Dissertations / Theses: 'School Evaluation'

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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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Sullivan, Douglas Wayne. "School Superintendent Evaluation in Montana Public School Districts." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/sullivan/SullivanD0505.pdf.

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The AASA 2000 Study of the American Superintendency indicated between 1950 and 1992 the median age of superintendents was 48 to 50. Since 1992 the median age of superintendents increased to 52.5, the oldest recorded median age for superintendents during the twentieth century. The results of this study indicated during the coming decade half of the nation's superintendents will retire. In 1999, the Montana School Boards Association, the School Administrators of Montana, the Certification and Standards and Practices Advisory Committee and the Department of Education at Montana State University, conducted a study that assessed school administrator shortages in Montana. The study indicated that 61.3% of districts had hired an administrator within the last three years. A study conducted by Dr. Dori Neilson (2002) for the Montana State Action for Education Leadership Project (SAELP) revealed that 48% of administrators in Montana school districts plan to retire within the next five years. Communication between the superintendent and school board is a mechanism that will improve relations between the parties and may increase superintendent longevity. A thorough performance appraisal of the superintendent can improve communication between board members and the superintendent. The problem addressed in this study is that it is unknown by state leaders and policy-makers to what degree, based on the perceptions of practicing Montana public school superintendents, evaluations of school superintendents in Montana are aligned to the Performance Domains identified by DiPaola and Stronge (2003). A t-test of Independent Samples revealed significant differences in several areas regarding alignment of current Montana superintendent evaluation practices to the Domains. An understanding of current practices for evaluating the superintendent in Montana revealed areas of improvement that will result in improved superintendent evaluation practices. Evaluations that improve communication between school boards and superintendents of Montana school districts will provide a framework to increase superintendent longevity and decrease the need to hire a superintendent in a job market that is experiencing a shortage of qualified candidates. This study provides recommendations for revisions of policies and laws governing evaluation of Montana superintendents and training of Montana school board members in superintendent evaluation.

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Ozdemir, Pinar. "Ergonomic Evaluation Of School Busses." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615668/index.pdf.

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In this study, perceived comfort and discomfort regarding school busses is assessed with the main focus on students. A total of 149 students and 38 drivers from a private school in Ankara was chosen participated in the study. Two different surveys were conducted on students and drivers separately, in order to assess perceived comfort and discomfort and suitability of the seat design features. Using SPSS Software to analyze the data, factors contributing to safety, driver distraction, perceived discomfort and perceived comfort were investigated. Bus seat comfort is found to be the most influential factor on the general assessment of bus comfort. Although no evidence of significant discomfort related to specific body parts such as neck, shoulders, back, thigh or legs is found, in-depth analysis revealed that seat features such as seat pan cushion firmness or armrest height are in correlation with seat comfort.

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Cheeseman, Caroline. "School evaluation : a comparative analysis." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293230.

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Lindberg, Viktor. "Evaluation of School Timetabling Algorithms." Thesis, Umeå universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128602.

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Most schools have the problem that they need to organise the meetings between students and teachers in lectures and place these lectures in a timetable. Four different algorithms that can be used to solve this problem will be evaluated in this thesis. The algorithms are Simulated Annealing, Particle Swarm Optimisation, Hyper-Heuristic Genetic Algorithm and Iterated Local Search. In this thesis a description of the algorithms will be given and then evaluated by running them on a set of different known timetabling problems and have their results compared with each other to find out which algorithm is best suited for use in a potential end-user application. Simulated Annealing combined with Iterated Local Search gave the best resultsin this thesis.

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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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Mark, Atia D. "After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5571.

