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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.
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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.
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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.
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Greene, Jonathan K. "Secondary-School Department Chairpersons’ Perceptions of Pedagogical Content Knowledge." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/712.
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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.
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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.
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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.
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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.
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Bestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.
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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.
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Packer, Chad Douglas. "School Referenda and Ohio Department of Education Typologies| An Investigation of the Outcomes of First Attempt School Operating Levies from 2002--2010." Thesis, University of Cincinnati, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599104.
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The complexities surrounding public school funding are not unique to Ohio. There have been numerous legal challenges in the State Supreme Courts and seminal cases from the U.S. Supreme Court which have assigned the practices and formulas by which schools are funded to the individual states. Although previous research has investigated voter approval related to school referenda from the 614 public school districts in Ohio, a significant question remains as to which factors are affecting the school districts and their attempts to pass school operating levies. This study focuses on seven typologies developed by the Ohio Department of Education for comparing districts based on nine demographic variables and the factors which predict the outcomes of first attempt school operating levies within each of those typologies.
The following research question was developed to provide researchers and practitioners information on factors affecting school levy referenda in Ohio public school typologies: What factors (proposed levy size in mills, length of the levy, election month, type of levy, effective millage rate, and value per pupil) are significant predictors for the passage for first attempt operating levies proposed between the years 2002 and 2010 in each of the seven Ohio Department of Education Typologies? According to the Ohio Secretary of State's certified election results, 2,199 school operating levies were on the ballot during this time frame with 327 being first attempts. These 327 first attempt school operating levies comprised the data set for this study.
Using binary logistic regression, the results of this study indicate four of the six variables tested were significant predictors of first attempt school operating levy passage. The proposed levy size in mills (Typologies 3 and 6), election month (Typology 2), type of levy (Typologies, 1, 2, 3, and 6), and effective millage rate (Typology 2 and 6) were found to be factors significant at the p < .05 level. From this, practitioners and researchers can begin to investigate how these factors are being addressed in current and future operating levies. The results of this study have presented practitioners in all 614 school districts in Ohio with evidence of the factors which affect first attempt operating levies within the different typologies. Without a radical change to Ohio's school funding formula, the practice of relying on voters in each school district to pass tax levies will remain; therefore, a "one size fits all" approach to passing proposed referenda is not recommended.
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Korach, William Anthony. "A Comparative Study of Perceptions of Superintendents, High School Principals, and High School Department Chairs on the Role of the High School Academic Department Chair: the Voice of the Administrator." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1200.
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The purpose of this exploratory descriptive study was to provide a first step in clarifying the role of the high school academic department chair as it is currently practiced in the state of Oregon. The study examined from the administrative perspective the potential for the continued development of the educational leadership role of the department chair as an administrative resource for instructional improvement. A researcher-constructed questionnaire was used to gather data from 27 Oregon school district superintendents, 34 high school principals, and 118 high school department chairs from English, math, science, and social studies departments in those same high schools.
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Chan, Fu-man. "A study of the amalgamation of school place allocation sections in the Education Department." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2103820X.
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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.
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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.
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Madumane, Maud. "Investigating the challenges in school infrastructure delivery in the Eastern Cape Provincial Department of Education." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011031.
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In the Eastern Cape department of Education, there are a variety of failures within the delivery of the school infrastructure. The department is faced with the problem of the infrastructure backlog. The study looked into planning, controls, leadership management style and the locus of control of officials dealing with the delivery of the school infrastructure in the department of education. Objective is to investigate the factors hindering the school infrastructure service delivery in the Eastern Cape Provincial Department of Education. It was imperative that there was a need for more emphasis in ensuring that Education infrastructure planning base stabilized in order to effectively address infrastructure service delivery. The empirical study was conducted through semi-structured questionnaires. The sample was drawn from the infrastructure unit in Zwelitsha offices as well as from the officials that were implementing the infrastructure plans and from officials who provided support and monitoring. The empirical results showed that the department had no credible plans, no sound systems, or controls to track the non- service delivery. Management style was perceived as unconsultative and do not promote good co-operate governance. There is no retention strategy whilst there is a shortage of technical skills. It is recommended that the department should established a cross functional team which gives the strategic direction to the management of the school infrastructure delivery. The team should comprise of the top management of the department and as well the implementing agent and must be chaired by the Head of the department. The management should undergo a developmental training on charisma techniques which is associated with aspiration of officials in order to argument the unconsultative style of management which is perceived as more of instructing. Officials are to be capacited with the technical skills relevant to the built environment. The department should also implement the infrastructure delivery management system (IDMS) as prescribed in the Construction Industry Development Board (CIDB) Toolkit Guide. The Toolkit provides a documented body of knowledge and a set of processes that represent generally recognised best practices in the delivery management of infrastructure (CIDB Toolkit Guide).
