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1
McMillan, Laura Smith. "Censorship by librarians in public senior high schools in Virginia." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618491.
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This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject matter that the librarians censored, the means by which censorship was exercised, and the factors that were influential in causing these individuals to engage in such activity.;The primary method of securing data for the study was a questionnaire developed by the researcher and mailed to the head librarian in every senior high school in the state of Virginia. Responses were received from 68 percent of those surveyed.;Based on an analysis of the data generated by the survey the following conclusions were reached: (1) the librarians in the study placed restrictions on the acquisition and use of a wide variety of subject matter, with every subject category listed on the questionnaire being restricted in some manner by at least 8.7 percent and as many as 86 percent of the respondents, (2) the librarians were significantly more restrictive with fictional materials than with nonfictional materials; (3) the tactic most commonly employed to control the acquisition and use of controversial materials was to purposely avoid purchasing those materials; (4) there was no relationship between characteristics associated with the librarians or the communities or schools in which they worked and the extent to which these individuals were restrictive; and (5) the librarians' own personal convictions about what should or should not be made available to the users of their libraries were more influential in causing them to censor than were pressures to censor, either real or imagined, that were generated by persons or groups in the school or community.;Based on these findings, a number of recommendations were offered aimed at accomplishing two major tasks: first, insuring that professional preparation programs for school librarians include a strong emphasis upon the importance to American education of the principles of intellectual freedom and the proper procedures for selecting and defending library materials, and, second, establishing within the schools a network of support to insure that in the event of a controversy over library materials, the librarian will not be asked to stand as the lone defender of students' rights to read and to know.
2
Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.
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This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
3
Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.
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Thesis (Ed.D.)--Boston University<br>PLEASE 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.<br>The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process.
This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education.
The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence.
The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).<br>2031-01-01
4
Knight-Mudie, Karen, and n/a. "Attitudes towards art competitions of senior secondary art students and teachers." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060811.154408.
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Growing concern for the popularity of art competitions
that encourage participation of secondary school senior
art students is reflected in debate by many Australian
art educators. It appears that acceptance of the
external goal of winning a prize may demonstrate that
many students and teachers have not fully considered
the adverse implications of extrinsic rewards on
learning strategies relevant to artistic behavior. On
the other hand the benefit of exhibitions of student
art work appears to be overshadowed by the prevalence
of art competitions.
This study surveys attitudes and perceptions of art
teachers and secondary senior art students towards art
competitions supported by the school.
Subjects include secondary senior art students and
teachers from selected Brisbane Independent Schools.
It appears that participation in art competitions is more frequent in these schools. Results may prove
beneficial to art educators who are concerned with the
issue of extrinsic rewards for artistic behavior.
5
Maroney, Michael, and res cand@acu edu au. "An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools." Australian Catholic University. Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008.
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The theory and practice of Catholic schooling, particularly with respect to religious education, have the purpose of promoting the spiritual and moral development of young people. This includes a special emphasis on acquainting them with the religious traditions and spirituality of the Catholic Church. Because Catholic schooling has always endeavoured to meet the religious and personal needs of students, there has been an ongoing interest in monitoring the spirituality of youth to inform the development and planning of a relevant and effective religious education. Hence, there has long been an interest within the Catholic education sector in research on youth spirituality. A significant volume of research has been conducted on the spirituality of contemporary youth within the last decade. This has included a number of major studies in Australia (Crawford and Rossiter, 2006; Flynn and Mok, 2002; Hughes, 2007; Mason et. al. 2005, 2007) and in North America, Smith & Denton (2004). This project reports on an empirical investigation of the views of senior school students in three metropolitan Catholic schools in Australia. The first part of the study, a literature review, provided an opportunity to review research on the spirituality of young people to give a broad perspective on developments and issues, particularly for young people in westernised cultures. The first section of the review considered the way in which structural development theories have been used to interpret young people’s spirituality. The second section explored research related to the components and development of youth spirituality. The third section examined a number of cultural influences on young people’s spiritual and moral development. The second part of the project canvassed the views of all 207 Year 12 students in three metropolitan Catholic high schools about their understanding of spirituality and about the links between their spirituality and the experience of Catholic schooling. Each school has its own gender, charism, and multicultural dynamic. A systematic questionnaire provided quantitative data, a summary of which was then discussed in focus groups of students in each of the three schools. In this way, students were invited to interpret the empirical data and to attempt to explain why young people thought and felt as they did – yielding qualitative data. The focus groups also responded to an innovative use of cartoon caricatures of God which prompted participants to talk about the ways in which they and other teenagers imagined God and God’s role in the world and in their own lives. The study contributed to the current body of research information on youth spirituality, especially in a sample group of senior school students in Catholic schools. The key findings were: Evidence that youth spirituality is both eclectic and diverse; Evidence of some non-religious elements to spirituality; it is not linked exclusively with religion; Young people are conscious of their roles in ‘choosing’ and ‘constructing’ a spirituality, rather than just accepting a ‘traditional’ pattern of spirituality; Acknowledged a strong parental influence; also the importance of friends; While a number of students identified their spirituality as ‘religious’, the trend was a spirituality that was not as strongly rooted in religious traditions as was the case for previous generations; The most prominent image of God for this sample of young people was a God of unconditional love and forgiveness. There was less emphasis on a ‘checking’ and ‘punishing’ God that seemed more prominent for earlier generations of Catholics. In discussing the meaning and significance of the empirical data, a comparison was made between the results of this study and those of five recent major studies of youth spirituality examined in the literature review. In conclusion, the project explored a number of issues and implications for educators interested in the spiritual and moral education of young people, especially in the Catholic education sector. These included: In the light of a significant and continuing increase in both ‘individualism’ and ‘moral selfreliance’ in children and adolescents, there is a need for refinement in the ways developmental theories (such as those of Kohlberg and Fowler in particular) are used for interpreting the spiritual and moral development of young people; There is a need for further understanding of how cultural factors like ‘postmodernity’, ‘individualism’ and ‘relativism’ affect young people’s spirituality, particularly as regards linkage with religious traditions; Young people’s images of God and their ideas about how God might ‘work’ within the world are key transcendent elements to youth spirituality; Planning for a ‘relevant’ religious education – which helps young people negotiate contemporary spiritual/moral issues, as well as provide access to spiritual heritage – needs to take into account the findings of research on youth spirituality.