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Middle-school students in Nova Scotia are perceived to have low self-efficacy for achieving learning outcomes. Strong self-efficacy beliefs developed through effective curricula have been linked to improved academic performance. However, there is a need for the formal evaluation of effective curricula that aim to improve self-efficacy. The purpose of this project study was to investigate a 10-week, after-school mentorship (ASM) curriculum that has never been evaluated. The outcomes of the curriculum design are to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura's theory on self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of 7 adult-caregivers and the program's instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle-grade students before and after program participation using the Children's Hope Scale. Comparison of the mean, median, and mode pre- and posttest scores did not show statistically significant differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children's self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle-school students

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Gehrking, Gene C. (Gene Clarence). "Strategic Planning: Process and Evaluation." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279126/.

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Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic planning effectiveness and professional skill sets.

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Nyagowa, Hesbon O. "Evaluation of NEPAD’s pilot e-schools in Kenya." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1234.

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Submitted in fulfilment of the academic requirements for the degree of Doctor of Philosophy in Library and Information Science, Department Of Information Studies, Faculty of Arts, University of Zululand, South Africa 2012.
This study was conducted to evaluate the success of the pilot phase of the NEPAD e-School project in Kenya. The specific objectives were to: establish the ICT infrastructure installed in the e-Schools and determine the infrastructure‟s quality, accessibility and suitability for enhancing teaching and learning; determine the effectiveness of the training imparted to teachers and students to enable them to constructively engage with the installed ICT infrastructure in teaching and learning; establish the extent to which e-School infrastructure is being used to enhance teaching and learning and provide health information; determine the extent to which e-School users (students and teachers) felt that the e-Schools were preparing students to function in the global economy; and establish the extent to which the e-School improves the efficiency of school management and the processes of teaching and learning. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included. Chevakali High School, Isiolo Girls Secondary School, Maranda High School, Menengai Secondary School, Mumbi Girls Secondary School and Wajir Girls Secondary School and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques that involved stratification based on the number of students in each school, the number in each class level (forms I, II, III and IV), and gender in the case of Menengai Secondary School. Data was collected using an observation schedule, interview schedule and questionnaire. Observations were made of the infrastructure installed in the e-Schools with specific attention to computer laboratories, computer hardware, networking accessories, and presentation and communication equipment. The interviews were conducted with the principals of the e-Schools and self-administered questionnaires were hand-delivered to students and teachers. The collected data was edited and cleaned. An analysis of quantitative data was done using the Statistical Package for Social Sciences (SPSS) together with Microsoft Excel, while qualitative data was analyzed using content analysis. Descriptive statistics and non-parametric tests assisted with the rejection or acceptance of the hypotheses. xviii The study established that all six of the e-Schools had installed the basic computing facilities required for integrating ICT in teaching and learning. All the e-Schools had VSAT for internet access via satellite in computer laboratories in which a variable number of computers were installed. The computers were networked using structured cabling into a LAN, and the LANS were linked into a WAN through the VSATs. The computer laboratories also had smart televisions, smart boards and LCD projectors. The study revealed that the conceptualized E-School Success Model is valid for the evaluation of the e-School. All seven of the dimensions were found to correlate well with e-School success, with Cronbach‟s alpha values above 0.4. It was further revealed that students and teachers were trained in the use of e-School infrastructure and they were using the ICT infrastructure for teaching and learning. Students found learning with integrated ICT enjoyable, and it appeared to improve their performances. Using document analysis, performance improvement was confirmed in four out of six of the e-Schools. The other two e-Schools experienced decline in academic performance over the period 2005 and 2010. It also seemed as though e-School infrastructure had enabled students and teachers to collaborate and had contributed to their teamwork skills. By testing hypotheses the study revealed that six of the seven dimensions of the E-School Success Model contribute towards the success of the e-School. It was established that the user satisfaction dimension does not contribute towards the success of the e-School. Three variables for measuring the user satisfaction dimension - the ability of the e-School system to facilitate discussion between students, their peers and teachers; sharing what students learn with the learning community; and overall satisfaction with the e-School - were poorly rated and could not support the rejection of the hypothesis that high user satisfaction does not contribute to the success of the e-School. The study concluded that the E-School Success Model is a good model for the evaluation of e-Schools. In addition, the NEPAD e-School project in Kenya has considerable potential for success. Having identified the aspects limiting its level of success, it was recommended that stakeholders should continue investing in the NEPAD e-School project as the gaps highlighted in the study are addressed. Further studies on the impact of e-School benefits are recommended.
University of Zululand

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Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.

