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Hanley, Daniel Miller. "School-based evaluation in Norway." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337098.
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Englot, Stusick Erib B., and University of Lethbridge Faculty of Education. "The evaluation of school-based community conferences." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2007, 2007. http://hdl.handle.net/10133/554.
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This study evaluated the effectiveness of a school-based Community Conferencing program utilized in response to student acts of misconduct or violence. The satisfaction levels of the various participants involved, the effects on suspension and expulsion rates, the rates of recidivism, the types and follow through of restoration agreements made, and the offences that respond best to Community Conferences were examined.
Role-specific surveys were administered to the various participants in 12 Community Conferences with 105 surveys completed immediately following the Conference and 70 surveys completed via telephone four weeks after the completion of the Conference. Data were analyzed using descriptive, qualitative, and chi-square methods of analyses.
This study provides evidence for the success and satisfaction of incorporating this type of restorative programming into current philosophies and policies within school divisions as an alternative to zero tolerance policies. Participants in various roles reported satisfaction with several aspects of the Conference and its outcome, positive personal changes resulting from the Conference, and positive experiences overall regarding participation. Additionally, a potential decrease in the use of suspension and expulsion, provides further support for its use.
The findings of this study provide a baseline for satisfaction levels, types of restoration agreements made, and rates of recidivism regarding school-based Community Conferences. Results can aid in the process of decision-making for those considering the use of restorative programming in schools. Due to the high rates of overall satisfaction, the model used in this research by the Edmonton Public School Division, along with the suggestions made by the researcher, can provide a representation upon which others can base implementation of a similar program.xv, 306 leaves ; 29 cm. --
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Lau, Chan Po-ling, and 劉陳寶齡. "An evaluation of a school-based curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963018.
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Torres, Adriana. "SCHOOL-BASED MENTAL HEALTH CARE PROGRAM EVALUATION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/655.
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This study aimed to determine if the Department of Behavioral and Mental Health at a local school district is improving the academic outcomes of the students it provides services to. The purpose was to evaluate its effectiveness in order to improve and expand services. This is important since schools have become a primary setting to address the mental health needs of children and youth. The research design consisted of a quantitative, one-group pretest-posttest as students’ outcomes were assessed before and after treatment. The data was analyzed using a paired samples t-test. The findings from this study demonstrated no statistical significance in students’ grades and attendance, thereby demonstrating the need for further research on this topic.
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Argyro, Kokoretsi-Stavrinides. "School-based self-evaluation in Greece : A challenge for primary schools." Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523008.
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This thesis explores whether and to what extent a particular school self-evaluation (SSE) programme, aimed at school accountability and school improvement, can be accommodated into the Greek reality. The research employs an ethnographic case study in one primary school in Athens and involves collaborative action research (CAR) with an external collaborator for the programme initiation and implementation. The school was scrutinised by a number of methods such as participant observation and teachers' interviews. The pupils', parents' and teachers' questionnaires as well as focus groups used by CAR offered a valuable source of information, thus combining triangulation in data gathering. The research reveals that the SSE cannot give visible and direct outcomes in reference to school accountability and improvement purposes. Individual teachers' attempts cannot support the cyclical process of SSE - improvement - evaluation, which needs a co-operative and innovative culture. The individualistic and non innovative school culture seems to be the most influential factor. The study, however, indicates that the process of the SSE implementation can promote invisibly and indirectly the programme purposes. It can affect the participants and particularly the teachers, who seem to develop individual answerability and professional responsibility. This, in turn, can prepare the school for external accountability. Simultaneously, the process, 'by doing' and critical reflection, seems to act as a 'learning process' for teachers' personal and professional development. The process can reflect upon the teachers' classes and the school as an organisation, even the school culture, since new patterns seem to challenge the established ways and practices of school operation, including school values. External collaboration appears to be a powerful tool in the process. The researchercollaborator can undertake the role of the leader initiating the innovation as well as that of the manager inspiring commitment, developing the feeling of ownership and providing approaches and tools. Balancing power relationships within the school reveals as a particularly sensitive task for herlhim to accomplish. Such a complicated role raises questions about the persons who can undertake it; consultants from educational authorities or researchers from higher education and, perhaps, experienced teachers from other schools can be proposed. In any case, external collaborators should be trusted persons, equipped with appropriate knowledge and skills, clearly familiar with the school context and relieved from appraisal responsibilities. The external collaborator's responsibilities are expected to be delegated to the school. Thus, the role of the Head and teachers should be upgraded. This seems to have political implications while the need for teachers' and heads' professional development reveals as decisive. A prerequisite seems to be the establishment of a national policy, which will establish a framework for teachers' professional development and provide a kind of balanced autonomy to schools legitimating, thus, innovations. Within this context, SSE aimed at school accountability and improvement should be seen as a long-term project.
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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.
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Flores, Jose Manuel. "A Study of Teachers' Involvement In School-Based Management and Their Perceptions of the Impact of School-Based Management on School Improvement." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3501.
