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1
Karr, Marla Jill. "Middle school restructuring and renewal in one Missouri school district from the perspective of a district administrator." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5977.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.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 March 12, 2009) Includes bibliographical references.
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Savidge, Elizabeth Ann. "The importance of relationships in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5925.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.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 March 12, 2009) Includes bibliographical references.
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Stephens, Deborah Kathryn. "The importance of ownership in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5956.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.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 March 13, 2009) Includes bibliographical references.
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Glickman, Edward J. "Site-based management : a study of selected New Jersey elementary schools /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1139688x.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes tables. Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Frank Smith. Includes bibliographical references (leaves 189-197).
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Trujillo, Tina Marie. "Political and organizational dilemmas of centralized instructional management rethinking the coherence model for urban district reform /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1621833971&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Singleton, Demian. "Value-added versus status comparative case studies of the utilization of student achievement data by public school systems /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009singleton_d.PDF.
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Ross, Murray. "Foucault, power/knowledge, and the recent literature on school improvement." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26908.
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This thesis examines some of the recent literature on school improvement: namely, teacher effectiveness research, school effectiveness research, and four of the commissioned reports on education that were published in the United States during 1983. The analysis relies on a number of central concepts from the social theory of Michel Foucault, in particular his notions of power/knowledge and discipline. It is argued that these bodies of educational research are in themselves either inadequate or inappropriately employed in policy discussions, and that as a result the manipulation of students and teachers seems reasonable and necessary. It is further argued that the teaching practices and educational policies called for in this research are likely to produce unintended, and undesirable consequences which are completely at odds with the stated goals of school improvement.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Stack, Carol A. McNeal Larry. "Principals' perceptions of the organizational structure of middle-level blue ribbon schools and factors that promote efficiency." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819901.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), Patricia H. Klass, Donald G. Hackmann, William C. Rau. "The Blue Ribbon Schools selected as the target population were those schools that received their recognition from the United States Department of Education during either the 1994-95 or 1996-97 school years"-- Abstract. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.
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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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Travaglini, Judith A. "The role of an advocacy design center in Paterson : a paradigm for creating school communities /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1139643x.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes table. Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 126-131).
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Spirrison, Conrad Strand Kenneth H. "Superintendent perceptions of the importance and implementations of quality improvement process best practices in Illinois K-12 schools." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924354.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 17, 2006. Dissertation Committee: Kenneth Strand (chair), Paul Baker, Dianne Ashby, Susan Winchip, Jack Matheney. Includes bibliographical references (leaves 124-127) and abstract. Also available in print.
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Meeks, Lynne Hagens. "An evaluation of the Jacox elementary school improvement program." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164022/.
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Godinez, Larie D. Lugg Elizabeth T. "The case study of climate in an elementary school that restructured into schools-within-a-school." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960415.
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Thesis (Ed. D.)--Illinois State University, 1999.Title from title page screen, viewed July 27, 2006. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Amee Adkins, Ramona Lomeli. Includes bibliographical references (leaves 183-189) and abstract. Also available in print.
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Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).
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Ebersold, Marvin Douglas. "A utilization-focused evaluation of the growth-oriented teacher evaluation model in a selected Missouri school district /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164502.
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Dalal, Anisha D. "School implementation of a board-adopted inquiry process to improve student learning." Diss., [La Jolla] : [San Diego] : [San Marcos] : University of California, San Diego ; San Diego State University ; California State University, San Marcos, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3315040.
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Thesis (Ed. D.)--University of California, San Diego, San Diego State University and California State University, San Marcos, 2008.Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 256-266).
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Fitch-Blanks, Connee R. Fisher Robert L. "Elected teacher leaders' perceptions of teacher leadership in changing schools." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172877.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Robert L. Fisher (chair), Allen E. Bearden, Albert T. Azinger, Barbara L. Nourie. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.
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Maki, D. Michele Baker Paul J. "Learning leadership teams their history, structures, processes, and impact on school improvement in Illinois /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942646.
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Thesis (Ph. D.)--Illinois State University, 1999.Title from title page screen, viewed July 24, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, Donald S. Kachur, Patricia H. Klass. Includes bibliographical references (leaves 276-280) and abstract. Also available in print.
