material in the form of quotes and interpretations. Secondary data has been also used in the form of historical information regarding the origins of Swedish social movements and their development process. Our study shows that there is a constantly ongoing reorganization process in the Swedish social movements which has caused significant changes in the social movements’ organizational culture. The conflict between the logic of the social movements and the quality-oriented logic of the Swedish cultural policy emerges in the organizational culture in different ways. ABF’s core values such as benevolence, equality and high work engagement are considered to be less relevant in the current organizational culture. Benevolence and equality are also the core values of Riksteatern and are still considered to be relevant in the current organizational culture. When it comes to ABF, we have found that the organization has developed a professional and pragmatic organizational culture with strict control mechanisms and huge focus on task performance and processes in a closed-system organization. The strict control mechanisms are considered to be the result of the Swedish cultural policy’s requirements regarding internal control and quality assurance. The study shows that Riksteatern has developed a complex multidimensional organizational culture which exists in two interrelated layers. A local, employee-oriented and normative work circle surrounded by professional, result-oriented and pragmatic coworkers. This leads to a normative organizational culture which offers pragmatic solutions in order to be able to meet the ministry of culture’s requirements regarding high quality, resource efficiency and visitor numbers. There’s a tendency towards professionalism and pragmatism in both organizations. This might depend on the fact that both organizations are economically dependent to public funds and therefore are required to meet the cultural policy’s quality requirements. This leads also to a low normative engagement and societal passivity. We have also found that the emphasis on the quantitative evaluation ad revision is not an effective strategy to evaluate nonprofit cultural organization. Instead, this strategy has caused paradoxical missions and confusion regarding organizational identity, according to our respondents.
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Muffet-Willett, Stacy L. "Waiting for a Crisis: Case Studies of Crisis Leaders in Higher Education." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1290118943.
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Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.
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Arnolds, David. "Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79941.
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Thesis (MEd)--Stellenbosch University, 2013.<br>Bibliography<br>AFRIKAANSE OPSOMMING: Die interpretering van beleid en die toepassing daarvan in die werkplek was nog altyd ’n
aanvegbare aspek, omdat beleid nie ’n geslote entiteit is nie en dus oop is vir verskillende
interpretasies deur die toepassers van beleid. Die aanvegbaarheid van beleid kan duidelik
waargeneem word met die toepassing van die Nasionale Assesserings Beleid van 1998 op
die Suid-Afrikaanse skoolgemeenskap. In hierdie trant is die hoofdoel van my studie om
ondersoek in te stel na die implikasie wat die toepassing van beleid rakende die klassifikasie
van primêre skole as onderpresterende skole op die skole se skoolkultuur,het en hoe
sommige onderwysers teenoor so ‘n klassifikasie reageer.
Met hierdie studie wil ek ’n interpreterende ondersoek loods na die vraag: “Hoe beleef
onderwysers hul skoolkultuur nadat hul skole deur die Wes-Kaapse Onderwys Departement
as onderpresterende skole klassifiseer is. Ek beskou dit as ’n belangrike vraag vir ondersoek
omdat die literatuur rakende skoolkultuur en skool prestasie daarop dui dat hierdie twee
aspekte as kritieke elemente beskou word in die skoolopset. Om hierdie rede ondersoek ek
hierdie verskynsel in my onmiddelike skool omgewing om begrip te toon vir die wedersydse
invloed wat hierdie elemente op mekaar het. Hierdie vraag word beredeneer teen die
agtergrond van Suid-Afrika se deelname aan toetse van die ligame van internasionale
akademiese prestasies en die onbevredigende uitlae wat tydens die deelname aan hierdie
toetse verwerf is. Vanuit nege en dertig deelnemende lande het Suid -Afrika laaste geëindig.
