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Dissertations / Theses on the topic 'School policy'

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Published: 4 June 2021
Last updated: 25 May 2024

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1

Argov, Nir. "School policy, climate and high school dropouts." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411413.

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2

White, James T. "Foundations of School Stakeholder's Perceptions Related to School Building Conditions and Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1018.

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As school buildings continue to age, school stakeholders are increasingly concerned about the influence school facilities have on the academic achievement of students, especially in urban low income school districts. The purpose of this qualitative multiple case study was to examine school building conditions through the perceptions of 12 stakeholders including teachers, facility managers, administrators, and school board members in 3 school districts. The research question involved understanding how local school stakeholders perceived or acknowledged the relevance and relationship of school building conditions to student learning, social constructivism and aspects of organizational theory severed as the conceptual frameworks for this study. A recursive coding method and a comparative content analysis of semistructured interviews was completed. Themes that emerged included thermal comfort, technology, and symbolism. Analysis of interview responses revealed stakeholders perceived that thermal comfort and the presence of stationary technology within classrooms are of primary importance to student learning. Also, the analysis highlighted a common perception supporting the premise that the condition of school facilities represents a symbolic measure of the importance placed on student achievement by the school community. Implications for positive social change include a data-driven dialogue involving policies and practices that support providing optimum school buildings and facilities to support low-income and minority student achievement.
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3

Himler, Heidi L. "Exploring teachers' perceptions implementation of a school wellness policy /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460761.

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4

Snodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.

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5

Ashburn, Jacob J. "Race, morality and public school policy /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439848254.

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6

Little-Hunt, Catherine Cecchini. "Silent Policy Feedback Through School Choice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3949.

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Increasing numbers of Florida parents are withdrawing their children from traditional public schools in highly-rated school districts to enroll them in tuition-free, startup, charter schools. Since not all parents have equal access or are as equally motivated to elect school choice alternatives, the fiscal sustainability of the traditional public school system is at risk. Using Schattschneider's policy feedback process as a model, the purpose of this research was to gain an in depth understanding of the role policy perception plays on the decision-making process by parents. Data for this qualitative single-case study were collected through interviews with 8 charter school parents residing in a single top-performing Florida public school district. All data were inductively coded and then subjected to a thematic analysis procedure. Key findings indicated that participants elected school choice based on perceptions that diminished curricular rigor and diminished classroom safety are the direct result of the classroom compositions found in a general education classroom in a traditional public school. The participants opined that the inability of traditional public schools to adequately accommodate for the diverse abilities of students placed in general education classrooms in accordance with current policy results in higher-achieving students being disenfranchised. The social change significance is showing how parental perception of existing policy impacts school choice election, thus providing guidance to lawmakers about legislative reforms that could limit the school choice migration and secure the viability of traditional public schools for those children limited in school choice options.
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Tsang, Lam-po Ivan. "The establishment of the Police Cadet School a question of youth policy? /." Thesis, Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B35320023.

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Thesis (M.A.)--Scarman Centre for the Study of Public Order, University of Leicester in association with School of Professional and Continuing Education, University of Hong Kong, 1999.
Includes bibliographical references (leaves 77-78) Also available in print.
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8

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

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).
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9

Geiser, Jill S., Jamie Brett Chisum, Anna Carollo Cross, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Leaders as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3814.

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Thesis advisor: Rebecca Lowenhaupt
This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. Focusing on school leaders as turnaround policy implementers, this research considers how school leaders come to understand their work of turning around a chronically underperforming school in the context of responding to policy mandates. Research findings, which emerged from Interviews, observations, and policy analysis, reveal that school leaders in this LEA are engaged in sense-making of turnaround policy and practice, which informs their decisions about how to implement turnaround. School leaders begin by asking questions about the policy requirements which center on decisions about how to organize staff and utilize resources. Yet, findings show that their sense-making goes beyond policy requirements to other areas of turnaround work. Namely, they also make sense of the data, which plays a prevalent role in turnaround in that it informs how school leaders diagnose the school's strengths and weaknesses. School leaders then consider the leadership practices that would effectively raise achievement in the school. Findings also show that how school leaders make sense of these areas is influenced by their communication with other stakeholders, their background knowledge and experience in turnaround, and the context of the school. These findings lead to the recommendations to increase communication that focuses on facilitation of sense-making, to communicate a transparent process about how decisions about resource distribution are made across the LEA, to build capacity around data analysis throughout the LEA, and to communicate a vision of turnaround leadership for the LEA
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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10

Ogina, T. A. "How school principals understand and implement HIV/AIDS policy in schools." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03302004-115407/.

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11

Besgrove, Ashlee Renae. "A Qualitative Study: School Nutrition Policies and the Perspective of School Food Service Directors." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1199766815.

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12

Sellars, Desmond. "School discipline theory and practice : implications for policy development in an isolated, rural school setting /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47475.pdf.

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13

Wenham, Anne Maria, and res cand@acu edu au. "Gender and School: Policy directions, practice and leadership." Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp28.29082005.

