Dissertations / Theses: 'Independent schools'

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Decoux, Bruce Vernon. "Leadership in independent schools in Alberta." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22975.pdf.

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Roddy, Troy. "Frame Analysis of the Self-Perceived Leadership Orientations of Headmasters of the Independent Schools Association of the Southwest, Southern Association of Independent Schools, and the Association of Independent Schools of Greater Washington Member Schools." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1217.

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This study examined the self-perceived leadership orientations of headmasters of independent schools. This research expanded the current body of work that supports Bolman and Deal's (2003) multi-frame explanation that leaders use different orientations (frames) to understand their roles, clarify organizational situations, and make decisions. Using the four-frame model (structural, human resource, political, and symbolic) by Bolman and Deal, this study sought to identify common leadership orientations employed by headmasters of Independent Schools Association of the Southwest (ISAS), Southern Association of Independent Schools (SAIS), and the Association of Independent Schools of Greater Washington (AISGW) member Schools. The study also identified how many frames headmasters use and to what extent the self-perceived orientations relate to the headmasters' self-perceived overall effectiveness as managers and leaders. The Leadership Orientations (Self) survey developed by Bolman and Deal (1990) was revised, validated, and reliability was established before being sent to 272 headmasters of member schools of ISAS, SAIS, and AISGW. Data were collected from 94 respondents. The ISAS, SAIS, and AISGW are non-profit, voluntary membership organizations of independent schools located mostly in the southeastern and southwestern United States, as well as the greater Washington, DC metro area. The ISAS, SAIS, and AISGW are also members of good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. An analysis of the data revealed, through descriptive statistics, that all four frames are used by the headmasters and most headmasters report using more than one frame. Data analysis suggests that specific relationships exist between the headmasters' self-reported frame use and their perceived effectiveness as managers and as leaders. In addition, differences were observed between frame usage and teacher certification and frame usage and years of administrative experience.

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Dettman, Pamela. "The accreditation model of whole-school evaluation in Australian independent schools." Thesis, Dettman, Pamela (1988) The accreditation model of whole-school evaluation in Australian independent schools. Masters by Research thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/40891/.

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The central aim of this thesis is to examine the usefulness of the archaeological and genealogical methods, as explicated by Michel Foucault, for exploring ecofeminism as a liberation movement and emerging field of academic inquiry. In particular, I will be using Foucault's concepts of "discursive formations", "discursive practices" and "power/knowledge relations" in order to investigate the factors which constrain and enable the circulation of ecofeminism as it enters the academy and appears in grass roots liberation movements. The purpose of studying ecofeminism in this way is to enable a bringing into play of the activist voices displaced by some philosophical commentaries. On a more implicit level, the inquiry is guided by Donna Haraway's concepts of "situated knowledges" and "cyborg politics". Together, the works of Foucault and Haraway will be employed to argue for a politics which aims at avoiding the use of essentialist and universalising frameworks. I am also arguing that it is, perhaps, a shared ethics and politics, rather than a unified epistemology, that gives rise to ecofeminist positions.

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Parker, Jeanne D. "The African-American student experience in the independent school /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).

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Patti, Frank Anthony. "Branding in Independent Schools| Identifying Important Aspects of the School Branding Process." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608474.

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Branding in independent schools is a topic that has not been fully explored by researchers in the field of marketing and branding. Many factors have forced independent schools to begin to look at brand management as a way to respond to sudden enrollment issues. The recession of 2008, increasing quality of public schools, and the rising cost of an independent school education are three major factors that have prompted independent schools to think much more carefully about their images. Although there is some research on the ways that colleges and universities successfully apply branding strategies, K-12 independent schools have very little academic research on which to rely.

The purpose of this research project was to explore the branding process in K-12 independent schools through a case study of one independent school’s professionally led branding initiative. Research on college and university branding tells us that certain parts of the process are more important than others. The qualitative methods employed in this case study revealed that there are three aspects of the branding process that were particularly useful in the branding process of this independent school: understanding the social and political context of a school’s setting, engaging the faculty in the branding process, and developing clear and consistent brand messaging to the internal community. This study concludes by examining the implications of these findings for research and practice.

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Chun, Cindy P. "Best practices of affinity groups in independent schools." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10247015.

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Independent schools across the nation recognize the need to create inclusive communities for their students of color. Independent schools must embrace diversity and create communities in which students from all different cultures feel that they belong. The presence of diversity in the independent school environment is critical to the success of students of color. Many non-cognitive obstacles inhibit the success of students of color who attend predominantly white schools including institutional racism, oppositional identity, and internalized oppression (Fordham & Ogbu, 1986; Tatum, 2003). One of the many approaches that independent schools use to address inclusivity is the creation of affinity groups. The purpose of this study is to discover best practices of affinity groups in independent schools and how they are used to create a sense of belonging and inclusion for students of color. This qualitative study employs the Dynamic Narrative Approach to conduct interviews with diversity practitioners at independent schools that are members of the National Association of Independent Schools. Diversity practitioners were asked semi-structured interview questions through a password-protected wiki. A review of the literature and the findings from this study produced a list of best practices of affinity groups in independent schools, including possible downsides and how to overcome them. The findings of this study may be beneficial to independent school leaders and diversity practitioners who have not yet begun affinity group work at their schools. This study adds to the dearth of literature surrounding using affinity groups in independent schools to support students of color.