Ek loods my studie vanuit ’n kwalitatiewe interpreterende ondersoek aan drie laerskole en
nege geselekteerde opvoeders oor die prestasie wat die Intermediëre Fase (graad ses)
verwerf het in die aanname en inwerkingstelling van die Sistemiese Evalueringstoetse vanaf
2007 tot 2010 in Geletterdheid en Wiskunde as ’n uitvloeisel van die Nasionale Assesserings
Beleid van 1998. Ek doen ’n beleidsanalise voortspruitend uit ’n historiese oorsig en konteks
van skool en prestasie verskille wat in die onderwysopset aangetref word. My fokus is egter
op die onderwysers se respons as gevolg van die klassifikasie van hul skool as ’n
onderpresterende skool. Hierdie ondersoek word ingestel deur gebruik te maak van semi
gestruktureerde onderhoudvoering met respondente van drie steekproefskole en ’n
vergelyking van sistemiese toets uitslae en interne evaluerings uitslae. Vanuit die verkennende analises en die literatuur is gevind dat skoolkultuur ’n
deurslaggewende bepaler in terme van leerderprestasie is. Waar skoolkultuur in presterende
skole positief bydra tot die prestasie en werklewering van die skool, is dit ’n negatiewe
determinant by die onderpresterende skole. Dit volgens Fleisch dui daarop dat die Suid-
Afrikaanse onderwysopset nog steeds in twee afdelings fungeer naamlik die presterende
voorheen bevoordeelde skole en aan die anderkant die onderpresterende voorheen
benadeelde skole. Die onderwysers het ook gevoel dat hierdie aspek buite rekening is
gelaat met die implementering van die sistemiese toetse en die gevolglike klassifikasie van
die skole.
Tydens die uitvoering van die studie het ek gevind dat die respondente van die
deelnemende skole saamgestem dat ’n positiewe skoolkultuur leerderprestasie positief kan
beïnvloed. Hulle het erken dat hulle in gebreke gebly het om ‘n positiewe skoolkultuur te
ontwikkel en te handhaaf. Ek eksploreer die respondente se uitleef van hul skoolkultuur,
magsverhoudinge en konseptualisering van hul identiteit aan die hand van hul gegewe
klassifikasie. In die ondersoek het ek bevind dat daar ’n negatiewe skoolkultuur heers by
skole wat as onderpresterende skole geklassifiseer is. Hierdie negatiewe skoolkultuur het
ook veroorsaak dat onderwysers ’n probleem ondervind het met die magsverhouding wat
daar bestaan het tussen hulle en die Onderwys Department. Hulle het dit gesien as ’n “top
down” verhouding waarin hulle geen inspraak het nie. ’n Verdere uitspruitsel uit die
negatiewe klassifikasie van die skool het daartoe gelei dat die onderwysers ’n negatiewe
siening van hul identiteit as onderwysers ontwikkel het.
Vanuit die literatuur wat handel oor die herstel van onderpresterende skole, stel ek die
moontlikheid van die toepassing van transformasionele leierskap wat geimplementeer kan
word in die bestuur van die deelnemenende skole as een van die strategieë om vanuit hul
klassifikasie van onderprestering te kom.
Hierdie navorsing het ten doel om die onderwysers se belewenis van hul skoolkultuur te
weergee nadat hul skole geklassfiseer is as onderpresterend as gevolg van
beleidstoepassing deur die Wes – Kaapse Onderwys Departement.<br>ENGLISH ABSTRACT: The interpretation and application of policy in the workplace will always be a contentious
issue, because policy is not a closed entity but is open to different interpretations by its
users. This contentiousness of policy is clearly illustrated with the application of the National
Assessment Policy of 1998 on the education community of South – Africa. Along these lines
my study will try to address the question: “How do teachers in underperforming schools give
meaning to their school culture after their schools have been classified as underperforming
schools by the Western Cape Education Department?” I see it as a very important question
as it explores the interrelationships between school culture and school performance. These
two elements are regarded as critical elements that can either create a positive or a negative
school environment. And in that sense I want to have an understanding of its influence in my
immediate school environment.
This question is being argued against the backdrop of South - Africa’s participation in the
tests of international bodies of academic performance where the country performed poorly.
From thirty nine participating countries, South Africa achieved the lowest mean test score.
My study is piloted in a qualitative interpretive enquiry at three different primary schools and
nine pre- selected teachers in connection with the results obtained from the systemic
evaluation tests which was administered in the intermediate phase (grade six) from 2007 up
to 2010 in the learning areas Literacy and Numeracy. The Systemic Evaluation Tests stems
from the National Assessment Policy of 1998 and was conducted as a measure to ensure
the success of the learning centers and to improve learning systems. In this study I am
conducting an analysis of education policy and also giving a historical overview of
educational differences of schooling in South Africa. The focus however is on the teachers’
response as a result of their schools’’ being classified as underperforming schools. I am
employing semi - structured interviews and do a comparison of the systemic results and the
results obtained from the continuous assessment of the different schools.