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Since the mid 1970s student experience of gender at school has been the focus of intense media scrutiny, academic research and policy development for schools in Australia. This study took as its focus the role of the school principal as a leader for gender equity in schools. It set out to determine the response of 35 Catholic K-6 schools to gender policy directions as contained in gender policy documents published for Australian schools between 1975 and 1997 and to use these findings to determine implications for school leadership for gender equity. The study encompassed three interlinked research phases which contributed to specific learnings about leadership for gender equity. The first research phase entailed a critical analysis of gender policy documents for Australian schools leading to the development of a Policy Analysis Template. Utilisation of the template resulted in a synthesis of gender policy implications which formed the basis for examination of school practice in a sample of K-6 Catholic schools in the next two research phases. The second research phase examined student experience of gender at school using a questionnaire and the third research phase studied teacher and principal experience of gender reform utilising questionnaires. Data analysis methods included content analysis of policy documents, statistical analysis of questionnaire responses to determine particular connections and to identify emerging trends in the data and analysis of the qualitative responses to provide validation and further insights. The research tools developed for this study provide possibilities for future work in gaining insights into policy implementation in schools. The research results confirmed the findings of the implementation literature in terms of leadership. The response of schools to gender policy directions was strongly influenced by a principal who could not only articulate a vision of gender equity but who also had a commitment to translating this vision into practice. The findings also demonstrated a clear link between a school’s commitment to its proclaimed values, formed and shaped by its Catholic ethos and its response to gender equity issues through actual practice. Thus school responses to gender policy directions were seen to be informed and influenced by their articulated vision and mission. Furthermore, results demonstrated that specific gender policy directions had been adopted by schools whereas others had resulted in little or no impact at all. It was beyond the scope of this study to investigate the factors that enabled or inhibited school response to particular gender policy directions although specific gender policy reform priorities were signalled for principal attention. The focus of this study was on the emerging connections and relationships between gender policy directions, student experience of gender at school and teacher and principal experience of gender reform. The recommendations of the study addressed the role of the principal in fostering school commitment to equity practices. The study which utilised a sample of 35 Catholic K-6 schools demonstrated the significant role of the principal in gender reform. The impact of gender policy directions on actual school practice was seen to be dependent on the vision for gender equity and commitment to implement this into practice that the school principal brings to the role of leadership for gender equity.
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Cruz, Kymberly M. "School-Musuem Partnerships: Examining an Art Musuem's Partnering Relationship with an Urban School District." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/92.

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Art education has faced cutbacks in school funding because of the mandates and current trends in our nation’s educational policies. The United States Department of Education states that its federal involvement in education is limited. In fact, federal legislations, regulations, and other policies dictate the structure of education in every state particularly with the No Child Left Behind Act (NCLB) and now the Race to the Top (RTTT) initiative. The arts have been unfavorably impacted under the nation’s most predominant policy, NCLB, and run the risk of further adverse impacts with RTTT, regardless of the public’s support of the arts and its educational benefits. By linking federal funding to the school's yearly progress in reading and mathematics, NCLB created an environment in which art is viewed as nonessential and secondary to the academic mission of the school. Policymakers have underestimated the critical role the non-profit cultural sector can offer to arts learning for academic support. Collaboration of the arts community with local schools expands access to the arts for America’s schools. Some schools have already adopted this strategy to tap the expertise of local community arts organizations to address the issues surrounding arts education, like the lack of funding and resources. The future of our educational system must create innovative ways for students, teachers, parents, and the community to work together in partnerships to ensure all American children is provided a high-quality education. An example of this promising practice would be to connect schools with the arts community, particularly schools and museum partnerships. School and museum partnerships have a long-standing history of collaborating with one another and therefore share a commitment to some of the same educational goals (Osterman & Sheppard, 2010). The purpose of this study investigated features and operational logistics of successful partnerships between museums and schools. The study explored an existing partnership with an art museum and an urban public school district. To understand the elements of these partnerships, the study investigated art education and cultural governing policies, program goals and long-term goals, operation and funding. It is my hope that through this study a discourse about policy recommendations or policy-making eventually develops that could aid in the creation of successful partnering relationships to sustain art education in the state of Georgia. In this qualitative case study, the research design utilized several methods of data collection, including semi-structured interviews, documents, and visual methods, specifically image elicited exercises as positioned by Harper (2002). Participants in the study included school administrators, principals, art teachers, and museum educators.
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15

Zimmerman, Jill. "School Choice, Opportunity and Access: A Geographic Analysis of Public School Enrollment in New Orleans." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1681.

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The primary objective of the study is to identify the extent to which the current school choice policy in New Orleans has afforded students in underserved neighborhoods or city planning districts the opportunity to attend quality schools elsewhere in the city. Though all students in New Orleans have access to schools outside their neighborhood, more than two-thirds (68%) of public school students attended a school within their planning district or in the adjacent planning district in the 2011-12 school year. In staying close to home, just one-fifth (22 percent) of students attended a quality school. A clear relationship existed between a planning district’s service level and its socio-economic and racial make-up as well as the performance level of its students’ schools. The results of this analysis suggest that the lack of quality schools in low-income and minority areas significantly limits those families’ access to quality schools even under New Orleans’ far-reaching school choice policy.
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16

Creevey, Mark. "The collaborative role of parental participation in school policy development: A case study." Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/8be42e8a1b5901d1e1a376103a9a0e6ce7d877a85739877117ef4874b047478f/1760002/Creevey_1994_The_collaborative_role_of_parental_participation.pdf.

