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Samaniego, Ponce Ernest. "Analytics for strategic corporate social responsibility." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127073.
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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, May, 2020Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 27-28).
Often organized as disconnected philanthropic activities independent from core corporate strategy, the potential that Corporate Social Responsibility (CSR) can play in gaining competitive advantage for firms have largely been untapped. One of the challenges in unlocking the strategic advantages of CSR lies in measuring results and connecting outcomes to key business priorities. The application of data analytics can support CSR practitioners in overcoming this challenge. By adopting CSR analytics, practitioners can more transparently measure the impact of their activities, identify underlying relationships with business goals, and utilize data to make strategic choices that contribute to corporate strategy. This research focuses on the case of Wayfair, one of the largest e-commerce companies in the world. In support of the firm's corporate goal of improving human resource outcomes, analytics strategies have been developed to describe, predict, and prescribe CSR interventions. These strategies impact the five dimensions of employee engagement: employee satisfaction, employee identification, employee commitment, and employee loyalty. This research study aims to encourage firms to increase focus and investments on the adoption of analytics in CSR. By doing so, firms can achieve business goals and contribute to sustainable development.
by Ponce Ernest Samaniego.
S.M. in Management Studies
S.M.inManagementStudies Massachusetts Institute of Technology, Sloan School of Management
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Baghaei, Mojdeh. "Parents' perceptions of social responsibility: a case study of social responsibility in one elementary school /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2299.
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Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.
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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.
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Ivarsson, Daniel, and Fredrik Pihl. "Learner responsibility in the English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.
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This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relation to teaching and learning. The empirical study consists of observations and interviews with two head teachers, two teachers and eight students. Our results show that both students and teachers are happy with the opportunities for learner responsibility provided.Furthermore, they highlight it as something important. Both the head teachers and theteachers emphasise the importance to view the implementation of learner responsibility as an on-going process which the teachers are responsible for. In addition the students express that they are more motivated in their English studies as a result of being allowed more influence over their learning process. Lastly, the head teachers highlightmotivation and understanding as key factors for learner responsibility.
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Valdés, León (León Matias Valdés Saavedra). "Supply chain transparency and social responsibility : investigating consumer and firm perspectives." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113954.
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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 197-205).
Consumers increasingly expect companies to ensure that their products are made in a socially responsible manner. However, most companies do not have good visibility into their supply chains. According to a recent study, 81% of the 1,700 companies surveyed lacked full visibility into the social responsibility practices of their suppliers. Using incentivized laboratory experiments and a game-theoretic model, in this thesis we study how improved transparency about social responsibility practices in the supply chain can positively impact companies' interactions with both consumers and suppliers. In the first part of this thesis, we design an incentivized laboratory experiment to study two key questions: (i) How does visibility impact consumers' valuations of social responsibility practices in a supply chain? (ii) What roles do indirect reciprocity and prosociality play in affecting consumers' valuations under different levels of visibility? Our results demonstrate that consumers are willing to pay more for greater visibility. Also, high prosocial consumers do not exhibit indirect reciprocity. Conversely, indirect reciprocity increases low prosocial consumers' valuations under high visibility. In the second part, we study how a manufacturer can improve a supplier's social responsibility practices under incomplete visibility. We consider a game-theoretic model with information asymmetry about the supplier's practices and focus on the manufacturer's investment in the supplier's capabilities. We also consider the potential disclosure of social responsibility information to consumers by the manufacturer or a third party. We find that the manufacturer should invest a high (low) amount of resources in the supplier's capabilities if the information it observes suggests poor (good) practices. Greater visibility helps the manufacturer be more efficient with this investment. The disclosure of social responsibility information by the manufacturer leads to better supplier's practices. Finally, we conduct an incentivized laboratory experiment to investigate (i) how does visibility affect consumers' trust in companies' communications? (ii) How does visibility impact the effect that trust has on consumers' willingness-to-pay for products? Our results show that the effect of visibility on trust is highly dependent on consumers' prosociality. In particular, only low prosocial consumers trust companies more when they demonstrate greater visibility - and this translates into a greater willingness-to-pay.
by León Valdés.
Ph. D.
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Evans, Joëlle. "Moral frictions : ethics, creativity and social responsibility in stem cell science." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77820.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 237-250).
Competing moral orders pervade markets and organizations. Previous studies of morals and markets show that organizational and occupational communities in contested areas promote one unique moral perspective in order to gain legitimacy and ensure organizational survival. In this perspective, change and innovation are only possible when distinct actors with a competing moral perspective enter a market. Yet communities do sometimes produce innovations at odds with the moral position they promote. How do they achieve this? Drawing on a 17-months ethnography of a stem cell laboratory, I explore the ways in which competing moral orders intersect in the workplace and how this collision shapes work and innovation practices. I examine two distinct moral conflicts: conflicts over safety and conflicts over bioethics. These two different types of conflicts suggest together that, far from being ethical deserts where workers conform to their organization's perspective, workplaces dealing with contested objects and technologies are spaces of intense ethical questioning and negotiation. Local moral contests are rich with creative opportunities: organizational actors innovate and shape their organizations as they seek to couple the practices and goals of their organization with their avowed personal values. This dissertation contributes to unpacking the links between morals and organizations by showing that moral legitimacy is not just a post-hoc justification of organizational products or practices but is integral to the constitution of these products and practices. This work also contributes to studies of expert work by highlighting the role of moral heterogeneity, local contests, authority over tasks, and technological innovation on the definition of social responsibility in expert communities.
by Joëlle Evans.
