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Published: 4 June 2021
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1

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

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The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.
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2

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

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3

Davis, Felicia. "School-based Health Centers in High Poverty Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7493.

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This capstone project was part of a team project completed by two school principals in Hillsborough County, Florida. The project began because of our passion for meeting the needs of our students in urban high poverty schools being supported by varying district turnaround initiatives. We looked at our district’s previous and current attempts to increase student success in high poverty schools. We questioned the ways in which supports and resources were provided, and we explored ways through which success in high poverty schools might be increased by redefining the supports and resources provided. Our appreciative exploration of the topic was guided by the question, what successful examples of services and supports have contributed to an increase in success for students in high poverty schools? Considering that the majority of SBHCs exist in schools with high poverty rates, I was interested in what services were provided and how accessible they were. I looked for literature using the following keywords: wrap around services, school based health centers, health and student achievement. School-Based Health Centers improve access to healthcare, which can help to identify and address health risk behaviors and contribute to more stable attendance at school. More instructional seat time can contribute to improved academic outcomes. The preventative role played by SBHCs can reduce barriers to learning, such as treating undiagnosed mental and physical illnesses. School-Based Health Centers provide wraparound services so that issues impacting students such as obesity or asthma can be addressed on a school’s campus where key mental health, medical and school professionals can collaborate to meet the needs of students.
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4

Thompson, Nathan. "A climate assessment of working environments at a small midwestern public high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thompsonn.pdf.

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5

Paine, Steven L. "The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).
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6

Sanner, Beth. "Perceptions of violence among high school students /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131326312.pdf.

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7

Mentzer, Brian. "Leadership in High Achieving, High Poverty Schools." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785179.

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In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).

The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.

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8

Cantwell, Vincent Frederick. "A study of adult high schools in the state of New Jersey /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10292123.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Elizabeth Kasi. Dissertation Committee: Stephen D. Brookfield. Includes bibliographical references (leaves 371-374).
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9

Steele, George E. "An investigation of the relationship between students' interests and the curricular practices of an alternative high school, through the perspective of Jung's theory of psychological types." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346868355.

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10

Nung, Tai-fai Paul. "Subject department effectiveness a case study of three secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2345717X.

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11

Mason, Kimberly. "Drug Testing in Schools: Attitudes of High School Students." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/td/23.

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This research investigation examined high school students' attitudes toward drug testing prevention programs, and examined the extent to which those attitudes vary according to gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, alcohol use, and involvement in extracurricular activities at school. The results of this exploratory study are intended to help school administrators and counselors have an increased understanding of high school students' attitudes toward drug testing prevention programs. The participants in this study were drawn from a convenience sample comprised of high school students in grades 8, 9, 10, 11, and 12 at a co-educational, parochial school located in the metropolitan New Orleans, Louisiana area during the 2002-2003 school year. Each participant completed survey packets which contained the Attitudes Toward High School Drug Testing (ATSDT) survey and personal demographic data. The results of this study indicated that high school students generally have neutral attitudes toward drug testing prevention programs. There appear to be significant statistical differences between high school students' attitudes toward drug testing prevention programs based on their gender, grade, ethnicity, exposure to experiences related to a drug testing program, illegal drug use, and alcohol use; however, students' involvement in extracurricular activities at school was not related to their attitudes toward drug testing prevention programs. This information may be used to assist school administrators and school counselors in designing drug-free schools that engender respect and approval from the greatest possible number of students, faculty, and public, and provide needed information for school counselors in providing drug related prevention services, interventions, and after-care to adolescents
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12

Bracy, Nicole L. "Learning locked down evaluating the treatment of students' rights in high security school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2009. http://proquest.umi.com/pqdweb?did=1818417591&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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13

Stark, Glen H. "The consolidation of three small high schools into one medium-sized high school." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38012.

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14

Cavazos, Jose Marcelo. "The instructional leadership of high school principals in successful Hispanic majority high schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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15

Aris, Sharon Margaret. "Understanding school choice: what parents prioritise in high schools." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22995.