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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.
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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.
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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.
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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.
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Xu, Zhi L. "The Relationship Between Leadership Behavior of Academic Deans in Public Universities and Job Satisfaction of Department Chairpersons." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etd/2999.
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The primary purpose of this study was to investigate the relationship between perceptions of academic deans and department chairpersons regarding the leadership behavior of deans; and, to determine the relationship between perceived leadership behavior of deans and job satisfaction of department chairpersons in the public institutions of higher education. The study involved a random sample of 50 academic deans and 285 department chairpersons at public universities in Tennessee. Testing of five null hypotheses was based upon responses of 42 academic deans (84%) and 173 department chairpersons (60%). The Leadership behavior of academic deans was measured by the Leadership Practices Inventory (Kouzes & Posner, 1987). The job satisfaction of department chairpersons was determined through the Index of Job Satisfaction. A combination of means difference tests and correlational methods was used to answer questions concerning the relationship between leadership behavior of academic deans and job satisfaction of department chairpersons. Of the five null hypotheses tested, two were found to be significant at the level of.05. The conclusions drawn from the rejected hypotheses were: There was a significant difference between deans and department chairpersons in the perception of leadership behavior of deans. The overall mean score of LPI-Self was significantly higher than that of LPI-Other. The deans perceived their leadership behavior, as described in LPI, to be more effective than did department chairpersons. In addition, there was a significant relationship between the leadership behavior of deans perceived by department chairpersons and their job satisfaction. The more effective the department chairpersons perceived the deans' leadership behavior to be, the more they were satisfied with their jobs. Finally, the total number of years in the department chairpersons' position had a significant impact on how they perceived deans' leadership behavior. Department chairpersons in the position for a total of less than a year perceived deans' leader behavior as more effective than those who had been in the position for 7-9 years.
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Rulwa-Mnatwana, Babalwa. "School-based support teams’ understandings and experiences of inclusive education in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4801.
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Magister Educationis - MEdSouth Africa's education system has undergone dramatic changes in the last decade resulting in an increase in the levels of stress reported by educators. Changes, such as the implementation of Inclusive Education as well as the new culture of human rights in schools, have created extra responsibilities for educators. Today, educator’s don't just have to adjust to these changes, but also have to deal with a rise in learners experiencing barriers to learning and a variety of problems displayed by school leaners. This study explored the understandings and experiences of School-Based Support Teams (SBST) of inclusive education in the Western Cape. For the purpose of this study, a qualitative case study design was used. The researcher found it advantageous to use the qualitative research case study design because it enables the researcher to gain an in-depth understanding of the lived experiences of educators. The participants in this study were twenty educators who serve as members of the SBST in a special and public ordinary school. Participants reported that they experienced success in the implementation of Inclusive Education (IE) in their schools. These include established teamwork, increased access and participation, improved teaching practices as well as the provision of assistive devices. Participants reported positive gains during the implementation, they also reported challenges. These include lack of capacity, lack of resources, problem behaviours, unrealistic workloads and lack of support. This study concludes that if the School Based Support Team is critical in the implementation of IE in South Africa, the Department of Education as well as the schools needs to rethink these roles or develop a Human Resource Development Strategy that will empower educators with the knowledge and skills necessary to play the role. Secondly, the Department of Education should seriously consider ways in which educators can be protected from perpetrators. Lastly, based on the lived experiences of the SBST in the study, educators should continue with the good work but be allowed to provide support in ways that work within their capacity and broader socio-cultural contexts.
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Wassermann, Johannes Michiel. "Secondary school geography teachers' perceptions of the role of environmental education in geography with particular reference to Natal Education Department teachers." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003646.
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Environmental Education (EE) as a development cannot be ignored by Geography or Geographers particularly since South Africa, as the rest of the world, is confronted by a looming environmental crisis. Geography is an environmental science concerned primarily with man-environment relationships using an environmental approach to develop the skills, knowledge, values and attitudes necessary for sustainable living. Geography has a vital role to play in addressing environmental issues. In formal education Geography teachers will be responsible for the implementation of such an approach. This study therefore investigates the perceptions of Natal Senior Secondary School Geography teachers regarding the role of EE in Geography. Questionnaires and semi-structured interviews were used to determine this. The study revealed that although these teachers are well qualified and motivated they had a limited grasp of the theory underpinning current EE and Geographical thinking. Recommendations are made for the development of an environmental approach in the teaching of Geography.