Ph.D.
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HOWARD, TERRY ALLEN. "THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3685.
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The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
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Bava, Dennis John. "Responsibility center management: A financial paradigm and alternative to centralized budgeting." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2559.
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Purpose . The purposes of this study were to (a) examine and describe the purpose and characteristics of responsibility center management (RCM) systems at two institutions of higher education, (b) describe the RCM system used at each institution at the school level of the organization, (c) examine and analyze the implementation of RCM at each institution, (d) identify the advantages and disadvantages of RCM systems at each institution, (e) examine and describe the impact of the RCM system on various constituencies affected by implementation of the process at each institution, and (f) provide data which may assist institutions of higher education in determining whether or not to institute a RCM model to assist administrators in the budgeting process. Procedure . The researcher conducted 12 interviews. Respondents included one provost, one chief financial officer (CFO) and one dean from each institution, and six faculty (three from each institution) who had knowledge of, in varying degrees, and/or responsibility for the school-level implementation of RCM systems. These individuals provided information regarding their perceptions of their respective RCM systems and related activities associated with the implementation process at each institution. Twelve content analyses were developed; two provost content analyses, two CFO content analyses, two dean content analyses, and six faculty content analyses. Two case studies were developed from the content analyses: one case study between the faculty and the administration at each institution. In addition, the researcher developed a cross-case summary from the case studies. Conclusions . The administrators in this study felt that RCM systems were implemented at each institution whereas; the faculty reported that this was not the case. Other significant findings included: (a) all the respondents indicated that each person or office might assume different roles depending on the stage of the RCM process however, good budget planning and performance was facilitated by stable environments; (b) ten out of the twelve respondents reported they could be responsible for their programs and accountable for fiscal integrity if they acted upon accurate and timely information; (c) four out of the six faculty pointed out that RCM implementation was more difficult at smaller institutions primarily, in increasing efficiency and reallocation of resources; (d) two administrators and six faculty raised concerns that information usually flowed downward in the authority hierarchy; (e) two administrators and six faculty indicated that tension resulted from the academic centers wanting more decentralization than the administration; (f) four out of the six faculty reported RCM implementation had occurred on paper only, without sufficient faculty input, and with insufficient information regarding the system's implications; and (g) all the respondents further indicated that they reserved judgment on the implementation of RCM systems until decentralization and autonomy for the academic centers is embedded in the institutional culture.
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Bukowski, Richard G. Laymon Ronald L. Klass Patricia Harrington. "Analysis of the importance of responsibility areas to the role and evaluation of Illinois principals." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918606.
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Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed September 27, 2005. Dissertation Committee: Ronald L. Laymon, Patricia H. Klass (co-chairs), Mary Ann Lynn, Calvin Jackson, Thomas W. Nelson. Includes bibliographical references (leaves 126-132) and abstract. Also available in print.
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Mergler, Amanda Gay. "Personal responsibility : the creation, implementation and evaluation of a school-based program." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.
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We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Conca, Jacob A. "Principal evaluation : a qualitative study of public school superintendents' perceptions." Thesis, Boston College, 2009. http://hdl.handle.net/2345/969.
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Thesis advisor: Diana PullinWithin the education field evaluation exists on many levels. In a school district it is routine to find superintendents evaluating principals, principals evaluating teachers, teachers evaluating student work and parents evaluating all aspects of the school community. The purpose of this study was to investigate the manner in which public school superintendents perceived that they evaluated principal performance. The eight participants in the study were Massachusetts public school superintendents. The superintendents originated from districts located in eastern Massachusetts. Participants were interviewed about their principal evaluation activities and asked to provide documents relevant to the ways in which they evaluated principals. This study was specifically focused on three research questions. The first question dealt with the types of criteria and evidence a superintendent considered when evaluating a principal. The second question dealt with the processes and practices a superintendent employed to determine the degree to which a principal met the aforementioned criteria. The final question dealt with the level of consistency between principal evaluation practices advocated in the literature and the actual practice of evaluating principals as conducted by this study’s participants. The findings of this study indicated that principal evaluation is an incredibly complex endeavor. The study also identified several areas in which the principal evaluation can be strengthened in order to enhance principal leadership. The identified areas included the articulation of principal evaluation activities that are more cognizant of the local school environment, the need to better assist beginner superintendents as the evaluate principals and the need to provide superintendents with more time to thoroughly evaluate principal performance
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Haley, James R. "School board and superintendent responsibilities : a study of role congruency /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901302.
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Della, Vedova Sean. "Middle school students' engagement in music ensembles and their development of social responsibility." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/254.
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This study explores the role engagement in a school-based music ensemble plays in the development of social responsibility in middle school students. The study involved 9 music students, 18 non-music students, and 5 teachers at a suburban middle school in Coquitlam, B.C. Students were compared using three measures – office referral data, a Social Responsibility Quick Scale, and a moral dilemma writing activity – and were subsequently interviewed to determine their thoughts on how musical engagement in music classes might impact their development of social responsibility. Interviews with teachers focused on activities that they believe foster social responsibility as well as their perspectives on this area of child development. Students are referred to the office for misbehaviour at school, and office referral data for the entire school population revealed that students in music classes are referred significantly less often than students not engaged in music (males p = .001; females p = .005). Musically engaged students achieved higher assessed scores on the Social Responsibility Quick Scale and the moral dilemma activity, but the statistical significance of these relationships is questionable owing to the small sample size. Interviews with students and teachers suggested that public performance, music teacher mentorship, and shared in-group responsibilities contribute to fostering development of social responsibility in music students.
