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Dissertations / Theses on the topic 'School planning'

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Published: 4 June 2021
Last updated: 8 February 2022

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1

Cohn, Gary David. "An analysis of school district strategic planning relationships with school action planning /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7658.

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2

Williams, Barika X. (Barika Xaviera). "Planning for school choice." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59771.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 66-71).
The image of the picturesque urban schoolhouse is increasingly becoming a thing of the past. City schools were viewed with fear or disdain. The urban school's image shifted to an unruly coop for 'dangerous' unteachable students. This stark juxtaposition reflects the gradual transition in the urban environment. Charter schools have emerged as a relatively new component available to meet urban families' education needs and provide a new image of the city school, yet to be formed. Planning has largely failed to acknowledge or address the changing urban education environment. We continue to plan our cities with the assumption of the old image of the neighborhood schoolhouse. However, through charter schools, the urban education environment is being redefined. This thesis analyzes the educational environment of students and school location in Washington, DC to assess to what extent charter schools revitalize the possibility of obtaining high quality, neighborhood schools. Through analysis of quantitative data, I compare three factors between neighborhood schools and area charter school options: student population characteristics, school academic results, and student mobility and access to the school. The analysis identifies three distinct school systems within the city, each with a different role for charter school. I suggest how urban planners might respond to city's new educational environment in order to repair the links between schools and neighborhoods.
by Barika X Williams.
M.C.P.
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3

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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4

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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5

Bingham, Rebecka Dawn. "Planning School Memorials: Feedback from the Columbine Memorial Planning Committee." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2536.pdf.

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6

Eshelman, David. "Planning for Technology in School Facilities." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26259.

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The purpose of this study is to examine the issue of planning for technology in existing, new, or renovated school facilities. The focus is to provide educators a technology profile to help with planning issues regarding school design and the integration of technology in school facilities. Very few counties in the Commonwealth of Virginia have a facility planner on staff. It is the intent of this author to provide support for those involved with planning for technology in school facilities. Principals can use this tool to help align school technology goals with the division long-term plan as well as the technology standards. Reviewing the components of the Virginia Educational Technology Alignment Report, the CEO Forum STAR indicators, the Florida Technology Resource Survey, as well as the TAGLIT survey tool provided insight to the technology profile. This tool was used throughout the Commonwealth of Virginia to assess current conditions and the perceptions of principals, teachers and division support staff in an attempt to assess current and long-range planning for technology in school facilities. The literature reviewed clearly identifies that a continued commitment to long-range planning and effective statewide integration of educational technology into teaching and learning is essential. A close examination of the results of this study will assist those planning for and assessing schools readiness for technology and its impact on school design to ensure the accommodation of future technological needs of school facilities. As a result of the data collected a user technology profile can be created for each participating school. This tool can help in a variety of ways. Possibilities include setting benchmarks and goals, applying for technology grants, determining funding priorities, and creating individualized assessment tools. The intent here is to provide a technology user profile for each school by participant. This would enable the principal to review the data separately or by comparison of principal and teacher.
Ed. D.
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7

Gjelsten, Craig A. "Homeland security planning for urban area schools." Thesis, Registration and login required, 2008. https://www.hsdl.org/homesec/docs/theses/08Mar_Gjelsten.pdf&code=0b11819a26de4946f5547907991d6aad.

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8

Chrzanowski, Michael J. (Michael John). "Development of a manufacturing & business planning tool to aid in forward planning." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/52961.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1993, and Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1993.
Includes bibliographical references (p. 93).
by Michael J. Chrzanowski.
M.S.
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9

Lenart, Erin Boothe. "Leadership in School Improvement: Planning and Providing for Barriers to Student Learning." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91937.

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When it comes to improving schools, context always matters (Murphy, 2013, p. 260). School leaders are "masters at brokering" (Murphy, 2013, p. 259) change. These changes are usually through the transfer of programs, interventions, and structures that worked elsewhere and pay little regard to the conditions and context that made them work (Murphy, 2013). School improvement reform will require "substantive systemic change" (Adelman and Taylor, 2007, p. 55) that considers the "current culture of schools and intended school improvements" (Adelman and Taylor, 2007, p. 56). This study will use a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school leaders in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The instrumentation tool for this study was based on the learning or enabling components of the Adelman and Taylor improvement model (2008). The tool was used to qualify the school leaders' site-based school resource allocation and then analyzed for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership. Implications from this study include the need for further research on models for school improvement that require schools and districts to identify, plan, and provide for barriers to student learning. A second implication is the need for further study on leadership traits that might exist in school leaders who not only recognize but are able to inspire the implicit and explicit need to plan and provide for overcoming barriers to student learning.
Doctor of Education
The process of improving schools is important. The decision-making and school improvement structures that most schools employ is one that focuses mainly on classroom instruction with little regard to planning for students who may struggle because of outside barriers, like the effects of poverty, lack of exposure to background knowledge, or insufficient schooling and experiences. This study used a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school principals in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The study used the learning or enabling components of the Adelman and Taylor improvement model (2008) to qualify the school leaders’ site-based school resource allocation and then analyzed them for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
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10

Nay, Bethany W. "Planning for quality after school programs a guide for after school leaders /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/nayb/bethanynay.pdf.