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Setlalentoa, W. N. "School self evaluation; how involved are educators in the process?" Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/322.

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Published Article
Studies show that although evaluation policies regarding educator development and whole-school improvement have been put in place and even though schools express willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert the original goals of these policies. This study explores the involvement of educators in School Self Evaluation, an internal evaluation which is a pre-requisite in the process of Whole School Evaluation (WSE) and their views on School Self-Evaluation (SSE) in relation to their professional development. WSE is the official evaluation system in South Africa. Schools undergo both external and internal evaluation. Results thereof are used by schools together with the District Support System to draw up School Improvement Plans (SIP's). In this study, a mixed mode approach was used. Both quantitative and qualitative approaches were used. Data were gathered from 125 educators in sixteen randomly sampled evaluated schools. The research findings suggest that educators are neither sufficiently trained nor are they aware of the significance of their role in the process, as well as the impact of school self-evaluation on their professional learning. Educator's learning appears to be influenced by the learning environment nurtured by the school and the way the school implements SSE. The study also provides an insight to how stakeholders involved in the implementation of School Self-evaluation would foster the educator's professional development as well. Supportive school administration, adequate school leadership and collaborative educator culture would contribute a lot to constructive learning environment.

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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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Brown, Anne Patricia. "An evaluation of after school nutrition clubs in Liverpool primary schools." Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549430.

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

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

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Bruner, Carl. "School improvement planning and the development of professional community /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.

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Thomas, David William. "Selection and evaluation of school principals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23077.pdf.

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Butt, John Lindahl. "School improvement : implementation, evaluation and culture /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47441.pdf.

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Rutherford, Judith Anne. "A Formative Evaluation of Franklin School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/39327.

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This formative evaluation of Franklin School was shaped around the implicit and explicit goals of the school and those school practices that are recognized as being effective in schools for students at-risk of dropping out of school. The study served four purposes: (1) to determine how the teachers, parents, and students viewed the school and their experiences with it, (2) to determine what program improvements were needed, (3) to provide a baseline for future evaluations, and (4) to activate the collection of data needed for future evaluations. The participants in the study included the six teachers, 52 students, and the parents or guardians of the students who attended Franklin School during the 1996-97 school year, the year which was the focus of the study. I collected data from the participants through surveys, interviews with teachers and a carefully drawn sample of students and parents, and meetings with teachers and students. Additionally, I analyzed student records pertaining to referrals, attendance, academic achievement, disciplinary infractions, and dropouts. Data from the study indicated that some school goals were being met adequately, and some were not. Teachers, students, and parents agreed that goals related to self-esteem efforts, sense of community, and safe environment were being met. However, the findings from the study indicated that improvement was needed in the areas of career education, counseling, discipline, staff development, parent involvement, and use of instructional technology. Also, the study yielded three important findings in addition to findings related to school goals that need to be addressed. First, there is a leadership problem at Franklin School that needs to be resolved. Second, limited data available on attendance and academic achievement suggested that over time student performance declines at the school. Finally, the data on the referrals to Franklin School revealed an exceedingly high rejection rate with no written notices of admission decisions and no follow-up of students rejected. The findings from the study strongly suggest the need for continued evaluation of the school and for putting mechanisms in place to collect the data needed for such evaluations.
Ph. D.

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Kish, Paul M. Kish. "The Virtual School Teacher Evaluation Process." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153173938212727.

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Erenoglu, Burcak. "Naval Postgraduate School anechoic chamber evaluation." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FErenoglu.pdf.

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Friedman, Paul Travis. "Elementary school principals' perceptions of teacher evaluation practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/675.

