To see the other types of publications on this topic, follow the link: Department of Education.
Dissertations / Theses on the topic 'Department of Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Department of Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department Chairs: Seasoned & New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4151.
Full textAbstract:
The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.
2
Smith, Martha Anne. "The organizational culture of the academic department: A case study of a Department of Biological Sciences." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618811.
Full textAbstract:
The purpose of this study was to examine theories of organizational culture typically applied to the university level of organization and their applicability to the academic department. Chaffee and Tierney's (1988) theory of organizational culture, dimensions of culture, and leadership strategies became the basis for a qualitative case study of a Department of Biological Sciences in a metropolitan university.;Interviews of current faculty members, current and former deans, and other administrators were conducted. Observations were made of faculty meetings and retreats and of departmental governance committee meetings. Extensive review of documents and correspondence covering more that twenty years provided additional data.;Interview and observation transcripts and documents were analyzed in terms of Chaffee and Tierney's (1988) concepts of the structural, environmental, and values dimensions of the department. Linear, adaptive, and interpretive strategies of faculty members and the department chair were identified.;The department was found to have what Clark (1972) refers to as strong organizational saga, or a sense of unique accomplishment which serves to maintain and perpetuate the integrity of the culture. Central to the value system of the Department of Biological Sciences is the shared sense that the department is unique in the degree to which faculty members work together cooperatively for the good of the department. These strong values were rooted in an earlier era when the department was experiencing growth and development of its research programs under adverse circumstances.;The primary usefulness of the results of this study go far beyond the particular findings for this individual academic department. Most important is the demonstration of the value of using this method of organizational analysis to understand the role of culture in shaping and perpetuating the organization. Administrators, department chairs, and faculty members can enhance their understanding of the departmental organization by applying concepts of organizational culture.;Further study and analysis are needed to evaluate disciplinary and institutional similarities and differences in departmental culture and to expand the existing theory to accommodate the variety of academic departments in colleges and universities.
3
Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.
Full textAbstract:
Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.
4
Alexander, Betty Acey. "The department headship in college and university allied health departments." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54479.
Full textAbstract:
Programs to prepare allied health professionals are the latest in a progression of health-related programs to be assimilated into college and university life. Like their predecessors, preparation programs for physicians and nurses, allied health programs developed almost willy-nilly in the past 50 years, and only within the past decade have begun to be taken seriously by the nation's leading colleges and universities.
In this study, new departments of allied health that have been established in 133 senior colleges and universities with two or more programs accredited by the Committee on Allied Health Education and Accreditation were surveyed. From a sample of 36 institutions, fully useable responses were received from 114 heads of allied health departments and 90 heads of other academic departments, such as education, English, psychology, chemistry, and biology.
The study revealed that there are significant differences in responses from allied health department heads and other academic area department heads in terms of personal characteristics (age, academic rank, and gender), departmental activities (allied health department heads place more emphasis on administrative tasks), and departmental goals. The most powerful variables differentiating responses between the two classes of department heads were percent of faculty with doctoral degrees, size of departments, percent of students in departmental courses who are departmental majors, emphasis given to teaching service courses, and emphasis on administrative activities. In summary, allied health departments (in contrast to other departments) are small (about six FTE), under credentialed, insular, engaged principally with their own majors, and committed primarily to the professional preparation of their students for future careers. Allied health department heads typically are experienced professionals who were brought to the institution from the outside to serve an indefinite term, and who appear to be overly concerned with the nuts and bolts of departmental administration. The researcher concluded that extant departments of allied health are still predominantly professional rather than academic in outlook and standard practice.Ed. D.
5
Over, David. "Establishing an education department in a unitary authority." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31006.
Full textAbstract:
This was a case study that looked at the way a new education department was set up in the new Peterborough unitary authority between 1996 and 1998. The aim was to investigate the way in which a new LEA was set up and identify the national and local influences that may have been influential in the decision making process. The research design was constructed to take into account that the case study involved an institution which was being set up over a period of two years. It would be chronologically based and a historical methodology would be the basis of research work. Within this framework, participant observation, interviews and documentary research would be the research tools used. This would also have the advantage that this approach made good use of the experience and skills of the researcher. A number of theoretical models were used in this case study. These included the rational actor model, bounded rationality, disjointed incrementalism, organisational process, bureaucratic politics model, Sabatier's political change model and Bachrach and Baratz's pluralist model. This range of models was adopted in the expectation that each had its own particular focus within the decision making process but taken together they could provide an over-lapping view. The new education department was set up at a time when there were concerns over the future economic situation of the UK. There was a national debate concerning what public services were needed and how best to provide them. The previous Conservative Government had reduced the powers of the local authorities and the new Labour government was to encourage local authorities to find the best way of providing services. For the new unitary authority, the challenge was to set up a new LEA which met local needs. However, this was a period of national political change and a new central government was formed in the middle of the setting up process. This was to cause the new LEA to re-plan to take into account expected strategic changes. The education department faced a number of challenges. There was local opposition to the setting up of a unitary authority. The city administration favoured policies which were to run counter to central government expectations. Few experienced education officers were available to the new LEA The main findings of the case study were: Central government was the single greatest influence in the setting up of the education department. Government legislation changed the role, responsibilities and structure of the new department. These changes over-stretched the new LEA, especially as central government did not provide a sufficient level of funding to the LEA. The DfEE was an important influence on the early development of the department. At first, the DfEE did not intervene and there was no guidance available to the new LEA. The city council and education department spent a year preparing to set up a new LEA and then found that it had to make significant changes on the election of a new government 12 months before the unitary authority was to be established. Local social and economic issues were ignored by the DfEE?s focus on national targets. These local problems had a significant affect on student achievement so the LEA never met government targets. The institutional culture of the city council was not supportive of the new LEA. This helped to create a shortage of able and experienced senior education officers. The education department received limited support from the local schools. Many schools had opposed unitary authority status and half of all secondary schools were grant maintained by 1996. In 1998 the education department was facing an overspend of nearly £1 million. Senior education officers resigned their posts and within a year the education department had to be re-organised.