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Jobst, Thomas Baker Paul J. "The school improvement planning process in a high school a case study of the North Central Association outcomes endorsement model /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924348.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 13, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, George Padavil, William Rau. Includes bibliographical references (leaves 147-150) and abstract. Also available in print.
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Steele, Vinest D. Pancrazio Sally B. "The relationship between leadership styles of elementary principals and school culture." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835915.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 6, 2006. Dissertation Committee: Sally Pancrazio (chair), Ramesh Chaudhari, Larry McNeal, Richard Streedain. Includes bibliographical references (leaves 107-115) and abstract. Also available in print.
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Jackson, Christopher W. Huffman Jane Bumpers. "An analysis of the emotional intelligence and personality of principals leading professional learning communities." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6093.
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Cavazos, Cavazos Jose Juan. "Mergers and acquisitions process improvement in a matrix organization." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76489.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Chemical Engineering; in conjunction with the Leaders for Global Operations Program at MIT, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 70).
3M has had aggressive growth through acquisitions. Almost all of the acquisitions add new manufacturing sites to the existing manufacturing and distribution networks. 3M is composed of 38 divisions (as of 2011) with significant independence. There are corporate experts in the different functional areas of due diligence that bring consistency regardless of the division doing the acquisition. However, since manufacturing is not centralized and is managed by each division, there is no corporate expert neither for manufacturing due diligence or supply chain. The difference in the experience level of manufacturing managers in different divisions, and a division-centric view of the supply chain has lead sometimes to integration plans that don't fully take into account opportunities in supply chain rationalization and future manufacturing improvements. The goal of this study is to map the current process and tools across divisions, to identify gaps and to create a business process that can be used as a guideline for all the divisions engaging in acquisitions with a manufacturing component. In addition, a principal components analysis is proposed to find which parameters could predict the outcome of an acquisition.
by Jose Juan Cavazos Cavazos.
S.M.
M.B.A.
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Kashikatu, Lukas. "An organization development intervention in a Namibian rural school in Ohanguena region." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003567.
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Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
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Beukes, Cecil Joseph. "The motivation for, and establishment of education management and development centres (EMDCs) in the Western Cape, South Africa." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of this thesis is to investigate the motivation for the proposed Education Management Development Centres (EMDCs). It also addresses what improvements to the current system EMDCs are supposed to make and how EMDCs hope to enhance collaboration between the Western Cape Education Department and local schools. It also look at the role of the proposed EMDCs and specifically focus on how they hope to promote better inter-sectoral support between the Western Cape Education Department and local schools.
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Madasi, Vuyelwa. "Secondary school principals' perceptions and experience of management development programmes." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003648.
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Management development in educational contexts is a relatively recent development in South Africa. The Task Team Report on Education Management Development of 1996 drew pertinent attention to the need for education management development in South Africa, and set an agenda for such development. Since then many management development programmes have been launched by both National and Provincial government. However, very little research seems to have been conducted on these programmes, especially on how they have been received. This study seeks to address that need. The study is a qualitative phenomenological investigation of how four secondary school principals experienced and perceived the management development programmes they have attended. In line with a phenomenological approach, the study sets aside preconceived ideas and attempts to describe the phenomenon through the eyes of the participants. Findings suggest that management development programmes are perceived as having a big role to play in the development of school managers, but that the programmes on offer suffer from various shortcomings. These include poor planning, lack of organisational and facilitating skills in presenters, lack of commitment, monitoring and support from the bodies offering the courses, and especially the failure of training programmes to bring about increased confidence and self-awareness among participants. Increased selfawareness can help in personal and organisational renewal and growth, and help to minimise the dependency syndrome among principals. Particular needs highlighted by the findings include training in the new curriculum (Outcomes Based Education), holistic development by experts in all facets of school management, training of School Governing Bodies and development of all educators in management as future managers. These findings may prove helpful to education departments and other bodies in the planning and delivery of programmes for new and incumbent school managers.
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Taylor, Rita Neville. "Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10042006-143847/.
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Marshall, Ralph L. Arnold Robert. "A case study of a school improvement program through participatory decision making utilizing cost-versus-benefit information." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720811.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 31, 2006. Dissertation Committee: Robert Arnold (chair), Paul Baker, Kenneth Strand, Norman Durflinger. Includes bibliographical references (leaves 72-74) and abstract. Also available in print.
