Dissertations / Theses on the topic 'Practice School Division'

The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program.
xii, 190 leaves ; 29 cm

Federal, state, and local school policies since the No Child Left Behind (NCLB) Act of 2001 have increased the focus on student achievement. Subjects such as physical education have become less of a priority. At the same time, childhood obesity is a serious public health problem. Virginia schools provide an opportunity for student to learn about the importance of being physical activity and knowledge to lead an active life through physical education class. The purpose of the study was to explore elementary physical education teachers' in the Bergling School Division (a pseudonym) in the Commonwealth of Virginia implementation of the physical education curriculum, and their knowledge of the state and local school division physical education policies. In addition, the study examined their perceptions of factors to implementing the curriculum. A survey was administered to a population of elementary physical education teachers in the Bergling School Division. Part one of the survey included factors to curriculum implementation. Part two of the survey included items related to the teachers' application of the curriculum and understanding of policies. The results were analyzed using quantitative methods to determine if relationships exist between factors to curriculum implementation and specified teacher demographics, setting, and perception of policy. Findings from the survey data show teachers are using the physical education curriculum to teach, but lack competence in the policies that guide how the subject is implemented. Furthermore, teachers sight lack of time with students, class size, and low priority for physical education as factors to curriculum implementation.

Thesis (DPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This dissertation aims to establish the reasons underlying possible gendered attrition trends in the South African medical profession between 1996 and 2005. Noting the international trend of the increasing feminisation of medical education and the profession, the dissertation illustrates that this is also a reality in our national context, and frames this phenomenon as being plagued by difficulties very similar to those encountered in other traditionally male-dominated fields. The particular relevance for further research and debate is illustrated through the noticed discrepancy between women’s representation in enrolment and graduation at medical schools in South Africa, and their representation in the profession itself. The decision to approach this investigation from a feministorganisational perspective was based on the fact that this would not only be a novel, but indeed also an appropriate, research approach to the study of gendered trends in medical education and the profession within the South African context. The research project thus sets out three main objectives relevant to this investigation. Objective 1 aims to establish the sex composition of the cohort of medical graduates that have not entered, or decided to exit, the medical profession. In terms of this objective, findings show an increasing rate of progression of men into the profession, accompanied by a decreasing rate of progression of women into the profession. Objective 2 attempts to establish the reasons behind sex trends in South African medical schools and in the profession. Thus, in an effort to comprehensively investigate the issues underlying attrition, I employ a mixed-methods approach to the primary data collection and analysis. Firstly, the findings show, through a quantitative analysis of the interview data, that this sample of women felt that both institutional and societal factors influenced a women doctor’s propensity to remain in the profession. Secondly, it is established that whether these respondents felt that they had appropriate role models in the profession was the most important factor in terms of their identification with, and propensity to stay in, the profession. Thirdly, it was also found that the respondents felt strongly that the culture of the medical profession impacts negatively on a woman doctor’s propensity to stay in the profession, but similar to the findings of other studies, this does not bring us closer to an understanding of what that culture constitutes. Thus, lastly, through a qualitative analysis of the interview data I find that the respondents clearly recognise the presence of a gendered substructure in medicine in the South African context, and identify some elements of this structure as most commonly linked to attrition. Objective 3, based on the outcomes of the previous objectives, aims to provide recommendations for the retention of medical doctors in general, and women doctors specifically, in the South African context. It concludes that flexibility1 in the medical profession is paramount to the retention of doctors, and women doctors specifically. This is a difficult challenge to overcome, as central values such as the importance of continuity of care in the medical profession would suggest that providing increased flexibility to medical doctors would impact negatively on patient care. However, it appears that there is increasing recognition amongst scholars, policy makers and medical practitioners themselves of the importance of acknowledging alternative work patterns. On the