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Dissertations / Theses on the topic 'School change'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Fry, Thurman Jeffrey. "School improvement councils as change agents." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=442.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).
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Goodvin, Sharon Bever Gibson Ian. "School leaders' readiness for systemic change in Kansas schools." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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3

Parker, Kirsten Elisabeth. "School councils and classroom change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41593.pdf.

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4

Powell, Keith Baden. "School sport and political change." University of the Western Cape, 1990. http://hdl.handle.net/11394/8130.

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Magister Educationis - MEd
This dissertation will attempt to explain the changes that have and are taking place within south African sport and especially school sport. This will be viewed in the context of changing political developments. The central question that will be addressed is whether progressive school sports bodies can effect meaningful political change. Kuhn's theory of scientific revolutions will be used as the theoretical framework for understanding social and political change. He developed the concept of paradigms (frame of .reference) in which an established paradigm prevails, challenged by an emerging rival paradigm. This theory has been applied to the present day south African political context in which the apartheid structure is the prevailing paradigm and the democratic movement, the emerging rival paradigm.
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Fink, Dean. "The attrition of change." Thesis, Open University, 1997. http://oro.open.ac.uk/57686/.

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Most newly constructed schools begin life as places of hope, enthusiasm, energy, and creativity. In many ways they might be considered 'moving' schools. Such schools strive to anticipate and change with the times. Within a relatively short time, however, a significant number of new schools evolve, indeed regress, into conventional schools. This loss of initial momentum and innovative direction experienced by many newly established schools occurs because of what this study describes as the `attrition' of change. This thesis presents an historical case study of a secondary school that was once one of Canada's most renowned, innovative schools in the 1970s, and now 26 years later, can be described as a conventional secondary school. Based on interviews with three cohorts of teachers and administrators who worked in the school in the 1970s, 1980s and 1990s, the study provides an opportunity for inquiring into and analysing the attrition of educational change. The evidence of this study of the history of an innovative school points to the existence of an ironic change dynamic, and a dual meaning for the title 'the attrition of change'. There is a natural tendency for the school itself to experience attrition and over time to lose much of its early momentum and innovativeness. This pattern, however, is usually accelerated by hostility from the school's larger professional and parental communities who perceive the school's innovations to be a threat to long held educational beliefs and practices. The staff members of the innovative school feel that their inordinately hard work is unappreciated and misunderstood, turn inward to school colleagues for protection and support and adopt a less venturesome approach to innovation and change. In the short term, therefore, the innovative school's influence upon the larger system's attitude towards change tends to be quite negative. In the longer term, however, the innovative school seems to exert significant impact beyond its own walls through the rule-breaking precedents it sets that open up opportunities for others, and through the key leaders it spawns who take their innovative images of schooling to other parts of the system, and initiate change elsewhere. Changes in one part of a system inevitably affect changes in the larger system. Innovative schools, therefore, can erode obstacles to change in the larger system and create a climate of experimentation where one may not have existed previously, thus the second meaning of the `attrition of change'.
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Mines, Janie L. (Janie Louvenia) 1958. "Integrated change management." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/60755.

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Hibbs, James D. "Leadership, change and the school principal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36133.pdf.

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Blackmore, Debbie Marie. "Perceptions of change in school mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54861.pdf.

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10

Tse, Pak-hoi Isaac. "Dynamical systems theory and school change." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37626218.

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Tse, Pak-hoi Isaac, and 謝伯開. "Dynamical systems theory and school change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37626218.

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12

Lowe, Geoffrey C. "Inspection, school improvement, development and change." Thesis, Sheffield Hallam University, 2003. http://shura.shu.ac.uk/20175/.

