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Dissertations / Theses on the topic 'School improvement; School effectiveness'
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Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.
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Wrigley, Terry. "School effectiveness and school improvement : questioning the paradigms." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/27717.
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School Effectiveness and School Improvement have achieved a hegemonic position as paradigms of educational evaluation and development, both as research paradigms and as discursive practices shaping policy and practice. This is true internationally but with particular strength in the governance of English schools, thus the texts which constitute this doctoral submission – namely a book and several journal articles, and an extended commentary upon them – are grounded specifically in that context. The concept of paradigm is deployed in order to question systematically their (often tacit) methodological and political assumptions and to establish some foundations and justification for alternative models of school quality and educational change. A particular emphasis is placed upon the neglect, within these dominant paradigms, of educational and social aims, curriculum and pedagogy, and their inadequate framing of the relationship between schools and social context. These texts also focus strongly upon the situation of schools serving inner city and other high-poverty neighbourhoods, as a kind of border situation which exposes the limitations of these paradigms.
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Graham, Khalil. "CALIFORNIA TURNAROUND SCHOOLS: AN ANALYSIS OF SCHOOL IMPROVEMENT GRANT EFFECTIVENESS." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/6.
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The purpose of this study was to evaluate the effectiveness of School Improvement Grants (SIGs) in the state of California (CA) in increasing student achievement using the turnaround implementation model. The American Recovery and Reinvestment Act of 2009 (ARRA) included educational priorities focused on fixing America’s lowest achieving schools. SIGs (i.e., up to $2 million per school annually over 3 years) to the nation’s persistently lowest achieving public schools required schools accepting these awards to implement a federally prescribed school-reform model. Of these models, the school turnaround model is the most aggressive and least used. Using data from CA, the researcher analyzed student achievement results in reading and mathematics at six high schools in CA over a three-year span between their pre- and post-SIG-award year.
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Dingle, Angela Mary. "How did a school improve? : a study of a north-eastern comprehensive school." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299665.
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Floyd, David Graham. "An examination of the links between the pedagogical culture of primary schools, school effectiveness and school improvement." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006625/.
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This study examines the proposition that values and beliefs about teaching and learning are of critical importance in determining pupil outcomes. Using a sample of teaching staff from 32 primary schools, I attempt to identify these beliefs and their links with school effectiveness and school improvement. School effectiveness is measured in terms of pupil progress on Suffolk Reading Tests taken at 6+ and 8+ from 1994-6. Data about pedagogical values and beliefs were collected using interviews, questionnaires and Ofsted reports. An outlier framework was used to analyse effectiveness and improvement, and to determine if either was associated with a pedagogical culture based upon the ideology of progressivism which the work of Plowden and Piaget supposedly spawned during the early 1970s. It has been argued that this ideology still continues to influence primary practice and has been largely responsible for a perceived decline in standards of literacy. The results of this study suggest that differences in pedagogical culture between outlier groups are not nearly as wide ranging as some critics of primary practice suggest. However, although the differences may be few, they may still explain the apparent divergence in effectiveness since they appear to relate to pedagogical goals, methods, and certain leadership strategies. Differences between schools in which the rate of pupil progress improved substantially between 1994-6 and those in which it declined, appeared even less marked. This study also explores the challenges involved in linking research into school effectiveness with school improvement, and suggests that the lack of synergy between the two, particularly in the sphere of teaching and learning, can be partly transcended through the concept of pedagogical culture which is common to both fields of enquiry. The study concludes by positing a model that uses pedagogical culture to link both the school effectiveness and school improvement paradigms.
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Homadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.
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Boodhoo-Eftekhari, Chitra Nalini. "Investigating school effectiveness and school improvement in secondary education in Guyana : a qualitative study." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313980.
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Chan, Shun-ching Mary. "Perceptions on changes and strategies striving for school effectiveness : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887065.
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Parker, Beverly Adams Lancaster. "A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/74301.
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The national push for increased accountability, the demand for academic achievement for all students, as defined by high-stakes testing, and sanctions imposed on public schools create significant challenges for the school principal. The principal is charged with leading improvement efforts to improve student achievement and school effectiveness. Striving for excellence is a collaborative, inquiry-based quest, in which the principal must engage all stakeholders in the development of a productive learning culture designed to improve teaching and learning. To do this, educational practitioners must glean and use improvement strategies from well-grounded theory, educational research, best practices, and evidence-based decision making.
This study is an investigation and synthesis of the relationships among leadership behaviors, school culture, and school outcomes, including student achievement, in an effort to determine direct and indirect effects. It is based on the premise that school leadership has a direct effect on school culture, and school culture has a direct effect on school effectiveness, including student achievement. Schein's model of culture was selected as the operational definition of culture. The concept of school climate is based on environmental factors and is included within the larger concept of school culture.