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Arzu, Hernandez Ethel Mae. "The Leadership Roles of Secondary Schools Department Heads at Two Government Schools in Belize." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/468.
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This study examined the leadership roles of secondary schools department heads at two government schools in Belize. Seven participants participated in the study and data regarding their perceptions of their leadership roles were collected through open-ended semi-structured interviews. Relevant sections from Belizean education documents were purposefully selected based on their relevance to the study. Documents were used to enrich the interview data.
Three data analysis strategies—content analysis (Patton, 2002), inductive analysis (Hatch, 2002), and educational criticism (Eisner, 1998)—were used in the study. Discussion of the analysis was based on the following three themes: (a) build instructional capacity, (b) increase learning opportunities for students, and (c) provide technical and vocational teachers access to professional training and development in technical and vocational education. The themes are perspectives from which to view and understand the leadership roles of secondary school department heads at two government schools in Belize.
Three major conclusions resulted from this study. One, secondary school department heads at the two government schools in Belize are school leaders whose multifaceted role includes myriad duties, responsibilities, and obligations. Two, department heads are street-level bureaucrats who implement and enforce policies and regulations through their classroom routines and the decisions they make. Three, policymakers, school management, and department heads need to invest in sustained professional training and development activities that are specifically designed for department heads. Implications for policy and practice include the need to establish minimum professional selection criteria for the role of department heads, expand the capacity of teacher training institutions, and foster a culture that supports and nurtures shared instructional leadership and learning among department heads.
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Lane, Callie M. "Exploring the contributing factors of success in department of defense schools : a literature review." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1282.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
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Packer, Chad D. "School Referenda and Ohio Department of Education Typologies: An Investigation of the Outcomes of First Attempt School Operating Levies from 2002-2010." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367926145.
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Chan, Fu-man, and 陳輔民. "A study of the amalgamation of school place allocation sections in theEducation Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31965702.
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Van, der Merwe Munnik. "Expectations of parent members of public school governing bodies regarding the appointment of additional staff." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40399.
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The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal.
I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government.
By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted
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Mitchell, Julie B. "Exploring Midcareer Women's Graduate School Transition: Department Socialization Tactics and Perceived Fit." [Kent, Ohio] : Kent State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1270745471.
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Thesis (M.A.)--Kent State University, 2010.Title from PDF t.p. (viewed May 26, 2010). Advisor: Robyn Parker. Keywords: organizational socialization; proactive newcomers; nontraditional graduate students; socialization tactics. Includes bibliographical references (p. 114-122).
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Haley, Rich Thomas III. "A case study on the perceived impact of elementary school departmentalization on teacher math self-efficacy." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3548.
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This dissertation is a qualitative case study of three elementary teachers that currently teach at a school implementing a departmental structure in Northern California. Data was gathered by interviewing each participant individually and is presented in the form of a narrative for each participant. The purpose of this study was to explore the math self-efficacy of elementary teachers who teach in a school implementing a departmental structure. The research addressed the following question: How does a departmental structure influence the experiences, perceptions, and self-efficacy of elementary teachers as each relates to mathematics instruction? The results of this study demonstrate that, when implemented correctly, respecting teacher autonomy and choice, a departmental structure at the elementary level can provide a framework that has a positive impact on teacher professional math self-efficacy. The structure creates the opportunity for focused preparation and learning, teacher specialization based on subject strength, and perceptions that the teachers are respected and trusted as content and instructional experts. All three participants expressed that they feel they are better math teachers in the departmental structure than they were in the single classroom structure. They also each expressed that they experience greater job satisfaction and reduced stress in the departmental structure.
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Powrie, Joy L. "A study of school stakeholder perceptions of the Safe Schools Programme of the Western Cape Education Department as implemented at a primary school in the Mitchell's Plain district." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1895.
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Thesis (MTech (Education))--Peninsula Technikon, 2003Teaching and Learning cannot take place in an unsafe environment. The school plays a central role in the socialisation of a child and it is critical that schools offer a safe environment in which learning can take place. This study attempts to investigate school stakeholder perceptions of the Safe Schools Programme of the WCED and its impact on the learning environment of one primary school in the Mitchell's Plain district. The study as a whole is set against the research literature on crime and violence in schools. The literature surveyed covered the following aspects: (I) What constitutes crime and violence in schools; (2) The effects of crime and violence on the school environment; and (3) Approaches to reducing crime and violence in schools. This research project is a case study of school stakeholder perceptions of the Safe Schools Programme of the WCED as implemented in one primary school. Qualitative research techniques were employed and data was collected by means of individual semi-structured interviews with the acting principal and the safety officer of the school. A focus group interview was held with a group of educators and support staff members. Learners were excluded from the study as the aim was to determine the perceived impact of the Safe Schools Programme on the learning environment at the school. Primary school learners may perhaps not be able to articulate their views on the issue under research. Parents were not included in this research process but could be a valuable source of data for future research.