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11

Pappu, Suguna. "Production planning with due-date constraints." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/13160.

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12

McKeever, Scott Douglas 1976. "Path planning for an autonomous vehicle." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/8741.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.
Includes bibliographical references (p. 163-164).
The desire for highly capable unmanned autonomous vehicles (UAVs), has necessitated the need for more research into the problems faced by these vehicles. One classic problem faced by UAVs concerns how the vehicle should traverse its environment in order to leave the current position and arrive at a desired location. The path to this goal location must maneuver the vehicle around any obstacles and reach the goal with minimal cost. A variant of this problem tasks the UAV with tracking a moving target. In this manner the UAVs trajectory is updated through time to reflect changes in the target's location. The specific mission addressed in this thesis, is the track and trail mission. This mission tasks a UAV with acquiring a target vehicle and tracking the vehicle for an indefinite period of time. The goal of this mission is not to intercept the vehicle, but to follow the target from a certain standoff distance. One can imagine many applications of this mission. One such application envisioned by the United States Navy deals with an unmanned underwater vehicle (UUV), tracking an enemy submarine. In addition, marine biologists could use such a capability to allow a UUV to follow and record valuable information on certain species. Planning these paths is conceptualized as a series of network shortest path problems. This thesis focuses on planning paths in the plane where the state of the vehicle is defined only by its position in space. In addition, a trajectory smoothing or path-smoothing component is addressed to eliminate any slope discontinuities as a result of the shortest path algorithms. A framework for the moving target shortest path problem is created. The resulting path planner is capable of performing the stated mission. A detailed simulation of the path planner operating on a UUV in an underwater environment is created in order to test the planner's performance. Different variants of the path planner are created in order to deal with different problem parameters. The resulting path planner is shown to be adaptable to these different conditions and effective at tracking a moving target.
by Scott Douglas McKeever.
S.M.
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13

Taketomi, Tametsugu. "Comparative analysis of corporate strategic planning." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/14271.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1990.
Title as it appears in the M.I.T. Graduate List, Feb. 1990: Comparative analysis of corporate planning.
Includes bibliographical references (leaves 105-109).
by Tametsugu Taketomi.
M.S.
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14

Sidars, Marcella. "Planning effective school fields trips for elementary students." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MSidars2008.pdf.

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15

Manheimer, Robert. "Initiating strategic planning in a selected school district /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857679.

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16

Homadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.

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17

Reid, Mark Joseph. "Curriculum deliberations of a teacher planning group /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008428.

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18

Yuen, Suk-kwan. "School-based curriculum development a case study in Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35520383.

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19

Taylor, Andrew A. "Impact of access, ability, and attitude on teacher and administrator use of data for comprehensive planning." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009taylor_a.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Dr. James Butterworth Doctoral Research Committee Chair, School of Education, Sage Colleges." Suggested keywords: strategic planning; data-driven-decision making; Comprehensive District Educational Planning (CDEP); accountability; assessment; No Child Left Behind (NCLB); data; planning; school planning; school improvement; systems thinking; Data Analysis Technical Assistance Group (DATAG); state data; district data; data planning; data use; data access. Includes bibliographical references: (p. 69-75).
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20

Bingham, Wayne D. (Wayne Douglas). "Strategic Planning : A Process for Restructuring the Public Schools and Improving Community Support." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277621/.

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The problem of this study was to determine the change in public support which would occur due to a public school district's going through a strategic planning process and then the implementation of specific action plans. The purpose of the study was to demonstrate that the public support necessary to assure adequate funding for the district's programs could be gained by involving the community in a broad-based planning effort and by demonstrating a concerted effort to implement the actions required by the plan.
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21

Furlong, Christopher F. (Christopher Francis) 1963. "An aggregate planning model for helicopter assembly." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10234.

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22

Harper, John R. Baker Paul J. "The role of teams in quality assurance and improvement planning in two Illinois middle schools." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960416.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, George Padavil, Glenn Schlichting. Includes bibliographical references (leaves 177-182) and abstract. Also available in print.
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23

Wilderman, Susan Gail. "Data driven decisions in K-12 education a comparative case study about data driven decisions in two rural K-12 school districts /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4708.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.
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24

Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.