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The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)? The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers. The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.

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Benkenstein, Alex. "An evaluation of an after-school programme for high school learners in Cape Town, South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25209.

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Poor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates and high teenage pregnancy rates, contribute to the perception of a crisis in South African education. In this context, after-school programmes have been developed in order to supplement the education and support learners receive during school. There is a large and growing body of literature which supports the view that after-school programmes can deliver positive outcomes, particularly for low-income students. Such positive outcomes, however, are far more likely to be observed with high quality programmes. This study presents an outcome evaluation of the EduCentre programme, an after-school programme targeted at high school youth. The EduCentre is implemented by a nonprofit organization in Vrygrond, a low-income community situated 25km south of Cape Town's central business district near the suburb of Muizenburg. The research design is pre-experimental and is based on the Success Case Method (Brinkerhoff, 200). A survey of a selected cohort of programme participants were surveyed in order to assess perceptions around programme design and impact, as well as assessing social and emotional skills. Following the Success Case Method, interviews were subsequently conducted with selected 'success' and 'non-success' cases, supplemented by interviews with programme staff. The study concludes that, within the limits of the pre-experimental methodology, there is evidence for the beneficial impact of the programme. The study concludes with recommendations to support programme design and future monitoring and evaluation efforts.

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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.

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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.

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Israel, John M. "Student Extracurricular Participation, Student Achievement, and School Perception| an Elementary School Perspective." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561144.

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Research studies of extracurricular activities have illustrated specific relationships between participation and certain student characteristics, such as higher grades, higher standardized test scores, higher attendance, fewer discipline issues, and increased positive school perception. Since so much of the previous research on extracurricular activities has focused on the secondary education level, the researcher questioned whether or not these same relationships would be present in elementary school students who participated in extracurricular activities. This research study was conducted at one elementary school in a large metropolitan area to determine what, if any, relationships among variables including length of time participating in the activity were evident amongst extracurricular activity participants. This study compared the MAP (Missouri Assessment Program) scores in math and communication arts, office discipline referral rates, and attendance rates of elementary school students who had participated in extracurricular activities to those students who did not participate in extracurricular activities. The researcher used both a mixed-methods approach to determine if there was a difference between those students who took part in extracurricular activities and those who did not. The quantitative part of the study demonstrated a relationship between participation in extracurricular activities and higher communication arts and math standardized test scores. A relationship was also evident between participation in extracurricular activities and higher communication arts standardized test scores for those who participated in extracurricular activities for a longer amount of time; however there was not a statistical difference in attendance or office discipline referrals for length of participation or participation in extracurricular activities in general. The study also examined relationships between extracurricular participation and students' school perception. The qualitative analysis, which consisted of data gathered by student ( n=65) and parent (n=29) questionnaires, revealed more similarities between extracurricular activity participants and non-participants than differences. The researcher was able to conclude that certain relationships existed amongst extracurricular activity participants and standardized test scores. The study concluded with implications and recommendations for future implementation of elementary extracurricular activity programs.

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Bollow, Forrest Eugene. "Superintendent evaluation practices in the State of Missouri." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052147.

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Ertas, Nevbahar. "Public school responses to charter school presence." Diss., unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-09272007-170214/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).

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Bylsma, Pete. "Differences in staff perceptions of school quality /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7541.

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Worts, Nancy Headrick. "High school students perceptions of the educational program at their school as a result of the A+ schools program /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946314.

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McLeod, Charles Ruffin. "Secondary school climate: Using an ecological perspective." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184722.

