Dissertationen: „Public schools“

1

Keller, Karlyn. „Efficacy in Texas Charter Schools Compared to Traditional Public Schools“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.

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2

Bedden, Dana T. „Public School Law: Student Search and Seizure in K-12 Public Schools“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26409.

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School officials are constantly challenged to perform a myriad of duties in an extremely complex and demanding job with numerous responsibilities. They are expected to work with a variety of students, faculty and parents under difficult circumstances. â Faced with multiple needs, with the necessity of making fast decisions in an atmosphere of fragmented time, administrators are liable for everything they do.â School administrators need to understand the rights guaranteed to students by the Fourth Amendment and how it applies to the school setting. This document will provide an overview of student search and seizure in kindergarten to 12th grade (K-12) public schools in a non-traditional dissertation (non-experimental design) format by providing an historical review of the relevant case law. Specifically, based upon legal research, it will review relevant Supreme Court cases, post-New Jersey v. T.L.O. federal, Pennsylvania and other state court cases related to search and seizure in K-12 public schools. The conclusion and summary will provide answers to the guiding questions, provide a conceptual model, outline what is a reasonable search, and provide a short practical school law exercise to test the readerâ s understanding of search and seizure in public schools.
Ed. D.

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3

Lowry, Daniel G. „Decentralized decision-making in Missouri public schools /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720556.

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4

Moss, Robert. „Why Parents in San Bernardino Choose Public Charter Schools Over Traditional Public Schools“. Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812332.

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Purpose. The purpose of this qualitative study was to identify and describe the attributes of public charter schools considered important for the selection of a charter school as perceived by the parents of charter school students. A second purpose of this study was to identify the sources parents used to inform their decision to enroll their child in a charter school.

Methodology. This qualitative study was accomplished by interviewing parents of public charter school students in three districts within San Bernardino County. The interview consisted of nine open-ended questions and each interview was recorded to ensure accuracy of the responses. The results of the interview were analyzed and organized into a narrative form. The population for the study included parents of public charter school students.

Findings. The participants noted smaller class sizes, higher educational quality, and a more nurturing environment as the main reasons for selecting a public charter school. Their answers also indicated the variety of programs available to them at charter schools influenced their decision to enroll their children. Participants noted talking with friends and family as a major source of gathering information about schools. Using some form of the internet was also instrumental for parents when obtaining information about a given school.

Conclusions. The results of this study supported the conclusion that parent perceptions of schools and the education they offer may be more influential than the school’s performance on state assessments. Results indicated many other factors influenced a parent’s selection of a school. A positive environment, which cultivated learning, and a variety of educational opportunities were crucial attributes for many parents.

Recommendations. The researcher recommended the study be replicated in a different region of California to see if the results remain the same. Additionally, a study should be conducted to see how many and why parents removed their children from public charter schools and returned them to traditional public schools.

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5

Erickson, Brittany. „Democratic School Design: Reimagining School Turnaround in Denver Public Schools“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.

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6

Dowell, Richard Marshall. „School Administrator Impact Upon Physical Restraints in Public Schools“. Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

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7

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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8

Burns, Gwen Jeannine. „Invitational leadership in public schools“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4767.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.

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9

Chapman, Robert Timothy. „Media literacy in public schools“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.

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10

Krout, Anne. „Home schoolers transition to public schools in West Virginia“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1813.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 160 p. Includes abstract. Includes bibliographical references (p. 126-129).

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11

Ertas, Nevbahar. „Public school responses to charter school presence“. Diss., unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-09272007-170214/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).

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12

Magruder, Jack G. Franklin David L. „A study of factors influencing public school district consolidation and reorganization“. Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608953.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed July 5, 2005. Dissertation Committee: David L. Franklin (chair), Ned B. Lovell, John R. McCarthy, Ronald S. Halinski, Dean P. Mack. Includes bibliographical references (leaves 139-141) and abstract. Also available in print.

