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Chorley, Geoffrey Frank. "The emergence of Gladstone's moral monster : some aspects of undenominational religious education in England from the work of Joseph Lancaster to the passing of the Elementary Education Act of 1870." Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569568.
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In my thesis I argue that a partial solution to the religious difficulty in English education, with State involvement sufficient to pave the way for the eventual universal provision of school places, was achieved through clause 14 (2) of the 1870 Elementary Education Act (the Cowper-Temple clause) whereby a new species of undenominational religious instruction, primarily negative as regards content, was devised. I identify Henry Austin Bruce as the Cabinet member who secured the acceptance of this proposal over against W. E. Forster and his superior Earl de Grey and Ripon at the Committee of Council on Education. The Cowper- Temple amendment was closely connected to, but not identical with, the undenominationalism of the British and Foreign School Society with its concern for Sunday worship to complement the work of its day schools. It was Cowper- Temple's principle, rather than any other version of undenorninationalism such as the positive undenominationalism of content and intention associated with the failed amendments of Sir John Pakington and Jacob Bright to the 1870 Bill, or reliance on a conscience clause alone, or a secular solution, which was decisive in reaching this partial solution of the religious difficulty in education. I trace the origins of this undenominationalism in English religious education to the work of Joseph Lancaster, arguing that this mode of religious instruction was inspired by the theology of Bishop Francis Gastrell. This thesis presents original work in two main ways: first, in that, whereas other writers have written on the religious difficulty in English education in the nineteenth century, in this thesis I concentrate specifically on undenominationalism; and, second, in that I have accessed a variety of hitherto largely unresearched materials, particularly from such sources as the British and Foreign School Society archives.
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Smith, R. V. "Elementary education and Welsh society, 1870-1902." Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639065.
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This work considers the issue of Elementary Education in Welsh society from the passing of the Forster Education Act in 1870 to the Balfour Act of 1902. The debate that occurred in Wales during the passage of the Bill is considered, with particular reference to the views of the nonconformist denominations and Liberal politicians. The response to the Act was further illustrated by the referenda that took place to determine whether or not School Boards should be established in Welsh parishes, referenda that resulted in a complex pattern emerging throughout Wales in which economic and personal considerations often conflicted with party or denominational loyalties. These conflicts were further in evidence in those occurrences when elementary education emerged as an issue in the local politics of Wales, considerable tensions emerging between the need to provide an education system and, on the other hand, limit expenditure and rate demands. The educational improvements that took place during this period are studied as well as the continuing prevalence of conservatism in teaching methods and a lack of resources. The changing attitude towards the Welsh language is examined, particularly the developing rift between the views of enlightened opinion and education policy makers on the one hand, and the attitudes of parents, teachers and members of local authorities on the other. The arguments over religious instruction are explained, particularly those between the advocates of secular education and those calling for the provision of a non-denominational form of religious instruction.
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Smith, Robert. "Schools, politics and society : elementary education in Wales, 1870-1902 /." Cardiff : University of Wales press, 1999. http://catalogue.bnf.fr/ark:/12148/cb37115068j.
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Zelinger, Camille J. "Empowered or Impaired? The California Parent Empowerment Act vs. Palm Lane Elementary." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1798.
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In 2010, California passed the California Parent Empowerment Act allowing parents to become directly involved and take a stand against their children’s underperforming public schools. This thesis is an ethnographic case study of the motivation of Anaheim’s Hermosa Village Parents to trigger the transformation of their underperforming public school, Palm Lane Elementary, into a public issued charter school. It will be one of the first publications to capture the individualized stories of Anaheim Elementary School Parents, their motivations, experiences and trials in their fight against the Anaheim Elementary School District in order to obtain high-quality education for their children. This thesis paper will present the complexities of the conflict by discussing the following: a brief history of charter schools, the evolution and legality of the California Parent Empowerment Act, and the development of conflicting interests between Palm Lane Elementary Parents and the Anaheim Elementary School District. Lastly, it will expose the conflict’s current status and larger political implications.
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Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.
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O'Brien, Eileen Marie. "Women in history: A vanishing act." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.