6
Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.
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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public-secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policymakers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.
7
Coetzee, Annika. "Workplace violence toward educators in private and public secondary schools in Pretoria Gauteng : a comparative investigation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60351.
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Violence in South Africa is not only prevalent in society and the home environment, but is also present in the workplace. Although substantial research has been conducted into school violence and learner-focused, school-based violence, the study set out to determine the nature and extent of workplace violence that educators face; identify the effects and consequences of workplace violence on victims; profile educators as victims of workplace violence with specific reference to gender, age and occupational level; and determine the presence and role of policies and educator participation in managing and preventing educator-targeted violence. The comparative investigation further established difference in such experiences between private and public secondary schools.
In pursuit of the objectives of the study, 274 self-administered questionnaires were delivered to three public and three private secondary schools in Gauteng after both probability and non-probability sampling methods were employed. A total of 122 completed questionnaires were returned. Using descriptive and inferential data analysis, by means of the Mann-Whitney U test and the Kruskal-Wallis H test, relationships, differences and similarities were determined. Both univariate and bivariate data are displayed in multiple formats. Evident from the results and corroborating existing literature, educators in the study reported having experienced both physical and non-physical (verbal and social) violence, although the survey findings indicate the latter to be dominant. Notably, educators are victimised by various perpetrators and the opportunity to become victimised is greatest during classes, especially in public schools.
Educator-targeted violence appears to be the result of multiple interrelated contextual factors that result in a fear for personal safety and far-reaching personal and professional consequences for educators. The profile of educators as victims verified and further exposed various risk factors in terms of demographics and background. Female educators, unmarried educators, public school educators, educators working for long periods of time and educators with lower educational achievements presented greater risk of victimisation. Similarly, female educators and public school educators experienced deficits in power and control. In terms of the public and private divide, significant associations indicated that educators in public schools were more likely to experience physical violence, verbal violence, bullying and vandalism by learners thus justifying their increased likelihood of feeling threatened in the workplace, considering their school at high risk of violence, and viewing workplace violence as a serious problem. Furthermore, with a higher chance of victimisation by not being heard, favouritism and overcrowding, public school respondents were more likely to report lower levels of involvement in decision-making regarding school
issues, which consequently affected their sense of power and control in the workplace and increased their risk of victimisation. The majority of respondents indicated having neither been provided with material(s) related to workplace violence nor having received training with regards to the phenomenon (in particular female respondents) therefore the researcher recommends, amongst others, an increase in training and the dissemination of information regarding workplace violence against educators, both in the school setting and among the community.<br>Dissertation (MSW)--University of Pretoria, 2017.<br>Social Work and Criminology<br>MSW<br>Unrestricted
8
Guzzone, Paul Martin. "Teachers' Preferences in Selecting Senior High School Principals in New York Public Schools| A Discrete Choice Experiment." Thesis, Long Island University, C. W. Post Center, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425638.
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<p> Noticeably absent from prior research on the selection of high school principals is empirical evidence about the factors that teachers consider in recommending candidates for high school principalships. This study gave teachers a voice about factors that should be considered in selecting high school principals. A discrete choice experiment was conducted with 219 tenured (or previously tenured), public school teachers in Grades 9-12 in New York State. Teachers were asked to choose a single hypothetical candidate from 10 sets of 3, where each candidate was described by 6 candidate-specific characteristics: teaching experience, administrative experience, education level, instructional skills, managerial skills, and interpersonal skills. Case-specific variables (i.e., teacher-participant characteristics) in the analysis included teaching experience, education level, and school needs level. A single-class, alternative-specific conditional logistic regression (asclogit) found 4 statistically significant candidate-specific factors: previous administrative experience, instructional leadership, managerial experience, and interpersonal leadership ability. Teaching experience and holding a doctorate were not statistically significant factors in the asclogit model. The asclogit found 2 statistically significant case-specific factors (i.e., having an advanced certificate or doctorate, and being in a high-needs school), both of which affected teachers’ views about candidates’ instructional leadership. Latent class conditional logistic regression (lclogit) found that all 6 candidate-specific variables except holding a doctorate were statistically significant across 3 distinct latent classes and that holding a doctorate had a statistically significant negative effect only in Latent Class 3. No statistically significant case-specific factors were found by lclogit. The study concluded that greater attention needs to be given to the views of teachers in principal-selection processes.</p><p>
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Barnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.
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Hoxby, Caroline Minter. "Markets and schooling : the effects of competition from private schools, competition among public schools, and teachers' unions on elementary and secondary schooling." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12001.
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Pritzl, Nancy A. "A resource guide for parents regarding the choices of public schooling, private schooling, or homeschooling their elementary or secondary school age children." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pritzln.pdf.
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Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.
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Davies, Michael, and res cand@acu edu au. "The Search for Success in a Charismatic Environment: senior teacher’s responses to high stakes testing in academically successful Christian Brothers’ schools." Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp193.19032009.