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25

Beresford, Charles Richard de la Poer. "Strategic planning : Local Education Authorities and primary school development." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019218/.

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Many changes were taking place in schools and local government while this thesis was being developed during 1992 and 1993. An historical perspective of the impact of legislation on education is followed by a description of the emergence of school development planning. The literature on school effectiveness and improvement, together with that on inspection and advice, are the contexts for consideration of change and quality in schools. Data from every LEA in the UK is linked with interview data from a sample of LEAs with schools engaged in an ESRC-funded research project. Additional information from national education offices and from other research carried out during the same period is used to triangulate perceptions. Insights from this range of data are then presented in two sections: the implications for LEAs and schools are explored and characteristics identified. The evidence indicates that the strategic role of LEAs has been significant in the introduction of primary school development planning. The implementation of policies that have been mandated by central government since 1988 have increasingly depended on schools' ability to prioritise within their own planning. The impact of these policies on the performance, accountability and strategic capacity of community services is considered. Particular consideration is given to collaboration between services, the power shift away from elected members of LEAs towards school governors, and the scope for effective leadership in education. The implications for the deployment of resources and re-orientation of responsibilities throughout the education service and teaching profession are far-reaching. Conclusions about the appropriateness of networking, of competition, and of new patterns of bureaucracy vary in different parts of the UK. In the wake of recent legislation affecting education and local government, a new initiative is needed to revitalise strategic systemic planning and inter-school collaboration.
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26

Hatch, Lance T. "Expert Rural Elementary School Teachers' Planning for Effective Instruction." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4028.

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Learning how to plan for effective instruction is a critical part of the work performed daily by the elementary school teacher. While some new and struggling teachers in urban school districts have access to professional development on a variety of topics including instructional planning, teachers in rural school districts often struggle to find training opportunities. This study sought to gather information and insight from rural teachers who demonstrate expert instructional planning. The specific planning decisions they made and activities they engaged in while planning were studied. Not only were the planning practices identified, but the reasons said practices were employed were investigated. Five expert elementary school teachers employed in a remote Utah school district served as the cases for this qualitative research. Observations, lesson plan documentation, and interview data were collected and analyzed. It was found that the expert rural elementary school teachers spent the majority of their planning time thinking about curriculum goals, learning objectives, and selecting appropriate resources. Very little thought was invested in how teachers would interact with students, how students would interact with each other, or how students would interact with their environment. This was because of a repertoire of teaching skills that could be used on an improvisational basis depending on how students responded. From this study, instructional leaders may gain insight into the thought processes behind successful planning and thus have new tools for working with novice teachers to improve their lesson planning.
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27

Van, Meter Jessica. "Hurricane Preparedness And Planning In Coastal Public School Districts." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1304549628.

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28

Latief, Shahnaz. "Time and school learning." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7948.

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Bibliography: leaves 67-71.
This study, conducted at Poor Man's Friend Secondary School (fictitious name), describes the use of Time Tabled School time. In fact, it quantifies the Time spent on Instruction and relates it to Learner Engagement-rates. Cumulatively, these variables impact on Learner Outcomes.
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29

Byrne, Gregory A. "High school dropouts in Boston." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71403.

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30

Hess-Homeier, Megan. "Parent preferences and school segregation." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118252.

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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references.
Schools in New York City are deeply segregated by both race and class. The confluent forces of residential segregation and family school preference have led to increasingly segregated schools since the 1980s. The New York City Department of Education (DOE) has taken steps to desegregate schools since a 2014 report by the UCLA Civil Rights Project named New York State the state with the most segregated schools. Though the DOE is doing more to address segregation than most districts, their efforts are still cautious, careful not to alienate the high status families it sees as necessary for racial and economic integration. Additionally, the Department of Education is working towards school 'diversity' but their policy fails to adequately address the closely linked issue of ongoing education inequality. This project explores how parent choice impacts school segregation, provides recommendations for how the DOE should address parent choice in its diversity policy and develops a framework for moving beyond desegregation to build deep and stable integration in city schools.
by Megan Hess-Homeier.
M.C.P.
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31