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Naidoo, Gonasagarie Linda. "The management of teacher absenteeism in independent primary schools in Gauteng." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62895.

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Teacher absenteeism is a huge concern both internationally and nationally. If it is not well-managed the resulting consequences can be disastrous for schools and most important, the students. While there have been many studies regarding the reasons teachers get absent and the impact this has on student achievement, there is very little information available on the actual management practises of teacher absenteeism, especially in independent, primary schools. Therefore my study will focus on how teacher absenteeism is managed in independent, primary schools in Midrand, Gauteng Province. The purpose of this study is to investigate and procure a basis for understanding how teacher absenteeism is managed in independent, primary schools in South Africa, and in doing so, deliver a perspective into the effective and gainful management thereof. My study made use of a qualitative, case study approach. Numerous data collection techniques like interviews, document analysis and observations were utilised to produce the following results: School managers play a pivotal role in managing teacher absenteeism. The climate and culture they create within the school environment is fundamental to the manner in which teacher absenteeism is managed. If school managers adopt a strong stance against offending teachers and the immediate penalties are opposed, as well as, rewarding the teachers who work in a committed manner and a key component of this is for teachers to attend school regularly and on time, then that specific school will experience low levels of teacher absenteeism. Independent schools in particular exert enormous pressure on their teachers to perform at their best due to parents paying a high amount in school fees and due to the fact that independent schools have direct control over their teachers’ salaries, the teachers feel compelled to fall in line with the schools’ expectations. As a result of my study, these strategies now become available to the schools that experience high rates of teacher absenteeism.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted

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Beauchamp, Pierre. "Teacher perceptions of the characteristics of effectiveness in Canadian independent schools." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22401.

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This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study.
Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner.
In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.

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Leatch, Michael J. H. "Inclusive education : attitudes of faculty in Canadian independent schools." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437156.

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Rhodes, Deborah L. "Resource development in the libraries of independent Black schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2507.

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This study examines the collection development policies and procedures of the independent Black schools that belong to the Council of Independent Black Institutions. The primary focus is on, 1) the types of sources used to select and acquire library materials pertaining to the Black experience, and 2) the extent to which the collections of the schools focus on materials documenting Black life and culture. Major findings include, that in the Black independent schools surveyed, 1) Black book stores are the major source of library materials concerning Black life and culture, and 2) in terms of abundance, materials concerning Black people are the most important part of the library collections. This report suggests the need for further research to explore dimensions of resource development in Black schools beyond the scope of the present investigation.

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Dolan, Lizette Ortega. "Unleashing Wild Tongues| The Latin Experience in Independent Schools." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142188.

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This dissertation explores the experiences of self-identified Latin@ youth in NAIS and POCIS Schools in the San Francisco Bay Area. Although all students involved in this study initially felt equipped to participate in the independent school environment, they experienced both common and unique challenges calling on the need to negotiate their ethnic identities. This research study assumed that all people and institutions, such as independent schools, are embedded in complex social, cultural and political systems historically defined by race, power and privilege. Engaging student voice in on-going efforts to understand and improve the conditions for historically underrepresented students of color, particularly Latin@ youth, is imperative in acknowledging that students have deep wisdom and expertise. The partnership between students and adults can foster “critical consciousness” – an awareness of the historical and current conditions that perpetuate inequality in society and in their own life circumstances (Horton & Freire, 1990). Freire (1982) asserted, “the silenced are not just incidental to the curiosity of the researcher but are the masters of inquiry into the underlying causes of the events in their world. In this context research, becomes a means of moving them beyond silence into a quest to proclaim the world.” Keywords: Latino, youth voice, underrepresented students, critical race theory, diversity “Latin@” is spelled using the “at symbol” to replace the letter “a” or “o.” Pizarro, Montoya, Nañez, Chavez, & Bermudez (2002) are Latin@ educators who formed Maestr@s, a group contending that the Spanish language is a manifestation of male hegemony. Maestr@s coined the use of the term because it is a visual intervention and a re-coding of information to different linguistic, epistemological and ideological systems (Pizarro, et. al, 2002, p. 290).

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Roberts, Susan Ann. "Re-thinking staff management in independent schools: an exploration of a human resource management approach." Thesis, Roberts, Susan Ann (2007) Re-thinking staff management in independent schools: an exploration of a human resource management approach. Professional Doctorate thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/279/.