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The defining characteristic of this study's contribution to educational research is the dual perspective - both technical/rational and cultural/political - that it brings to bear on Ofsted's school inspection process. This longitudinal investigation has two aims: test the claim that Ofsted inspection leads to "school improvement" and to illuminate the process of inspection-induced change. The fieldwork took place in six large secondary schools inspected during the year 1996-1997 and drew on the reactions of teachers at all levels within the schools. The thesis begins by examining Ofsted's technical/rational perspective of "school improvement", using the implementation of schools' "key issues for action" as an indicator of change and "school improvement". Three questions are put about the implementation of inspection recommendations: "Which factors in the inspection process, school and immediate environment influence a school's response to the "key issues for action"? Do "key issues for action" become the school's agenda for change and improvement? Does implementation lead to change and improvement in all areas of the school's activity? The study identifies how factors in the inspection process, the school and the immediate environment interact to influence the implementation of key isssues. The six case studies of implementation of inspection recommendations, concerned both with teaching and learning, provide rich descriptions of the schools' response to Ofsted's agenda for teaching and learning. As the investigation progressed teachers' meanings towards Ofsted inspection and "school improvement" were brought within its scope. The research identifies political issues raised by the participants and charts the emergence of political themes relating to the implementation of "key issues for action". The discussion places the two different perspectives within a framework of social theory and develops the dual research method as well as the requisite processes and procedures. The investigation offers tentative conclusions about Ofsted inspection and concludes by considering the implications for Ofsted's current inspection practice.
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Constantinou, Elena. "School change and leadership : an insider perspective of how school change can be achieved within a centralised education system." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/school-change-and-leadership-an-insider-perspective-of-how-school-change-can-be-achieved-within-a-centralised-education-system(fd845716-18e3-4f4c-a776-cb6933452239).html.

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The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.
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Bathgate, Jeanne M. "School Closure – A Case Study." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1777.

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This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.

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Doctor of Education
This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Steinhoff, George. "Examining and addressing resistance to change in an elementary school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 232 p, 2008. http://proquest.umi.com/pqdweb?did=1456290041&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

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18

Huising, Ruthanne. "The pursuit of organizational change : becoming and being an agent for change." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44744.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.
"June 2008."
Includes bibliographical references (leaves 138-148).
This dissertation addresses two questions: How do employees become mobilized to initiate and drive change in organizations? How do managers draw on external and internal resources in introducing and sustaining change projects? I answer these questions using business process redesign (BPR) as a case of organizational change. To answer the first question I analyze the experiences of 57 employees selected to participate on one of seven change teams. I identify the amalgam of experiences through which employees, although not necessarily successful in changing their own organization, develop a commitment to working for change across organizations. In answering the second question, I consider how managers use the resources provided by promoters of BPR and the resources and circumstances of the firm. Drawing on data from the introduction of organizational change projects in five organizations and career interviews with 30 managers who began working on organizational change projects in the early 1990s, I find that the actors' relationships to the larger industry of BPR practitioners change with experience. Actors decouple themselves from the prescriptions, language, and tools provided by the BPR community and increasingly draw on their own experiences and local resources. There is one important exception. Organizational actors continue at relationship with the BPR community that allows them to sustain their ideological commitment to the principles of BPR. In answering the questions set out above, I reconnect isolated cases of organizational change with environmental forces and actors. I move between the experiences and struggles of organizational actors and the supports and possibilities offered up by actors in the economy-wide BPR industry. In creating this connection between organizational change and the environment, I reconceptualize change projects as more than a means of changing an organization.
(cont.) They are sites of cultural production and reproduction. Whether or not organizations change, BPR projects have the potential to change people and produce actors who continue to reproduce BPR across organizations.
by Ruthanne Huising.
Ph.D.
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19

Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.

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Bond, Elizabeth Grace. "Leadership and culture in school-initiated change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ35394.pdf.

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21

Finn, James Robert. "Rhythms of Change: the Washington Waldorf School." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/36292.

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Juhani Pallasmaa writes, "We have the mental need to experience the reality that we are rooted in the continuity of time and in the man-made world, it is the task of architecture to facilitate this experience." (Eyes of the Skin: Architecture and the Senses, p. 22) It is the intent of this thesis to investigate how to facilitate this experience through conscious perception and active participation in the changes that occur in a building over the course of a day and through environmental cycles. Participating, both physically and mentally, in the changes that occur around and within the built environment create a dynamic and engaging environment that allows people to further their enjoyment and delight in being in the space. This thesis investigates these ideas through the programmatic elements and educational ideas of The Washington Waldorf School and the site conditions of a "transition site" between Rock Creek Park and the Woodly Park area of Washington DC.
Master of Architecture
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22

Main, Patty A. "How Superintendents Prepare School Districts for Change." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou14836300290792.

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23

Reviere, Rodney. "School Effectiveness and School Change in Developing Countries: Example Cape Verde." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1123067488484-06816.