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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.
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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.
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Mathews, Gina Marie. "The Licensing, Preparation, and Role of High School Department Chairs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2161.
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Limited existing research indicates that high school department chairs may not be prepared to fulfill their duties because of varying role descriptions and training. This qualitative comparative layered case study examined the alignment of high school department chairs' contextual intelligence in an eastern seaboard region of the United States from 3 perspectives: (a) school districts' role descriptions, (b) local universities' leadership courses, and (c) a state's education department's licensure requirements. Sternberg's contextual intelligence, the learned skill of decision-making based on past experiences, present settings, and future ideals, conceptually framed this study. The primary research question explored the extent to which conceptual similarities existed amongst those perspectives. Purposeful, chain, and stratified sampling techniques were used. Institutions' public email addresses were used to request participation from 10 education professors, 21 high school department chairs, and 41 school departments. Three education professors and 4 department chairs participated in semistructured interviews. The education department's website and 6 school districts provided artifact data. Inductive and deductive content analysis strategies were used to identify, compare, and triangulate themes. Findings suggest that state department's licensure requirements for supervisor/director align with local universities' leadership courses but may not align with local school districts' department chair role descriptions. Thus, participating school districts may need to revisit role descriptions. These findings may promote positive social change by influencing school districts, universities, and a state's education department to continue to recognize and develop high school department chairs' contextual intelligence.
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Tini, Sabelo. "The effectiveness of internal financial controls with specific reference to the Eastern Cape Provincial Department of Basic Education." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/1896.
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The purpose of this study was to assess the effectiveness of internal financial controls with specific reference to the Eastern Cape provincial department of basic education. A self-administered questionnaire was used to collect data. The questionnaire was filled by the respondents who are directly involved in processing payments and procuring for the departments. The findings have shown that Internal control system does exists within the department however the implementation and monitoring of its effectiveness needs to be strengthened. The findings show that the internal control system have an important role to play in attaining desired positive results within the department. Internal control effectiveness is one of the most important aspects in any organisation, whether in a private sector or in the public sector. It determines the stewardship of an entity’s management. The PFMA states that the accounting officer of a department must ensure that that department has and maintains effective, efficient and transparent systems of financial and risk management and internal control. If public officials could strictly adhere to the stipulated internal controls, there will be a positive response to accountability and also in service delivery as expected by the citizens. Public accountability gives a reflection on how does the entity conducts its business affairs in terms of adhering to the norms and standards as prescribed by the law and whether there are any strong controls to prevent acts of fraud and corruption.
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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.
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Sheung, Yin-fun Ruby, and 常燕芬. "Changing gender distributions of senior educational administrators in a government department: causes and trends." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957444.
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Cornelissen, Stephanie. "The responses of primary school Heads of Department to curriculum changes since 2005." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40438.
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With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most memorable changes, in my opinion, was in education. This motivated me to embark on a study about the responses of Heads of Departments (HoDs) to curriculum changes. I especially wanted to focus on the management of those changes.
The focus on HoDs arose from the devolution of responsibility from the principal to the HoD with regard to curriculum change. This uninterrupted cycle of curriculum change that South Africa is experiencing occupies the HoDs to a large extent. They have to ensure that the changes take place as smoothly as possible with as little resistance as possible. In order to accomplish this, one would think that the HoD would be trained in managing a department and curriculum changes. This is unfortunately not the case, and they are following their own guidelines that they have constructed through trial and error.
This study was conducted through a narrative design within a qualitative framework, allowing me to give a voice to those who have none. It required me to have focus group interviews, which laid the foundation for my semi-structured interview. The use of documents assisted with the crystallisation of the data. This research was conducted in the Lady Frere district of the Eastern Cape. There were two sets of HoDs from different schools, and one participant willing to participate in a semi-structured interview.
The purpose of this study was to find out what guidelines HoDs had constructed by looking at HoDs’ responses to, and management of curriculum changes since 2005. It became very clear that there is some confusion about what is expected of the HoD during the change process and the HoDs in this study felt it better to follow traditional methods of teaching, as this was all they knew. However, the focus on producing quality education was very important to them.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted
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McCade, Joseph M. "Projecting acceptance into Millersville University's Department of Industry and Technology using high school rank, social capital, SAT scores, sex, age, and race." Diss., Virginia Tech, 1989. http://hdl.handle.net/10919/37297.