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This thesis seeks to understand how parents make sense of high school choice, and how in understanding this, insights can be gained into mechanisms of advantage and disadvantage that operate in Australian schooling. It does so by analysing the underlying bases of parents’ aims from high school and how they seek to realise this in high school selection. It examines how different parental assets, including previous experiences in school and the workforce, enable parents to attain their desired school selections. In doing so this thesis goes beyond previous studies examining parental school choice to reveal how relations between families, schools and academic achievement influence the entire school field. This study draws upon two theoretical frameworks: Bourdieu’s field theory and Legitimation Code Theory. These are used to describe and analyse 28 parent interviews from a single geographic case study area in Sydney, comparing the outcomes parents sought from high school with how school choice was envisaged by policy makers. Four groups of parents are identified: credentialists, socially-disposed parents, all-rounders and consolidators. The approach of each parent group to school choice and the basis of the outcomes from schooling they seek provides insight into how school choice creates advantages and disadvantages in schooling. This thesis makes a number of contributions. Through enacting a relational framework it creates a model for surfacing previously hidden features of the school field including revealing why some parents readily traverse the school field, while others struggle to be seen. It creates a descriptive framework for analysis that gets beyond empirical description. It reveals a field so geared to academic performance that students who will not easily boost a schools’ ratings are easily left behind. Finally, it offers suggestions for imagining new possibilities for the field.
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16

Leung, Chi-kin Michael. "Principal's leadership style, teachers' morale and school effectiveness : perceptions of teachers in aided secondary schools /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554487.

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17

Johnson, Daniel Nordwall. "Principal Vision, Environmental Robustness, and Teacher Sense of Autonomy in High Schools." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1321.

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This study focused on leadership and its correlates. Theory and research both point to the centrality of the principal's leadership role in school effectiveness. Yet, few studies of school leadership actually examine relationships among leadership variables. This study examined, from the perspective of high school teachers, three leadership correlates: principal vision, environmental robustness and teacher autonomy. Principal vision was conceptualized as the capacity of the principal to see the difference between what is and what might be, thus enabling others to accept and act on the possibilities of what might be. Environmental robustness was defined as the perceived dramatic content of the school structure. Teacher autonomy was referred to as the extent to which teachers perceived they were able to maintain professional discretion and independence in their classrooms. It is believed that these variables do not stand alone but are interwoven in the leadership discussion. Principal vision is only as powerful a concept as the context in which it is shared (environmental robustness) and the receptivity and willingness to respond to it by the followers (teacher sense of autonomy). This study examined the collective perspective that high school teachers have regarding these three variables. Data were collected from 1338 high school teachers in 34 public high schools in Oregon. The school was the statistical unit of analysis. Mean scores were calculated for each of the three variables and subscales within each variable. Data were statistically analyzed using the Pearson product moment correlation and ANOVA. The study hypothesized a significant positive relationship between principal vision and environmental robustness; principal vision and teacher autonomy; environmental robustness and teacher autonomy. Using the Pearson product moment correlation as the statistical test, positive relationships were observed for all three of the hypotheses. The strongest of the relationships was found between principal vision and environmental robustness. Although not as strong, a significant positive relationship was also found between environmental robustness and teacher autonomy. While principal vision and teacher autonomy demonstrated the weakest correlation, there were several significant relationships among the vision and autonomy subscales. This study found stronger correlations among the three variables at the high school than were found in an earlier study at the elementary level and explores reasons for those differences. This study also investigated relationships among the theoretical variables and several contextual variables including demographic and school improvement indicators. After data were collected and analyzed, several principals of participating schools were interviewed regarding visionary attributes of their leadership roles in their schools. These interviews provided a broader perspective in understanding and interpreting the findings. This study concluded by considering implications of the relationships among these three variables and their impact in creating and sustaining effective instructional leadership. Of significant interest were the implications for the hiring processes for high school principals.
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18

Achoka, Judith Serah K. "The role of the secondary school principal in Quebec English schools /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59817.

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The purpose of this study was to examine the role of the secondary school principal in anglophone Quebec. A sample of eighteen experienced principals were interviewed in-depth about their role expectations, sources of role conflict, and their sense of ambiguity.
Role ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.
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19

Eaton, Lucille E. "Constructing rainbow classrooms non-heterosexual students journey toward safer schools /." Connect to this title online, 2005. http://www.lib.ncsu.edu/theses/available/etd-03302005-004209/.

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20

Jackson, Nokomis “Butch ”. Jr. "Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177215/.