6
Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.
Full text
7
Massaro, Anne V. "Exploring the learning paths of academic department chairs." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187014536.
Full text
8
Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Seasoned and New Department Level Leaders Share Their Experiences." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4149.
Full text
9
Miller, Kevin, Belva Collins, Margaret Bausch, Ginevra Courtade, and Cathy Galyon Keramidas. "Department and College Leadership: The Treasure of Challenges and Riches." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4150.
Full text
10
Jourabloo, Nazanin. "Stressors percieved as important by department chairs." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106531.
Full textAbstract:
The role of the department chairs is essential in higher education. Hence, determining the sources of their stressors as well as clarifying the ways these stressors impact their lives could be helpful in identifying solutions that make chairs more efficient both personally and professionally. A three-stage Delphi methodology was used for this study to explore the top stressors that department chairs (4 women, 16 men) across different disciplines at one Canadian university experience and the ways these stressors influence their personal and professional lives. The findings of the study revealed 18 categories of stressors. Among all these categories, the five with the highest level of agreement between department chairs were examined in detail. The top five stressors were: "Personal time for research", "Deadlines", "Task demands", "Time pressure", and "Centralization". These stressors were found to impact the chairs' personal and professional lives adversely. Awareness about stress factors that decrease the efficiency of chairs at work and their satisfaction at home can inform the planning and implementation of initiatives to counter the negative influence of the stressors on department chairs and the whole university as a system.Le rôle des chaises de département est essentiel dans education supérieur. Par conséquent, déterminant les sources de leurs facteurs de force aussi bien que clarifier les manières l'impact de ces facteurs de force leurs vies pourrait être utile dans l'identification des solutions qui rendent des chaises plus efficaces personnellement et professionnellement. Une méthodologie à trois étages de Delphes a été employée pour que cette étude explore les facteurs de force supérieurs que les chaises de département (4 femmes, 16 hommes) à travers différentes disciplines à une une expérience canadienne d'université et aux manières ces facteurs de force influencent leurs vies personnelles et professionnelles. Les résultats de l'étude ont indiqué 18 catégories des facteurs de force. Parmi toutes ces catégories, les cinq avec le de plus haut niveau de l'accord entre les chaises de département ont été examinés en détail. Les cinq facteurs de force principaux étaient : « Personnel heure pour recherche », la « pression de temps » de « dates-limites », la « tâche exige », et la « centralisation ». Ces facteurs de force se sont avérés pour effectuer les chaises personnelles et les vies professionnelles défavorablement. La conscience au sujet des facteurs d'effort qui diminuent l'efficacité des chaises au travail et à leur satisfaction à la maison peut informer la planification et l'exécution des initiatives pour parer l'influence négative des facteurs de force sur des chaises de département et de toute l'université comme système.
11
Middendorf, B. Jan. "Evaluating department chairs' effectiveness using faculty ratings." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1353.
Full text
12
Sadre-Haghighi, K. "Planning and budgetary control in the Iranian Department of Education." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356155.
Full text
13
Capwell, Ellen M. "Local health department use of Ohio Department of Health Assistance to plan and implement community programs directed toward smoking control among women /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115924146.
Full text
14
Arko-Achemfuor, Akwasi. "Accessing learner support services in a distance education context at UNISA Adult Basic Education Department." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013382.
Full textAbstract:
This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
15
黃慧妍 and Wai-yin Erica Wong. "A study of the recruitment and selection of assistant education officer in the Education Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966664.
Full text
16
Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.
Full textAbstract:
Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
17
Wong, Wai-yin Erica. "A study of the recruitment and selection of assistant education officer in the Education Department." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%fFtoc%5Fpdf?B23295892.
Full text
18
Bestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.
