Tesis: "School of excellence"

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Datta, Subhrangshu 1975. "Developing the Broad Process Excellence Program". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39865.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2007.
Includes bibliographical references (leaves 110-111).
This thesis is based on the author's experience as an intern at the Broad Institute of MIT and Harvard. The Broad Institute has been working on applying and implementing traditional manufacturing process improvement tools to customize and select tools that can be adapted to its needs. Its unique production environment necessitates the requirement to customize and select tools that can be adapted to its needs. The objective of the thesis is to identify such tools and recommend methods to sustain them. The scope includes the following: * Conduct a benchmarking survey to understand what other organizations are doing in the area. * Conduct a stakeholder analysis involving relevant team members in Sequencing Operations. * Design a system that brings together the lessons learned from the benchmarking and stakeholder analysis exercises. * Conduct a project to showcase some of the tools. The objective of the project is to identify key process levers and improve the performance of the Duncan Cycler, a key DNA processing step. This problem solving exercise acts as a proxy for situations where tools recommended by the program can be used.
by Subhrangshu Datta.
S.M.
M.B.A.

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2

Kim, Patricia Costa. "Making music their own : school music, community, and standards of excellence in Seattle, 1960-75 /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11294.

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3

Yuen, Adolph. "School excellence in the perspectives of a subsidized secondary school : a case study of teachers' and principal's perceptions /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710109.

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4

Coffey, Shonna (Shonna Marie). "Achieving business and operational excellence in the pharmaceutical industry". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43838.

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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 Manufacturing Program at MIT, 2008.
Includes bibliographical references (p. 111-114).
Historically the pharmaceutical industry has been highly profitable. However, the increasing regulatory requirements, bargaining power of buyers, and drug failures together with the threat of biosimilars and decreasing R&D productivity are creating challenges for research driven pharmaceutical companies. With future revenue growth uncertain, pharmaceutical companies must focus on cost reduction to sustain the profit margins needed to support research and development of new medicines. The lean methodology first developed by Toyota is recommended as a way to achieve operational success. A deep analysis of the current state of the pharmaceutical industry and the operational inefficiencies inherent in regulated drug production is provided. The renewed importance of operations within the pharmaceutical business model is explored through a case study of the biotechnology segment's leader, Amgen. Specifically, the design and initial rollout of the Amgen Process Excellence (APEX) initiative is studied. The APEX methodology is a six step process based on lean and six-sigma principles to guide operational improvement activities at Amgen. During the author's internship at the Rhode Island site the rollout of the APEX movement included a current state analysis of the site's financial and operational performance. As a result of this analysis, a prioritized list of improvement ideas was generated and incorporated into a future state vision for the site. Implementation of these improvement ideas is estimated to result in a reduction in cycle time by 55%, lower inventory levels, and the elimination of millions of dollars in waste. The following major conclusions were developed as a result of this work.
(cont.) First, substantial improvement opportunities exist within current pharmaceutical manufacturing. Second, pharmaceutical companies must build operational efficiencies into manufacturing process design. Lastly, operational excellence cannot simply be attained through the implementation of an improvement toolkit.
by Shonna Coffey.
S.M.
M.B.A.

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5

Sahney, Mira K. (Mira Kirti). "Building operational excellence in a multi-node supply chain". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34862.

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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 Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.
Includes bibliographical references (p. 92-93).
This thesis shows how a combination of macro-economic, business, and organizational factors can lead a well-run company to adopt a "launch-and-expedite" behavior with detrimental effects on operational efficiency. It also demonstrates how it is possible, for an organization that finds itself in such a state, to apply basic operations principles and a data driven approach to systematically get out of the "launch-and-expedite" mode. The thesis presents a method to characterize a real, functioning supply chain in the context of changing conditions and in the absence of perfect data. It shows the analysis, recommendations, and results from a particular supply chain case study at Agilent Technologies, Inc. The project first analyzes and maps the current supply chain to characterize demand and supply variability. A selected menu of operational building blocks is then recommended to improve overall supply chain performance by reducing the internal bullwhip effect and improving on-time delivery. The recommendations are implemented in a successful pilot study and key operational metrics are recorded such as supply chain inventory, on-time delivery, variability of lead-time, and number of expedite/schedule change requests.
(cont.) The particular organizational context of the project and its affect is also considered. Although this thesis provides a case study of the Colorado Springs Technical Center operations and supply chain, results and lessons learned are applicable to other component suppliers or component buyers within multi-node supply chains, particularly those in the capital equipment business.
by Mark K. Sahney.
S.M.
M.B.A.

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6

Risdon, Cathy. "Curricular processes as practice : the emergence of excellence in a medical school". Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1837.

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This thesis deals with two related questions. The first relates to a critical inquiry into the processes of curriculum creation and formation within a medical school which has undergone a significant curriculum revision. I explore the notion that such processes can be understood as a form of practice in which the relationship between content and process is held together by what is explored in the thesis as an indivisible, paradoxical tension. Exploring curriculum as a kind of process is a novel approach in a school steeped in the traditions of the natural sciences. The common metaphors for curriculum in this setting refer to blueprints, models, behavioural competencies and objective standards. These are all founded on the belief in an objective observer who can maintain some form of distance between themselves and the subject in question. Issues of method are, therefore, central to my explorations of how we might, instead, locate curriculum in social processes and acts of evaluation involving power relations, conflict and the continuous negotiation of how it is we work together. The paradox of process and content in this way of understanding is that participants in curricular practice are simultaneously forming and being formed by their participation. In this way of thinking, it makes no sense to say one can either “step back” to “reflect” on their participation or that there is a way to approach participation “objectively.” The other question I address in this thesis has to do with the emergence of excellence. By emergence, I refer to thinking in the complexity sciences which attempts to explain phenomena which have a coherence which cannot be planned for or known in advance. “Excellence” is a kind of idealization which has no meaning until it is taken up and “functionalized” within specific settings and situations. In the setting of participating in curriculum formation, excellence may be understood as one possible outcome of persisting engagement and continuous inquiry which itself influences the ongoing conversation of how excellence is recognized and understood. In other words, excellence emerges in social processes as a theme simultaneously shaping and being shaped by curricular practice. This research was initiated as a result of a mandate to establish a program which could demonstrate excellence in the area of relationships in health care. The magnitude of this mandate felt overwhelming at the time and raised a lot of anxiety. I found that the traditional thinking regarding participation in organizational change processes (which, within my setting, could be understood as “set your goal and work backwards”) did not satisfactorily account for the uncertainties and surprises of working with colleagues to create something new. The method of inquiry can be read as another example of a process / content paradox through which my findings regarding curriculum and excellence emerged. This method involved taking narratives from my experience as an educator and clinician and a participant in varied forms of curricular processes and inquiring into them further by both locating them within relevant discourses from sociology, medical education and organizational studies and also sharing them with peers in my doctoral program as well as colleagues from my local setting. This method led to an inquiry and series of findings which was substantively different from my starting point. This movement in thinking offers another demonstration of an emergent methodology in which original findings are “discovered” through the course of inquiry. These findings continue to affect my practice and my approach to inquiry within the setting of medical education. The original contributions to thinking in medical education occur in several ways. One is in the demonstration of a research method which takes my own original experience seriously and seeks to challenge taken for granted assumptions about a separation of process and content, instead exploring the implications of understanding these in a relation of paradox. By locating my work within social processes of engagement and recognition, I explore the possibility that excellence can also be understood as an emergent property of interaction which is under continuous negotiation which itself forms the basis for further recognition and exploration of “excellence.” The social processes which shape and are shaped by “excellence” are fundamental to the practice of curriculum itself. Both curricula and “excellence” emerge within the interactions of people with a stake in the desired outcomes as the product of continued involvement and consideration of ongoing experience. Finally, a process view of medical education is presented as a contribution to understanding the work of training physicians who are comfortable with the uncertainties and contingencies involved in the humane care of their patients.