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Candal, Cara Stillings. "Delivering the promise: how an international perspective can improve education policies for disadvantaged youth." Thesis, Boston University, 2009. https://hdl.handle.net/2144/31963.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
An important component of President Johnson's War on Poverty, Title I of the Elementary and Secondary Education Act of 1965 represented government's first legislative acknowledgement of the educational challenges that children who live in poverty face. The original and abiding goal of Title I is to meet the special educational needs of disadvantaged students by providing supplementary funding to the schools that serve them; this funding purchases additional programming and resources that should, in theory, enable disadvantaged students to achieve at levels comparable to their more privileged peers. Despite its noble intent, more than forty years of research on the effects of Title I shows that it has had, at best, little effect on the achievement of disadvantaged students and, at worst, no effect at all. In an effort to determine why Title I has not measurably impacted the achievement of disadvantaged students, this research turns to the international community to understand similar policies employed in other countries. After classifying and describing the most common international policies for targeting financial and other resources to disadvantaged youth, the author attempts to link, via regression analysis, three different models of targeting funding and resources to student outcomes on the 2003 Programme for International Student Assessment (PISA) examination. Citing a lack of sufficient data to establish a relationship between prevalent models and student level outcomes on PISA, the author goes on to present case studies of the policies in place in three different countries, each of which represents a particular model of targeting funding and resources to disadvantaged students. The three case studies focus on The Netherlands, England, and Spain. Drawing from an analysis of policy documents and survey and interview data, each case study describes 1) how a particular international model of targeting resources looks in implementation and 2) the extent to which policies employed within each model align with documented best practices for the education of disadvantaged students. The research concludes with an assessment of what the United States can learn from each of the countries studied and with a comprehensive set of recommendations for the reauthorization of Title I.
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Newton, Doris Elizabeth Candler. "Perceptions of Georgia elementary school principals in relation to education reform and the A+ Education Reform Act of 2000." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/beth%5Fc%5Fnewton/newton%5Fbeth%5Fc%5F200508%5Fedd.pdf.
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Thesis (Ed.D.M.A.)--Georgia Southern University, 2005."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 174-190) and appendices.
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Bagworth, Hazel Joy. "The role of agents, visitors and inspectors in the development of elementary education c.1826-c.1870." Thesis, Brunel University, 1998. http://bura.brunel.ac.uk/handle/2438/5470.
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This thesis is an analytical examination of the inspectorates established by the British and Foreign School Society and the Anglican National Society between c. 1826-1870. Its aim is to demonstrate the important role their officials played in the development of a nation-wide system of elementary education in England and Wales. The thesis is divided into six chapters. The Introductory Chapter places the study in context by considering the concept of inspection in the nineteenth century. It examines 'state' inspectorates other than those for education, school inspection abroad and the long tradition of visitation and inspection by the Established Church. Chapter Two considers the appointment and development of HMIs between 1840-1870, providing an essential foundation and context for the subsequent chapters. Chapter Three examines the BFSS system of inspection. All aspects of this branch of the Society's work are considered including the reasons for the establishment of an inspectorate, the social backgrounds of the men appointed, the work they carried out and their changing and developing roles during this period. It not only reveals their important contribution to the work of their Society but also to national educational developments. Chapter Four focuses on the National Society's system of inspection and visitation. It considers the development of a three tier system during the 1840s with centrally appointed Inspectors, Diocesan Inspectors and Organising Masters. The issues central to the National Society's Inspectors' reports are also considered in detail. Chapter Five assesses the contribution made by the BFSS and National Society officials to the establishment of other school inspectorates. It then offers final analysis in Chapter Six on the significance of the work of the Agents and Inspectors of the two major Societies, not only for their respective organisations, but also for the development of nineteenth century elementary education.
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Phipps, Michelle R. "Precalculus and ACT: A Quantitative Study of Five Tennessee High Schools." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3393.
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The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a precalculus course. The researcher also investigated differences regarding gender, socio-economic status, and race.
Five Tennessee high schools from four counties and five different districts were used in this study. The study involved 208 participants and covered a span of three years. The findings indicated a significant difference in mean ACT composite and mathematics subtest scores for students after completing precalculus. The data were also compared by gender, race, and socioeconomic status for students who completed precalculus. The data indicated a significant difference in ACT composite scores for students completing a precalculus course regardless of gender or socioeconomic status.
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Raffell, Roland Constantine. "The radical and nonconformist influences on the creation of the dual system of universal elementary education in England and Wales, 1866-1870." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3973.
