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1
Greene, Andrea Paige. "A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.
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Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.
2
Orreill, Anthony John, and n/a. "Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case study." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060823.160212.
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School Performance Review and Development (SPRAD) was a major innovation in school
evaluation in the Australian Capital Territory. One of its aims was to encourage teachers
and parents to work together in evaluating and developing policy across all areas of school
life: Administration and Management, Finances, Curriculum and Assessment, Staff and
Student Welfare and overall School Climate.
SPRAD is different from other forms of school review in that it is system-initiated but kept
under the control of the participants. The ACT Department of Education and Training
supplies the resourcing and consultative assistance.
One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it
would create a greater understanding of where each group stood in relation to the other
and strengthen parent/teacher relationships.
The focus areas for this study were parent participation in classroom and related activities,
the various channels of information employed within the school such as school
newsletters, reports and interviews, specific notices and letters relaying matters peculiar to
class groups and school sectors, parent/teacher information-sharing sessions,
parent/teacher involvement in board and P & C activities, and other forms of formal and
informal contact.
The study highlights the differences and similarities between teachers and parents in
relation to "professionalism" and "partnership", and areas of conflict highlighted by
Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland
(lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many
members of the public, i.e. the attitude that because all people have had some experience
of schooling, then their opinions on education carry as much weight as those of the
professionals; the feeling that what was good for them is good for their children, because
they have "been there, done that" and teachers do not really know very much more than
they (the public) do.
SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher
relationships. Satisfaction with parent participation in classroom activities had increased
overall despite some drops in actual parent presence at the activities because of the
movement of children into the Senior areas of the school. Another example was the
lessening of the degree of dissatisfaction with teachers' professional development
programmes, especially pupil-free school development days.
3
White, Loriann M. "A middle school under review a study on the effectiveness of two implementation models of the Read 180 program on special education students' reading performance /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 117 p, 2008. http://proquest.umi.com/pqdweb?did=1475171001&sid=22&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Roch, Sylvia G., and Charles Allen Gorman. "The Demise of the Performance Review: Is Performance Rating Research Irrelevant?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/417.
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Historically researchers have focused much attention on performance appraisal practices, such as the rating form and rater training. However, there is a growing movement to eliminate not only annual performance reviews but to eliminate all formal employee ratings. This conversation hour will focus on the future of performance rating research.
5
Snyder, Teri S. "Applying the National Performance Review procurement reform initiatives at the Naval Postgraduate School." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283563.
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潘安妮 and On-ni Anny Poon. "Evaluating HKU's performance review and staff development system: a principal-agent perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41012902.
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Poon, On-ni Anny. "Evaluating HKU's performance review and staff development system a principal-agent perspective /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41012902.
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Devlin-McGarvey, Marie Elizabeth. "SDPR : a vehicle for staff development?" Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251912.
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Staff Development and Performance Review (SDPR) was introduced in Northern Ireland in 1992, in compliance with the Education (School Teacher Appraisal) Regulations (1991) in England and Wales. This qualitative study examined issues relating to SDPR and staff development. Qualitative research was chosen because the research involved an in-depth examination of social processes and the researcher would be closely associated with the research, the findings of which would have direct implications for her professional practice. The research involved four case studies, each conducted in four post-primary schools in Northern Ireland, a voluntary grammar school, an integrated school, a maintained school and a controlled school. Twenty-five semi-structured interviews were carried out. Findings showed that there is a close relationship between the management of SDPR and the perceptions held of it. When the principal for example embraced SDPR in a positive light, other teachers in the school did likewise. Constraints to SDPR included: lack of time; SDPR being perceived as appraisal; the difficulty of choosing a suitable focus for review; concerns about writing up the report following the review; and inadequate training. Personal professional development was being encouraged and supported in all four schools. Two of the schools offered funding for in-service degree courses. The other two did not. This highlighted inequity in relation to financial support for teachers undertaking part-time degree courses. A number of respondents thought that the introduction of performance related pay (PRP) would have a positive effect on the staff development aspect of the SDPR process. Others believed that if performance related pay and SDPR were to be linked, the purpose of SDPR would be defeated. The study refers to a number of recommendations. These include the fact that money should be held centrally by the Department of Education in Northern Ireland for the purpose of supporting personal professional development.
9
Shakeela, Afeefa. "The purposes and processes of self-review in schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2443.
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In 1993, the New Zealand Government mandated the requirement that all schools must have in place an ongoing programme of school self-review (Education Review Office, 2000). This thesis identifies the purposes and processes of self-review used in six primary schools in New Zealand. The study also identifies the roles that leaders play in the self-review process and also highlights the impact of teacher research on the process. The research questions are: 1. What are the processes and purposes of self-review in schools and what roles do leaders play in the process? 2. What aspects of teachers' practice have an impact on the self-review process? This research study adopted a qualitative research methodology with semi-structured interviews as the research tool. The qualitative information gathered from the six schools was analysed and written up as a case study. For the purpose of this thesis, self-review is identified as the process of review of all school practices with the intention of improving student achievement. The findings indicated that the main purposes of conducting school self-review were to enhance student achievement, to review school policies and programmes and also to ensure accountability. This study also indicated that through a well-planned process of self-review schools can achieve their goals and fulfill the aims stated in their school charter. Another aspect which participants revealed was that self-reviews result in change and therefore leaders and school staff should have the necessary skills and competencies to deal with and manage such change. This was also identified as an issue of self-review. Participants believed that effective leadership is essential to conduct self-reviews which result in positive outcomes. This study found that the failure to achieve school improvement through self-review, is in part due to the structure of many current self-review programmes. At present, schools perceive self-review as the need to review everything that takes place. This perception may mean that valuable time and money is spent on something that the school does not deem significant. Rather, the findings of this study suggest that concentrating on particular areas for a certain period of time results in a better performance of the whole school. In conclusion, this thesis found that school development and improvement cannot happen without enhancing and focusing on student achievement. For self-review to be successful, it should be carried out in a collaborative school climate of open and honest communication, mutual support and mutual responsibility. For it to be successful, self-review should also be planned, systematic, and ongoing. Data collection for self-review should be done through illuminative, participatory and responsive inquiry methods. Finally, I recommend that further research is needed in the area of self-review and perhaps an exploration of the possible links between a school's decile level and its self-review process.
10
Vergopia, Catherine. "PROJECT REVIEW MATURITY AND PROJECT PERFORMANCE: AN EMPIRICAL CASE STUDY." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002401.
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Zulu, Mercy. "Review of the performance of Zambia's national system of innovation for the period 2001 to 2010." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28124.