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The study examined mathematics and English student achievement, attendance rates, dropout rates, and expenditures per pupil for Texas high school students in both open-enrollment charter schools and traditional public high schools for the 2009–2010 school year. All data were assembled using archived information found at the Texas Education Agency (TEA). This information included the TEA report entitled Texas Open Enrollment Charter Schools Evaluation; TEA Snapshot Yearly Report; and Academic Excellence Indicator System (AEIS) data files. Microsoft Excel (Version 2010) was used to randomly select traditional public high schools categorized as Title 1 and non-Title 1 for comparison with Title 1 and non-Title 1 open-enrollment charter high schools. The IBM Statistical Package for the Social Sciences (SPSS) (IBM Statistics Version 20) was used for a one-way analysis of variance (ANOVA) conducted between one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil). Traditional public high school students had higher or better average mean values than charter schools for mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil. The ANOVA found that four of the five dependent variables were statistically significant at the 0.05 confidence level for the independent variable of school type, whether charter or traditional school. There was no significant difference found between the schools for attendance rates. Effect size calculations, using the eta-squared method, confirmed the comparisons with significant differences.
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21

Sias, Betty A. "Marginalized students' perspectives of school consolidation: a case study in rural West Virginia." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=860.

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22

Yu, Bik-yin Rebecca. "Perceptions of discipline prefects towards their services : a qualitative study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22291933.

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23

Duffy-Friedman, Margaret. "Academic Optimism in High Schools." Cleveland State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1201035546.

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24

Fan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.

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25

Nichols, Kristen Marie. "Instructional Strategies for Academic Success in High Poverty, High Performing Schools." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77624.

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The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work to increase student performance in all academic areas, educators must identify the needs of each sub-group of students they services and determine which instructional practices meet their unique needs. Students living in poverty enter school with a distinctive set of needs and therefore require instructional practices that meet these needs. The researcher in this study strived to identify instructional practices that were being used in high and low performing Title I schools and compared the similarities and differences between the practices. Data reported from the study might inform school leaders regarding what instructional practices are effective when working in schools with high concentrations of students living in poverty. This qualitative study of four Title I eligible schools in an urban district in southeastern Virginia, involved interviews and focus groups. Interviews and focus groups focused on instructional practices (strategies, programs, and other factors) that influence academic achievement of students in high and low performing Title I eligible schools. Findings revealed that high performing Title I schools used student performance data to drive instruction; focused on teaching students enriching vocabulary; used the strategies of note taking, explicit instruction, similarities and differences, nonlinguistic representation, graphic organizers, and cooperative learning; conducted mentorship programs for teachers and students; utilized computer based instructional programs with fidelity; believed in their students and cared about their students; provided professional development to teachers; and implemented student reward/recognition programs.
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26

Jacquot, Curtis Willard. "The sustainable school: A sustainability assessment questionnaire for high schools." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2475.

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The result of this project is a sustainability assessment questionnaire for the high school setting. The questionnaire fills a gap in the literature pertaining to assessing direct and indirect environmental impacts on high schools.
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27

Mokhele, Reitumetse. "Perceptions of school climate: a comparative study of a former white and a black South African high school." Master's thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32821.

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School climate is a determinant of academic performance, as supported by evidence in developed countries. However, there are limited studies from developing countries to test this hypothesis. The few studies that have attempted to explore this topic are often limited to educators. Studies in South Africa show this limitation, hence the motivation to explore school climate from the students' perspective. This study is focused on students' perception of school climate and how it impacts their academic lives. Two schools from the Western Cape Province were used as case studies. They were Pinelands and Langa High Schools, institutions that are distinct in terms of their history, location, resources, demographics and academic performance. The results of the study revealed that most students do not feel safe physically and emotionally in the school environment. In a multiracial school, the main concern is around interpersonal relationship, particularly the level of social support received from teachers; while in a black and disadvantaged school, the concerns are around institutional environment relating to the physical environment and facilities in school. Additionally, students from the privileged school had more emotional concerns, and did not believe that teachers supported them socially, while those from the disadvantaged school had physical safety concerns but believed that their teachers are supportive both academically and socially. The study concludes with a recommendation for future studies to consider more than two schools, expand the geographical scope, employ rigorous data collection, and assess multi-stakeholder perceptions of school climate and the link it has to academic performance so as to improve reliability and generalisability of the findings.
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28

Franklin, Keri. "Blogging about books writing, reading, and thinking in a twenty-first century classroom /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4809.