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In a study of the genesis of the 'dual system' of universal elementary education in England and Wales, obtaining at the present, it is easy to be influenced by the received view that the 1870 Elementary Education Act was a wise and judicious measure, albeit a move of limited potential, by W. E. Forster and the Liberal ministry of 1868, under William Gladstone.Educational historians, in the main, while setting out the importance of the 1870 Elementary Education Act, tend to expound an established opinion that the legislation was predominantly the work of Forster, who was ably assisted by an unwritten alliance between the Conservative Party and the Established Church. However, in order to understand fully, the developments leading up to the act itself, it is necessary to appreciate the little recognised, fundamental influences and pressures initiated by both radicals and nonconformists on the final outcome, and the resultant antagonisms in the struggle for universal elementary education, especially those political and religious controversies which were characterised by the wider debate of the years between 1866 and 1870.It is my purpose in the study to trace the developments of events over this period, and to give just deference to the specific details, preferences and campaigning that would set up the right conditions for the successful passing of legislation in 1870. In this respect, I contend that the final, amended bill, as passed by Forster, was the result of a four year agitation, and only really emerged in 1870, and in the form that it did, because of the radical and nonconformist influence. In qualifying this, it is not my purpose to support the ideas and philosophies of those protagonists, but rather to justify their importance as catalysts in the development of legislation, and in the moulding of the significant clauses which established the bill as a compromise. The act of 1870 was only successful because of the continued pressure and influence of the radicals and nonconformists in their challenge to the, hitherto, voluntary system of elementary education.The major part of this study is concerned with events between the latter part of 1866 and August, 1870 which saw the passing of Forster's education bill. This period saw the growth of both the Manchester Education Aid Society and the Birmingham Education Society; attempts at legislation for the reform of elementary education in both the House of Commons and the House of Lords on four occasions between 1867 and 1868; the collapse of the voluntaryists under Edward Baines; the passing of the second reform bill, which enabled Gladstone to form a radical and reforming ministry; the creation of the National Education League as a truly nationwide pressure group, and its adversary the National Education Union; and ultimately, the planning of the education bill and its passage on to the statute book.
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Hollingsworth, Stacy. "Superintendents' perceptions of readiness in regard to transitioning to the Missouri educator evaluation system to fulfill the elementary and secondary education act flexibility request." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611770.
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The Missouri Department of Elementary and Secondary Education has begun the transition to the Missouri Educator Evaluation System devised of seven Essential Principles of Effective Evaluation. This study considered superintendents' perceptions of readiness levels for each essential principle in order to understand continued needs to assist the transition. A web-based survey was electronically sent to 92 superintendents in the Southwest Missouri region. Descriptive statistics methods of mode, mean (M), and frequency distributions were utilized, determining the two essential principles receiving readiness levels of developing processes and documents were differentiated levels of educator performance and use of measures of student growth. The other five essential principles, implemented with fidelity, were research-based, clear expectations; probationary period; meaningful feedback; evaluator training; and use of evaluation results. Contrasting readiness levels were discovered within many survey statements, implying these principles may not be implemented as consistently as perceived by the mode. These varied readiness levels within the survey statements confirmed the need for additional professional development within each essential principle except probationary periods and meaningful feedback; however, the research emphasized effective feedback was lacking in evaluation systems. Each district should review the feedback to confirm it is effective in promoting teacher growth. The lowest readiness level of incorporating measures of student growth determined by total mean (M) rank order needs the most attention with professional development and district planning for the developing of processes and documents for successful implementation.
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Svarlien, Corinna M. "The Influence of Economic Ideologies on U.S. K-12 Education Policy: Testing, Markets, and Competition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/853.
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The Elementary and Secondary Education Act (ESEA) was first passed in 1965 and has since been reauthorized several times, including as No Child Left Behind in 2001 and the Every Student Succeeds Act of 2015. The ESEA seeks to address the needs of low-income students; however, decades of reform efforts and government reports documenting inequality have done little to close gaps in educational resources or outcomes for marginalized groups. Accountability systems based on standardized testing are seen by policymakers on the Left and Right as the best way to improve education for marginalized groups, improve students’ economic preparedness, hold schools accountable for the funds they spend, and maintain an objective meritocracy. This paper argues that testing is a flawed tool to achieve the goal of education equality as accountability systems rely on flawed assumptions influenced by conservative and neoliberal economic ideologies.
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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.
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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.
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Myers, Juliette Burke. "Federal Compensatory Education Programs of the 1960s: The Implementation of Head Start and Title I Services in Roanoke County Public Schools." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29537.
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The federal government has taken an increasingly active role in its involvement in public education since the turn of the twentieth century. Prior to World War II, federal intervention in public education was a result of war initiatives. Following World War II, the United States experienced a number of social and economic conditions that had implications for public education. Among these were a rapid increase in student enrollments resulting from the post World War II baby boom, continuing racial segregation, and chronic inferior education for African Americans and economically disadvantaged students of all races and ethnic groups. To combat the economic, social, and political implications associated with these conditions, the federal government worked with states and local departments of education to formulate plans for educational reform.
During the 1960s, federal aid to public schools grew from half a billion dollars in 1960 to 3.5 billion in 1970 (Kantor & Lowe, 1995). Federal aid was increased to provide support for educational facilities and to provide compensatory educational programs for economically disadvantaged students through Head Start of the Economic Opportunity Act of 1964 and Title I of the Elementary and Secondary Education Act of 1965. Educators were encouraged to develop programs to meet the needs of the minority, disadvantaged, and special education populations through the provisions of these acts and subsequent appropriations. This is the report of a historical study of the federal response to the needs of the identified students as implemented through Roanoke County Public Schools.