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Surber, Rebecca Grado Gardner Dianne C. "The Flexible Service Delivery System as a model for school change." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196674.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed May 23, 2006. Dissertation Committee: Dianne Gardner (chair), Mary M. O'Brian, Paul Baker, Mark E. Swerdlik, Norman Durflinger. Includes bibliographical references (leaves 143-154) and abstract. Also available in print.
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Raghunathan, Krishnan. "Productivity improvement in downstream EPC projects using value streams based organization." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37239.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2006.Includes bibliographical references (p. 82).
Productivity improvements in manufacturing facilities have been studied in detail and there are many standardized tools and frameworks readily available to the industry for implementation. However the concept of productivity improvement in large engineering projects that involve high white-collar job content is less clearly understood. While lean concepts like value streams or continuous improvement apply to this environment there are no ready tools available for implementing a lean improvement initiative. This thesis applies lean and concurrent engineering concepts to large scale engineering design and development projects. ABB Lummus, the sponsor company for the internship behind this thesis, is in the business of executing such large-scale projects. Lummus is an EPC contractor providing engineering, procurement and construction (EPC) services for building manufacturing plants. EPC projects run for few years and involve coordination of efforts by hundreds of engineering staff. There are inherently many productivity and information flow issues in such projects. EPC industry in general has been facing significant operational efficiency difficulties leading to cost and schedule overruns in recent years.
(cont.) The main issue was identified as rework due to the fact that the existing project structures do not deal with concurrent engineering nature of the projects. In this thesis we leverage the concepts a combination of lean value streams, Design Structure Matrix (DSM) and Theory of Constraints (TOC) to propose a value streams based organization for EPC projects. We show how this approach addresses the common problem in the EPC projects and sets the stage for improving productivity. The discussion in this thesis has helped launch an initiative that has enabled the acceptance of value streams and DSM techniques at ABB Lummus. Currently a dedicated program is planning a large (> 1 Bn Euro) EPC project along the line of value streams. The following are the key contributions in this thesis: From first principles we define a way to decompose an EPC downstream project into nine value streams. We use DSM to analyze a key value stream in detail and show the need for a value-stream-based organization. Using value streams and DSM we enable the implementation of TOC planning in EPC projects and show how these tools complement each other.
by Krishnan Raghunathan.
S.M.
M.B.A.
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Perestrelo, Helena Ndeyatila. "An organisation development intervention in a rural school in the Omusati region of Namibia." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007636.
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Organizations globally are challenged with a very volatile, fast changing environment. It is only those organizations that develop the capacity to change timeously that will survive in this millennium. (Meyer & Botha, 2000, p.23) Organizational development (OD) is a planned change approach aimed at changing behaviour and enhancing organizational effectiveness. Central to such an approach is continuous business process improvement. OD rests on the foundation of values and assumptions about people and organizations, and it is imperative that organizations adopt systematic methodologies in introducing business improvement interventions. The study introduced an OD approach to one of the rural primary schools in the Omusati region of Namibia, with the purpose of examining if it would bring change in the school. My goal was to explore participants' experience and perception of the OD process and to investigate the possible short term outcome of such an intervention. The case study involved 16 staff members made up of a principal, one head of department and 14 teachers. Data was gathered through formal interviews with the principal, head of department and three teachers, through a focus group interview with teachers, and through observation and observation note entries. The study found that OD was a new concept approach to the participants which differs completely from the way that change processes are introduced in the schools. Participants felt that introducing change in an organization using an OD approach can bring effective change, but it can also place huge demands on participants' commitment. This is particularly so if they do not adopt it as an internal process of business improvement. The OD approach is a long-term change process and not a quick fix. Finally, the outcome of the intervention indicated enthusiasm for the school to continue addressing the prevailing challenges despite various obstacles that they do not have control over.
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Saunders, Chantal. "School cultures among matriculants in Worcester." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96190.
