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Relevant bibliographies by topics / Educational Policy Implementation / Dissertations / Theses

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Dissertations / Theses on the topic 'Educational Policy Implementation'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Bagan, Catherine Anne. "Teacher Insight| The Implementation of the Common Core State Standards in California School Districts." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10683932.

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<p> This study, <i>Teacher Insight: The Implementation of the Common Core State Standards in California School Districts</i> was designed to glean teacher voice on the large-scale reform. With a need for a global workforce in a 21st century society the existing education system is undergoing a tremendous change in order to prepare students for college and career. The purpose of this sequential explanatory mixed methods study was fourfold: (a) to determine how the implementation of the Common Core State Standards is changing teacher practices related to curriculum, instruction, and assessment;

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2

Welch, Matthew James. "Districts' Experiences Balancing Inclusion, Accountability, and Change: Mixed-methods Case Studies of Implementation in Ontario and New Hampshire." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2747.

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Thesis advisor: Andy Hargreaves<br>Most policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special

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Baldwin, Todd. "IMPLEMENTING KENTUCKY’S COLLEGE READINESS AGENDA: AN ORGANIZATIONAL PERSPECTIVE OF POLICY IMPLEMENTATION." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/16.

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Nearly two-thirds of undergraduate college students within the United States fail to graduate within six years because they are unprepared for postsecondary education. Thus, many states have embarked on policy reform movements centered on college and career readiness for all high school graduates. This study focused on Kentucky’s efforts to implement four key initiatives—accelerated learning, secondary interventions, college and career readiness advising, and persistence to graduation—resulting from sweeping reform policies enacted in 2009 by the Kentucky General Assembly. The study considers

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4

Madison, Gabrielle Frassinelli. "Effects of response to instruction and intervention after the first year of implementation." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140118.

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<p> The effects of Tennessee’s Response to Instruction and Intervention (RTI<sup>2</sup>) framework were evaluated to determine the impact on one middle Tennessee public school district. General education teacher’s beliefs, student achievement, and special education referral and eligibility data was assessed before, during, and after implementation. Results indicate that teacher’s beliefs were mixed and varied according to the time participants were surveyed. Significant achievement differences were found on TVAAS math fifth grade, TVAAS reading fourth grade, and STAR reading

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Banks, Laurie A. "Understanding implementation, student outcomes, and educational leadership related to Ohio's Third Grade Reading Guarantee." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1516182165946984.

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Ford, Sarah Marie. "Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128.

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Ekong, Samuel Effiong. "Nigerian Policy on Child Labor: An Evaluation of the Education Sector Preparedness for Effective Policy Implementation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1886.

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A number of studies have been conducted about policy failures in Nigeria; however, little is known about the state of stakeholders' readiness to implement any government policy. Using the functionalist theory of Durkheim and the infrastructure theory of Frischmann, the purpose of this exploratory case study was to evaluate the level of preparedness of the education sector to implement the Nigerian policy on child labor, which was adopted on September 11, 2013, by the federal executive council of Nigeria. Preparedness in this study was conceptualized as the ability of the education sector to ab

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8

Raymond, Jillynne K. "Evaluating One Public School District's Teacher Evaluation Program and its Implementation| A Qualitative Case Study." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284435.

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<p> This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group’s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members’ perspectives were gathered in the 2011-2012 academic school year and the implementation team members’ perspectives were gathered five years later in the 2016-2017 academic scho

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9

Melander, Åsa. "Gifted & Talented Education: A Case for Policy Implementation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32073.

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In Sweden, an egalitarian ethos has long rendered it impossible even to consider the needs of gifted and talented (G&T) children. By interviewing English and Swedish educators and Swedish governmental officials, I compare the developments in the two countries and make recommenda-tions as to how Sweden could improve its provision. Over the last ten years, following a House of Commons report in 1997, a number of measures have been implemented in England. In Sweden, some changes have taken place, notably the establishment of the focus classes [spetsutbildningar] in 2008. Although there is officia

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10

Hickman, Barbara. "A Case Study| How a State Education Agency Leads the Implementation of Results Driven Accountability." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685214.

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<p> The Education for All Handicapped Children Act (EHA) was signed into law on November 29th, 1975 by Republican President Gerald Ford and as he signed it, he acknowledged that while the intent of the law was a step forward, the aspirations were complex. The law was renamed the Individuals with Disabilities Education Act (IDEA) in 1990, and has undergone updates and revisions roughly every five years since its inception. Despite these continual modifications, the academic and social outcomes for students with disabilities lags far behind that of their regular education peers. In 2012, the Off

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11

Benton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.