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Education in Cape Verde has come a long way since its humble colonial beginnings with the opening of the first school in 1525. However, despite notable progress and the existence of some schools which are perceived to be superior, the quality of the education provided in the public school system is poor overall. Unfortunately the dearth of research on education in Cape Verde - and indeed the rest of the developing world - available to guide qualitative improvement forces school officials and change agents to use models from developed countries to guide change efforts. The purpose of this study is to examine the validity of that practice based on experiences accumulated during part of a seven year technical aid intervention.
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Van, Der Steen Niek. "School improvement in Tanzania : school culture and the management of change." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10021666/.

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From a critical humanist perspective I explore why and how under adverse material and social conditions some Tanzanian state primary schools manage to improve their educational provision. I focus specifically on the influence of staff attitudes and behaviours on the change management process, as school culture is thought to affect school improvement success, and change is prerequisite to improvement. Fieldwork took place in Dodoma from August 2003 to May 2005 in two urban primary schools, considered locally to be improving. I combined two methodological approaches: action research in the context of case study. Collection of mainly qualitative data focussed on the societal and systemic influences that shaped the schools' organisational cultures, and on the reciprocal relationship between these cultures and the way staff managed self-instigated and externally imposed improvement initiatives. Action research enabled my involvement in the change processes, contributing to concrete improvements, generating process knowledge, and supporting staff. Achievable school improvement depended crucially on limited available space for change, the core of which was insufficient staff motivation and capabilities. Under hierarchical conditions and in accordance with local perceptions of relevance, successful management of change required a combination of dependable leadership, cooperation, communication and close staff supervision. However, the improvements remained limited to incidents of enhanced effectiveness, compatible with, if not consolidating, the existing school cultures. No space was created for more comprehensive transformations, requiring fundamental organisational and attitudinal change. The quality of school management and pedagogy therefore remained severely under-developed. Even though systemic endorsement of school autonomy and enrichment of school conditions are unlikely to happen soon, committed school managers can expand existing space for change through concentrating on their school's cultures. They can challenge existing pedagogical and managerial values and practices, and entrust collaborating staff with genuine freedom and responsibility to enhance the school's quality.
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Reviere, Rodney. "School Effectiveness and School Change in Developing Countries: Example Cape Verde." Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24552.

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Education in Cape Verde has come a long way since its humble colonial beginnings with the opening of the first school in 1525. However, despite notable progress and the existence of some schools which are perceived to be superior, the quality of the education provided in the public school system is poor overall. Unfortunately the dearth of research on education in Cape Verde - and indeed the rest of the developing world - available to guide qualitative improvement forces school officials and change agents to use models from developed countries to guide change efforts. The purpose of this study is to examine the validity of that practice based on experiences accumulated during part of a seven year technical aid intervention.
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Cowan, Susan D'Ette Fly. "Principals' actions to influence change, for school success." Full text (off-campus access restricted to users with UT Austin EID) Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026195.

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Sanders, Nicole D. "Looking at leadership change in urban schools from a dynamic perspective /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000583/02/diss45FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Thesis advisor: Sheldon Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 198-209). Also available via the World Wide Web.
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Ras, Nancy L. "Curriculum change at Hilltop school : a case study of intervention and organisational change at an elementary school in Israel." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400381.

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Mellor, Graeme J., and res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.

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The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962–1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of “inherited meanings” and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants’ construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context. A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.
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Speer, Randy Lee Scribner Jay Paredes. "School performance teams' influence on school improvement in a large urban midwest school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6774.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 29, 2010). Thesis advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
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net, cresdee@cresdee, and Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.

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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms. The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population. A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Snyder, Dawn L. Baker Paul J. "The involvement of local school boards in the Illinois public school accreditation process." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819900.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Paul Baker (chair), Walter Warfield, Dianne Ashby, William Rau. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
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Marzolf, Elizabeth Ann. "Contours and consequences of school-change coaching within a whole-school reform context /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7612.

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Loebe, Anna Yolanda. "Educational leadership for school change: Stories by six Latina elementary school principals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280723.