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Shim, Minsuk. "Models comparing estimates of school effectiveness based on cross-sectional and longitudinal designs." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31519.
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The primary purpose of this study is to compare the six models (cross-sectional, two-wave, and multiwave, with and without controls) and determine which of the models most appropriately estimates school effects. For a fair and adequate evaluation of school effects, this study considers the following requirements of an appropriate analytical model.
First, a model should have controls for students' background characteristics. Without controlling for the initial differences of students, one may not analyze the between-school differences appropriately, as students are not randomly assigned to schools.
Second, a model should explicitly address individual change and growth rather than status, because students' learning and growth is the primary goal of schooling. In other words, studies should be longitudinal rather than cross-sectional. Most researches, however, have employed cross-sectional models because empirical methods of measuring change have been considered inappropriate and invalid. This study argues that the discussions about measuring change have been unjustifiably restricted to the two-wave model. It supports the idea of a more recent longitudinal approach to the measurement of change. That is, one can estimate the individual growth more accurately using multiwave data.
Third, a model should accommodate the hierarchical characteristics of school data because schooling is a multilevel process. This study employs an Hierarchical Linear Model (HLM) as a basic methodological tool to analyze the data.
The subjects of the study were 648 elementary students in 26 schools. The scores on three subtests of Canadian Tests of Basic Skills (CTBS) were collected for this grade cohort across three years (grades 5, 6 and 7). The between-school differences were analyzed using the six models previously mentioned. Students' general cognitive ability (CCAT) and gender were employed as the controls for background characteristics.
Schools differed significantly in their average levels of academic achievement at grade 7 across the three subtests of CTBS. Schools also differed significantly in their average rates of growth in mathematics and reading between grades 5 and 7. One interesting finding was that the bias of the unadjusted model against adjusted model for the multiwave design was not as large as that for the cross-sectional design. Because the multiwave model deals with student growth explicitly and growth can be reliably estimated for some subject areas, even without controls for student intake, this study concluded that the multiwave models are a better design to estimate school effects. This study also discusses some practical implications and makes suggestions for further studies of school effects.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Persico, Marilyn Anne Wybrandt. "An evaluation of a school based peer tutoring program /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11626288.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Includes tables. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 90-91).
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Robertson, Mark. "An Evaluation of a School-Based Summer Literacy Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18719.
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The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.
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Chan, Yee-wah, and 陳綺華. "School self-evaluation: a whole school approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.
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Butcher, Bradley J. "Entrepreneurial high school: An evaluation and feasibility study of a conceptual school model." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/58.
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The long-term goal of this project was to inform the design of an entrepreneurial-focused charter school utilizing school-based enterprises (SBEs) to anchor a project-based learning (PBL) curriculum. The study was two parts: 1) to determine the extent of schools utilizing this innovative approach to teach an entrepreneurial-centered curriculum, and 2) to perform and initial feasibility study to determine potential for developing this school in Stockton, California. A content analysis supplemented with interviews and correspondences was used to determine that few, if any, schools in the United States emphasize entrepreneurship and utilize SBEs to support PBL. The feasibility study employed the expertise of education and business leaders to determine that the model has conditional strength. To be successful, the model must build on certain success factors, strong mission and leadership, well developed PBL curriculum and training, and community support, while addressing the legal and logistical challenges of operating school-wide SBEs in a high school environment.
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Yu, Chung-ching, and 虞忠正. "A comparative study of school-based management in three places - rethinking school-based financial management under the schoolmanagement initiative." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959167.
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Schönfeldt, Anzél. "The evaluation of a school-based substance abuse prevention programme." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10292008-170558.
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Tait, Ardith Irene Stratton. "Current practices in school-based occupational therapy referral and evaluation." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302184616.
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Shirk, Breanne N. "A School-Based Intervention Increased Nutrition Knowledge In High School Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243365958.
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Moore, Peter Joseph, and n/a. "Two school-based evaluations at a Catholic high school in the ACT a review." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.
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The completion of two school-based evaluation reports at a
Catholic High School in the ACT highlighted the need for
support structures both for evaluating staff and for the
management of an evaluation report. The writer (a school
principal) felt a need to review school-based evaluations
in a more professional manner, and to ensure that
evaluations were managed with greater support for the staff
involved.
In the absence of known Australian checklists, designed to
review school-based evaluations, two recognised evaluation
checklists, those of Russell and Maling-Keepes, are tested
as instruments of review, by applying them to the two
school evaluation reports. Four evaluation reviews are
documented, in all. The main purposes of this research
were:
(1) to determine the merits of the completed evaluations by
applying the checklists of Russell and Maling-Keepes,
(2) to test the relevance of the evaluation checklists of
Russell and Maling-Keepes as instruments of review at
the school level,
(3) in the light of this research, to be in a better
position to recommend
a) a suitable review method for use by Catholic
School Principals,
b) support structures, both at a system level and a
school level, to assist the development of
school-based evaluations.