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7

Fouche, Todd P. "Effects of the Texas Principal Excellence Program on Texas Principal Leadership Behavior and School Outcomes". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67983/.

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The purpose of this study was to examine the leadership and school outcome effects of the Texas Principal Improvement program; which authorized the School Leadership Pilot Program under Texas Education Code 11.203. The specific research questions were: What effects did participating in the Texas Principal Excellence Program in 2009-2010 have on participants and their schools? What changes in participants' self-reported and peer-observed leader behaviors occurred between the initial assessment at the onset of the program and the final assessment once the program was completed? What changes were experienced in school's passing rate on mathematics and reading TAKS in schools having the same principal for the two years in 2008-2009 (pre-participation) and 2009-2010 (post participation). The research used TxPEP participating principals who agreed to take part in the study. Principals and a selected group of people who worked with them completed a 360-degree leadership feedback instrument addressing nine leadership competencies at the beginning and end of the program. Paired samples t-tests were used to determine if changes from pre-participation to post-participation were statistically significant. When a statistically significant difference was found, effect size and confidence intervals were calculated to place the data in context. Multiple regression and propensity score matching were used to analyze TAKS data for the second question. The study found that principals believed they were better able to lead after the conclusion of the TxPEP program and that their self-ratings were statistically higher on each of the nine Texas Principal competencies. The results of the 360-degree assessment showed that the peer group felt as if the principals had a statistically significant improvement on three of the nine principal competencies. Regression analysis showed there were no statistically significant changes in the school wide percent passing rates on math or reading TAKS after completion of the TxPEP program. Longitudinal research is recommended to help determine benefits of the program that might take longer to realize.

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8

Drew, Valerie. "Perceptions and possibilities : a school community's imaginings for a future 'curriculum for excellence'". Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13190.

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This thesis reports research undertaken to explore a school community’s imaginings for secondary education for future generations. The research was designed to trouble the seemingly straightforward constructs of imagination and creativity, not merely to trace or audit their inclusion in the secondary curriculum, but rather to invite a secondary school community to put these constructs to work in exploring their imaginings and desires for good education 25-30 years ahead. The objectives used to structure the research involved: tracing the discourses of imagination and creativity in education curriculum policy; exploring a school community’s experiences and perceptions of secondary education; examining a school community’s imaginings for future secondary education; and exploring a school community’s desires for a future ‘curriculum for excellence’. The research was carried out during the development phase of Curriculum for Excellence (Scottish Executive 2004a) in Scotland which is explicit in its desire to provide opportunities for school communities to be/come imaginative and creative. This is not a new aspiration as imagination and creativity are familiar and enduring constructs in education. At a policy level the resurgence of interest in (imagination and) creativity is closely aligned to a desire for economic sustainability. The focus of my study is to explore how the concepts of imagination and creativity might become an impetus for the school community to think differently about good education for future generations. The study took place in a large comprehensive school community in a rural town in Scotland. Groups of participants, including pupils, parents, early-career teachers, mid-career teachers and school managers were drawn from across the school community. The method of data collection was adapted from Open Space Technology (Owen 2008) to provide an unstructured forum for participants to discuss their experiences and imaginings. A theoretical framework which offered a way of thinking differently about the data was devised from readings of concepts drawn from Deleuze (1995) and Deleuze and Guattari (2004) and used to analyse the school community’s perceptions, imaginings and desires. The findings suggest that whilst the new curriculum seems to open up a space for imagination and creativity the school community’s imaginings tend to be orientated to past experiences and/or closely aligned to the policy imaginary which appears to close down openings and opportunities for becoming. However there was a discernible desire in the school community for ‘good’ education in a fair and equitable system which appeared to be less narrowly focused on economic imperatives than that of the policy. I argue that there is a need for a new way of thinking about future education within current structures and systems which I have conceptualised as an ‘edu-imaginary interruption’. The thesis concludes with some reflections on the potential forms of such interruptions to impact on research and professional practice.

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9

Kerness, Shloe. "Defining and Building Excellence: A Model for Professional Development at Arete Charter School". Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6301.

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In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.
Ed.D.
Doctorate
Education and Human Performance
Education

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10

Duarte, Carlos E. A. 1962. "The critical role of manufacturing-process innovation on product development excellence in high-technology companies". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17848.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.
Includes bibliographical references (leaves 90-95).
Few managers of high-technology companies view manufacturing-process development as primary source of competitive advantage. For the last two decades trends have shown an increasing number of high-tech industries outsourcing manufacturing completely to third-party contractors or joint-venture partners. In doing so, companies have tried to avoid the risks of investing in expensive manufacturing plants and losing focus on product research and development (perceived as their true source of advantage). Research on the pharmaceutical industry, over the period between 1985 and 1995, suggests that such thinking is often costly and potentially dangerous to the competitive health of high-tech companies. Studies highlighted a pattern where companies that built organizational capabilities to support innovative, fast, efficient and effective process development, could introduce new products more quickly, with higher yields and controlled processes that gave them a significant cost advantage over competitors. And, surprisingly, they often required less capital investment and fewer development resources than their more conventional competitors. The discovery of this pattern in pharmaceuticals, an industry in which product innovation is paramount, stimulates us to look at other high-technology industries for similar patterns. This thesis explores a framework to understand how manufacturing-process innovation can be a hidden advantage to high-tech companies competing on the basis of product innovation. It also provides examples of companies, in a variety of high-tech industries, which exhibit a pattern similar to the one found in the pharmaceuticals and have accrued tremendous advantages by treating process development as an integral
(cont.) part of the product development cycle.
by Carlos E.A. Duarte.
M.B.A.

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11

Yuen, Adolph y 阮德富. "School excellence in the perspectives of a subsidized secondaryschool: a case study of teachers' andprincipal's perceptions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958412.

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12

Munz, Lida Dais Dahnke. "The relationships between motivational factors and the domains of excellence in high school students". [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000052.

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13

Wyman, Gregory Alan. "The excellence reform movement: Sixteen years later. Teacher perspectives from an Arizona school district". Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289031.