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While the mission and 'core business' of schools has always been directed towards the education and pastoral support of the children, the staff who work to fulfil the mission and business have received less attention. With recent media reporting on anticipated teacher shortages, pedagogical issues and the quality of teaching the focus has shifted to the staff in schools. With evidence linking student achievements and academic outcomes to teacher impact, recruitment and retention have become significant issues, particularly in independent schools where parental expectations are high. Expertise in relation to human resource (HR) activities such as recruitment and retention, staff management and staff development, however, is not well developed in schools. This study therefore seeks to explore and understand staff management using a framework based on human resource management (HRM). It also examines the recent trend of appointing dedicated Human Resource (HR) practitioners to independent schools and the reasons behind these appointments. A qualitative research approach was adopted in order to better understand the issues and reveal the complexity that surrounds them. In all, seven independent schools were purposely selected from urban Western Australia, and the principals, finance directors and HR practitioners from these schools were interviewed to gain their perspectives. The conceptual framework draws on the business-derived human resource management (HRM) and the HR activities within this domain. The analytical framework used was that of the 'hard'/ 'soft' duality contained within HRM, which allowed tensions, such as that between 'independent schools as businesses' and independent schools as 'communities with heart', to be highlighted and examined. The interviews revealed a broad understanding and knowledge by respondents of HR activities considered 'necessary' for the recruitment, and the day-to day management of staff, including remuneration, and to some extent, induction and performance management systems. Most revealing in these schools was the lack of structure and strategy in the implementation of the various HR activities and ways to work through the hard/soft duality. By way of contrast, the HR practitioners appointed to five of the independent schools had a broad based knowledge of all HR activities and were attempting to 'educate' those in schools about HRM and what the function, collectively applied, could do for them. They encountered entrenched attitudes and, in some schools, resistance caused by misunderstandings associated with both the role and function. The thesis concludes with implications and recommendations for independent school leaders on the application of HRM in their schools. By re-thinking the paradigm of staff management in this way, and through the adoption of a systematic and holistic approach using the suite of HR activities, both hard and soft, the research points to the potential for improvements in the quality of teaching staff recruited and retained, and ultimately also in student outcomes.

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Roberts, Susan Ann. "Re-thinking 'staff management' in independent schools : an exploration of a human resource management approach /." Access via Murdoch University Digital Theses Project, 2007. https://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080411.121602.

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Gundlach, Lauren B. "The headship retention of independent elementary and secondary school leaders : a qualitative study /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7871.

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Pistol, Andreas. "On the entry barriers in the independent school market." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202877.

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This paper examines and evaluates one of the entry barriers in the Swedish upper secondary school market,the governmental imposed restriction which states that the establishment of an independent school can notresult in substantial negative eects for municipal schools. Identication of what variables are consideredwhen ruling the establishment of an independent school inappropriate due to the risk of causing substantialnegative eects is carried out through quantitative analysis by gathering data from a stratied sample ofapplications sent in to the Swedish School Inspectorate 2011 and 2012 to start or expand independentschools. The probability of getting an application to start or expand independent school is regressed on thepredicted number of remaining students at municipal schools, on the predicted student population changeand on the municipality recommendation. The models developed show that the predicted number ofstudents left in municipal schools has a big impact on the probability of getting an application approvedwith distinct kinks in the explanatory power. The result also show that the predicted student populationschange is taken into account but that the municipal recommendation is not.

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Torres, Diana R. "Life as a student at an independent day school." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001875.

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Oswald, Murray. "The emergence of new low-fee Protestant independent schools in South Australia since 1972 /." Title page, summary and contents pages only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mo86.pdf.

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Gous, Jennifer. "How inclusive education is understood by principals of independent schools." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-192908.

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Magnússon, Gunnlaugur. "Traditions and Challenges : Special Support in Swedish Independent Compulsory Schools." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28823.

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This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic’s theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. Keywords: Special education; inclusion; school choice; education reform; independent schools; compulso-ry schools; pupils in need of special support, SENCOs; special education teachers; critical pragmatism; Thomas M. Skrtic
Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic
Fristående skolors arbete med elever i behov av särskilt stöd
Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning

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Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.

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Jansson, Carolina. "Location Decisions of Independent Schools in Sweden- Does ideology matter?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415295.

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The Swedish school voucher reform in 1992 gave rise to independent schools and free choice of school for students. Since 1997, local governments have the opportunity to utter their opinion regarding the establishment of an independent school. General known predictions forecast that parties on the left-wing on the political scale dislike outsourcing more than parties on the right-wing. This thesis aims to find causal effects of local political ideology on the location decisions of independent schools. A perspective that hasn’t been prioritised in previous studies of the school voucher reform. As empirical strategy, I use a difference-in- differences approach on the share of independent schools in each municipality before and after the reform of 1997. Data is on the municipality level and consists of 288 municipalities for the years 1993-2008. The results indicate that independent schools establish relatively less frequently in left-leaning municipalities, and the distinction to other municipalities increases after the reform. The difference in the share of independent schools is 2,16 percentage points more negative in left-leaning municipalities than in other municipalities after 1997.