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The purpose of this study is to provide data which will enable administrators, through climate assessment, to make concrete decisions regarding perceptions that can be utilized in targeting areas within the school which need intervention or improvement. The main emphasis of the study is to assess various stakeholders' perceptions regarding school variables (teacher/student relationships, security and maintenance, administration, student academic orientation, student behavioral values, guidance, student/peer relationships, parent and community/school relationships, instructional management, and student activities) and to note perceptual trends, similarities, and differences among stakeholder groups. Much of the existing literature views climate as a separate, yet related, component of effective schools. This study's focus is on better understanding climate from the ecological perspective, viewing climate as a tool in which school climate research can be used in school improvement programs to ensure consistency in conceptualizing and measuring school climate. This study goes beyond many in that it attempts to understand climate from various stakeholders' perceptions, and to discern any patterns or relationships among these. Unlike the previous studies of school climate which consider the perceptions of only one or two groups, this concept of school climate is driven by the shared perceptions of key stakeholder groups in the school operation of itself--Board members, Administration, classified staff, the students, teachers, and parents/community members. Because an inductive research method is most appropriate for a study of this type, a quasi-case study approach was selected as the research procedure. The following data analysis process was used in the study, for each of the ten subcategories of respondent, gender, ethnicity, and group/role, an analysis of variance and test of significance were conducted. These results are presented according to the research questions and subcategory. The contribution that this study makes is in the analysis of climate data. The data presented, looking at group means in the climate subcategories to give a broad, general impression of the school's climate. As the data were broken apart and regrouped, important patterns emerged. This information provides much more specific guidance in targeting school improvement, as well as delineating precisely the subcategories of particular concern to various stakeholder groups. This approach to unpacking the school climate concept takes advantage of the multiple characteristics of this school climate study, and acknowledges the different interests of groups within a school. Given scarce resources and competition for people's time, a finer grained analysis of a school's problems is a rational beginning to focused interventions.

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Callender, Betty Darlene Miles. "The Relationship Among Effective School Correlates, School and District Practices, and Exemplary Student Performance in Texas." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5195/.

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The Texas Education Agency (TEA) annually rates campuses and districts on how well they meet standards of student performance. Since the high standard is so difficult for campuses and districts to reach, educators continually seek ways to improve student performance. The effective schools process is research-based and has stood the test of time. Descriptive statistics were used in this study to identify practices within the effective schools correlates that exemplary campuses implement. Campuses with long-term exemplary ratings were identified using the TEA data base. Campus site-based teams were surveyed using the More Effective Schools Staff Survey. Data was collected on elementary and secondary campuses with homogenous, diverse, economically advantaged, and economically disadvantaged student populations. District instructional leaders for those campuses completed a District Instructional Leader Survey to determine what practices districts implement to support their exemplary campuses. Findings from this quantitative study revealed what effective schools practices were highly evident on these exemplary campuses, regardless of diversity, economic status, district size, community type, property wealth, or location within the state. Findings also revealed that district leaders provide direction and support in the areas of (a) professional development; (b) beliefs, mission, and goals; (c) curriculum; (d) instruction; (e) assessment; and (f) site-based decision making. The research data imply that campus or district administrators can improve the performance of their students if the identified practices are implemented.

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Sontag, Anna M. "Prevention of bullying : evaluation of Steps to Respect /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

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Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned.

In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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Meeks, Lynne Hagens. "An evaluation of the Jacox elementary school improvement program." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164022/.

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Yung, Chi-ming, and 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.

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Nung, Tai-fai Paul, and 農大輝. "The effectiveness of a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957432.

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Hibbard, Susan. "Exploring Evaluation in School Districts: School District Evaluators and Their Practice." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3514.

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This study explored the evaluation practices of internal evaluators in public school districts in a large southern state. The individuals who conduct evaluations in school districts as internal evaluators were identified and background information was collected. The education and training in evaluation was investigated and the types of evaluations typically conducted by those individuals. Respondents (n = 134) revealed conducting evaluations was a secondary role and part of their main job responsibilities. The types of evaluations carried out and the way in which evaluation was practices were revealed. A descriptive framework of the individuals who conduct evaluations in school districts and the ways those evaluations were carried out is presented. Six dimensions were used to summarize evaluation practice: Holistic, Mixed Method Decision Making, Procedures Valued, People Valued, Users Engaged/Embodied, Evaluator as Mediator. Three one-way MANOVAs were conducted to identify differences in evaluation practice. Differences in practice were found among evaluators based on the highest degree obtained, and area of highest degree held by respondents.