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The latest educational reform movement to sweep across the American educational landscape was called the excellence reform movement (Berube, 1994). This reform movement received extensive media and political coverage and has impacted the education system for past 16 years. This movement has been characterized by waves of reforms, each with a specific focus. The end result was a series of reform initiatives that touched all segments of the educational system. There was a question as to the impact of the reform movement in the classroom. This study sought to gather the perspectives of teachers, from an Arizona school district, on the impact of reform initiatives emanating from the excellence reform movement. The study, framed by the theoretical context of educational change and Etzioni's compliance theory, utilized questionnaire and interview methodologies to collect teacher perspectives. Specifically, the study focused on the impact of reform initiatives on teaching practices in the classroom and factors that influenced teacher decision-making regarding implementation of reform initiatives. Using a multi-method study, an analysis of the data revealed a limited impact of the reform initiatives from the excellence reform movement in the classrooms in this particular district. Teachers indicated it did not matter whether the impetus for a reform initiative came from the state, locally or external to the system the impact was minimal on their practices. The role of teacher compliance with mandated educational reform was discussed utilizing Etzioni's compliance theory (1975). The study revealed that teachers' as lower-level participants in the educational organization complied with mandates from various levels within the educational organization. The analysis suggested this study supported previous studies regarding factors that influence teacher acceptance of reform initiatives (Huberman, 1989/1993; Murphy, Evertson, and Radnofsky, 1991). Specifically, teacher ownership in the reform, rewards and sanctions, and the role of the principal were three factors that impacted teacher decision-making regarding the implementation of reforms.

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14

GALVAO, MARIA CRISTINA DA SILVA. "WE ARE HISTORY S EDUCATION: INSTITUCIONAL IDENTITY AND SCHOOL EXCELLENCE IN COLÉGIO PEDRO II". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15118@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta pesquisa situa-se no centro das indagações sobre os objetivos da educação institucionalizada e sobre o cumprimento, por parte da escola, daquilo que oficialmente ela promete – a democratização do conhecimento escolar. Foram investigadas as condições de produção do ensino considerado de qualidade em nosso sistema escolar público, através do estudo de caso da Unidade Humaitá II, que integra a rede de 13 Unidades Escolares do Colégio Pedro II, instituição considerada um marco na educação brasileira porque sua história se origina na própria história social, política e cultural do país, sendo uma escola percebida como lócus de produção de elites escolares na perspectiva do imaginário social. Para investigar a identidade institucional dessa escola pública de prestígio, assumiu-se a hipótese de que o rendimento dos alunos é diretamente influenciado pelo clima do estabelecimento, recorrendo-se a aspectos atribuídos ao clima escolar e que foram destacados como fatores que outorgam diferenciação de qualidade às escolas. A noção de clima se mostra como um fator primordial para o estudo da identidade dos estabelecimentos de ensino. Concebidas como organizações sociais, as escolas distinguem-se entre si, com seus modos próprios de funcionamento e seus sistemas sociais de relações. O trabalho de campo foi realizado ao longo de 2007 e 2008 e os dados foram coletados através dos seguintes procedimentos: observação nos espaços coletivos, observação em salas de aula, entrevistas semi-estruturadas (formais e informais) com professores, alunos e funcionários e pesquisa em documentos. Para operacionalização do conceito de clima escolar e análise das investigações, foram tomados como referência teórico metodológica os autores Antonio Nóvoa, Leila Mafra, Luc Brunet, Olivier Cousin, Pascal Bressoux , Teixeira Lopes e Manuel Jacinto Sarmento. A partir da análise do material empírico foi possível identificar, no contexto institucional da escola investigada, a configuração singular do conjunto de características que constituem sua imagem de excelência. O sentimento de pertencimento e a identificação dos integrantes da escola com o universo identitário do Colégio Pedro II, a diversidade na origem social dos estudantes, bem como a formação e o comprometimento dos docentes são as singularidades institucionais que distinguem a Unidade Escolar Humaitá II, possibilitando à maior escola pública brasileira fornecer um bom atendimento de Ensinos Fundamental e Médio e ser detentora de desfechos escolares socialmente valorizados.
This study is inserted in current investigations about the goals of formal education and about the fulfillment of the promise schools make: social rise to all students. Focusing on our public school system, we investigated the conditions under which quality teaching is produced. This investigation consisted of a case study referring to Humaitá II, one of the thirteen branches of Colégio Pedro II, a teaching institution which is considered a landmark in Brazilian education, as the history of this school is closely related to the very history of the country, in social, political and cultural terms. Also, this school is seen by Brazilian population as a producer of social elites. We started with the hypothesis that students` proficiency is directly influenced by the atmosphere surrounding the school they attend. We focused on some of the aspects related to this atmosphere – the ones that were highlighted as capable of making a difference in terms of quality teaching. The notion of school atmosphere appears as a crucial factor to the study of school identity. As a social organization, each school has its own way of operating and its own social relation system. The field work was conducted in the years of 2007 and 2008 and data was collected in the following ways: observation of classrooms and other collective spaces, documental research and semi-structured interviews, both formal and informal, with teachers, students and other school workers. In order to use the concept of school atmosphere properly and analyze the data, we took the works of Antonio Nóvoa, Leila Mafra, Luc Brunet, Olivier Cousin, Pascal Bressoux, Teixeira Lopes and Manuel Jacinto Sarmento our theoretical and methodological reference. Through the analysis of the empirical data it was possible to identify the singular configuration that the Humaitá branch has, that is, the set of characteristics that account for its public image of excellence. These characteristics are: the identification of the members of the school with the identitary universe of Colégio Pedro II, the feeling of belonging to this universe, the variety of social origins of its students and the qualification and commitment of its teachers. All of these constitute the institutional singularity of the Humaitá branch and make it possible for Colégio Pedro II, the biggest Brazilian public school of elementary and secondary levels, to provide quality teaching and socially valued school results.

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15

Mattu, Leanne McIver. "Farm visits : interdisciplinary outdoor learning for primary school pupils and Scotland's Curriculum for Excellence". Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7715/.

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There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor environments, little research has been conducted, and little guidance is available, on how teachers can and do use outdoor learning in relation to the guidelines, particularly beyond ‘adventure’ activities. Farms are utilised as an educational resource around the world. This research explored the use of educational farm visits, as an example of outdoor learning, in the context of Curriculum for Excellence. A qualitatively driven, mixed methods study, comprising survey and case study methodologies, was undertaken. A questionnaire for teachers informed subsequent interviews with teachers and farmers, and ‘group discussions’ with primary school pupils. The study found that teachers can link farm visits and associated topics with the Curriculum for Excellence guidelines in a range of ways, covering all curriculum areas. There was a tendency however for farm visits to be associated with food and farming topics at Primary 2-3 (age 6-7), rather than used more widely. Issues to consider in the planning and conduct of farm visits were identified, and barriers and motivations for teachers, and for farmers volunteering to host visits, were explored. As well as practical examples of the use of farm visiting, this research offers a perspective on some of the theoretical literature which seeks to explain the benefits of spending time outdoors. Furthermore, five main recommendations for farm visiting in the context of Curriculum for Excellence are given. These relate to the type of visit appropriate to different age groups, opportunities for teachers to become more familiar with what farms visits can offer, and raising awareness of the organisations and networks which can support volunteer farmers to host visits.

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16

Hess, Robert Thomas. "Tension generators : how principals of secondary schools in Oregon process the demands for excellence, equity, and efficiency /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113009.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-147). Also available for download via the World Wide Web; free to University of Oregon users.