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Six female, Hispanic elementary school principals from a southwestern urban school district were asked to describe leadership for school change through personal narrative in response to two central questions: (1) How does the Latina elementary school principal define and enact leadership for school change? (2) How does the variable of ethnic culture interplay in the Latina educational leadership role? A phenomenological research approach was used to seek answers to these questions. The participants were interviewed on three separate occasions within a one-month period using three in-depth, phenomenological interviews designed to draw out the participants' subjective, intuitive, personal, and metaphorical interpretations of the meaning of educational leadership as well as to identify any leadership characteristics they might attribute to Latina culture. The participants' metaphors defining educational leadership depicted a vibrant living mosaic of a leader responsible for developing the human potential of children and adults on a stage with ever-changing directors, props, and costumes. The more literal definitions of leadership conveyed a common belief that leadership is a collaborative effort of moving others forward toward some defined goal, generally of improving student learning. They identified three unique features of educational leadership. Educating children and youth creates a different kind of leadership when one must accept all students. Secondly, educational leaders are change agents responding to reform agendas primarily emanating from government sources. Lastly, educational leaders must be able to deal with limited budgets in creative and resourceful ways. The participants described how Latina culture influenced their leadership development and roles. They reported various kinds of barriers, tensions, conflicts, and ambivalence in realizing education and career goals. However, they found ways to circumvent or transcend obstacles along their career paths All participants reported cultural differences in their leadership styles. Dominant features of Latina leadership included speaking Spanish and understanding Latino culture, respect, service, sense of family, empathy, and use of personal narratives. Three other themes emerged from their stories--their need to "prove" themselves in academic and professional endeavors, their passion and urgency to right inequities, and the need to serve as cultural "brokers" to lead others to greater cultural understanding.
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Kresowaty, Gerald M. "An investigation of the dimensions of school change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31044.pdf.

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36

Kettner, Julian Paul. "Teacher agency, collaborative communities, and school-based change." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121128.

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The study presented in this dissertation examines the process of change in 39 elementary schools as they participated in the implementation of a board-wide balanced literacy initiative. The study focuses specifically on the perspectives of school personnel—teachers, principals, and literacy facilitators—after one year of implementation as staff engaged with the requirements of new pedagogical practices and increased collaboration. The study has several goals: (a) to better understand the nature and role of teacher agency in a change process; (b) to examine the role of professional collaboration in teacher learning and acceptance of change; (c) to add to our understanding of resistance to change processes; and (d) to examine what factors seem to be consistently present in schools that embrace change more easily. The study made use of complexity theory and structuration theory as a way of framing an understanding of the change—or the lack of change—that occurred within the complex social environments of schools. Findings suggest that teacher agency played a notable role in the change process where it occurred, but also demonstrated the need to consider teacher agency in more complex ways. Teacher resistance to the changes that were being implemented was less significant than was expected, but, like agency, showed a complexity that suggests attention to this area is a vital component of school-based change. The study also found that participants felt more positive about change in environments characterized by professional collaboration, and environments in which administrators were active learning partners with teachers.
L'étude présentée dans cette thèse porte sur le processus de changement initié dans 39 écoles primaires alors qu'elles participaient à la mise en œuvre d'une initiative en littératie équilibrée lancée par la commission scolaire. L'étude se concentre spécifiquement sur le personnel de l'école – enseignant(e)s, directeur(trice)s et facilitateur(trice)s – à la suite de première année de mise en œuvre de l'initiative alors que le personnel impliqué fait face aux exigences de nouvelles pratiques pédagogiques et aux attentes d'une collaboration accrue. L'étude a plusieurs buts: (a) mieux comprendre la nature et le rôle de l'enseignant(e) en tant que vecteur de changement; (b) examiner le rôle de la collaboration professionnelle dans la formation continue et l'acceptation du changement; (c) parfaire nos connaissances quant à la résistance face aux processus de changement; (d) identifier les facteurs présents dans les écoles qui réagissent mieux au changement. L'étude s'est inspirée de la théorie de la complexité et de la théorie de la structuration pour guider la compréhension du changement – ou l'absence de changement – survenu à l'intérieur du complexe tissu social des écoles. Les résultats suggèrent que les enseignant(e)s, en tant que vecteurs de changement, ont joué un rôle notable là où des transformations se sont produites, mais cela soulignent aussi le besoin de considérer ce rôle de façon plus détaillée. La résistance manifestée par les enseignant(e)s face aux changements mis de l'avant a été moins importante qu'escompté, mais au même titre que le concept de vecteur de changement, elle s'est avérée être un élément essentiel dans le processus de changement en milieu scolaire. L'étude a aussi démontré que les participant(e)s réagissaient de façon plus positive face au changement dans des milieux où la collaboration professionnelle était présente et où les administrateur(trice)s participaient au processus d'apprentissage, aux côtés de leur enseignant(e)s.
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37

Male, Brian D. "Pupil adjustment to a change of primary school." Thesis, University of East London, 1993. http://roar.uel.ac.uk/1232/.