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Rice, Lisa Darlene Teresa. "Leadership and public responsibility as encompassed by the 1991 Malcom Baldrige National Quality Award." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13378.
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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1991.Title as it appears in the June, 1991 M.I.T. Graduate List: Public responsibility and leadership as encompassed by the 1991 Malcom Baldrige National Quality Award.
Includes bibliographical references (leaves 53-54).
by Lisa Darlene Teresa Rice.
M.S.
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Napier, Matthew Kirk 1968. "Achieving mass customization in the Boeing Wire Responsibility Center." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/34705.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; in conjunction with the Leaders for Manufacturing Program, Massachusetts Institute of Technology, 2000.Also available online at the MIT Theses Online homepage
Includes bibliographical references (leaves 46-47).
Customized options are costly to produce using the current production and design methods of the Boeing Commercial Airplane Group (BCAG). The company is redesigning its engineering and manufacturing processes in order to enhance its ability to deliver customized options cost effectively. The majority of the company's continuous improvement efforts to date have centered on either its manufacturing operations or its engineering processes, and significant progress has been made in the areas of lean production and reduced flowtimes. While there is still plenty of room for improvement within each functional group of the business, there is arguably much more opportunity for improvement in the relationships between functional groups. The thesis analyzes the potential for significant cost improvements of initiatives that focus on formalizing cross functional continuous improvement relationships between the engineering and manufacturing groups. The analysis is conducted in the form of a case study of the company's Wire Responsibility Center (WIRC), which has the distinction of handling more customization, variability and change than most other areas of the company. This high degree of variation is coupled with large volumes of product - hundreds of units per plane - to produce fertile ground for the study of process improvements between engineering and manufacturing teams. This study shows the significant impact of the WIRC's Change, Error, and Rework (CER) Initiative on the quality and cost of its products and offers suggestions for further improvement. The thesis concludes with a discussion of how effective application of the lessons learned from this pilot project could greatly improve the profitability of The Boeing Company's Commercial Airplane Group.
by Matthew Kirk Napier.
S.M.
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Grosch, Malinda Ann. "School-based management : how a superintendent balanced shared decision-making and ultimate responsibility for student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Anderson, William N. (William Neely). "Integrating environmental responsibility into decision making in the manufacture of non-standard discrete products." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/36552.
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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1995, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Chemical Engineering, 1995.Includes bibliographical references (p. 85).
by William N. Anderson.
M.S.
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Buford, Terry A. "Transfer of responsibility for asthma self-management from parents to their school-age children /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.
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Buford, Terry A. Hall. "Transfer of responsibility for asthma self-management from parents to their school-age children." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036810.
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Sills, Blake. "Assessing Effects of an Environmental Education Field Science Program Fostering Responsibility at an Urban Middle School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277772/.
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The study investigated the ability of an extracurricular program to influence environmental responsibility of sixth and seventh graders. The Children's Environmental Attitude and Knowledge Survey (CHEAKS) was evaluated for appropriateness in assessing the worth of this particular environmental education strategy emphasizing water quality fieldwork and technology. CHEAKS is designed with psychometric reliability and validity that may be used in comparing disparate programs. Wilcoxon two sample tests were used to analyze data gathered from two student groups; one participated in an "Enviro-Mentals Club"; the other received no treatment. Analysis showed no significant change in environmental attitudes between groups, but did show significance (p <= 0.05) in environmental knowledge growth. Therefore, the investigated program had marginal success in influencing environmental responsibility.
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Enehammar, Agnes. "Freedom with responsibility : The path to equivalence and fairness in upper secondary education?" Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-146013.
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The overall aim of this study is to investigate the attitudes of teachers of English and Modern languages towards assessment and the grading process. The inspiration comes from the notion that grades are not set on an equivalent basis in upper secondary schools. The syllabi for the subjects are formulated in a way that enables interpretation, and they have been constructed this way in order for the goals to be re-written on a local basis to better suit the needs of the specific students. This step in the process, formulating a local work plan from the national syllabus, is however often omitted and many teachers have no local work plan to base their teaching on and instead use the generalized syllabi as a base, which in turn are interpreted subjectively. This leads to the situation where there is a lack of equivalence in both education and assessment. In anticipation of the new Education Act including new syllabi and grading criteria teachers have also been asked their opinions and expectations on these, and if they think things will change. The results and analysis conclude that the only way equivalence in grading can be reached is through extensive cooperation between teachers, which would lead to greater objectivity.
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Carman, John Nathaniel Fossey Richard. "Analysis of qualified immunity for Texas public school professional employees as interpreted by the Texas courts." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9857.
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Brooks-Reed, Fiona Margaret. "National context and teaching : secondary school teachers' conceptions of their work and professional responsibility in England and Germany." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297968.
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Dooge-Strampp, Gwendolyn L. "Empirical quantitative content analysis of Wisconsin newspaper school quality reporting| Social accountability and social responsibility." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164923.