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Mothapo, Sentshuhleng Jacob. "Assessing the impact of school governance in the Limpopo Department of Education with specific reference to Mankweng and Polokwane circuits." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007096.
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Education has been identified as a priority area by the South African government, in particular by the African National Congress as the ruling party. To this end, huge amounts of money are being spent on education as a service that has been approved by the legislators. Rules and regulations have been promulgated, and among others, the South African Schools Act, Act No. 84 of 1996, has been enacted. Rich research has also been funded with the sole intention of providing quality education to the people. Education of unacceptably poor quality has, however, been the result, as postulated by Peterson and Hassel (1998:55). The above are attested to by the findings that the political tensions emanating from the conduct of the South African Democratic Teachers’ Union and the Professional Educators’ Union, leading to class disruptions and general instability, erode the ethos of accountability on the part of educators and therefore impact negatively on service delivery. Furthermore, the Limpopo Department of Education is not immune to the challenges ranging from the elements of corrupt activities that often surface, teacher attrition which in the main is caused by lack of discipline. Winkler, Modise and Dawber (1998) indicate that teaching has never been easy, and many teachers are leaving their jobs because of the many problems with children in classrooms. Some of the problems cited are children who do not want to learn and learning that is becoming too difficult for the students because they do not want to listen. This study adopted sequential mixed methods namely, quantitative and qualitative research methods which are viewed as complementary rather than opposing approaches. Information was amassed from the subjects through interviews, observation, documentary survey and observation and the information has since been triangulated to validate the facts. All the methodologies employed proved to be useful in this study. The study sought to test the hypothesis “Good governance is informed by strong accountability and future-oriented organisation, continuously steering it towards its mission and vision, and thereby ensuring that the day-to-day management and administration are always linked with the organisation’s values and goals and thus eventually bringing about effectual and accelerated service delivery” to the South African populace without compromise. After empirically testing the hypothesis, showing mixed reaction informed by the findings of the study, five recommendations were made, based on the conclusions arrived at.
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Nyembe-Kganye, Phumzile. "The Chief Superintendent of Education Management as communication link between the districts and circuits of the EThekwini Region of the KwaZulu-Natal Department of Education and Culture." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/557.
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A dissertation submitted in
fulfilment of the
requirements for the degree
of
D.Iitt. in Communication
Science
University of Zululand,
2005The focus of this study is on effective communication that can be used between the district and the circuit in order to optimise communication. There are traditional forms of communication that are still used by Departmental officials yet the information conveyed through those forms of communication take too long to reach the final destination and as a result thereof the information comes just days before the deadline or sometimes way after the deadline. This problem leads to a situation where the work is done in a haphazard way just because people want to meet the dead line. New forms of communication such as E-Mail can convey information within a split of a second all over the wodd The findings reveal that some of the Chief Superintendents of Education Management are not familiar with some of the new forms of communication and therefore cannot even confirm whether those forms of communication are useful or not The Department of Education will therefore have to introduce these new forms of communication at district level as well as at circuit level in order to optimise communication between the district and the circuit
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Naundobe, Robert Natukondye. "Horns of dilemma : Department head and subject teacher : a case study of Heads of Department in a public secondary school, northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017354.
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The accountability and responsibilities of school leaders have intensified greatly over the past decades and school leadership has become a strong focus of research. Meanwhile, Bush (2003) asserts that “school leaders [experience] tensions between competing elements of leadership, management and administration” (p. 7). This study uses observations, questionnaires, interviews and document analysis to unpack the perceptions of four Heads of Department (HoDs), the principal, and eight teachers on the tensions inherent in balancing the responsibilities of department head and subject teacher for HoDs in public secondary school. The study goes beyond the mere task of influence in its attempts to unpack how the leadership and teaching practices of HoDs may, or may not, be in conflict with each other. Using distributed leadership as a theoretical framing and drawing in particular on the work of Spillane and colleagues (2001; 2004), the study examines the roles HoDs enact; the challenges HoDs encounter in enacting their responsibilities as department head and subject teacher; and the strategies HoDs employ to combat the emerging challenges. The study found that the roles of HoDs are extensive and stretch across the classroom, the department, the whole school and beyond. However, the majority of these roles are biased in favour of management systems and processes and opportunities for leadership are rare. The many and extensive management responsibilities of the HoDs limit both their classroom teaching as well as their agency as leaders. The weight of their management work thus restricts their leadership, resulting in an authorised form of distributed leadership (Grant, 2010). The data also revealed that HoDs struggle to balance the responsibilities of department head and subject teacher due to both inter-role and intra-sender conflict. However, the study also found that the HoDs strategically adopt a range of strategies to assist them in doing their work, these include: compensatory teaching; delegation; and planning and prioritizing.