basis of the outcomes of my research, it is clear that the national gender attrition trends are a cause for concern in terms of resourcing the National Health System against the backdrop of a widely acknowledged shortage of doctors in South Africa and elsewhere. If women doctors do not progress effectively into the system, but form the majority of graduates, this is a tragic loss, as well as a waste of resources during training. This aspect also has policy implications, because it appears that the government, in trying to retain doctors, has increasingly turned to measures that are restrictive (compulsory community service, restrictions on foreign doctors), rather than focusing on ways in which to make doctors want to stay. The dissertation thus closes by suggesting two main areas within which these findings and recommendations would be employed most usefully: 1) medical schools/ training/education, and 2) the medical profession/culture.
AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel om die redes onderliggende aan geslagsverskille in die verlies van vroue uit die Suid-Afrikaanse mediese beroep tussen 1996 en 2005 vas te stel. Die internasionale tendens van die toenemende vervrouliking van mediese opleiding en die mediese beroep wys dat dit ook ‘n realiteit in die Suid-Afrikaanse nasionale konteks is. Hierdie verskynsel word veroorsaak deur probleme soortgelyk aan dié wat in ander, tradisioneel manlik gedomineerde beroepe ondervind word. Die spesifieke relevansie vir verdere navorsing en debat word geïllustreer deur die aangetoonde proporsionele verskil tussen vroue se inskrywing en graduering in mediese skole in Suid-Afrika, en hul verteenwoordiging in die beroep self. Die besluit om hierdie ondersoek uit ‘n feministies-organisatoriese perspektief te benader, is nie net omdat dit ‘n oorspronklike benadering sou wees nie, maar ook gepas vir ‘n studie van geslagstendense in die mediese onderwys en professie binne die Suid- Afrikaans konteks. Die navorsingsprojek bevestig dus drie hoofdoelstellings wat relevant tot hierdie ondersoek is. Doelstelling een probeer om die geslagsamestelling van die kohort van mediese gegradueerdes wat nie tot die beroep toegetree het nie, of dié wat besluit het om die beroep te verlaat, te bepaal. Daar is bevind dat daar ‘n verhoogde koers van vordering van mans tot die beroep is, gepaardgaande met ‘n verlaagde koers van vordering van vroue tot die beroep. Doelstelling twee probeer om die redes onderliggende aan die geslagstendense in die mediese skool en die beroep vas te stel. Dus, om ‘n omvattende ondersoek te doen om uit te vind wat onderliggend aan die verlies is, het ek van ‘n gemengde metode benadering tot data insameling en analise gebruik gemaak. Die resultate van die onderhoud data wys dat hierdie vroue voel dat beide institusionele en sosiale faktore ‘n vroulike dokter se besluit om in die beroep te bly, beïnvloed. Tweedens is daar vasgestel dat geskikte rolmodelle in die beroep die belangrikste faktor is in vroue se identifikasie met die beroep, en hulle besluit om in die beroep te bly. Derdens is gevind dat die respondente baie sterk voel dat die kultuur van die mediese beroep ’n negatiewe impak het op ‘n vroulike dokter se besluit om in die beroep te bly, maar soos ook in ander studies bevind is, bring dit ons nie nader aan ‘n begrip van die aard van die kultuur nie. Ten slotte is daar dus met die onderhoud data gevind dat die respondente duidelik bewus is van die teenwoordigheid van ‘n geslagsubstruktuur in die mediese beroep in Suid-Afrika. Ek identifiseer ook sekere elemente van hierdie struktuur wat bydra tot die verlies van vroulike dokters uit die mediese beroep. Doelstelling drie, gebaseer op die uitkomste van die vorige doelstellings, probeer om aanbevelings te maak vir die behoud van mediese dokters in die algemeen, en vroulike dokters spesifiek. Die gevolgtrekking is dat buigsaamheid in die werkskultuur van die mediese beroep van kardinale belang is vir die behoud van dokters in die algemeen, en vroulike dokters meer spesifiek. Dit is ‘n moeilike uitdaging om te oorkom omdat sentrale waardes, soos die belang van kontinuïteit van versorging in die beroep, persepsies laat ontstaan dat meer buigsaamheid in werksomstandighede ‘n negatiewe impak op die versorging van pasiënte sou hê. Dit blyk egter ook dat daar ‘n toenemende erkenning is deur akademici, beleidsontwerpers en mediese praktisyns self van die belang van alternatiewe werkspatrone. Gebaseer op die resultate van die ondersoek is dit duidelik dat die nasionale geslagsverliestendense ‘n rede tot kommer vir die verskaffing van menslike hulpbronne vir die nasionale gesondheidstelsel is, veral teen die agtergrond van ‘n algemeen erkende tekort aan dokters in Suid-Afrika. As vroulike dokters nie effektief in die stelsel opgeneem word nie, hoewel hulle die meerderheid van gegradueerdes is, is dit ‘n tragiese verlies en vermorsing van hulpbronne wat vir opleiding gebruik is. Dit het ook implikasies vir beleid omdat dit blyk dat die Suid-Afrikaanse regering, in sy pogings om dokters te behou, meermale maatreëls gebruik wat perke stel (verpligte gemeenskapsdiens, beperkings vir buitelandse dokters, ens.), waar hulle eerder behoort te fokus op maniere om dokters in Suid-Afrika te hou. Ten slotte stel die proefskrif twee hoofareas voor waarin hierdie bevindings en aanbevelings aangewend kan word: 1) mediese skole/opleiding/onderwys, en 2) die mediese beroep/kultuur.