Full textAbstract:
Purpose of the study. The purpose of this study was to examine the attitudes of correctional educators in the California Department of Corrections toward their inmate learners. Procedure. A total of 228 surveys were mailed out and 156 correctional educators from the 23 correctional institutions in operation as of January 1993 responded. A systematic sampling process for selecting the survey participants, based upon a percentage or like number of vocational and academic educators, was utilized. Eight research questions were analyzed by means of one- and two-way Multivariate (MANOVA) analyses, Univariate (ANOVA) analyses, Wilks' Lambda, frequency and percentage results derived from the survey instrument. Findings. The attitudes of correctional educators seriously impact the probability of educational success as defined by breaking the cycle of recidivism by providing training and instruction to inmate learners. The data indicated that a majority of the correctional educators possess a positive attitude toward their jobs as indicated by their desire to remain in their teaching or instructional position. The data also indicated positive attitudes toward the inmate learner, and generally showed sensitivity toward inmates with learning disabilities. The data showed no relationship between gender of educator or inmate learner, or the number of years spent by the educator in either the public or private educational system to correctional educators' attitudes toward inmate learners. Implications for future research, training and educational policy development in the correctional education setting are provided.
19
Basopu, Price Mike. "Assessing challenges of corruption in the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/383.
Full textAbstract:
In the new dispensation, there are many challenges, especially concerning corruption. In this regard, the Eastern Cape is viewed as the most affected province, with the Department of Education identified as culprit number one engaging in corrupt activities. There are a number of contributing factors, as attributed in the study, but most prevalent among these is the vastness of the department, with fewer personnel and less capacity. Challenges of corruption in the Department of Education are perpetrated mainly by the civil servants. This study, researched the challenges of corruption in the Department of Education in the Eastern Cape, in particular by focusing on both the achievements and the limitations that have been experienced; and indeed, there are still numerous issues to be addressed and accomplished. The research, therefore, has been significant in that it touched on critical issues, such as, the public sector in general, which is corrupt. Misappropriation of public resources and corruption immersed the nation, as a whole, into a greater challenge rather than focusing on service delivery issues. There are situations, within the department, where the majority of senior officials, who may be in possession of valuable information, are always under suspension. In all the financial years the Department of Education existed, it always obtained disclaimer or adverse reports from the Office of Auditor-General (AG), despite numerous attempts and interventions by the AG‟s office and the Provincial Treasury to rectify the situation. There are also serious challenges of leadership crises in the Department of Education, both administratively and politically. During the research, that is, between the 2008 and 2010 financial years, there has been no permanent Head of Department; people were only acting in the capacity. vi Even those seconded from national education, could not finish the designated term, because of pressure mainly from the unions.
20
Scisco, Logan Michael. "Vanguard of the Right: The Department of Education Battle, 1978-1979." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1364.
Full textAbstract:
Satisfying a campaign pledge to the National Education Association (NEA), President Jimmy Carter pushed for a federal Department of Education in 1978 and 1979. In the ensuing legislative battle, Carter confronted opposition from states’ rights, social, and religious conservatives that were beginning to form the nucleus of the New Right in the Republican Party. Using divisive racial and religious issues, these conservatives tried, and failed, to thwart the Department of Education project. Congressional testimony, the Carter administration’s internal documents, and newspaper editorials illustrate that the Department of Education battle foreshadowed the Reagan Revolution of 1980.
21
Tilot, Mistylee. "Identifying outcome based performance objectives for the Oneida Higher Education Department." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003tilotm.pdf.
Full text
22
Bruce, Rebecca. "Barren River District Health Department Health Education/Risk Reduction Demonstration Projects." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2172.
Full textAbstract:
In July 1980, the Barren River District Health Department (BRDHD), serving eight counties (combined population approximately 204,000) in Southcentral Kentucky, was selected as a demonstration site under the auspices of the federal Health Education Risk Reduction (HERR) Program. With continued HERR funding for eight years, the BRDHD developed several successful health promotion projects. Major components of these projects include: 1) community health promotion, which serves to identify high -risk groups in the community and provide them with health education-health promotion services, 2) school health education which included the development of a preschool health education curriculum, 3) teacher education workshop, which instructs primary and secondary public school teachers in health education methods, 4) smoking cessation. and 5) a large industrial wellness program. This study reports on an eight year program evaluation of the HERR demonstration. Overall, the program evaluation suggests an increase in health knowledge and some attitude and behavior change for many of the participants ii BRDHD programs.
23
Newell, Jeremiah. "The State Education Agency: The Chief Learning Organization - Lessons From the Rhode Island Department of Education." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645027.
Full textAbstract:
In a post Race to the Top and No Child Left Behind environment, state education agencies (SEA’s) play an increasing role in influencing the policy and practices of schools and districts. Yet, the challenges of SEA’s are monumental. American students continue to be outperformed by their international peers. Schools and districts across America are struggling to make any headway on the persistent achievement gaps for poor and minority students. The system is in crisis, and the solutions are unknown. To meet this challenge of imagination, ingenuity, and learning, SEA’s must pivot from a predominantly compliance-oriented, highly bureaucratic culture to a more nimble learning-oriented culture. The central question is how can the SEA become a learning organization?