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The communication of school quality in the print media was examined through an empirical quantitative content analysis research design and computer assisted content coding approach. This focus was selected due to the importance of school quality information for parents and a community. The purpose of the research was the identification of the message communicated through the media frames selected by journalists reporting on school quality and education accountability. The content sample was composed of 130 news articles published in Wisconsin daily newspapers, 2012 through 2014. Using the empirical quantitative content analysis method developed by Harold D. Lasswell, Ph.D., the standardized statistical tests for trend, interaction, and covariance were conducted to identify the dominant frames, the semantic meaning, and the message. Tests for validity and reliability of the content, coding, correlations, and design were conducted. The result of the media frame analysis demonstrated significant relationships between the media frame, state events, and the treatment of public education during each of the three years. The research addressed three gaps found in the literature and surfaced a paradox indicator of social change. The importance of the local newspaper was demonstrated, along with evidence that the interaction of the newspaper network impacts access to balanced coverage of this critical topic. The research created an accessible and reliable body of content from which to conduct future research on audience and message impact analysis. Keywords: education accountability, frame analysis, mass media communication research, public education, quantitative content analysis, school quality, school report card, social accountability, social change, social responsibility, Wisconsin
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Poling, Lisa Lanette. "ACADEMIC AGENCY: RESPONSIBILITY EXEMPLIFIED THROUGH EFFICACY, COMMITMENT, KNOWLEDGE AND ACTION IN A MIDDLE GRADES MATHEMATICS CLASSROOM." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280338374.
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Mowling, Claire M. Hastie Peter A. "Teaching physical education to African-American children understanding responsibility, privileges, and positions of power /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/MOWLING_CLAIRE_54.pdf.
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Bracewell, Anna Marie. "Role, responsibility and relationships : perceptions among primary school staff of promoting emotional wellbeing and mental health." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020640/.
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The recent focus on the role of schools in promoting pupils' emotional wellbeing and mental health has been addressed through government legislation and initiatives such as Every Child Matters (DfES, 2003a), Social and Emotional Aspects of Learning (DfES, 2005a, 2007) and the Healthy Schools Programme (DCSF/DoH, 2007). However, the precise nature of the responsibility is generally unclear. This study explored how teachers and teaching assistants in mainstream primary schools understand the terms 'emotional wellbeing' and 'mental health', their perceptions of their role and responsibility, and how they link their relationships with pupils to promoting wellbeing. The responses of teachers and teaching assistants were also compared. Using a mixed methods approach, consisting of semi-structured interviews (N = 20) and questionnaires (N = 40), and employing thematic and statistical analysis techniques, conclusions were reached. Staff appear to have broad conceptualisations of emotional wellbeing and mental health, with pupils' emotional states and interactions with others viewed as especially relevant. Participants' colleagues were strongly linked to their roles, in practical and psychological terms, and most people believed that good relationships between staff and pupils were important. The idea of 'talk' in promoting wellbeing was salient. TAs reflected on relationships in more nuanced ways than teachers and viewed these as a central part of their role. Constraints linked to time and differing responsibilities appear relevant to understanding this difference.
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Huovinen, A. (Anni). "Business education in transition:a phenomenographical study on Oulu Business School teachers’ perceptions of sustainability and responsibility." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201810062892.
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Enhancing sustainable development in the society can be regarded as a key factor in providing a good and safe future for the coming generations. The business sector can be seen as an actor that has a great role to play in doing so. However, business education seems to still have a long way to go before reaching the goal of educating business professionals that take sustainability and responsibility into account as core values in business. The aim of this study is to investigate what the perceptions of the (10) teachers of Oulu Business School in Finland are on sustainability and responsibility, how they have implemented sustainability and responsibility in their teaching, what kinds of challenges they have faced in doing so and how could implementing these topics be enhanced in Oulu Business School. One of the aims of the study is also to find out how the teachers perceive the contradiction between the goals of sustainability and responsibility and on the other hand the goals of neoclassical economic theory that is the prevailing paradigm within business schools. This has been done by utilizing phenomenographical methodology that is interested in people’s conceptions, perceptions and experiences. The teachers have been interviewed in Oulu, Finland, in May and June of 2017. The data has been analyzed by categorizing the utterances into a pool of meanings and by dividing these utterances into further categories which formed the outcome space. The findings of the study show that the teachers of Oulu