Rodriguez, Gonzalez Cortes Thomaz. "The Brazilian electricity market : small hydropower strategic planning." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99043.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 115-119).
In 2013, Brazil had the 9th largest electricity generation in the planet, while having the 3rd largest hydroelectric generation (BP Global, 2015). Having more than 70% of its installed capacity coming from hydropower puts Brazil in a great position in terms of reduced environmental impact on electricity generation. However, it also creates a large supply dependency on weather, water flows and reservoirs. In the last 2-3 years, the country has been undergoing an intense drought - the largest since the early 1950's. Such drought caused hydropower plants to deliver significantly less energy than expected, which led to a sudden and lasting surge on the price of the Megawatt-hour. With a unified electricity system with a single national operator, Brazil has been able to maintain the supply in sufficient levels. However, as it would be expected in a free market, the drought has drawn attention of a large number of investors. This thesis analyzes the current electricity market situation, showing from basic concepts to a landscape overview. Furthermore, it also explores Small Hydropower investments, including the different portfolio choices that investors may make and have recently made. Such analyses provide a good understanding of the impact of different variables and levers on the present value of revenues generated by such plants, as well as on the risk profile of the investment.
by Thomaz Rodriguez Gonzalez Cortes.
M.B.A.
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32

Solomons, Ricky. "The planning school versus the learning school in new venture creation : in South Africa." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26354.

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Over the past few years an intense debate has emerged with regard to the value of business planning for an entrepreneur, when launching a new business. The debate concerns the crucial question that all entrepreneurs and company founders face when embarking on the process of launching a new venture. The predicament that so many entrepreneurs and company founders face is whether to plan before embarking on the priceless quest for venture success or not to plan and rather to embark on the new venture in the hope it will succeed. The purpose of this study is to examine both schools of thought and then to explore if in actual fact business planning has an effect on the growth rate of an entrepreneurial venture.
Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted
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So, Fong-mei. "The development of a school-based curriculum project in a secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.

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34

Schuchter, Joseph. "Enabling Healthy Urban Planning in Northern Kentucky: The Case of School Siting." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276978380.

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Fried, Paul Raymond. "The advocacy design center : interpretive planning for community building /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396076.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jonathan T. Hughes. Includes bibliographical references (leaves 251-266).
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36

Neville, Lynn Bertino Baker Paul J. "Quality assurance and improvement planning in two elementary schools case studies in Illinois school reform /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924351.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 14, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, William C. Rau, Nancy E. Gibson. Includes bibliographical references (leaves 139-144) and abstract. Also available in print.
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Baxter, Lynda T. "The use of the accelerated schools model in school planning and development, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ41680.pdf.

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38

McWilliams, Ellen Kay. "A DESCRIPTIVE CASE STUDY OF A SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT (PBS) SYSTEM IN SCHOOLS WITH PRINCIPAL-LED PLANNING TEAMS AND COACH-LED PLANNING TEAMS." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1289863790.

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Reeves, Carol Jennifer. "Development planning : tracking the complexities of change in Scottish schools." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248489.

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40

Caperan, Horacio J., Stuart W. Nichols, and Lawrence H. Volz. "The Adaptive Management Framework for strategic planning at Monsanto." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/97314.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 1997.
Includes bibliographical references (p. 253-254).
by Horacio J. Caperan, Stuart W. Nichols, Lawrence H. Volz.
M.B.A.
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Mahlambi, Sizwe Blessing. "Strategic planning: a tool for effective management of schools." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1451.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education in the Department of Education Foundations and Management at the University Of Zululand, South Africa, 2015
The aim of this study is to investigate the role of strategic planning in the management of schools. Strategic Planning refers to the combined effort of people with interest in education (stakeholders) to develop a common goal for a particular school. Everyone within the boundaries of the school (teachers, learners and parents) then work toward the attainment of such a goal. From the literature study it becomes clear that strategic planning should commence with a study of the environment. “Environment” is an all inclusive word in this context that refers to both internal and external environments. The internal environment includes inherent factors that strengthen or weaken the school’s position. The external environment includes outside opportunities that the school may have as well as the threats that are brought by outside influences, including other schools or the community. The literature survey supplies a vast amount of evidence to support the belief that successful organisations are goal orientated. What all successful schools have in common is a well discussed mission / goal that people in that particular school works towards. A goal orientated school is characterised by parental involvement in matters concerning the school; by learner performance because of set standards; by educator competence because of available resources for effective teaching; and by teamwork, trust and participation in all activities in the school. For the purpose of the empirical investigation, a self-structured questionnaire for educators was utilized. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that most schools are still lacking in goal setting and- management expert skills. In conclusion a summary of the study, based on the findings of the literature and empirical studies is presented, with the following recommendations: • Programmes in the form of workshops should be developed to empower parents in their involvement in schools. • Implementation of training and education of the school management teams with regard to the running of the schools. • Further research should to be done to improve planning and management of the schools.
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Rodriguez, Miguel A. (Miguel Angel) M. C. P. Massachusetts Institute of Technology. "Making schools the centers of communities : moving the Los Angeles Unified School District from policy to practice." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37472.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2006.
Includes bibliographical references (p. 79-80).
Schools often represent the largest, single community public infrastructure investment. In light of this, California's Los Angeles Unified School District (LAUSD) is in a unique and critical position as it attempts to undertake the largest, single capital improvement campaign in the Nation's history. With a growing public investment of $19.2 billion for local schools, LAUSD's efforts create an opportunity to attract greater physical, programming and economic resources using a joint use school development approach. Through joint use development, LAUSD acts as a development anchor, driving community and economic development by leveraging resources from public and private entities. The benefits of joint use include greater overall project value; public investment maximizing; more efficient use of scarce community resources; and increased number of resources available to local communities. In order to achieve these goals, LAUSD recently adopted a formal Joint Use Program that lays out a strategy for identifying community resource needs, seeking out joint use opportunities, and outreaching to potential partners.
(cont.) Despite these efforts, however, joint use remains an incidental development activity that lacks full integration within LAUSD's overarching school development framework. Hence this thesis examines LAUSD's current Joint Use Program in context of its ongoing capital improvement campaign, policy development and past implementation efforts. Based on review of District reports, policies, independent case studies, and interviews, this thesis examines current implementation challenges and advances recommendations for improving LAUSD's joint use practice. Effective joint use school development holds positive implications for local communities: it can serve as a catalyst for community revitalization; as well as help to integrate schools and communities and make schools the centers of communities.
by Miguel A. Rodriguez.
M.C.P.
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Donato, Eric G. (Eric Gonzalez). "The role of community schools in community empowerment : a historical case study of the Quincy Community School." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/65667.