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Reubsaet, Astrid. "Development and evaluation of a school-based organ donation education programme." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2004. http://arno.unimaas.nl/show.cgi?fid=6047.
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Hui, Yu-chun Lorena, and 許如珍. "Project-based learning in a Hong Kong secondary school: an evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3014386X.
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Thoman, Sarah E. "Evaluation of the Psychometric Properties of the Systems Coaching Survey." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7970.
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This study aimed to provide evidence for the reliability and validity of the Systems Coaching Survey (SCS). Systems coaching is an approach to building capacity among groups of educators to drive educational reform efforts by employing seven interdependent sets of skills (interpersonal communication, data-based problem solving, team facilitation, content knowledge dissemination, leadership, professional learning, evaluation). The SCS was designed to measure educators’ skills to facilitate implementation of a multi-tiered system of supports (MTSS). The 41-item survey was piloted nationally in the spring of 2017 by 1,060 educators across 180 schools in six U.S. states who had responsibilities for facilitating MTSS practices in their schools. This study used multilevel confirmatory factor analysis to examine the construct validity and reliability of the tool at the educator and school levels. Results indicated support for seven factors at the educator level representing the seven systems coaching skill sets, and one between-level factor labeled School Context. Congeneric reliability estimates were in the acceptable to high ranges. Implications for future research on the SCS and use of the tool in practice are discussed.
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Soriano, Barbara R. S. "An Evaluation Study of Site-Based Managed Behaviors in a Rural Utah School." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6134.
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Site-based management (SBM) in schools can trace its roots back to two phenomena, citizen's movements in large cities such as New York in the late 1960s and decentralization efforts of business in the 1970s. Both were done in the belief that achieving a better result can be done 11 through decisions made by the people closest to the process. Site-based management programs are diverse. Some stress one aspect, the restructuring of the school administration and program to affect achievement. Other schools stress a second aspect, the empowerment of teachers and stakeholders to make administrative decisions.
Whichever emphasis chosen, several changes must occur for school management to move from the central office to the local school. These changes are evolutionary, taking 10-15 years. An evaluation study in a northern rural Utah school that has been involved with site-based management since 1990 allows for a context to understand the changes that might occur, namely, (a) the relinquishment of central school district authority; (b) the assumption of authority by the local school; ( c) the assumption of accountability for student achievement; ( d) the development of sensitivity between school and community; and (e) the development of consensus among school stakeholders.
An instrument was developed for the evaluation, the Site-Based Management Progress Check. The instrument used items covering the agents and activities that would be present as these five changes occur. Additionally, the largest portion of the progress check was based on the goals in the school. As respondents showed more agreement concerning which goals were chosen and achieved, an inference was made that greater progress had occurred toward the team activity necessary for local school management. The data were provided by 100% of the lower-elementary teachers; upper-elementary teachers, however, were poorly represented, restricting data generalizability.
The study indicated that, despite its 7-year involvement with site-based management, the school was still at an early stage of development with no change in district authority and no use of stakeholder groups to monitor goals. The school did have a wide base of teacher leadership. Slow progress seems to be related to lack of knowledge of SBM processes.
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Phillips, Lynn. "A formative evaluation of the Silence The Violence programme : a school-based violence prevention programme." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11743.
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Includes summary.Includes bibliographical references (leaves 63-68).
This report presents the findings of a formative evaluation of the Silence The Violence (STV) programme, a school-based violence prevention initiative. The programme is implemented by an organisation known as Khulisa Services, which has service points in all nine provinces of South Africa. The main objective of the STV programme is to reduce verbal, emotional and physical violence in schools.
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Glynn, Angela Lynn. "Outcome Evaluation of a School-Based Program for Pregnant and Parenting Girls." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/516.
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Research has indicated that effective parenting programs for pregnant and parenting teens greatly improve educational and career opportunities for teen parents. Such research underscores the need for schools to use these programs in their efforts to increase high school graduation rates for this population. The aim of this case study was to assess if a school-based parenting program was successful and, if so, how elements of this program might be useful to educators who are planning similar programs. The study included an examination of archived program data, which included end-of-year reports related to the program and participants, and interviews with 12 key program administrators and teachers. Outcome evaluation theory and a logic model served as the conceptual framework. The research design had 2 parts: a quantitative secondary analysis of archived data and qualitative interviews. The program data were analyzed using descriptive statistics. The interview data were downloaded into a computer-assisted qualitative software program to organize the data, code the data, and to determine major themes. Major findings were that the program met goals and objectives due to: (a) clearly stated and specific program objectives;(b) a high level of program support from district and administrative staff; (c) a major asset of the program, its curriculum; (d) adequate resources and funding, and (e) the active participation of, and open communication between, parents/guardians of program participants, faculty, and staff. This study contributes to social change by showing educators and parents that an effective school-base parenting program can result in improved high school completion and brighter outcomes for pregnant and parenting students.