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This case study is centred on the examination of the role of parental involvement in school policy development. It documents the collaborative process of school policy development in the field of Computer and Technology Education. Examination of the process of school policy formation was undertaken in a qualitative manner, by the recording of a journal, interviews with committee members, and comparative questionnaires conducted with staff and parents eliciting attitudinal data with a view to refining this process for subsequent school policy development opportunities. The following research questions were generated on an apriori basis. - Do parents wish to be involved in the collaborative development of school policy design and in what capacity? - What are the factors and conditions that need to be present to promote parental involvement? - What are the barriers and obstacles that impede the involvement of parents in policy development? - What are the benefits to the school community of parental involvement in school policy making? Whilst the particular task of this study was to develop a school Computer and Technology policy the process undertaken by staff, parents and administration personnel was within the scope and design of an action research project. This project commenced with the formation of a committee comprised of staff, parent and administration representatives. The committee developed a.strategy that was collaborative in nature within the relationships of the working party, yet consultative with the wider respective communities namely the school parent body and the teaching staff. The findings of the case study revealed that parents generally sought to be involved in school policy development particularly in the non-academic domain. The factors that promoted this parental involvement in policy development were the existence of a conducive atmosphere, role of the Principal, open channels of communication, a consultative process, the existence of a suitable incentive for parents, and external factors such as government and /or systemic policies. There were some identified barriers to this collaborative policy formation. These included available parental time, parental feelings of inadequacy, expressions of apathy, the use of technical language or jargon by teachers, and the presence of some negative parental energies that hindered the process. Finally the case study identified the benefits of the collaborative involvement of parents in school policy development as the establishment of a constructive partnership between parents and teachers, comprehensive policy development, and the increased level of ownership and commitment exhibited by staff and parents.
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17

Chow, Yat-ming Joe, and 周一鳴. "Policy analysis: school voluntary drug-testing scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46772625.

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18

Cross, Anna Carollo, Jamie Brett Chisum, Jill S. Geiser, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Board Members as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3813.

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Thesis advisor: Rebecca Lowenhaupt
This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. This individual study examines how school board members make sense of their roles as policy implementers. Findings resulting from interviews, observation and document analysis highlight how the role of the turnaround school board has become ambiguous and misunderstood particularly as their historical roles have evolved, state activism has increased and the authority of the superintendent has expanded. Results indicate that board members tend to make sense of their turnaround policy implementation role primarily through their budgeting and financial oversight responsibilities. In so doing, they depend on the social and political capital they have accrued as experts of the local context which allows them to serve as resource facilitators, resource bridge builders and resource navigators. Communication between school board members and internal/external policy implementers emerged as an influencing factor in board member sense-making. Findings indicate that school board members identify the superintendent as the primary conduit for communication, and interpretation of their internal turnaround policy role. Communication from external agents such as state monitors had a mixed influence on board member policy sense-making. An unexpected finding was the role of a "dissenting voice" on school board sense-making. Recommendations are made for clarifying and strengthening the role of school boards in turnaround districts to increase the effectiveness of policy implementation
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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19

Crable, Timothy. "The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2476.

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U.S. school bus drivers witness bullying on their buses on a regular basis but are often not consulted on how to prevent bullying or how to maintain a safe environment. Over 24 million U.S. student passengers ride school buses daily, yet the voices of bus drivers have been inadequately represented in the development of school bullying policies. The purpose of this phenomenological study was to examine the lived experience of 12 active school bus drivers and their perceptions of bullying on the bus, driver training programs, school antibullying policies, and other mandated procedures developed for bus drivers. The conceptual framework combined Bandura's social learning theory and Bronfenbrenner's social ecological systems model. Data were sorted into 14 themes from semistructured interviews that were coded and analyzed using Moustakas's methodology of bracketing personal opinion, horizonalization, and privileging rich textural description in participants' language. Findings indicated that these bus drivers do feel supported by school administrators, but they lack continuous training, rely on experience over training, are subject to intimidation and threats by students and parents, and seek greater communication with student support groups. Positive social change implications include recommendations to school district administrators to develop driver antibullying training which takes into account all components of passenger safety. Findings support development of administrative policy mandating a direct, ongoing channel of communication between drivers and school administrators to assure antibullying policy implementation fidelity.
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20

Naong, M. N. "School fees exemption : a panacea or financial distress for schools?" Interim : Interdisciplinary Journal, Vol 8, Issue 1: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/363.

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Published Article
The pre-1994 education system created huge imbalances among public schools in South Africa, in terms of resource allocation. Surprisingly, the pronouncement by the Minister of Education, Naledi Pandor, to declare some schools "no-fee schools", generated a mixed-bag of reactions within the entire education fraternity, "No-fee schools spark row" (Govender, 2006:6). Some sections are giving this decision their full support, while others are arguing that "new regulations will lead to standards dropping" (Govender & Makwabe 2007:4). Notwithstanding these contrasting views, an overwhelming majority (78%) of the school principals expressed satisfaction with this decision. This article, therefore, intends to explore the possible impact of this decision on the school's overall performance as perceived by principals of South African public schools.
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21

Hall, Marquenta Sands. "Functionality of school resource officer arrests in schools| Influencing factors and circumstances." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742829.

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School resource officer programs, characterized as a major crime control model and violence prevention program have earned the designation as an effective prevention strategy to mitigate against student misconduct and violations of the law. This study explored school resource officers? perceptions of how arrests decisions influenced order within middle and high schools. The purpose of the study was to determine if a relationship existed between factors, circumstances, and the arrest decisions in middle and high schools. It was assumed the officers? decision to arrest or not arrest were dependent upon factors and circumstances that were interconnected to the functionality of maintaining social order within the school setting. The structural-functionalism theory offered a comprehensive approach to explore the relationship between the social structure of schools, functions of school resource officers and the impact of their arrests decisions in creating balance and stability in the school environment. For this study, the dependent variable was the arrest decisions of school resource officers and the independent variables were factors, circumstances and years of experience. The study hypothesized a correlation between the dependent variable (arrests decisions) and the independent variables, which were collapsed into three facets - factors, circumstances and years of experience. Although, it was presumed years of experience would influence arrests decisions, logistic regression analysis revealed it did not influence the arrest decision as much as the facet factors. The study further revealed females were more likely to arrest than males and more students were arrested at the high school level than at the middle school level. Academic achievement and criminal records were considered at the middle school level with little consideration in high school.