Business School see sustainability and responsibility as important topics per se. However, the ways in which they see that these topics should be enhanced in the society and who should be responsible for it are different. Some of the teachers see that business school teachers have a great agency in sustainability and responsibility whereas others find that other actors in the society and other teachers in the business school should take responsibility of these issues. It can be argued that some of the perceptions are outsourcing and represent a neoclassical economic paradigm whereas other perceptions represent a change agent perspective that seems to be in line with an ecological modernization paradigm. Based on the empirical findings of this study and on previous research on the subject, the possibilities of critical pedagogy in enhancing sustainability and responsibility in business education are being discussed in the end of the study and practical suggestions for doing so are given at the levels of curriculum as well as teaching and study methodsKestävän kehityksen edistämistä yhteiskunnassa voidaan pitää keskeisenä tekijänä hyvän ja turvallisen tulevaisuuden takaamisessa tuleville sukupolville ja liiketoiminta-alan voidaan nähdä olevan tässä avainasemassa. Vaikuttaa kuitenkin siltä, että kauppatieteiden koulutuksella on vielä matkaa tavoitteeseensa kouluttaa liike-elämän ammattilaisia, jotka ottavat kestävyyden ja vastuullisuuden huomioon liiketoiminnan keskeisinä arvoina. Tämän tutkimustyön tarkoitus on selvittää, mitkä ovat Oulun yliopiston kauppakorkeakoulun opettajien (10) käsitykset kestävyydestä ja vastuullisuudesta, miten he ovat toteuttaneet kestävyyttä ja vastuullisuuta omassa opetuksessaan, millaisia haasteita he ovat kokeneet siinä, ja miten näiden aiheiden toteuttamista voitaisiin edistää Oulun yliopiston kauppakorkeakoulussa. Tämän tutkimuksen tarkoituksena on myös selvittää, miten opettajat käsittävät ristiriidan kestävyyden ja vastuullisuuden tavoitteiden ja kauppakorkeakouluissa vallitsevan ajatusmallin, uusklassisen taloustieteen tavoitteiden välillä. Tutkimus on tehty hyödyntämällä fenomenografista tutkimusmenetelmää, joka on kiinnostunut ihmisten käsityksistä, ymmärryksestä ja kokemuksista. Opettajia on haastateltu Oulussa touko- ja kesäkuussa 2017. Tutkimustiedot on analysoitu lajittelemalla ilmaisut merkitysyksikköjen joukoksi ja jakamalla nämä ilmaisut eteenpäin kategorioiksi, jotka muodostavat tulosavaruuden. Tutkimuksen tulokset osoittavat, että Oulun kauppakorkeakoulun opettajat näkevät kestävyyden ja vastuullisuuden itsessään tärkeinä aiheina. Heillä on kuitenkin erilaisia näkemyksiä siitä, miten näitä aiheita tulisi edistää yhteiskunnassa, ja siitä, kenen tulisi olla siitä vastuussa. Joidenkin opettajien mielestä kauppakorkeakoulun opettajilla on suuri vaikutusmahdollisuus kestävyydessä ja vastuullisuudessa, kun taas toisten mielestä muilla yhteiskunnan ja kauppakorkeakoulun tekijöillä ja yksilöillä tulisi olla vastuu näistä asioista. Voidaan väittää, että osa käsityksistä on ulkoistavia ja edustaa uusklassista taloustieteellistä ajatusmallia, kun taas osa käsityksistä edustaa muutosagentti-näkökulmaa, joka vaikuttaa olevan yhteneväinen ekologisen modernisaation ajatusmallin kanssa. Tämän työn empiiristen tutkimustulosten ja aiempien kriittistä pedagogiikkaa koskevien tutkimusten perusteella työn lopussa kartoitetaan kriittisen pedagogiikan mahdollisuuksia kestävyyden ja vastuullisuuden edistämisessä kauppatieteiden koulutuksessa ja annetaan käytännön ehdotuksia tämän toteuttamiseksi niin opetussuunnitelmatasolla kuin opetuksen ja oppimismetodien tasolla
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Gant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.
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Oxenswärdh, Anette. "Ansvarsförhållanden vid skolutveckling." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56168.
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Changed governance increased the freedom of schools but also their responsibility, with more scope for interpreting the assignment. Two models of school development were studied to see how they affect school actors’ understanding of assignment and responsibility, the relationship between the commissioner’s exaction of responsibility and the contractor’s assumption of responsibility. Two case studies examine conceptual dimensions of assumption of responsibility. These models and resulting measures shape actors’ understanding of assignment and responsibility, emphasizing different parts of the control system. The Scope for Action Model stresses the role of the local school with a bottom-up strategy for assumption of responsibility. It uses culture analysis to clarify responsibility relations by making actors aware of their accountability and the potential in their assignment. The Effective Schools Model stresses the political level in a top-down strategy. It shows organizational deficiencies in relation to the assignment and the responsibility. The models increased cooperation between professionals, exposing the organization and its boundaries, management, and occupational roles. Activities became more pupil-oriented, highlighting the task of upbringing and teaching. Lack of time, poor organizational structures, and increased administration obstructed the fulfilment of the assignment. The models led to the exposure and creation of responsibility structures for organization, management, communication and cooperation. Responsibility structures were created through firmer cooperation. These measures furthered individual and collective learning processes and (re)shaped the professionals’ understanding of assignment and responsibility. Professional autonomy is essential for commitment, motivation, and understanding. It is concluded that knowledge of the school’s responsibility reduces the discrepancy and helps professionals to improve their competence and develop school.
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Nahum, Yaakov. "Blueprint for school improvement : the 'To Be With You' initiative." Thesis, University of Derby, 2019. http://hdl.handle.net/10545/622019.