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Solomon, Deirdre Margo. "Formative evaluation of the Thinktwice school-based lifeskills programme for the prevention of child sexual abuse." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8545.
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Includes bibliographical references.Child sexual abuse is a prevalent problem in South Africa. There are reports of child sexual abuse of very young children in the media on an almost daily basis. South African Police Services reports show that children are victims in almost 50 of all reported cases of indecent assault and rape. It is well reported that only a fraction of sexual offences are ever reported as this is often an illicit and secret activity. South Africa has many factors which contribute to this high prevalence and incidence of child sexual abuse. These factors include poverty as well as the legacy of Apartheid with its unequal distribution of power, wealth and the breakdown of family structures, as well as South Africa's sexist, patriarchal and violent culture.
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Munkholm, Michaela. "Occupational performance in school settings : evaluation and intervention using the school AMPS." Doctoral thesis, Umeå universitet, Arbetsterapi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38108.
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Background: This thesis is was designed to evaluate aspects of reliability and validity of the School Version of the Assessment of Motor and Process Skills (School AMPS) (Fisher, Bryze, Hume, & Griswold, 2007), an observation-based evaluation of quality of occupational performance when children perform schoolwork tasks in school settings. The long term goal was to contribute to knowledge about children at risk or with mild disabilities who experience difficulties with occupational performance in school settings, and describe how the School AMPS can be used when a true top−down process of planning and implementing school-based occupational therapy services is implemented in a Swedish context. Methods: In Study I, two different split-half methods and were used to estimate reliability of the School AMPS measures. These were cross-validated using Rasch equivalent of Cronbach’s alpha. The standard error of measurement (m) was also calculated. In Studies II and III, many-facet Rasch analyses and/or relevant inferential statistics (e.g., ANOVA, tests) were used to examine for evidence of validity based on (1) internal structure related to differential item functioning (DIF), (2) relations to other variables (sensitivity) in terms of comparing groups (typically-developing children vs. children with mild disabilities), and (3) consequences of testing (benefits of testing) in terms of test fairness. In Study IV, ANOVA and tests were used to examine relations to other variables in terms of sensitivity of the School AMPS measures for detecting change based on repeated School AMPS evaluations pre- and post-interventions. Results: The three methods for estimating reliability of the School AMPS measures yielded high reliability coefficient estimates (≥0.73) and low ms. Minimal DIF was identified, and despite minimal DIF, the School AMPS measures were found to be free of differential test functioning. The School AMPS measures were sensitive enough to detect differences between groups as well as changes following consultative occupational therapy services provided in natural school settings. Conclusions: The results support the reliability and validity of the School AMPS scales and measures when used to evaluate quality of occupational performance in school settings. The results are also of clinical importance as they provide evidence that occupational therapists can have confidence in the School AMPS measures when they are used in the process of making decisions about individual students, planning interventions, and later perform follow-up evaluations to measure the outcomes. We also have objective evidence that children with mild disabilities demonstrate diminished quality of "doing" when performing schoolwork tasks. The potential long term benefits of such evidence may be to support or justify the need for children with mild disabilities to receive occupational therapy services within school settings in Sweden; and through collaboration with teachers, plan and implement better targeted and more effective interventions.
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Young, Katrina Olimpia Lazarte. "Evaluation of a School-Based Tier Two Anxiety Intervention: The Worry Box Technique." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533570624733335.
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Mergler, Amanda Gay. "Personal responsibility : the creation, implementation and evaluation of a school-based program." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.
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We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Johnston, Robyn Susanne. "Process evaluation of a school- and home-based sun safety education intervention." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0014.html.
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Gibbard, Deborah Jayne. "An evaluation of parental-based intervention with pre-school language-delayed children." Thesis, University of Portsmouth, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317272.
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Phelps, Clive. "The formative evaluation of a school based curriculum development project in science." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389898.
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Mũkoma, Wanjirũ Kabũ. "Process evaluation of a school-based HIV/AIDS intervention in South Africa." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/11836.
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Includes bibliographical references (p. 299-315)This thesis presents an evaluation of a theory-based HIV prevention intervention designed for grade 8 high school students. The intervention was delivered by teachers over a 6-month period. The objectives of the research were (i) to conduct a systematic review of evaluation studies of international and South African school-based interventions aimed at postponing sexual intercourse and increasing condom use; (ii) to conduct a process evaluation documenting implementation of the intervention; and (iii) to conduct an evaluation to assess teh intervention effects on the delay of sexual intercourse and condom use. The study was conducted over a period of 15 months, using a cluster radomised controlled trial design. A multi-stage sampling strategy was employed in selecting the participating schools. Twenty-six schools located in various parts of Cape Town participated in the research, 13 in the experimental group and 13 in the control group. Process evaluation data were collected during and after implementation of the intervention. Interviews, focus group discussions, classroom observations and educator lesson logs were the methodologies employed in the process evaluation. Quantitative outcome evaluation data were collected at baseline 6- and 15-months follow-up, using a self administered questionnaire.