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Thesis (MBA)--Stellenbosch University, 2014.In this study I explore the perceptions and experiences that matriculants have of the culture in their particular school. I argue that in order for the principals of these four schools to improve the relationship between staff and learners and to improve pass rates, it is important that they know how the culture in their school affects learners and that they learn how to connect with the learners through the culture in their school. I highlight the importance of the school culture through an explorative and descriptive research design. I look at the elements that make up the characteristics of an organisation’s culture and how a school could cultivate a healthy learning environment for learners. I refer to emotional intelligence as an important aspect of this transformation for which both learners and staff have to take responsibility. I also stress the fact that each school has its own personality and therefore it should be noted that the findings, conclusions and the recommendations cannot be generalised. Each school needs to be considered in the light of its own personality and therefore its own organisational culture will determine what the learners and staff need to do to improve education in their school. In the study, I refer to teachers as change agents in their school because they know the learners well and have a huge influence on them. The principal as curriculum leader should however take the lead in the process and through his or her leadership style should model the behaviour they want to see in their schools. The principal is seen to be the one to take responsibility for this process of change and manage expectations both inside the school and outside of the school. In order to be more effective and create a healthy learning environment, the teachers need to be more acutely aware of the learners around them, how they learn and take in information. In addition to that they need to have knowledge of their own teaching style. The four schools involved in the study were chosen because they represent both formerly advantaged and formerly disadvantaged areas. This has since changed, but it has not influenced the culture of the school that much. It has helped the schools to be more open to diversity and multiculturalism, but it has not really changed the operating system of the school that much. The learners are proud to be associated with their respective schools and do not feel that they are in any way treated unequally in their school. Problems such as learners dropping out from school, using substances and falling pregnant while still at school are a reality in these schools. Learners feel their peers need to concentrate on their education and should ask for help if need be, however each person is different and the way they deal with situations in life is different. A lot depends on the support a learner has. My argument is that if these learners are supported and cared for they will do much better in school and they will be less likely to drop out of school. The thesis is concluded with a few recommendations to the principals of these schools as well as suggestions for future studies.
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Rutgers, Sandra. "Draw up a project plan for Excelsior Secondary School in the Belhar/Delft area of Cape Town, to deal with the environmental aspects of whole school development." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/4905.
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Thesis (MBA (Business Management))--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The research project focuses on an investigation into the Policy of Whole School Development as a tool to ensure a quality education for all at school level. The research was conducted within the study field of Project Management as the policy has a systems approach to the management of schools and Project Management can be used in its application. The study takes the form of a literature study, evaluating approximately 23 sources. These sources contain research by knowledgeable authors on the topics covered in this research. The research is divided into the following sections: • An introduction explaining the relationship between project management and the Policy of Whole School Development. • An investigation into the Policy of Whole School Development and its proposed application to ensure quality standards of education. A framework for the evaluation of the contexts of schools to bring about holistic change is proposed. • An investigation into the systems approach to project management, systems theory and the requirements for its application in organisations like schools. • An investigation into the micro- and macro context of a school in a previously disadvantaged area to highlight the social, political and economic problems and their magnitude, thus necessitating a systems approach in dealing with it. • An investigation into and a comparison of the historical roles and the changing roles of, the problems experienced by and the benefits derived from NGO's and the state respectively as agents of service delivery. • A proposed project management plan for the implementation of the environmental aspect of whole school development.
AFRIKAANSE OPSOMMING: Hierdie studieprojek fokus op 'n ondersoek van die Beleid van "Whole School Development" as 'n metode om 'n kwalitiet opvoeding vir almal op skoolvlak te verseker. Die navorsing is gedoen in die studie veld van Projekbestuur omdat hierdie beleid 'n stelselbenadering vir die implementering daarvan volg. Projekbestuur kan gebruik word in die toepassing hiervan. Die navorsing neem die vorm aan van 'n literatuur studie van ongeveer 23 bronne. Hierdie bronne bevat navorsing deur toonaangewende skrywers op die verskillende gebiede wat in hierdie navorsing gedek word. Die navorsing is in die volgende dele verdeel: • 'n Inleiding wat die verhouding tussen projekbestuur en die Beleid van "Whole School Development" verduidelik. • 'n Ondersoek van die Beleid van Whole School Development" en die voorsgestelde toepassing daarvan om kwaliteit standaarde te verseker en die voorgestelde raamwerk vir die evaluasie van die konteks waarin skole hulle bevind. • 'n Ondersoek van die stelsel benadering tot projekbestuur, die stelsels teoriee en die vereistes vir die toepassing daarvan in groot organisasies soos skole. • Navorsing oor die mikro - en makro konteks van 'n skool in 'n sub-ekonomiese gebied om die sosiale, ekonomiese en politieke probleme uit te lig en die omvang daarvan te beskryf - 'n omvang wat stelselbenadering benodig. • Navorsing oor en 'n vergelyking van die historiese en veranderde rolle van, die probleme wat ondervind word deur en die voordele wat verkry word van Nie-Regerings Organisasies en die staat respektiewelik as agente van dienslewering. • 'n Voorgestelde projekbestuur plan vir die implementering van die omgewingsaspek van "Whole School Development".