The resulting work is the development of a theory of school effectiveness, based on a review of educational research, theory, and best practices synthesized from multiple studies. The work is intended to serve as a resource for those involved in school leadership and school improvement efforts.
Evidence for supporting direct effects of leadership on school effectiveness, including student achievement is very limited in the literature. However, results indicate that the principal does have a direct effect on school culture and climate through strategic intervention strategies and behaviors. A review of studies examining the relationships between school culture and student achievement indicate that there is a significant moderate effect between school culture and student achievement in K-12 public schools in the United States. Although there remains limited evidence that the school principal directly affects student achievement, there is sufficient evidence to indicate that school culture is a significant mediating factor between principal leadership and school effectiveness.Ph. D.
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LaCognata, Joseph A. Laymon Ronald L. Berg Richard C. "Superintendents' perceptions of their role in the process of increasing school effectiveness." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234464.
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Thesis (Ph. D.)--Illinois State University, 1992.Title from title page screen, viewed January 26, 2006. Dissertation Committee: Ronald L. Laymon, Richard Berg (co-chairs), Patricia A. O'Connell, Rodney Riegle, Kenneth Strand. Includes bibliographical references (leaves 82-84) and abstract. Also available in print.
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Roy, Virginia Watkins Kochan Frances K. "Perceptions of the role and effectiveness of a school assistance team in facilitating school improvement in a low-performing school in Alabama." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/ROY_VIRGINIA_31.pdf.
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Watkins, Simon A. C., and res cand@acu edu au. "An Exploration of How Some Staff Members Perceive Catholic School Renewal in Some Primary Schools in the Catholic Diocese of Rockhampton." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp106.11092006.
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For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.
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Yiasemis, Christakis Georgiou. "Understanding school effectiveness and school improvement in Cyprus : a study of the perceptions of stakeholders." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2597/.
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The modern and post-modern world has tried to explain the factors that lead to effective schooling. The school effectiveness (SE) movement investigates the characteristics of effective schools and how these characteristics may lead to improved pupil achievement. This study investigates the factors that contribute to effective schooling in Cypriot primary schools according to teachers, parents and pupils perspectives. In addition this research investigated people’s attitudes towards the understanding of school effectiveness and school improvement. In the first part of the study 165 teachers, 166 parents and 188 pupils took part. The data was collected using questionnaires. In the second part of the study 5 teachers, 5 parents and 7 pupils were interviewed and an in depth investigation was made about the questionnaire findings and the factors that contribute to effective schooling. The study’s findings explore implications for school improvement and development as well as for policy issues.
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Norberg, Susanne. "Cultural Backgrounds and School Development : A Study of Scandinavian International Schools." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28260.
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The purpose of this study is to investigate if cultural backgrounds affect how staff from Scandinavian international schools view school development. The study is based on the alternative hypothesis that cultural backgrounds affect school development. A survey was sent to seven Scandinavian international schools with questions designed to detect the views respondents have on school development based on the two most prominent school development perspectives; school improvement and school effectiveness. I investigated and analyzed respondents’ views about their own development work at their school today and what they would like it to look like. In addition, I examined what processes and standards they considered important when engaged in school development work. Also, I wanted to see if there were any differences in views depending on where the respondents had had their higher education, were born, or if years spent in Scandinavia had influenced their views. The results indicated that it is not statistically likely that respondents’ cultural backgrounds affect their views on school development. There could be many reasons for this outcome but since these have not been studied, I can only speculate. One reason could be that the majority of the respondents have spent more than ten years in Scandinavia which might have homogenized the respondents’ views on school development. Another reason could be that the majority of the respondents come or have had their higher education in either an English speaking country or in Scandinavia.
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Virén, Jennie. "En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36869.
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The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to adapt the Swedish school to a certain international standard, clearly shows that increased control scarcely leads to improvement. The aim of this paper is to examine whether teachers believe that national tests contribute to equivalent assessment and increased goal attainment. Furthermore the teachers’ attitude towards and work with national tests is described. The paper is written from a school improvement perspective, where good examples from current research on what creates increased quality in school meaning increased goal attainment and equivalent assessment are related to research on school effectiveness and increased testing in schools. The study builds upon a quantitative survey among teachers in upper primary - and secondary school in a medium-sized municipality in Sweden. The result shows that the teachers have a somewhat more positive than negative attitude towards national tests, as a whole. The teachers use the tests in their instruction and they are a part of their planning. The advantages mentioned are the possibilities of showing off good examples, making the curriculum concrete, prepare the students for the test and get guidelines and support in assessment and grading. The teachers in the survey don’t consider the tests giving a full image of the abilities of a student nor do they consider the tests themselves relevant for the student’s learning. The result also shows a certain variation in the attitude of the teachers. Teachers, who have worked the longest period of time, more than 20 years, are those with the best attitude towards the test and their ability to contribute to increased goal attainment and equivalent assessment. Teachers who have worked the shortest period of time are the most skeptical to the positive effects of the tests. The teachers generally consider the tests contributing to equivalent assessment to some degree, but have the least positive stance toward the ability of the tests leading to improved quality meaning increased learning and goal attainment.