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Rust, Jonathan. "Evaluation of a school-based intervention addressing children's appraisals of interparental conflict." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525291.
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Crowley, Joanne Elizabeth. "Using a whole school restorative approach : a realistic evaluation of practice in a city-based primary school." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4728/.
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Restorative practice is a behaviour management approach that is underpinned by humanistic psychology and Vygotskian pedagogy. Proponents of restorative practice maintain that its implementation within school settings can increase self-discipline, reduce conflict, and improve the behaviour of pupils. Whilst there is much support for the implementation of discrete restorative processes, there is a paucity of research examining a whole-school model. This study investigates how a whole-school approach to restorative practice has been implemented within a case study school. The study uses Pawson and Tilley’s methodological framework, ‘Realistic Evaluation’, and seeks to understand the contexts and mechanisms that support programme implementation. The methods that are employed to gather this information include a realist synthesis of existing literature, and a qualitative analysis of staff and pupil perspectives of a whole-school restorative approach. The findings that were generated from this study were used to develop a programme specification for whole-school restorative practice delivered within the case study school. Key elements of the programme specification included establishing a ‘restorative’ school ethos, capacity of the school to change, training for staff and pupils, the application of restorative skills and attributes, the development of preventative and reactive restorative processes, and formalising the approach within school documentation.
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Mukoma, Wanjiru. "Process and outcome evaluation of a school-based HIV/AIDS prevention intervention in Cape Town high schools." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/12796.
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Includes bibliographical references (p. 299-315)This thesis presents an evaluation of a theory-based HIV prevention intervention designed for grade 8 high school students. The intervention was delivered by teachers over a 6-month period. The objectives of the research were (i) to conduct a systematic review of evaluation studies of international and South African school-based interventions aimed at postponing sexual intercourse and increasing condom use; (ii) to conduct a process evaluation documenting implementation of the intervention; and (iii) to conduct an evaluation to assess the intervention effects on the delay of sexual intercourse and condom use. The study was conducted over a period of 15 months, using a cluster randomised controlled trial design. A multi-stage sampling strategy was employed in selecting the participating schools. Twenty-six schools located in various parts of Cape Town participated in the research, 13 in the experimental group and 13 in the control group. Process evaluation data were collected during and after implementation of the intervention. Interviews, focus group discussions, classroom observations and educator lesson logs were the methodologies employed in the process evaluation. Quantitative outcome evaluation data were collected at baseline 6- and 15-months follow-up, using a self administered questionnaire.
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Weatherson, Katie Alayna. "Implementation and effectiveness evaluation of a school-based daily physical activity policy in British Columbia elementary schools." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61133.
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This thesis comprises three integrated studies exploring the implementation and effectiveness of a school-based Daily Physical Activity (DPA) policy in elementary schools. The purposes of the three manuscripts were to: (i) summarize the implementation and effectiveness literature on DPA policies across Canada, (ii) explore the factors that affect implementation of the DPA policy during instructional time by teachers in British Columbia (BC), and (iii) determine if BC students are accumulating more physical activity and less sedentary behaviour during the school day when they are given additional opportunities to be active during instructional time compared to only non-instructional opportunities. Study 1 was a scoping review that summarized the implementation and effectiveness research of DPA policies across Canada and examined the barriers and facilitators to DPA policy implementation using the Theoretical Domains Framework (TDF). The findings revealed inconsistencies in DPA implementation and effectiveness and the majority of factors that affect implementation related to the Environmental context and resources, Beliefs about the consequences and Social influences. Study 2 used teacher interviews and the TDF to examine teachers’ barriers and facilitators to the implementation of the DPA policy in one BC school district. The first three domains of this study were comparable to the findings from Study 1. Study 3 used mixed methods to examine how teachers implement the DPA policy and compared the differences in children’s physical activity and sedentary behaviour at school based on DPA implementation approach. Children who were given additional PA opportunities during instructional time were more active and less sedentary than children who were only given non-instructional time to be active; however, neither group met the DPA guidelines. Collectively, this research has provided evidence suggesting that current implementation approaches differ by teacher and create variations in children’s physical activity levels at school. Based on this research, evidence-based intervention strategies can be employed to modify barriers and enhance facilitators associated with DPA policy implementation and improve the effectiveness of this policy. Future interventions targeting the theoretically relevant barriers are suggested as possible next steps to enhance the implementation and effectiveness of the DPA policy in BC.Graduate Studies, College of (Okanagan)
Graduate
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Halliday, Frances E. (Frances Elizabeth). "The influence of an innovative curriculum on the quality of middle-school students' text-based summaries /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60077.