From the analyses and a study of the literature I found that school culture plays a defining
role in learner performance. I also found that school culture can act as a positive enhancer in
performing schools and can also act as a deterrent in underperforming schools. The results obtained from the systemic evaluation also shows that the South African education system
still comprises of two separate education systems according to Fleisch. He holds the notion
that there are the performing previously advantaged schools and the underperforming
previously disadvantaged schools. The teachers felt that no consideration was given to the
impact that the negative school culture and the impact of the environment could bear on the
performances of the learners from the underperforming schools. My respondents
acknowledged that a positive school culture could enhance learner performances and also
conceded that they neglected to build and maintain a positive school culture. I then explore
how my respondents gave meaning to their school culture, conceptualize power relations
and identity formation after being classified as underperforming schools.
In my study I found that there is a negative culture present in the underperforming schools.
And it negatively influences the conceptualization of the teachers of the power relationship
between them and the Education Department. They see the power relation as “top down”
and something in which they have no say in. Due to the negative relationship between the
teachers and the Education Department, the teachers also experiencing difficulties in dealing
with their own identity as they view themselves as underperforming teachers as a result of
the classification of their schools.
Dealing with the literature regarding the rehabilitation of underperforming schools, I explore
the possibility of employing Transformational Leadership as a strategy to deconstruct their
image of underperformance. This research aims to show how teachers give meaning to their
school culture after their schools were classified as underperforming due to policy
applications by the Western Cape Education Department.
35
Vianna, Mariana Peleje. "Recursos financeiros descentralizados para a escola pública: uma política necessária." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05042016-131507/.
Full textAbstract:
O estudo buscou realizar pesquisas teórica, legal-financeira e empírica sobre os recursos financeiros descentralizados que são transferidos diretamente às escolas públicas municipais de São Paulo, pelos governos federal (Programa Dinheiro Direto na Escola, PDDE) e municipal (Programa de Transferência de Recursos Financeiros, PTRF, e Verba de Adiantamento), investigando sobre os procedimentos legais, administrativos e participativos que envolvem a gestão destes recursos, de forma a apresentar dados quantitativos e qualitativos sobre eles, tendo como amostra de pesquisa cinco escolas de diferentes modalidades de ensino: um Centro de Educação Infantil (CEI), uma Escola Municipal de Educação Infantil (EMEI), uma Escola Municipal de Ensino Fundamental (EMEF), um Centro Integrado de Educação de Jovens e Adultos (CIEJA) e uma Escola Municipal de Educação Básica para Surdos (EMEBS). A dimensão empírica da pesquisa se dividiu em duas subdimensões: macro e micro. A dimensão empírica macro se deu numa perspectiva legal-financeira, pesquisando sobre as origens e os procedimentos legais dos programas que transferem recursos financeiros descentralizados às escolas públicas, suas normas de utilização, movimentação e prestação de contas. Essa dimensão também buscou desenvolver uma série histórica, contemplando o período de 2007 a 2013, a qual compara os montantes dos recursos financeiros descentralizados transferidos anualmente às escolas municipais de São Paulo com o orçamento total anual da educação do município, objetivando demonstrar o quanto estes programas representam em termos percentuais para o planejamento orçamentário municipal. A dimensão empírica micro da pesquisa se deu a partir da verificação em campo, no âmbito das escolas pesquisadas, levantando suas dificuldades e avanços em lidar com os recursos financeiros transferidos, trazendo dados sobre seus montantes e aplicações anuais (2007 a 2013), a partir da verificação dos documentos de prestação de contas das Associações de Pais e Mestres (APMs), de instrumentos de entrevista e de levantamento de dados, especificamente elaborados pelos métodos da pesquisa. Os dados e as informações apresentados abordam questões importantes sobre financiamento e gestão financeira escolar, tendo o intuito de contribuir para o debate sobre políticas públicas de gestão financeira escolar e fornecer subsídios que possam compor estudos cujo objetivo seja uma abordagem sobre a realidade financeira das escolas públicas e a gestão democrática de seus recursos financeiros, com vistas à melhoria da qualidade de ensino.<br>The study sought to carry out theoretical, legal-financial and empirical research on the decentralized financial resources that are transferred directly to public schools in São Paulo, by the federal government (\"Direct Money to School Program\", PDDE) and by the municipal government (\"Financial Resources Transfer Program\", PTRF, and \"Verba de Adiantamento\"), investigating on the legal, administrative and participatory procedures that involve the management of these resources in order to provide quantitative and qualitative data about them. As a research sample there were five schools of different types of education modalities: one Early Childhood Center (CEI), a Municipal School of Early Childhood Education (EMEI), a Municipal Elementary School (EMEF), an Integrated Centre for Youth and Adult Education (CIEJA) and a Municipal Basic Education School for the Deaf ( EMEBS). The empirical dimension of the research is divided into two sub-dimensions: macro and micro scales. The macro empirical dimension was given a legal and financial