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Baroud-Nabhani, Mona. "School culture, leadership, effectiveness and improvement, and student success in higher education." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/9002.
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The purpose of this study was to identify school factors that promoted students' academic and personal development and enhanced their success in higher education. The underlying assumption was that effective decentralised private schools have strong positive cultures, visionary leadership and adequate resources to remain effective and open to improvement. Five private secondary schools in Beirut were selected based on their reputation for decades of student success on national and university entrance examinations and achievement in private universities. Semi- structured interviews were conducted with principals, sample teachers, student groups, and alumni at a private university. Questionnaires were administered to the full-time teachers and simple frequency counts were used. School and classroom observations were conducted for two weeks in each school to examine daily manifestations of culture and effectiveness. School documents were analysed and data were crosschecked for triangulation. Criteria for university success were students' academic averages, years for graduation, participation in campus life, and interrelationships with faculty and friends (Koljatic and Kuh, 2001). Qualitative data analysis followed Cooper and McIntyre's (1996) method. Themes were reported using direct quotations in the narrative summary. The five self-managed schools determined their missions, student intake, standards, and reform. They have positive cultures and authentic visionary leaders who are culture promoters, instructional leaders, and disciplinarians. Leaders delegated responsibilities but ensured close coordination of programs and operations. A model of effective schools emerged. Two schools were identified as more effective than the others. Their practices reflected their missions, and their alumni were more involved in university life and interrelationships. This study validated the assumption that private schools prepare their students rigorously for academic and social success in higher education. It can serve as a model for school effectiveness.
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Lewis-Briggs, Stephanie Kay. "The effectiveness of small learning communities in program improvement schools." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1907248581&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 90-105). Issued in print and online. Available via ProQuest Digital Dissertations.
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Lu, Wang. "Inspection of local administration of basic education in China : process, effectiveness and improvement." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321354.
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Wyatt, Tim, of Western Sydney Nepean University, and Faculty of Education. "Rationality, reporting and indicators : improving school and systemic effectiveness through better information management." THESIS_FE_XXX_Wyatt_T.xml, 1997. http://handle.uws.edu.au:8081/1959.7/700.
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The papers in this portfolio are part of the author's efforts to 'make things better' in education, and are the products of over a decade's thinking and research. While most of the papers are written from within the context of the state school system in NSW, their messages apply equally well to school systems elsewhere. The papers reflect an eclectic mix of research perspectives and methodological paradigms. It is suggested that student learning outcomes may be improved if schools specify goals and objectives, make the necessary resources available and establish accountability mechanisms for monitoring and measuring performance. The analysis and synthesis generates critical knowledge, that is, knowledge which is explanatory and interpretive. The desire to assist schools to achieve a position where they are able to (firstly) assemble their own data systems, and secondly to conduct their own analysis of this data and report this to the school community has been the common theme underpinning all the professional work of the author. The works evolved in this portfolio document an evolving process, and one which is far from concluded. There is much further work that could be done. An analysis of the macro and micro-politics of school improvement processes, for example, would be a useful contribution to the literature. For the present purposes, there is a practical need to limit the scope and number of the works presented. The works included all address, in some way, the common theme of improving school and systemic effectiveness through better information management. Hopefully, they have made some small contribution to better understanding the phenomenon, and will in turn positively impact on the performance of schools and school systemsDoctor of Education
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De, Bruyn Phillipus Petrus. "A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/10099.
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The new paradigm in managing organisations, known as Total Quality Management
(TQM), was investigated in this thesis. TQM as a management concept represents a
fundamental change in the management approach of organisations (i.e. schools).
TQM comprises a comprehensive change to the theory and practice of management,
and focuses in particular on leadership and people. It is claimed in literature that the
bulk of problems of organisations is leadership or management-related subsequently
the implementation of TQM poses a major challenge to the managers of those
organisations.
It has become clear from literature that TQM comprises a radical departure from the
traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a
system that liberates the educator from bureaucratic red tape, and which provides for
a model of empowerment and participation. This research was particularly aimed at
the application of quality principles in secondary schools.