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17

Rottenborn, Joseph F. "A case study of the implementation of Tom Peter's excellence model in the Canfield (OH) local schools, 1986-1993". Youngstown State University / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996520362.

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18

Kyritsi, Krystallia. "Creativity in primary schools : exploring perspectives on creativity within a Scottish primary school classroom". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31518.

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This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.

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19

Rassey, Louis W. (Louis William) 1973. "Enterprise strategy : leveraging the dynamics and behaviors in a supply chain for operational excellence". Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/34731.

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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 Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2003.
Includes bibliographical references (p. 84-86).
by Louis W. Rassey.
S.M.
M.B.A.

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20

Moss, Sidney. "Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5679.

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The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey. Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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21

Hollenbeck, Michelle D. "A case study of principals' roles in rural Kansas elementary school receiving the standard of excellence award /". Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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Villegas, Kavanagh Leon Felipe. "The enterprise architecting framework applied to the supply organization of a sourcing management center of excellence". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44304.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2008.
Includes bibliographical references (p. 91-92).
The basis to develop this thesis was performed after executing an internship in ABB Inc. The main objective of the study was to design the organization to operate the procurement function at a new manufacturing campus.The enterprise architecting roadmap was applied to decompose the complex problem of designing an organization into building blocks that could be easily developed. For this purpose, two enterprise architecture tools were applied: stakeholder analysis and enterprise relevant views. Once the basic building blocks of the enterprise were defined, different analytical tools were applied to design the details of each one. The analytical tools applied to this project were process mapping, total cost modeling, organization design and information technology selection.The outcome of the study was the detailed definition of the following building blocks of an enterprise: processes, process costs, organization and information technology. The conclusions of the thesis generalize the applied concepts to companies that are in the situation of starting new operations.
by Leon Felipe Villegas Kavanagh.
S.M.
M.B.A.

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23

Day, Stephen Paul. "Developing scientific literacy through cooperative learning in school science : one science department's effort to implement Curriculum for Excellence". Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12412.

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24

Wilhite, Paul. "Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5572.

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The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition. Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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25

Tai, Chih-Che. "Reaching for Excellence in Grade 3-5 School Science- Lessons Learned from A THEC-ETSU STEM PD Project". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3283.

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This professional development project seeks to enable elementary teachers to reach for excellence in elementary school science through Inquiry-, Standards-, Problem- and Technology-based (ISPT-based) learning environments. The project provided a total of 102 hours of ISPT-based PD by sponsoring five Saturday workshops, one summer institute and three school visits. It intended to build up two instructional infrastructures under the ETSU Northeast TN Innovation STEM Hub: (1) A Bank of Human Resource: creating a cadre of skillful science lead teachers; (2) A Virtual Instructional Network: building up a web-based instructional resource network. Various summative and formative assessment instruments were used to evaluate the effectiveness of the project, including: Teachers’ Content/Pedagogy Surveys, Classroom Observations, Content Assessments, Tennessee Value-Added Assessment System (TVAAS) Reports and Students’ TCAP Achievement Tests. Overall, this program demonstrated statistically significant growth in all measured areas, including teacher quality, teacher opinions, preparedness, content knowledge as well as teachers’ TVASS reports and students’ TCAP results.

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26

Tai, Chih-Che. "Reaching for Excellence in Grade 3-5 School Science- Experiences and Findings from a THEC-ETSU STEM PD Project". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3270.

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Tai, Chih-Che. "Reaching for Excellence in Grade 3-5 School Science- Experiences and Findings from A THEC-ETSU STEM PD Project". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3285.

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28

Enos, James R. (James Robert). "A new glide path: re-architecting the Flight School XXI Enterprise at the U.S. Army Aviation Center of Excellence". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59239.

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Thesis (S.M. in System Design and Management)--Massachusetts Institute of Technology, Engineering Systems Division, June 2010.
"May 2010." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 141-144).
This thesis utilizes eight Enterprise Architecture views to analyze the U.S. Army Aviation Center of Excellence's Flight School XXI Enterprise and provides recommendations to improve the effectiveness and efficiency of training aviators. The Enterprise Strategic Analysis and Transformation tool provides a guide for understanding the current state of the enterprise and identifying potential areas for improvement. Surveys of the enterprise stakeholders provided an analysis of the stakeholder values and the current enterprise value delivery. Historical data from the U.S. Army Aviation Center of Excellence provided the remaining data for the analysis. A System Dynamics model applied the research to understand the dynamics of the AH-64 training process and conducted an analysis of potential courses of action to stabilize the process. By adding weather days to the Program of Instruction and increasing the daily flight window from 3 to 3.5 hours the enterprise can stabilize the training process. The principles of lean thinking provided a guide for the remaining recommended actions to improve the performance of the enterprise. These recommendations included reducing the batch size of students per course, achieving continuous flow by canceling initial course, and achieving customer pull by aligning aviator production to the aviation force structure. The thesis provides the leadership of the U.S. Army Aviation Center of Excellence with a glide path to transform Flight School XXI into a lean enterprise and achieve the Army's current and future training requirements for aviators.
by James R. Enos.
S.M.in System Design and Management

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29

Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics". Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.

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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.
Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.

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30

Brundrett, Robert Clinton. "The effects of the middle school concept on student achievement as identified by principals and the Academic Excellence Indicator System (AEIS) reports in selected middle schools in Texas". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1362.

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The purpose of this study was to investigate the possible relationship between the level of implementation of the middle school concept and student achievement. The level of implementation of the middle school concept was determined by the Texas Assessment of Middle Level Schools (TAMLS) which was completed by a random sample of middle school principals from across Texas. Student achievement and selected demographic data were obtained from the Academic Excellence Indicator System (AEIS) reports on the various campuses as published on the Texas Education Agency (TEA, 2003a) website. Student achievement, school size, and demographic variables were investigated using frequency counts, mean scores, standard deviations, analysis of variance (ANOVA), and Pearson productmoment correlations across independent variable categories. The independent variable categories were the five criteria and the total score as rated by principals on the TAMLS survey. Major research findings of this study include: 1. Relationships were found between the TAMLS criteria of developmental responsiveness and teacher preparation and professional development with student achievement across all of the research questions examined. 2. Relationships were found between school size, the TAMLS criteria and student achievement. 3. Relationships were found between student ethnicity, the TAMLS criteria, and student achievement. The study results with regard to the relationship between the level of implementation of the middle school concept, taken in its totality, are inconclusive. This finding is supported in a review of the literature. Based on the findings of the study, researcher recommendations include: 1. Middle schools involved in reform efforts to improve student achievement should focus their efforts in the areas of developmental responsiveness and teacher professional development. 2. Principals of large middle schools (n ≥ 801 students) should consider the implementation of the middle school concept as a design strategy when reform efforts are undertaken.

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31

Sellers, John Paul. "Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.