The purpose of this study is to provide a historical account of the development of Head Start and Title I programs in Roanoke County Public Schools within the national context of Head Start and Title I programs. The potential impact of this study includes a greater understanding of the influences that led to the development of Head Start and Title I at the national level and the subsequent educational services implemented through Head Start and Title I programs in Roanoke County Public Schools.Ph. D.
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Woods, Ginger R. "Middle and high school principals' knowledge of discipline provisions of the Individuals With Disabilities Education Act in the upper East Tennessee region." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1102104-115326/unrestricted/WoodsG111504f.pdf.
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Thesis (Ed.D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-1102104-115326 Includes bibliographical references. Also available via Internet at the UMI web site.
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Vuksanovich, Monica Lee. "The FLES teacher's voice: a case study examining the impact of the No Child Left Behind Act on elementary school foreign language teachers." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/270.
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This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared their beliefs about working under NCLB in order to document the perceived impact of NCLB on their early foreign language curriculum and their own behavior. The study also provides a review of current literature illuminating NCLB's impact on FLES programs and FLES teacher behavior in the U.S. As a case study, the research included structured interviews and classroom observations which were designed and analyzed with the following research questions in mind:
1. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their curriculum?
2. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their own behavior?
The interviews were analyzed using the constant comparative method (Glaser and Strauss, 1967) to methodically identify patterns in the ways in which FLES teachers are influenced by NCLB. To further enrich the study, classroom observations were conducted.
The study participants did not note any reduction in FLES programming due to NCLB, however, the study uncovered two recurring critical issues for Murray FLES teachers in the climate of NCLB. The two recurring critical issues revealed by the study's participants are: (a) FLES teachers in CPS believe they face increased challenges in integrating students from NCLB failed schools into their language curriculum and (b) FLES teachers in CPS perceive increased workloads and increased use of school resources, including greater interaction with the school's special education staff, as a result of mainstreaming students with cognitive and behavioral disabilities into FLES programs under NCLB.
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Littleford, Anne Runyan. "Principal Leadership and Its Perceived Influence on Teacher Morale in Elementary Schools." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2138.
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The purpose of this qualitative study was to construct a theoretical framework explaining the connection between principal leadership practices and the phenomenon of teacher morale. The study also focused on principal leadership practices and the perceived effects that style has on how teachers feel about themselves and their jobs. First, a review of extant literature defined what constitutes effective leadership in school related environments. Second, the researcher defined teacher morale, both high and low, and how it relates to work performance. Third, the researcher attempted to explore how teacher morale and the leadership style of their principals relate.
This qualitative study was conducted using interviews of teachers from 7 public elementary schools. Post interview journaling was also conducted by the researcher to capture immediate author perspective. The teachers were interviewed to gain their perceptions of leadership practices that motivate them to enjoy their jobs and work beyond status quo. With information gleaned from teachers, the desired outcome of this research was for principals to self-evaluate their leadership strategies and style and to find importance in building high teacher morale for the betterment of everyone.
The researcher coded transcripts into themes, patterns, and the following theoretical constructs: (a) change, (b) leadership practices, (c) mandated testing, (d) stress, (e) communication, (f) acknowledgment, (g) professionalism (h) identifying with teachers, and (i) building community.
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Rose, Mary T. "A study of the impact of the Federal ECIA, Chapter 2, block grant program on elementary and secondary education in the state of Oregon." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/819.
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The study addresses the fiscal, governance, and educational impact of the Education Consolidation and Improvement Act on elementary and secondary education in Oregon from its inception in 1983 through the 1985 fiscal year. A review of the national literature and research provided rationale for hypothesizing within state redistribution of federal aid to elementary and secondary school districts, increased federal aid to local education agencies, a continuation of decreased federal funding for state educational agency positions, and an expansion of federal aid to private schools. Interviews were conducted with Oregon Department of Education officials, members of the State Block Grant Advisory Committee, and local educators. State documents and plans were studied and analyzed. Oregon's 309 elementary and secondary school districts and seven state institution schools were classified into five recipient groups: (1) Population Center; (2) Suburban; (3) Metropolitan-Urban; (4) Rural; and (5) State Institutions. School districts gains and losses within groups and among groups were computed and reported. The study showed that the metropolitan school district of Portland and the state institution schools were the only two groups to lose federal aid in the transition from the antecedent categorical programs in 1982 to the first year block grant program in 1983 while the proportion of federal aid per-pupil allocated to suburban and population center school districts increased. The trend from 1982 to 1985 showed per-pupil distribution shaped federal aid into more of a mathematical equity distribution where the percent of federal aid has become more proportionate to the percent of pupils in school district groups. The study also found that the block grant set aside at the state level is a significant source of funds to support educational change and reform. The Oregon Department of Education has used block grant funds as a major revenue source to support the Oregon Action Plan for Excellence. The study concluded that the program had moved federal aid away from previously targeted needs and that federal aid, in the absence of strongly worded purposes and national interests, may evolve into an educational revenue sharing program. In times of economic difficulty and revenue shortfalls, the justification for continued educational block grants may be questioned.