The purpose of this study was to determine the planning, installation, and maintenance necessary for school buildings to support technology initiatives in two rural school divisions in Virginia. The research questions guiding this study were: (1) What short-term and/or long-term plans are put in place for building and maintaining facilities infrastructure to support technology initiatives? (2) What physical components, equipment, and personnel are necessary for adequate facilities infrastructure to support technology initiatives? (3) What are the perceived infrastructure barriers to effective integration of technology in a school building? This qualitative study used purposeful sampling. The interview participants selected for this study were division-level technology leaders and their technology staff. The participants taking part in this study were at various stages of their profession, and at differing years of service, within their respective school divisions. The findings of this study may help division superintendents and division-wide technology leaders make more informed decisions regarding school building needs to support technology initiatives. The findings from this study indicate there is no agreement for how to build and maintain school buildings to support technology initiatives. However, there are several barriers to successful implementation of technology initiatives. Findings also uncovered common themes for best practice in how to plan and implement for school buildings to support technology initiatives.
Ed. D.

The purpose of this study was to examine the practices middle school principals employed during the supervisory process. This qualitative research study examined the practices middle school principals followed during the pre-observation process, observation process, and post observation process. The study also detailed how the data collected from formal observations and classroom walk-through observations was utilized by middle school principals. Due to the increasing number of responsibilities and mounting pressure to provide quality teacher supervision, the practices employed by middle school principals during the supervisory process was an important topic in need of additional research.
Ed. D.

The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The researcher collected and analyzed data to determine self-reported leadership changes that came as a result of school-system led professional development involving the Myers-Briggs Test Indicator. The results of these findings could help determine if school leaders and school systems would benefit from Myers-Briggs professional development. The findings were as follows: a) interview participants indicated only limited benefits of the MBTI training b) some participants identified self-awareness as a valuable leadership action related to the personality disposition training; c) some participants identified that they changed how they approached decisions when working with individuals with similar or different personality preferences and, d) participants indicated interest in additional MBTI training. Based on these findings, it is reasonable to conclude MBTI could be considered as a personality disposition tool in the context of comparing educational leadership personality preferences and understanding certain aspects of the decision-making process. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.
Doctor of Education
The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The Myers Briggs Test Indicator (MBTI) was used as a framework for the professional development. The MBTI is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The training was led by school division staff that had been certified to use the MBTI materials. The researcher interviewed nine school leaders from the school division located in the southeastern region of Virginia. The majority of participants identified that the training led to increased self-awareness and a change in how they viewed the decision-making process as it related to personality preferences. Based on the study findings, it is reasonable to conclude that MBTI could be considered as a professional development tool. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.

Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 48-49).
Background: Medical device manufacturers (suppliers) and hospitals (providers) face financial and operational stressors exacerbated by recent healthcare reform. Providers now face the prospect of decreased reimbursements and financial penalties associated with quality of care metrics while suppliers must cope with product commoditization and increased scrutiny of device cost. To address these financial and operational pressures, suppliers and providers will need to uncover opportunities for cost savings and improvements in clinical care. The consumer packaged goods (CPG) industry provides insight into a vehicle for achieving such results as there exist cases in which collaboration between suppliers and customers have been able to generate financial and operational gains. Question: Given such cases of collaborative success within the CPG space and parallels in supply chain environments between the CPG and medical device industries, we ask: what are the opportunities for cost savings and operational efficiencies that can be realized via collaborative supply chain practices between medical device manufacturers and hospitals? Methodology: We implement a two-step approach to constructing a model that identifies such opportunities. First, to establish the foundational framework for this model, we propose several hypotheses (HI, H2, H3) that relate to the CPG and medical device domains based on existing theory as well as interviews and observations at Device Company X, a leading device manufacturer, and at Hospital X, a Harvard Medical School affiliated teaching hospital. These hypotheses are: H1: Shared practices between suppliers and customers can generate cost containment and operational improvements in the CPG domain. H2: The operating environments between CPG and medical device companies share similarities with respect to operational goals, product characteristics, and logistical pressures. H3: Supply chain shared practices between US medical device companies and hospitals can generate cost containment and operational efficiencies. Second, we propose a collaboration model that can be leveraged to test H3 by building on the core principle of shared practices that underlie a pre-existing collaboration model within the CPG space. To create this model, we examined operations within a procedure suite at Hospital X. This entailed assessing the process steps required for inventory replenishment and product consumption while noting the role of Device Company X in facilitating task execution. Findings: The CPG domain and medical device industry may share similarities within their operating environments. As such, collaboration practices within the CPG space may provide a template for financial and operational solutions that medical device companies and hospitals can benefit from. Building on a prior model used within the CPG space, we propose a collaboration model with three operational levers for hospitals and device manufacturers that may represent sources for cost containment and operational efficiencies. These operational dimensions include physician practice standardization, inventory replenishment, and space utilization. Our model calls for redefining the roles of medical device company personnel within clinical care territories to include greater participation in hospital value-add activities. Next Steps: Device manufacturers and hospitals can test the feasibility of sources for cost containment and operational efficiencies within the proposed collaboration model by implementing survey based modalities to uncover enablers and barriers to collaboration. For both parties, conducting low-stakes, time friendly pilot studies offers a compelling route to "testing the waters" of collaboration.
by Suman Machinani.
M.B.A.
S.M.

Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Title as it appears in MIT Commencement Exercises program, June 5, 2015: Source base optimization : footwear profiling at Nike, Inc. Cataloged from PDF version of thesis.
Includes bibliographical references (page 31).
The long term sourcing for footwear development, or "profiling," at Nike, Inc. has grown with the company and become significantly complex. It is no longer possible for a single person, no matter the level of experience, to optimize the company's profiling plan without computational assistance. Optimization methods, specifically mixed-integer linear programing, present an opportunity to save between 6.7 and 9.7% of combined labor and duty costs to the company. The model proposed by this research is responsible for justifying that potential but is merely a starting point for Nike, Inc. Further application and research into the company's manufacturing processes including transportation costs, technology groupings, and the Manufacturing Index (MI) could wield results that far surpass the levels obtained by this research. Implementation of an algorithmic approach is challenging for an organization that values "storytelling," collaboration, and narrative. However, in time I believe that this model, or something similar, will find a place, and deliver results, for Nike, Inc.
by David G. Jacobs.
M.B.A.
S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; and, (S.M.) -- Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2007.
Includes bibliographical references (p. 111-112).
This thesis explores the application of commercial best practices for new technology development within the constraints of the defense contract funded research and development (R&D) environment. Key elements of successful new product development (NPD) are identified from the literature, including strategic fit, organizational structure, financial considerations, and use of Stage-GateTM type processes. Constraints, conflicts, and issues which arise in the defense contract funded R&D world but not in the commercial world are explored, including a multiplicity of funding sources, short funding cycles, and ambiguous ownership of go/kill decisions and gating criteria. Existing defense industry Technology Readiness Level (TRL) and new Engineering and Manufacturing Readiness Level (EMRL) and Manufacturing Readiness Level (MRL) metrics are evaluated as potential gating mechanisms relevant to the defense industry. We determine that the EMRL and MRL metrics meet many of the criteria necessary for good NPD gates, but they must still be supplemented by commercial best practices such as ensuring strategic fit, good organizational structure, financial attractiveness and competitive evaluation.
(cont.) A resulting combined framework of "soft" and "hard" criteria is applied to a case study of an optical component currently under development with contract R&D dollars. The output of this study helped to shape strategic decisions regarding this component and to identify next steps in the technology maturation roadmap. Application of these frameworks in defense should ensure that future successful technical performance is also supported by an appropriate business strategy and by a process maturation plan for manufacturing consistent with the upcoming Department of Defense (DOD) MRL requirements.
by Monica K. Davis.
S.M.

The major purposes of this study were to describe the recruitment practices of the public school divisions in Virginia and to examine the relationship between recruitment sources used in Chesapeake Public Schools and four measures of personnel effectiveness (retention rates, job performance, job satisfaction, and attendance of teachers). Data were collected using three questionnaires designed for the study, the Minnesota Satisfaction Questionnaire, and archival records maintained by Chesapeake Public Schools. Information was solicited from the superintendents or chief personnel officers of the 133 public school divisions in the Commonwealth of Virginia and from teachers hired in Chesapeake Public Schools between 1989 and 1993, inclusively.;Data related to the recruitment practices of Virginia school divisions were analyzed using descriptive statistics. Data related to recruitment source effectiveness were analyzed using chi-square tests and analyses of variance.;Study findings indicated that most Virginia school systems do not have written policies addressing teacher recruitment or a plan for regularly evaluating the recruitment process. In addition, most use traditional methods of recruiting such as campus recruitment and recruitment brochures and provide little or no training for recruiters. No statistical difference was found in the retention rates, job performance, job satisfaction, or attendance rates of teachers who were recruited from different sources. Results of this study suggest that school systems need to carefully evaluate their recruitment efforts to determine if their recruitment goals are being met.

Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 64-65).
There is significant complexity facing the Global Footwear Planning team when sourcing production, especially for sandals. The challenges include increasing manufacturing costs coupled with a changing tariff landscape and a high degree of complexity to produce the products. This thesis provides a practical example of the use of an optimization model for determining where to produce, and how much to produce, of each product, including the ability to perform strategic what-if scenarios. The model is based on minimizing the total landed cost for each product. This includes the manufacturing, transportation, holding, and tariff costs. The initial pilot model results suggested a 4-11% decrease in spending for a given year. This model provides the starting point for additional work to improve optimization in the sourcing group. The implementation of this model reinforces the notion of how much support is needed in an organization to change processes and implement new software models. Future work should include the addition of simulation, as the data are highly variable at the decision point.
by Jane Guertin.
M.B.A.
S.M.

Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Global Operations Program at MIT, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 89-90).
Amazon has been enjoying a rapid pace of growth over the last few years. One unfortunate side effect of this growth is the overall increased complexity of the network Amazon utilizes to deliver packages from the Amazon warehouses (coined "fulfillment centers" or "FCs") to the final customers. Specifically, Amazon now requires the outbound docks of the FCs to handle more volume that needs to be delivered to more locations. The increased number of outbound locations necessitates more package sorting operations on the dock. This thesis focuses on the operation of the outbound docks and performs time studies, capacity analyses, various warehouse case studies, and discrete event simulations to discover the ultimate bottleneck of a dock as more of these sorts are added. This sorting capacity analysis uncovers that the space available on a dock as an inventory buffer between the sorting and truck loading operations to ultimately be the source of constraint as more sorts are required from a building. This buffer constraint is then explored and quantified to create a mathematical formulation for estimating the ultimate outbound sorting capacity of an FC. Given the max sorting capacity of an FC, this thesis then dives in to the practical applications of operations management principles for executing on a sort plan. The principles of minimizing non-value added work, optimizing the number of packages going through the most labor efficient process paths, worker interference on labor efficiencies, and employing flexible capacity will be explored and applied to the outbound dock.
by Matthew O. Kasenga.
S.M.
M.B.A.

The purpose of this study was to provide a descriptive analysis of cooperative purchasing in the public schools in the Commonwealth of Virginia with attention to any effects brought about by enactment of the Virginia Public Procurement Act. Questionnaires were sent to each division superintendent of public schools in Virginia with follow up done on those public school divisions who have or are utilizing cooperative purchasing. The majority (63 percent) of public school divisions in the Commonwealth of Virginia do not utilize cooperative purchasing. Public school divisions utilizing cooperative purchasing are almost universally involved with their local governmental body rather than other school divisions. Saving money is the rationale given for utilizing cooperative purchasing and it is the factor most often named as the major success attained in such an agreement. The bidding requirements and attendant need for specifications enumerated in the Virginia Public Procurement Act resulted in a minority of school divisions electing to employ cooperative purchasing and utilize the State Department of Purchasing and Supply as two means of ensuring compliance with the law. Enactment of the Virginia Public Procurement Act has had a marginal effect on procurement practices by public school divisions in Virginia. Public school superintendents reported that a concern about a potential loss in autonomy was the major reason for not purchasing cooperatively. This was consistent with other studies done on this topic. School divisions most likely to utilize cooperative purchasing are characterized by large enrollments and budgets, the employment of professional full-time purchasing agents, and a superintendent who has had prior experience with cooperative purchasing agreements as well as perceiving enactment of the Virginia Public Procurement Act as a concern. School divisions are utilizing cooperative purchasing despite the absence of the above characteristics cited in the literature as standard requirements.
Ed. D.

Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs is decreasing (Sutcher et al., 2016). Increased teacher demands by school divisions, schools, families, and testing requirements have contributed to declining teacher job satisfaction and teacher retention. Teachers are leaving high poverty, high minority schools for more affluent schools (Hanushek et al., 2004). The challenge of retaining quality teachers affects schools with diverse populations and high poverty, thus contributing to achievement gaps between minority and non-minority groups (Garcia and Weiss, 2019). Teachers in high poverty or high minority schools, mostly categorized as Title I schools, report low teacher job satisfaction levels, translating into high teacher turnover. The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data collection included five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.
Doctor of Education
Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs, and remaining in the profession is decreasing. High poverty, high minority schools, and/or Title I schools are impacted more severely by the teacher retention challenges (Garcia and Weiss, 2019; Sutcher et al., 2016). The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data were collected from five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.

This study identified key instructional practices for science, technology, engineering, and mathematics (STEM) lessons for students with disabilities (SWD) based on the perceptions of teachers. Barriers to STEM lessons for SWD were identified, as well as the professional development desired by teachers. SWD can benefit from participation in STEM lessons. STEM is an acronym that is often defined as an interdisciplinary approach to learning by incorporating at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. This basic qualitative study consisted of 13 interviews (5 elementary, 4 middle, and 4 high school) with teachers from 12 schools. Results were analyzed using deductive coding to identify instructional practices, barriers, and recommended professional development. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, teachers believe that professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category. The information gained should support teachers and school leaders with inclusivity of SWD in STEM lessons.
Doctor of Philosophy
Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM is an acronym that is often defined as an interdisciplinary approach to learning that incorporates at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. Through a basic qualitative study involving 13 teachers (5 elementary, 4 middle, and 4 high school) from 12 schools, information about SWD's participation in STEM lessons was gained. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, the results revealed that teachers believe that more professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category.