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Lai, Kin Peng. "Bilingual education for secondary schools in Macao." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636604.
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Gana, Clifford Velapi. "Towards an effective and efficient financial management system at Bankuna High School of the Department of Education in the Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2005. http://hdl.handle.net/10386/841.
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Thesis (MPA) --University of Limpopo, 2005This research has attempted to investigate whether there were proper financial controls at Bankuna High School of the Ritavi Circuit in the Tzaneen Area of the Limpopo Province of the Republic of South Africa. The researcher has, after an extensive evaluation of data arrived at some conclusions and he had made a few recommendations. The researcher is of the belief that the results of this research can be applied in most former historically disadvantaged African schools. Also this study can help Provincial Departments of Education in their future training on Financial Management for poor African schools.
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Punt, Ludwig Friedrich. "Internal school moderation in the national curriculum statement : an application on grade 10 and 11 tourism in district schools of the Western Cape Education Department." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1982.
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Thesis (DTech(Education))--Cape Peninsula University of Technology, 2010Research has shown that there are a significant percentage of educators and school management teams who do not apply internal moderation of assessment as quality assurance process in the Western Cape Schools. This study is aimed at the Further Education and Training Band (FET) of the National Curriculum Statement (NCS) and Tourism as subject will be used in order to do the research. From the literature it is evident that the concept of internal moderation of assessment can be interpreted differently. Amongst schools and school management teams there are also often different opinions about the process and application of the internal moderation of assessment. Two questionnaires were given to selected schools to complete. The first questionnaire was completed by Tourism subject teachers and the second questionnaire by the principal and school management team. Checking regulations were built in to check the educators’ answers. This ensures that the questionnaires can be interpreted reliably. The emphasis on internal moderation as a function of quality assurance shifts to the school in its unique context. The importance of a moderation system in schools has already been proven. From the research it is clear that schools are on different levels of development in terms of internal moderation. The data analysis indicated clearly that there are also different needs in terms of internal moderation at schools. Firstly, subject educators and subject heads indicate their own needs on micro-level and then also the school management teams on meso-level. Instruments were developed for both groups in order to support them with the moderation process on their levels. Although quite an amount of training in internal moderation was done in the Western Cape schools, there are no intervention programmes based on the guidelines of the NCS to enhance and support the moderation process in schools. The Quality Monitor programme (which also consists of a number of checklists), is aimed at simplifying the examination system for educators and school management teams, as required by the NCS and Umalusi. During the evaluation of the Quality Monitor, the effect of the programme on the examination results of the experimental group of Grade 11 learners was compared with those results of the previous year. Although there was an improvement in the examination results, all schools in the experimental group had grown from a low basis. To summarise, it can therefore be said that the Quality Monitor programme is a very useful interim solution for the enhancement of the quality of assessment tasks and examinations for Western Cape schools. The long term effect of this Quality Monitor programme will have to be determined.
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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.
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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.
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Owes, Chaddrick L. "CHARTER SCHOOLS’ ACCOUNTABILITY: A PROGRAM EVALUATION OF THE CHARTER OVERSIGHT UNIT OF THE CALIFORNIA DEPARTMENT OF EDUCATION." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3705.
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This dissertation is a qualitative-based program evaluation that explored the existing charter school accountability measures, processes, and oversight systems of the California Department of Education (CDE) in relation to State Board of Education (SBE)-authorized charter schools. This dissertation further explored the potential program improvements that could be implemented to improve the charter school oversight functions of the SBE and CDE. After a charter school receives authorization and approval to operate, the degrees of accountably and oversight vary dependent upon the charter authorizer and the oversite entity. This dissertation study aimed to discover how charter schools authorized by the SBE are held accountable as the SBE delegates its oversight authority to the CDE. Data were collected from the CDE by way of interviews, artifact analysis, and participatory research. Furthermore, this dissertation study aimed to delineate how accountability and oversight systems subsequently impact both charter schools and authorizers, as these two entities are currently governed by the outdated Charter School Act of 1992. Finally, this dissertation study aimed to provide recommendations which may potentially be used as a guide to influence future legislation and or improve the CDE’s charter schools oversight processes. The findings of this study included six recommendations for future practice and three recommendations for future research.