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race.

The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Schwarz, Jennifer. "Antecedents of charter school success in New York State| Charter school management agencies and additional factors that affect English/Language Arts test scores in elementary charter schools." Thesis, TUI University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570006.

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Charter schools frequently receive public as well as federal attention, and there is a growing body of research becoming available examining charter schools. With all this research there is still a need for further studies which deal specifically with antecedents of charter school success. This study examined factors contributing toward the success of charter schools in the state of New York. It measured the success of a charter school with respect to student achievement levels which were measured via state mandated standardized English / Language Arts (ELA) test score averages provided on the Department of Education’s website for the state of New York (https://reportcards.nysed.gov/). An examination was made regarding the extent and manner in which student achievement levels vary with respect to the following factors: (a) teacher credentialing, (b) teacher experience, (c) teacher turnover, (d) class size, (e) student demographics, and (f) grade level. Differences in student achievement levels per these factors were also examined with respect to the following charter school management entities: (a) For-Profit Education Management Organizations (EMOs), (b) Non-Profit Charter Management Organizations (CMOs), and (c) independently managed Community Grown Organizations (CGOs). A clearer understanding of what leads to the success/failure of a school will be useful in, (a) sustaining success of currently successful schools, (b) providing data for failing schools to take into consideration, (c) informing charter authorizing agencies, as well as (d) aiding in replication of an existing successful school model. This study found that while there was no significant correlation between any of the predictor variables on ELA test scores during the 2011-2012 school year, Charter Management Organization did have a statistically significant effect on ELA test scores, with schools that are Community Grown Organizations (CGOs) yielding higher results than schools that contracted with Non-Profit Charter Management Organizations (CMOs) and For-Profit Education Management Organizations (EMOs). While currently the trend in expectation is that charter schools most likely to succeed, and thus be replicated, are the schools that contract with For-Profit Management Agencies (EMOs) and Non-Profit Management Agencies (CMOs), this study has shown that it is actually the Community Grown Organizations (CGOs) that have yielded higher ELA standardized test scores during the 2011-2012 school year, thus making them considered as more successful entities than the EMOs and CMOs. The results suggest that further efforts into replicating successful CGO school models should be seriously considered by both the individual schools and the Charter Authorizing Agencies.

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Du, Plessis Heléne. "An evaluation of a high school preparatory programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20506.

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This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and post-test. However, none of these observed effects could be attributed directly to participation in the preparatory programme due to the lack of a comparison group. It is possible that changes between repeated measures on participants were due to maturation effects, regression to the mean, or another historical event which influenced the outcomes of the programme participants.

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Jansen, Rethar. "An evaluation of a school leadership development programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15508.

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This study set-out as an evaluation of Symphonia's Partners for Possibility leadership development programme for school principals in South Africa. Broadly, the goal of the programme is to improve the educational outcomes of under-resourced schools. The primary audience of this evaluation is the Partners for Possibility Operations Manager. During initial engagement with the programme stakeholders the feasibility of different evaluation types were considered. These deliberations centred on one of, or combination of, the following evaluation types: theory evaluation, process evaluation and outcomes evaluation. At first it appeared that an outcomes evaluation was entirely possible. After examining if an outcomes evaluation is feasible it became clear it was impossible to do this. As a result the focus shifted from outcome evaluation to what other kind of evaluation was feasible and acceptable to programme staff. In order to determine this, the evaluability assessment approach was utilised in order to conduct a theory evaluation and to determine if it was possible to obtain, at reasonable cost, relevant performance data. The revised programme theory behind the Partners for Possibility's programme was derived via semi-structured interviews with the programme Stakeholder Engagement Consultant and Operations Manager. A thorough analysis of programme documentation and the programme website also informed the development of the revised programme theory. The plausibility of the revised programme theory was assessed by conducting a literature review of similar evaluations and related literature. The literature review suggests that the revised programme theory is plausible. The revised programme theory can be summarised as follows: if the programme incorporates activities associated with both the instructional and transformational leadership development models then principals will be able to address the barriers that prevent their school from improving its educational outcomes. The results of the investigation into, is it possible to obtain relevant performance monitoring data, found that this was not possible. This investigation did determine that the programme has designed a monitoring system that effectively maps onto the process theory that was developed as part of the theory evaluation. However, semi-structured interviews with the Operations Manager and Stakeholder Engagement Consultant revealed that this monitoring system was not systematically maintained and that data was not available. This finding is what compromised the ability for an outcomes evaluation to proceed. It is strongly recommended that the programme staff implement and make use of their monitoring system. If the programme staff do this then a process evaluation is recommended for the programme in order to determine if the programme is implemented with fidelity.