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It is widely agreed globally that innovation, knowledge and learning is a vital part of economic development. It creates and promotes competitiveness at the firm level, national and regional levels. Furthermore, innovation processes are dependent on relationships and the interaction of various actors thus, it is necessary for policy makers to strengthen the innovative environment so that collaboration is encouraged and facilitated. However, in order to develop relevant policies, the innovation system in question needs to be reviewed; in this case, Zambia's national system of innovation (NSI). Science, technology and innovation (STI) in Zambia is described as relatively underdeveloped. The country gained independence in 1964 and only after 32 years of independence (1996) did it draft its first STI policy document. Sound economic policy accompanied by efficient institutions plays a key role in shaping a country's economic development. Therefore, it is believed that a timely national STI policy and mobilization of supporting institutions in Zambia could have helped the country exploit its abundant natural resources, to drive sustainable economic development. This study, which is the first of its kind, provides a review of the performance of Zambia's NSI during the period 2001 to 2010. The study starts by examining comprehensive literature on STI and NSI, particularly in relation to developing countries such as Zambia. Thereafter, key concepts from the literature are applied to the Zambian case to formulate a framework for analyzing the country's NSI. The framework involved organizing the NSI into three hierarchal levels namely; micro, meso and macro. Under these levels, system functions were selected namely; knowledge development at the micro level, business, industrial and entrepreneur activities at the meso level and resource mobilization at the macro level. Thereafter, indicators were selected to measure the performance of each system function. Subsequently, trend analysis was conducted on the set of indicators. The results of the analysis suggest that during the period 2001 to 2010, there has been significant increase in innovation input (government funding of R&D activities) and a significant growth in output (scientific research publications) at the micro level. The rise in the ratio of input to output suggests a level of efficiency in knowledge development, because the output indicator was increasing more rapidly than the increases in the input indicator. On the contrary results at the meso level, particularly with regards to exports of goods and services, revealed comparative advantage of merchandise exports, manufactured exports and high-technology exports, suggest that knowledge and innovation is not being exploited efficiently and effectively for commercial purposes. These results imply that there are some significant constraints and factors in scarce supply. In addition, the policy environment may not be favourable. Finally despite significant growth in government funding at the macro level, the results of this study show that it is still limited. The National Science and Technology Policy initially proposed that government allocates 3% of GDP annually as funding for science, technology and innovation activities. However, this has not been the case. The study indicates that an average of only 0.04% was annually allocated during the period under analysis.
12
Schwartz, Jonathan D. (Jonathan Daniel). "Analysis and development of manufacturing performance measures." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12093.
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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1994, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1994.Includes bibliographical references (p. 75-76).
by Jonathan D. Schwartz.
M.S.
13
Sanhueza, José A. (José Antonio). "Leadership development and its effects on organizational performance." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65817.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 87-92).
The current environment demands a better quality of leadership in organizations. In order to improve leadership capabilities, companies can create leadership development programs. However, not all companies embrace leadership development programs. Those who do usually have several types of programs and treat these programs as part of their strategic plan to address challenges that companies are likely to face in the future. Reviewing the leadership research, I find there is a positive relationship between leadership development programs and organizational performance. Reviewing the leadership program research, I find that most leadership development programs were created in response to significant challenges organizations were facing. I present the MIT Sloan Fellows program, as an alternative program that some companies and individuals are choosing for leadership development. The program uses the Four Capabilities Model as a leadership theory, focusing on the tasks and capabilities needed of leaders. I administered two surveys to the Sloan Fellows Class 2011. Surveys results suggest some of the benefits the program provides to individuals and organizations. Among these findings, my evidence shows that a higher percentage of "leader companies" have leadership development programs, in contrast to "follower companies" that usually do not have leadership development programs.
by Jose A. Sanhueza.
S.M.
14
Israel, Solomon. "An integrated performance measurement system for product development." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12793.
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O'Leary, Matthew C. (Matthew Clarence). "Performance measures for product development utilizing theory of constraints methodology." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11517.
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Makas, Siphiwo Seymour. "Perspectives on the implementation of the performance management and development system in the department of social development in Eastern Cape." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2856_1367480540.
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This research report, explores the challenges contributing to a non-effective implementation of performance and development management system at the Department of Social Development in Eastern Cape. My argument is that although the system has been fully implemented throughout the province and in all the layers of the department, there are still challenges that contribute to its ineffective implementation of this system. This research report debates a range of issues such as: challenges that revolve around the lack of proper
knowledge and training in staff, non-alignment of performance contracts with operations of the department, attitudes of officials towards the system itself and the desired
institution&rsquo
s operation that may contribute to its performance and achieve its objective of effective service delivery meaningfully. The research report also explores the paradigm shift
of the department from a traditional &lsquo
welfarish&rsquo
approach to a one that focuses on social development. This research especially seeks to understand how the department seeks to plan for institutional change that will promote delivery its services to communities more. The reason for this focus derives from department is practice to provide services sectoralyand not in an integrated manner. Hence the critique, in this research is of the roles and responsibilities of all different layers of the department. This, I specifically argue for re-orientation of the department, not merely institutionally, but also strategically by adopting a social development approach to service delivery.
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Vong, Trung. "A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6378.
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The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors have been suggested. However, a growing body of research has highlighted the stories of mathematically successful African American students.
Using best evidence review methods, an exhaustive review of the literature identified 22 research articles published between 2004 and 2013. All studies collected interview data with mathematically successful African American middle school, high school, and higher education students in the United States. Meta-synthesis was used to synthesize findings across studies. Among the 151 participants across 22 studies, six common experiences were identified as contributing to students' mathematical success: supportive teachers, supportive family, supportive peers, a strong mathematics identity, ability to deal with racial stereotype, and supportive organizations. Most importantly, this meta-synthesis highlights the tendency of prior research to focus on de-contextualized factors rather than understanding students holistically within their broader social and community environment. Insights from this study lead to several recommendations for improving mathematics education for African American students at Seminole High School and for suggested future research on this topic.Ed.D.
Doctorate
Education and Human Performance
Education
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Sheriff, Antony M. (Antony Michael). "Product development in the automobile industry : corporate strategies and project performance." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/103187.
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Crislip, Rebecca Mary. "A literature review of school counselor and programs effectiveness addressing academic achievement, personal/social issues and career development." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005crislipr.pdf.
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Haider, Muhammad Tauqeer, and Imran Ali. "Evaluation of the Effects of Pair Programming on Performance and Social Practices in Distributed Software Development." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5308.
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Context. Agile methods address the challenges of an unpredictable world by relying on “people and their creativity rather than on processes”, accelerate delivery of software and considered as a reaction to plan-based or traditional methods. Distributed software development helps to access a pool of skilled personnel, completion of tasks around the clock and more. Incorporating of agile methods in distributed software development could help to solve some problems of distributed software development such as lack of communication and its dependencies, close collaboration and so on. Objectives. In this study we investigate the proposed benefits of pair programming, an XP development technique used by agile, and its effects on performance and social practices in distributed software development. Methods. Systematic literature review and an experiment are utilized to fulfill the objectives of this study. In the systematic review a sub-set of the research articles are selected relevant to the subject of this study from the electronic sources including, ACM Digital Library, IEEE, Xplore, EiVillage (Compendx, Inspec), Science Direct and ISI Web of Science. Experiment is conducted to investigate the pair programming effects on performance and social practices. Results. Many proposed benefits of pair programming in existing literature are identified and reported in both collocated and distributed settings. Pair programming is reported as an effective software development technique as well as a pedagogical tool. Experimental results showed that pair programming also effects performance in distributed software development, and positively impacts the social practices (human or social factors). Conclusions. There are many benefits of pair programming reported in collocated settings and less in distributed software development. Pair programming impacts the performance and social practices positively. However, we also conclude that the effective use of pair programming in distributed software development will yield the concrete results as well as the programmers’ pairs should be trained, experienced and well motivated for an effective use of pair programming and to overcome the challenges of distributed software development.