The aims of the research were to
• determine the nature and characteristics of TQM in schools through a review of
the literature;
• identify methods from the literature for the implementation of TQM in schools;
• identify and analyse from the literature schools as case studies;
• determine to what extent effective schools make use of TQM, and to what extent
elements of TQM were to be identified in these schools;
• determine whether the strategies employed in schools are based on TQM
assumptions and could characterise them as effective in terms of TQM;
• develop a management strategy for the improvement of the effectiveness of
secondary schools through the implementation of TQM.
A literature study was undertaken to analyse TQM and to determine methods for
implementing TQM in schools. The empirical research consists of two phases: a
quantitative phase comprising the use of a questionnaire to determine to what extent
principals make use of TQM, and a qualitative phase in which principals, educators,
learners and parents participated in interviews to determine what strategies schools
use are based on TQM. Information from both the literature review and the empirical
study was used to develop a management strategy as a guide for principals to
improve the effectiveness of schools through TQM.
The conclusion chapter contains a summary of the research, findings and
recommendations 'in respect of the research aims.Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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Fernando, Bentarage N. A. B. "Ways forward to achieve school effectiveness and school improvement : a case-study of school leadership and continuing professional development of teachers in Sri Lanka." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10019270/.
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This thesis portrays the efforts of a school principal to work towards school effectiveness and school improvement in a school which is over one hundred years old in south Asia between 1995 and 2000. The ensuing case-study is constructed within clearly bounded units of analysis and delineated in the contexts of people, organisations and events. The two prioritised segments in the thesis are the role of school leadership and continuing professional development of teachers. Data obtained were from individualised and focus group interviews of students; interviews of teachers, governors, parents, alumni and principals: classroom observations and documentary evidence. The location of the research arena situated in south Asia and the researcher, originating in south Asia now domiciled in Britain has encouraged the dissemination of knowledge, pedagogies and skills in education. The stance the researcher adopts in this context then has shaped the data gathered and its interpretation. The leading approach to the case-study school therefore is that of further improvement through more appropriate forms of pedagogy encouraging effective pupil learning underpinned by a comprehensive policy for teacher professional development. In this process the school principal and the senior management team play crucial leadership roles. The deeply embedded iterate research themes in this thesis that are linked to the research questions are about strong but collegial leadership and leaders who constantly model the way and encourage the heart. The critical aspect that is highlighted and breaks existing boundaries is one in which leaders and followers inspire each other to higher levels of motivation and achievement.
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Miller, Thomas W. "Critical Friends Group : the effects in an elementary school setting /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/millert/thomasmiller.html.
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Al, Johani Yasin Salim S. "Pioneer school effectiveness and improvement in Saudi Arabia : the case of the secondary educational institutions." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3715.
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This study, Pioneer Schools Effectiveness and Improvement in Saudi Arabia: The Case of the Secondary Educational Institutions, is the first systematic investigation of school effectiveness (SE) and school improvement (SI) in relation to the Kingdom’s ambitious Pioneer Secondary Schools Programme (PSP) first introduced in 2000. It selected all eight boys’ Pioneer Schools in the Educational District of Al Madinah Al Munawwarah, as a case study to determine, a decade after its inception, how four key groups now understand and describe the attributes of an effective school: principals, teachers, students and parents. Its unique approach is to utilise a mixed research method by combining both quantitative statistical analysis and qualitative approaches, and using hermeneutics in the latter in order to triangulate the findings. The study departed from the once traditional approach which relied heavily on quantified test results or achievement scores to determine SE and methods of SI. Instead, this study posed three fundamental research questions ad generated lists of identifiable indices of priorities and outlooks of the four respondent groups in relation to SESI for the schools in question. The findings of this study consistently show that, from the perspective of those surveyed and interviewed, much more has to be done in pioneer schools in Saudi Arabia before they can be considered truly effective schools in international terms. Moreover, the discussion of the data generated draws the further conclusion that international educational research on SESI issues points to a much more involved and sophisticated process than is suggested by the priorities and outlook of the respondents of this study in the Kingdom of Saudi Arabia.
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Boland, Terry W. "A case study of lower secondary school reform, renewal and culture." Curtin University of Technology, Faculty of Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13576.
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The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.
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Grainger, Michael. "The impact of gaining Investor in People status on primary school effectiveness and improvement." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341778.
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Quincey, Therese. "How far can the antithetical characteristics of school effectiveness and school improvement explain school failure? : a case study of an urban comprehensive, 13-18, 1995-2000." Thesis, University of Newcastle upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289205.
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Saunders, Lesley. "A science in the service of an art? : the use of 'value added' analyses of school performance to aid school improvement." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:ff55c39e-d9f2-4483-bbef-cf827f250781.