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Best, Lori Rachelle. "Implementation of comprehensive school health education in secondary schools, a process evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24647.pdf.

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Appollis, Tracey Rose. "Keeping girls in school through better menstrual hygiene management: an evaluation of the Always Keeping Girls in School Programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15472.

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Includes bibliographical references
This dissertation is an outcome evaluation of the Always Keeping Girls in School Programme. The nationally run programme is a series of workshops and educational talks designed to reduce the absenteeism rates of pubescent girls who live and attend schools in underprivileged areas. The programme regularly supplies participants with sanitary products that they would otherwise not have access due to financial constraints and thus prefer to remain at home when menstruating where they can better manage their personal hygiene needs. During this period of absenteeism girls miss valuable teaching time which has a negative impact on their ability to achieve academically leading to grade repetition and ultimately dropping out of school permanently. Without a basic education girls are at a disadvantage in finding meaningful employment. The literature supports the various facets of the programme but also reveals that other influential factors such as access to adequate sanitation facilities (including water), distance and time spent travelling to and from school, and access to pain medication. The evaluations of similar interventions have produced mixed results, but it is clear that the provision of any one of the tools, such as those provided by the Always Keeping Girls in School programme, does make a positive difference in the life of the participants. One school was selected by the programme manager to provide the necessary secondary data to conduct a time - series quasi - experimental design for the evaluation. A cohort of learners was selected and their absenteeism and school performance data was tracked over a three year period from grade 9 in 2012 until grade 11 in 2014 (their current grade). The data from 2012 formed the baseline data as the programme was implemented in 2013. All of the girls in the cohort are programme participants and fell into the experimental group and as a result all of the boys in the cohort formed a non - equivalent comparison group. There are seven outcomes belonging to the programme, but only two outcomes were evaluated: reduction in absenteeism and improved school performance and the existence of a relationship between absenteeism and school performance. A total of 32 observations of absenteeism and 3 observations of school performance were used. The absenteeism observations were made on a monthly basis, while school performance data was taken at the end of December 2012, December 2013, and June 2014. To conduct the analysis a combination of descriptive statistics (measures of central tendency and dispersion) and inferential statistics (Pearson's Correlation and logistic regression analysis) were used. The statistical analysis revealed the programme was successful during the first year when it was implemented (with both the educational workshops and the provision of sanitary products) as the experimental group showed a large decline in absenteeism. However during the second year (only sanitary products were provided) the participants showed an increase in attendance and even surpassed their baseline scores. In terms of school performance both groups showed a small increase during 2013 but in 2014 many learners performed poorly in their June examinations. The logistic regression revealed that there was a very low probability that relationship between absenteeism and school performance existed The finding that the programme is successful when all of its facets are available to the participants is in line with literature that rates the importance of education around puberty and sanitation very highly. The provision of sanitary products alone is important to the well - being and dignity of the participants but it is insufficient to bring about the sustained desired behavioural change.