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Valvo, Russell J. "Facilities, Policy, and Funding of Rural Schools| A Case Study of School Board Decision Making." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730927.

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School facilities issues in rural America and the resources to remedy them are made more complex by rural population trends, building deterioration and inadequacies, financial constraints, and education policy. The challenge for rural districts is to generate the revenues required to build or renovate school facilities. The resulting long-term underfunding of school facilities has left a pattern of crumbling school buildings across rural communities. Rural school districts, particularly those with older structures, need to improve energy efficiency of buildings and upgrade building infrastructure to support new technology

This case study was conducted to ascertain and gain an understanding of the decision-making process of a rural school board as it related to policy and funding for construction, renovation, and maintenance of school facilities. A review of the literature, to understand why rural schools are often in deteriorating condition, revealed a limited scope of research addressing rural education. Kingdon’s (1984) Agenda-Setting Theory provided the conceptual framework for the analysis of the board of education’s complex decisions made, both collectively and individually. Applied was Kingdon’s The Three Streams Model to understand what factors influenced board members when making financial and policy decisions for school facilities.

This single case study utilized field research methods to collect interview data and documents for archival analysis. Interviews were conducted with the school board members who made the decisions for the capital building project investigated in this study.

A key finding in this study was how changes in district leadership and the shifting mood of the school board precipitated the initiation of a policy and reinforced the chances for survival. This finding was particularly true in respect of financial feasibility, which did, in fact, result in enabling the policy to become a building project. This case study serves as a foundation for continued analysis. To connect the larger themes of rural school facility issues with decision making, policy development, and the effects of changing social-economic dynamics shaping the rural school agenda locally, statewide, and nationally.

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23

Liu, Tianwen. "China telecommunications policy and infrastructure." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10959.

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24

Smith, Erin M. "Creating Healthy Schools: An Analysis of the Federal School Wellness Mandate." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19320.

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Childhood obesity has become a growing problem in America; rates have tripled over the past 30 years, and more than 17 percent of America\'s children are classified as overweight or obese.  To combat the rise in childhood obesity, the federal government mandated in 2004 that all public school districts adopt a local school wellness policy that incorporates goals to improve the wellness environments of these public schools.  Previous research has indicated that the success of these policies is mixed; however, there has been no comprehensive research evaluating the quality of school wellness policies in Virginia, Maryland and the District of Columbia.  

The purpose of this research is to evaluate local wellness policies within the Mid-Atlantic region.  These evaluations include a preliminary wellness policy evaluation based on locale (rural and urban school districts), an evaluation of the strength and comprehensiveness of template-based policies versus locally developed policies, and a comprehensive evaluation of physical activity policies within Virginia, Maryland and DC.  The last study included is an evaluation of the association between physical activity policy quality and physical activity rates within selected middle schools.  

The results of this research show that wellness policy quality across the Mid-Atlantic region is weak and moderately comprehensive, and that the adoption process may impact the quality of a local policy.  Furthermore, physical activity policy within the region is also weak and moderately comprehensive, and the results show that school districts that have adopted stronger and more comprehensive polices may be associated with higher local physical activity rates.

Ph. D.
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25

Kisker, Carrie Bourdon. "Integrating high school and community college a historical policy analysis /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264609461&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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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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Pagden, Louise. "Free school Policy Enactment in two case-study schools : motivation, vision and reality." Thesis, University of Reading, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701639.

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In 2010 the DfE introduced 'The Academies Bill which established 'Free Schools' and invited parents, teachers and trusts to apply to set up new state-funded (but relatively independent) schools. There are now over 300 open in England. However there is little empirical evidence on the set-up process and the problems and opportunities encountered by the governing bodies. This study aims to address this gap .. This thesis examines the extent to which Free schools' visions are reflected in reality. The thesis focuses on two case-study schools: one championed by a consortium of churches and a fourth-sector organisation; the other spear-headed by parents. The study is longitudinal in nature and the data have been collected over two years: the first set of data was collected in the year prior to the schools opening and the second set at the, end of the first year of operation. The data were gathered through 13 semi-structured interviews (with members of the two steering groups) and analysed using a variety of methods. School documentation, including policies and web-literature has also been analysed. The data have been mapped onto an adapted version of Bronfenbrenner's ecosystem model. This focuses on the connections and influences between different groups and organisations .The thesis compares and contrasts the views of governing body personnel in the set-up period with their experiences once the school is open. The results highlight the pressures that act upon free schools which either facilitate or prevent their vision from becoming a reality. Key actors' influences are examined, including the government (local and national), parents, community and the staff within the school. The study reveals that, despite relative freedom, both schools' visions remain relatively traditional. However, the elements of their visions which were intended to set the schools apart from their mainstream counterparts have been more difficult to achieve in reality.
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Snelling, Anne. "Stratford GM school : a policy and its impact." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30983.