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Jansson, Carolina. "Location Decisions of Independent Schools in Sweden : Does Ideaology Matter?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415570.

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The Swedish school voucher reform in 1992 gave rise to independent schools and free choice of school for students. Since 1997, local governments have the opportunity to utter their opinion regarding the establishment of an independent school. General known predictions forecast that parties on the left-wing on the political scale dislike outsourcing more than parties on the right-wing. This thesis aims to find causal effects of local political ideology on the location decisions of independent schools. A perspective that hasn’t been prioritised in previous studies of the school voucher reform. As empirical strategy, I use a difference-in-differences approach on the share of independent schools in each municipality before and after the reform of 1997. Data is on the municipality level and consists of 288 municipalities for the years 1993-2008. The results indicate that independent schools establish relatively less frequently in left-leaning municipalities, and the distinction to other municipalities increases after the reform. The difference in the share of independent schools is 2,16 percentage points more negative in left-leaning municipalities than in other municipalities after 1997.

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Gonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.

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The purposes of this study were to determine (a) what teacher evaluation processes or instruments are used in the 45 independent schools of the Southwest, (b) what types of professional development activities or programs are provided for teachers in these schools, and (c) how the development and implementation of the teacher evaluation process and professional development programs are perceived by the teaching faculty in selected schools. Questionnaires were administered to chief administrators of the 45 member schools of the Independent Schools Association of the Southwest. From the 28 schools submitting completed questionnaires and evaluation instruments, it was found that: (a) 3 of the schools had a very informal process, (b) 7 of the schools had an informal process, (c) 12 of the schools had a formal process, and (d) 6 of the schools had a very formal process. Four generalizations emerged from factors evident at the 5 schools selected for on-site visitations which should be addressed by independent schools regardless of the type of evaluation process used: (a) each school should develop a teacher evaluation policy; (b) each school should develop evaluation criteria and procedures that relate to each teacher's classification; (c) each school should delineate the specific role of the chief administrator in the evaluation process, and (d) each school should design a program of preferred professional development activities for each teacher's classification and level of the school. Finally, the recommendation was made that further research on teacher evaluation in independent schools include the investigation of how and why schools select a particular teacher evaluation process.

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Gous, Jennifer Glenda. "How inclusive education is understood by principals of independent schools." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24118.

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In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education.
Thesis (PhD)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted

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Tsui, Chuen-man. "The management of the teaching profession in private independent bought-place secondary schools in Hong Kong during a period of contraction." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033684.

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Rud, Kory. "Why have four Wisconsin high schools adopted modular classrooms in their technology education program?" Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999rudk.pdf.

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Hamilton, Lorna C. "Constructions of higher ability in two maintained and two independent schools." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/2610.

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This research is an exploration of constructions of ability, especially 'greater ability' within four Maintained and Independent case study schools in Scotland, from a variety of group perspectives. It seeks to illuminate the commonalties and differences between and within schools in individuals' implicit theories of ability and explores the possible implications of such constructs. An analysis of policy and political debate provided the starting point for this research. This led into the empirical work in four case study schools. Data were gathered from semi structured interviews with headteachers, principal teachers of English, Maths, Art and music, class teachers, parents and pupils. In addition, non-participant observation took place for each subject area and class. Multiple perspectives helped to create meaningful layers of perceptions of ability while also making it possible to analyse the complexity of values and beliefs within each class and school. The research found that there were distinctions to be made between schools in both sectors which reflected contrasting viewpoints, echoing 'communitarian concerns' and the 'culture of self interest' (Ball, 1997). However, the experiences, judgements and choices of individuals presented a more complex pattern in which contradictory beliefs could lead to experiences of dissonance in maintained schools and highlighted the importance of the negotiated ability constructs being brought to bear by individuals within institutions.

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Simmons-Nnamdi, Denise. "Educating African-American children: making a case for independent neighborhood schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2271.

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This document makes a strong case for choosing African-American independent neighborhood schools over the public schools. African-American children, particularly males are performing poorly in the public education system. There is evidence of high dropout rates, minimal academic achievement, and decreasing rates of college enrollment for black children. Poor educational experiences may lead to poor skills, low paying jobs, unemployment, criminal activity, and poverty. Educators have been attempting to repair the current educational system without significant results. African-American independent neighborhood schools are institutions that have been making a difference, With low per student costs, these islands of hope have motivated students to learn, helped students achieve above average scores on standardized tests, an sent many of their alumni on to educational and professional success. They work because of the commitment of teachers, parents, administrators, and students. Despite the evidence of achievement, these institutions face many obstacles such as public animosity and hopelessness, insularity, and financial strife.

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Olatunji, Olushola Adebayo. "Educators' perspectives of fair performance appraisal practices in Gauteng Independent Schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65460.