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This study examines the effects of integrated reading, writing and inquiry instruction combined with direct instruction in summary writing on eighth and sixth grade students' text-based summaries. Forty-two innovative curriculum (IC) and forty-two traditional curriculum (TC) students were matched on ability. IC students produced significantly higher quality summaries, representing and integrating more levels of important information, than TC students. After instruction in the combined curriculum phase (CP), IC students produced better quality summaries that represented and integrated more levels of important information than after instruction in the integrated phase (IP). Grade level differences in summary quality and integration were attributable to mean scores of students after CP instruction. Grade level did not interact with curriculum phase to influence students' representation of levels of important information. Cognitive ability did not interact with curriculum phases on the above-mentioned variables. Descriptive analysis suggests that declarative knowledge influences students' ability to interpret summary writing rules and procedures, thereby affecting summary quality.
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Ku, Kin-wa Stephen, and 古建華. "The existing situation of the practice of evaluation on school-based INSET programmes in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956440.
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Motsenbocker, Pamela S. "A Comparative Analysis of Competency-Based versus Traditional Assessment with Respect to Academic Performance and Feedback Processes." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747435.
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The purpose of this study was to compare the traditional grading and feedback systems used in most classrooms to a competency-based grading and feedback system. The traditional system used the familiar grading system of A, B, C, D and F applied to assignments. The competency model was based on providing students formative and summative feedback regarding their achievement toward proficiency of specific skills and concepts.
This quasi-experimental action research study had a control group and an intervention group comprised of general education and special education sixth grade students in language arts classes. Quantitative data in the form of student achievement scores and student survey responses was analyzed. Qualitative data in the form of teacher interview responses was analyzed.
Overall there was no statistically significant change in the MAP reading scores between the control and intervention group. However, when the variables of time, group and gender from an ANOVA were analyzed, the males in the intervention group showed a statically significant increase in achievement. This achievement was regardless if the male was an IEP or non-IEP student. Overall, the results do not show that either the control or intervention group sees the feedback as effective. However, the results of the girls’ responses in the control group were statistically significant. The girls in the control group did see the provided feedback as effective. The teachers’ interview responses provided three main themes, which included students applied feedback more in the competency-based classroom than in the traditional classroom. Both teachers used the feedback to adjust curriculum and instruction. Additionally, the intervention teacher pointed out that more time is needed to help students apply the competency-based system.
Based on this study, the first recommendation is to implement competency-based grading and feedback processes. The second recommendation is that formative and summative feedback processes based on proficiencies be implemented to assists students in identifying their understanding of and performance on skills and concepts. Recommendations for future studies include having a larger sample size and continuing the study for a longer period of time.
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Lewis, Robert K., and n/a. "School based assessment within a standards based assessment regime : a mathematics community�s perspective." University of Otago. na/, 2005. http://adt.otago.ac.nz/public/adt-NZDU20060516.112442.
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This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.
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Haque, Rakhee. "An evaluation of a school-based intervention with Bangladeshi girls who self-harm." Thesis, Queen Mary, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576824.
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This thesis presents the application of Guba & Lincoln's (1989) fourth generation evaluation (FGE) model to a school based clinical intervention aimed at Bangladeshi girls who were self-harming or were potentially at risk of self-harm. This clinical intervention or support project was designed as a preventative early intervention service and involved Bangladeshi girls, their parents and school teachers. It has been reported that women of South Asian background have relatively higher rates of self- harm compared with other ethnic groups. There have been different explanations put forward for this behaviour, one being cultural conflict. The experiences of this sample of Bangladeshi girls who self-harmed or who were at risk of self-harm was explored, illuminating some of the causes of this behaviour. This thesis also highlights the strengths and weaknesses of the FGE model as applied to this intervention. There were a number of factors which contributed to Bangladeshi girls experiencing thoughts of and actual self-harming behaviours, many of which have been found in other studies affecting adolescents across age groups and ethnicities. Although there were cultural components which affected the lives of these girls, the explanation of 'cultural conflict' was seen to be rather simplistic. Findings showing the fluidity with which cultural norms are negotiated allow one to question the idea of 'culture conflict'. This FGE model was useful in eliciting different views of the stakeholders concerning the intervention. Ways of further developing this model as an effective way of evaluating health services are suggested. Greater involvement of parents was recommended as a way to improve the effectiveness of future interventions with this group School based interventions are a useful way of delivering mental health services and have great potential in supporting children and young people with issues to do with self-harm and other emotional and behavioural problems.
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Drucquer, Nicola. "The implementation of good practice in school-based drug education : a stakeholder evaluation." Thesis, De Montfort University, 2005. http://hdl.handle.net/2086/4239.
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Sherman, Kimberly. "Classroom-based empathy training : an evaluation of program effects in an elementary school /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328729.
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Che, Md Ghazali Nor Hasnida. "An evaluation of the implementation of the school-based assessment system in Malaysia." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/381724/.
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Nakanaga, Motoki. "The Evaluation of the School-Based Flouride Mouthrinse Program in a Fluoridated Community." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2678.