Drawing from research on enabling learning in organizations, developing effective teams, and promoting adult development, I argue that by developing an internal learning-oriented team that leads the organization’s efforts to learn and by engaging with statewide stakeholders- defined as educators, parents, business, community leaders, and students in the challenging of assumptions, the SEA will shift its orientation to learning. In this capstone, I describe my efforts at the Rhode Island Department of Education (RIDE) to support this pivot to a learning organization through the design and facilitation of a community-driven, design-thinking based strategic planning process that asks stakeholders to learn from each other, national experts, and RIDE staff and to parley that learning into a collaboratively defined statewide vision and strategy for public education. Furthermore, I describe RIDE’s efforts to learn from and enact this strategic plan.
Analysis of this capstone reveal three key insights: (1) taking the time to build broad-based support for a statewide educational strategy matters greatly to building legitimacy and long-term sustainability; (2) despite their traditional compliance-oriented roles, SEA’s can form nimble learning oriented teams that impel learning throughout the entire organization; and (3) SEA’s can best shift their role through a open dialogue of continuous improvement that happens both within the agency and across the state.
24
Mogashoa, M. W. "The interface between politics and administration in the Limpopo Department of Education." Thesis, University of Limpopo (Turfloop Campus), 2006. http://hdl.handle.net/10386/1051.
Full textAbstract:
Thesis (MPA) --University of Limpopo, 2006The study conducted was based on the political and administrative interface in the Department of Education in Limpopo. This provincial Department has experienced challenges that originated from the offices of both the Executive Authority and the Accounting officer. This grey area in the Department had almost paralysed the whole system and it became imperative that it be studied in an attempt to find possible solutions. An extensive scientific body of knowledge from different scholars and their findings contributed to a new direction recommended for consideration. The findings presented have the capacity to hamstring any organisation. The findings reveal, among others, that: the complementary bureaucratic model is threatened by time, and its challenges are enormous; there is little knowledge among politicians and administrators regarding interface matters; administrators do not have a global picture regarding the result of unethical conduct; more research on interface matters needs to be done and results published for the public to be educated while politicians and administrators should be continuously trained; the fluidity of the interface needs continuous focus to avoid plunging the department into an untenable situation.
25
Whittaker, Terry McKinley. "Institutionalizing diversity and student success at the University of Delaware college by college, department by department /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 177 p, 2007. http://proquest.umi.com/pqdweb?did=1253509171&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full text
26
Hutson, Hendy Dionne. "Compassion Fatigue in Emergency Department Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2984.
Full textAbstract:
Compassion fatigue (CF) is a problem seen within healthcare institutions worldwide, especially critical care units and emergency departments (EDs). The problem identified in this quality improvement (QI) project was CF, experienced by nurses in the ED. The effects of CF cross nurse-patient boundaries and negatively impact a patient's expectations of having a quality care experience. The Iowa model's evidence-based team approach was used to guide the development of the education initiative for nurses on recognizing, preventing, and identifying methods of coping with CF in the ED. The outcome products for the project included an extensive review of the literature, a curriculum plan to educate ED nurses on CF, and a pretest/posttest to validate ED nurses knowledge about CF. The content of the project was measured by 2 master's-level prepared education experts using a dichotomous scale. The format evaluated content material using total scores of 1 for content (not met) and total scores of 2 for content (met). The average score was 2, which demonstrated the objectives for the education initiative were identified and the goals were met. The content experts also conducted content validation of each of the 14 pretest/posttest items using a 4-point Likert scale ranging from 1 (not relevant) to 4 (highly relevant) that resulted in a content validation index of 1.00, showing that the test items were covered in the curriculum. Recommendations were made for item construction improvement and omission of the Iowa model from the curriculum plan and pretest/posttest. The project promotes social change through the facilitation of patient satisfaction, quality of patient care, and prevention of CF on nursing staff.
27
Brown, Kellie Dubel. "The administrative preparation of music department chairs in NASM-accredited programs." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0325101-194320/restricted/brown0416.pdf.
Full text
28
Herring, Mark Y. "Minerva at Large: A Study of the Leadership Styles and Educational Philosophies of the Department of Education Secretaries." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etd/2729.