Full textAbstract:
In Australia, traditionally a wide range of measures have been used to identify academically successful schools. The mix of these measures has varied from state to state. But recently, added to this mix, and perhaps becoming the most influential factor, has been the examination results of senior students. These have become far more available to the prospective parents and governing bodies. They are used to gauge the ranking of the school, and to whether parents can expect their children to gain entry into the more prestigious tertiary programs available. But these scores are also being used to rank staff, and in turn, the ‘quality’ of staff becomes yet another factor in identifying an academically successful school. In other words, the notion of high stakes testing is gaining wide spread use across all forms of schooling in Australia, including State, Independent and Catholic schools. This thesis is about teachers in academically successful Christian Brothers’ schools. It is an interpretive study that seeks to understand how these teachers respond to this form of assessment: high stakes testing. Their responses include emotional responses, how they change their teaching style and how they feel about teaching in Christian Brothers’ schools striving for academic success. In this research I interviewed teachers and administrators at three academically successful Christian Brothers’ schools in three different states in Australia. I developed three cases from these interviews and document searches, one drawn from each school, that indicate the range of issues that emerged, for them, as teachers in academically successful Christian Brothers’ schools. The specific use of high stakes testing was found to be very different in each of the schools. One school used high stakes testing as an accountability measure for staff, another used it as an accountability measure for students, and the third had no history of using high stakes testing. The study concludes that academic excellence can be achieved in Christian Brothers’ schools whilst remaining faithful to the ethos that underpins these schools: the Charism of Edmund Rice. Significant factors in the determination of the successful implementation of high stakes testing in these schools were found to be: the effect of senior management; influence of the media; the influence of culture; and changing culture and the nature of the schools. The thesis concludes with a blueprint for a hypothetical Christian Brothers’ school to follow that may lead to academic success.
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Pope, Beverley, and n/a. "Public schooling and private interests : an exploration of the links between state provided secondary schooling and the class interests of professional and professionalizing groups." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061106.094056.
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This thesis takes as its basic premise the need for
more democratic educational structures and practices. By
examining the restructuring of public secondary schooling
provisions in New South Wales in the period after 1950 it
argues that public schools in Australia are not democratic
institutions.
Rather than being democratic institutions public
schools, it is maintained, reflect the private interests of
members of so-called "professional and professionalizing
groups", or, more precisely, of those with assets in
credentials or assets in organization employed within
monopoly capitalist enterprises and state enterprises. The
employment domain of these groups is characterized by
bureaucratic forms of control.
The private interests of these groups are class
interests in that they pertain to the maintenance of the
material interests of those with assets in credentials and
assets in organization through the monopoly of special
knowledge and skills and reflect the class structure of a
society in which monopoly capitalism has become the
dominant economic, and, therefore, political and
ideological, force.
As the above outline suggests, in attempting to address
the question of inequality in secondary schooling, marxist
theories and categories, most notably those pertaining to
class formation and class struggle, are drawn upon.
In addition, the thesis maintains that the private
interests of those with assets in credentials or assets in
organization are "naturalized" in and through the ideology
of individualism and of meritocracy. By examining the
actual way in which the labour force was being restructured
in the post-war period the thesis provides one avenue of
critique of these constructions and attempts to demonstrate
the limits of equality of opportunity in a class-based
society.
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Mak, Kwok-ying Grace, and 麥幗英. "A comparative study of the language learning strategies used by students in international schools and local schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3193030X.
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Gustavsson, Catrin, and Sandra Öjergren. "Lean och tjänstefiering i samspel : En fallstudie inom den svenska tillverkningsindustrin." Thesis, Linköpings universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148955.
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Bakgrund: Till följd av en förändrad marknadssituation blir tidigare differentieringsverktyg snabbt till standardiserade normer och idag pressas företags vinstmarginaler hårt. Lean har länge applicerats i tillverkningsindustrin i syfte att uppnå en ökad effektivitet och samtidigt växer intresset för tjänstefiering, en omställning som ämnar skapa en värdeökning i företags kunderbjudanden. Respektive koncept antas kunna stärka ett tillverkningsföretags position på marknaden, men trots en ökad kombinerad tillämpning av koncepten i praktiken finns det få forskare som har studerat kombinationen. För företagsledare kan det tänkas viktigt att få svar på om koncepten går att samordna utan problem eller om en avvägning krävs. Syfte: Syftet med studien är att utifrån ett verksamhetsstyrningsperspektiv beskriva kompatibiliteten mellan lean och tjänstefiering i tillverkningsindustrin, för att identifiera betydelsefulla aspekter att beakta vid en kombinerad tillämpning av lean och tjänstefiering. Metod: Med ett deskriptivt fenomenologiskt perspektiv samt en kvalitativ strategi har studien sökt att besvara syftet genom en enfallsstudie. Empirisk data har främst samlats in med hjälp av intervjuer som har genomförts med åtta anställda i ledande positioner, men även genom vissa dokumentstudier samt observationer. Genomgående är studien uppbyggd kring tolv beslutskategorier inom verksamhetsstyrning, vilka har styrt insamlingen av både teoretisk och empirisk data samt har fungerat som utgångspunkt för studiens analys. Slutsats: Studien redogör för en hög kompatibilitet mellan lean och tjänstefiering, vilket i synnerhet bygger på en gemensam utgångspunkt i kundvärde. Samtidigt presenteras flertalet motstridiga samt gynnsamma aspekter att ta hänsyn till vid en samordning av koncepten och dessutom identifieras aspekter som visar på potentiella samverkande effekter. Dessa resultat kan tänkas vara värdefulla för företag och företagsledare som står inför denna kombination av managementkoncept, men antas även bidra till den påbörjade forskningen inom området.<br>Introduction: When in ninth grade, students in Sweden must make choices of which upper secondary school and which study programme to attend. Included in these choices is whether the student is going to attend a public school or a private school. The differences between the two kinds of schools does not seem to be as big nowadays as they were in the early 1990s, so the question is: are there any differences left between public and private schools? There are of course many factors in the school environment that can be compared and analysed, but we have chosen to focus on management control and leadership. Purpose: The purpose of this paper is to investigate and increase the understanding of the differences there might be between public and private upper secondary schools regarding management control and leadership, as well as to see whether there are any relations between management control and leadership. Method: We used a deductive approach when working on this paper, since we used known theories and a number of hypotheses that we later tested against the collected empirics.The theories led to the observations and the results that we obtained in the study. We carried out a multimethod research. The main focus was on the qualitative approach that we complemented with the quantitative approach. The data collection for this paper was done through interviews and surveys. Conclusion: Regarding the cases we have investigated, we can see that there are no major differences between public and private upper secondary schools when it comes to management control and leadership. The biggest difference is the political governance. Other variations observed are more connected to individuals than to the responsible authority. However, the conclusions we have drawn in this paper cannot be generalised since the study was based on solely a few cases. A larger and deeper study is required to generalise the results.