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<p> The purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a m

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Gazda, Todd H. "Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy." Thesis, University of Hartford, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702750.

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<p> <formattedtext>The Experience of Sacred Breathwork™: Healing Through Non-Ordinary States of Consciousness</formattedtext>

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Ako, Willy Yamuna. "Factors affecting the formulation and implementation of the 1993 educational reform in Papua New Guinea." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268828.

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14

Chua, Paul Meng-Huat. "Loose-tight policy interpretation and implementation : principals' sense-making of educational policies in Singapore." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055601/.

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Holmes, Sara. "The inter-dependence of powering and participation in policy implementation in the educational setting." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/c5cb2208-3aa7-4af0-910a-006b5c67bd18.

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Using a case study approach this research explored the research question 'How did the powering and participation of a group of actors tasked with implementing a School for Dental Care Professionals influence implementation?' The School, an important case, changed the nature of Dental Care Professional education in the United Kingdom being the first of its kind to be based on a University campus, remote from a traditional dental school and in the primary care dental setting. Partnership characterises the nature of modern day health and education policy-making in the United Kingdom and the imple

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Ormsmith, Michael. "AN EXPLANATORY MIXED-METHODS APPROACH TO TRACING “CAREER PATHWAYS” POLICY IN VIRGINIA: HOW SCHOOL COUNSELORS AND STUDENT DEMOGRAPHICS INFLUENCE IMPLEMENTATION FIDELITY." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3308.

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This explanatory mixed-methods policy analysis describes how school counselors' thoughts and attitudes contribute to the implementation fidelity of the Academic and Career Plan (ACP) policy in a suburban Virginia school division. A quantitative survey investigated counselor thoughts about the policy, implementation behaviors, and counselor ideas about equity issues related to providing college and career planning services to at risk students. Counselor interviews were conducted to provide deeper insight about the street level implementation practices and beliefs of counselors. Findings reve

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Foley, Virginia P. "Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5990.

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Darrington, Royd Lyman. "A Multidimensional Policy Evaluation of the Utah Statewide Online Education Program." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5313.

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The focus of this research is in the area of online learning policy. Online learning is rapidly gaining popularity and is becoming more and more an integral part of the K–12 education landscape. Such a study is important because there are very few policies that have been created to govern online learning differently than traditional brick-and-mortar classrooms. Utah’s Statewide Online Education Program (SOEP) has been largely marketed as policy that does transcend these barriers. This research uses a multidimensional mixed-method case study to evaluate the program. The findings from this resea

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19

Leon, Garcia Maria Alejandra. "Mexican Educational Policy Implementation: A Study on Outward Migration as a Social Influence in the Primary School Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298661815.

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Bird, Margaret. "The implementation of educational policy : a case study of the Open College of South London." Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1116/.

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An 'Open College' system derives from a policy designed to redress educational inequalities among the inner city adult population. It is a development in the post-school sector of education which brings together different types of institutions in a quasi-federal structure. Its aim is to develop course provision for adult returners which will facilitate their progression to higher education, further education and/or into employment. Whether or not a policy achieves what the policy-makers intended, it is hypothesised, depends on the way in which it is perceived by the key people within the organ

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Long, Caitlin E. "Educational Leaders' Interpretation of and Response to the Every Student Succeeds Act and the LOOK Act in Massachusetts:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108660.

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Thesis advisor: C. Patrick Proctor<br>Schools, districts, and states are at a time of transition from the federal No Child Left Behind Act (NCLB) to The Every Student Succeeds Act (ESSA) and this change comes alongside evolving state policy landscapes. Since NCLB and the epoch of English-only education in Massachusetts, which ended after the passage of the Language Opportunity for Our Kids (LOOK) Act in 2017, have been shown to have a primarily negative impact on emergent bilingual students, a historically marginalized group of learners, there is a need for educators and researchers to underst

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Mitchell, Sara. "Exploring the Use of Procedural Policy Instruments in the Development and Implementation of French Second Language Policy in New Brunswick and Nova Scotia." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34216.

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From 2006-2008, both New Brunswick and Nova Scotia proposed changes to their French second language (FSL) policies and programs. In observing the cases, it becomes clear that government officials made use of policy instruments to both implement policy and navigated the policy process. This work builds off existing literature that seeks to understand the instrument selection process, as well as the impact of policy tools on the policy-making process and more specifically, on the actors involved directly and indirectly in it. Using a framework that incorporates components of Contextual Interact

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Carter, Nicole. "Examining School Building-Level Implementation of an MTSS Problem-Solving Team." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/958.