Full textAbstract:
In 1979, President James E. Carter signed into law the thirteenth Cabinet-level office, the Department of Education. Although the United States has had a department, bureau, or office of education since 1867, the newly established Department of Education gave education a seat at the Cabinet table. Since that time, four individuals have served as secretaries: Shirley M. Hufstedler, Terrel H. Bell, William J. Bennett, and Lauro F. Cavazos. Examined in this study were the importance of leadership styles and educational philosophies as exhibited by the four secretaries. A tertiary concern viewed the role of the federal government in education. Leadership styles were determined along the political taxonomy of leadership (transactional or transformational) developed by Burns in 1978. Educational philosophies were examined under the traditional guise given them in most textbooks (Realism, Idealism, Pragmatism, etc.). Two views of government and education were also studied, limited and unlimited. The study was qualitative rather than quantitative. A content analysis was performed on the secretaries speeches, monographs, articles, addresses, and annual reports. Interviews were also conducted with the secretaries or their proxies. Conclusions of the study called into question the appropriateness of the federal Department of Education and its role as a reform agent in the schools and the ability of a given leader to lead at a federal level of responsibility. Educational philosophies were found to be nearly exact predictors of polices formulated and pursued and may act as good barometers for predicting what direction future secretaries may follow. The historical understanding of limited government may be lost on future secretaries, given the proliferation of federal programs by the government.
29
Polonio, Jeffery Nelson. "Assessing the effectiveness of the California Department of Correction vocational education programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1085.
Full text
30
Mitchell, Shayla Lois Marie. "A Historical Analysis of the Creation of a Cabinet-Level Department of Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/22.
Full textAbstract:
This dissertation uses historical analysis to understand the political and social conditions that allowed for the creation of a cabinet-level Department of Education when many congressional representatives, state governments, and citizens of the United States were ideologically against federal involvement in education. A cabinet-level Department of Education posed problems for the United States because nowhere in the nation’s Constitution is education mentioned, thus leaving education to be a function of the states according to the 10th Amendment. This dissertation looks at calls for a department of education leading up to and including the one initiated by Jimmy Carter. Conducting a historical analysis of the creation of a cabinet-level Department of Education allows for the analysis not only of educational policies but also of culture and society both outside of and within the political sphere. This study relies on documents from the Carter presidency, the National Education Association, the American Federation of Teachers, Congressional records, education polls, and the New York Times and Washington Post, as well as secondary sources related to the various calls for a creation of a cabinet-level Department of Education and policy pieces associated with the creation. The study concludes that while the legislation for the creation of a cabinet-level Department of Education was politically motivated, it would have been difficult to pass if the groundwork for federal involvement in education had not already been put in place through previous congressional legislation and court decisions. By easing public sentiment and creating a need for managerial and administrative reform these prior acts of Congress and the courts paved the way for a cabinet-level Department of Education.
31
Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.
Full textAbstract:
The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change.
Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances.
The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils.
Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations.
To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques.
The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department.
The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.
32
Reid, Bryan John Spencer. "Implementing curriculum change within a state education department region : analysis and conceptualization." Access via Murdoch University Digital Theses Project, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.
Full text
33
Dugmore, Cuan Patrick. "The status of Xhosa and communicative competence in Cape Education Department schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14225.
Full textAbstract:
Bibliography: leaves 196-201.The empirical survey of Xhosa amongst Standard 10 pupils in Cape Education Department Schools (CED) sought to verify or negate two central concerns which surf aced in a pilot study of five Western Cape schools. This thesis contends that little has changed throughout South Africa's colonial and apartheid history with regard to the status of African languages within South Africa and particularly in CED schools. The second contention is that various factors, including the lack of second language expertise and contact with mother tongue speakers, continue to undermine the potential development of pupils' communicative competence in Xhosa. Separate questionnaires which included categorical and open ended questions were posted to Xhosa-teachers, Standard 10 non-mother tongue Xhosa pupils and their parents. The Xhosa teachers administered the questionnaires. There was an 80% response from the total population of CED schools offering Xhosa. The number of subjects included 169 Xhosa pupils, 154 parents and 26 Xhosa teachers. STATGRAPHICS and BMDP were the statistical packages used in the analysis. Chi-Squared tests with the Yates correction for continuity were used to compare frequencies between categorical variables. ANOVA and t-tests were used with continuous variables. Findings indicated the deteriorating status of Xhosa in schools. The low number of CED schools ( 13. 0%) offering Xhosa and a 0. 5% growth rate in Standard 10 pupils doing Xhosa between 1988 and 1991 are an indication of this. The lack of encouragement and support for Xhosa from schools and the CED, coupled with problematic subject choice options, the Xhosa syllabus and the examination system, has affected the status of Xhosa and the motivation of pupils adversely. In the survey, pupils had low communicative competence in Xhosa levels of perceived due to the lack of informal, natural acquisition environments and the over- emphasis of grammatical aspects in the classroom and in examinations. Furthermore, the lack of quality primary and secondary education based on negatively affected pupils' second language theory has attitudes, motivation and communicative competence levels in Xhosa. The recognition of the importance of African languages in a future non-racial South Africa in the current language debate has highlighted the contradiction that exists today. This contradiction necessitates the urgent re-assessment of language and education policies, strategies and teaching methodologies in order to uplift the status of African languages and improve the levels of competence in the target language amongst school pupils.