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13

FISCHER, KATHRYN ROSS. „COMMUNITY AND PARENTAL INVOLVEMENT IN PUBLIC SCHOOLS: AN INVESTIGATION INTO THE EFFICACY OF THE LOCAL SCHOOL DECISION-MAKING COMMITTEES AT TWO CINCINNATI PUBLIC SCHOOLS“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1028058188.

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14

ter, Maat Mercedes Ballbe. „The Functions of School Counselors in Northern Virginia Public Schools“. Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27028.

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The American School Counselor Association (ASCA) recommends a shift from traditional to comprehensive, developmental counseling programs focusing on prevention programs to assist the â wholeâ child (e.g., meeting social, emotional, academic, and career needs). This shift has been slow and inconsistent, bringing great variability to the role of school counselor. This study investigates the current functions of school counselors in Northern Virginia. Five research questions are posed: (1) How do counselors spend their time? (2) In what way do counselors want to change their allocation of time to various counseling activities? (3) How do school counselors feel about their preparation to perform various counseling activities? (4) What factors (work setting, gender, level of education, teaching experience, counseling experience, student-to-counselor ratio, desire to change time allocation, and level of preparation) affect how counselors allocate their time? (5) Do differences exist between school counselorsâ allocation of time to various counseling activities and the mandate of the Virginia Department of Education? Seventy-three Northern Virginia school counselors (45% response rate) responded to a survey on activities in the four major categories recommended by ASCA (counseling, consulting, guidance, and coordination) and in administrative/support services. Participants also were asked to fill-out a one-day log describing their typical counseling functions on any chosen workday. Results indicated that, on an average, Northern Virginia school counselors feel well prepared to conduct counseling activities and allocate 46% of their time to counseling, 17% to consultation, 12% to guidance, 7% to coordination, and 18% to administrative/support services. Counselors desire to spend more time working with students individually and in small groups, and less time in test coordination and administrative tasks. Statistical analyses (p< .05) indicate that allocation of time was significantly affected by work setting, gender, desire to change present time allocation, and level of preparation. These results suggest that Northern Virginia school counselors in this study are performing the functions recommended by the American School Counselor Association and by the Virginia Department of Education. Implications for future research are explored.
Ph. D.

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15

Mook, Donald James Jr. „The Impact of School Choice on Funding Ohio’s Public Schools“. Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1544016092672826.

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16

Cole, Joshua. „Richmond Public Schools: Post-Court Mandated School Desegregation (1986-2006)“. VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1975.

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In 1970, cross-town busing was court mandated to enforce school desegregation in Richmond, Virginia. Unitary status was declared in Richmond when cross-town busing ended in 1986. Richmond Public Schools (RPS) no longer operated as a dual school system for blacks and whites after 1986. Class and racial segregation continued to exist in the City of Richmond. RPS remained predominately black and poor. Socio-economic conditions of the city continued to impact the school district. Controversies, mismanagement and low academic achievement stigmatized RPS until state and federal performance measures forced the district to improve. By 2006, RPS was still segregated; however, as a result of better leadership, academic success was demonstrated on Standards of Learning (SOL) assessments.

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17

Alkrdem, Mofareh. „School-based instructional supervision in Saudi Arabian public secondary schools“. Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2335/.

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This study was concerned with the lack of information regarding school- based instructional supervision practices in Saudi Arabian public secondary schools, with specific attention paid to the perceptions of instructional supervision held by teachers. Therefore, the main aim of this study was to examine what secondary teachers perceive as effective instructional supervision and to examine the current state of school-based instructional supervisory practices and procedures in Saudi Arabian public secondary schools from the perceptions of headteachers, teachers, and district education officers. Specific research questions focused on the respondents' perceptions of and preferences for the focuses and practices of school-based instructional supervision, supervisory personnel, staff development programmes relevant to instructional supervision, and desired changes for improvement supervision practices. A survey design was utilised for this study. Data for the study were collected through questionnaires and interviews. The questionnaires were completed by 272 teachers and in-depth interviews were conducted with 33 participants (18 teachers, 10 headteachers, and 5 district education officers), thus yielding a total of 305 participants. The findings reveal supervision practices were marred by questionable practices associated with victimisation, intimidation, inconsistency, confusion, and biases. The supervisors lacked the necessary supervisory skills, were not serious about their supervisory roles, and, consequently, they were not taken seriously by teachers. In addition, the findings of this study indicate that instructional supervision are characterised by conflicting role expectations that cause stress and mistrust for teachers and instructional supervisors and that the development of clearly written policies on instructional supervision is an area needing the greatest attention. Among the proposed changes for the improvement of supervision practices, based on the findings of the study, were (a) encouraging supervisors to be objective and teacher-friendly; (b) encouraging headteachers to take the leading role in school-based supervision by developing interest in supervision, allowing themselves to be supervised by other members of the teaching staff, and getting involved in classroom teaching to become acquainted with ongoing classroom events; (c) providing appropriate rewards and incentives to teachers who receive good supervisory reports or take initiatives to facilitate their professional learning; and (d) fostering collaboration and teamwork among teachers and instructional supervisors.