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Lewellyn, Carol Atkinson. "AN EXAMINATION OF THE FIDELITY AND BEST PRACTICES OF LOCAL IMPLEMENTATION OF STUDENT WELLNESS POLICIES IN VIRGINIA ELEMENTARY SCHOOLS AS MANDATED BY THE FEDERAL GOVERNMENT CHILD NUTRITION REAUTHORIZATION ACT SECTION 204." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3452.
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AN EXAMINATION OF THE FIDELITY AND BEST PRACTICES OF LOCAL IMPLEMENTATION OF STUDENT WELLNESS POLICIES IN VIRGINIA ELEMENTARY SCHOOLS AS MANDATED BY THE FEDERAL GOVERNMENT CHILD NUTRITION REAUTHORIZATION ACT SECTION 204 By Carol Atkinson Lewellyn, Ph.D A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Dr. Charol Shakeshaft, Ph.D. Professor, Department of Educational Leadership School of Education This study examined the extent of local implementation of student wellness policies in Virginia as mandated by the federal Children Nutrition and WIC Reauthorization Act. Using a nonexperimental quantitative design, this study evaluated the content of Virginia school division wellness policies and wellness policy implementation from the perspective of principals in elementary schools. The comprehensiveness and strength of the wellness policies were evaluated using the School Wellness Policy Evaluation tool. Quantitative data were collected from elementary school principals via a survey based on the components of the Governor’s Nutrition and Physical Activity Scorecard. Descriptive statistics, analysis of variance, and t-tests were conducted for the wellness policy dataset. Results indicated statistically significant difference in the mean scores for strength of wellness policies written by large school divisions and for school divisions located in cities. Further analysis of differences for practical meaning suggests that school division size and location influences wellness policy strength. There were no statistically significant differences in the policies based on free and reduced lunch qualification of students. Descriptive statistics and analysis of variance on survey responses found no statistically significant differences for wellness policy implementation based on school size, geographic location, or free and reduced qualifications. An examination of the combined data from the content analysis and wellness policy implementation suggests a relationship between written policy and practice. Wellness policy standards written with strong clarifying language were most often implemented in the elementary schools. Nutritional school meal standards and physical activity standards were implemented to a greater extent than other wellness standards. The standard for minimum nutritional standards for other foods and beverages outside of the school meal program and the standard for communication and promotion of wellness were not implemented as often. Evaluation standards were included in the wellness policies but implementation of this standard was not investigated in wellness policy implementation. Based on the findings, it is suggested wellness policy implementation could be extended by strengthening the standards for communication and promotion and other foods and beverages. Recommendations for continued research on wellness policy implementation include designing studies to directly address the correlation between the content of individual school division policies and wellness policy implementation. Further study is also recommended to link student health and wellness data to wellness policy implementation.
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Gomersall, Margaret Claire. "The elementary education of females in England 1800-1870 : with particular reference to the lives and work of girls and women in industrial Lancashire and rural Norfolk and Suffolk." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006567/.
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Lindén, Eleonore. "Utsatta barns rättsliga skydd för grundskoleutbildning i Indien - En fältstudie i Uttar Pradesh och West Bengal." Thesis, Umeå universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131598.
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Sheikhi, Tina. "Utsatta barns rättsliga skydd för grundskoleutbildning i Indien - En fältstudie i Uttar Pradesh och West Bengal." Thesis, Umeå universitet, Juridiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131603.
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Zimmerling, Aubrey A. "Reauthorizing No Child Left Behind: Assessing the Good, the Bad, and the Ugly." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/614.