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The thesis is concerned to explore whether and how ‘value added’ data analyses can contribute to school improvement, and to identify some of the conditions under which this might be so. In the course of conducting the study, the author experienced a tension between the ‘research’ and the ‘development’ dimensions of her work, and this is used to inform the outcomes of the thesis. The thesis is underpinned by three related aims: first, to provide a historical and evaluative overview of how the idea of ‘value added’ came to enter and influence the debate on educational quality in England. The study of the literature demonstrates that the main principles of ‘value added’ were already well developed before the term was in common use; it also reveals that the ambiguities in the term are not merely reflective of disagreements about how best to calculate value added but actually central to how the idea has been made to function within a particular political agenda for education having to do with ‘raising standards’. Because of the relentlessness of that agenda, ‘value added’ measures of attainment have undergone considerable methodological development over the past ten years, to the point where sophisticated statistical data on pupils’ and schools’ performance is being generated and used by government agencies, LEAs and schools themselves to an extent virtually unknown elsewhere. However, this thesis indicates that the technical and conceptual issues involved in putting such data to practical use in schools are likely to test the interpretative and organisational skills of users. The literature search confirms that not much investigation has been done into how data is actually used, but that what there is suggests some important lines of inquiry. The second aim of the thesis is accordingly to explore, through a small-scale empirical study, the use by secondary school staff of value-added data as exemplified by the NFER’s value added service QUASE. The study was conducted in nine schools, with staff at senior and middle management levels, and focused on mathematics, English and science departments. The third aim of the thesis is to assess how far the case-study findings might shed further light on the issues entailed in using such data for school improvement. The evidence suggested that value added data are seen as complex and often ‘high stakes’ and that – at the time of this study – the uses of value added data were rather more limited than expected; furthermore, the meanings of value added would seem to be socially constructed by the political and institutional environment, and to be closely related to individual teachers’ values and attitudes. This in turn suggests that better insights into, and management of, ‘the psychology and sociology’ of how value added data are perceived and used are necessary. Nonetheless, the study concludes that there is potential for value added analyses to contribute to school improvement under certain conditions; crucially, the study indicated that these included a culture which emphasised self-evaluation – rather than external accountability – within the school or subject department, combined with input from a ‘champion’ or facilitator who understood the technicalities and significance of the data. Value added analyses seemed to be used most actively by,staff who were able to use them ‘heuristically’, that is, to pose informed questions about teaching and learning (rather than as literal truths or statistical fictions). The study argues that ‘value added’ measures of performance are accordingly better understood as a technology than a science – that is, a practical application of knowledge which interacts dynamically with its social and cultural environment.
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Cook, Amy L. "The effectiveness of a targeted Title I pre-kindergarten program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5576.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.
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Chan, Shun-ching Mary, and 陳順淸. "Perceptions on changes and strategies striving for school effectiveness: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195926X.
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Khumalo, Vuyisile L. "The effects of school conditions on learner reading achievement." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46164.
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This study aims to determine the effect of school conditions on learner reading achievement in primary schools in South Africa. Reading skills are not only imperative for further study but are essential for economic and meaningful citizenship. Initiatives such as the Quality Learning and Teaching Campaign, geared to improve the quality of education for all children and to ensure improved learner achievement have resulted in an increase in educational spending. Despite such initiatives, learner achievement remains poor.
In order to measure the relative relationship between school conditions and learner reading achievement, this study focused on selected variables from the PIRLS 2006 South African data, notably from Grade 5 learner reading achievement, teacher and school questionnaires. A secondary data analysis through multiple regression technique was utilised in an attempt to measure those school conditions that may enhance or impede learner reading achievement.
This study follows the tradition of school effectiveness research by utilising the context-input-process-output (integrated model for school effectiveness research) model as espoused by Scheerens (2000; 2005). The integrated model was adapted combining school and classroom factors in order to measure the effect of school wide processes on learner reading achievement.
Although this study was unable to measure the effect of educational leadership on learner reading achievement, it found significant school and classroom factors associated with learner reading achievement. This study highlights the importance of improving the teaching and learning of literacy across all 11 official languages.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
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McCune, Cohn Mary Susan. "Building capacity for sustainability : high school staffs and the improvement of learning and teaching /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7665.
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Nechlani, Rajkumar aka Rahul Shankarlal. "Improvement of cleaning effectiveness through Statistical Process Control in active pharmaceutical ingredient (API) manufacturing." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117971.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2018.Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 92-95).