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This ethnographic study of the strategies used by pupils in their adjustment to a new class after an individual move to a new school partway through a term considered 30 pupils aged 8-11 entering a Primary School run by the Service Children's Education Authority during the course of an academic year. Previous research suggests that whilst there may be little statistical effect on educational attainment of even frequent changes of school, there are pupils whose attainment seems adversely, and others beneficially, affected. Attempts to associate these pupils with such factors as age at or frequency of moves, socio-economic status or IQ levels have proved unsuccessful. This study utilises the notion of 'coping strategy' as put forward by Hargreaves (1978) and Pollard (1982) to investigate the hypothesis that it is the difference in the strategies that the pupils use that enables some to cope effectively and even benefit from changes of school whilst others appear to suffer. In order to consider the hypothesis this study puts forward an entirely new model of strategies and their use and significantly amends the Hargreaves/Pol lard model of the contexts of constraint. A process of 'progressive focus' is suggested whereby these contexts can be interrelated, individual actions in the classroom can be identified as strategies and linked to goals in progressively wider spheres, and the effect of ineffective strategies can be recognised. Using this model the study: * suggests that pupil adjustment is affected by both their strategies and their goals and provides a description of this process. * suggests that it is not possible to link a simple typification of strategies to any aspect of adjustment * describes the way in which the strategy use of transient pupils could enable them to make higher or lower attainments than their static peers * points to the prevalence of pupil goals in the societal sphere and puts forward a notion of 'radical coping' that explains teachers' serious concerns about the adjustment of some pupils. The basis of teacher interventions with their new pupils is considered and ways in which the model could be used by teachers and parents to assist new pupils in the process of adjustment are put forward. The model, although derived from the situation of new pupils, presents a way in which classroom interactions as a whole could be considered and therefore contributes to a wider understanding of pupil actions and teacher effectiveness.
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38

Chong, Chee Leong. "Temporal patterns of change in groups." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11736.

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39

Jones, Norah. "Primary headship : role change and development." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/723e8750-4b25-42f0-ad45-d85ba733564b.

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40

Wells, John. "A literature review of school improvement, A case study, school improvement at one school site; School improvement models." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/MQ54914.pdf.

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41

Clonch, Sandra U. "A School Improvement Success Story: A Qualitative Study of Rural School Leadership, Culture, and the Change Process." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458847983.

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42

Nakae, Koji Sloan School of Management. "Cultural change : a comparative study of the change efforts of Douglas MacArthur and Carlos Ghosn in Japan." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32114.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 137-139).
When an organization adapts to a changing environment and struggles through an organizational crisis, its organizational culture is sometimes challenged. At such a time, a leader who can change current culture and embed a new culture is needed for the organization to survive. Dealing with cultural changes is one of the most important roles of a leader. In this thesis, I examine the leadership of two leaders-General Douglas MacArthur and Nissan's CEO Carlos Ghosn-who came to Japan from the outside during organizational crises and conducted organizational reforms and cultural changes at two different levels-the country Japan and the company Nissan. Using Edgar H. Schein's (1992) frameworks, culture-embedding mechanisms and basic assumptions, I examine what has, and has not, been changed by the two leaders in terms of organizational culture. I will show how most of Nissan's problems came from basic assumptions of postwar Japan, and how the country has not been changed while the company has been successfully changed. My research was conducted mainly through historical studies and articles written by both American and Japanese writers in order to analyze various events from differing objective perspectives.
by Koji Nakae.
M.B.A.
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43

Husbands-Mathurin, Hilda Rosemarie. "Introducing school-focused staff development into primary schools in St. Lucia : a case study of teacher development." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285107.

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44

McKenna, Crystal. "School Culture for Change| An Ethnography of a Progressive K-8 Charter School." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10823732.

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Change is one of the few constants in education. How a school views and responds to change may be related to factors deeply embedded in its school culture. This ethnography describes the dissertation project implemented at Desert Vision Public Charter School in Gilbert, Arizona. Using an ethnographic approach, the author studied the aspects of school culture and leadership, which she believes helped contribute to sustainable change at Desert Vision K-8. The author reviews the ever-present need and demand for change in education, describing the need to shift from transmissive to transformative education, the importance of professional development, and the challenge of educating students to be effective 21st century citizens. Literature on school culture and the role of leadership is explored in the context of sustainable change. Rationale is provided for implementing ethnographic methodology, and methods for collecting data such as participant observation, focus group discussion, artifact collection, and survey analysis are specified in order to uncover significant cultural characteristics, which may have contributed to sustainable educational change. A model for school culture, highlighting significant cultural characteristics, is proposed in the context of the data collected. This model is also explored as a potentially useful tool for schools outside of this study. The implications of the study uncover a new perspective on leadership and the locus of control of school culture. Intentional hiring practices and the use of non-academic school data are highlighted as strengths in creating a culture for change, and a list of dispositions is shared to aid school leaders in identifying potential candidates who would fit well in a culture for change. The impact on the field of education is outlined, focusing on the potential solutions to current issues such as teacher shortages, teacher education enrollment decline, school culture reform, time/need for soft skills and social/emotional learning, and institutional best practices for transformational schools. The ethnography wraps with recommendations for future research in an effort to further validate the conclusions of this study.