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Levy, Rachel A. "The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5566.
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Nongovernmental actors have long been involved in the funding of U.S. K-12 public schools. With recent cuts to state funding to public education, however, groups called school-supporting nonprofits (Nelson & Gazley, 2014) have taken on a much larger role in school funding. Nonacademic, volunteer, parent-led groups such as parent teacher associations (PTAs), parent teacher organizations (PTOs), and booster clubs, especially, have grown in number and in amount of revenues raised, and are funding core school needs and functions. This situation confuses obligations of public institutions, undermines equity, and complicates the role of educational leaders. This mixed-methods study explores the influence of school-supporting non-profit organizations (SSNPs), in the suburban districts in the Richmond, VA quad-county metropolitan area. The focus of the current study is on the intersection of student economic disadvantage and race/ethnicity with the presence and types of SSNPs, their volunteer capacity and activities, and their financial capacity and impact. This study further examines why and how SSNPs exist as they do and how educational and nonprofit leaders manage their roles. Results show meaningful differences between groups in almost every variable, showing socioeconomic and racial disparities exacerbated by parent-led SSNP organizations. SSNPs at the most affluent schools with the most White and Asian students justify their work by touting the benefits to SSNP members’ children, explaining that the raising of funds and providing of volunteer staffing is both a virtuous activity and needed for the schools they support to function. Educational leaders must share power with these groups. This phenomenon raises questions about the purpose of SSNPs as civic and nonprofit organizations, exacerbates already inequitable availability of educational opportunities and resources across schools, and threatens the public nature of public education. While many policy remedies for this problem exist, a priority is more public revenues and funding of public schools.
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Gomez, George Sambou, and 王尚柏. "Teacher Turnover in the Gambia Private Senior Secondary Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/44689760126329004308.
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碩士<br>國立臺灣師範大學<br>國際人力資源發展研究所<br>104<br>Teacher turnover is an issue that is increasing becoming a global phenomenon
that has attracted the attention of researchers, policy makers and academic
practitioners. It is an issue that requires much attention in other to mitigate the issues
affecting teacher turnover. Every year hundreds of new teachers are handed their
appointment letters and given a class to teach. However, within a few years most of
them would hand over their resignation letters and then either move to another school,
profession or leave the teaching profession entirely. Anecdotal evidence suggest that
private schools in The Gambia offers an attractive working environment as well as an
attractive salary, however teachers turnover in the private schools continue to escalate
at an alarming rate, thus affecting all the players involve, precisely the school
administration, students and the parents. In this research, the researcher will explore
the perception of teachers on the factors that influence teacher turnover in the private
senior secondary schools in the Gambia. This study will adopt a qualitative approach
to explore the perceptions of teachers and principals of the factors responsible of
teacher turnover, the challenges, and their perceptions about their career as well as the
potential solutions to teacher turnover in Gambia private senior secondary schools.
An in-depth interview will be conducted to collect the data from 20 teachers
and 2 principals in the private senior schools.
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Lai, Ming-fang, and 賴明芳. "A Research on the Effects of School Funds on School Operations at National Public Senior Secondary Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27865465056435974455.
Full textAbstract:
碩士<br>逢甲大學<br>公共政策所<br>95<br>The purpose of this research is to understand the changing role of governments on educational policy, how it affects public national senior secondary schools in obtaining funds; whether the finance policies and operations of public national senior secondary schools are affected by the differences in the background variables of the interviewee. First the literature review method is applied to understand the changing roles of governments in funding secondary schools and well as theories related to School Funds; next the survey investigation method is applied to investigate the background variables of interviewees and how these difference may affect their understanding of school fund policies on school operations.
The survey investigation used in this research involved selecting a sample of fifty public national secondary schools randomly. The research subjects are the head masters, senior level management, and chair of the teacher’s committee. A total of 459 effective surveys were returned and the effective return rate is 80.41%. Descriptive statistics was applied to the information received, as well as: exploratory factory analysis, reliability analysis, independent t-tests, and one-way ANOVA were applied to analyze the data gathered.
The research concluded the following: 1. there are still concerns regarding school funds; 2. there are still reservations whether it can relieve the government of financial pressure; 3. in creating new revenue sources, the focus has been creating new revenue sources rather than reducing current spending; 4. mild levels of approval for using school funds to increase the overall educational resources; 5. mild levels of agreement that school funds encourage members in the organizations to be more proactive in participating in the development of school affairs; 6. there are still reservations on school funds being able to increase the performance of schools; 7. The teacher’s committee chairs in general are less agreeable than head masters on the “concept of establishing school funds”; 8. the differences in “methods for creating new revenue sources” factor shows significant difference between academically oriented secondary schools and vocational oriented secondary schools; 9. Schools located in county supervised cities are more enthusiastic about the “concept of establishing school funds” than schools located in Executive Yuan supervised cities, villages, and towns; 10. There are regional differences in the agreement of school funds. 11. Schools that already have school funds are more agreeable to it than schools that do not have school funds; 12. Increases pressure and responsibility of management.
Based on the conclusion of this research, the following suggestions are proposed: 1. establish supportive measures; 2. enhance support given to rural and offshore schools; 3. enhance the promotion of the policy; 4. Establish policies for distribute government support funds; 5. Cultivate new school operation concepts among school management.