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44

Shipman, Brian K. "Faculty forecast and planning model for the Naval Postgraduate School." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA330983.

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Thesis (M.S. in Operations Research) Naval Postgraduate School, March 1997.
Thesis advisor(s): Kneale T. Marshall. "March 1997." Includes bibliographical references (p. 31-33). Also available in print.
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Nickels, Peggy. "Planning and developing school-based community supports for refugee children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ44817.pdf.

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46

Martinez, Stephanie Angelique. "School-Wide PBS: The Link Between Action Planning and Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3235.

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Most school based initiatives are not implemented long-term and do not reach sustainability (McDermott, 2000; Mirel, 1994; Rice & Malen, 2003). Schools are implementing School-Wide Positive Behavior Support (SWPBS) as an initiative to target social emotional development and behavior. Schools that have implemented SWPBS have experienced decreases in rate of Office Discipline Referrals (ODR), In-School Suspension (ISS) and Out-of-School Suspension (OSS) (e.g. Bohanon et al., 2006; Childs et al., 2009; Lassen et al., 2006). Research has also shown that schools that implement with a higher degree of fidelity have better outcomes (Childs et al., 2009; Florida's Positive Behavior Support Project, 2009). However, it is not known what mediating factor(s) assist with schools with implementation of Tier 1 PBS at a higher degree of fidelity. This study examined action plans that schools developed during their initial training of Tier 1 PBS, to determine if the action plans are one of the possible mediating factor(s). There are differences between the quality of action plans developed by schools implementing with a higher degree of fidelity compared to schools implementing with a lower degree of fidelity. Based on a path analysis, the action plans are not a mediating factor between fidelity of implementation and student outcomes (i.e. office discipline referrals, In-School Suspension, and Out-of-School Suspension).
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Tomizawa, Susan A. "Planning our nation's schools : considerations for community and site design." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292542.

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This creative project examines trends in school planning and design at both the community and site levels. At the community level, two trends have shaped many of the decisions made in school planning: consolidating schools into mega-sized schools and placing schools on the periphery of development. These practices contribute to sprawl, urban disinvestment, racial and social segregation, environmental degradation and educational inequality. Alternatives in school planning such as school renovation and schools as community centers, are examined through case studies.At the site level, schools are typically built on acres of land covered by lawn, sports fields and asphalt parking. Research shows that school grounds can serve as valuable educational resources when designed as learning landscapes. A conceptual master plan for Storer Elementary School in Muncie, Indiana illustrates how a bland school landscape can be transformed into an educational resource to improve learning, environmental quality, safety and health.
Department of Landscape Architecture
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Jonas, Patrick Thando. "The governance of public special schools in the Western Cape : a comparative analysis of Jan Kriel School and Thembalethu ELSEN School." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1060.

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Steele, Patricia Bradley. "Independent school principals' perceptions of the role of ownership in strategic planning /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1856046141&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Leung, Yiu-kuen Derek. "School, community improvement programme in Sai Ying Pun." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953497.

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