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Peterson, James Scott. "Review of Research at Virginia Tech on the Relationship Between School Building Condition and Student and Teacher Performance and Attitudes." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56836.
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The research study is a review of research at Virginia Tech on the relationship between school building condition and student and teacher performance and attitudes. There have been several reviews or synthesis studies of the research in the field of school facilities over the last 65 years. One institution, Virginia Tech has produced several research studies in this area of scholarly work over the past two decades. With this large corpus of research directly related to Cash's theoretical model, first used in 1993, it becomes necessary to find out what the research has shown and also to find out what these researchers have advocated for further research.
The study extracted 84 findings from the 20 studies reviewed with 67% being statistically significant. Only eight of the 20 relationships in the theoretical model had related findings. Building Condition and Faculty Attitude and Building Condition and Student Achievement had the highest number of related findings. The study states that a better Building Condition has a positive relationship on higher student achievement and attitudes. The synthesis of the findings also drew seven conclusions that should be factored into future research decisions.
The study also extracted 74 recommendations for further research. The three relationships that had the greatest number of related recommendations for further research were Building Condition and Student Achievement, Building Condition and Student Attitudes, and Building Condition and Faculty Attitude. The relationships that were either not investigated or were investigated by one or two research studies are the areas that need more research.
The theoretical model produced several propositions for further research. The propositions follow the logical progression of the model from the decisions of the school authorities and financial ability of the school system in determining the condition of the school building to the eventual effect the school building conditions have upon student and teacher performance and attitudes. The presented taxonomy of research needs, through the propositions, serves as a guide in determining the needs for filling the gaps in the research related to Building Condition and Student and Teacher Performance and Attitude at Virginia Tech and other institutions.Ph. D.
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Munkholm, Michaela. "Occupational performance in school settings : evaluation and intervention using the school AMPS." Doctoral thesis, Umeå universitet, Arbetsterapi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38108.
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Background: This thesis is was designed to evaluate aspects of reliability and validity of the School Version of the Assessment of Motor and Process Skills (School AMPS) (Fisher, Bryze, Hume, & Griswold, 2007), an observation-based evaluation of quality of occupational performance when children perform schoolwork tasks in school settings. The long term goal was to contribute to knowledge about children at risk or with mild disabilities who experience difficulties with occupational performance in school settings, and describe how the School AMPS can be used when a true top−down process of planning and implementing school-based occupational therapy services is implemented in a Swedish context. Methods: In Study I, two different split-half methods and were used to estimate reliability of the School AMPS measures. These were cross-validated using Rasch equivalent of Cronbach’s alpha. The standard error of measurement (m) was also calculated. In Studies II and III, many-facet Rasch analyses and/or relevant inferential statistics (e.g., ANOVA, tests) were used to examine for evidence of validity based on (1) internal structure related to differential item functioning (DIF), (2) relations to other variables (sensitivity) in terms of comparing groups (typically-developing children vs. children with mild disabilities), and (3) consequences of testing (benefits of testing) in terms of test fairness. In Study IV, ANOVA and tests were used to examine relations to other variables in terms of sensitivity of the School AMPS measures for detecting change based on repeated School AMPS evaluations pre- and post-interventions. Results: The three methods for estimating reliability of the School AMPS measures yielded high reliability coefficient estimates (≥0.73) and low ms. Minimal DIF was identified, and despite minimal DIF, the School AMPS measures were found to be free of differential test functioning. The School AMPS measures were sensitive enough to detect differences between groups as well as changes following consultative occupational therapy services provided in natural school settings. Conclusions: The results support the reliability and validity of the School AMPS scales and measures when used to evaluate quality of occupational performance in school settings. The results are also of clinical importance as they provide evidence that occupational therapists can have confidence in the School AMPS measures when they are used in the process of making decisions about individual students, planning interventions, and later perform follow-up evaluations to measure the outcomes. We also have objective evidence that children with mild disabilities demonstrate diminished quality of "doing" when performing schoolwork tasks. The potential long term benefits of such evidence may be to support or justify the need for children with mild disabilities to receive occupational therapy services within school settings in Sweden; and through collaboration with teachers, plan and implement better targeted and more effective interventions.
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Khumalo, Ngwadeni Nompumelelo Yvonne. "A review of the alignment between the Integrated Development Plan and the performance management system of Capricorn District Municipality." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97157.
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Thesis (MPA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Local government in South Africa is mandated by legislation to develop an Integrated Development Plan (IDP) and a performance management system to direct and ensure the delivery of services to the communities that the municipalities serve. The implementation of performance management systems to plan, monitor and evaluate service delivery is not a new concept for the public sector. The development of the IDP and performance management system is an integrated process that requires municipalities to be able to align the planning, monitoring and evaluation processes. These processes should be undertaken to ensure that there is improved provision of service delivery. If planning processes fail to integrate performance management in the IDP and Service Delivery Budget Implementation Plan (SDIBP), monitoring and evaluation processes will not inform the affected municipalities on areas that must be improved to achieve better service delivery. In South Africa the importance of implementing a performance management system that is aligned with the IDP is enshrined in local government legislation. The implementation of the legislation to realise alignment is achieved through a systematic approach that starts with the way in which a municipality is institutionally arranged to promote performance, as well as the processes of developing the IDP as set objectives, key performance indicators and targets, and undertaking monitoring and evaluation processes to measure whether the IDP objectives and key performance indicators are achieved. The research is a case study reviewing the alignment of the IDP and performance management system of the Capricorn District Municipality (CDM). The study used purposive sampling and literature review to investigate the extent to which the IDP and performance management systems of CDM are aligned. The study recommends improvements that the CDM can implement to align the IDP and performance management system better based on the policy and legislative framework requirements for integrated development planning and performance management. It also suggests processes to develop the IDP and performance management system of the CDM and assesses the extent to which the CDM performance management system aligns with, and monitors and evaluates the IDP.