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Orapeleng, Shathani Rejoyce. "Innovative leadership in managing conflict at selected senior secondary schools in Botswana." Thesis, 2017. http://hdl.handle.net/10500/23231.
Full textAbstract:
The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education.<br>Educational Leadership and Management<br>D. Ed. (Educational Management)
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Simjee, Fausia Banu. "The role of senior management in improving educators' morale in public secondary schools in the Durban central area." Thesis, 2002. http://hdl.handle.net/10321/1994.
Full textAbstract:
Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Technikon Natal, 2002.<br>This study explores the role of senior management in improving educators' morale in public, secondary schools in the Durban Central Area. The reasons for a decline in educators' morale and effectiveness are senior management's lack of incentives and rewards, violence in schools, poorly disciplined learners, conflict, nepotism and public condemnation of educators. Other factors include: 'right-sizing', rationalisation and redeployment, lack of transparency during the promotion process and the negative attitude to the appraisal policy. Motivating educators will lead to improved school performance and promote enthusiasm and confidence amongst educators. The researcher will provide support on the topic from observations and a study ofliterature. The qualitative method of research was undertaken. The representative sample included principals, deputy principals, heads of department and educators from public secondary schools in the Durban Central Area. Evidence from questionnaires suggested that educators in the Durban Central Area are demoralised and therefore there is an urgent need to address their morale. The researcher examined the causes and symptoms of educators' demoralisation and senior management's role in improving their morale. This investigation focuses on problems which lead to the demoralisation of educators; the causes and symptoms of demoralisation and how educators can contribute to a healthy and professional culture in schools. It is suggested that senior management should motivate individual educators. Some measures proposed to improve and<br>M
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Huang, Hsiao-Chun, and 黃筱鈞. "A Research on the Current Needs for Administrative Support of the Resource Room in Public and Private Senior High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74158202167804940502.
Full textAbstract:
碩士<br>國立臺中教育大學<br>特殊教育學系碩士在職專班<br>99<br>This research aimed to probe the current needs for administrative support for the resource room in public and private high schools, the difference of such need between the public and the private ones, and, through interviewing the special education teachers to acquire, the cause of such difference. The self-made “A Questionnaire on the Current Needs for Administrative Support of the Resource Room in Public and Private Senior High Schools” was employed as the research tool. A total of 309 copies of questionnaires were dispatched and 281 effective samples were returned, resulting in an valid return rate 90.93%. By analyzing the collected data with frequency distribution, percentage, average, standard deviation, t-test, and one-way ANOVA, the significant findings are the following:
1. The actual administrative support for the special teachers in resource rooms falls between the category of “sometimes” and that of “often.” The five dimensions are, from the highest to the lowest, the distribution of educational funds, the organization of education administration, supportive service, teaching and counseling, and the structure of the qualified teaching staff.
2. The actual administrative support for the special teachers in resource rooms varies from the teaching experience, expertise in special education, qualification of the teacher’s specialty, the teacher’s current position, the schooling system, period of operation, the section the special teacher belongs to, the size of the special education teaching staff, to the number of the students with disabilities.
3. In the aspect of whether the teachers expect to receive support in the resource room, all the five dimensions reach “positive.” The five dimensions are, from the highest to the lowest, the distribution of educational funds, teaching and counseling, supportive service, the structure of the qualified teaching staff, and the organization of education administration.
4. The degree of expected support for the special teachers in resource rooms varies from gender, teaching experience, expertise of special education, qualification of the teacher’s specialty, the current position, the schooling system, period of operation, the teacher’s section the special teacher belongs to, the size of the special education teaching staff, to the number of the students with disabilities.
5. The overall expected support received by the teachers in resource rooms are remarkably higher than that of they actually receive. The statistical result shows significant difference. The degree of the five dimensions’ difference is, from the highest to the lowest, teaching and counseling, the structure of the qualified teaching staff, supportive service, the organization of education administration, and the distribution of educational funds.
6. Special teachers in resource rooms are troubled most by the deficiency of expertise in special education, the absence of norms of resource rooms to follow, overburden workload, and the lack of professional manpower.
According to the result of the study, the researcher brings forth many concrete suggestions for the educational administration, schools, special education teachers in resource rooms and the future related studies.
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Lin, Chia-Yun, and 林佳韻. "The Effect of School Climate on Students’ Citizenship: Case Study from Four Public and Private Senior High Schools in Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/vmuck3.
Full textAbstract:
碩士<br>國立臺灣大學<br>政治學研究所<br>102<br>Life cycle theory indicates that people conceptualize their political knowledge during the high school period. School education especially plays an important role. We did this study to find out whether students studied in schools with difference in school climates have variations in their consciousness. This article used Chiu-Yeoung Kuo’s definition of consciousness of citizenship that focus on whether the civic have ability to criticize political authority or comment on policy in public. Furthermore, this article measured political duty and social right, which is the main concept in citizenship. Political efficacy, political trust, political participation were measured as well. Four schools were chosen to be our study cases. Two public schools (The Affiliated Senior High School of National Taiwan Normal University and The Affiliated High School of National Chengchi University) were known as open atmosphere, in contrast with two private schools (Taipei Wego Private Bilingual Senior High School and Taipei Fuhsing Private School) were known as strict discipline to students. We used multiple regressions to test seven main hypotheses, the hypothesis of “consciousness of citizenship”, “political duty” and “political efficacy” were statistical significant. The result shows that students in public school have better consciousness of citizenship. Furthermore, school climate in students’ mind as an independent variable was statistical significant in almost all dependent variables. When students think their school climate is open, their consciousness of citizenship rather higher.