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Farrow, Frank F. "Parent and teacher views relating to the teaching of moral values in schools : a pilot study conducted in twenty school communities in the Northern Area of the Education Department of South Australia /." Title page, contents and abstract only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmf246.pdf.
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Heath, John Lionel Potgieter. "An investigation into the present system of orientation for pupils entering high school under the jurisdiction of the Cape Education Department, leading to an orientation programme." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004769.
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Hanekom, Laurene. "Organisational barriers to women's equal representation in secondary school principal posts in the Wynberg Region of the Western Cape Education Department." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3653.
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Cornelissen, Darius D. "Service delivery improvement in the Western Cape Education Department (WCED) : a total quality management (TQM) approach." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1605.
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Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2005.Total Quality Management (TQM) sets out a framework for managers on how to improve business performance in all types of organisations. Organisational excellence must be integrated into the strategy of business through an understanding of the key business processes and the development of people.
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Slabbert, Brian. "Perceived practices of primary school mathematics heads of department." Thesis, 2019. https://hdl.handle.net/10539/29336.
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Research report submitted to the School of Education, Faculty of the Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters in Education Johannesburg, July 2019.In this study the researcher investigates what educators perceive the practices of mathematics HoDs to be in independent primary schools. A literature review was conducted and it was determined that there is a need for further research into the practices of HoDs at independent primary schools. A qualitative research approach was decided on and two case studies were done at two independent primary schools in Johannesburg. The data collected was recorded, compared and analysed to provide further insight into the perceived practices of HoDs. The findings show that there is not one set of practices of a HoD but multiple and that the practices of the HoD depend on the institution. The vision, mission and the culture of the institution, as well as the approach by senior management, will play a major role in what the practices of the HoD at that institution will be. It also leads us to conclude that arguing that there are set practices for HoDs is incorrect, instead it is the school context that will determine the practices of HoDs. From the findings the researcher attempts to provide a better understanding of the topic and makes suggestions into possible future research that could be conducted.
NG (2020)
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"Staff motivation : the secondary school principal's role and task : Department of Education and Culture: House of Representatives." Thesis, 2014. http://hdl.handle.net/10210/12964.
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Chung, Yi-Chen, and 鍾宜真. "Education triage,selection factors department,department identification the influence in college students life~ the particularity of pre-school college students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/2vhqny.
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碩士國立東華大學
幼兒教育學系
101
Nowadays almost everyone can go to colleges and study in, because there are more colleges than before and the departments of colleges become more and more. But there is more than one third freshman students want to change the department or the school because of the department which they choose is not in line with their expectation. Therefore, in this research, the researcher wants to find out whether the reasons which students choose the departments and the agreements of the departments have a visible influence or not through comparing the college students between pre-school and another kinds of departments. The style and the departments of the school are the main ideas in this research, because the researcher learns the relational information( 2005 Academic Year Freshman Questionnaire Survey of Taiwan Integrated Postsecondary Education Database, including factor analysis ,the percentage of cross-analysis, multiple regression analysis, binomial logistic regression analysis, and so on) and then the researcher creates a causality (the comparison between pre-school and private vocation). From the reasons of choosing departments ( such as family, personal, school, and real life) and the expectations of departments, the researcher wants to analysis the influence in college students life in Taiwan and take a look about the particularity of pre-school college students. In the result, the researcher finds out that : 1. There is an obvious difference about the behavior of changing in studying life between pre-school and another kinds of departments college students. 2. There is an obvious difference about the reasons of choosing departments the behavior of changing in studying life between pre-school and another kinds of departments college students. 3. There is an obvious difference about the departments expectation of the behavior of changing in studying life between pre-school and another kinds of departments college students. 4. The reasons of choosing has an obvious influence about department expectations.
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Gumede, Caleb Muziwendoda. "Leadership as a variable for promoting principals in KwaZulu and the Department of Education and Training." Thesis, 1991. http://hdl.handle.net/10530/286.
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Submitted in fulfilment or partial fulfilment of the requirements for the Degree of master of Education in the Departmnet of Educational Planning and Administartion at the University of Zululand, 1991.The object of this study is to determine the role played by leadership in the promotion of principals in the departments of education. In the statement of the problem it was suggested that in the promotion of principals, the officials of the Department of Education in KwaZulu and in the Department of Education and Training should consider the following aspects: the acquisition of academic and professional qualifications, experience, as well as leadership qualities. A distinction is drawn between a manager and a leader. Leaders influence the activities of their subordinates towards realising desired goals. A comparison is made between Yukl's (1970) leadership dimension (consideration, initiating structure, decision centralization), Lewin's (1944) theoretical typology (authoritarian, democratic, laissez faire) and Lambert and Lambert's (1964) organizational shapes (pyramid and circle organizational structures). Communication, Innovation and measurement by objectives were discussed as some of the vital skills of leadership. It was emphasized that they should be acquired by a prospective principal. In this study the questionnaire was used as a research tool. The questionnaire saves time and money. The researcher took advantage of a "Convenience sampling" and administered his questionnaires. It was decided, through empirical investigation, that leadership is a vital prerequisite for the promotion of school principals.