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This study examines the "TBWY" reform program, its design and efficacy. The program was carried out in an Israeli high school with the aim of improving equality of opportunity, narrowing educational achievement gaps (Friedlander & Leon-Elmakias, 2006), improving the climate for study and increasing the number of those eligible for the matriculation (Bagrut) examinations which, since 2006, had been decreasing. The reform program covered two types of class groups: "homogeneous learning groups” and “guided groups”. The homogeneous learning groups were based on the students' proven learning skills, thereby reducing the differences in the students' achievements. In this way, it was possible to focus on teaching methods suitable for the learning group in a uniform and focused way. The second group is a "guided group" made up of between 15 and 17 students. The "guided group" placed students with different peers to their ‘”learning group” according to matters of common interest among the students, their hobbies, common areas of study, youth movements, extramural activities, groups and students' requests to be together. Each group has a teacher/guide who has undergone extensive training as a group coordinator. The "guided group" involves a twice-weekly round-table meeting. In addition to these meetings, the group coordinator met with each student to build an annual program of work and a process for monitoring the student's achievements in all of the areas mentioned. This study included quantitative and qualitative constructivist methods focused on comparative research with students and teachers during two periods – before the reform program in 2006 and after it, in October 2009. Several criteria were examined: teachers’ perceptions of instruction strategies in homogeneous learning groups and resulting changes – gaps (Nahum, 2009) in educational achievements among the students, changes in the percentages of eligibility for matriculation certificates, school climate, a change in the students' feelings and the extent of teachers' feelings of responsibility for the failure and success of the students. Findings indicated a relationship between teachers' acceptance of responsibility for the students' success or failure and positive changes in teachers’ perceptions of student’s abilities, the feelings of students, a reduction in achievement gaps, and improved climate of the school. Furthermore, there was an increase in the number of students eligible for matriculation with an increase, in their grades from before the implementation of the program, until the present academic year, 2015. This research contributes to a deeper understanding of the factors that enable greater scholastic achievement, together with an improved climate in an educational institution within the Israeli context. The research contributes to the understanding of the relationship between philosophical and psychological theories and their application in practice within the education system. The results of the research illustrate that a correct implementation of theories can create a change by reducing gaps in students' attainment by improving the school climate, by increasing the extent of the teachers' responsibility vis-à-vis students' success and increasing the number of students who are eligible for a matriculation certificate.
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Obernuefemann, Louis E. "A quasi-experimental research project on the incorporation of the "Knights Responsibility Education Program" into a school curriculum : a study of three school districts /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1163248811&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006."Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 137-147). Also available online.
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Anunkor, Elizabeth Ijeoma Alozie. "School-business partnership : a study of the perspectives of secondary school principals and business executives in Nigeria /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1178961x.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation Committee: Susan Otterbourg. Includes bibliographical references (leaves 169-175).
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Fongha, Ngu Javis. "CSR Communication and Awareness : A qualitative evaluation of shared meaning between students and Karlstad Business School." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73125.
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This thesis is aimed at finding out how aware final users at Karlstad Business School are of its CSR communication message. The study discusses the concept of corporate social responsibility by providing a background knowledge of the concept. CSR communication is defined and presented in this study as an ongoing process and presents prior knowledge on the concept. The chapter outlines UN Agenda 2030 Sustainable Development Goals as a message which firms can utilize in communicating CSR. A qualitative methodology was adopted in this study using semi – structured interviews of 12 respondents who were final users at Karlstad Business School. The respondents were varied between different programs at the business school. The study uses constructivism as philosophy such that meaning is co – constructed by the researcher and the respondents. The data is analyzed using coding. The findings from this study show that awareness is low and as such the users do not share an adequate meaning with that of Karlstad Business School. The findings also show that users with prior knowledge on sustainability mainly through course related sources demonstrate an intermediary level of awareness. Discussions mainly through seminars come out as a key message channel for the business school to communicate its CSR agenda. The implications of this study are in two phases; to the business school and to the users. The business school adopts UN Agenda 2030 as a message for CSR communication which is novel to CSR communication. The users at the business school have a task of engaging in CSR communication to other departments at the university.
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Schindler, George Andrew. "Perceptions of the levels of responsibility and importance of selected duties and activities of the elementary school assistant principal." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3401.
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The purposes of this study were to describe and compare California elementary school principals' and assistant principals' perceptions of the assistant principals' levels of responsibility for selected duties and activities and their perceptions of the importance of these duties and activities, and to describe selected personal and professional characteristics of assistant principals. Questionnaires for principals and assistant principals were developed and distributed to administrators in 119 randomly selected California elementary schools in which there were full time assistant principals and a K-5 or K-6 grade configuration. Over 59 percent of the possible paired responses were returned, and several non-paired responses were received from both assistant principals and principals. Findings were based on analysis of data resulting from application of appropriate statistical procedures, including deviations, and paired t-tests. Assistant principals generally believed they had more responsibility for administrative activities than principals believed they had. Differences between their perceptions were significant (p $\leq$.01) for five activities. Assistant principals perceived the majority of the selected activities to be more important to the school's educational program than principals did. Administering student discipline, counseling pupils, and evaluating teachers were the three activities perceived by both principals and assistant principals as those for which the assistant principal had the most responsibility, those most important to the school's educational program, and those on which the assistant principal spent the most time. The majority of assistant principals respondents were female, 45 years of age or younger, and desirous of becoming principals. Most respondents indicated that the duties of the assistant principal were determined by the principal or jointly by the principal and the assistant principal. Three recommendations were proposed. Assistant principals should be given more responsibility for activities perceived as important by principals and assistant principals. School boards should adopt policies to clarify the function of the assistant principal. Assistant principals should be given an increasing amount of responsibility for activities as they spend more time in the position.
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Karlsson, Erika, and Pernilla Wern. "SKOLSKÖTERSKORS ERFARENHETER AV MÖTET MED FÖRÄLDRAR TILL BARN MED ÖVERVIKT : -Ett hälsofrämjande arbete." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11291.