perspective, researching the origins and legal procedures of the programs that transfer decentralized financial resources to public schools, their rules of use, handling and accountability. This dimension also sought to develop a historical series, covering the period 2007 to 2013, which compares the amounts of decentralized resources transferred annually to public schools in São Paulo with the total annual budget of the municipality\'s education, aiming to show how much (in percentage) these programs represent in terms of the municipal budget planning. The micro scale empirical research took place from the field verification, along with the surveyed schools, raising their difficulties and advances in dealing with the financial resources transferred to them, bringing data on their amounts and annual applications (2007 - 2013), from verification of the accounting documents of the Parent Teacher Associations (APMs), interview and data collection tools, specifically designed by the methods of the research. The data and information presented address important matters about funding and school financial management, with the aim of contributing to the debate on public policies to school financial management and provide subsidies that can compose studies whose aim is the approach to the financial reality of public schools and democratic management of its financial resources, looking forward to improving the quality of education.
36
Awoshakin, Olatokunbo A. "Higher Education, Citizens Engagement and Economic Development Work at the Grassroots: A Case Study of Dayton, Southwest Ohio." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366824546.
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Duncan, Robin A. "Students' Perceived Value of the Community College Experience: A Mixed Methods Study." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.
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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
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Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.
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White, Jason C. "Addressing the Poor Professional Outcomes of Undergraduate Arts Students." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365886713.
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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.
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Heddleson, Lucia. "TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1559751731605712.
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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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Morgan, AT. "Aboriginal education in the Furneaux Islands (1798 - 1986) : a study of Aboriginal racial policy, curriculum and teacher/community relations, with specific reference to Cape Barren Island." Thesis, 1986. https://eprints.utas.edu.au/2646/1/Morgan_whole_thesis.pdf.
Full textAbstract:
The Aboriginal people of Cape Barren Island and other Furneaux Islands have been selected for this historical analysis of Aboriginal education and racial policy, in order to ascertain the extent to which Tasmania has followed or diverged from the political and educational trends of other Australian States or Colonies, with respect to Aboriginal policy. It is found that Tasmania has influenced the development of Australian policies of Aboriginal repatriation, protection and segregation, and closely followed the national policies of assimilation and, to a lesser extent, integration. Yet the development of Tasmanian policy towards Aborigines and Aboriginal descendants, while clearly affected by national trends, has also been obfuscated by a prevailing belief, ideological in nature, that Tasmanian Aborigines have been extinct since 1876. The legacy of one century of supposed "extinction" is inherent in present State policy which, while at last recognising the right of individuals of Aboriginal descent to identify as Aboriginal, does not accord such persons the status and rights of indigenous Tasmanians called for by the Tasmanian Aboriginal community and its supporters, and has no expressed commitment to the current Federal policy of Aboriginal self-determination.
At the community level, the research finds that, for the most part, curriculum and pedagogy at the Cape Barren lsland shool have not differed substantially to that in other Tasmanian schools, although on occasions, teachers, the Tasmanian Government and the Education Department have devised specific changes in arrangements at the Island school, to implement a particular strategy in race-relations policy, or to accord with a particular educational model. With regard to teacher/community relations however, Cape Barren Island school teachers have traditionally been an authority figure, not only to the schoolchildren but to the adults of the community, for the male teachers have, historically been thrust into roles of missionary, Special Constable, Crown Lands Bailiff, magistrate, postmaster, medical officer, coroner and other duties. In addition to the responsibility and status invested in these offices, the pattern of dominant white/inferior black race-relations. on Cape Barren lsland has been reinforced by a situation where teachers have often been, the sole residents on the lsland in receipt of a comfortable year-round salary, whilst community members have suffered conditions of poverty and hardship throughout much of the nineteenth and twentieth centuries. Yet the research also shows that the Furneaux Island Aborigines, or "half-castes" as they were referred to until recently, have been reluctant to accept any notions of their own social or cultural inferiority, and have, from the mid-nineteenth century onwards, engaged in numerous conflicts with the authorities over their rights, both free born as Tasmanian citizens and as descendants of the original Tasmanians.