La présente étude traite de la problématique de la réussite scolaire chez les adolescentes âgées de 13 à 18 ans des lycées et collèges du département du Logone et Chari dans la région de l’Extrême-nord du Cameroun. Les filles de cette région font face à un certain nombre de difficultés liées à leur environnement, tant familial que scolaire, ainsi qu’à leurs propres attitudes qui compromettent leurs études. En dépit de ces écueils, certaines adolescentes réussissent à passer en classe supérieure avec des moyennes élevées et à décrocher leurs diplômes. Notre objectif en abordant cette recherche est d’étudier l’influence des facteurs personnels, familiaux et scolaires sur la réussite scolaire des adolescentes. En effet, nous nous sommes posé une question fondamentale, à savoir : quels sont les facteurs personnels, familiaux et scolaires qui prédisent le plus la réussite scolaire chez les adolescentes des lycées et collèges du département du Logone et Chari ? Pour répondre à cette préoccupation, quatre hypothèses nous ont guidé notamment une hypothèse générale intitulée « des facteurs personnels, familiaux et scolaires prédisent le plus la réussite scolaire chez les adolescentes des lycées et collèges d’enseignement général et technique, publics et privés du département du Logone et Chari », et trois hypothèses spécifiques : « les aspirations élevées contribuent à la réussite scolaire chez les adolescentes » ; « les attitudes éducatives parentales positives encouragent la réussite scolaire des adolescentes » et « les attitudes et les pratiques éducatives encourageantes des enseignants expliquent la réussite scolaire chez les adolescentes ». Trois questionnaires préalablement validés ont été administrés à un échantillon de 1031 adolescentes des lycées et collèges, de 1010 parents d’élèves, de 180 enseignants et 36 entretiens ont été conduits auprès de « femmes/filles sorties de l’école après y avoir réussi ». L’analyse des résultats a montré qu’il existe des corrélations significatives entre les différents facteurs personnels, familiaux et scolaires et la réussite scolaire chez les adolescentes. Nous avons suggéré quelques recommandations aux responsables du ministère des enseignements secondaires, aux parents et aux enseignants pour une meilleure implication des uns et des autres dans la réussite scolaire des adolescentes. Enfin, des propositions des recherches complémentaires ont été suggérées dans l’optique de pallier les limites mentionnées à la présente étude
This study focuses on the problem of the school success of the teenage girls between the ages of 13-18 in the secondary and high schools of the Logone and Chari division, in the far-north region of Cameroon. Girls in this region face a number of problems related to their environment, family as well as academic due to their attitude which affect their studies. Inspite of these difficulties some young girls succeed in their studies. Our aim is to study the influence of individual, family and school factors on the school performance of the girl child. In effect we have raised one fundamental question in order to know: what are the individual, family and school factors which have to do with the teenage girl which determine their school success? In answering these question, the following hypotheses guided us: a main hypothese entitles “personal, family and school factors favour school success among the teenage girls in government and private secondary and high school both general and technical of Logone and Chari division” and tree specific hypotheses: “high aspirations contributed to school success among teenage girls”; “the attitudes and parental positives educational encourage school success of teenage girls” and “the attitudes and positives educational practices of teachers explain school success among teenage girls”. Tree questionnaires and a pilotated interview guide were administrated to a sample of 1031 teenage girls of secondary and high school, 1010 parents of students, 180 teachers and 36 “women/girls who succeeded in school before leaving”. The analysis of results showed that there are significant correlations among individual, family and school success factors and the school success teenage girls. In conclusion, we made some suggestions on areas of intervention to the hierarchy of the ministry of secondary education, to parents and to teachers in order to involve each of them in the school success of girls and make them more resilient. At the end some proposal, for further researches were made with the view to amend the limits of research

The practice of education planning across Canada is established for the manifest purpose of guiding school improvement. In Manitoba, the planning process is reportedly intended to improve linkages that will increase efficiency and enhance communication, thereby improving educational outcomes for all students (Manitoba Education, 2004, 2007). The problem arises in a practical sense, however, in determining whether the education planning process creates the necessary linkage between strategic intentions and activities, or whether the planning process exists simply as a bureaucratic requirement or condition (Meyer and Rowan, 1983). This research study was designed to determine whether there were systemic features of school division planning for Student Services, which would result in improved linkages between educational intentions and related actions, making the process more effective and functional. In order to respond to the questions posed in this study, I focused on a concrete aspect involved in planning for students with challenging learning behaviours. With the assistance of school divisions participating in the study, I collected data from structured interviews with key personnel, and from planning templates or other selected documentation. The information was compiled and examined through a conceptual framework, derived from the review of literature, which served to organize and analyze the school division data. A process of analytic abduction was used to define similarities and variances in planning practices, according to the conceptual framework. The information was summarized and a synthesis of effective planning practices was created as a result. The findings informed the development of a new framework detailing the archetypes of effective and functional planning practices for Student Services at the school division level, a process more likely to set the stage for organizational improvement and change.