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張惠真. "A Study on the Job Pressure and Adapting Strategies of Female Military Instructors in Public and Private Senior High Schools in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11634112278598822437.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育學系在職進修碩士班<br>98<br>The study is aimed at understanding the present job pressure of female military instructors in senior high schools on the island and how they handle the pressure. Moreover, the study also compares senior high school female military instructors of different background variables to discover the difference of their job pressure and adapting strategies . The study adopts the female military instructors working for senior high schools in Taiwan in 2009 as the study subject, issuing 490 copies of questionnaires to them. 466 returned copies are valid, which makes the return rate 95.1%. The data acquired from the questionnaire is then analyzed by descriptive statistics, Independent-Samples t-test, and one-way ANOVA. The study results are concluded as follows:
A. The overall perception of job pressure for female military instructors is in the intermediate level.
B. Concerning the source of job pressure, female military instructors have stronger feelings from personal factors and promotion changes.
C. When facing the job pressure, female military instructors are inclined to settle issues with rational thinking instead of procrastinating them.
D. There is little significant difference in terms of the job pressure of female military instructors with different backgrounds. On the other hand, there is a significant difference in terms of the post they hold.
E. The highest perception of job pressure for female military instructors is if they are able to renew their contracts or transfer to regular service.
F. Concerning the interpersonal relationship of female military instructors, most of the pressure is resulted from handling students’ issues.
The study then proposes a number of suggestions to the administrative authority, schools, senior high school female military instructors, and future studies based on the study results and conclusion.
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蔡永智. "A study of the relationships between education marketing strategy and affecting students selection of schools-take the public and private senior vocational high schools in Taipei County for example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/15334561725656995917.
Full text
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Wei, Yang-Tuan, and 魏永村. "The Study of The Multiple Entrances to College Influence on Senior High School Students Participate Sport Recreation Activities－Take The Public and Private Senior High Schools of Kaohsiung City for Example." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/26600275239219926523.
Full textAbstract:
碩士<br>國立體育學院<br>體育研究所<br>91<br>Abstract
The aim of this study is to find out whether there is some change and influence on the students participate recreation activities after the education revolution, the multiple entrances to college instead of the old joint entrance examination of college. I fake the students and a method, and try to get information on number of sport, how long, at what time. Sport skills, sport companion, what kind of sport. Motives, difficulty, and the future trend. And offer some suggestions for improvement. References ate processed by SPSS, analyzed, and got the conclusion as following:
A.How many times and length of exercise time:50% of high school students take exercise more than twice a week: 31.5%exercise time more than 120 minutes 40% students take exercise from Monday to Sunday, the exercise time most in the afternoon 2:00-5:00 p.m.
B.TV and broadcasting are the main source of recreation and sport information.
C.The altitude of sport recreation skill: 43% students have enough skill and know ledge of sport recreation: 36% do not.
D.Sport companions: 80% students with schoolmates or alone: 62% students have more than three partners.
E.The motive of sport recreation: to build up strong and healthy body, then to make mood happy and relax the pressure.
F.Most of the students take part balls playing (70.96%) the second. Outdoor sports (15.6%) the least is the air sport (0.3%) .
G.The reasons make the students con not take part sport recreation are there is not enough time, heavy study, no companion: not interest, in the Q and A. there are less reason for lack information or not supported by family.
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Mehrotra, Anju. "A comparative study of leadership styles of Principals in relation to job satisfaction of teachers and organisational climate in government and private senior secondary schools of Delhi." Thesis, 2002. http://hdl.handle.net/2009/1114.
Full text
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Jaw, Chia-Yi, and 趙家億. "Applying Delphi Method to Analyze The Knowledge Management Activities for Vocational Senior High School Information Technology Teachers - a Case Study for a Public and a Private Vocational Senior High Schools in Hsinchu County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86191537423638592656.
Full textAbstract:
碩士<br>國立交通大學<br>理學院碩士在職專班網路學習學程<br>97<br>This study discusses the knowledge management activities for vocational senior high school teachers. The research methodology is based on literature review and Delphi method to collect expert opinions. We collect 17 teachers’ questionnaires and run two times data collection processes. After using Delphi method analysis, this study has five different levels, 58 items in knowledge management activities for vocational senior high school teachers.
In Taiwan, educational resources in public and private school have large amount differentiation. In public school, the resource granted from government is far more than private school, especially in funding, equipment, and student quality. In the long run, the competition will be higher because of lower birth rate in Taiwan. Private school must persuade for more teaching equipment, quality, and content to develop its own specialty and attract more students in the future based on efficiency knowledge management activities and systems.
After two times Delphi method processes, we found that most of the items do not have significant because the public vocational senior high school and private one do not have too much different in knowledge management activities. In other words, these two schools have highly knowledge management activities in their own circumstance. We can find that private vocational senior high school has good performance in student computer skill testing score. This can prove that public vocational senior high school and private one has similar performance in teaching and skill training for students.
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Munien, Devandaran. "A study to provide direction as to the curriculum of the sixth form programme at Michaelhouse in order to improve the marketability of the programme." Thesis, 2002. http://hdl.handle.net/10413/4147.
Full textAbstract:
A central requirement to accomplish a competent and effective education system is the inclusion of a post matric year to facilitate the transition from the protected academic leaning to the reality of the world at large. This strategy needs to emphasise the acquisition of formative information to minimise problems that might arise if life skills needs and tertiary learning barriers are not promptly identified and addressed. Michaelhouse a private school in Kwa-Zulu Natal- South Africa is faced with declining numbers in the post matric class called the sixth form. The study recommends that in order to improve the marketability of the sixth form programme, the following objectives need to be met by Michaelhouse. i. Be a centre of excellence providing high quality education in a supportive and caring environment. ii. Be entrepreneurial and innovative in encouraging more students to pursue the post matric offering. iii. Be responsive to the needs of the community and business sector in the provision of continuing education and training. iv. Prepare students to function effectively in an adult world. The purpose of this study is to establish the expectations of students with regards to the offering of a sixth form programme, in order that the Michaelhouse may customise the curriculum incorporating customer needs. This will be used as a marketing tool to attract pupils to Michaelhouse.<br>Thesis (MBA)-University of Natal, Durban, 2002.