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The process of decentralization and moves to greater self-management in schools have been part of an international trend for some years. In England and Wales, the most extreme form of self-management was introduced by the Conservative Government which established grant-maintained schools in the 1988 Education Reform Act. It was, arguably, the most controversial development in education policy in this country. The purpose of this thesis is to examine the GM policy, its implementation and impact on practice, through the study of a single grant-maintained school, its struggle for incorporation and its operation during a turbulent period. The subject of the case study is Stratford School in East London, one of the earliest schools to opt out. The research, which draws upon documentary evidence and interviews with governors, staff and pupils, has five areas of focus: the opting-out process, the role of head and governors, relationships with the local education authority, school improvement and parental involvement - choice and diversity. In many respects, the Stratford experience supports the outcomes of other research and mirrors what happened in other GM schools. There are findings from this research, however, which run counter to what took place in most GM schools. The story vividly illustrates how a GM school could go wrong and slide out of control. Yet, despite its many difficulties, the school not only survived to prove its opponents wrong, it flourished, gaining public recognition for its progress and the substantial improvement in pupil achievement. The researcher presents Stratford School as a unique case which throws light on both the GM policy during its ten year life span and the concept of self-management which is still very much on the agenda of both major political parties. It, therefore, is of historical interest and contemporary significance to those interested in self-management in schools.
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Peng, Xiao. "Estimates of school productivity and implications for policy." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5097.

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Thesis (M.A.)--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 January 8, 2008) Student awarded a Master of Arts in Economics and a Master of Arts in Statistics. Includes bibliographical references.
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Van-Ristell, Jessica Ann. "Investigating the impacts of policy on school travel." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/9123.

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Millions of children travel to and from school each day as part of their daily routine. A large percentage of children make this journey by car, and the numbers are steadily rising and this is leading to many environmental and health implications for children. The current economic climate has persuaded the British Government to look again at policies relating to all school travel funding to highlight areas where savings and cuts can be made. This is interesting because the home-to-school transport provision policy has been in place since the Education Act 1944 and this policy costs local authorities in England over £1 billion a year. Therefore, the focus of this thesis is threefold. Firstly, it seeks to determine the main issues within school travel and reports on the views of current professionals in the school travel industry. Structured in-depth interviews were carried out with 16 UK and US school travel experts. The questions focused on the current stakeholders of school travel, issues regarding school travel, bus use in school travel, and the challenges faced by transport planners to ensure school pupils have a safe and pleasant journey to school. Secondly this thesis quantifies the traffic and environmental impacts of the school choice policy in England. It achieves this by analysing School Census data from 2009 from the Department for Education. Multinomial logit modelling and mixed multinomial logit modelling are used to illustrate the current travel behaviour of English children in their journey to school and examine how there can be a significant reduction in vehicle miles travelled, CO2 emissions and fuel consumption if the school choice policy is removed. The results suggest that if all children attended their nearest school, this would result in reductions in their personal mobility, vehicle miles travelled and CO2 emissions. Finally, this thesis examines the policies relating to the funding criteria of home-to-school public school transport provision. Specifically, the paper employs a multilevel modelling technique to develop a series of relationships between bus usage by school and the level of spending by local education authorities on home-to-school bus travel provision while controlling for other factors such as school quality, land-use patterns and various proxies for household incomes. The results suggest that there is a significant effect of funding on the total school-level bus passenger mileage for primary (aged less than 11), secondary (aged 11 to 16) and Post 16 schools.
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Cothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.

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Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.

This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.

The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.

The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.

The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.

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Kumbin, Christine Vonkur. "Policy provision for school-aged mothers in Nigeria." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297961.

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Wenham, Anne Maria. "Gender and school: Policy directions, practice and leadership." Thesis, Australian Catholic University, 2002. https://acuresearchbank.acu.edu.au/download/432f3f2de4be11be0fa37cc7d3aa90860d5a897d9f33148ec9f48e16096cef0a/4258747/65132_downloaded_stream_357.pdf.

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Since the mid 1970s student experience of gender at school has been the focus of intense media scrutiny, academic research and policy development for schools in Australia. This study took as its focus the role of the school principal as a leader for gender equity in schools. It set out to determine the response of 35 Catholic K-6 schools to gender policy directions as contained in gender policy documents published for Australian schools between 1975 and 1997 and to use these findings to determine implications for school leadership for gender equity. The study encompassed three interlinked research phases which contributed to specific learnings about leadership for gender equity. The first research phase entailed a critical analysis of gender policy documents for Australian schools leading to the development of a Policy Analysis Template. Utilisation of the template resulted in a synthesis of gender policy implications which formed the basis for examination of school practice in a sample of K-6 Catholic schools in the next two research phases. The second research phase examined student experience of gender at school using a questionnaire and the third research phase studied teacher and principal experience of gender reform utilising questionnaires. Data analysis methods included content analysis of policy documents, statistical analysis of questionnaire responses to determine particular connections and to identify emerging trends in the data and analysis of the qualitative responses to provide validation and further insights. The research tools developed for this study provide possibilities for future work in gaining insights into policy implementation in schools. The research results confirmed the findings of the implementation literature in terms of leadership.;The response of schools to gender policy directions was strongly influenced by a principal who could not only articulate a vision of gender equity but who also had a commitment to translating this vision into practice. The findings also demonstrated a clear link between a school's commitment to its proclaimed values, formed and shaped by its Catholic ethos and its response to gender equity issues through actual practice. Thus school responses to gender policy directions were seen to be informed and influenced by their articulated vision and mission. Furthermore, results demonstrated that specific gender policy directions had been adopted by schools whereas others had resulted in little or no impact at all. It was beyond the scope of this study to investigate the factors that enabled or inhibited school response to particular gender policy directions although specific gender policy reform priorities were signalled for principal attention. The focus of this study was on the emerging connections and relationships between gender policy directions, student experience of gender at school and teacher and principal experience of gender reform. The recommendations of the study addressed the role of the principal in fostering school commitment to equity practices. The study which utilised a sample of 35 Catholic K-6 schools demonstrated the significant role of the principal in gender reform. The impact of gender policy directions on actual school practice was seen to be dependent on the vision for gender equity and commitment to implement this into practice that the school principal brings to the role of leadership for gender equity.
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Crepage, Richard A. "School choice and Ohio's interdistrict open enrollment policy." Youngstown State University / OhioLINK, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996672403.