AFRIKAANSE OPSOMMING: Plaaslike regering in Suid-Afrika word deur wetgewing bemagtig om ‘n Geïntegreerde Ontwikkelingsplan [GOP] en prestasiebestuurstelsel te ontwikkel om rigting te gee en sodoende dienslewering aan die munisipaliteite wat hulle bedien, te verseker. Die implementering van prestasiebestuurstelsels om dienslewering te beplan, monitor en evalueer is nie ‘n nuwe konsep in die publieke sektor nie. Die ontwikkeling van die GOP en prestasiebestuurstelsel is ‘n geïntegreerde proses wat munisipaliteite in staat stel om die beplanning, monitering en evaluering in lyn met mekaar te stel. Hierdie prosesse moet onderneem word om verbeterde diensliewering te verseker. Indien beplanningsprosesse faal om prestasiebestuur te integreer met die GOP en die Dienslewering- en Begrotingsimplementeringsplan [DLBIP], sal monitorings- en evalueringsprosesse nie die betrokke munisipaliteit kan inlig rakende areas wat moet verbeter om beter dienslewering te bereik. In Suid-Afrika is die belangrikheid om ‘n prestasiebestuurstelsel te implementer wat in lyn is met die GOP, vasgelê in plaaslike bestuur wetgewing. Die implementering van die wetgewing om inskakeling te realiseer word bereik deur ‘n sistimatiese benadering wat begin by die manier waarop ‘n munisipaliteit institusioneel gerat is om prestasie te bevorder sowel as die prosesse vir ontwikkeling van die GOP as ‘n stel vasgestelde doelwitte, sleutel prestasie indikators en teikens en dan die moniterings- en evaluasieprosesse om te meet of die GOP doelwitte en sleutel prestasie indikators wel behaal is. Die navorsing is ‘n gevalle studie wat die integrasie tussen die GOP en prestasiebestuurstelsel van die Capricorn Distrik Munisipaliteit (CDM) ontleed. Die studie gebruik doelgerigte steekproewe en literêre oorsig om die omvang van integrasie tussen CDM se GOP en prestasiebestuurstels te ondersoek. Die studie beveel verbeterings aan wat die CDM kan implementeer om integrasie tussen die GOP en prestasiebestuurstelsel te verbeter, gebaseer op die beleid en wetgewende raamwerk vereistes vir geïntegreerde ontwikkelingsbeplanning en prestasiebestuur. Verder stel dit ook prosesse voor vir die ontwikkeling van die GOP en prestasiebestuurstelsel by CDM en bereken die omvang waartoe die CDM se prestasiebestuurstelsel inskakel met die GOP en dit ook moniteer en evalueer.
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Ahmed, Giuma Alarbi Abulgasem. "Development of a health safety and environment (HSE) performance review : methodology for the oil and gas industry in Libya." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/12461.
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The oil and gas industry in Libya has suffered a number of health and safety accidents including environmental disasters due to the nature of the work involved and the hazardous materials it handles in all facets of exploration and production. Such issues have hitherto not received due attention by the Libyan Authorities. The fact that strict HSE assessment standards are neither well-defined nor established in Libya is not helpful. Furthermore, oil and gas industry in new free Libya has suffered immensely during the 2011 Arab Spring and its rebuilding poses a number of critical HSE challenges. The purpose of the research is to develop and validate a HSE Performance Review Methodology for Libyan oil and gas industry based on clearly defined and measurable aspects for assessment. The thesis starts by performing a comprehensive literature review on all aspects of HSE including universal standards. The review indicates that there is a gap in respect of semi-qualitative methods for assessing HSE performance commensurate with other disciplines. The thesis then identifies four key research problems in the context of Libyan oil and gas industries. Based on these problems, an empirical research was conducted and included three distinct Stages. Stage 1 consisted of a pilot study based on an interview questionnaire with 15 experienced HSE professionals working in oil and gas companies in Libya to help identify key issues pertaining to HSE assessment. Data analysis results for Stage 2 have been used to derive a list of 12 main groups of HSE questions which have then been tested on 84 HSE professionals working in Libya stemming from 35 medium and large oil and gas companies. Modal distribution analyses have been performed to scope down the number of HSE performance factors, which would then be used in Stage 3 of the empirical research. This consisted of issuing the same 84 interviewees with a questionnaire requesting their assessment of how Critical, Important and Less Important were the 60 factors identified. Central Tendency, Variation Ratios and Indices of Diversity were used to successfully analyse the data. With the QAA Subject Review in mind as a potential model for the sought methodology, and a mapping of the four research problems with data analysis results from Stages 1, 2 and 3; six HSE Performance Review Aspects emerged: Prevention, Surveillance, Response, Achievements, Resource and HSE Management and Enhancement – judged and graded using a 1 to 4 scale. The HSE Performance Review methodology has been validated by direct application to five comprehensive studies starting from the self-assessment document written by the companies, an extensive review visit by peer-assessors and a final report showing grades, benchmarks and shortcomings. Lessons learned from the validation exercise have been used to revise the definition of the six Aspects and used to propose an appropriate implementation plan in Libya. The results of the validation exercise are very encouraging and readily confirm that the methodology can be applied to other industry sectors.
25
Ahmed, Giuma A. A. "Development of a health safety and environment (HSE) performance review. Methodology for the oil and gas industry in Libya." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/12461.
Full textAbstract:
The oil and gas industry in Libya has suffered a number of health and safety accidents including environmental disasters due to the nature of the work involved and the hazardous materials it handles in all facets of exploration and production. Such issues have hitherto not received due attention by the Libyan Authorities. The fact that strict HSE assessment standards are neither well-defined nor established in Libya is not helpful. Furthermore, oil and gas industry in new free Libya has suffered immensely during the 2011 Arab Spring and its rebuilding poses a number of critical HSE challenges.
The purpose of the research is to develop and validate a HSE Performance Review Methodology for Libyan oil and gas industry based on clearly defined and measurable aspects for assessment. The thesis starts by performing a comprehensive literature review on all aspects of HSE including universal standards. The review indicates that there is a gap in respect of semi-qualitative methods for assessing HSE performance commensurate with other disciplines. The thesis then identifies four key research problems in the context of Libyan oil and gas industries. Based on these problems, an empirical research was conducted and included three distinct Stages.
Stage 1 consisted of a pilot study based on an interview questionnaire with 15 experienced HSE professionals working in oil and gas companies in Libya to help identify key issues pertaining to HSE assessment. Data analysis results for Stage 2 have been used to derive a list of 12 main groups of HSE questions which have then been tested on 84 HSE professionals working in Libya stemming from 35 medium and large oil and gas companies. Modal distribution analyses have been performed to scope down the number of HSE performance factors, which would then be used in Stage 3 of the empirical research. This consisted of issuing the same 84 interviewees with a questionnaire requesting their assessment of how Critical, Important and Less Important were the 60 factors identified. Central Tendency, Variation Ratios and Indices of Diversity were used to successfully analyse the data.
With the QAA Subject Review in mind as a potential model for the sought methodology, and a mapping of the four research problems with data analysis results from Stages 1, 2 and 3; six HSE Performance Review Aspects emerged: Prevention, Surveillance, Response, Achievements, Resource and HSE Management and Enhancement – judged and graded using a 1 to 4 scale.
The HSE Performance Review methodology has been validated by direct application to five comprehensive studies starting from the self-assessment document written by the companies, an extensive review visit by peer-assessors and a final report showing grades, benchmarks and shortcomings. Lessons learned from the validation exercise have been used to revise the definition of the six Aspects and used to propose an appropriate implementation plan in Libya. The results of the validation exercise are very encouraging and readily confirm that the methodology can be applied to other industry sectors.
26
Aoshima, Yaichi. "Knowledge transfer across generations : the impact on product development performance in the automobile industry." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/11179.