46
Morgan, AT. "Aboriginal Education in the Furneaux Islands (1798 - 1986) : a study of Aboriginal racial policy, curriculum and teacher/community relations, with specific reference to Cape Barren Island." 1986. http://eprints.utas.edu.au/2646.
Full textAbstract:
The Aboriginal people of Cape Barren Island and other Furneaux Islands have been selected for this historical analysis of Aboriginal education and racial policy, in order to ascertain the extent to which Tasmania has followed or diverged from the political and educational trends of other Australian States or Colonies, with respect to Aboriginal policy. It is found that Tasmania has influenced the development of Australian policies of Aboriginal repatriation, protection and segregation, and closely followed the national policies of assimilation and, to a lesser extent, integration. Yet the development of Tasmanian policy towards Aborigines and Aboriginal descendants, while clearly affected by national trends, has also been obfuscated by a prevailing belief, ideological in nature, that Tasmanian Aborigines have been extinct since 1876. The legacy of one century of supposed "extinction" is inherent in present Stale policy which, while at last recognising the right of individuals of Aboriginal descent to identify as Aboriginal, does not accord such persons the status and rights of indigenous Tasmanians called for by the Tasmanian Aboriginal community and its supporters, and has no expressed commitment to the current Federal policy of Aboriginal self-determination.
47
Bosi, Winny. "The pilot implementation of inclusive education in Malaysia : a review : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in education at Massey University." 2004. http://hdl.handle.net/10179/1735.
Full textAbstract:
Inclusive education was introduced into the Malaysian school system as a pilot scheme in 1994, involving a small number of elementary schools throughout the country. This study examines teachers' and principals' conceptions of inclusive education, their understanding of the Inclusive Education Policy and their attitudes towards the pilot implementation of inclusive education. Using individual interviews and surveys, the researcher explored the views of regular and special education teachers from pilot and non-pilot elementary schools. A total of 36 special and regular classroom teachers and six principals from six geographically representative pilot schools and 18 traditional classroom teachers from six matching non-pilot schools participated in this study. Data examination showed that differences existed in the teachers' conceptions of inclusive education. Seven hierarchically ordered conceptions of inclusive education were identified. They ranged from the provision of educational opportunities in the traditional classroom for all students regardless of disability to the provision of enrichment for students with special abilities. Teachers were found to have limited understanding of the educational policies related to inclusive education. Many principals and teachers, nevertheless, favoured inclusive education but the teachers were concerned about an increase in workload as a result of the inclusion of children with special needs in their classes. Class size was also seen as a barrier to implementing inclusive education. It was concluded that principals and teachers were concerned about the inadequate professional preparation of teachers for inclusive education and the difficulties of coping with children with special needs when placed in the traditional classroom settings. These findings have serious educational implications and support the need for comprehensive inservice training programmes that are designed to meet the needs of teachers during pre-service programmes and in in-service training. The researcher also gave some attention to the process of change as it occurred during the pilot implementation of inclusive education while her discussion of theoretical issues, related to the implementation, led to the development of an explanatory model to assist understanding of an approach to the further implementation of inclusive education in Malaysia.
48
Maniku, Ahmed Ali. "Higher education quality assurance policy and practice in the Maldives : a case study from a small developing nation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/1406.
Full textAbstract:
This thesis comprises a case study of quality assurance policy and practice in the emerging higher education sector of the Maldives. The policy analysis is extended to incorporate a glonacal perspective, allowing analysis of quality assurance policy issues from the global, national and local contexts. In order to illuminate the analysis in the Maldives' primary case study, two secondary less intensive case studies are presented of quality assurance processes from a New Zealand polytechnic and the University of the South Pacific. Documentary evidence and semi-structured interviews from Key Informants form the main evidence base for the study. Data analysis is facilitated using NVivo. The thesis argues that the upsurge in quality assurance in higher education is primarily legitimated within a neoliberal discourse, Urged by transnational organisations such as the World Bank, there is widespread policy convergence in quality assurance. Whilst neoliberalism has had partial effects in the case of the Maldives, the study reveals that neoliberal ideology and the associated strategies of marketisation, privatisation, human resource development and managerialism have shaped quality assurance policy processes in varying degrees in the three cases. Findings in this study contribute to a fuller understanding of quality assurance policy processes in a small developing nation context: a perspective largely missing from current debates on the subject. The findings confirm that a combination of global, national and institutional factors influenced quality assurance policy processes in the Maldives. From the global context, globalisation and internationalisation of higher education trends affect quality assurance policy. At the national level, the desire for higher quality education found expression in the state's reassertion of its role in protecting public interest in regulating the sector through formal quality assurance. The social demand for international comparability has also lead to a growing trend of transnational quality assurance practices. The creation of the Maldives College of Higher Education was shown to be the principal impetus in quality assurance development. This national college played a lead role in developing a quality assurance model that tends to promote a regulatory compliance to quality. The study argues for a more inclusive model that acknowledges external compliance but also seeks to assure quality of teaching and learning leading to improved student outcomes.