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35

Soltner, Eugene F. "The factors of a voluntary school uniform policy." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10022007-144802/.

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36

Nicoletti, Barbara Jean. "The Meaning of Controversial Policy to School Superintendents." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1376.

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The focus of this research was on the subjective meaning for the school superintendent of policy experienced as controversial, and the associated implications for the policy process in school districts. The study examines controversial policy of a particular type, social regulatory (Tatalovich and Daynes, 1984). Such policy tends to have the effect of turning: " ••. political issues into moral polarities, claims into rights, legislation into litigation, grays into black and white, and campaigns into causes and crusades" (Lowi, 1988). The primary goals were to (1) identify examples of controversial policy in education, (2) assess the usefulness of the Tatalovich and Daynes framework in the educational policy arena, (3) provide definition and description of controversial policy in education, (4) begin to describe the implementation process associated with controversial policy of a social regulatory nature, and (5) develop propositions about the meaning of controversial policy for school superintendents and the associated implementation processes. Information included in the study was gathered from a pilot study which involved a review of the prescriptive and empirical literature in the field of education and political science, six interviews with district and building level administrators, open-ended surveys of twenty superintendents throughout the state, and a set of final interviews with eight superintendents from Oregon school districts of varying size and wealth. The researcher worked within the phenomenological research tradition using symbolic interactionism as the theoretical framework for data collection. Information that identifies, defines, describes, and suggests is based on experiences and beliefs from the field, from the day to day experiences of a key actor in the policy process-the district superintendent. The symbolic interactionist values the individual’s point of view and attempts to see things from that person’s perspective (Blumer, 1967). Based on the experiences and beliefs of school superintendents, the results include examples of policy perceived as controversial, detailed definition and description of controversial policy in the educational policy arena, suggested influences on the implementation process and outcomes, a summary of strategies considered effective for the implementation of controversial policy, and implications for policy, administrative practice, and research. In brief detail, Tatalovich and Daynes describe controversial policy of a social regulatory nature as characterized by ideological warfare, the involvement of single issue groups, and an activist judiciary. This study affirms these characteristics and expands description of the phenomenon in the field of education. Controversial policy is complex, unpredictable, dynamic, and challenging. Policy can be controversial in content or become controversial at anytime in the policy process, even after the policy or resulting program or curriculum has been in place for some time. Policy perceived as controversial is described as having two dimensions: factual and emotional. Constituents, assign a perceived risk to the policy, a hazard component, and respond emotionally, an outrage component. The data confirm Sandman's (1988) assertion that both the hazard and the outrage component must be addressed with the outrage taking priority. Several factors which lead to the emotional response are identified strategies perceived to be effective for addressing both dimensions are summarized and discussed. A theoretical framework and several propositions organizing knowledge about controversial policy and its implementation are proposed.
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Kennedy, Aimee L. "Superintendents as Policy Makers: How District Leaders Interpret and Implement State Level Policy." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480600641838665.

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38

Hui, Wai Tin. "Teachers as policy actors in Hong Kong : the case of school-based assessment policy." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682186.

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This dissertation describes a study of the policy process in Hong Kong focussed on the New Senior Secondary School (NSS) reforms set within the framework of wider systemic changes to the sector. Amongst this suite of reforms, the School-Based Assessment (SBA) initiative has been one of the most controversial. Specifically, there have been two significant changes in the SBA policy in English Language public examination: (i) moving from compulsory SBA to allowing schools to opt out within the assessment cycle in 2006; and (ii) the withdrawal of the proposal for SBA to replace the public oral examination in 2008. This dissertation focuses on the decision making processes at work advancing these two policy changes as it moves through the policy process and asks: what is the role of teachers in this process, and how do they engage as policy actors in different moments of the policy process? Conceptually, the study draws on the policy work of Hodgson & Spours' (2006) concerning multiple policy trajectories and Vidovich 's (2002) levels of policy text production. Methodologically, the study adopts mixed methods to investigate my broad research question. A questionnaire survey was conducted to study the perception and reaction of English teachers during the above changes. Documentary analysis was undertaken to understand the anticipated and actual participation of teachers in the holistic and NSS reform initiatives. Interviews were conducted with key informants to understand the policy-making processes inside the related committees. The insights gathered from these three methods were then synthesised to draw a set of conclusions about the policy process in Hong Kong, and the role of teachers in this process. The findings suggest that teachers are largely passive in the policy process even when they encounter an unpopular policy. However it is also evident from my findings that teachers' participation is also circumscribed through a series of strategies deployed by other policy actors - notably the education officials - during various phases of the reform. The effect is to minimize what is viewed as interference from teachers in order to achieve the anticipated reform targets and schedule. In short, the government dominated the reform process in turn contributing to difficulties amongst teachers as frontline implementers. This study concludes with a series of recommendations that include teachers' strategic involvement in the policy process so as to strengthen their professional autonomy and maximise the reform effectiveness
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Primm, Fannie Marshall. "Reasons for leaving school as perceived by early school leavers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2763.