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Thesis (Ph. 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 February 13, 2008) Vita. Includes bibliographical references.
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Wright, Caroline Adina. "A comparative analysis of the social and cultural problems of two principals' leadership in a suburban high school in Jamaica (1975-1985) : a case study /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857461.

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Thesis (Ed. D.) -- Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Lambros Comitas. Dissertation Committee: F. A. J. Ianni. Bibliography: leaves 135-140.
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30

Goodwin, Rebecca H. "On the edge of chaos a Delphi study of the changing role of the secondary principal /." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2301.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains viii, 263 p. Vita. Includes abstract. Includes bibliographical references (p. 187-211).
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Mueller, Fiona Jane. "Separate but equal? the enduring appeal of the single-sex public high schools of New South Wales /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080303.145544/index.html.

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32

Smith, Anthony Wayne. "Best practices of high school principals for improving student achievement in urban schools." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/anthony_w_smith/smith_anthony_w_200805_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: July 2008. Includes bibliographical references (p. 80-83) and appendices.
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33

Drawii, Judy Tatu. "Cult on the rise? Students' perspectives on cult issues in secondary and national high schools in Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2239.

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In the last five years there has been a dramatic increase in perceived levels of antisocial behaviour amongst students in Secondary and National High schools in Papua New Guinea. Certain events have caught the public's attention, such as the burning down of school buildings and reports of Satanic worship. Despite widespread concern, there seems to be little understanding of why such problems are occurring and no systematic studies to estimate the exact extent of such behaviours or their underlying cause. The main objective of this study was to collect information about the students' perspectives on the nature and extent of these perceived problems. For ethical reasons, and with regard to ease of access to participants within the time frame of the study, data were collected from the first year student teachers at Madang Teachers' College, Papua New Guinea, who had been Secondary/National High school students only a few months previously. As this was an exploratory investigation, and it was not known whether participants would feel more at ease talking one-on-one with the researcher or in groups, two methodologies were used: focus group discussions and individual interviews. The research was conducted over a period of three weeks in June 2007, and involved a total of 21 participants (three focus groups of five, five and six people respectively, and six individual interviewees, one of whom also joined a group). The main findings to emerge from these discussions were as follows. First, the participants explained their own and other students' behaviour in terms of exploring old and new traditions of school life. Second, although several participants reported knowledge of supernatural practices, many of the group activities described in the discussions were normal activities among peer cliques that provided a sense of belonging and positive support for school achievement. There were no major differences in the stories told by male and female participants, and no obvious differences in the type of information provided under different research conditions. There was some disagreement among participants as to whether or not school authorities should take strong action to eliminate the possibility of cult practices. The findings are interpreted with reference to both Western psychological ideas about the nature of adolescence, and to local traditions, practices, and understandings of lifespan development. In particular, the notion of 'searching for identity' stands out in these accounts of student behaviour. This was an exploratory study and not designed to yield results that provide an overall picture of the situation in the Secondary/National High schools of Papua New Guinea. Nevertheless, participants' reports did relate to events experienced in the majority of PNG Secondary and National High schools, and some recommendations are tentatively offered.
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Williamson, Edward A. "Relationships among school size, self-esteem, and achievement in Missouri high schools /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904873.

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35

Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.
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Carter, Pauline J., and pjcarter@chariot net au. "Factors affecting the engagement of experienced teachers in schools." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.105756.