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Hurtado, Miguel A. (Miguel Angel) 1968. "Modeling and analysis of performance of the steering angle sensor development project." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9254.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Also available online at the MIT Theses Online homepage
Includes bibliographical references (leaf 83).
In the highly competitive automotive industry, OEM and tier-I suppliers face the problem of determining costs and creating accurate and rapid schedules for current and future product developments. Successful companies in this industry are those that are able to forecast and meet important deadlines, satisfy performance requirements and reduce costs to keep development within budget. But frequently one or two factors are achieved at the expense of the others. Sometimes, for example, suppliers are able to cut costs, but only at the expense of quality. Or they can increase quality at expense of costs. Both scenarios are of concern, especially when competitors are attempting to capture market share. Engineers and program managers require powerful techniques to have better estimates of completion time versus expenditures. Unfortunately, though, there are not yet such tools available that are capable of incorporating both dimensions of product quality and cost. Moreover, it would be desirable to incorporate product performance with those two dimensions in order to obtain a broad perspective of the entire design. The main goal of this thesis is the investigation, evaluation and application of the research reported in the Ph.D. thesis "Modeling and Analyzing Cost, Schedule, and Performance in Complex System Product Development" (Browning 1998) in two product platforms of Valeo, Electronics. The two product platforms selected for this purpose were the steering angle sensor (SAS) and the ultrasonic park assist sensor (UPAS). The research for this project was conducted at Valeo, Electronics, located in Bietigheim-Bissingen, Germany. First, data were collected concerning development costs, timing and performance of the steering angle sensor. Second, the software was modified and applied to obtain a joint probability distribution of cost and schedule for this platform. Third, the model was tracked and validated. The tracking of the model was performed within the same platform by running the software at various times. The validation of the model consisted of applying the same methodology for the UPAS and other areas of the SAS. Monte Carlo simulation, optimization, design structure matrices, feedback among activities, and concurrency in product development systems, along with three software tools (Visual Basic, Excel and MATLAB) were used extensively in this work. Finally, the model and the results were presented to the company, with recommendations for future applications.
by Miguel A. Hurtado.
S.M.
28
Poston, Mark Richard. "Malawian secondary school students' performance in science investigations : the development of an analytic framework." Thesis, University of Liverpool, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366397.
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Sommers, Robert Downing. "An examination of the relationships among policy development practices of joint vocational school district boards of education, school board effectiveness, and school performance /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658547965.
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Hunter, Matthew P. "A Descriptive Review and Analysis of the Creation and Development of an Advisory Program in an Inner-City Middle School." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2802/.
Full textAbstract:
This study described and analyzed the development and implementation of an advisory program at one urban middle school. Development of the advisory program began during the 1997-98 school year. The implementation of the program was examined during the 1998-99 and 1999-2000 school years. This school site was chosen because of the in-depth research and planning of the program beyond the typical amount performed by many schools, and the wide-scale staff participation utilized in the program's development. In order to follow the processes of development and implementation, several models of change, innovation, and organizational analysis were used to provide focus for analysis of events that occurred during the three years of the program examined in this study. Data was collected in multiple manners. A complete review of school documents concerning the advisory program was performed, and over 50 percent of the faculty were interviewed through individual and team interviews. The findings of this study include various elements concerning the development and implementation of the advisory program. Data was collected and analyzed in three main categories including a) driving and resisting factors for beginning and implementing the program, b) processes used to plan, maintain and develop the program, and c) the periods in which the program became stable. Additional considerations were examined including the evaluation of the program, future possibilities for implementation, and staff roles in the program. Recommendations of the study include: limiting the focus of the advisory program; maintaining consistent goals; starting with a limited program; securing high staff participation; providing extensive time for planning; maintaining a high level of monitoring by administration and staff leaders; providing in-depth training; and, insuring that open lines of communication exist.
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Wallace, Susan Larson. "Performance of school-age children of prenatal cocaine exposure: Five case studies." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618653.
Full textAbstract:
The purpose of this study was to examine the social and learning performance of school age children of prenatal cocaine exposure. The Behavioral Assessment System for Children (BASC) was used along with interviews, observations and document analysis for each individual case studied. The data collected through these methods was coded and examined for patterns and relationships in each case, and across cases.;Data analysis revealed that each case varied in the effects exhibited on a continuum from subtle to severe, as indicated in the literature. Social and behavioral patterns appeared to be most severely affected, while the language area was found to be within normal parameters for children their age. Additionally, all cases experienced tremendous environmental factors which may have impacted their performance such as trauma, abuse, and passive exposure to cocaine and other drugs.
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Kerness, Shloe. "Defining and Building Excellence: A Model for Professional Development at Arete Charter School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6301.
Full textAbstract:
In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.Ed.D.
Doctorate
Education and Human Performance
Education
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Maemeko, Eugene Litaba. "Teachers perceptions of the relevance of performance indicators for school improvement and development in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95779.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this study was to investigate teachers‟ perception(s) of the relevance of performance indicators for school improvement and development in Namibia. The study employed a case study involving two school principals, two heads of department (HODs) and five teachers. Interviews were used to collect the data. The study found that almost all teachers acknowledge the importance of the PIs and believe that they succeed in improving the provision of quality education if they are properly implemented. The study also found that both school principals experience many challenges with the implementation of these PIs. The analysis was framed by interpretive theory as the study is exploratory. Performance indicators (PIs) have become the yardstick by which internal and external school evaluators can assess whole school performance. The focus of this case study was on Grade 10 school performance in the Katima Mulilo rural circuit and an urban secondary school in the Caprivi education region of Namibia. Grade 10 is one of the school levels in which low academic performance has been found to be common in the Caprivi region. The study included a literature review of studies on performance indicators in different parts of the world.
AFRIKAANSE OPSOMING: No Afrikaans abstract available
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Lamb, Gordon Dale. "Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: initial scale development and validation." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86064.
Full textAbstract:
Although research supports the use of measures of typical performance for
assessing academic and cognitive skills, there are currently few such measures in
existence. Other measures have been used for research purposes, but they are not normed
on a large, nationally-representative sample. The Ratings of Everyday Academic and
Cognitive Skills (REACS) was created to address the need for a measure of typical
academic and cognitive skills. The goal of the REACS is to provide a timely, easy to
administer, and comprehensive assessment of a child's typical functioning in various
academic and cognitive domains. The purpose for this dissertation was to develop the
initial scale and conduct analyses to provide evidence of its reliability and validity.
In an attempt to provide preliminary evidence of the validity of scores from this
measure, Parent (n = 142) and Teacher (n = 109) REACS forms were collected for data
analysis. A subsample of parents and teachers completed forms to examine interrater and
test-retest reliability. A group of children (n = 32) were assessed with measures of
academic achievement, cognitive ability, and memory for comparison to the REACS. Results generally showed high internal consistency, yet less reliable test-retest
and interrater reliability. While the confirmatory factor analysis (CFA) of the parent
scale supported a factor structure that approximated the intended structure of the
REACS, a better fit was found with a simpler model for the teacher scale. Finally, both
the Parent and Teacher REACS forms were found to predict academic achievement
better than cognitive ability. The predictive ability of the REACS was enhanced when
used in conjunction with a measure of cognitive ability.