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Sammanfattning Titel: Skolsköterskors erfarenheter av mötet med föräldrar till överviktiga barn - ett hälsofrämjande arbete Författare: Karlsson, Erika; Wern, Pernilla Institution: Institutionen för hälsa och lärande, Högskolan i Skövde Program
kurs: Examensarbete i omvårdnad, OM854A, 15 hp Handledare: Larsson, Margaretha Examinator: Brovall, Maria Sidor: 22 Nyckelord: Skolsköterska, övervikt, samarbete, ansvar Bakgrund: Övervikt hos barn och ungdomar är ett växande problem. På längre sikt leder övervikt till följdsjukdomar. Skolsköterskor har en unik möjlighet att fånga upp de barn som är på väg att utveckla övervikt eller fetma i tidig ålder. Hälsosamtalet och hälsobesöket är skolsköterskans främsta hälsofrämjande arbete. Syftet med hälsosamtalet är att enskilt tillsammans med skolsköterskan diskutera sin hälsa och eventuella ohälsa. Syfte: Att beskriva skolsköterskors upplevelser av det hälsofrämjande mötet med förälder till barn med övervikt. Metod: En studie har genomförts med kvalitativ metod där skolsköterskor intervjuats med öppna frågor. Innehållet i intervjuerna har analyserats med kvaltitativ innehållsanalys. Resultat: Skolsköterskorna påtalar vikten av att det både är föräldrars ansvar och skolsköterskans ansvar att främja en god hälsa hos barnet. Samarbetet mellan skolsköterskorna och föräldrarna är avgörande för hur det hälsofrämjande arbetet utvecklas. Skolsköterskorna förbereder sig väl inför mötet med förälder till barn med övervikt för att detta möte skall bli så bra som möjligt. Konklusion: Skolsköterskorna belyser samarbetet och bemötandet av föräldrar till barn med övervikt. Det gemensamma ansvaret som föräldrar och skolsköterskor har över barnet lyfts fram i det hälsofrämjande mötet. Deras erfarenheter och förhållningssätt har visats sig vara viktiga aspekter i mötet.Abstract Title: School nurses experiences of meeting with parents in health promotion Author: Karlsson, Erika; Wern, Pernilla Department: School of Health and Education, University of Skövde Course: Master Degree Project in Nursing, 15 ECTS Supervisor: Larsson, Margaretha Examiner: Brovall, Maria Pages: 22 Keywords: School nurse, overweight, cooperation, responsibility Background: Obesity in children and adolescents is a growing problem
in most countries; in the long term leading to overweight sequelae. School nurses have a unique opportunity to localize those children who run the risk of being overweight or developing obesity at an early age. The health and development meeting is the school nurse's premier health promotion tool. The purpose of the meeting is to enable individual/student to discuss their own health situation and any potential problems they might have. Objective: To describe the school nurses' experiences of health promotional meetings with parents of children with overweight. Method: A study has been conducted using qualitative method in which school nurses interviewed with open questions. The content of the interviews were analyzed by quantitative content analysis. Results: The school nurses impress in the importance of both parents' responsibility, and the school nurse's responsibility to promote the good health of the child. Cooperation between school nurses and parents is crucial for the health promotion to evolve. The school nurses must prepare thoroughly for the health meeting with parents of children with overweight if there will be any kind of positive outcome. Conclusion: The school nurses highlight the good cooperation and hospitality of parents of children with overweight. The shared responsibility of parents and school nurses is raised in the health promotion meeting. Their experiences and approaches have been shown to be important aspects of the meeting.
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Ivey, Frances Winfrey. "A Study of Virginia Administrators with Responsibility for Division Special Education Services and Knowledge of Special Education School Law." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29744.
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This study investigated the knowledge of special education directors or division designees in school divisions across the Commonwealth of Virginia. One-hundred-twenty-nine Virginia special education directors or division designees were sent an on-line assessment describing 22 hypothetical scenarios representing current legal issues in the area of special education law as prescribed by the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB). The instrument used in this study was adapted from the Power (2007) study with a revision of response choices to provide more definitive results. A demographic questionnaire was adapted to determine individual and school division characteristics pertinent to the study. A total of 87 division special education administrators responded, a 67% response rate. After initial analysis, 84 assessments were usable.
The statistical package JMP-Software for Univariate and Multivariate Statistics (2005) was used to tabulate the responses and to examine the relationships between demographic variables and respondentsâ knowledge of special education law. Descriptive statistics were applied to identify deficiencies in the respondentsâ knowledge base. Results of this study yielded a mean total score of 80.3% on the online assessment. Respondents scored below the mean in the areas of free and appropriate education, related services, student discipline, and liability for reimbursement to parents. There was no statistically significant relationship between knowledge of special education law and any of the following demographic characteristics: size of the school division, previous special education teacher experience, number of years as a special education director, highest degree attained, percent of time devoted to special education responsibilities, and attendance at special education law workshops. Respondents who belonged to professional organizations scored significantly higher on the assessment than those who did not. The assessment also compared methods of remaining current with special education law and the respondentsâ knowledge of the law. The following methods yielded a statistically significant relationship with knowledge of special education law: reading professional organization bulletins, attending professional development seminars, and using â otherâ means.
The results of this study will be used to recommend professional development on the interpretation and implementation of special education law at the school-division and college/university levels.Ph. D.
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Alvarez, Anabel. "Attitudes and Behaviors Related to Filial Responsibility in Latino Youth: Variations by Birth Order, Gender, and Immigration Age." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/12.
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Filial responsibility and familism were examined among a sample of Latino youth through a number of diverse methods that included variable centered and person centered analyses. Effects of gender, birth order, and immigration age were examined. An exploratory principal components analysis of the Adolescent Filial Responsibility Questionnaire-Revised revealed that the most interpretable solution included five factors: fairness, chores, culture brokering, emotional tasks, and overburden. ANOVA analyses found significant main effects of birth order on culture brokering and chores, of gender on emotional tasks, and of immigration age on culture brokering. Cluster analysis identified five groups based on adolescents’ responses: traditional overburden, traditional balanced, non-traditional culturebrokers, traditional low, and non-traditional overburden. Chi-square analyses found significant birth order and gender differences within the traditional low cluster and immigration age differences within the traditional overburden, non-traditional culturebrokers, traditional low, and traditional balanced clusters.