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Udjombala, Josia S. "An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004447.
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The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
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Rengura, Demetrius Kativa. "Exploring staff involvement in an organization development intervention in a school in the Kavango region, Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003424.
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Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.
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Swart, John-Frederich. "The nature of learning support in rural schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2368.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teachers? and What is the nature of learning support in rural schools as experienced by learning support professionals? The aim of this study was therefore to explore and describe the nature of learning support in rural schools, in order to make some recommendations to learning support professionals, teachers and education authorities to ensure the effective development and implementation of learning support strategies in rural schools. The research study was conducted from a qualitative approach, utilising explorative, descriptive and contextual research designs. Purposive sampling was employed and data saturation determined the sample size. The findings were based on a structured analysis framework. Ethical aspects included informed consent, voluntary participation and confidentiality
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Moyo, George. "Re-inventing educational leadership for school and community transformation: learning from the Educational Leadership Management and Development programme of the University of Fort Hare." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003602.
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This study explores educational leadership development and social change strategies pioneered by one programme, the Educational Leadership Management and Development (ELMD) programme of the University of Fort Hare. The programme seeks to model a way of doing social and educational transformation through educational leadership development. Conceptually, the model was meant to draw together a number of education stakeholders operating at various levels of the schooling system to undergo the same programme of leadership development. The programme participants, who included district education officials, schools principals, members of school management teams, educators and members of School Governing Bodies, were to enrol as teams. They would work on learning tasks that were both academic and practical in nature, with an emphasis on experiential learning that leads to the creation of district and community networks of partners, development teams or forums and communities of practice, as well as the production and implementation of district and school development plans. Informed by this conceptual position, the study was structured by two underlying questions. First, whether the ELMD was re-inventing educational leadership beyond the traditional focus on principalship towards one that is inclusive of other education stakeholders. Second, how leadership development as a vehicle for social and educational change can be carried out. The research process was guided by a multi-paradigm perspective which drew heavily on the interpretive and critical science orientations. This led to the crafting of research methods that looked for data that would assist in an understanding of what was happening in the programme, as well as what power dynamics were at play and with what consequences for innovation. The evidence emanating from the study suggests a number of possibilities for consideration by future leadership development programme designers. First, the ELMD programme delivery design shows what can be done to draw participants from various levels of the schooling system, district, school and community and teach them educational leadership together in a mode that mobilizes them for change. Second, how social distance separating different levels of the education hierarchy and status consciousness may disappear gradually as people are brought together to work on tasks of mutual concern. Third, after a year of engagement with ELMD ideas and approach, the participants in the programme appeared to have started a journey of selftransformation towards becoming qualitatively different people who saw themselves as teams capable of tackling education and social problems in their schools and communities. These participants had begun to forge working networks, but the extent to which these could be characterized as knowledge ecosystems and communities of practice remains a question to explore. Fourth, that the current higher education accreditation policies and practices do not accommodate innovative learning approaches of the kind that the ELMD is developing. In this regard, the ELMD experienced difficulties in coming up with an assessment policy and practices which meet the academic as well as the practical developmental concerns of the programme. Fifth, programme instrumentalities and mandates that are put in place do not, in themselves, bring about change. The actual change comes about through the actions of human leadership capable of navigating between structural enablers and constraints.
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Zide, Lulama. "Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006245.
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The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
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Jackson, Christopher. "An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6093/.
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The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.
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Marais, Brennan Secondo. "The impact of mentorship as a key performance area for senior personnel in high schools in the Western Cape." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2101.