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With the changing age profile of teachers in Australian schools, considerable numbers of experienced teachers need to feature as educational leaders, before their workplace knowledge and expertise will be lost to schools with retirement. Stereotypes of veteran teachers depict individuals, wearied by decades of work experiences, entering professional decline when educational systems need these experienced practitioners to remain connected, communicative and motivated in their work. This thesis explores the careers and contemporary professional lives of experienced practitioners — predominantly classroom teachers — currently working in a school with a long standing commitment to student-centred education. The research identified the factors that influenced their career pathways and affected their engagement with their work. Critical incidents in the teachers’ careers and professional lives are discussed in relation to the theories of motivation and the nature of Professional Learning Communities. The study showed that necessary factors for engagement were: mutual alignment with a well-articulated and practised ethos; supportive leadership; experiencing professional influence; opportunities for learning; and variety in work. Disillusion resulted if school actions were contrary to the espoused ethos. Severely negative experiences of performance management were survived by withdrawing, and enduring management tenures but these remain very poignant memories. The teachers had few career regrets yet reflection revealed the arbitrary nature of their career progression. The research identified a need to recognise the global and societal factors influencing the nature of teachers’ work. It is argued that schools and systems need to have a greater alignment between these external forces and their internal goals whilst recapturing the moral purpose of education. Furthermore, it is asserted that educational systems need to provide better human resource management for the teaching workforce through emphasising life-balance and well-being. Additionally, professional appraisal and staff management would benefit from strong recognition and deployment of the workplace knowledge and expertise of experienced teachers. A serendipitous outcome of the research was the benefit participants gained from reflecting on their careers which proved extremely affirming, and contributed to enhanced professional identities and changed career plans.
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O'Neill, Dawn. "Exploration of high-performing, high-poverty California elementary schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3096260.

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38

McQuillan, Paul, and res cand@acu edu au. "The “limit” experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.” The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term “religious”, although individuals might indeed interpret them as “religious”. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a “limit” experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of “limit” experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for “spiritual sensitivity” and the context of “relational consciousness”, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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McQuillan, Paul Terence. "The 'Limit" experience of senior high school students: A study across four Catholic high schools." Thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/76abe2869b990483c5c24fc67e79b327cbfb16a49abc850283418605122bb56d/2051690/64995_downloaded_stream_220.pdf.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as "an experience that reveals a reality of life beyond the self, beyond the here and now". It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.”
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40

Reinhorn, Stefanie Karchmer. "Teachers’ Views of School-Based Professional Learning in Six High-Performing, High-Poverty, Urban Schools." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461036.

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Policy makers, practitioners and scholars agree that teachers need sustained job-embedded professional learning experiences to help students meet the demands of new accountability systems, higher education, and the workforce (Smylie, Miretzky, & Konkol, 2004; Valli & Buese, 2007). Research shows that job-embedded learning for teachers can improve student performance (Parise, & Spillane, 2010). Although, researchers generally agree about the core features of effective professional development (Cohen & Hill, 2001; Desimone, 2011), their findings do not provide sufficient guidance to practitioners and policy makers in designing and implementing on-the-job learning opportunities (Hill, Beisiegel, & Jacob, 2013). This dissertation is a qualitative, comparative case study embedded in a larger study, “Developing Human Capital Within Schools,” conducted by the Project on the Next Generation of Teachers. I analyzed collected documents and data from 142 semi-structured interviews of administrators and a diverse sample of teachers from six high-performing, high-poverty schools within one city. Three of the schools are state-authorized charter schools (one a restart of an underperforming school) and three are district schools (one traditional and two former turnaround). In this study, I explored how teachers experienced and assessed three practices intended to support improvements in teaching quality—teacher evaluation, collaborative data routines and peer observation. Teachers and administrators across the sample, described evaluation, first and foremost, as a robust, ongoing improvement process that incorporated frequent feedback to teachers, which they valued. It also played a role in holding teachers accountable for their work. All six schools had structured data routines that required teachers to collaboratively gather, analyze and respond to students’ learning data. Data practices contributed to high expectations for all students and teachers. Finally, the schools had a range of practices that allowed teachers to observe each other, be observed, and in some cases analyze the experience. Teachers’ responses, although generally very positive, differed across and within schools, depending on the school’s ability to address logistical and cultural barriers to peer observation. None of these practices were implemented as discrete, stand-alone initiatives. Instead, the professional learning opportunities at these schools were intensive experiences that teachers described as highly interconnected.
Education Policy, Leadership, and Instructional Practice
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41

Carona, Charles W. (Charles Walter). "The Role of Assistant Principals in Large High Schools in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331436/.