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When Democrats and Republicans crafted the 2002 No Child Left Behind (NCLB), the bipartisan reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), they did so with the best of intentions: Close our nation’s staggering achievement gap with federal leadership, accountability, flexibility, and choice. But a over a decade later, many argue the law’s flaws have outweighed its successes to detriment of our public education system, schools, teachers, and most importantly, our students. In accordance with ESEA’s traditional reauthorization cycle, NCLB was signed into law in 2002 and expired in 2007. It is now 2013, and our nation’s education policy still has yet to be reauthorized. In examining how this can be accomplished, this paper first demonstrates how our tradition of local school control developed into one of dual jurisdiction. It then examines the executive and legislative battle that produced NCLB in the 107th Congress. Next, this paper analyzes the intended and unintended consequences of NCLB, which include conflicting conservative and liberal mechanisms, perverse incentives, narrowing and homogenizing education, inadequate resources, ignoring community issues, and seeking annual educational profit over qualitative learning. The paper concludes with an outlook on reauthorization–how NCLB should be substantively improved, as well as, the political context in which this reauthorization will occur.
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Morden, Wendel Roy. "The new Title I: A handbook for reading instruction in a year-round middle school." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/996.
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Hlasko, Robert A. "Identity Crisis: A Comparison of Stakeholder Perceptions Regarding K-12 Educational Mission." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1495804688083164.
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Bur, Marsha. "The relationship between principal reported instructional and organizational practices of Title I elementary schools and adequate yearly progress." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4862.
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This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results, failed to make adequate yearly progress (AYP) for school year 2009 - 2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.ID: 029809713; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 120-127).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
Full textAbstract:
One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Greene, Carie Cseak. "Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.
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Blust, Katherine Eileen. "Middle School Teachers' Perceptions of Bullying and Their Practices in Reporting Bullying Incidents." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2522.
Full textAbstract:
Student self-report surveys showed bullying behaviors were problematic among students in one Midwest middle school. Despite implementing a version of the Olweus Bullying Prevention Program, students continued to self-report bullying behaviors that occurred on school property during school hours. It is crucial that educators are proactive in intervening and preventing bullying to establish a safe environment for academic success. The purpose of this study was to describe teachers' perceptions of bullying behaviors and their practices in reporting bullying incidents. Bandura's social learning and Locke's social contract theories served as the study's framework. Teachers were asked to describe behaviors they perceived as bullying and their practices in reporting bullying incidents. A qualitative, bounded, descriptive case study was used to collect interview data from 12 purposefully selected classroom teachers who were tasked with bullying intervention and prevention. Thematic analysis using the lean, open coding strategy was used to analyze the data. Teachers reported observing physical, verbal, and cyber bullying behaviors, credited their bullying knowledge to schoolwide professional development (PD), and believed they recognized bullying behaviors when incidents occurred. Teachers also reported bullying incidents to the principal and to parents if they had a positive relationship with them. Based on these findings, a 4-day PD was designed for teachers to collaboratively develop uniform practices in reporting bullying incidents to parents or guardians. These endeavors may contribute to positive social change by equipping teachers with procedures in reporting bullying incidents; thus, reducing bullying, improving the learning environment, and creating a safer school culture for teachers and students.
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Mei-Chen, Lai, and 賴美真. "Implementation Status of Environmental Education Act in the Elementary Schools of Changhua County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/89924679671351416308.
Full textAbstract:
碩士大葉大學
環境工程學系碩士班
101
This research was aimed at observing the current status of the Environmental Education Act implementation in Changhua County. The research was based on the quantitative research. And a self-edited questionnaire was used as a means of data collecting. The questionnaire was sent out to 175 officials who were in charge of implementing environmental education at elementary schools in Changhua County. There were totally 140 questionnaires considered valid, which meant a 81% return rate. These 140 valid questionnaires were analyzed through the statistical methods including mean, standard deviation, independent sample t-test, one-way analysis of variance and Pearson correlation analysis, and processed with SPSS for window 12.0/PC. The conclusions were as followed: 1. 95% of the environmental education officials did not obtain a qualified certificate; only 5% of them did. Therefore, the environmental education official certification programme shall be improved. 2. The environmental education officials achieved a middle-high level of understanding the Environmental Education Act. 3. A four-hour environmental education programme for students was mostly conducted through field trips. As for teachers, attending speeches was the main method to receive environmental education. 4. Nature Conservation was the most-talked issue in the four-hour environmental education programme; Disaster Prevention and Control was the second one. 5. Most of the environmental education officials considered the four-hour environmental education programme could help improve teachers’ and students’ environmental literacy. 6. Environmental issues into textbooks were believed to be the most accepted way for implementing the Environmental Education Act. 7. The biggest difficulty in implementing the Environmental Education Act was the environmental education officials often overloaded with work. 8. Officials who earned the certificate not only had much clearer ideas about the Environmental Education Act but also what was needed to implementing the Act. 9. The suggestions for and what was needed to implementing the Environmental Education Act were both related to the cognitions of the Act and the difficulties of implementing the Act.