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Purpose The purpose of this study was to identify and explain the selective responses that dropout students felt contributed to their leaving school before graduation. Procedures The researcher collected three sets of data which included the review of the literature, the student records in the Southwest School District and the interviews of two hundred participants using McDowell's questionnaire. The questions were conceived of as functioning primarily in the context of justification. Thus, the researcher did not begin with previously identified reasons; rather, the researcher examined the responses to determine reasons which seem to be fruitful. The Sophia McDowell questionnaire was used to collect demographic information on each student to further explain their reasons for dropping out of school in four areas: personal data, family information, career information and school achievement. The results of data findings were described collectively and individually and summarized in tables. Conclusions 1. The literature on early school leavers depicts a profile which identifies them as suffering from personal problems, lack of parental support, economic condition and poor student/teacher relationships. However, these statements represent social and administrative judgments rather than functional terminology. 2. The student personnel records are of little value in gaining insight into early school leaving. The records seem to classify the students' departure as the result of "lack of interest" which offers little insight into the students' real circumstance. 3. The superficial responses for early school leaving as offered by students on a questionnaire varies little from the causes as reported in the literature. When the total sample is viewed, one finds that there were more Black Americans and more males who dropped out of school and at an earlier age than Caucasians and females. The marital status of the participants' parents indicates that more of the dropouts come from homes with married parents. The majority of these students, however, did return to some kind of basic education or to a job training program. On the other hand, more of the permanent dropouts come from single-parent or broken homes and did not return to school. Before one can justify that parental marital status does influence students to either remain in school or to drop out of school, however, more research is needed in this area. The majority of the participants studied were preparing for their future occupations by going back to school. From a sample of two hundred participants, there were 144 attending extended day school, vocational school, on-the-job training and apprenticeship training.
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Knowles, Kristopher. "Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency.

In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale.

The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.

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Fraser, Carolyn Jean. "Secondary school girls in conversation about school success : implications for practice and policy." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31310.

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I sought to gain insight into the meaning of the term "success" as it related to three groups of secondary school girls. There were six girls who affiliated themselves with a Fine Arts group, five girls with an Academic group, and four girls with an Aboriginal group. Utilizing a focus group format, each group met for an hour to have a discussion about what success meant to them. I analyzed the transcripts for themes that emerged, interpreting the girls' views through a poststructuralist, feminist lens. The girls in each group were articulate, engaged, and reflective, able to deconstruct many taken-for-granted assumptions inherent in the dominant discourse on success, jointly constructing meaning on a number of similar themes. These themes included the importance of maintaining some balance in their lives, of making, monitoring, and assessing their own goals for success, and of the positive impact of support from friends and families. There were also some differences among the groups. For instance, the Academic group focused almost exclusively on achievement as a determiner of success, echoing the dominant discourse. They also expressed some ambivalent feelings about this focus. The Fine Arts group discussed the importance of following their passion for the arts as a way to express themselves and to contribute to society. The Aboriginal group deconstructed several notions concerning success, including "enough" money, the importance of developing strategies to overcome obstacles, and of having self-confidence. I placed this study within the context of the Women's Rights and the Aboriginal Rights Movements, examining the literature for the impact of these social movements on Western society generally, and on the education for girls more specifically. I also highlighted some contextual issues that may have affected the Aboriginal girls in the study. I also examined the BC Ministry of Education Gender Equity Policy, including the context for its development, implementation strategies, and the exclusion of important voices. I discussed the tension between conflicting and contradictory discourses concerning the "accountability" agenda and the social justice movement within educational policy and practice.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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42

Stead, Virginia M. "School council implementation, women principals' experiences with a policy for improving school leadership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ52079.pdf.

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43

Issel, Bradley. "Educational leadership, school commercialism, and neoliberal policy : understanding elementary school principals’ decision-making." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/25770.

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This study explores how school principals in elementary settings are positioned within an education context heavily influenced by the discourses and policies of neoliberalism. By targeting principals’ decision-making on school commercialism, I analyze the impact market ideologies are having in shaping principals’ understandings of their roles and identities in public education. Using a qualitative research design, I interviewed seven elementary school principals in a school district in British Columbia, Canada. The key results of this study indicate that principals are in states of “cognitive dissonance” (Festinger, 1957) as they struggle to clarify the possible or actual impacts of school commercialism on pedagogy and the management of schools. Principals express a need for stringent regulatory district policy to monitor and control partnerships between schools and corporations. In addition, principals’ positioning towards dominant neoliberal consumer discourses is diverse as they enact and describe their decision-making on school commercialism. Thus, principals cannot be positioned as fully resistant to, or reproducing of, neoliberal consumer discourses. The majority of principals seek to make compromises between their philosophy of education and any perceived consequences with corporate involvement in their schools. I conclude that notions of critical leadership may be the impetus needed to resist discursive power contexts associated with market ideologies and neoliberal policies. I have used pseudonyms to protect the identity of the people and places involved in this study.
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De, Lisio Ester Elizabeth Amanda. "Mandating action : high school students' perceptions of a school-based physical activity policy." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29567.

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This research evaluated the impact of a provincial school-based health requirement on the student recipient. It will start with an outline of the (somewhat) recent trend to incorporate public health policies within a school environment in Canada and specific to British Columbia. Particular attention will focus upon the political context and the announcement of several provincial school health policies after the 2010 Winter Olympic/Paralympic bid. Recent school policies in the province of British Columbia include the mandate to eliminate certain cafeteria food (September 2005) and to prohibit tobacco use on school properties (September 2007). This thesis however will focus upon Daily Physical Activity (September 2008) – the requirement that all children in the province (K-12) must participate in moderate to vigorous physical activities (150 minute period per week). The intention of the research was to compare and contrast the official stories (told within provincial documentation) to that of the unofficial stories from a particular student population. Data collection was dependent upon (i) a critical review of relevant provincial documentation as well as (ii) the semi-structured interview process with a senior student population (n=14) at Terry Fox Secondary School (Coquitlam, School District 71). The combination of these two qualitative methodologies revealed (i) the student definition and approach to participation in physical activities; (ii) use of online technologies to monitor participation; (iii) the differentiation between participation in physical education, sport and physical activities; (iv) the continual emphasis on appearance to define health; and (v) the need to discuss alternative possibilities to tackle health in school. Data from each theme will be discussed with respect to the need to better articulate the relationship between the latest school-based health policies and the historical inclusion of a physical and health education curriculum within an academic domain. It will use the advice from a student audience to emphasize the basic purpose of existent curricula to educate (as oppose to mandate) people to lead a healthier life.
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Dennis, Janelle. "No-Zero Policy in Middle School: A Comparison of High School Student Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5694.