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ABSTRACT This cross-case study of building and district administrators was designed to describe and explain the experience of elementary school administrators implementing a Problem-Solving Team (PST), the core feature of a Multi-Tiered System of Supports (MTSS) framework. The Multi-Tiered System of Support Problem-Solving Team (MTSS-PST) organizes the review of student learning data to identify problems, apply solutions, and evaluate progress towards grade level learning outcomes (Cook, Burns, Browning-Wright, & Gresham, 2010; Eagle et al., 2015; Gamm et al., 2012; Tilly, 2008). Outside of th

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McCullough, Carla M. "Brown v. Board of Education (1954) An Analysis of Policy Implementation, Outcomes, and Unintended Consequences." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/236.

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Brown v. Board of Education (1954) was a significant court case fought to provide equal educational opportunities for African-American students. Though the case was fought with good intentions, there may have been unintended consequences that occurred due to the policy implementation. The purpose of this research was to explore the policy, its implementation, and assess the extent to which the goals of the original policy were met. This study used a mixed-methods approach and was set within one large urban school district. The qualitative portion of the study included interviews with a small g

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Sheikh, Irfan Zafrul Husain. "A grounded theory case study examining the impact on policy actors of their engagement and interactions with educational policy implementation processes." Thesis, Durham University, 2014. http://etheses.dur.ac.uk/10714/.

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In the field of Education there appears to be a gap in the literature examining policy implementation process from the viewpoint of educational stakeholders. This thesis attempts to address that gap by examining the impact on site based policy actors of the implementation of a policy in the form of a new mathematics curriculum. This dissertation endeavours to answer the question of how the interactions and engagement of policy actors with policy implementation processes are impacted by and impact such processes. The research approach adopted is that of a case study using a Classic Grounded The

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Lam, Hing-sang. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19710045.

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Hobbs, Rodrick. "Restorative Justice Practices: A Qualitative Case Study on the Implementation and Sustainability of Restorative Practices and Its Impact on Reducing the Disproportionate Suspensions and Expulsions of Black and Hispanic Students." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28152384.

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Black and Hispanic students continue to be excluded from the learning environmentmore than three times the rate of their White classmates. The effects of this include low student achievement, reduced chances of graduating from high school, and an increased chance of entering the school-to-prison pipeline. Restorative justice was introduced to schools and school systems as an alternative to suspension and other exclusionary practices. The purpose of this study was to examine how school personnel implement and sustain restorative justice practices to reduce the number of Black and Hispanic stude

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Houser, Shirley Ann (Delp). "*Policy analysis of state and federal educational accountability legislation and its implementation in California high schools." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2349.

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This analysis of California's Public School Accountability Act (PSAA) and the federal government's No Child Left Behind (NCLB) legislation reviews the components, implementation timelines, and impact these two accountability policies have had on secondary schools and more specifically secondary schools located in Tulare and Kings Counties of the San Joaquin Valley of California. The study identifies both Immediate Intervention for Underperforming Schools Program (II/USP) schools and similar schools that did not elect to enter the program Non-II/USP schools. Quantitative analysis of Academic Pe

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McVicar, Malcolm. "The National Advisory Body planning exercise 1984/85 : an analysis of educational policy making and implementation." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019720/.

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This research project is a study of organisational decision-making in higher education. It attempted to address three main topics. The first, and the major concern, was a multiple case study of how two English polytechnics dealt during 1982 and 1983 with the first national planning exercise of the National Advisory Body for Local Authority Higher Education. This exercise was intended to determine the overall numbers of students in the local authority sector in 1984-85 and their distribution between institutions, programme areas, levels of study and modes of attendance. The study assessed the a

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Bonsuuri, Camillo Abatanie. "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/248.

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In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive pol

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Cherian, Mathew Sam. "A semantic data federation engine : design, implementation & applications in educational information management." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65501.

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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 87-90).<br>With the advent of the World Wide Web, the amount of digital information in the world has increased exponentially. The ability to organize this deluge of data, retrieve it, and combine it with other data would bring numerous benefits to organizations th

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Kennedy, Aimee L. "Superintendents as Policy Makers: How District Leaders Interpret and Implement State Level Policy." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480600641838665.

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Chunnu, Winsome M. "Whither Are We Drifting? Primary Education Policy in Jamaica." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242393465.

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Thesis (Ph.D.)--Ohio University, June, 2009.<br>Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2014. Includes bibliographical references (leaves 280-293)

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Ashe, Jessica. "Innovation Implementation in an Intensive English Program: Policy Changes, Perceptions of Stakeholders, and Achievement Indicators." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523633726943884.