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18

Woodward, Cathy Lee. „EFFECTIVENESS OF GOVERNANCE BOARDS IN TRADITIONAL PUBLIC SCHOOL DISTRICTS AND COMMUNITY PUBLIC SCHOOLS IN OHIO“. Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1155745089.

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19

Miller, Nick. „Connecting to a rural public school“. PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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20

Ausbrooks, Carrie Yvonne Barron. „A Comparative Analysis of the Values That Are Predominant in Private Schools, Public Choice Schools, and Public Attendance-Zone Schools in San Antonio, Texas“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332627/.

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Public concern with respect to declining traditional values, character, and family structure in the midst of increased crime, violence, and drug use have brought American education into the political arena and under intense scrutiny. The purpose of this study was to investigate whether or not differences exist in the values fostered in private schools, public choice schools and public attendance-zone schools and whether or not there are differences in the values that are identified by students as compared with teachers. The theoretical framework for the study is based upon the beliefs that values form the foundation of human behavior and that schools influence the values of societies in which they exist.

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21

Melton, David Glenn. „A History of Manassas Park City Schools“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26230.

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The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving.
Ed. D.

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22

Comrie, Donna A. „The Influence of HOPE VI Public Housing on Public Schools“. FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/873.

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In the United States, public school enrollment is typically organized by neighborhood boundaries. This dissertation examines whether the federally funded HOPE VI program influenced performance in neighborhood public schools. In effect since 1992, HOPE VI has sought to revitalize distressed public housing using the New Urbanism model of mixed income communities. There are 165 such HOPE VI projects nationwide. Despite nearly two decades of the program’s implementation, the literature on its connection to public school performance is thin. My dissertation aims to narrow this research gap. There are three principal research questions: (1) Following HOPE VI, was there a change in socioeconomic status (SES) in the neighborhood public school? The hypothesis is that low SES (measured as the proportion of students qualifying for the Free and Reduced Lunch Program) would reduce. (2) Following HOPE VI, did the performance of neighborhood public schools change? The hypothesis is that the school performance, measured by the proportion of 5th grade students proficient in state wide math and reading tests, would increase. (3) What factors relate to the performance of public schools in HOPE VI communities? The focus is on non-school, neighborhood factors that influence the public school performance. For answering the first two questions, I used t-tests and regression models to test the hypotheses. The analysis shows that there is no statistically significant change in SES following HOPE VI. However, there are statistically significant increases in performance for reading and math proficiency. The results are interesting in indicating that HOPE VI neighborhood improvement may have some relationship with improving school performance. To answer the third question, I conducted a case study analysis of two HOPE VI neighborhood public schools, one which improved significantly (in Philadelphia) and one which declined the most (in Washington DC). The analysis revealed three insights into neighborhood factors for improved school performance: (i) a strong local community organization; (ii) local community’s commitment (including the middle income families) to send children to the public school; and (iii) ties between housing and education officials to implement the federal housing program. In essence, the study reveals how housing policy is de facto education policy.

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23

Duszka, Christopher Damian. „School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools“. FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.

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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools. The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years. The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound. The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates. This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.

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24

Borges, Heather. „Against Marketing in U.S. Public Schools“. Thesis, Linköpings universitet, Centrum för tillämpad etik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69719.