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45

So, Fong-mei. "The development of a school-based curriculum project in a secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.

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46

Colbaugh, Nancy. "The development of leadership capacity within a school undergoing comprehensive school reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036815.

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47

Verra, Monica C. "Leading Change in Schools: Leadership Practices for a District Supported School-Based Reform Model." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003194.

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48

Forrest, M. St J. "Classics teachers, comprehensive reorganisation and curriculum change." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234556.

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49

McAllister, Michael F. 1964. "Change leadership in the U.S. Coast Guard." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17894.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.
"June 2004."
Includes bibliographical references (p. 207-211).
The ability to lead productive change is becoming increasingly necessary and important to organizations. Across the spectrum of private businesses, non-governmental organizations and the public sector, organizations are expected to adapt quickly to rapidly changing market and environmental conditions. Effective leadership is needed to successfully implement new programs that require changes in people's skills, attitudes or behaviors. Leadership is also needed to build organizational cultures that stimulate innovation and risk-taking and embrace change. The United States Coast Guard, an agency within the new Department of Homeland Security, has a 215-year history of adapting to meet new mission challenges. Just over the past three decades, the service has taken on new operational roles in drug interdiction, fisheries enforcement, environmental protection, ports and waterways security and national defense, while also responding to increased calls for efficiency and innovation in service delivery. Today's Coast Guard is going through monumental change as a result of the emergence of the homeland security mission, the move to a new Department, and an internal reorganization of operational units. This thesis addresses the strengths and challenges of the Coast Guard in leading organizational change. A historical perspective on Coast Guard change leadership and an analysis of change leadership challenges common to U.S. Government agencies is presented. A "macro" look of the environment for change in the Coast Guard is presented as well. John Kotter's eight-stage framework from his 1996 book Leading Change and his 2002 book The Heart of Change is used to evaluate Coast Guard change programs. The thesis concludes with recommendations that
(cont.) senior executives in the Coast Guard might consider in improving organizational change leadership. The research was conducted through a survey of available literature, interviews with Coast Guard members at various levels within the organization, discussions with senior leaders of other government agencies and private businesses, and personal experience.
by Michael F. McAllister.
M.B.A.
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50

Banish, Bryan J. (Bryan John) 1971, and Muhammad I. 1960 Nawaz. "The role of culture in organizational change." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29712.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2003.
Includes bibliographical references (leaves 116-118).
Today more companies are developing strategies that require providing total solutions to their customers rather than just delivering products. Many such companies have a strong culture that derives from years of successfully delivering differentiated products. The move toward a more "solutions oriented" business is difficult. The strategic initiative is a critical first step but often belies the cultural transition that must take place concurrently. Some organizational change theorists present culture as one of many variables in the change equation. Others take a more holistic approach where organization and culture are integrated and must change together. In this thesis, we assert that companies focused on the latter approach can be quite successful at organizational change. We look at one such change initiative launched by Schlumberger, Ltd. This thesis studies the successful transition of Schlumberger from a product-based company composed of independent product groups into an "oilfield solutions provider". Through interviews with employees at all levels of the organization, we reconstruct the events that began over five years ago. The cultural transition continues to this day. The study identifies the initial corporate strategy and corresponding transition plan. We include case studies of other large firms attempting similar change for comparison. Further discussion focuses on the reaction of the middle management and others involved in line operations to capture their perception of the vision and their skepticism. In addition to the strategic perspective, the initiative is analyzed from within the political environment (both individuals and organizations) as well as from the cultural perspective. Finally, we pay particular attention to the management tactics in planning and executing the change initiative. The study analyzes these management practices to understand what worked and the lessons learned.
by Bryan J. Banish and Muhammad I. Nawaz.
M.B.A.
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