34
Reid, Bryan J. S. "Implementing curriculum change within a state education department region: Analysis and conceptualization." Thesis, Reid, Bryan J. S. (1986) Implementing curriculum change within a state education department region: Analysis and conceptualization. PhD thesis, Murdoch University, 1986. https://researchrepository.murdoch.edu.au/id/eprint/275/.
Full textAbstract:
The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change.
Since its early development in the 1960s, the study of planned change occurring in organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although still in its infancy, this concept has attracted a steadily growing body of research, the present study co-ordinated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances.
The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementation as a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurement of the degree of implementation for teachers and pupils.
Field work was applied in a rural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. It is well documented that at the commencement of the 1970s, Australian government control led education systems were highly centralized. By the beginning of the 1980s, all were facing major change, each incorporating some form of decentralization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations.
To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques.
The findings of the analysis of the data, within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department.
The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.
35
Guthrie, Nancy. "Discovering the Value of Public Relations Education in a Journalism Department Context." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/292208.
Full text
36
Hooper, Kate J. "Los Angeles School Police Department Arrest Diversion| A Process Evaluation." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638595.
Full textAbstract:
This thesis examines the Los Angeles School Police Department’s (LASPD) arrest diversion program currently used by the Los Angeles Unified School District (LAUSD). The diversion referral program offers an alternative to arrest and citation for LAUSD students between the ages of 13 and 17 who commit minor law violations on school grounds. The goal for this collaborative program is to offer a “non-punitive” enforcement model that supports strategic problem solving and addresses the behavioral, social, and emotional needs of students and their families. Using a mixed methods approach, combining interview and survey techniques, I assess whether the program was implemented according to intended protocol and procedures. Findings from the survey and interviews suggest a lack of consistency in the assessment of juveniles’ progress along with several obstacles preventing successful outcomes for participants. The majority of officers surveyed did not believe the arrest diversion program strengthened relationships between police and participants or police and the community. This process evaluation revealed barriers to successful implementation including a lack of communication between involved parties and lack of parental involvement and follow through by participants.
37
Wisdom, Vickie L. "Understanding the demands and constraints of department heads in higher education based on the perceptions of deans, faculty, and department heads." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4752.
Full textAbstract:
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 December 18, 2007) Vita. Includes bibliographical references.
38
Dua, Priya. "Desperately seeking mentors the impact of department-level and gender related characteristics on mentoring in graduate department of sociology /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4290.
Full textAbstract:
Thesis (M.A.)--University of Missouri-Columbia, 2005.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 (December 12, 2006) Includes bibliographical references.
39
Ciccone, Richard Rex. "Athletic Director’s Budgets of Ohio’s State Sponsored Schools A Comparison." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1207592396.
Full text
40
Nawi, Thalia. "The Shifting Role of State Education Agencies: Lessons Learned From Strategic Planning With the Delaware Department of Education." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645025.
Full textAbstract:
Through this capstone, I explore the unique dynamics I encountered in the Delaware Department of Education during the department’s final year as a federal Race to the Top grant recipient. This document describes my intended work for the department, culminating in a two-year strategic plan. The goal of my theory of action was to ensure that the resources of the department were aligned to a focused set of priorities, reflecting a balance of accountability and support. Through the following sections I explore the rationale for my work, results achieved, and attempt an explanation of the results themselves. I close with implications for my own leadership, the site itself, and the sector as a whole.
In the Review of Knowledge for Action, I explore the role of State Education Agencies (SEA) as both a support body and a monitoring and accountability agency, and develop a personal theory of action that guided my work within the department. The role of the SEA in the sector is a complex one where opportunity and tension exist simultaneously in the pursuit of creating conditions for improved academic outcomes for students. As I discuss, both the literature and the day-to-day operations of the department demonstrate challenges in this work.
The Results and Analysis components of the capstone explain in greater detail the goals and outcomes of my strategic project, and expand on the complexities of the Delaware Department of Education leadership team. Through the use of the Note for Analyzing Workgroups (Harvard Business School, 1998) I explore both structures and embedded culture within the state and the department, and discuss how these impacted the strategic plan. In the Implications component I illuminate both tensions and opportunities for the department in light of the local and national turbulence around the balance of accountability and support.
This capstone aims provide insights into the complex role of State Education Agencies as they seek to both fulfill their core function and take on an increasingly dynamic role influencing and impacting academic outcomes for students in their state.
41
Reid, Maurice Clifford. "An analysis of the baldrige quality philosophy within the State of Ohio's Department of Education." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1224211726.
Full text
42
Naidoo, Kiveshni. "Stress management and its impact on work performance of educators in public schools in KwaZulu–Natal / Kiveshni Naidoo." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6882.
Full textAbstract:
This study focuses on stress management of educators, and specifically in the KwaZulu–Natal geographical region. The study consists of four focus areas (which are presented in article format), namely:
* The first article identifies the role–players and their functions in delivering quality education to all South Africans. The article identifies the role–players from literature research and discusses their influences on the South African educational environment. A biographical profile of the educators of the KwaZulu–Natal area is compiled in the article by means of empirical research.