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This thesis provides and ethical discussion of the place of marketing in U.S. public schools. This problem is especially interesting in a time where schools are having their budgets vastly cut. The importance of education is lauded as the reason to allow marketing, along with it being used as a teaching tool, among other reasons. The opponents of in-school marketing are discussed, such as health and psychological problems and the social functions of school. I conclude that marketing in U.S. public schools should no longer be allowed, but that it is only realistic to eliminate it gradually.

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25

Jones, Thomas G. „Religion in Indiana's public high schools“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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26

Copeland, David A. „Bullying in public schools in Missouri“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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27

Plummer, Emily Bullen. „Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School“. Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27360.

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The American public school system's immense influence on culture and politics makes its critical inquiry vital for social awareness and prosperity. There is a wide body of literature that speculates on the presence of moral education in American public high schools. This study addresses the research need for information on the real-life "moral education" situation. The use of the literature term "moral education" was confirmed by research participants. A qualitative study was formed to explore the situation. Two American public high schools with different population sizes and ethnic demographics were used to recruit 18 participants. The study determined that moral education is present in American public high schools, because the topic is "organic" or naturally inseparable from the teaching process. A number of methods were used to teach the topic and subjects ranged from controversial to non-controversial in nature.

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Koonce, Jeffrey B. „The transitional experience of home-schooled student entering public education how can public schools better serve the home-schooled student's transition to public education /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4777.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

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Ullian, John Andrew. „Legal issues of public school administrators in Massachusetts“. Thesis, Boston University, 2006. https://hdl.handle.net/2144/32005.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Schools and school officials are not immune from the substantial increase in litigation that has occurred over the past few decades in the United States. Public school administrators need to understand the laws that affect their daily decisions and actions. However, most of the available resources on the law are designed for attorneys and other legal experts. The objective of this project is to create a single text for Massachusetts public school administrators that addresses the major legal issues, las and court rulings that apply to their daily decisions and actions. This publication is not designed for attorneys. It is intended to be reader-friendly, and therefore the legal jargon is kept to a minimum. Please note that this text is for informational purposes only and is not intended as legal advice. If you are in need of legal advice, you should contact an attorney. The process for determining the appropriate content for this publication involved initial research on the primary legal issues facing public school administrators, and also interviewing several Massachusetts public school administrators for their input. (A description of the study and the findings is in Appendix A.) Once the subject matters were determined, extensive legal research and analysis were conducted to find appropriate court decisions, statutes, administrative regulations, arbitration rulings and articles relevant to the selected subject areas. When this was done, the dissertation was written covering the following topics: public school administrators' need to understand tre law; an overview of the legal system; issues related to teachers, such as hiring, firing and suspensions; issues related to students, such as student discipline, suspensions and expulsions, and special education; students' constitutional rights; other important matters for school administrators, such as the requirements for reporting abuse, student records and individual liability; and worthwhile resources including contact information. This publication is intended to be a valuable resource for Massachusetts public school administrators. They will obtain an understanding of the relevant laws, and this knowledge will enable them to be more effective administrators and more comfortable in addressing the numerous issues they face on a daily basis.
2031-01-02

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Kgwete, Ephraim Matala. „The management of school safety with reference to drugs in public schools“. Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-150948.

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31

Law, Kwai-sun Jeffrey. „School community in new town housing estate : integrating the public school into the community /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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32

Knapp, Petra C. „The Architecture of Education: Public Schools in Akron, 1890-1920“. Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1252415666.

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33

Boyle, Maureen, und n/a. „Principals' perceptions of school based management in Australian Capital Territory government schools“. University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.