35
Leon, Lauren Margaret. "Performance development of adolescent swimmers : a Mindfulness - Acceptance - Commitment (MAC) approach." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/43144.
Full textAbstract:
For the past three decades performance development in sport has been steered by
traditional Psychological Skills Training (PST) programmes. However, in the last
decade, the Mindfulness-Acceptance-Commitment (MAC) approach to
performance development in sport has been introduced. To date, there is limited
research on the MAC approach and there are currently no published studies in
South Africa. The goal of this study was to explore the participant’s experiences of
the MAC programme with reference to what they learnt through the programme,
how they applied their learning to their swimming and how they transferred their
learning to their lives. This study is an Interpretive Phenomenological view of five
adolescent swimmers (two female and three male) at the High Performance Centre
(hpc), in South Africa (SA). The participants partook in a one-day swimmingspecific
MAC programme and thereafter, semi-structured interviews were
conducted with the participants. An interpretive Phenomenological Analysis (IPA)
was used for analysing the data gained from the interviews. The findings indicate
that the participants had experiences which were consistent, inconsistent or unique
in relation to the literature review.Dissertation (MA)--University of Pretoria, 2013.
lk2014
Psychology
MA
Unrestricted
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Taylor, Stephen. "The performance of South African schools : implications for economic development." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5150.
Full textAbstract:
Thesis (PhD (Economics)--University of Stellenbosch, 2010.ENGLSIH ABSTRACT: At the time of South Africa‟s transition to democracy the school system was envisaged to be a powerful vehicle for nation-building and transformation. The chronic low performance of the South African school system has subsequently become the subject of widespread public concern. This thesis examines the distribution of cognitive achievement amongst South African children and the factors influencing it, especially socio-economic status, and asks what the implications of this are for future economic development. The methodologies employed are predominantly quantitative as various sources of data are examined in order to collect evidence pertaining to the question above. Chapter 1 lays down a conceptual framework for understanding the role of schooling in economic development. The point is made that although education is often envisaged as a vehicle for development and mobility out of poverty, the home socio-economic status of children impacts significantly on their educational outcomes. Chapter 2 reviews recent and relevant literature to establish main currents of thinking regarding the influence of socio-economic status on educational outcomes. Chapter 3 follows this with an empirical examination of the influence of socio-economic status on reading achievement amongst South African children. The results indicate that the relationship between socio-economic status and educational achievement in South Africa is particularly strong by international standards. Furthermore, the historical divisions within the school system remain key to understanding continuing inequalities in educational outcomes. The socio-economic status of students is crucial in determining which part of the school system students enter; then for those entering the historically disadvantaged system the chances of achieving high quality educational outcomes are small, regardless of their home background. The main priority in the latter part of chapter 3 and thereafter is the attempt to identify factors that improve cognitive achievement, given the socio-economic context of schools and their students. In chapter 4, this search is taken up by examining a rich collection of data regarding school and teacher practices in South African primary schools. In chapter 5 this is done by analysing trends in the ability of high schools to convert demonstrated grade 8 achievement into matric outcomes. An additional perspective is provided through a comparison of the performance of South Africa‟s independent and public schools in Chapter 6. The final chapter summarises the results from these various approaches and highlights several key areas on which, it is recommended, attempts to improve South Africa‟s schools should focus. These include the management of school resources, teacher work ethic, time management and planning within schools, curriculum coverage, the accuracy of assessment and feedback to students, and parent commitment to education. Improving these areas within the large and struggling part of the South African school system will be decisive for the country‟s economic development.
AFRIKAANSE OPSOMMING: Ten tye van Suid-Afrika se demokratiese oorgang is die skoolstelsel as ʼn sterk instrument vir nasiebou en transformasie gesien. Die kroniese swak vertoning van die Suid-Afrikaanse skoolstelsel het sedertdien tot wye openbare besorgdheid gelei. Hierdie proefskrif ondersoek die verdeling van kognitiewe prestasie onder Suid-Afrikaanse kinders en die faktore wat dit beïnvloed, veral sosio-ekonomiese status, asook die implikasies daarvan vir toekomstige ekonomiese ontwikkeling. Die metodologie wat gebruik word, is hoofsaaklik kwantitatief, want verskeie databronne word ondersoek om getuienis in te win rakende bogenoemde vraagstuk. Hoofstuk 1 stel ʼn konseptuele raamwerk daar om die rol van onderwys in ekonomiese ontwikkeling te verstaan. Die punt word gemaak dat, alhoewel onderwys dikwels as ʼn instrument vir ontwikkeling en uitstyging uit armoede gesien word, die sosio-ekonomiese status van kinders se huislike omgewing hulle onderwysuitkomste beduidend beïnvloed. Hoofstuk 2 bied ʼn oorsig van onlangse en relevante literatuur om die hoofstrome van denke oor die invloed van sosio-ekonomiese status op onderwysuitkomste aan te dui. Hoofstuk 3 volg dit op met „n empiriese ontleding van die invloed van sosio-ekonomiese status op leesvaardigheid onder Suid-Afrikaanse kinders. Die resultate dui daarop dat die verband tussen sosio-ekonomiese status en onderwysuitkomste volgens internasionale standaarde in Suid-Afrika besonder sterk is. Verder is die historiese verdelingslyne binne die skoolstelsel van sleutelbelang om voortgesette ongelykheid in onderwysuitkomste te verstaan. Die sosio-ekonomiese status van studente bepaal grootliks tot watter deel van die skoolstelsel kinders toegang kry. Vir daardie kinders wat in die histories-afgeskeepte deel van die stelsel beland, is die waarskynlikheid van hoë gehalte onderwys klein, ongeag hulle gesinsagtergrond. Die klem in die laaste gedeelte van hoofstuk 3 en daarna val daarop om faktore te identifiseer wat kognitiewe uitkomste verbeter, gegewe die sosio-ekonomiese konteks van skole en studente. In hoofstuk 4 word hierdie speurtog voortgesit deur ʼn ryk verskeidenheid data rakende skole en onderwysers se praktyke in Suid-Afrikaanse laerskole te ondersoek. In hoofstuk 5 word dit gedoen deur ʼn analise van die vermoë van hoërskole om graad 8-vlak prestasie in graad matriekuitkomste te omskep. ʼn Vergelyking van die prestasie van Suid-Afrika se onafhanklike skole met openbare skole in hoofstuk 6 bied verdere perspektief hierop. Die finale hoofstuk som die bevindinge van hierdie verskillende benaderings op en belig sekere sleutelaspekte waarop pogings om Suid-Afrika se skole te verbeter klem behoort te lê. Dit sluit in bestuur van skoolhulpbronne, onderwysers se werksetiek, tydsbestuur en beplanning binne skole, dekking van die kurrikulum, die akkuraatheid van assessering en terugvoer daaroor aan studente, en ouers se betrokkenheid by onderwys. Verbetering op hierdie gebiede binne die groot, sukkelende deel van die Suid-Afrikaanse skoolstelsel sal deurslaggewend wees vir die land se ekonomiese ontwikkeling.