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The purpose of this study was to determine the role of high school assistant principals as perceived by principals, assistant principals, and teachers. The population in this study consisted of the principals, assistant principals, and teachers in Class 5A high schools in Texas during the 1985- 86 school year. One hundred and twenty of the Class 5A high schools were randomly selected to participate in the study. One principal, one assistant principal, and one teacher from each school were asked to respond to the survey. A questionnaire was designed to measure the perception of the three groups under study and contained seventy-seven job responsibilities which were divided into six major areas. The six areas were school management, staff personnel, community relations, student activities, curriculum and instruction, and pupil personnel. Eighteen items were eliminated through clarity, appropriateness, and reliability studies. Each respondent was asked to rate the degree of involvement of assistant principals for each job responsibility listed in two columns labeled current and ideal. Five hypotheses were developed for the study. Three hypotheses were tested by a multivariate one-way analysis of variance with repeated measures, and two were tested using a univariate one-way analysis of variance. The .05 level of significance was used to determine if any significant differences existed. This study concluded that currently assistant principals have had moderate to considerable involvement in all six areas of job responsibility. The three groups in the study differed significantly in their perceptions about the current role of assistant principals. The four areas that showed a significant difference were staff personnel, student activities, curriculum and instruction, and pupil personnel. Results from the study indicated that principals and teachers agreed that ideally assistant principals should have more involvement in all six areas of job responsibility. Assistant principals indicated that ideally they should have more involvement in school management, curriculum and instruction, and staff personnel. When the ideal role was further analyzed, the three groups only showed a difference in the area of student activities.
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Ruddy, John J. "Differences on selected school variables in high schools adopting alternative-time and traditional-time schedules /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137742.

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43

Ostrander, Lorie Coleen. "Voices a case study of early school leaving /." Diss., Online access via UMI:, 2009.

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44

Leachman, Robert E. "Student performance in Missouri high schools in the Coalition of Essential Schools /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946272.

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45

Palmatier, Randy Laverne. "The nature of professional development in a high-performing urban elementary school /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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46

Hack, Joanne. "Meaning-making: A key pedagogical paradigm for schooling in the third millennium." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d0a95816cccbef77b55acc77ab4ce17d10021a66a1c3f4c0d413028615056c72/2169993/64896_downloaded_stream_121.pdf.

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This thesis addresses the need for schools to provide a method for young people to come to terms with the complexity of their changing world as they seek to make meaning for themselves. It begins by tracing the theoretical foundations for an increased focus on meaning in Australian schooling and its establishment as a stated pedagogical principle in federal and state policies, syllabi and Catholic Church documentation on education. It analyses the literatures of the future direction of schooling, youth spirituality and the foundation documentation on Catholic education. It proposes that there is a degree of overlap in these literatures and the common discourse and the emerging paradigm addresses the need for students to develop a sense of personal meaning. The thesis provides an historical overview of schooling in terms of the societal contexts and the educational and philosophical assumptions that underpin the curriculum and pedagogical activities. It develops a model that identifies changes in the process of meaning-making and proposes a framework that could help schools become more effective resource agents for students in the development of their meaning-making capacities. It uses this framework to investigate the key documents of one Catholic system of secondary schools. It identifies the extent to which the system actually puts into action this pedagogical principle through its policy, research material, strategic planning, school culture (charism) and religious education programmes. Finally the thesis relates the findings of the specific school system to the overall process of secondary schooling within a Catholic context in Australia and proposes some issues for further consideration.
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Pettibone, Susan Carole. "A study of the values, beliefs, and attitudes of students at an international high school." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32817.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Moral values are a key element in the development of good character and good citizenship, and they are the focus of this study which examines the values and beliefs and attitudes of students at an international high school. The purpose was to determine if their values reflect good character and good citizenship, and the un iversal core values of tolerance, compassion, and concern for the welfare of others. Other factors of particular interest in this study are nationality, culture, gender, religion, length of stay at the international school, and the effect of the international school experience on international awareness and understanding. A survey questionnaire and one-on-one student interviews provided the quantitative and qualitative data for this study. Although the findings revealed that there are contradictions and inconsistencies in the values and beliefs of ind ividual students, particularly with regard to tolerance and compassion, the find ings also indicate that the students share a large group of traditional moral values which reflect good character and good citizenship. In addition, almost all of the students indicated that the experience of being at the international school helped them to understand and to appreciate people from other countries and cultures. There were also differences in student values, bel iefs and attitudes based on nationality and culture, gender, religious beliefs, and length of stay at the international school. According to the findings, length of stay at the international school may have the least effect overall on the values, beliefs and attitudes of the students. The most significant differences concern nationality and culture, gender, and religious principles to inform right and wrong behavior. Educators concerned with student values and character education in culturally diverse educational settings may find it worthwhile to examine the values and beliefs of international school students. Because of their emphasis on positive intercultural relations based on cooperation, respect, responsibility to the community, compassion and concern for the welfare of others, tolerance, and cultural awareness and understanding -all facets of good character and good citizenship- international schools could provide educators in America's culturally diverse schools with an alternative way of looking at multicultural education.
2031-01-01
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Smith, Judith Ann. "Effective Middle School Teaching: Factors that Promote and Maintain It." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1371.