This thesis presents work that was done to improve the effectiveness of cleaning processes at an active pharmaceutical ingredient (API) manufacturing site that was in the phase of engineering trials and cleaning cycle development. Cleaning cycles executed on the site prior to the project were found to be inconsistent in cleaning the equipment to the desired specifications. Lack of repeatability of cleaning processes was hypothesized to be a resultant of inadequate process control and monitoring. Statistical Process Control (SPC) implemented using process automation was found to improve the success rate of cleaning processes significantly. SPC introduction required breaking down the cleaning operation into component steps, identifying critical process parameters (CPPs) and calculation of control limits using Shewhart Control Charts for these CPPs. Significant modifications were done to the automation controls for the recipe to ensure deviations from recipe are captured and appropriate actions are taken by the system or the operator to bring the process back in control. The success rate of cleaning processes improved from 38% to 72% post the implementation of Phase I of SPC with the newer non-conformances being associated to special external causes outside the control of the process. Real-time Multivariate Statistical Process Monitoring (RT-MSPM) was also introduced and piloted as a future opportunity for enhanced control and continuous quality improvement. Multivariate statistical process control eliminates the need to monitor multiple control charts (one for each variable) at the same time accounting for the correlations among process variables.
by Rajkumar aka Rahul Shankarlal Nechlani.
M.B.A.
S.M.
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Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /." Diss., UMK access, 2005.
Find full textAbstract:
Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005."A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.
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Gaiyabu, Maria. "Ekereri in the lives of teachers, parents and pupils : a path to school effectiveness and improvement in Nauru." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/252063.
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Warnock, Teresa Georgeanne. "School System Improvement through Building Leadership, Adult Learning, and Capacity: A Consideration of Instructional Rounds as a Systemic Improvement Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062801/.
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The problem of the study was determining the supportive conditions related to instructional rounds (rounds) to understand better what conditions may allow for sustained systemic improvement over time. Three Texas school districts were studied to understand the perceptions of district leaders, principals, teacher leaders, and teachers with regard to the sustainability of instructional rounds as a systemic improvement practice, the supportive conditions necessary for sustainability, the salient characteristics that differentiated rounds from other improvement practices, and the potential of rounds to build organizational capacity. Observation of network rounds visits and document analysis was conducted to determine alignment of perception with observation and documents. Findings include perceptions, themes, and critical factors for the sustainability of rounds as an effective systemic improvement practice. Supportive conditions emerged as the most significant perception expressed by the participants. Implications for action for school districts beginning or continuing implementation of instructional rounds are suggested based upon findings from participant perceptions and observation of networks. Suggestions for future research are shared. With supportive conditions in place, instructional rounds has the potential to serve as an effective systemic improvement practice.
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SMITH, DENNIS MICHAEL. "MEASURING TEACHER EFFECTIVENESS AS A RESULT OF INTENSIVE TRAINING IN THE ESSENTIAL ELEMENTS OF INSTRUCTION MODEL (MADELINE HUNTER, SUPERVISION, CLINICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188013.
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Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.
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Linder, Susanne. "Väl grundade beslut i förskola och skola : En explorativ studie om skolledares förutsättningar för väl grundade beslut." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68022.
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To improve outome school needs to find methods for analyzing, monitor-ing and using lessons learned in decisionmaking. This study aims to inve-stigate differences when it comes to support school leaders and their per-ceptions of what analyzis can do to decisionmaking. If there are any diffe-rences in school leaders perceptions of areas of development and im-provement of the ability to conduct analysis is also investigated. My theoretical foundation is presented in Westerman´s methodology (2006). The method is hermeneutically quantitative and seeks to detect underlying structures. Based on the framework of decision theory and ”Framework theory”, founded by the Swedish professors of pedagogy Ur-ban Dahlöf and Ulf P. Lundgren the concepts was operationalizied. To answer the questions I seek a questionnarie study was conducted where 126 school leaders from preschool to secondary schools participaded. The conclutions of the study shows there are differences. School leaders, who believes that analysis of data contributes to good insight in their op-eration also believes that they have a high degree of support from muni-cipality principle. School leaders´ perceptions of areas of developement show that primary school leaders to a greater extent concider that increa-sed quality in terms of structure (developing knowledge of data and deve-lopment methods for measuring results) would help develop analysis of data in their own administration context. The established differences may be of interest to school leader in terms of municipalities and in sup-porting school leaders. The study also shows defferences between deve-lopmental areas and background variables, wich may be of interest in evaluating how the process of analysis of data linked to decisions in gene-ral works within organsations. In the light of these differences – Does our analysis of data contribute to decision making?Att hitta metoder för att analysera, följa upp och använda lärdomar i väl grundade beslut