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The element of fairness in a performance appraisal system is essential for an organisation. If the system of an organisation is not fair, it may result in an employee being dissatisfied with the appraisal system and this may lead to extremes such as employee attrition. The purpose of the study was to examine educators’ perspectives of fair performance appraisal practices in selected independent schools in Gauteng Province, South Africa. The research approach adopted for the study was qualitative while the research design used was case study. Purposive sampling technique was used in the selection of the sample for this study. The findings of the study revealed that teachers think performance appraisal was conducted properly and the process helps to improve individual teaching output. The HODs believed performance appraisal was conducted in a positive and encouraging manner. The school principals also viewed the appraisal process positively, indicating that the competence of teachers and the quality of teaching and learning taking place in the school are assessed by doing performance appraisals. The different categories of the participants namely, teachers, HODs and principals believed that the process of performance appraisal was quite fair and recommended that there should be other tools for assessing the teachers’ ability. Furthermore, the teachers did not see the appraisal system as unfair, but proposed other effective ways of conducting the appraisal system. According to the HODs, the process is time-consuming and the principals were satisfied with the appraisal process but cautioned that the process would become unfair if bonuses are given to the teachers. In addition, the teachers submitted that the exercise can be unfair if assessment is based on incorrect or inaccurate information. A fair appraisal process is when all parties are open and communicate with one another, constructive and honest feedback is given as well as the use of agreed upon procedures consistently. In conclusion, to improve the effectiveness of performance appraisal practices, fair performance appraisal practices should be given utmost priority.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
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Alkubaisi, H. "Decentralised management in independent secondary schools in Qatar's educational reform initiative." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10048097/.

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This study aims to develop a critical understanding of how the policy of decentralisation and its implementation in independent secondary schools in Qatar is perceived by principals, teachers, and other staff. The study examines decentralisation policy implementation, practices, and challenges in Qatar, and in particular, the four major principles of the Education for a New Era (EFNE) reform—autonomy, accountability, variety, and choice. Qualitative data were collected through semi-structured interviews, school observations, and document analysis that focused on the perceptions of 32 study participants of the implementation of decentralised management. Four independent secondary schools, established as government-funded reform-based schools under the educational reform, were selected. These schools included four school principals, 16 teachers, four professional development specialists, four technology specialists and four learning resources specialists (12 members of other school staff). In addition, the study explored the participants’ perception of the role and practice of school leadership in the context of decentralisation management, the challenges to the implementation of decentralised management in the selected four independent secondary schools, and potential solutions. The study identified the participants’ perceptions in light of how the literature on school leadership and policy change had been adapted to the cultural context of Qatar. The study focuses on school decentralisation, integrating three theoretical lenses as the conceptual framework— educational change theory, policy learning theory, and school leadership theory—not only to better understand the implementation of decentralisation as a consequence of implementing an education system reform initiative but also to address the research questions. According to the findings, the participants indicated there were differences between the original decentralisation and principles of EFNE and their actual implementation. In addition, the results highlighted the present challenges for school principals, teachers, and other school staff, such as excessive involvement of the Supreme Education Council (SEC), frequent changes, a lack of parental involvement and insufficient professional development. Furthermore, this study provides the following recommendations to aid in the implementation of decentralisation policy: developing the credibility of the educational reform (i.e. EFNE); developing strategies that could improve current implementation related policies and practices; improving support that facilitates the success rather than the maintenance of EFNE; understanding the importance of school leadership and developing the knowledge and skills required from school leaders; adopting a home-grown model of reform initiative and decentralisation; and re-evaluating and changing the current professional development and improving parental involvement.

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Bagi, Stephen. "Journeys into Principalship: The Experiences of Beginning Principals of Independent Schools." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367490.

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Although beginning principals of independent schools enter a role that is widely regarded as increasingly challenging and possibly deleterious to their well being, there has been very little research conducted to examine their transition into this role. This study examined the experiences of beginning principals in Australia to identify the most effective components of their preparation, the factors which helped them to transition into the role, the greatest challenges they faced and the rewarding aspects of the role. Through this understanding, it is hoped that beginning principals can be further assisted in their preparation and transition into the role. The main recommendations coming out of this study were: for future research to identify and find ways to reduce the specific drivers of work intensification for independent school principals; a greater emphasis on the school board’s support for the beginning principal; and, the development of specific training and coaching processes to help beginning principals develop greater resilience.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies.
Arts, Education and Law
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Vargas, Sylvia Rodriguez. "Women of Color Heads of Independent Schools: Toward a Framework of Culturally Relevant Leadership." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338221119.

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Somerset, John W. "Defining a financially sustainable independent school in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109788/1/John_Somerset_Thesis.pdf.

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Independent schools in Australia have $10 billion in annual turnover, educate 594,000 students, employ 53,000 teachers plus other staff, invest billions of dollars into infrastructure and service debt of approximately $3 billion. Financial stakeholders have little empirical evidence on the attributes of a financially sustainable independent school from which to make an informed decision on financial risk. This innovative qualitative study uncovered thick, rich descriptions from a broad range of expert stakeholders to define a financially sustainable independent school and document a comprehensive list of attributes.