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Local middle schools have begun implementing a no-zero policy, which compels teachers to assign grades no lower than 50% even if a student did not turn in assignments for grading. In the study setting, high school teachers are struggling to motivate students who have attended a middle school with a no-zero policy in place. High school students who have attended a middle school with a no-zero policy show signs of learned helplessness. The purpose of this study was to examine the differences in core course grades between high school students who attended a middle school with a no-zero policy (NZPMS) and high school students who attended a middle school without this policy that would compel the assignment of F grades if earned by the student (FPMS). The theoretical framework is Seligman's theory of learned helplessness. The sample included 1,396 students in a high school who attended either of the two middle schools. Comparisons between mean high school mathematics, science, and English grades were compared using a one-tailed t-test. Effect sizes were measured using Cohen's d. The findings indicated statistically significant small to medium differences in students' core course grades. Students who had attended the NZPMS earned lower high school core course grades in mathematics, science, and English than students who had attended FPMS. Professional development activities were created to train teachers and administrators at the NZPMS about the negative effects of awarding students with passing grades without expanding any or only minimal effort. Positive social change could occur for students' academic careers and professional lives if the no-zero policy is rescinded.
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Moore, Shadrich Levale. "School Safety: Students and Weapon Carrying Behavior." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2036.

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Research shows that risk factors may be useful clues for predicting students' potential for engaging in weapon-carrying behavior. Law makers on every level-federal, state, and local- deem the presence of weapons on school grounds to be a serious problem and a violation of school policy. A large, urban school system has put forth sustained and costly efforts to prevent students from carrying weapons to school; yet students continue to carry weapons to school in this district. The purpose of this study was to use archival data collected as part of the school system's everyday practice to identify risk factors for students carrying weapons to school. Bandura's social learning theory guided this quantitative ex-post facto study. Six risk factors related to students' weapon-carrying behavior were examined: gender, prior fights, suspensions, race, academic achievement, and time of school day/year. Risk factors were compared for identified weapon carriers (n = 605) and non-weapon carriers (n = 605) using chi-square tests and a logistic regression analysis. Results showed that gender, prior fights, suspensions, and race were significant risk factors for weapon carrying. Students in this district who received 5-14 suspensions had a 1 in 4 chance of being a weapon carrier. Males as well as Black students and White students were 3 times more likely to carry a weapon to school. A pattern of fighting also correlated with an increased incidence of carrying a weapon to school. These data may help this school district and other school districts like it to provide better prevention strategies and enhance policy decisions by identifying students who are at high risk of carrying a weapon on school grounds.
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47

Van, Alstyne Marshall W. (Marshall Ware). "Managing information : networks, value, policy, and principles." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9820.

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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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West, Sylvia M. "Values in school leadership and management." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240854.

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50

Kemp, Jeffrey S. "Education policy administration: A journey of discovery." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36588/1/36588_Digitised%20Thesis.pdf.

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In recent years pressure has been brought to bear on those responsible for Catholic Education to rethink educational administration. A repackaging and renaming of the long standing suite of Commonwealth Targetted Programs as the National Equity Program for Schools (NEPS) saw cash-strapped educational authorities around the nation sign binding educational and financial agreements to access the supplementary equity funds. The response of Brisbane Catholic Education was to appoint this researcher as Principal Education Officer - Equity Services responsible for the development and implementation of Equity policy in Primary schools and Secondary Colleges in the Archdiocese. The requirement of such policy was that it delivered a particular Catholic brand of equity while respecting the accountability requirements of the Department of Employment Education Training and Youth Affairs (DEETYA) as the educational agent of the Commonwealth Government. A requirement then to function as an educational policy administrator provided the catalyst for this research. At the outset of this study, a hierarchical, linear view of policy was assumed. Little emphasis was given to the impact government, system organisational history, view of equity, or current administrative practice had on policy administration. The assumption was that policy would reflect system values and assumptions and that it would be readily embraced by quiescent administrators aligned with the system. An understanding of policy as a fragmented, complex process was argued as offering possibilities for framing thought on policy administration. Following McKay (1996) semi structured interviews were utilised to amplify the audible whispers of system and school level administrators in regard to the system equity policy. Reflection on the data led to three key lessons being identified in respect to education policy administration. Lesson 1 stresses the need to understand policy as a complex, serendipitous process representing temporary settlements between competing forces existent and operating at every level of policy administration. Lesson 2 highlights a need for consideration of the contextual environment within which policy is administered. Equity policy administrators are encouraged to act as leaders of learning organisations and to exercise license in the administration of equity policy framed within clearly articulated system parameters. Lesson 3 advocates the adoption of a policy administration plan featuring high levels of communication between those responsible for policy administration. In this case, the familiar framework of the Self-Renewing Catholic School process is seen to offer a useful vehicle for equity policy implementation and renewal.
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