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Sreckovic, Vladimir. "Ability Grouping Interventions and Math Performance Among Inner-City School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1466.
Full textAbstract:
In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical framework for this study. The criterion measure of mathematics improvement was provided by the test results from the Northwest Evaluation Association's Measure of Academic Progress (NWEA-MAP), a computer-adaptive assessment of mathematics. Using population data for 2012-2014 inner-city 8th graders who took the pretest and posttest NWEA-MAP (N = 234), two 1-way analyses of variances were used to test for mean differences in the NWEA-MAP improvement scores between ability-grouped (n = 115) and non-ability-grouped (n = 115) students, then specifically between students who were grouped as high ability (n = 55) and low ability (n = 55). The ability-grouped students had significantly higher improvement scores than did the nongrouped students. For those students who were ability grouped, no statistically significant difference existed in improvement between the high and low ability groups. A position paper was developed recommending student grouping to improve academic performance of inner-city school students. Positive social change will occur as the achievement gap is closed for students who attend inner-city schools.
38
Clark, Abigail M. "Investigating the Impact of Informal Engineering Education on Middle School Girls’ Engineering Identity Development." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1626713852044666.
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Phelps, Christine M. "Investigating the development of pre-service elementary teachers' mathematics self-efficacy beliefs and learning goals a review of research and a mixed methods study /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 198 p, 2009. http://proquest.umi.com/pqdweb?did=1833621111&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Abuaqel, Sarah. "A Phenomenological Study of High-Performance Teachers' Happiness at School and Home." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7851.
Full textAbstract:
This research study is focused on understanding the phenomenology of happiness of High Performing Teachers (HPT) working in an elementary school located in a Midwest City. The purpose of the study was to understand positive and negative emotions of HPT, through their experiences at work and home. Qualitative methodology through in-depth interviews was employed for this study. Tomkins' affect theory of happiness (ATH), was used to assess and explore positive and negative emotions of participants of the study. In this study a purposeful sample of 11 participants that work in elementary school located in a Midwest City, participated in in-depth, face-to face interviews. Results of this study based on experiences of HPT show that positive experiences such as relaxing time at home, spending time with family members they felt make them happy. To understand negative emotions, most of participants indicated that anxiety; inappropriate interactions with others at work site, and financial issues are the main negative experiences that impact their performance. Overall, most of HPT felt happy in life; however, results show that they are happier at home. This study brought new knowledge about positive and negative emotions and the importance for public organizations about improving staff interactions that may impact the contribution to performing better as teachers.
41
Pilane, Mmathagana Wilhelmina. "Implementation of performance management by the school management team in primary schools / Mmathagana Wilhelmina Pilane." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4287.
Full textAbstract:
The main concern in this study is the demand for the delivery of quality education in
schools. This concern prompted the Education Department to introduce accountability
measures that included the three-legged Integrated Ouality Management System
(lOMS). One important requirement of the IOMS is that the school management team
should assist teachers to enable them to teach more effectively thereby improving the
quality of education delivered to learners. One way of achieving effective performance is the implementation of performance management. With the above considerations in mind this research was conducted to investigate what
performance management entailed, what the views and perceptions of school
management teams in primary schools were with regard to it and what
recommendations can be made to assist school management teams in implementing
performance management. A literature study was conducted to expose the essence of
performance management. On the basis on the literature study, an empirical research
was conducted from the interpretivist paradigm, using the qualitative research design
and the specific method of structured interviews. Participants consisted of members of
the school management teams in three primary schools in the Rustenburg Area (N=11) .
. The major findings of the research showed that participants did not fully understand
what performance management entails there being a lack of a coherent, systematic
process of implementing it. However, participants implemented some of the aspects of
pe.rformance management such as mentoring, monitoring and coaching. It also came to
light that school management teams faced difficulties in the implementation of
performance management notably that teachers displayed a negative attitude towards performance management. The research is useful as a beginning in investigating this little understood issue and serves as a basis for further research.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
42
Galyen, Stephen Daniel. "Development of a structured method of mental practice and its effect on the performance of high school band students." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013520.
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Basson, Liz-Marie. "The development of an Autism Spectrum Disorder screening questionnaire aimed ar early primary school aged learners within the South African context : a pilot study." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62655.
Full textAbstract:
There has been a notable increase in the prevalence rates of Autism Spectrum Disorder (ASD) over the last decade. Currently, the American Centre for Disease Control and Prevention estimates that 1 in every 68 children is diagnosed with ASD. The average age of diagnosis ranges from 3.1 to 5.7 years. However, the literature indicates that low socio-economic-status (SES) countries, such as South Africa could have higher prevalence rates and a later average age of diagnosis. This is due to the limited and strained resources on social and governmental levels. This is of great concern as research indicates that early diagnosis and intervention of learners with ASD leads to improved overall functioning. South Africa is not equipped to deal with services required to effectively screen and diagnose learners for ASD. The Modified Checklist for Autism in Toddlers (M-CHAT) is available in South Africa as a low cost and easy to administer screening tool for ASD. Unfortunately, it can only screen for ASD in learners up to the age of 5. No other similar low cost screening tool is available for use in South Africa which will be able to screen older learners. With the reality of a later age of diagnosis in South Africa, it is therefore pivotal to develop such a screening tool. This study set out to develop and pilot test the Autism Spectrum Disorder Screening Questionnaire (ASDSQ). The ASDSQ is a screening questionnaire that can be filled out by the parents or guardians of learners aged 6 to 9. It is low in cost and easy to administer, score and understand. It will assist in identifying learners that are at risk for an ASD diagnosis. This will ensure that learners who are identified as at risk for an ASD diagnosis can be referred to the correct professionals for ASD diagnostic tests. The current version of the ASDSQ (version three) is a 38 item, yes-no, questionnaire. In this pilot study the ASDSQ was able to successfully distinguish between learners with an ASD diagnosis and learners without an ASD diagnosis. Findings furthermore indicated that the ASDSQ was able to differentiate between the control and experimental group when compared to the results of the M-CHAT on the same sample. The ASDSQ shows great promise as a screening tool for ASD in South Africa. With further development, the ASDSQ could become an established level one screening questionnaire for ASD in South Africa. Future research on the ASDSQ should focus on validating, norming, and standardizing the questionnaire for use in the South African context.Mini Dissertation (MA)--University of Pretoria, 2017.
Psychology
MA
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McAdoo, Penny Coyne. "The Effect of Professional Development in Performance Assessment on Mathematics Achievement and Attitude." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277837/.
Full textAbstract:
The problem of this study was to determine the effect of professional development in the use of performance assessment in fourth grade mathematics on student achievement and attitude toward mathematics. Achievement was measured by subtest and total mathematics scores on norm-referenced and criterion-referenced tests. Attitude was measured by a survey of student attitudes.
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Sargut, Kamil Umut. "Application Of Statistical Process Control To Software Development Processes Via Control Charts." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1270081/index.pdf.
Full textAbstract:
The application of Statistical Process Control (SPC) to software processes has
been a challenging issue for software engineers and researchers. Although SPC is
suggested for providing process control and achieving higher process maturity
levels, there are very few resources that describe success stories, implementation
details, and implemented guidelines for applying SPC to specific metrics.