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The past thirty years has seen the middle school as an organization come of age and with it a renewed emphasis on meeting the needs of the early adolescent student. Although many current studies have addressed middle school issues, one of the most significant was the Carnegie Council on Adolescent Development's Turning Points: Preparing Youth/or the 21st Century (1989). It claimed that the middle school is the "last best chance" to turn young lives toward a meaningful future and, in order to do so, schools must be staffed with "expert" teachers. Once one knows what an "expert" teacher is, the major question that is raised is what factors promote and maintain such "experts?" Paying attention to these factors should increase the numbers of effective middle school teachers and therefore help meet the challenge issued by Turning Points. The purpose of this study was to learn what these factors are by listening to the "experts." Knowing these factors, their hierarchy of importance, and their potential for replication have serious implications for pre-teacher and staff training programs, hiring practices, and district policy making. The subjects were teachers from 17 middle schools in an urban school district which started its conversion to middle schools in the 1970s. The study was conducted in two phases using a questionnaire and an interview. The questionnaire was based on the literature and developed to determine the respondent's knowledge, practices, attitudes, and beliefs about middle school teaching. The 19 top scoring teachers who agreed to follow-up interviews formed the subsequent interview group. The semi-structured one-on-one interviews elicited opinions from these self-reported "experts" regarding what they perceived to be the most significant personal and organizational factors which enable them to be effective in their teaching. The results of the 307 valid questionnaires were reported by scale score, mean, and range, and their validity and reliability tested by Spearman-Brown, Coefficient Alpha, correlation matrix, and factor analysis. The content of the interview data was analyzed by a frequency count of reported factors. Major findings were that "expert" teachers identified the following factors as most critical to promoting and maintaining effective middle school teaching: 1. Being able to balance academic and affective concerns; 2. Having a genuine liking, commitment, and empathy for the early adolescent; 3. Ability to use a broad repertoire of teaching and learning strategies; 4. A concerned, listening principal who knows how to take action; 5. Team compatibility and commitment and adequate team planning time; 6. A strong belief in the advisory concept and the ability to build trust; 7. Participatory choice and teacher involvement in staff development; 8. A thorough knowledge of early adolescent needs and development. 9. Multiple exposure to and extensive experience with early adolescents during pre-teacher training.
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Thynne, Rosemary Annette. "The Girls High Schools 1872-1914." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483643.

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This study focuses on the emergence of the High Schools, initiating a new type of education for middle class girls. It traces their development to 1914. The study is based largely on the extant archives of the schools themselves and the two major organisations that nurtured them - the Girls Public Day School Trust and the Church Schools Company - and on diverse published primary sources and printed ephemera. By mid-century many had become convinced of the need for an intellectual education for middle class girls. However the establishment of the High Schools involved an adaptation of contemporary middle and upper class conventions and threatened established gender and class concepts, with the result that many middle class families strongly opposed the schools. The High Schools aimed to provide a curriculum that as far as possible matched that provided for middle class boys. The liberal curriculum and team games for girls produced outrage, challenging as they did, male superiority and accepted ideas of the place of middle class women. The schools recognised however that there were boundaries that the male elite would not allow to be crossed and the thesis considers the balance as well as the breaches involved. The high schools created an educated, easily identifiable, group of women with a definite place on the national stage. While the majority returned home to become educated wives and mothers, the schools developed also a group of women teachers, with trained professional status, whose ideas were to shape the grammar schools of the twentieth century. Finally, the stress on academic excellence ensured a flow of women to the university colleges, and thence to the professions where the battle for parity of opportunity would be continued.
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Jones, Thomas G. "Religion in Indiana's public high schools." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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