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The problem of this study was the perceptions of Texas public school teachers and principals regarding recommendations for educational reform made in April, 1983, by the National Commission on Excellence in Education. Purposes included determining those perceptions and investigating differences between them, differences among teachers1 perceptions, and differences among principals' perceptions relative to specific categories of recommendations and specific biographic variables. A random sample of 460 teachers and 180 principals, stratified equally among the state's twenty education regions, was selected from the population of public school teachers and principals on computer at the Texas Education Agency, Austin, Texas. The actual number of respondents included 224 teachers and 91 principals, or 49 percent and 51 percent respectively. The instrument used was an attitude scale developed by the investigator. The thirty-nine original recommendations made by the Commission were converted into 118 specific recommendations, more precise and easier to read according to a jury of experts. An. analysis of variance was calculated for hypotheses one, two, five, and six, and t values were calculated for hypotheses three and four. The study was organized into five chapters including the "Introduction," "Review of the Related Literature," "Procedures for Collection and Analysis of Data," "Analysis of Data," and "Summary, Conclusions, and Recommendations." The Appendix includes a sample of the instrument used, the overall mean scores on each individual item for teachers, principals, and all respondents combined, and the total mean scores.

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32

Stubenberg, Patricia Anne. "Descriptions of Clinical Teaching Excellence in the First Two Years of Medical School: The Views of Academic and Community-Based Preceptors". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4780.

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The changing dynamics in patient care, along with the increasing role of early clinical experiences and community-based teaching models, can be a catalyst in furthering important research and training for clinical teaching excellence. Curricular challenges as well as limited scholarly work generate educational possibilities for study. Embracing a strong educational doctrine of teaching excellence in undergraduate medical education will help shape the future of health care and ultimately enhance patient care. This grounded theory study (a) described and explained descriptions of teaching excellence among first and second year academic and community-based preceptors in the Longitudinal Clinical Experience (LCE) program at the University of South Florida (USF), Morsani College of Medicine and (b) generated theory related to the explanation of the phenomenon of clinical teaching excellence. The single site study drew upon preceptors in the Longitudinal Clinical Experience (LCE) course who were nominated for a teaching excellence award by second, third, and fourth year medical students through a voluntary, online survey. Based on these surveys, 17 academic and 17 community-based preceptors who represented someone who had gone above the student's expectations in providing an exceptional learning experience were nominated. From the list of 34, 13 eligible preceptors were invited to participate in the study and a sample of eight (four academic and four community-based preceptors) were interviewed. The semi-structured, one-hour face-to-face interviews were conducted between April and December 2012 using an interview process. All interviews were located in the preceptor's academic, hospital, or practice setting except one, which took place in the preceptor's private residence. Interview questions were distributed to participants in preparation of the meeting. After obtaining written informed consent by the participants, interviews were tape recorded and lasted an average of 60 minutes. Data analysis was completed using a complimentary, manual and electronic coding method to categorize and develop initial concepts and themes. Data were continuously tested with field notes, observations of the interviews and settings, and thoughts from the researcher's journal, supporting the fluid and constant comparative analysis of grounded theory. The following four thematic categories, supported by preceptors' reflective and reframing practices, emerged from the presentation of data for theory development: (a) preceptors have an awareness of, and adapt to, each student's readiness to learn; (b) preceptors demonstrate an intrinsic commitment to teaching; (c) preceptors create supportive learning environments; and (d) preceptors utilize sound pedagogical practices. As a result of an in-depth, reciprocal analysis from the selected categories and descriptions of clinical teaching excellence, a higher-order construct (theory) was generated, and suggested transforming and implementing adult learning principles and strategies into early clinical education experiences can have a positive influence on medical education and strengthen student learning. Recommendations for practice and future research include (a) utilizing findings in curriculum planning, (b) expanding the study to increase awareness of the value of reflection and reframing in clinical teaching, (c) investigating the impact of clinical teaching excellence on patient care practices, and (d) expanding the study to compare primary care and specialty disciplines. Professional development programs should include designing activities based on preceptors' instructional needs, sound pedagogical practices, and in compliance with continuing medical education requirements.

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33

Ombonga, Mary Mokeira. "Understanding experiences of girls in a Center of Excellence in Kajiado District, Kenya an exploratory case study /". Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008.
Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p. 172-182). Also issued in print.

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34

Glasgow, Jaclynn L. "An appreciative inquiry case study: Recognizing the positive core of teachers in a low SES elementary school that met standard of excellence". Diss., Wichita State University, 2008. http://hdl.handle.net/10057/1925.

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The purpose of my study was to discover the successful teaching practices of teachers in a Standard of Excellence elementary school. My study also identified the necessary ecological conditions for the teachers to sustain and extend their successful teaching practices. Due to limited research on the study of successful teaching practices of teachers as it relates to student achievement, this study sought to describe the successful teaching practices of teachers in a SOE elementary school, and it sought to understand the conditions to help sustain and extend their successful teaching practices. The design of this study was a qualitative case study conducted through an appreciative inquiry theoretical perspective and capacity building theory. An appreciative inquiry theoretical perspective is an inquiry process that seeks to affirm and build on strengths and past successes of the participants to discover what gives life to their organization or its positive core. Capacity building theory encourages the conditions and opportunities for shared learning and collaboration. Participants were asked to volunteer to participate in various data collection methods: semi-structured paired interviews, focus groups, and participant created documents. Data were unitized, sorted, and coded through an open and axial coding process (which is a process of breaking down the data and then synthesizing it in a meaningful way) (Strauss & Corbin, 1990), using text analysis software (Ryan & Bernard, 2000) so that the participants’ perspectives were synthesized in a manner that allowed the research questions to be answered (Huberman, 1990). Content analysis simultaneously coded the content and constructs relevant categories (Merriam, 2001). CATPAC software was used as an initial foundation of reading text for the interrelationships between words allowing themes to emerge (Woelfel, 1990). Data was compared by categories, themes, or dimensions of information (Creswell, 1998). Participants were guided through two phases of the AI 4-D Cycle of discovery and dream. Detailed field notes were taken and information was collected from multiple perspectives. Five salient findings emerged from the data analysis: (1) Lincoln Elementary School is a cohesive group of educators who seek to help students reach their potential; (2) Lincoln Elementary School educators collaborate to strengthen and enhance instructional practices; (3) Lincoln Elementary School educators value and care about all school stakeholders; (4) Lincoln Elementary School educators created an inclusive community bound by strong interpersonal relationships; (5) Lincoln Elementary School educators want to create a learning environment that is student centered and family oriented where teachers use progressive practices in teaching students. The findings from my research suggested that the appreciative inquiry process has the potential to change teachers’ pedagogical practices and the conditions for the practices to sustain. Using an appreciative inquiry process in this research study empowered participants and sparked a new vision of optimism, hope, and a passion for teaching. All the findings from this study have the potential to transform how educators meet the demands of school accountability and look to sustain high performance by describing the successful teaching practices and the ecological conditions needed to sustain and extend these practices.
Thesis (Ph.D.)-- Wichita State University, College of Education, Dept. of Educational Leadership

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35

Glasgow, Jaclynn L. Calabrese Ray. "An appreciative inquiry case study : Recognizing the positive core of teachers in a low SES elementary school that met standard of excellence /". A link to full text of this dissertation in SOAR, 2008. http://hdl.handle.net/10057/1925.

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Mooneyham, Mary Charlotte Shepherd. "The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4758/.

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This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.