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Melo, Helena Ferreira Barbosa de. "Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal." Master's thesis, 2014. http://hdl.handle.net/1822/33892.
Full textAbstract:
Dissertação de mestrado em Economia, Mercados e Políticas Públicas<br>A literatura indica que existem evidências de grade inflation no ensino, ou seja, de
aumentos contínuos das classificações atribuídas aos alunos sem o correspondente aumento no
desempenho académico. Esta dissertação estuda o impacto do tipo de instituição de ensino
secundário no grade inflation em Portugal. Este fenómeno produz uma redução no bem-estar da
sociedade, gera ineficiência económica, contribui para a queda da reputação nas instituições que
inflacionam as classificações, gera injustiças e desigualdade sociais entre estudantes e estimula
a redução de esforço na obtenção de elevadas classificações. Para a análise empírica utilizamos
os resultados dos exames nacionais e restringimos o estudo às disciplinas de Português B e
Matemática A, entre os anos 2001 e 2011, divulgamos pelo Júri Nacional de Exames. A
metodologia aplicada nesta dissertação utiliza uma regressão linear múltipla pelo método dos
mínimos quadrados (OLS). Concluímos que existem diferenças no grade inflation entre o ensino
secundário público e privado em Portugal. Para anos mais recentes, com exceção do ano 2011,
o desvio no grade inflation é superior no privado para a disciplina de Português B e, o grade
inflation é superior no público para a disciplina de Matemática A desde o ano 2009. Estes
resultados poderão indiciar uma inversão de tendência, relativos à evolução do grade inflation
entre o ensino secundário público e privado em Portugal.<br>The literature indicates argues that there is evidence on the grade inflation in education,
ie , the awarded higher acedemic without the corresponding increase in academic achievement.
This dissertation studies the impact of the type of secondary institution in grade inflation in
Portugal. For the empirical analysis, we use the results of the national tests and restrict study by
the disciplines of Mathematics A and Portuguese B, between the years 2001 and 2011, released
by the National Jury Examinations. This phenomenon produces a reduction in the welfare of
society, generates economic inefficiency, contributes to the decline in the reputation of the
institutions that inflate ratings, generates social injustice and inequality among students and
encourages the reduction of effort in getting higher rankings. The data are in the official source of
the National Jury of Examinations, The methodology applied in this dissertation, uses a multiple
linear regression, by ordinary least squares (OLS). In this analysis, we concluded that there are
differences in grade inflation between public and private secondary education in Portugal. By
years more recent, with the exception of the year 2011, the deviation in the grade inflation is
higher in private to the discipline Portuguese B and, the grade inflation is higher in public to the
discipline of Mathematics A since the year 2009. These results may indicate a reversal of the
trend, on the evolution of grade inflation between public and private secondary education in
Portugal.
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HOU, TSUNG-MING, and 侯宗旻. "Effectiveness Evaluation on the Teachers’ Practical Empowerment of Hospitality and Tourism Programs in Senior Vocational High Schools--Taking Teachers to Study in Public and Private Sectors as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9pa27e.
Full textAbstract:
碩士<br>國立高雄餐旅大學<br>餐旅研究所在職專班<br>107<br>This research is intended to study the practical experience gains through the exchange between teachers in the department of hospitality and both private and public institutions and the applications of such newly-gained experiences on teaching. The research is conducted via questionnaires, targeting teachers in the hospitality group from both public and private schools and amounting to 341 teachers and 30 schools combined, and interviews with the same research objects as above amounting to 10 teachers and 10 schools combined.
This research concludes 7 discoveries as below:
(1)The degree of recognition from these targeted teachers towards the self-experience gains shows to be satisfactory.
(2)The degree of recognition from these targeted teachers towards the application of self-experience gains on teaching shows to be satisfactory.
(3)The degree of recognition from the senior participants in this study group towards experience gains on their expertise appears to be satisfactory.
(4)The degree of recognition from the full-time teachers towards the improvements from the experience gains over substitute teachers appears to be satisfactory.
(5)The more frequent the exchange occurs, the higher the degree of recognition will tend to be.
(6)The more the gains from exchanged experiences, the better the application on teaching will manifest.
(7)The hospitality skills and knowledge along with developmental status can effectively predict teaching approach effectiveness.
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Dube, Sibongakonke. "The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Central District in Botswana." Diss., 2018. http://hdl.handle.net/10500/24930.
Full textAbstract:
Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study.
The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics.
The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.<br>Information Science<br>M. Inf. Sc.
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黃新棟. "The Research on the Relationship between Junior High School Student’s Learning Channel and Multiple Intelligence—Taking Freshmen of Public and Private Vocational/ Senior High Schools in Taoyuan County as Examples." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65549281597545221072.
Full textAbstract:
碩士<br>國立彰化師範大學<br>商業教育學系<br>97<br>Abstract
Academic achievement or intelligence development not only influence junior high school and elementary school students’ performance in school, their confidence among peers, teachers, and other people, but also affect their development of school work, enterprise, and career in the future.
The research’s main purpose was to explore the difference and correlation between learning channel and academic achievement or multiple intelligence development of vocational/ senior high school freshmen of different background variables before they were graduated from junior high school.
Based on Theory of Cognitive Development of scholars of Jean Piaget (1996) and Vygotsky (1978), Psychosocial Stage Theory of Development of Erik H. Erikson, and Theory of Multiple Intelligences of Gardner and Hatch (1989), the research adopted stratified random sampling to take samples from 883 freshmen of twenty public and private vocational/ senior high schools in Taoyuan County to do questionnaire, and did the data analysis with the statistic software of SPSS for window 12.0. The analysis methods included Descriptive Statistic Analysis (frequency distribution, percentage, and mean value), and Inferential Statistics Analysis (T-test, One-way ANOVA, Pearson’s Correlation Coefficient, and Multiple Regression Analysis). There were 799 copies of practically effective questionnaire, of which the return rate was 90.49%.