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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2016.There is always much debate about the performance of high schools, especially around the lack of learners excelling and the Grade 12 poor pass rate. This dissertation nvestigates the impact of mentorship on the performance of principals, deputy principals and subject heads at a selection of high schools in the Cape Town metropolitan area. Literature on the topic indicates that various types of mentorship programmes exist. The literature review consisted of journal articles, books and policy documents. For the purpose of the empirical study, the research question of whether mentorship has a positive impact on the performance of senior personnel in high schools was best answered by following a quantitative approach to research. The study population comprised 42 senior staff members from three high schools in the Cape Town metropolitan area. A questionnaire survey was used to collect data from the sample of 21 senior staff members, and the data analysis was done by means of a Microsoft Excel spreadsheet using pie charts to illustrate the results. The study found that mentoring subordinate educators and principals is a Key Performance Area (KPA) of the convenience randomly selected schools that fall within the respective district under the jurisdiction of the Western Cape Education Department (WCED), that key personnel are familiar with mentorship, but that there are some issues that need to be resolved. It is envisaged that the implementation of mentorship programmes at high schools will positively influence the development of educators, and impact positively on the performance of key personnel and the performance of the affected schools.
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Mavuso, Mzuyanda Percival. "Education District Office support for teaching and learning in schools: the case of two districts in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006259.
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The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support teaching and learning in schools. This was a case study of two districts in the Eastern Cape Province of South Africa. A total of six district officials and four school based officials participated in this study. In-depth interviews and document analysis were carried out. There were four main findings. First, support for schools by three district based officials was understood and practiced as administrative tasks, mainly consisting of monitoring policy implementation and monitoring resource provision to schools. School Management Teams saw district officers’ visits as focussing on compliance rather than support. Second, some pedagogical support was given by Subject Advisors through training teachers in subject content and methods of teaching that subject. This was done through workshops and demonstration lessons. However Subject Advisors did not at any time observe actual classroom teaching to see if teachers were implementing what they had learnt at workshops. Third, none of the officers mentioned direct support for teaching and learning at classroom level. Visits by officials were not directly linked to influencing teaching and learning classroom level. Fourth, schools saw district officials as working in separate pockets and sometimes sending different signals to them, despite claims by district officials that inter-disciplinary meetings were held among district officials, however, the nature of the coordination and the use to which it is put remains unclear. There were three main conclusions, first that although the district officials’ visits to schools were described as support, they exhibited the trappings of technicism of inspection; supervision and control; and appeared to neglect the developmental aspects implied in the notion of support. Second, the conception and practice of support visits by district officials were characterised by tension between support and control. Third, at district level support to schools lacked coordination among the three categories of officers who visit schools. This has implications for quality management in schools. Given the findings and conclusions of this study; it is recommended that the issue of support for schools be the focus of a survey research for which a probability sample must be drawn in order to generate findings that are generalisable across the participating target population. Other research could focus on investigating mechanisms by which the tension between support and control can be resolved. To improve practice of a framework for the development of a coordinated district support focusing on the core business of teaching and learning is suggested.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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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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Fry, Thurman Jeffrey. "School improvement councils as change agents." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=442.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).
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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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Link, Bill D. Baker Paul J. "Quality management and school improvement a comparative analysis of three elementary schools /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859831&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178890693&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Paul J. Baker (chair), Joseph Pacha, Norman D. Durflinger, Jeffry B. Nelson. Includes bibliographical references (leaves 206-216) and abstract. Also available in print.
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DiBacco-Tusinac, Sandra J. "The perceptions of high school administrators and superintendents regarding specific aspects of the process of continuous improvement." Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996778080.
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Gander, Brian David. "A comparison of early reading outcomes and program costs in four primary reading programs for improved decision-making /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6279.
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Thesis (D. Ed.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-189). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Kovacs, Jane. "Facilitating change in Australian schools applying a business quality improvement model /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/63104.
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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2009.Submitted in partial fulfilment of the requirements for the Professional Doctorate of Business Administration, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Typescript. Includes bibliographical references (p. 269-284)
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Tripses, Jenny Ashby Dianne E. "An examination of the principal's role in managing the paradox of state mandated school improvement and accountability." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835918.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 6, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, Patricia Klass, David Turner. Includes bibliographical references (leaves 211-214) and abstract. Also available in print.
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Harper, John R. Baker Paul J. "The role of teams in quality assurance and improvement planning in two Illinois middle schools." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960416.
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Thesis (Ed. D.)--Illinois State University, 1999.Title from title page screen, viewed July 27, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, George Padavil, Glenn Schlichting. Includes bibliographical references (leaves 177-182) and abstract. Also available in print.