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37

Bollinger, Susan Marie. "FAME -Families Achieving Mathematical Excellence the process of developing a family involvement program for a Western rural middle school serving American Indian students /". Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/bollinger/BollingerS0510.pdf.

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Family is an important element in the cultural identity of this American Indian community so involving families in the education of their children is crucial. This mixed methods study documents the process of implementing a family involvement program at a rural school serving predominantly low-income families near an American Indian reservation. The results showed there is a strong sense of responsibility among the parents for the education of their children. Parents and students were found to work together to improve their learning by reviewing homework together and doing learning activities at home. Interview data stressed the importance of developing a welcoming learning environment at school and at afterschool events that is culturally sensitive. Families need to feel they are welcomed and respected. The structure of afterschool events must be flexible and familiar for continued participation. Facilitators of family involvement programs in American Indian communities need to design programs that are culturally responsive to the local tribe and community, supporting the comfort and learning of the participants, providing materials for everyone to take home, and bringing the program to the people.

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ALMEIDA, MONICA ANDREA OLIVEIRA. "AFFIRMATIVE ACTIONS REGARDING RACE IN PRIMARY EDUCATION AT A SCHOOL OF EXCELLENCE: THE EXPERIENCE AT INSTITUTO DE APLICAÇÃO FERNANDO RODRIGUES DA SILVEIRA – CAP/UERJ". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28201@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A pesquisa trata da adoção de ações afirmativas de corte racial na educação básica, especificamente, no Instituto de Aplicação Fernando Rodrigues da Silveira – CAp/UERJ. O objetivo geral da pesquisa foi compreender como se deu o processo de implementação da Legislação Estadual 6434/13 que determinou a implantação das ações afirmativas na modalidade de cotas raciais, sociais e para pessoas com deficiência no CAp/UERJ. O foco específico da pesquisa diz respeito às cotas raciais no sexto ano de escolaridade do segundo segmento do ensino fundamental. Assim, analisam-se as representações que alguns sujeitos da comunidade escolar, técnico-administrativos, diretor e, em especial, professores e professoras têm sobre as políticas de ação afirmativa. Pretendeu, ainda, investigar como a escola operacionalizou essa lei no tocante ao processo de acesso e matrícula, bem como os possíveis impactos no currículo e nas práticas pedagógicas. Para isso, foram realizadas entrevistas semiestruturadas com dez docentes, cinco professoras pertencentes ao quadro efetivo e outros/as cinco contratados/as; três funcionárias técnico-administrativas e o diretor do colégio. As principais conclusões com o trabalho foram: (i) o pioneirismo da adoção de políticas de ação afirmativa de corte racial no primeiro e segundo segmentos do ensino fundamental; (ii) a permanência desses/as estudantes no colégio através de medidas socioeconômicas; (iii) as questões relativas às formas de avaliação, conteúdos selecionados e às práticas docentes que demonstraram a necessidade de que sejam discutidos processos de formação continuada de professores/as na perspectiva da diversidade étnico-racial e cultural que possam orientar as práticas pedagógicas.
This research relates to the adoption of affirmative actions in regards to race in primary education, specifically in Instituto de Aplicação Fernando Rodrigues da Silveira – CAp/UERJ. The general aim of this research was to comprehend how the process of implementation of the State Law 6434/13 took place. This law determined the implementation of affirmative actions for racial and social reasons and for disabled individuals at CAp/UERJ. The specific focus of this research is related to racial quotas in the 6th year of elementary school. This way, the research analyzes the representations that some individuals from the school community, administrative technicians, directors and especially teachers have about this racial policy. This work also intended to investigate how the school dealt with this policy in its everyday operation in which referred to the process of access and enrollment as well as the possible impact in curriculum and pedagogical practice. In order to achieve those goals, we performed semistructured interviews with ten elementary school teachers; five of these were admitted through contests and the other five by temporary contracts; with three administrative technicians and with the school director. The main conclusions were: i) the adoption of the system of affirmative racial actions in elementary school was pioneer; ii) the student s attendance through social-economic arrangements; iii) the questions related to ways of assessment; selected content and teacher s practice showed that we need to discuss the continued formation for teachers concerning diversity, cultural and racial–ethnic perspective in order to guide their pedagogical practice.

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39

Jones, Andrea (Andrea Sieg). "Using lean enterprise principles to drive quality and on time delivery to customers : a study of the Honeywell Aerospace Engine Assembly and Test Center of Excellence". Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37217.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2006.
Includes bibliographical references (p. 121-122).
Honeywell Aerospace has been a leader in manufacturing high quality engines to customers for decades. With engine and auxiliary power unit (APU) growth of-9% in 2005, and projected growth similar or greater for 2006, however, some segments of the business are experiencing difficulty in delivering engines on time to customer request dates. In the spirit of Lean Enterprise, Honeywell must to deliver value to its customers by stepping back and analyzing the entire value stream. Enterprise-level optimization of supply chain, assembly, and test practices will lead to the greatest benefit to both internal and external stakeholders. This thesis explores the issues within one segment of the Aerospace business - specifically, new engine and APU deliveries -- as well as internal initiatives to drive high quality and lean manufacturing. A Lean Enterprise Self Assessment Tool survey was conducted to highlight opportunities to propel Honeywell to a culture of high performance. Both high-level multi-million dollar opportunities, as well as low-budget, improved processes and communication initiatives will be discussed. Ultimately, the Honeywell Aerospace Engine Assembly and Test Center of Excellence must sacrifice narrow use of lean tools for wide ranging promotion of lean principles, thereby improving the overall value delivery to all enterprise stakeholders.
by Andrea Jones.
S.M.
M.B.A.

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40

Quebodeaux, Pamela Stacey. "Quality in Education in the Calcasieu Parish School System: Experiences of Administrators". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1193.

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The Malcolm Baldrige Education Criteria for Performance Excellence outline effective practices and core values that have assisted businesses, health agencies, government institutions, and several school systems in the United States to improve performance within their organizations. Recent studies of school districts from across the nation have indicated some degree of success with implementation of the Malcolm Baldrige Education Criteria for Performance Excellence. This phenomenological study of principals' experiences with implementation of Quality in Education (based on the Baldrige Education Criteria) within the Calcasieu Parish School System answers the question: What are principals' experiences with the implementation of Quality in Education? Data were collected through individual interviews and questionnaires. Participants included ten principals who had been engaged in this district implementation effort for at least three years, as well as their administrative directors. Transcription, coding, and analysis resulted in emerging themes and key findings, which were organized as benefits and barriers to implementation of this school reform initiative. Benefits were identified as data-based decision-making and use of student data binders, a narrow focus and working smarter, not harder, and increased student responsibility for learning, parent communication and faculty input. This was accomplished through district support with professional development and the work of Quality mentors. Barriers were identified as teacher turnover and continual training of new staff, implementation of other programs, lack of faculty buy-in, and time. This study informs the literature of implementation issues with school reform initiatives.

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41

Newman, Donna M. "The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas". Texas A&M University, 2007. http://hdl.handle.net/1969.1/85820.