The research findings are as follows:
1. Through mean value analysis, the research found that vocational/ senior high school freshmen’s ratio of “self-study” (mean value was 14.63) was higher than that of “interactive learning with someone of intelligence” (mean value was 11.84) before they were graduated from junior high school.
2. Through differential analysis, the research discovered that among the seven personal background variables of vocational/ senior high school freshmen, at four background variables of studying in public or private school, different learning resources offered by family before they were graduated from junior high school, different inheritance of intelligence, and different self-concept before they were graduated from junior high school, a significant difference existed in both the two learning channels of “interactive learning with someone of intelligence” and “self-study;” at the background variable of studying in different department, a striking difference existed in the channel of “interaction learning with someone of intelligence” only, but not in the channel of “self-study;” at the two background variables of different gender and different mature degree (mentally and physically) before they were graduated from junior high school, a conspicuous difference existed in the above-mentioned two learning channels.
3. Through correlative analysis, the research found that the order of eight kinds of intelligence development of vocational/ senior high school students from high to low was: spatial intelligence (means value was 16.23), musical intelligence (mean value was 13.54), interpersonal intelligence (mean value was 13.37), bodily-kinesthetic intelligence (mean value was 13.05), intrapersonal intelligence (mean value was 10.57), linguistic intelligence (mean value was 8.86), logical-mathematical intelligence (mean value was 8.71), and naturalist intelligence (mean value was 8.33).
4. Through correlative analysis, the research found that a positive correlation existed between two learning channels (self-study and interactive learning) before they were graduated from junior high school and vocational/ senior high school freshmen’s intelligence development; the correlation coefficient of “interactive learning” was from .134 to .352, and that of “self-study” was from .143 to .391.
Keywords: Learning channel; intelligence development; IQ test; freshmen of each public and private vocational/ senior high school in Taoyuan County.
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Charlotte, Flodin, and Hagelin Sanna. "Ekonomistyrningen och ledarskapets påverkan på den svenska gymnasieskolan : En jämförelse mellan kommunala och fristående gymnasieskolor." Thesis, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148888.
Full textAbstract:
Introduktion: Valet av gymnasieskola, vilken skola och program en elev väljer att studera vid, är ett val alla i årskurs nio i Sverige måste ta. Ett av dessa val är om eleven ska studera vid en kommunal eller fristående skola. Idag verkar inte skillnaderna vara så stora som de var i början av 90-talet, så finns det ens några skillnader mellan en kommunal och en fristående gymnasieskola idag? Givetvis finns det många faktorer i skolans värld som går att jämföra, men vi har valt att fokusera på ekonomistyrning och ledarskap. Syfte: Syftet med uppsatsen är att undersöka och öka förståelsen för vilka skillnader det finns inom ekonomistyrning och ledarskap på gymnasieskolor med olika huvudmän, samt att se om det finns något samband mellan ekonomistyrningen och ledarskapet. Metod: Vi använder oss av en deduktiv ansats i uppsatsen eftersom vi har utgått ifrån kända teorier och ett antal hypoteser som vi testat mot den insamlade empirin. Teorierna ledde till de observationer och resultat vi fått fram i studien. Vi har också använt oss av flermetodsforskning, huvudsakligen är detta en kvalitativ studie men den kompletteras av en kvantitativ metod. Studien utformas som en fallstudie och vi undersöker fyra fall. Insamling av data till denna studie gjordes genom intervjuer och enkäter. Slutsats: Gällande de fall vi har undersökt kan vi se att det inte finns några större skillnader mellan kommunala och fristående gymnasieskolor inom ekonomistyrning och ledarskap. Den största skillnaden är den politiska styrningen, annars kopplas variationerna mer till den enskilda individen och inte till huvudmän. Slutsatserna som vi har dragit i denna uppsats kan inte generaliseras eftersom studien gjordes på så få fall. En större och djupare studie behövs för att kunna generalisera resultaten.
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Binuyo, Monilola Mary. "The effect of school autonomy on learners’ performance in Egbeda local government secondary schools in Oyo State, Nigeria." Thesis, 2020. http://hdl.handle.net/10500/27201.
Full textAbstract:
Education plays prominent role in the development of nations considering that the progress of
nations depends on the capability of its workforce which is informed by the quality of education
offered its citizenry. Program for international students‟ assessment revealed the need to improve
upon the quality of education across nations. This need was corroborated by the unimpressive
performance of the secondary schools learners in Egbeda local Government of Oyo State.
Ironically, secondary schools management in the local government have been found to have very
little discretionary powers in the administration of their schools – a situation that could have
contributed to the poor performance of the learners. The study thus focussed on the effect of
school autonomy on learners‟ performance in Egbeda Local Government secondary schools of
Oyo State, Nigeria.
Cross-sectional survey research design was adopted for the study. The population comprised 72
Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by
the study. Thirty schools were excluded from the study for not meeting selection criteria of ten
years of establishment. Sample size of 355 was purposively selected for the study. Response rate
was 97.7%. Data were analysed using descriptive and inferential statistics.
Findings revealed that school autonomy dimensions have statistically significant effect on
learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy
dimensions have statistically significant effect on learners‟ affective performance (F5, 341 =
66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant
effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school
autonomy dimensions have statistically significant effect on learners‟ personal development (F5,
341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically
significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05).
The study concluded that school autonomy affected learners‟ performance. The study
recommended that education authorities should make policy provisions that will enhance school
autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo
State to improve learners‟ performance.<br>Educational Management and Leadership<br>Ph. D. (Education Management)
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Luman, Christopher John. "Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/24463.
Full textAbstract:
The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful.
This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature.
This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner.
The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner.<br>Educational Leadership and Management<br>M. Ed. (Education Management)