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Björklund, Anna-Sara. "Eleven Eastern Cape teachers´perceptions of the implementation of the Curiculum Assessment Policy Statement." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101277.

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A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the

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Morgan, Christi A. "Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404553/.

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Leaders of the 84th Texas Legislature drafted and ratified HB 1164 (2015), prompting the Texas Education Agency to pilot a portfolio assessment option for assessing student writing growth and proficiency. The purpose of this study was to identify the perceptions, characterize the experiences, and identify the forces that influenced initial implementation of the statewide writing pilot. Through interviews with district leaders and the collection of open-ended questionnaires from participating educators, a collective case study method was conducted and allowed for analysis of cross-case themes.

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Skott, Pia. "Läroplan i rörelse : Det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-99326.

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This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in

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Molelle, Helena Khantse. "Global policy discourse and local implementation dynamics : a case study of Lesotho's junior certificate religious and moral education syllabus." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3649.

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Nambala, Iyaloo. "The implementation of language policy in government primary schools in Windhoek, Namibia with specific reference to Grades 1-3." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3651.

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Bernel, Rene Teruko. "Examination of the Implementation of a Mandated Attendance Policy in Ohio School Districts in the Midst of COVID-19." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu162453189056093.

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Khasanova, Fatikha Ilgizovna. "The Role of the EU-Turkey Joint Action Plan in Syrian Refugees' Educational Integration into Turkish Society: A Qualitative Case-Study of Policy Implementation." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586968891475959.

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Ressa, Virginia A. "A Tale of Two Policies: The Role of a Teacher-Based Team in School Reform." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503304860765587.

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Konrad, Lubomyr Stefan. "CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/525526.

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Educational Administration<br>Ed.D.<br>This qualitative, phenomenological study examined teachers' experiences of the policy context of the fall of 2013 in the School District of Philadelphia. It was an extremely turbulent time resulting from a cascading policy environment with origins in federal government mandates. The study focused on ten teachers' perceptions of policy implementation in one comprehensive high school. Each teacher was interviewed once in the summer of 2017. State, local, and school specific policy forces were examined. Turbulence theory anchored the study. Teacher interview

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Spead, Benjamin 1978. "Feedback loops in educational environments using web-based survey tools : new technology development and three implementation case studies." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28608.

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Thesis (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.<br>Includes bibliographical references (p. 167-171).<br>This thesis presents lessons from the development of an on-line, web-based feedback system and preliminary analysis of the socio-technical interactions associated with the specification, design and use of this system. The system has been designed to facilitate many forms of feedback in educational environments. Nove

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Harrelson, Rodney T. "The Process of Implementation and Its Impact on the School Improvement Turnaround Model: Lessons Learned During the First Year." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1392990983.

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PeÌrez-MartiÌnez, MariÌa Guadalupe. "Bringing individuals back into implementation : a case study of an intergovernmental educational policy in Mexico: Programa Escuelas de Calidad." Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440974.

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Curran, H. C. "Special Educational Needs and Disabilities reforms 2014 : from policy to practice : SENCos' perspectives of the first year post implementation." Thesis, Bath Spa University, 2017. http://researchspace.bathspa.ac.uk/11567/.

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This study explores the role of the Special Educational Needs Co-ordinator (SENCo) as an implementer of Special Educational Needs policy within mainstream schools, at a time of significant Special Educational Needs and Disabilities (SEND) policy reform; the SEND reforms. This study examines the various policy actor roles the SENCo could be seen to assume during this period (Ball et al., 2012) and explores the initial impact of the SEND reforms, from the perspective of the SENCo. A phenomenological approach to the study has been taken. The data consists of five phases which were conducted durin

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Lam, Hing-sang, and 林慶生. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965490.

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Mudyahoto, Tapiwa. "The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2116.

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The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emergin

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Ndeunyema, Alpha. "The implementation of the new curriculum in Namibia, with an emphasis on the Junior Secondary Accounting Sallybus (JSAS) and its uptake by teachers." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11029.

Full text

Abstract:

Includes abstract.<br>Includes bibliographical references (leaves 100-106).<br>The focus of this study is an examination of (i) the extent to which teachers are implementing the 2006 Junior Secondary Accounting Syllabus (JSAS) in five Namibian schools; (ii) the influence of sense-making process on teachers' classroom practice and pedagogical understanding of the new JSAS descriptors. The study hopes to add to the information about the importance of the teacher in the process of policymaking and policy implementation.

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