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Kanaifu, Koran Nishati. "Shules, Afrikan-centered and independent Black institutions : Afrikan American parents' rebuttal to the public school system /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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LeBrun, David. "A study of modualrized [sic] instruction and its role in the technology education curriculum at Southern Door schools." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lebrund.pdf.

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au, s. roberts@murdoch edu, and Susan Ann Roberts. "Re-thinking staff management in independent schools: An exploration of a human resource management approach." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080411.121602.

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While the mission and core business of schools has always been directed towards the education and pastoral support of the children, the staff who work to fulfil the mission and business have received less attention. With recent media reporting on anticipated teacher shortages, pedagogical issues and the quality of teaching the focus has shifted to the staff in schools. With evidence linking student achievements and academic outcomes to teacher impact, recruitment and retention have become significant issues, particularly in independent schools where parental expectations are high. Expertise in relation to human resource (HR) activities such as recruitment and retention, staff management and staff development, however, is not well developed in schools. This study therefore seeks to explore and understand staff management using a framework based on human resource management (HRM). It also examines the recent trend of appointing dedicated Human Resource (HR) practitioners to independent schools and the reasons behind these appointments. A qualitative research approach was adopted in order to better understand the issues and reveal the complexity that surrounds them. In all, seven independent schools were purposely selected from urban Western Australia, and the principals, finance directors and HR practitioners from these schools were interviewed to gain their perspectives. The conceptual framework draws on the business-derived human resource management (HRM) and the HR activities within this domain. The analytical framework used was that of the hard/ soft duality contained within HRM, which allowed tensions, such as that between independent schools as businesses and independent schools as communities with heart, to be highlighted and examined. The interviews revealed a broad understanding and knowledge by respondents of HR activities considered necessary for the recruitment, and the day-to day management of staff, including remuneration, and to some extent, induction and performance management systems. Most revealing in these schools was the lack of structure and strategy in the implementation of the various HR activities and ways to work through the hard/soft duality. By way of contrast, the HR practitioners appointed to five of the independent schools had a broad based knowledge of all HR activities and were attempting to educate those in schools about HRM and what the function, collectively applied, could do for them. They encountered entrenched attitudes and, in some schools, resistance caused by misunderstandings associated with both the role and function. The thesis concludes with implications and recommendations for independent school leaders on the application of HRM in their schools. By re-thinking the paradigm of staff management in this way, and through the adoption of a systematic and holistic approach using the suite of HR activities, both hard and soft, the research points to the potential for improvements in the quality of teaching staff recruited and retained, and ultimately also in student outcomes.

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Sandberg, Cristina. "Skolhälsovårdens roll i elevhälsan vid några av John Bauergymnasierna." Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5359.

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Background: School health services of today focus on prevention and health promotion within the school. A collaboration between the school health services and the student care team from the guidelines with focus on the student, is expected. Purpose: The purpose was to illustrate School nurses vocational experiences and what the role of school health services in the student care team at upper secondary schools of John Bauer in relationship to the vision of the school. Method: Qualitative content analysis with inductive approach was used (Lundman &Hällgren-Graneheim, 2008). Data was collected by interviewing school nurses at School of John Bauer. Result: From the results school nurse´s health enhancement-and promoting work, team cooperation, prioritizing, management and co-ordination were found. From the data eight categories were found such as teamwork, health promoting tools, follow-up of schoolenvironment, knowledge, accessibility, low prioritized student care team, inadequate management and co-ordination of the team. Conclusion: According to the study, time limits and lack of comprehension from school management makes it more difficult for school health service to reach its fully potential. Theresults can be used to improve school nurses´ situation through self-education and encourage education of other student care team members and quality assurance.

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Berber, Mujgan G. "The role of the principal in establishing and further developing an independent Christian or Islamic school in Australia." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46255.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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39

Harvey, Janet A. "No magic formula : marketing a marginal school." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/7422.

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This thesis describes an action research enquiry into the marketing of a small independent girls, school in the West Midlands, of which the author was the headteacher. Chapter One outlines the research situation. In Chapter Two, literary perspectives are presented on the issues of educational marketing, independent education (with particular reference to girls), and the problems of marketing a contracting school. Chapter Three covers methodological issues. In the first spiral of the enquiry, the school's provision was analysed and new initiatives were undertaken to improve it. These are described in Chapter Four. Next, the views of parents were sought, to assist the school's management team to evaluate the success of these initiatives, and to acquire firmer knowledge about sources of students. Outcomes are presented in Chapter Five. Preparatory school headteachers were identified as important 'gatekeepers, in the process of transfer into secondary independent schooling. A series of interviews with prep school heads established their views on, and involvement in, the transfer process. These interviews are analysed in Chapter Six. Concerns expressed by the prep heads about their relationships with secondary heads, particularly of girls' schools, prompted the final cycle of this study: to compare the views of heads of independent girls' schools with those of the prep heads. These findings are outlined in Chapter Seven. Chapter Eight presents a summary of marketing problems revealed by the research findings, suggests further areas of research, and indicates the final outcomes for the author and her school.