* The second article employs both theoretical and empirical research to focus on the causes of stress to educators in public schools. In addition to identifying the causes of stress, the article also determines how stress impacts on the work performance of educators in KwaZulu–Natal.
* The third article reports on management and leadership qualities of a school, and how guidance can assist in the transformation process. The study further examines the effects of a principal's leadership behaviour on the school's learning culture in KwaZulu–Natal. * This final article is a comparative study. It provides an overview of similarly focussed studies by Jackson (2004), Jackson and Rothman (2006) and Van Wyk (2006) with regard to the causes of stress among educators (but in different application settings namely the North West and Free State provinces). The focus in the final article is to determine if the stressors and its influences in education are generic throughout South Africa, or localised to KwaZulu–Natal.
The research design consisted of selecting four districts randomly from the twelve in KwaZulu–Natal. From these districts, a total of 1 500 participants were randomly selected from the total population of 2 123 educators in the four districts. This amounted to a sample of 70.6% of the population). A total of 358 respondents completed the questionnaires resulting in a response rate of 23.3%. The study employed the statistical software programme SPSS 17.0 for Windows to analyse the data. A number of quantitative statistical techniques befitting the doctoral level of research were used to analyse the data. These techniques are:
* Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy;
* Bartlett's test of sphericity;
* Exploratory factor analysis;
* Cronbach Alpha's reliability coefficient; and
* Pearson's correlation coefficient.
The major findings of the study were that:
* Three major role–players are identified in the first article, namely the educators, the Department of Education and the learners. To effectively facilitate quality education, management is a crucial component, whilst these role–players are also influenced by the macro environment.
* The second article identified causes of stress. These causes account for a favourable 71.6% of the variance explained, and are: organisational support, overload, remuneration, control, job insecurity, job opportunities and growth opportunities.
* The third article identified seven factors of importance in management and leadership. These factors explained a favourable 78.6% variance and are: Management and leadership styles, financial security, management and leadership fairness, stressors, empowerment, job security and sense of control over the work environment.
* In the final article it is clear that the stressors are generic to South Africa. The majority of stressors have been identified by studies in the Free State, North West and in this study in KwaZulu–Natal. These stressors are organisational support, overload, growth opportunities / task characteristics, rewards and remuneration, and job insecurity.
The ultimate recommendation of the study is because stress impacts negatively on the educators and their performance, a national strategy is partly required to improve educator stress as there are a number of common stressors in the three separate studies. Yet, further research is needed to substantiate the prevalence of these factors in all the provinces. A provincial approach is recommended for province specific stressors, while the national strategy could address the common stressors in conjunction with a provincial stress relieve programme. The study culminates in a final perceptual map of stressors, it causes and educator management that could handsomely assist in the drafting of such a national stress strategy for educators.Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2011.
43
Cullinan, Cristine Ann. "Experience, education, culture and context : a case study of the forces that shape department chair behavior /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024512.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 172-177). Also available for download via the World Wide Web; free to University of Oregon users.
44
Coffield, Judi L. Di Pietrantonio. "An evaluation of the action team process in a state department of education." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.27 Mb., p, 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:3220629.
Full text
45
Mxunyelwa, Nontsingiselo Victoria. "Perceptions of barriers to women's upward mobility in the Butterworth District Education Department." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020910.
Full textAbstract:
The aim of the present study explores barriers to women educators’ upward mobility in the Department of Education, using the Butterworth Education District as the area of study. Women as human beings, too, have a valid case regarding recognition of their legitimate aspirations because in striving for them, they are exercising their rights similar to their male counterpart. It must also be understood that the same legislative prescripts apply to both male and female educators and the necessary intellectual and physical capacity plus skills commitment and perseverance are understood to be important criteria for promotions. The question of perception of barriers to upward mobility of women in the education department and the wider public sector in South Africa is topical and continues to engender research and policy guidelines. However, conclusive findings and solutions are far from being realised. Empirical research and other scholarly writings posit that despite a suite of legislation and policy guidelines introduced in South Africa since 1994, women continue to encounter barriers in their effort to move up their career ladder. It is argued women are under-represented in management positions in comparison to men all over the world. Unequal representation of women in public sectors, nationally, provincially and locally has illustrated the need for gender equity and mainstreaming in senior management. In research done for the Department of Education in South Africa it was also found that although the teaching environment is made up of both men and women, men in management are acceptable, but women in management experience problems not only from male employees, but from female employees as well.
46
Jakavula, Nomvuyo Grace. "An evaluation of the managerial practices of the Department of Education, Uitenhage district." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/525.