är förskolan och skolans ansvar lokalt. Syftet med före-liggande studie är att undersöka skillnader i rektorer och förskolechefer uppfattningar om vad analys av resultat kan bidra till i de väl grundade besluten, med avseende på upplevt stöd och om det finns skillnader i rek-torer och förskolechefers uppfattningar om utvecklingsområden av ana-lys av resultat undersöks också. Min teoretiska utgångspunkt finns i Westermans metodologi (2006). Me-toden är hermeneutisk kvantitativ och söker upptäcka underliggande strukturer. Utifrån beslutsteori och ramfaktorteori, grundad av pedago-gikprofessorerna Urban Dahlöf and Ulf P. Lundgren operationaliseras be-greppen. I en enkätstudie, som besvarades av 126 skolledare från förskola till gymnasium, söks sedan svar på frågeställningarna. Slutsatserna är att det finns skillnader. Skolledare som i hög utsträckning anser att analys av resultat bidrar till verksamhetsinsikt anser också att de i hög utsträckning har stöd från huvudmannen. Skolledares uppfatt-ningar om utvecklingsområden visar att grundskolans rektorer i högre ut-sträckning anser att ökad kvalitet vad gäller struktur (att utveckla sam-manställningar av underlag och utveckla sätten att mäta resultaten) bi-drar till att utveckla analys av resultat i den egna förvaltningen. Skillna-derna kan vara av intresse för huvudmannen när det gäller uppföljning och stöd till rektorer och förskolechefer. Studien visar även på skillnader mellan utvecklingsområden och bakgrundsvariabler, vilka kan vara av in-tresse vid utvärderingar av hur processen med analys av resultat kopplad till beslut i stort fungerar. Hur ser det ut hos oss med bakgrund av dessa skillnader – bidrar våra analyser av resultat till väl grundade beslut?
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Mills, Sandra Hartington. "Causal factors in teacher stress and morale : causes of absenteeism, low morale, illness and loss of efficiency among secondary school teachers with recommendations for the improvement of working conditions, effectiveness and the self-concept of teachers." Thesis, University of Bradford, 1985. http://hdl.handle.net/10454/3843.
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Problems that face teachers, especially those in secondary schools, are discussed. How they have developed over the years to what is now considered to be a crisis level, the increase in absenteeism and illness of the teaching force are also reviewed. A review of existing material explains the nature of stress. The psychobiological aspects are reviewed paying particular attention to the many coping mechanisms that the person will employ and explains how perceptions of situations can play a vital role. Factors that create stress for the teacher are discussed and categorised into familiar sections including pupils, working conditions, working in an organisation, the effects of management, the self concept and role conflict. Selection, training, assessment, pay and promotion are dealt with together in an additional category. Results from a Questionnaire completed by teachers from four local education authorities provides additional material to be considered and reinforces many of the previous claims and observations. After the findings are discussed, conclusions and recommendations are made for the improvement of morale and the reduction of stress in the teaching profession. Many of the conclusions made are linked closely to the self concept of the teacher. This self concept appears to be the focal point at which the problems besetting the teacher meet and are dealt with in either a positive or negative manner. Many of the recommendations made have the effect on the self concept of the teacher as a prominent feature. The stress provoking situations experienced by teachers seem to be reaching unacceptable levels. The physical and mental welfare of teachers is called upon to be monitored in order to reduce the harmful effects that poorly motivated teachers may have on pupils and in order to reduce the physical and mental difficulties apparently being suffered by the teaching profession.
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Mrali, Amos Mzoxolo. "Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006232.
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The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
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Nwoke, Awa. "An analysis of the perceived effectiveness of secondary school teacher preparation programmes for ESL in Nigeria by teachers and teacher trainees : related to proposals for improvement of the programmes." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019579/.
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Scherman, Vanessa. "The validity of value-added measures in secondary schools." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-140841/.
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Wells, John. "A literature review of school improvement, A case study, school improvement at one school site; School improvement models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/MQ54914.pdf.
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Myers, Kate. "School improvement in action : a critical history of a school improvement project." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.
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Sheeran, Martin Victor. "School inspection and school improvement : a case study." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399969.
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Riecken, Theodore John. "School improvement and the culture of the school." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29368.
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This study was an investigation of one elementary school staffs experience with a school-based school improvement program. Using the conception of school "culture" as an analytic construct, the investigator examined the interaction of the culture of the school with a locally developed school improvement program. For the purposes of this investigation, culture was defined as a commonly held set of values and beliefs. Using interviews and participant-observation, the researcher collected data from the school setting over an eight month period. Observational and interview data along with data in the form of program documents and minutes of staff meetings were analyzed to obtain a) an understanding of the shared values and beliefs that constitute the culture of the school and, b) a picture of the developing relationship between the culture of the school and the school improvement program.