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Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.

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This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.

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Land, Julie. "Attitudes and perceptions of high ability girls and boys in independent schools." Thesis, University of Newcastle upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397352.

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Casey, Beverley. "The role of the curriculum co-ordinator in selected independent girls' schools /." Connect to thesis, 1994. http://eprints.unimelb.edu.au/archive/00000712.

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Speck, Phoebe Bozonelis. "Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054738258.

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Bambach, Matthew. "Maximising Board governance effectiveness in small and medium-sized Australian independent schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2310.

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My experience of working with boards of independent schools has led me to conclude that boards often struggle to know how they might make their governance more effective. Very little has been written and few empirical studies have investigated governance of independent school boards in Australia, despite the considerable responsibility and power entrusted to them. This study asks how well such boards are governing and what they could do to engender fully effective governance. Currently, there are no standards or instruments for assessing the effectiveness of board governance. This study identified seven governance effectiveness factors (GEFs) from the literature on governance in schools and other non-profit organisations. These factors were used as assessment instruments in seven case studies of school boards in small to medium-sized independent schools. The research was predominantly qualitative and involved four research methods: a survey, semi-structured interviews, a review of board documents and observation of board meetings. The data were explored by assessing the GEFs within each case and across cases. The findings showed that five boards demonstrated poor governance effectiveness, one was very poor and only one was effective. Three unexpected themes emerged from the data, showing how boards can move towards governance by delegating operational management of the school to the principal. These involve boards understanding, first, the nature of governance and developing the intention to govern effectively, second, when and how to make the difficult transition from operational management to governance, and third, how to adapt their approach to governance as they gain experience with it. A model of this transition process and a framework to guide managers and researchers through key decisions were developed. These fill a critical gap in the literature on board management in independent school governance.

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Money, Claire. "Reflections on new public management: Independent public schools, staffing and social equity." Thesis, Money, Claire (2014) Reflections on new public management: Independent public schools, staffing and social equity. Masters by Coursework thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/27426/.

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This thesis investigated changes in employment opportunities for part-time teachers in Western Australia as a result of the Independent Public School (IPS) initiative. The study was premised on the understanding that the Independent Public Schools initiative is based on the core tenets of New Public Management. A telephone survey collected a convenient sample of ten principals’ perceptions about part-time teaching staff, with a specific focus on commitment. An analysis of the responses identified tensions between principals’ values, the characteristics of the Independent Public School initiative and equal opportunity policies. Principals placed high value on team work, and perceived part-time teachers as less committed to teaching than their full-time colleagues. These may create tensions through increased workplace competition invoked through the Independent Public Schools initiative and the limited availability of part-time teachers. This thesis also identified concerns surrounding the labelling of schools as IPS or non-IPS. It concludes by identifying that the working conditions for part-time staff may experience negative changes in employment equity as a result of the Independent Public Schools initiative. The thesis acknowledges that IPS is here to stay and that the policy challenges lie in identifying, avoiding and ameliorating any inequities the IPS initiative may create.

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Kallberg, Johanna. "Limit comparison-shopping? : The effect of new establishments of independent upper-secondary schools on public school costs." Thesis, Umeå universitet, Nationalekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123213.

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In the 1990s, an educational reform changed the Swedish school market. The reform allows anyone with permission from the Swedish Schools Inspectorate to establish an independent school. The main objective of this paper is to examine how new establishments of independent upper-secondary schools affect the public school’s costs per student during the time period 2005 to 2014. Using application data, we can separate municipalities in which independent schools have been established and where they have not. This data allows us to estimate a Difference in Difference model where the treatment is a new establishment. The results reveal three key findings: first, on average, municipalities experience a cost decrease if new independent schools are established. Second, a common trend exists in the pre-period between the two types of municipalities. Third, decomposing the total public school cost per student, the establishment of new upper-secondary schools reduces teaching, equipment and healthcare costs. Further research should examine the political objectives on the municipality level for new establishments. In the future it may be important, from a policy perspective, that if municipalities are given a veto right in the establishment process, market competition will be determined based on political preferences.

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Thor, Fredrik. "Grade Leniency and Competition : A study of Swedish Compulsory Level Municipality Schools." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415528.