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This thesis investigates the views of principals in government schools in the Australian Capital Territory (ACT) regarding school based management (SBM). School based management is defined as the delegation of certain decision making functions from central bureaucratic control to a group of personnel located at the school site. In the case of the ACT, delegation of decision making to school sites began in 1974. An additional set of responsibilities was delegated in the 1997/98 period. This study concentrates on the latter period but also takes the extended period of devolution into account. This investigation is based on qualitative and quantitative methods of enquiry and data collection to investigate principals' perceptions of SBM, particularly in relation to the demographic variables of the schools, and selected personal and professional characteristics of the principals. Initially twenty six semi-structured interviews were conducted with principals to determine a framework of seven constructs in relation to SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts of the interviews. The data arising from the interview stage formed the basis for construction of a questionnaire administered to the total population of ninety seven principals in government schools in the ACT. The questionnaire consists of demographic, personal and professional items concerning the school and the principal, items related to the impact of SBM, questions regarding the principals' perceptions of satisfaction with their work, and the importance principals place on selected aspects of their role, particularly following the extension of SBM. Results of the questionnaire are reported using frequency distribution for each of the items in the questionnaire, followed by factor analysis and analysis of variance to test significant differences in the principals' views at the 0.05 or greater level. Results of these analyses show that principals have common perceptions in general about the nature and impact of SBM. Principals' perceptions are however, mediated by a number of independent variables. These are gender of the principal, experience of more than one year's work outside the field of education, the sector of their school, ie primary, high school or college, and the geographic location of the school. Their participation in SBM training programs, bureaucratic support to assist them in implementing SBM, and their expressed need for continued professional development are additional independent variables where statistically significant differences are apparent. Principals in this study view the extension of SBM responsibilities more as an administrative function, than an opportunity to engage in restructuring the school. They see that their role has expanded to place strong emphasis on business management and they consider that they are now working in a market oriented climate where competition for students is a real issue. Hours of work have increased, and maintenance of a balance between work and personal life is a growing concern. Despite this they do not want to return to the former arrangements and continue to express satisfaction with the intrinsic rewards of their profession such as contact with students, colleagues and the community. These results provide important insights into the type of SBM evident in ACT government schools at the time of this study. A number of recommendations for future research and practice are presented related to the findings and linked to the key themes arising in the literature.These suggest ways that SBM can and might be used as a catalyst for development of a new paradigm for education, which will meet the needs of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the self managing school', (Caldwell and Spinks, 1998).

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Yates, Jennifer M., und n/a. „Teachers' perceptions of the work of school counsellors in ACT government schools“. University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.

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This study examines teachers' perceptions of the work of School Counsellors within government schools in the Australian Capital Territory (ACT). Data were drawn from questionnaires returned by a representative sample of 279 teachers and principals, from 16 primary and 8 high schools. The purpose of the study was to: (i) partially replicate a study by Leach (1989) of Western Australian teachers' perceptions; and (ii) investigate whether or not teachers could be considered to be supportive of a general trend towards a broadening role for school psychologists which is evident in the literature. This trend suggests that practitioners of applied psychology in schools may prefer an expanded role which encompasses indirect service delivery in addition to the more traditional, child centred role. Respondents were asked to indicate their perceptions of the frequency of 65 tasks performed by School Counsellors, the competence with which those tasks were performed and the usefulness of those tasks. Also examined were perceptions of the process and quality of service delivery, and of actual and preferred qualifications and experience of School Counsellors. These results were compared with those of Leach (1989). Respondents were invited to prioritise service delivery in light of their professional needs. A factor analysis of respondents' perceptions of School Counsellors was undertaken. The results were similar to Leach's (1989) findings and indicated a general endorsement of the current work of School Counsellors, with traditional, direct service delivery tasks generally perceived as being performed more frequently and with more competence than the more innovative, indirect types of service delivery. There was a strong indication that respondents would like more of both types of service delivery, particularly indirect services, made possible through increased resourcing. Increases in respondents' classification level positively correlated with increased perceptions of task frequency and competence with which tasks were performed. A positive correlation was also found between the frequency of professional contact that respondents perceived they had with School Counsellors and their perceptions of the process and quality of service delivered by these practitioners. In relation to the process and quality of service delivery, few teachers perceived that School Counsellors communicated clearly about the services they offer, procedures used or results gained. This concern with communication was reinforced through examination of the factors underlying teachers' perceptions of both the frequency and usefulness of tasks. This study suggests that ACT teachers and principals are, to some extent, already experiencing and valuing some aspects of the trend in service delivery reflected in the literature. Discussion highlights the important role communication plays in indirect service delivery, and links it with the findings of this study, particularly as it relates to teachers' and administrators' apparent lack of knowledge of the qualifications and experience of School Counsellors.