Data pertaining to the culture of the school was analyzed and categorized into seven broad themes that appeared to characterize the school's culture. As a further refinement of the construct of theme, five "key suppositions" were identified. These key suppositions consisted of shared values and beliefs about a particular topic, and were seen as the cultural nexus of the school. They included a set of commonly held values and beliefs about the importance of 1) active involvement of students in learning, 2) ongoing professional development, 3) a cooperative ethos among staff, 4) active administrative leadership, and 5) time as a valuable commodity in the school environment.
Using these key suppositions as a framework for analysis, the researcher examined the interaction of the school improvement program with the culture of the school. Analysis of the program's implementation in the school indicated that there was a reciprocal interaction between the program and the school's culture. There was evidence to indicate that three of the key suppositions had an influence on the way the program was implemented in the school. The key suppositions that had an influence on the program's implementation were 1) active involvement of students in learning, 2) active administrative leadership, and 3) time as a valuable commodity in the school environment. There was also evidence to indicate that the school improvement program acted to strengthen two of the key suppositions of the school's culture. The key suppositions that were strengthened were 1) a cooperative ethos, and 2) ongoing professional development.
An examination of teachers' perceptions of the school Improvement process indicated that, on occasion, the improvement process held the potential for conflict when staff engaged in debate about multiple interpretations of some of the program materials. The researcher has hypothesized that in such situations of potential conflict, the culture of the school acted as a stabilizing mechanism in that it provided staff with a common set of assumptions on which to focus their school improvement efforts.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Sister, Loliwe Fezeka. "The role of school management teams in school improvement." Thesis, Nelson Mandela Metropolitan University, 2004. http://hdl.handle.net/10948/372.
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This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.
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GOISIS, CLAUDIO. "COMPETENZE "TACITE" DEGLI INSEGNANTI E JOINT PROFESSIONAL DEVELOPMENT. QUADRI PEDAGOCICI E PROSPETTIVE FORMATIVE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1023.
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Il progetto di ricerca muove dall’interesse per l’emergere di nuove epistemologie della formazione professionale che riconoscono la pratica condivisa come contesto epistemologico di produzione e sviluppo di competenze. Recenti ricerche collegano le possibilità di crescita professionale del singolo allo sviluppo complessivo delle organizzazioni, interpretate come sistemi di comunità che apprendono. Il tema di fondo su cui si confronta la ricerca attiene alla trasformazione delle conoscenze dell’insegnante, all’interno dei vincoli e delle possibilità connesse all’attuale fase di transizione, in favore dell’apprendimento organizzativo. Più in dettaglio, la ricerca indaga il ruolo che assumono le conoscenze tacite nella trasformazione di conoscenza dal livello individuale a quello collettivo.The research project originates from the interest in emerging new epistemologies of professional formation which identify shared practice as the epistemological context of competence creation and development. Recent research relates the opportunities of individual professional growth to the overall development of the organizations, considered as learning community systems. Given the limits and possibilities connected to the present moment of transition, the main point the research deals with is the transformation of the teacher's knowledge in favour of organizational learning. To be more precise, the research investigates the role of tacit knowledge in the transformation of knowledge from individual to collective level.
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Rodríguez, Gina Elizabeth DeShera. "Community collaboration in school improvement /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.
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Novak, Renata P. "Investigating the Effectiveness of Professional Learning Communities in South Florida Public Schools." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/121.
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This applied dissertation was designed to verify the effectiveness of professional learning communities (PLC), as it relates to the participation of administrators and teachers. Prior studies have emphasized the importance of continuing learning experiences for school administrators while working. Chiptin (2013) pointed out the importance of a learning network for principals, in which principals would support each other and share knowledge as well as having a forum to discuss common problems. The writer used a quantitative questionnaire copyrighted by Southwest Educational Development Laboratory as the instrument for the research. The main purpose of analyzing the data quantitatively was to measure the effectiveness of the PLC and the participation levels of the administrators and teachers in the PLCs in the target public school district. The results suggested that administrators and teachers perceived PLCs as a collaborative process in which their opinions and suggestions are shared in a democratic fashion. However, when it comes to the final decision, administrators have the last say. Moreover, administrators listen to teachers’ opinions and suggestions on how to solve problems and how to make the best decisions when it comes to student-centered learning. Furthermore, administrators take into consideration the opinions and suggestions of faculty and staff members when making the final decision. Recommendations include conducting a mixed-method study using both qualitative and quantitative data to provide a better understanding of cultural background between schools’ geographic location and culture as well as the individual staff members’ culture, as contrasted with the PLC dynamics. In addition, this study was conducted to provide better insight into specific student-centered activities and teacher practices.
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Speer, Randy Lee Scribner Jay Paredes. "School performance teams' influence on school improvement in a large urban midwest school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6774.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 29, 2010). Thesis advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.