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The purpose of this study was to evaluate the effect of a school-based fluoride mouthrinse program in a fluoridated community. Such an evaluation is important because the effect of such programs may decrease over time due to the widespread use of fluoride.
Two elementary schools were chosen. One had a fluoride mouthrinse program: the other did not. The subjects were children in grades one and six. Their caries experience was examined using dft. dfs. DFT, and DFS scores.
There were no statistically significant differences between the two schools. The program had no significant effect in the community studied.
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Botha, Cornelius J. "Evaluation of a school-based intervention programme for South African children of divorce." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11901.
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Includes bibliographical references (leaves 78-88).Currently, parental separation in South Africa affects an estimated 30 000 children under the age of 18 annually. These children spend a great part of their day at school where they have to interact with peers and teachers and are expected to perform academically, but parental separation could have a significant impact on their ability to do so. Although research has found that children can be adversely affected by parental divorce, schools in South Africa do not offer any group interventions in an attempt to assist and guide children through what could be an ordeal for them. This study aimed to evaluate the effectiveness of the school-based Children of Divorce Intervention Programme (CODIP) at two South African schools. CODIP is a preventively oriented 12-week group programme for nine to twelve year old children. The aims of the programme are to create a supportive group atmosphere in which children can share divorce-related feelings and clarify misconceptions about divorce. Participants are also taught problem-solving, communication and anger management skills. Twenty-five boys of divorce from two schools (ages 10 to 13 years) were randomly assigned to two experimental groups and one delayed intervention control group. The boys' understanding of divorce was assessed through the completion of the Children's Belief about Parental Separation (CBAPS) scale. The Self Perception Profile for Children (SPPC) was used to assess children's perceptions of themselves, while the Parent-Child Interaction Questionnaire for Children (PACHIQ-R-CH) was employed to determine the boys' perceptions of their families. Questionnaires to determine the boys' general adjustment were completed by the boys, teachers and parents. Boys completed the Strengths and Difficulties Questionnaire (SDQ), teachers the Teacher-Child Rating Scale (T-CRS), the AML-R Behaviour Rating Scale and the SDQ, and parents completed the Parent-Child Rating Scale (P-CRS) and the SDQ.
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Delgado, Kira. "A school based mental health programme delivered via the internet : an evaluation study." Thesis, Royal Holloway, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588598.
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The aim of this research was to implement and evaluate the efficacy of an internet-based depression prevention programme (Mood GYM) in a UK adolescent sample, with a particular focus on its impact on measures of general well-being and other 'strength' based measures. It was hoped that the inclusion of positive, strength-based outcome measures may help to determine MoodGYM'spotential usefulness as a mental health promotion resource for young people in the UK. While previous research suggests that some depression prevention programmes are effective, little is known about their cross cultural applicability here in the UK, as most have been developed abroad. Most of these programmes are also largely unsustainable due to the significant resources they require. Finally, the potential mental health 'promotional' effects of most of these programmes have yet to be explored, which inhibits understanding of their universal applicability and subsequent widespread implementation. Using a quasi-experimental design, adolescent participants were allocated to either the intervention (MoodGYM) or the control condition. Participants completed standardized measures of well-being, cognitive coping strategies, depression and anxiety, at pre- intervention, post-intervention and at a 12 week follow up. While a reasonable retention rate was observed in the intervention group, attrition was high in the control group, necessitating the recruitment of a further control group. This resulted in a lack of control group data at the follow up stage. Participants in the MoodGYM condition reported a significant reduction in levels of anxiety and maladaptive cognitive coping strategies, relative to controls, an effect which was maintained at follow up. The MoodGYM participants also reported a significant increase in positive affect and a significant decrease in depression at the follow up stage. No significant effects emerged on levels of negative affect or adaptive cognitive coping strategies. Furthermore, contradictory results were observed for levels of life satisfaction.
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Hickman, Antoine Lewis. "Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618547.
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Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders.;Currently, three human services agencies provide school-based therapeutic day treatment services to students in Jade County Public Schools with the goals of increasing academic achievement, increasing school attendance, reducing undesirable behaviors and increasing desirable behaviors. Until now, there has not been a formal evaluation of the program to determine if improvements were needed to meet the established goals to meet the challenges of students with emotional and behavioral disorders, as intended.;This formative program evaluation of Jade County Public Schools' School-Based Therapeutic Day Treatment program (DTX) was designed to provide school administrators, staff, parents, students and the agencies providing the school-based program with evidence-based information on the merit, worth, and value of the school-based mental health intervention and to identify areas of improvement needed to increase academic and behavioral outcomes for students with emotional and behavioral disorders (EBD) at Jade County Public Schools.;The methods utilized to conduct this evaluation sought to determine to what extent participation in the school-based day treatment program decreased behavior referrals, number of days of suspension, and number of suspensions and increased attendance and grade point averages for students with emotional and behavioral disorders. Also, participants' perceptions and lived experiences pertaining to the benefits, challenges or concerns, and aspirations for the program if it were to operate at its highest potential were explored. The results from analyzing quantitative and qualitative data collected to answer the five questions are addressed in this program evaluation.