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Fan, Sin-pin, and 范欣蘋. "Constructing and Reviewing Gender Equality Education on Constitution—Take Practicing Gender Equality Education Act into Elementary and Junior High School For Example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/33198551892404375307.
Full textAbstract:
碩士國立成功大學
法律學研究所
97
In our country, Gender Equality Education Act was put into practice in June 23, 2004. It makes people to pay close attention to a issue about gender equality education. The purpose of Gender Equality Education Act is that hopes to change the values of gender of students and teachers, from unity to multicultural by school education, willing to accept and tolerate different kinds of groups or cultures, to reach the goal of the Constitution 7th and the Amendment of the Constitution 10th 6st, lets everyone’s societal live to substantive equality. Especially for elementary and junior high schools education, elementary and junior high schools are restrained by Gender Equality Education Act to enforce on gender equality education. However, this issue is still unfamiliar for most of students and teachers and can’t understand its purpose that every gender has equal chance to self-fulfillment very clearly, because of it is a new issue in the elementary and junior high schools, so the accomplishment of Gender Equality Education Act is not satisfied in these schools. The thesis try to analyzing the connection between gender equality education and the Constitution from the Constitution view, and following the principal of the Constitution and fundamental right to education to ensure the accomplishment of gender equality education network. Then based on the concrete content, reviewing the problems in the procedure of carrying out Gender Equality Education Act from gender equality education committee, the equipment in the school, teacher-developing, course design and so on, do the self-criticism one by one and put forward the suggestion.
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CHIU, JEN-CHIEH, and 邱仁杰. "A Study on Teachers' Perception and Implementation Status of Environmental Education Act in Elementary School of Taoyuan County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67430900428198949226.
Full textAbstract:
碩士國立新竹教育大學
教育學系碩士班
100
This study is designed to explore the teacher’s perception and implementation status of “Environmental Education Act” in Elementary Schools in Taoyuan County. Questionnaire surveys are applied. The self-edited “Questionnaire for the elementary school teachers' perception and implementation status of Environmental Education Act in Taoyuan County”, which mainly targets on the educators in public elementary schools in Taoyuan County, were sent out to 704 educators in 70 schools. 622 out of the 631 retrieved questionnaires are considered valid, which is about 88.3% of the total samples. The collected data was analyzed by Windows statistic packed software SPSS 17.0. Based on the data statistics such as the mean and the standard deviation, t-Test, and one-way ANOVA, the study can be concluded as follows: 1. The perception of educators in elementary schools in Taoyuan County toward “Environmental Education Act” is above the average. “Promotion and Punishment” and “Environmental Education Policy” gain the highest the lowest scores, respectively. 2. Tauyuan County elementary school teachers with different background variables obviously have different perceptions toward “Environmental Education Act”t. 3. For the educators in elementary schools in Taoyuan County, the agreements in implementing “Environmental Education Act” is above the average. “Environmental Education Activities” and “Administrative organization” gain the highest and lowest scores, respectively. 4. Tauyuan County elementary school teachers with different background variables obviously have different opinions toward implementation status of “Environmental Education Act”. 5. For environmental education activities, four hours or longer is the most proper time in length. Conducting actions and research on environmental education should be further improved. 6. Utilizing campus open grounds is one of the best approach to environmental education. Considering regional characteristics, constructing school-based environmental curriculum still has rooms for improvement. 7. The best condition is that an administrative organization has thorough environmental education plans. More efforts should be made in establishing teachers' professional communities. 8. For the educators in elementary schools in Taoyuan County, the agreements in difficulties encountered in implementing “Environmental Education Act” is above the average. 9. The difficulties in implementing “Environmental Education Act” include shortage of budget and professionals' guidance. 10. Comparing to teachers in remote districts, teachers in urban areas and townships regard it more difficult in implementing “Environmental Education Act”. At last, some specific suggestions for educational administration institutions, schools, and further studies were submitted based on the results of this study.
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HUANG, CHIAO-JU, and 黃巧如. "A Study of the Elementary School Teachers’ Cognition and Awareness of Implementation of the Gender Equality Education Act in Taoyuan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/62267226459389669260.
Full textAbstract:
碩士國立臺北教育大學
社會與區域發展學系碩士班
105
The aim of this study is to probe into the situation of cognition, awareness of implementation, and difficulties in the implementation of the "Gender Equality Education Act" in Taoyuan City. 509 public elementary teachers were surveyed. In this study, a self-made questionnaire was used as a survey tool. Data were collected according to the stratified purposive sampling method and were analyzed by using descriptive statistics and chi-square test. The study found that (1) male teachers with administrative duties, or have served in gender equity education committee, have a higher level of cognition. (2) Secondly, male teachers, or married teachers, with held administrative duties, or have served in gender equity education committee, have a higher level of awareness of implementation. (3) For teachers with higher level of cognition will have the higher level of awaremess of implementation. (4) Besides, most teachers agree that (i) the traditional gender stereotypes and prejudices are not conducive to the promotion of gender equality education; (ii) The implementation of gender equality education activities are only in the form of speeches at school; and (iii) there is room to improve teachers who take the initiative to develop gender equality education courses. Finally, the conclusions of this study provide suggestion to teachers, educational administration and future researchers.