碩士
國立彰化師範大學
工業教育與技術學系
107
This study aims to analyze the dimensions of core competencies and to construct the indicators of core competency for the Director of internship administration office at the Skills-based Senior High Schools. The Delphi technique was used to conduct expert panel surveys for multiple sequential rounds to identify the core competency indicators. Descriptive statistics and one-sample Kolmogorov-Smirnov test were used to evaluate the distribution of each indicator based on expert views and to select the appropriate indicators of core competency. Moreover, Kruskal-Wallis one-way analysis of variance by ranks was used to compare the importance levels of each indicator between various types of experts and test whether the views of expert groups for the indicator achieved consensus. The core competency for the Director of internship administration office was constructed into 4 dimensions, 12 core competency indicators and 48 indicators behavioral connotation. In the 4 dimensions of the director of the Skills-based Senior High Schools, the most important thing is the "leadership and leadership ability." There are three important indicators under this facet, in order: communication and coordination, project management and decision-making. Overall, the director of the Skills-based Senior High Schools internship department should have 43 items with very important indicators, and 5 items with important indicators.

碩士
國立臺灣師範大學
工業教育學系
104
The main purpose of the study is to investigate the difference of background variables on employment intention. Moreover, to explore the factors may effect on employment intention for the cosmetics division in vocational school of the practical skill program. To reach the aim of this study, there were 510 questionnaires sent out, and 331validquestionnaires returned from the cosmetics division in vocational school of the practical skill program. The collected data were analyzed by descriptive statistics, correlation analysis, t-test and one-way ANOVA and simple regression. The main findings are shown as follows: 1.The difference of school district, academic achievement, practical skill achievement, certifications, the average of home income and the education level of parents have no difference on the employment intention for the cosmetics division in vocational school of the practical skill program. 2.The difference of working experiences has difference on the employment intention for the cosmetics division in vocational school of the practical skill program. 3.The interest, individual expectation and learning motivations have significant relations on employment intention for the cosmetics division in vocational school of the practical skill program. 4.The teachers’ expectations, peer expectations and the careers counselling have significant relations on employment intention for the cosmetics division in vocational school of the practical skill program. 5.The social values has significant relations on employment intention for the cosmetics division in vocational school of the practical skill program.

碩士
台南應用科技大學
生活應用科學研究所
102
To enhance students'' employability and competitiveness, the Ministry of Education (MOE) asks schools that conduct practical-skill courses to design employment-oriented courses, not only to emphasize the link between learning and workplace practices, but also enhance students’ learning confidence. However, low participation of the industrial, governmental, and academic people in the senior high vocational school practical-skill-course design leads to a significant discrepancy between the course contents and the employment requirements. This research accordingly discusses the necessary practical-skills for senior high vocational school students of cosmetology. The study adopts the individual depth interviews with experts through the analysis by Modified Delphi Method and the questionnaire method. The study adopts the Modified Delphi Method to examine the practical-skill courses of senior high vocational school. The indicators of professional competence of cosmetology can be roughly divided into “skin care” and “hair dressing” domains. And each of two domains is composed of three dimensions: “technical capacity,” “intellectual capacity,” and “working attitude.” Under these dimensions are 7 categories including 54 items in “skin care” domain, and 5 categories including 47 items form “hair dressing.” The questionnaire sampled from people with industrial practical cosmetology-related experiences (31 samples), full-time teachers of vocational cosmetology (30 samples), and the senior students of vocational cosmetology (371 effective samples from 387). The descriptive statistics and independent-samples t test, which conducted by SPSS ver.17, are used to examine whether the significant difference exists between the values of “technical capacity,” “intellectual capacity,” and “working attitude” from the three sampling group. The result shows: 1. The industry (sampling from people with industrial practical cosmetology-related experiences) and the academia (sampling from full-time teachers of vocational cosmetology) have different viewpoints towards indicators of professional competence of cosmetology. The industry emphasizes “working attitude” and “technical capacity” first, and “intellectual capacity” is secondary in the “skin care” and “hair dressing” domains. Nevertheless, the importance sequence for the academia is “working attitude,” “intellectual capacity,” and then “technical capacity.” 2. The viewpoints of senior students of vocational cosmetology with and without part-time working experience show significant difference in the field of skin care and hair dressing. The students without part-time working experience have lower recognition degrees on indicators of professional competence of cosmetology. However students with the part-time job experience show higher recognition degrees on “technical capacity,” “intellectual capacity,” and “working attitude.” 3. The opinions to professional competence indicators form industry and students also show significant difference. Both students’ recognition degrees on “technical capacity” and “working attitude” are lower than the industry. Nevertheless the students’ recognition degrees on “intellectual capacity” are higher than the samples from industry. Therefore, to adjust school courses to meet the practical requirements, this study suggests schools to reinforce workplace education and practical courses to enhance students’ professional competence for improving their employment competitiveness.