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Williams, Esther Lynette. „My Kids Will Never Go to (Urban) Public Schools: A Study of the African-American Middle Class’ Abandonment of Urban Public Schools“. Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185292256.

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36

Gibson, Greg. „School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9927/.

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The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.

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Gibson, Greg Camp William E. „School resource allocation in Texas public schools study of high-poverty, high performing schools and high-poverty, low performing schools /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9927.

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Sherani, Kulsoom Saffarudin. „Public and Private Schools in Afghanistan : Comparing some aspects of public and private schools in Kabul city“. Thesis, Karlstads universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33823.

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The aim of this study is to explore similarities and differences between private and public schools in Kabul city. Data was collected using questioner and structured interviews. Principals, teachers, parents and students of grade six were the participants of the research. This research focuses on: Curricula, textbooks, and media of instruction, teachers’ education and experiences as well as student’s gender, socio-economic background and distribution within the two types of schools. Advantages of private schools over public schools were also studied from the perspective of teachers, students and parents. During this research, some important points of similarities and differences were found, such as discipline, daily study time in schools, parental involvement, completion of syllabi, students’ parents’ socio-economic background, and teachers’ views on the growth of private schools, etc. It was found that classroom facilities, parental involvement, completion of syllabi are better in private schools than public schools. In private schools, additional textbooks on science, computer and English language are taught. In public schools, on the other hand, due to the short time of study, students are unable to finish all subjects in the respective academic year. While both of the school types follow ministry of education defined curriculum. There is a mix approach towards both the school types by the middle class members of the society. Meanwhile Private schools may be exploiting their teachers for giving them lesser salaries as compared to the teachers of the public schools. Private school teachers are paid less salary than the business value a private school may have; despite the fact that they teach for longer hours during the day. As Afghanistan is already suffering from difference of opinions on national and international issues because of the different curriculums taught in different schools by different organizations during the war. Some of the differences found in this research as well are of significance and may lead to the graduation of students with additional advantages of stronger English and IT skills. This could disadvantage the public school students.

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Jacobs, Gregory S. „Getting around Brown : desegregation, development, and the Columbus public schools, 1954-1994 /“. Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220536463.

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Boone, Randall L. „Privatizing public education“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Murphy, Mary Louise. „Public school uniforms : a case study of one school's experience /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7678.

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42

Ogbuagu, Arunma B. Christy. „Factors affecting high school graduation rates in metropolitan Atlanta public schools“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2011. http://digitalcommons.auctr.edu/dissertations/214.

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The purpose of this study was to critically examine the graduation rate of students who enroll in high schools in Georgia, and to identif~’ the variables that may be impacting their graduation rate. The dependent variable was graduation rate and the independent variables were socioeconomic status (SES), class size, student attendance, teacher qualifications, teacher experience, school location, percent of students passing the Georgia High School Graduation Test (GHSGT) mathematics test, percent of student passing GHSGT social studies test, percent of students passing GHSGT English !language arts test, percent of students passing GHSGT science test, and percent of students passing GHSGT writing test. The quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS). The data are presented in two parts, the statistical distribution of the variables to observe the extent of their variations, and the results and analyses of the statistical tests in response to the identified research questions. All of the statistical procedures were tested at the (0.05) significance level. The data were collected from state department of education for 30 schools. In addition, there were two schools surveyed to collect data on teacher perceptions on the following factors: principal leadership style, teacher motivation, teacher instructional quality, and school climate and teacher workload. This data were compared to the school’s SES and graduation rate to see if there were descriptive patterns in the survey data and the schools’ graduation rates. A Pearson correlation was used to test for significant relationships of the dependent and independent variables collected from the state of education department, and a descriptive frequency analysis was used to analyze the survey data. The findings of this research suggest that graduation rate in Georgia are affected by ethnicity, gender, student with disabilities (SWD), teacher qualifications, and teacher experience, leadership style, and quality of instruction.