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This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East Independent School District (NEISD). Ten existing elementary schools lost students and teachers to four new schools that opened in 2005. Conclusions have been made regarding the impact of downsizing at these ten existing feeder schools on student achievement. The population of this study were students enrolled in third, fourth, and fifth grades at the ten downsized elementary campuses. Research questions were analyzed using an Independent Sample t test and the Pearson Product Moment Correlations to examine whether there was a significant difference between the variables and student achievement and correlations between student achievement and changes in teacher demographics. Based on the findings of this study, the following recommendations are provided: 1. Total tested student population and White subpopulation TAKS scores returned statistically significant improvement at the ten elementary campuses in the area of reading "met standards" after downsizing. 2. The Hispanic subpopulation returned statistically significant improvement in the area of reading "commended performance" after downsizing. 3. The overall tested student population and the Hispanic subpopulation returned statistically significant in the area of mathematics "met standards" after downsizing. 4. The overall tested student population and the Hispanic and White subpopulations returned statistically significant improvement in the area of mathematics "commended performance" after downsizing. 5. The African American subpopulation was the only population in this study whose student achievement mean declined from 2005 to 2006 in the areas of reading "met standards" and mathematics "commended performance." 6. The African American subpopulation was the only population in this study to show a significant negative correlation between teacher years of experience and student achievement in "commended performance" for reading and mathematics prior to downsizing.

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42

O'dell, Sharon C. "Perceptions of Year-round Principals: The Effect of Year-round Education in Fulfilling the Recommendations of the National Commission on Excellence in Education and Goals 2000". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2955.

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This study sought to answer research questions designed to determine principals' perceptions of the effect of year-round education (YRE) on students, teachers, and parents. These perceptions were then used to determine if YRE is fulfilling the recommendations of the National Commission on Excellence in Education and Goals 2000. There were 27 null hypotheses used to answer eight research questions that guided the study. Analysis of the data revealed that year-round principals perceive YRE as having a significantly positive impact on 25 variables in areas relating to educational opportunities/content, standards and expectations, time/flexibility and operational costs, teaching, and school/parent relations. Analysis of data also revealed principals' initial involvement in a year-round program showed a significant difference in eight of the 25 variables. The null hypothesis used to answer research question 8, does the organizational design of a multiple-track versus single-track plan have an effect on the perceptions of year-round school principals, was not rejected. Based on statistical analysis of the data collected of principals' perceptions, YRE is effective in fulfilling the Commission's recommendations and Goals 2000 for more rigorous and measurable standards with higher expectations for academic performance; improving student competency; preparing all children to come to school ready to learn; strengthening graduation requirements; increasing graduation rates; using school time more effectively; improving teacher preparation and salaries; providing drug-free, violence free schools; and increase parental involvement in schools.

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43

Söderberg, Eva y Lidia Ljungberg. "Handledningsbehov med förhinder". Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7661.

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The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year’s 1-3. The results show that there are more opportunities than obstacles to mentoring. To have someone to go to for advice and support is an important part of the guidance. While there is ambiguity about what the meaning of mentoring is believed to be and who it is for. Special educator's role as mentors in schools varies widely and there is no doubt that the special educator serves many functions and is there for those children who are in need of extra support. The importance of conversation and reflection is considered important, while the lack of time seems to be an obvious factor governing teachers' daily lives in a negative way.

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44

Collier, Denise Lou. "A systems approach to school improvement : the identification and prioritization of core educational systems and processes using the Baldrige quality criteria as an improvement framework for high-performing schools /". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026194.

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45

Morgan, Scott Edwin. "The impact of master scheduling models on student performance as identified by the Academic Excellence Indicator System (AEIS) database in the high schools of the San Antonio Independent School District, San Antonio, Texas". Texas A&M University, 2005. http://hdl.handle.net/1969.1/2564.

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This study determined the impact of master scheduling models on student performance as reported by the AEIS database in the high schools of the SAISD. General student performance and the Texas Assessment of Knowledge and Skills were the primary measures for comparison. The SAISD made a transition from an A-B block schedule in 2002 to a traditional-seven period model in 2003. Conclusions have been made as to the degree of influence that traditional and block schedules have on student performance. The population of this study was the eight high schools of the SAISD. All students enrolled on these campuses were included in the data analysis. The population was 14,418 students during the 2002-2003 school year and 13,689 in 2003-2004. Descriptive statistics and analysis of variance (ANOVA) were the measures utilized for the purposes of population comparisons and data review. Based on the findings of this study, the recommendations for practice indicate the following: 1. Attendance ratings did not return statistical significance on a traditional schedule. 2. Advanced Course participation and AP/IB testing results returned statistical significance on a traditional schedule. 3. SAT and ACT did not return statistical significance on a traditional schedule. 4. TAKS Campus Performance did not return statistical significance on a traditional schedule. 5. TAKS Reading/ELA, Mathematics, Science and Social Studies scores returned statistical significance on a traditional schedule. 6. African American, Hispanic and Special Education Performance returned statistical significance in TAKS Science and TAKS Social Studies on a traditional schedule. 7. White Performance returned statistical significance in TAKS Science on a traditional schedule. 8. Economically Disadvantaged Performance returned statistical significance in each area of the TAKS assessment on a traditional schedule. 9. Limited English Proficient Performance returned statistical significance in TAKS Math on a traditional schedule.

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46

Chapon, Vincent. "Les « repris de justesse » des belles écoles : Etude ethnographique de la structuration et de la construction sociale de l’échec scolaire et des situations de rattrapage dans les classes dominantes". Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21850/document.

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L’étude des élèves en situation scolaire difficile dans les classes dominantes nous permet un autre éclairage quant à la construction de l’idée d’échec. Les enfants issus de milieux très favorisés bénéficient d’un cumul de capitaux leur assurant théoriquement la reproduction de leur posture et de leur niveau social. Cependant on observe au sein même de ces classes des situations d’échec non négligeables. À travers une recherche ethnographique dans des établissements scolaires privés sous contrat très favorisés de Bordeaux et d’une immersion ethnographique dans les classes dominantes, ce travail décrit les modes de construction sociale de l’idée même d’échec dans ces classes ainsi que des formes de rattrapage des « repris de justesse ».La thèse montre à quel point les établissements scolaires d’excellence créent eux-mêmes de l’échec dans ces classes sociales. L’étude des normes d’excellence et des distances à celles-ci, montre à quel point une culture d’établissement trop forte et tournée exclusivement vers les codes des classes favorisées est créatrice d’échec pour les plus éloignés de ces normes et des règles théoriquement inhérentes aux classes supérieures. L’étude montre également comment par la quotidienneté, des établissements se mettent au service d’une classe entière afin de récupérer ces « repris de justesse » et leur assurer la perpétuation attendue. Loin d’une attitude rationnelle de rupture volontaire avec les codes de leur classe, ces élèves en situation d’échec sont les produits des structures même des classes dominantes et des établissements scolaires qui les accueillent
The study of students from the upper classes in difficulty at school offers a different perspective on the idea of failure. Children from very advantaged backgrounds benefit from a variety of assets, which, in theory, guarantee their position and social status. Within these classes, however, significant situations of failure can be observed.Through ethnographic research in Bordeaux's private schools under contract, and ethnographic immersion in the dominant classes, this work describes the types of social constructions of the idea of failure in these classes and forms of remedial for children of ruling classes in failure.This thesis shows how elite schools themselves create a kind of failure in their social classes. The study of the gap between actual performance and the expected standards of excellence in highly respected institutions shows how a strong school culture which exclusively adheres to the codes of the privileged classes could lead to school failure even in children far removed from the rules and values of the upper classes. The study also shows how institutions are at the service of an entire class to retrieve their own children from failure and ensure the perpetuation expected. Far from a rational attitude of deliberately breaking away from the codes of their class, these failing students are the product of the same structures of the dominant classes and schools that host them

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47

Loya, Komal [Verfasser], Hans R. [Akademischer Betreuer] Schöler y Tobias [Akademischer Betreuer] Cantz. "Alternative pluripotent stem cells as a source of hepatic cells / Komal Loya. JRG Stem Cell Biology Cluster of Excellence “REBIRTH” Hannover Medical School. Betreuer: Hans R. Schöler ; Tobias Cantz". Hannover : Bibliothek der Medizinischen Hochschule Hannover, 2012. http://d-nb.info/1021505056/34.