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Keller, Karlyn. "Efficacy in Texas Charter Schools Compared to Traditional Public Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.

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Ware, Rebecca A. "An Evaluation of a Professional Development School: The School Teacher Education Partnership Project." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26300.

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The professional development school (PDS) has had a recent resurgence in teacher education. Professional development schools were designed to reform teacher education programs and revitalize K-12 education. The purpose of this study was to evaluate a professional development school: The School Teacher Education Partnership (STEP) at Elizabeth City State University (ECSU). STEP is a partnership between Elizabeth City State University and one elementary school in each of three participating school districts -- Edenton-Chowan, Elizabeth City-Pasquotank, and Gates -- in North Carolina. The study took place over two years. Participants from the 1998-2001 school years were the primary informants. Data were collected through extended interviews. Documentary data and end-of-the-year qualitative evaluations were used to substantiate interview data. The constant comparative method of Maykut & Morehouse (1994) was used to analyze the data. Data were unitized, coded, grouped, categorized, and compared for patterns and themes. The results of this evaluation were strong enough to recommend that a year-long internship be required for all prospective teachers at the university. The STEP graduates come from the program with strong pedagogical skills. The students are prepared to begin working with children from the first day of teaching. They can manage classes well handling routines with little difficulty. Mentor teachers were found to be primary contributors to the development of new teachers, and they are paid little for their efforts. It is recommended that they be paid an amount commensurate with their effort and contributions to the development of new teachers. This compensation should be an integral part of the budgets of the state, local, or university agencies responsible for the preparation of teachers.
Ed. D.

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Lamberson, Jonathan Edward Laymon Ronald L. "Educational accountability as assessed by selected 1986-1987 Illinois school report card achievement, school and student variables." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918619.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 7, 2005. Dissertation Committee: Ronald L. Laymon (chair), Patricia H. Klass, Mary Ann Lynn, Thomas W. Nelson, Patricia A. O'Connell. Includes bibliographical references (leaves 75-80) and abstract. Also available in print.

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White, Todd. "Evaluation of high school principals in Missouri /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164549.

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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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Speyer, Elizabeth C. "Teacher evaluation systems in four school boards." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63876.

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Lovell, Rebecca. "Evaluation of physical activity at Forest School." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4146.

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While the health benefits of physical activity are commonly recognised, increasing evidence indicates that significant percentages of children, particularly girls, are not sufficiently physically active. Children spend a large proportion of their waking day at school; however their opportunities to be physically active during the school day, beyond the traditional PE lesson and break times, are limited. Increasing children’s levels of physical activity during their time at school may be a key approach to increasing children’s overall levels of physical activity. The aim of this study was to evaluate the outdoor education programme ‘Forest School’ as a source of school based physical activity. A review of existing research showed that there had been no rigorous evaluation of physical activity during Forest School sessions. A two phase mixed method design was used. The first phase used a repeated measures controlled design to objectively measure the amount, intensity, duration and frequency of the participants’ (n26 age 9-10) physical activity during Forest School. The second phase used semi-structured paired interviews (n24 age 10-11) to understand the subjective experience of the Forest School physical activity. The study was conducted in the central belt of Scotland. The results showed that during Forest School sessions the participants engaged in a significantly greater total amount of physical activity, at a higher intensity, and with a greater frequency of longer bouts, in comparison to the typical school days. The children were also shown to reach the recommended hour of MVPA during the Forest School sessions. The children reported enjoying and appreciating the opportunity to be physically active in an environment they had little previous experience of using. Existing barriers to physical activity in other contexts, in particular bad weather and low motivation, did not appear to be relevant at Forest School. The inequality in levels of physical activity and motivation to be physically active, between males and females, was shown to typically be lower on the Forest School days. The findings suggest participation in Forest School resulted in greater quantities of inclusive and enjoyable physical activity at higher intensities than otherwise experienced at school.

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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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Dissertations / Theses on the topic 'School Evaluation'

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