49
Houston, Donald James. "Exploring quality in a university : a critical systems approach : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Educational Studies at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1301.
Full textAbstract:
Since the 1990s quality management has been translocated from industry into higher education. However, there is little evidence that improvement in the core functions of universities has resulted. This study adopts a critical systems approach that is grounded in a critique of prevailing models of quality management to explore quality in a university. It examines the potential of Critical Systems Thinking enacted through Total Systems Intervention (TSI) to promote improvement. A case is made for local intervention towards improvement. The thesis is structured around the three modes of TSI, namely Critical Review, Problem Solving and Critical Reflection. A Critical Review of Quality Management suggests that the opposition of academics to quality initiatives in general, and to Quality Management in particular, is rooted in its language and underlying image of organization. This proposition is explored through an analysis of key Quality Management definitions and concepts in relation to the university. The importance of language, metaphors and images of organization are explored. The fitness for purpose of industrial models of quality for universities is challenged. TSI is employed in its Problem Solving mode to describe the quality problem for an academic unit within a university in New Zealand initially from the perspective of its staff and students. For them, the quality problem mainly related to better promoting learning. Analysis and reflection on the problem and context drawing on systems methodologies shaped interventions for improvement. Critical Reflection on a cycle of participative creativity, choice and implementation identified cultural, structural and environmental factors that present threats not only to quality improvement but also to the viability of the unit. The main findings and conclusions question the appropriateness of current models of QM in the university. The thesis demonstrates key systemic problems in higher education; provides a rationale for systemic interventions; identifies pressures that make resistance to systems thinking almost inevitable; and illustrates that TSI is more appropriately used by external researchers than insider researchers. Nevertheless, critical systems approaches, in particular boundary critique, help to structure the problem of improving quality in locally meaningful ways. The challenges of using systems ideas and systems methodologies in the university context, however, are substantial.
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Fitriah, Amaliah. "Community participation in education : does decentralisation matter? An Indonesian case study of parental participation in school management : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand." 2010. http://hdl.handle.net/10179/1370.
Full textAbstract:
A prominent idea in the decentralisation and development literature is that decentralisation leads to deeper and stronger community participation. This thesis seeks to examine this argument by investigating the practice of community participation in the Indonesian decentralisation context, focusing on parental participation through access to and control over school financial resources. Drawing on a case study in Depok city, the practice of parental involvement has been explored by identifying the characteristics and the extent of parents’ participation in school management. School Committees (SCs), as a mechanism of community involvement provided by the decentralised education policy, were also examined in this research to develop an understanding of parental representation in school management. The study found that the characteristics and the extent of parents’ participation in school management have changed and decreased significantly as a result of a new Free School Programme (FSP) introduced by the government in 2009 which freed parents from school operational cost. Prior to FSP, parents actively participated in terms of supplying resources and involvement in school meetings, had some access to financial information, and had limited engagement with school budgeting through representation in SCs. However, the new absence of financial contribution by parents has affected parental participation by transforming it into a weaker form of participation where parents act as mere beneficiaries. The study also revealed that in the Indonesian context, the SCs, as institutional channels for community involvement in education provided by the education decentralisation policy, are not effective in terms of representing and engaging parents in school management. Based on the evidence above, this thesis concluded that in the context of the Indonesian education system, decentralisation has not necessarily enhanced community participation. In this respect, decentralisation is not the only possible answer for achieving a meaningful and empowering parental participation in education. Furthermore, other contextual factors surrounding participation also have to be taken into account. While FSP brings the benefit of allowing students to access education freely, the absence of parental financial contribution has been proved to impact parental participation in a way that is contradictory to one of the purposes of decentralisation policy, which is to engage the community in educational management.