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Vuksanovich, Monica Lee Schrier Leslie A. "The FLES teacher's voice, a case study examining the impact of the No Child Left Behind Act on elementary school foreign language teachers." 2009. http://ir.uiowa.edu/etd/270/.
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(10712031), Wan Hee Kim. "ECOLOGICAL INFLUENCES ON TEACHERS’ UNDERSTANDING OF THE EVERY STUDENT SUCCEEDS ACT AND ENGLISH LANGUAGE LEARNERS: AN EXPLORATORY SEQUENTIAL MIXED METHODS STUDY." Thesis, 2021.
Find full textAbstract:
The Every Student
Succeeds Act (ESSA) has replaced No Child Left Behind (NCLB), and many changes
were made to offer more flexibility for English language learners (ELLs).
Historically, teachers have not been well informed of the changes made to the
specific requirements of educational policy despite being at the frontline to
implement these changes in their classrooms. This mixed methods study includes
the development of a comprehensive online survey to investigate how aware
Indiana teachers are of the ESSA specific requirements for ELLs and the results
of the survey completed by 46 teachers. For the analysis of the survey data,
both statistical analysis and visual analytics were employed. Findings suggest
that the teachers were not highly informed of the specific requirements of ESSA
for ELLs, as well as were not adequately prepared to teach and assess ELLs
under ESSA. Accordingly, very few teachers reported that they have made changes
to their classroom instruction and assessment practices that would be beneficial
for ELLs under ESSA. This study reiterates that the effectiveness of federal
educational policy should be examined at the classroom level and suggests that
the first step should be to clearly inform the classroom teachers by offering
district level professional development, which includes a summary of the
changes resulting from NCLB to ESSA. The study further highlights that without
informing Indiana teachers of the changes made in federal educational policies,
the shift from NCLB to ESSA will be nothing more than a renaming of the
Elementary and Secondary Education Act. Hence, the study underlines that only
when these changes are implemented at the classroom level through teachers, all
students, including ELLs, will benefit from these new policy changes under ESSA.
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Naidoo, Bharathi. "Financial management in selected primary schools in Gauteng." Diss., 2010. http://hdl.handle.net/10500/4025.
Full textAbstract:
The implementation of the South African Schools Act (Act 84 of 1996) has placed additional financial management responsibilities on school principals and school governing bodies. Financial management has created several challenges for school principals and members of school governing bodies who do not have the necessary financial knowledge, skill and expertise to perform this function.
This research was undertaken primarily to determine how principals and members of school governing bodies, in public primary schools, implement financial policy. The research is supported by a detailed literature study covering financial policy, the budget process, approaches to budgeting, the advantages of a budget system and requirements for effective financial control.
In order to determine the financial management practices at public primary schools a questionnaire was designed and administered amongst twenty five public primary schools in the Ekurhuleni South District of the Gauteng Department of Education.
The findings suggest that there is a need for schools to communicate resolutions adopted at parents’ meetings and other consultative procedures to parents of learners and in this way ensure the dissemination of pertinent information. There is a need for early intervention by schools concerning outstanding school fees to prevent the exacerbation of the problem. Educational institutions should prepare their budgets on the basis of their main objectives and policies in order to ensure an efficient allocation of funds.Education
M. Ed. (Education Management)
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REZKOVÁ, Aneta. "Připravenost začínajících učitelů základních škol na řešení výchovných problémů žáků." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-385169.
Full textAbstract:
This diploma thesis is focused on solution of educational problem of students. Its character is theoretically-empirical. The first part is theoretical and is focused on explaining technical terms of this thesis topic. Furthermore it summarizes theoretical knowledge from area of teachers, especially junior, in addition education of schoolmasters and law regulation, regarding to their work. The last part of theoretical part is dedicated to authority, its establishing, education and practices in case of unappropriate student behaviour. Furthermore to discipline, its causes and to most common discipline problems in elementary schools. In the empirical part is described procedure of qualitative research investigation of this diploma thesis. There are also listed research questions as well as description of data collection and its analysis. Methodological part is followed by research investigation and answer to question, if junior teacher are ready to deal with educational problem of their students.