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In Sweden, there has been an increased discrepancy between increasing merit ratings and decreasing results in international surveys such as PISA. At the same time, since the 1990s, Sweden has had several reforms that resulted in increased competition, decentralization and trust-based evaluations. Several studies have shown that grade leniency depends on school provider as well as level of competition between schools. This study focuses on how grade inflation in municipality schools for 9th graders is affected when an independent school is established nearby, using a fixed-effects model at the municipality level but with control variables at the individual level. I study all Swedish 9th graders between 2003-2017. An alternative specification with school fixed effects is also presented. I find that grades are set more leniently in competitive municipalities and that grade deviance is highly correlated with socio-economic factors. It is also concluded that the effect size is small in comparison to the average provider difference and individual level characteristics. The study extends the literature by focusing on grade inflation amongst municipality schools, and by focusing on the change in grade inflation rather than the average effect over time in terms of provider differences.

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Graham, Joe Wilson. "Leadership behaviors and collective efficacy as perceived by teachers of schools in the Katy Independent School District." Texas A&M University, 2003. http://hdl.handle.net/1969.1/6004.

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The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District. It also was designed to discover other possible connections between teacher demographic variables and collective efficacy. The research study for leadership was based on the leadership work of Kouzes and Posner and the survey they created, the Leadership Practices Inventory (LPI). The collective efficacy piece was based on the work of Roger Goddard and his work on the collective efficacy survey for school personnel. Leadership effectiveness had a low positive correlation on collective efficacy. All five practices also had a low positive correlation on collective efficacy. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice had the highest correlation on collective efficacy. Each of the practices had breaks at the 30th and 70th percentile groups based on Kouzes and PosnerÃ¢ÂÂs norming group of approximately 18,000 participants. Schools scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges. Schools scoring in the below the 30th percentile group in the Encourage Others to Act practice were statistically significantly different than those scoring in the middle or upper groups as well. There were no other practices showing significant differences in their respective groups. Most length of employment variables showed a low correlation on leadership effectiveness and collective efficacy. Length of employment in Katy ISD had a moderate negative correlation on leadership effectiveness. The researchers categorize schools as schools with high or low collective efficacy based on the teacher comments. High collective efficacy schools commented that they worked as teams and had administrative support. Lower collective efficacy schools mentioned administrative constraints, home life issues, lower administrative support, and lower discipline. The schools were categorized as positive leadership mentioned administrative support, encouragement, and principals who listened. In more negative leadership schools, teachers commented about communication problems and minimal rewards.

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Dulhunty, Rebecca. "Student peer-related aggression as a legal issue in the management of an independent girl's school in Queensland." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36668/1/36668_Digitised%20Thesis.pdf.

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This study was concerned with examining the potential legal implications that an independent girls' school may be exposed to in relation to managing student peer-related aggression. There appeared to be two main aspects to managing this issue, which are, responding to incidents as they emerged, and secondly actively preventing their occurrence. It is demonstrated in the literature (Borg, 1998: 433) that there has been significant research conducted in regard to bullying, and as a result there is a growing awareness of the seriousness of the problem, particularly as a result of the consequences and frequency of student peer-related aggression in schools. However, it was evident that an area that had not been thoroughly researched was to do with the legal implications associated with this topic. This was despite the growing use of the law in education-related matters, and the growing emphasis being placed on risk management and the importance of schools' being hostile-free learning environments. This study adopted a multi-method exploratory case study approach utilising qualitative and quantitative paradigms, to examine how a school manages student peer-related aggression. This encompassed frequency of aggressive acts, bullying behaviours, responses of staff and students, whether the issue was perceived as a problem, promotion of school programs, and attempts to minimise and prevent student peer-related aggression. This was achieved by , surveying students and teaching staff of the school, interviewing the Deputy Principal, and examining school documents. The results were then analysed in regard to the effect of potential areas of law, that is, tort, contract, legislation, United Nations treaties and criminal law. While there were few problems in relation to potential legal implications for the case study school the study did find one area of concern, that is, the school appeared to respond on a needs basis to incidents of student peer-related aggression. Considering the reported seriousness of student peer-related aggression and the availability of prevention programs, it is suggested that a more appropriate approach to managing this issue would involve the incorporation of prevention strategies so as to minimise the potential legal consequences.

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Thorvaldsson, Erik. "Factors Affecting Students´ Achievements : A Study of Public and Independent Schools i Sandviken and Gävle." Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78341.

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The development of independent schools is a relatively new phenomenon, which has been increasing during the last 20 years. Most of the independent schools have been proliferated in the larger regions such as Stockholm, but are increasing more and more in smaller regions. This study aims to compare public and independent schools in the region of Sandviken and Gävle in order to analyse how the final grades are affected by different variables. From two different perspectives the focus is to see if location of schools and students makes any difference according to the distance decay and how important motivations are according to the choice theory and its ideas about motivation. This study is done by using statistics collected from the independent and public schools and also by a regression analysis. The conclusion is that there are no significant differences between the schools and students and the achievements, the location of the school, the relation between distance to school and achievements and there are no differences from a gender perspective. The schools themselves do also have an important role for good education as a good study environment may increase the students’ motivation for the education.

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Dissertations / Theses on the topic 'Independent schools'

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