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Kalish, Judith D. „A study of the Fairfax County Public Schools school/business partnership“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77812.

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The Fairfax County Public Schools and neighboring business/industry have perhaps one of the oldest and most satisfactory school/business partnerships in Virginia. A case study was made of the Fairfax County Public Schools School/Business Partnership to identify factors that make a partnership work and to provide information to assist a school system or business/industry interested in the establishment of a partnership. The population for this case study research was made up of school system and business/industry persons who had first-hand knowledge of the partnership. To begin the study a document search of the files and program was made. This document search resulted in a set of interview schedules which were then administered to the stakeholders. Data resulting from these schedules were coded and reported in narrative form. Results indicated that commitment from top level management from both the school system and business/industry to the partnership, a project of major proportion, and a program designed in a way to permit mutual pursuit of the goals of the partners are important if the partnership is to work.
Ed. D.

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Woolworth, Stephen. „Conflict, collaboration, and concession : a study of the rise and fall of medical authority in the Seattle Public Schools, 1892-1922 /“. Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7533.

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Cook, Karen J. „Atlanta Public Schools (APS) Case Study: A Tale of Two Schools“. Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/anthro_theses/77.

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This study concerns the effects of public school redistricting on communities in Atlanta. It is based upon interviews with people in two neighborhoods which are part of the Atlanta Public Schools (APS) system directly affected by redistricting. All schools slated to close are located in low-income, minority areas and serve similar populations. Of the ten schools selected for closing, three were saved during the final APS board meeting in April 2012, and will remain open. I spoke with people who reside in a neighborhood where a local school is slated to close, as well as those in an area where a school was saved from closing. I asked informants why they felt their schools were identified for closure and how they responded to the threat of closing. I learned that both communities organized to save their schools but with different results based on available forms of social and cultural capital.

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Kalend, Steven L., und n/a. „The evolution of secondary school representative sport in Australia (1977-1983)“. University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060804.124742.

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For many years, considerable time and effort was devoted by teachers in Australian schools to the organisation of sporting activities for students. As a result, School Sports Associations were formed in most Australian States early this century. These Associations provided intra state and inter state competition on a limited scale. It was not until the early 1970's that any co-ordinated effort was made to bring together all the States' and Territories' activities. Regular meetings of Association Secretaries led to the formation of the Australian State Secondary Schools Sports Council in 1973. This was the beginning of a new era in secondary school representative sport in Australia. The creation of a forum for States to discuss matters of mutual interest resulted in a greater awareness within school communities of the benefits provided by sporting activities. This generation of interest eventually led to the formation of the Australian Secondary Schools Sports Federation in 1977. This body, representing all States and Territories became identified as the controlling body of secondary school sport in Australia and has continued to develop this role over the years. Since the formation of the Australian Secondary Schools Sports Federation, there has been significant growth in representative sporting activities, greater liaison and improved relations with community groups and systematic generation of relevant policies aimed at the betterment of school sport. After several years of operation, the role of the Federation was supplemented by the establishment of the Australian Schools Sports Council. This body represents both Primary School and Secondary School Sports Associations throughout Australia. After considerable effort, the Council was successful in obtaining Commonwealth Government funding for the employment of a National Executive Director to work full-time on the promotion of school sport. The years 1977-1983 saw dramatic growth in school sporting activities in Australia. Many problems were encountered some of which were ultimately solved. Other problems continue to occupy those who work within the organisation and their solution would appear to be the main task for the future.

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Giarratano, Caryn D. „Criteria for evaluating personnel directors in Missouri public schools /“. free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988665.

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Dagenhard, Paige C. Dagenhard. „Principals Perceptions of ALICE Training in Public High Schools“. University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501598726547038.

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Kellogg, John R. „An examination of distributed leadership in a public school district /“. View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3234225.

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Van, Delinder James C. „The matrimonial concept of school public relations /“. View online, 2009. http://repository.eiu.edu/theses/docs/32211131522539.pdf.

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Dissertationen zum Thema „Public schools“

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