In this thesis the findings of a case study that is performed for investigating the
applicability of SPC to software metrics in an emergent CMM Level 3 software
organization are presented. As being one of the basic and most sophisticated tools
of SPC, control charts are used for the analysis. The difficulties in application of
Statistical Process Control to a CMM Level 3 organization are observed by using
the existing data of defect density, rework percentage, productivity and review
performance metrics and relevant suggestions are provided for dealing with them.
Finally the analysis results are summarized and a guideline is prepared for
software companies who want to utilize control charts by using their existing
metric data.
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Brown, Erin J. "Comparing work values of students within the general education system to those of students within the special education system : a review of the differences /." Online version of thesis, 2010. http://hdl.handle.net/1850/12266.
Full text
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Baskerville-Bridges, Aaron(Aaron Davis). "Computation and predictive modeling to increase efficiency and performance in cell line and bioprocess development." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126944.
Full textAbstract:
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, May, 2020Thesis: S.M., Massachusetts Institute of Technology, Department of Chemical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 57-58).
A critical early step in the development of a new biopharmaceutical is the selection of the master cell bank. Per FDA requirements, the same master cell bank must be used for all toxicity and clinical trials, as well as all production of the drug should it be commercialized. Developing a master cell bank is a time and labor-intensive process where thousands of clones are screened through a series of experiments. The Berkeley Lights Beacon® platform can be used as a high-throughput screening tool in cell line development and has been shown to produce clonally-derived cell lines, suitable for the development of a master cell bank. In a typical use case, a Berkeley Lights chip is loaded with 1750 cells, data is collected related to cell growth and on-chip assays, and the top 50-100 are selected for further analysis. The methodology for selecting the top clones, however, is not standardized and individual users may select different top clones based on how they weigh the growth and assay data. As a relatively new tool, there is little literature outlining how to best use data collected on Berkeley Lights to select the "best" clones for further screening. In this project, we use Amgen's database of Berkeley Lights experiments to determine which parameters are most predictive of performance in future fed-batch experiments. Data from 9 chips (N=13,900 pens; N=305 fed-batch experiments) was analyzed using linear and non-linear machine learning models to identify feature importance and improve cell selection methodology. The models generated show an improved ability to rank top clones compared to the currently methodology, a finding that is expected to improve average clone quality in cell line development.
by Aaron Baskerville-Bridges.
M.B.A.
S.M.
M.B.A. Massachusetts Institute of Technology, Sloan School of Management
S.M. Massachusetts Institute of Technology, Department of Chemical Engineering
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Raadt, Jay Schyler. "Mixed Development and Validation of an Authentic Assessment for Middle School Mathematics." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707388/.
Full textAbstract:
In response to concerns about using only standardized multiple-choice assessments, some school districts have moved to using alternative ratings of student achievement with authentic assessments. However, such assessments are often limited in terms of the psychometric validity data supporting their use. The present study mixed quantitative and qualitative methods to examine the validity, development, and refinement of an authentic rating approach currently in use in middle school mathematics classes from a large suburban school district in the Southwest United States. A sample of teachers (n = 14), rated students (n = 110) using a pilot rubric of 187 items. Analyses resulted in a 32-item rubric with 20 themes and 9 factors. Results from a G-study revealed the facet that best explained variance in student scores was the interaction between raters and assessment units, as well as students and assessment units. As part of the development of the assessment, a content validity exercise revealed 18% of the rubric items as below average quality. Findings highlight the need to enhance contextualization of rubrics, use a strategy of assessment that includes contextualized and decontextualized assessment, and to investigate the role of utilization deficiency in explaining low student scores.
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Menges, Suzanne T. "Teacher perceptions of the effects of parental shiftwork on student performance, development, and behavior: Implications for school leaders." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280307.
Full textAbstract:
This study researched the impact of parental shiftwork schedules on the performance, behavior, and development of middle-school students as seen through the eyes of their teachers. Located in a company-owned town in southeastern Arizona, the study focused on the experiences of middle-school teachers by asking them to consider and reflect on their observations of middle-school students in terms of the shiftwork schedule their parents worked. The teachers were also asked to respond to questions regarding what they had done in their own classrooms and what school leaders could do to lessen these impacts. By analyzing their responses, conclusions may be drawn as to the extent of these impacts, their variability and scope, and their implications for school leaders.
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Shen, Julia/Ching-Min. "(Re)Envisioning autonomy: Neo-liberalism, performance-based school management and the development of ideal global citizens in Taiwan." Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7175.
Full textAbstract:
Within a neo-liberal world polity, the concept of autonomy is increasingly perceived as conducive to postmodern nations’ rational progress in developing knowledge societies. In accordance with global trends, the Taiwanese government implemented a policy of performance-based school management in 2005 to enhance educational accountability, efficiency, equity and quality. This autonomy-based reform perceives all educational stakeholders as self-interested, utility-maximizing market egoists who are capable of realizing their maximum potential by ceaselessly making consumer-style choices. The government assumes that the provision of choices will give everyone an equal chance of educational success.
The negative socio-political consequences brought about by the adoption of neo-liberalism’s beliefs and practices have been explicitly acknowledged and illustrated in the literature. Nonetheless, the ways neo-liberalism has affected Taiwan’s socio-educational reality have scarcely been acknowledged or examined, and even on a theoretical level there has been little thought given to the provision of alternative socio-educational possibilities. Thus, this research, grounded in the context of Taiwan, analyzed neo-liberal ideologies to discover their implications for socio-educational practices. Moral and philosophical insights from various theorists were synthesized and advanced as a substitute for neo-liberalism.
This research was based on the method of deconstruction and reconstruction of textual discourse. For deconstructive analysis, the aim was to investigate and problematize how certain neo-liberal values have come to be globally/nationally institutionalized, and utilized to manipulate citizens’ consciousness for the maximization of economic efficiency, productivity, and profitability in the education market. The reconstructive synthesis, then, aimed to initiate possible socio-educational changes through reconceptualising these same values in respect to Taiwan’s contextual specificity.
Overlooking the need to address neo-liberalism’s belief in individualism, inequitable socio-economic structures and monistic, decontextualised and mechanistic epistemology, the Taiwanese government’s promotion of autonomy was found to perpetuate socio-economic inequalities, power imbalances, human monism and intellectual inflexibility in education.
A shift in epistemology wherein autonomy was reconceptualised as “heteronomous autonomy” was found to be capable of reorienting the overall frame of democratic reference towards a communitarian paradigm that would contribute to greater social equity and solidarity. This finding is extremely important as heteronomous autonomy takes human diversity as its foundation, so the emphasis changes from the rights of the individual to the self’s unconditional responsibility to and for differences. Thus, a
heteronomous-autonomy-based education would forsake neo-liberalism’s standardized pedagogical approaches in favour of a creative framework-in-context. Committing to increased democratic justice and social intellectualism, this alternative education model has more capacity to transform Taiwan into a true knowledge society, where a high level of social cohesion is an absolute precondition.