Full textAbstract:
In the changing South African climate the importance of the officials of the Department of Education cannot be ignored. The Department of Education has a mandate to change the lives of citizens by enriching the welfare of communities through education. The objective of this study was to evaluate the managerial practices of the Department of Education, the Uitenhage District in particular. In order to evaulate these managerial practices, an empirical research methodology was followed. A questionaire was utilized to obtain empirical data. The questionaire consisted of eighty statements using a Likert-type scale and responses to these statemenst are the basis of the results and recommendations made to conclude the study.
47
Hassall, Lesya M. "Multiple purposes of ePortfolios in higher education a case study of one department /." [Ames, Iowa : Iowa State University], 2007.
Find full text
48
Ndilele, Theodora Zola. "The effectiveness of school nutrition programme of the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2005.
Full textAbstract:
This dissertation is about the National School Nutrition Programme (NSNP) in South Africa. This Programme was introduced by government in 1994 with the aim of alleviating poverty; unemployment and improving learning capacity of children. Specifically, it is intended to help poor children and to empower poverty-stricken communities, particularly in the rural areas across all the nine provinces. The focus of this study is on the investigation of effectiveness and efficient management of the Programme in the Eastern Cape Province, with specific reference to Mhlontlo District. Mhlontlo district is one of the predominantly rural areas in the province of the Eastern Cape, a remote area characterized by high levels of poverty and unemployment, and low levels of infrastructural developments. Surrounding Schools in the area are also affected by these problems. Learners at these schools are from poor families. It is for this reason that this scheme becomes important as it is most needed and, to effectively and efficiently realise its intended objectives, it must be properly managed. The main theme of the study revolves around effective and efficient service delivery that must be taken as the first priority in the management of NSNP. Factors that contribute to efficiency and effectiveness must be taken into consideration by all stakeholders and are outlined as follows: The aims in this study is to assess the effectiveness of management of the National School Nutrition Programme at Mhlontlo district in the eastern Cape, to identity shortcomings in the management of the Programme and to suggest possible remedies to improve the management of the Programme to effective service delivery. Against the background of the problem statement, the following questions were posited. How can the management of the National School Nutrition Programme with specific reference to Mhlontlo district be enhanced to ensure that its intended objectives are realized? What effect will improved management have on service delivery in the National School Nutrition Programme? And how will adherence to the Batho Pele Principles improve service delivery in schools with regard to the National School Nutrition Programme? The target population in this study was the learners, teachers and community of Schools around Mhlontlo District whose children are being catered for at school as respondents. Statistics of learners who are beneficiaries of this programme were obtained from surrounding Schools. The percentage of the response to the questions led to the results that services are not delivered as effectively as expected. The study concluded by recommendations of what national and provincial department of Education are required to do together with the school, service providers and the community in order to improve service delivery in schools that participate in the NSNP. Finally, the NSNP is for the deprived citizens of South Africa. The onus is on the community of Mhlontlo District, service providers, teachers and education authorities responsible for the NSNP to work together to make the programme effective for advancing the development of young people.
49
Williams, Forrest G. "The Appointment of Untenured Department Chairs in Two- and Four-Year Colleges in a Western State: Problems and Potentials." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1367.pdf.
Full text
50
Greene, Jonathan K. "Secondary-School Department Chairpersons’ Perceptions of Pedagogical Content Knowledge." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/712.
Full textAbstract:
The concept of pedagogical content knowledge (PCK) provides a framework for understanding the professional demands of secondary-school teachers in facilitating student learning. Teachers develop their PCK both formally in preservice and inservice education and informally with their colleagues. Teacher leaders, such as the secondary-school department chairs, can work with colleagues to promote professional growth. The purpose of this study was to understand how secondary-school department chairs understood PCK and perceived their role in promoting the PCK growth of their department colleagues. A qualitative research design using in-depth, semi-structured interviews involved 15 participants from one school district in the southeast of the U.S. Data analysis used Eisner’s (1998) four-part approach to criticism—description, interpretation, evaluation, and thematics—as the overall framework, with Hatch’s (2002) typological analysis facilitating the description and interpretation phases. The two dimensions of description and interpretation occurred simultaneously, with six typologies organizing the discussion; how participants understood and defined PCK; knowledge of context within PCK; participants’ understanding of the importance of content knowledge; growth of the teacher; development of PCK in professional learning communities; and department chair leadership in developing PCK. The evaluation dimension revealed that these chairs did indeed work with their colleagues in developing PCK that, in turn, facilitated student learning. Three major themes based on the data were developed: experienced teachers in leadership positions possess key elements of PCK; department chairs can lead as teachers; and teacher leaders bring their tacit PCK into the explicit. Implications for leadership include the need for district and school-based administrators to support the role that department chairpersons play in the professional growth of their colleagues, to provide developmental opportunities for teachers designed to focus on PCK and how PCK furthers student learning and to take advantage of the leadership offered by department chairs in promoting teachers’ professional growth. Further study might examine how department chairs work directly with their colleagues to develop PCK, how such development of PCK operates in contexts with different demographics than those of the present study, and how department chairs at different points in their careers assist their colleagues in their PCK growth.