The study investigated the impact of Thai preservice middle school mathematics teachers' knowledge of subject matter and of students' conceptions of division of rational numbers with respect to their classroom practices in a teaching environment controlled by a required national curriculum. Four preservice teachers were selected with different knowledge of subject matter and of students' conceptions of division of rational numbers: high knowledge of subject matter and high knowledge of students' conceptions, high knowledge of subject matter and low knowledge of students' conceptions, low knowledge of subject matter and high knowledge of students' conceptions, and low knowledge of subject matter and low knowledge of students' conceptions. Each preservice teacher was observed three weeks, each class day during the teaching of units on division of decimals, representing fractions as decimals, and division of fractions. Formal interviews were conducted with each of the four preservice teachers prior to and after teaching each unit. Informal interviews were conducted prior to and after teaching each lesson. Materials used in the normal teaching of the class were collected. Interviews with the preservice teachers' mentors were conducted before and after each unit. The mentors were interviewed daily before or after the instruction. Interviews with supervisors were conducted each time they supervised the preservice teachers. Results showed that all preservice teachers planned and taught division of rational numbers procedurally following an algorithmically-based national curriculum. The preservice teachers with higher subject matter knowledge used multiple examples. They could make up examples when the students asked questions. In contrast, the lower subject matter knowledge preservice teachers rarely created new examples while they were teaching. The high knowledge of students' conceptions preservice teachers used their knowledge of students' conceptions throughout the lessons more often than the low knowledge of students' conceptions preservice teachers. After teaching the lessons, they all gained knowledge of subject matter and of students' conceptions of division of rational numbers. The depth of knowledge of subject matter and of students' conceptions of division of rational numbers is as essential for preservice middle school mathematics teachers' teaching in a nonvoluntary curriculum as it is in a voluntary curriculum.
Graduation date: 2003

碩士
國立彰化師範大學
工業教育學系
89
A Study for Learning Effectiveness of Computer Simulation Program Used in Practical Course “Basic Electricity” for Vocational High School Students in Division of Refrigerating and Air-conditioning ABSTRACT The purpose of this study was to investigate the learning effectiveness of computer simulation program used in practical course “Basic Electricity” for vocational high school students in Division of Refrigerating and Air-conditioning. Quasi-experiment design was used for the study, and the instruments consisted of pretests and posttests: (I) professional basic ability test, (II) achievement test(paper test), (III) achievement test(skill test), and (IV) computer simulation program learning attitude inventory and questionnaires. Two groups of students participated in this study for eight weeks. The experimental group has 19 members, and the control group 21. Pretests were given to both groups in the beginning of the semester in order to understand the differences of professional basic ability between the two groups. The experimental group was taught by using computer simulation program, and the control group was taught through traditional teaching strategy. After eight weeks, the posttests were administrated. The achievement tests included paper-and-pen tests and skill tests, and the computer simulation program learning attitude inventory and questionnaires extra for the experimental group. The finding and conclusions are listed as follows: (A) The results of this study revealed that after eight weeks’ learning, the achievement tests(paper tests)’ grades in the experimental group were significant better than the control group. (B) The results of this study revealed that after eight weeks’ learning, the achievement tests(skill tests)’ grades in the experimental group were significant better than the control group. (C) It is absolutely necessary for the teachers to use the computer simulation program because it saves a lot of time of teaching and borrowing the instruments. (D) It increases the confidence of learning. The students won’t fear to practice, while the computer simulation program is not dangerous at all. (E) The results of computer simulation program learning attitude inventory and questionnaires revealed that the grades of the experimental group were significant better than the control group in the achievement tests---skill tests. It proves that the computer simulation program teaching is useful in practical courses. (F) The figures revealed by the computer simulation program are more precise. It gives the learners much trust in the result of learning. (G) The program used in this experiment is a Chinese version, and the students had no difficulties in using.

The researcher's personal conviction that major problems in the teaching of mathematics are inherited from elementary levels inspired the investigation of the contribution of practical work in the teaching of fraction division in grade seven. The all encompassing approach of the study dictated the involvement of teachers and learners as participants. Teachers' perceptions of practical work and their classroom practices were investigated to confirm or refute existing assumptions and literature claims. Questionnaires in which teachers expressed their views on practical work and fraction teaching were administered to teachers. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researcher's assumptions and claims by literature. Data yielded by these research instruments confirmed or refuted assumptions and literature claims. Learners underwent an experiment and their views were sought to establish the value of practical work in the teaching of fractions and fraction division. Instruments used for the experiment were the pre-test, post-test and worksheets. Data from these instruments gave an indication of the value of practical work in enhancing learners' understanding of fraction division. Learners' responses to interview questions further elucidated and confirmed the valuable role played by practical work in learners ' understanding of fraction division. Learners' responses also provided deeper insight into facets of learners ' cognitive development as they engaged with different aspects of practical work in the division of fractions . Besides confirmation and refutation of some established assumptions and literature claims, previously unknown realities about aspects of practical work and fraction division also emerged from findings. This wealth of the data carried crucial implications for teacher training, the teaching of fractions and fraction division, and further research. A look at these implications hopes to contribute to the enhancement and improvement of the teaching of fractions and fraction division. Teacher training institutions, designers of INSET programmes, policy makers and teachers should all benefit from findings of this study.
Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.