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48

Loya, Komal [Verfasser], Hans Robert [Akademischer Betreuer] Schöler y Tobias [Akademischer Betreuer] Cantz. "Alternative pluripotent stem cells as a source of hepatic cells / Komal Loya. JRG Stem Cell Biology Cluster of Excellence “REBIRTH” Hannover Medical School. Betreuer: Hans R. Schöler ; Tobias Cantz". Hannover : Bibliothek der Medizinischen Hochschule Hannover, 2012. http://nbn-resolving.de/urn:nbn:de:gbv:354-2012041204.

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Bastos, Luciene Maria. "Escola em Aristóteles: instituição de formação cultural e ético-política". Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/3849.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis, developed in the research line Fundamentals of Educational Processes, interrogates the nature, direction, idea, the real soul of the man’s training school, issue that must precede and illuminate the discussion, the understanding and the action, the theory and the práksis in teaching, learning, in the teacher training and in the public policies. School and training, concerned primarily with technical professionalisation, the development of competencies, the logic of the economy and marketing deplete the human’s constitution in the human being, of its ethical dimension. This work thinks, with the philosophy, conceptions and specific practices of the school as an organization at the service of economic interests dominate in the current form of society. The effort to understand the meaning and the nature of education and the school, inseparable from collective life, the culture and the training, as well as of new horizons of thought and action, follows the Ancient Greece, especially in the V and IV centuries BC. Emphasizes the grandeur and the rigor of the Corpus Aristotelicum, particularly the Nicomachean Ethics and the Politics, its discussion of the práksis, of areté, excellence, moral virtue, of eudaimonía, happiness, the political nature of the human being, vital to think about what the education is, the training and the school. The text is structured in three chapters. The first seeks to understand the Greek roots of our conception of man, of politics, of collective life and education, which ones are essential to thinking and rebuild the school. The Greeks bequeath us the political reason, the primacy of life in common, joined by philía ties, friendship, confirmed by seeing from de other’s eye. The citizen feels part of a whole community, to participate effectively in public life, assuming responsibility for what belongs to all of us and guiding their choices and actions for the pursuit of the common good. This way of life only builds through education as paideía, cultural and ethical-politics training, seeing the areté, excellent way of life. The second chapter discusses the man as being the logos, the phrónesis as an act of thinking and deliberating about the customs, the laws and the values, guiding the decisions and choices towards excellence. The purpose of human life supposes the subsumption of desires and interests to the right, and the search for the good life, enlivened by the justice, for freedom, for the common good. Form the man, the citizen who truly participates in the collective life, always seeking the common good is not develop skills and competencies, enable him to perform functions and carry out tasks, unlike, is shaping, upgrade their autonomy and freedom, seeking the imposition of ethical life, morally virtuous. The third chapter examines human life as inseparable from the skholé, leisure, creative freedom, not pressed by the needs. This time is the ontological foundation of the school as an institution of formation of excellent man, autonomous and free, committed to the good life, the ethical life; and he does not let to reduce himself to a training and staging center for the work, giving contents supposedly useful to the world production.
Essa tese, desenvolvida na Linha de Pesquisa Fundamentos dos Processos Educativos, interroga a natureza, o sentido, a ideia, o ser mesmo da escola na formação do homem, questão que deve preceder e iluminar a discussão, a compreensão e a ação, a teoria e a práksis no ensino, na aprendizagem, na formação de professores e nas políticas públicas. Escola e formação, preocupadas sobretudo com a profissionalização técnica, o desenvolvimento de competências, a lógica da economia e do mercado, empobrecem a constituição do humano no homem, de sua dimensão ética. Este trabalho pensa, com a filosofia, as concepções e práticas próprias da escola como organização a serviço dos interesses econômicos dominantes na atual forma de sociedade. O esforço de compreender o sentido e a natureza da educação e da escola, inseparável da vida coletiva, da cultura e da formação, bem como de novos horizontes de pensamento e ação, segue as luzes da Grécia Antiga, em especial nos séculos V e IV a. C. Privilegia a grandeza e o rigor do Corpus Aristotelicum, em especial a Ética a Nicômaco e a Política, sua discussão da práksis, da areté, excelência, virtude moral, da eudaimonía, felicidade, da natureza política do ser humano, fundamental para se pensar o que é a educação, a formação e a escola. O texto está estruturado em três capítulos. O primeiro procura compreender as raízes gregas de nossa concepção de homem, de política, de vida coletiva e de educação, essenciais para se pensar e recriar a escola. Os gregos nos legam a razão política, o primado da vida em comum, consubstancializada pelos laços da philía, amizade, confirmados pelo olhar do outro. O cidadão se sente parte de um todo, ao participar efetivamente da vida pública, assumindo a responsabilidade pelo que é de todos e orientando suas escolhas e ações pela busca do bem comum. Esse modo de vida somente se edifica por meio da educação como paideía, formação cultural e ético-política com vistas na areté, modo excelente de vida. O segundo capítulo discute o homem como ser de lógos, a phrónesis como ato de pensar e deliberar sobre os costumes, as leis e os valores, orientando as decisões e escolhas no sentido da excelência. A finalidade da vida humana supõe a subsunção dos desejos e interesses à razão, e a busca da vida boa, animada pela justiça, pela liberdade, pelo bem comum. Formar o homem, o cidadão que verdadeiramente participa da vida coletiva, buscando sempre o bem comum não é desenvolver habilidades e competências, capacitá-lo para desempenhar funções e cumprir tarefas, ao contrário, é dar forma, atualizar sua autonomia e liberdade, visando à instituição da vida ética, moralmente virtuosa. O terceiro capítulo estuda a vida humana como inseparável da skholé, ócio, liberdade criativa, não premida pelas necessidades. Esse tempo é o fundamento ontológico da escola como instituição de formação do homem excelente, autônomo e livre, comprometido com a vida boa, a vida ética; e que não se deixa reduzir a centro de treinamento e de preparo para o trabalho, ministrando conteúdos supostamente úteis ao mundo da produção.

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Tripp, Lisa Marie. "Trying to bend the bars of the iron cage : a case study of a K-16 partnership /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3064468.

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Tesis sobre el tema "School of excellence"

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