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Walker, Sharianne. "The athletic department and the institutional development office: A systems approach to athletic fund-raising." 1994. https://scholarworks.umass.edu/dissertations/AAI9434546.
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This research combines systems and critical theory to analyze the relationship of the athletic department and the institutional development office. The purpose of the study was to propose a model of coordinated athletic fund raising based upon a theoretical framework that explains athletic fund raising as an organizational function within the context of the interdependencies of a system. In the first phase of the research, a theory-based model of coordinated athletic fund raising is set forth. Several key characteristics of a coordinated approach are identified. In the second phase, results of telephone interviews with athletic fund raisers at Division I institutions are reported. Basic descriptive statistics and qualitative data analysis techniques are used to present a full and rich picture of how athletic fund raisers assess the relationship between the two offices. In the third phase of the research, a comparison is made between empirical findings and the model. Relationships between development offices and athletic departments vary greatly in nature and in scope. The majority of athletic fund raisers report that the relationship between the athletic department and development office is strained. Poor relationships may be deleterious to the athletic fund raising effort. A comparison of reported existing relationships to the model suggests that few existing relationships approach the level of coordination presented in the model. The theory-based model is determined to be useful in providing insights into the complex forces that affect athletic fund raising. Recommendations for moving relationships closer to the model focus on strategies that athletic fund raisers can employ to improve the relationship. Recommendations to athletic fund raisers include finding ways to produce and market critical fund raising resources to the development office; emphasizing negotiation as a strategy to improve exchanges; and working to establish better feedback mechanisms and more open lines of communication with the institutional development office.
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Jhang, Dong-Cih, and 張東慈. "Assessments of Teachers’ Professional Development by Education Department , school principal ,and parents of Elementary Schools in Yunlin County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/65257394167774542010.
Full textAbstract:
碩士雲林科技大學
資訊管理系碩士班
96
This study is designed to research on the opinions of education authorities, school principals, parents on professional development oriented teacher evaluation, using fuzzy Delphi method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP), to assess the dissimilarities and similarities of their perspectives. We can infer from the results that, because of the different positions of education authorities, school principals and parents, their concern for the professional development oriented teacher evaluation might also be different; the study has found that the four criterias-"mastery of teachers teaching subjects," " Teachers making good use of assessment as feedback, " Teachers having good professional education manners", and" teachers with the ability to evaluate courses", are the important standards that the three-way experts simultaneously agree upon. The research can be a reference for selection criteria of schools in the future when the professional development oriented teacher evaluation will be implemented comprehensively, and also provides teachers with an approach to learn more and improve themselves in their work of education.
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Wallenstein, Jessica. "Investing in School Learning: The New York City Department of Education’s Learning Partners Program." Thesis, 2018. https://doi.org/10.7916/D8PP0HMD.
Full textAbstract:
It is challenging for central authorities to change the nature of teaching and learning despite great efforts to do so through both command and commitment-style approaches, as well as through recent reforms aimed at teacher quality. Capacity-building initiatives, particularly those that engage educators in structured collaboration within and across schools, hold promise for school improvement. These approaches engage educators to develop contextualized solutions to the specific obstacles facing their students. However, without certain conditions in place, particularly a strong professional community that prioritizes continuous improvement, collaborative activities are unlikely to yield positive outcomes, and instead produce variable results based on schools’ capacity pre-intervention.
This dissertation explores New York City’s attempt to build schools’ capacity for improvement through the Learning Partners Program (LPP), a program developed under the Chancellor Fariña administration in 2014. LPP combines interschool collaboration, inquiry, teacher leadership, and teaming, thus providing an opportunity to explore how a district can foster the prerequisite conditions necessary for school improvement. Drawing on qualitative data from 3 years of implementation, I provide a detailed portrait of the elements of the program in practice, and describe the processes and conditions that allowed some schools in the program to implement coordinated changes that moved them towards their improvement goals. These descriptions can provide lessons to other districts interested in taking on similar “learning organization” reforms, or reforms that generally aim to shift the teaching profession towards one that fosters self-examination and continuous improvement.