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Potgieter, Carl Edzard. "Evaluation of resin-based fissure sealants placed under field conditions." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5030.
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Magister Scientiae Dentium - MSc(Dent)BACKGROUND: The application of dental sealants is a recommended procedure to prevent and control dental caries. However, despite strong evidence for the safety and effectiveness of dental sealants, their use still remains low, especially among children from lower socioeconomic communities. The World Health Organization (WHO), Centres for Disease Control and Prevention (CDC) and the Association of State and Territorial Dental Directors (ASTDD) strongly endorse the implementation of school based dental sealant programmes as a community-based preventive strategy to increase sealant use and reduce dental caries. However, in the WHO African Region, oral health is seen as a very low priority and this is compounded by limited technical and managerial resources. The availability of human resources and equipment are crucial for the successful placement of dental sealants. A gap in the research literature was identified for determining the effectiveness of fissure sealants placed under field conditions. AIM: To evaluate the caries preventive effect as well as retention status of a resin-based fissure sealant that was placed under field conditions as part of a school based sealant programme. METHODOLOGY: A cross-sectional comparative study was conducted at two primary schools in close proximity of each other in the same low socio-economic area in Beaufort West, South Africa. The study population consisted of grade two children between the ages of 7-9 years who had fully erupted first permanent molar teeth. The case group consisted of 100 learners who received dental sealants on caries-free first permanent molar teeth 12 months earlier. The control group consisted of a random selection of the same number of learners from the adjacent school. Dental caries on the occlusal surfaces of the first permanent molar teeth was detected by making use of the decayed (D) portion of the decayed, missing and filled tooth (DMFT) score, while a separate diagnosis distinguished between cavitated and non-cavitated lesions. Sealant retention was determined by a calibrated examiner who was not involved in the placement of the sealants. RESULTS: The response rate of the study was 80.0% (n=100) and 78.9% (n=356) of the fissure sealants that were originally placed were evaluated. When the sealants were placed in 2013, 52.0% of the children were female and at the 12 month follow-up, 51.3% were female. The average age of the female children at follow-up was 8 years and 4 months (99.9 months) and 8 years and 5 months (101.8 months) for the males. The standard deviation of the gender profiles differed by 1 month only and implies an equal distribution of age between female and male children throughout the study. Just less than ten per cent (7.8%) of the sealants were fully intact at the 12 month follow-up examination and 91% were totally lost, which is a higher sealant loss rate than what is generally reported on in the literature. Of the 7.8% fully retained sealants, a statistically significant proportion (p=0.044) were found on the mandibular molar teeth. The caries incidence rate in the sealed group was 7.1% versus 9.1% in the control group. Relative risk (RR) calculations was slightly lower for the sealed (RR=0.79) than the unsealed (RR=1.02) teeth. CONCLUSION: The study showed a 2% lower caries prevalence rate on the occlusal surfaces of the sealed versus the unsealed teeth. However, this does not represent a statistically significant finding (P=0.39). The study also showed a low retention rate for the resin-based sealants placed under field conditions (12 month retention rate of 7.8%). The results from this study has therefore shown that resin-based fissure sealants placed on grade 1 learners under field conditions appear to be not ideal in preventing the onset of dental caries on the occlusal surfaces of the first permanent molar teeth.
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Williams, Mark. "Improving the performance intent of school-based educators in the Uitenhage district." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4034.
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Results from recent international assessments showed that the performance of South African learners in these international benchmarking assessments remained at rock bottom of the study rankings. These results not only paint a dim picture of the ability, work ethic and attitude of learners in the South African schooling system, but it also calls into question the performance intent of educators. This study becomes very important against the background that learners being taught in South African classrooms are increasingly facing stiffer competition in the market place due to the phenomenon of globalisation. The perception of the international community pertaining to the quality of teaching and learning in South African schools is bound to impact significantly on the keenness of foreign countries to engage with South Africa on a meaningful scale. The primary objective of the study is to improve the performance intent of school-based educators in the Uitenhage Education District. More specifically, the study investigates the relationship between the performance intent of educators (the dependent variable) and motivation, commitment to profession, commitment to the leader, community engagement and professional development (the independent variables). Given the constraint of distance, the sample was limited to schools in the Uitenhage Education District, and for this reason, convenience sampling was used for purposes of this study. Three hundred and sixty questionnaires were issued, of which 316 were returned (a response rate of 88%). The empirical results revealed all the independent variables impact significantly on the performance intent of educators at public schools in the Uitenhage Education District. The research findings cannot be generalised to all schools in the province because the sampled schools compose only a relatively small portion of all schools in the Eastern Cape Province. Recommendations for future research are also provided.
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Wolf, Steven E. "The relationships between measured variables of school culture, teacher empowerment, and performance-based teacher evaluation practices /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091980.
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