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Berlin, Lois F. "Peer to peer sexual harassment : emerging law as it applies to school building administrators' legal responsibility for prevention and response /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-151320/.
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Kovacic, Kelly Anne. "Organizing for Improvement in an Urban School District: Shifting From a Culture of Compliance to a Culture of Collective Responsibility." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645028.
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There is high demand for understanding the ways in which a central office can best support school improvement and student growth. This Capstone examines how a cross-functional senior leadership team collaborated to design a district-wide school improvement planning process with the goal of improving the quality of teaching and learning for all students. In particular, the analysis focuses on the functions of teaming and strategic improvement planning as drivers to help an organization achieve its goals.
During the 2014-2015 school year, New Haven Public Schools focused on deepening and extending School Change, its broad-based district reform strategy, with the launch of School Change 2.0. Re-designing the district’s school improvement planning process and accompanying school support structures was a key initiative as part of this strategy. This Capstone explores the district’s shift toward a culture of collective responsibility through cross-departmental teaming and addresses the following research question: How can an urban school district use school improvement planning to enhance cross-functional work within the central office, and the partnership between the central office and schools, to improve teaching and learning? It provides insight into how an urban school district and public bureaucracy may structure its internal systems and processes to create a culture that enables continuous improvement. The process requires shifting from a culture traditionally focused on business and compliance functions to a culture that orients itself toward supporting schools and efforts to improve teaching and learning. To do this, district leaders must find new ways of working together and working with schools. In particular, the central office must shift from "organizing to execute" to "organizing to learn."
This Capstone focuses on the possibilities and limitations of this process, and provides practical recommendations for making this transition in a context like New Haven Public Schools. In addition, it offers a reflection on key implications for three different levels of the system: my own leadership and work, the unique New Haven Public Schools site, and the broader education sector.
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Alvarez-Jimenez, Anabel. "Implications of Filial Responsibility for Latino Adolescents' Psychological and Social Adjustment: A Resilience Perspective." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/psych_diss/51/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from title page (Digital Archive@GSU, viewed June 16, 2010) Gabriel P. Kuperminc, committee chair; Frank J. Floyd, Christopher C. Henrich, Leslie C. Jackson, Gregory J. Jurkovic, committee members. Includes bibliographical references (p. 63-72).
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Fischer, Kelly Anne. "Cultivating Environmental Stewardship in Middle School Students." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/560.
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Environmental stewardship is an important attribute for students and populations of all ages to have. This study looked at the effect of middle school students of a teacher who participated in a summer field ecology training program taking part in a long-term ecology project, and the impact of the experience on their environmental stewardship attitude. A variety of qualitative and quantitative techniques were used to look at changes in students' environmental stewardship attitudes including: surveying in a pre/post format, teacher, parent, and student focus groups, and teacher interviews. The teacher's experience with the summer field ecology training provided a foundation for development of curriculum and confidence in carrying out fieldwork with his students. Results indicate that participation in a long-term project contributed towards an increase in the students' environmental stewardship attitude, especially if the students reported having taken part in environmental activities in the past or if they were female. The results also indicate a number of implications for other schools and teachers including: focusing on middle school students, good teacher training, focused, long-term projects for students, support for teachers for project implementation, and ecological restoration as part of the student projects.
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Blom, Helene, and Therese Juneskans. "Framtiden börjar i skolan : Rektorers erfarenheter av att leda skolsocialt arbete i grundskolan." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19589.
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Syftet med denna uppsats var att undersöka hur fem rektorer beskrev sina erfarenheter av att leda skolsocialt arbete i grundskolan. Detta är viktigt att studera då elevers skolproblematik har ökat både pedagogiskt och socialt. Med hjälp av kvalitativa intervjuer med rektorer från både kommunala och fristående skolor undersöktes vilken betydelse rektorers erfarenheter hade för hur de såg på det skolsociala arbetet. Studien omfattade även hur rektorer beskrev sin komplexa yrkesroll och om rektorerna hade upplevt någon förändring inom det skolsociala arbetet över tid. I litteraturen som låg till grund för denna uppsats framställdes det skolsociala arbetet som komplext och tidskrävande. Studiens huvudresultat och slutsats är att skolsocialt arbete idag omfattar en större del socialt arbete än tidigare, vilket tar tid och ekonomiska resurser från det pedagogiska arbetet. Vi frågar oss om detta kan vara en bidragande orsak till att kunskapsresultaten bland svenska elever har minskat.Title: The future starts in school – Principals’ experience of managing school social work in elementary schools.The aim of this essay was to examine how five principals described their experiences of managing the school social work in elementary schools. This is important to study since student educational and social failure in school has increased. Using qualitative interviews with principals from both municipal and privately owned schools we examined how the principals’ experiences influenced the school social work. The study included how the principals described their complex professional role and if the principals had experienced any changes in the school social work over time. In the literature on which this essay was based on, school social work was described as complex and time consuming. The essay’s conclusion is that school social work today includes a lot of social work, which takes time and financial resources from the educational process. We question if this can be a contributing reason to the decrease in knowledge results among Swedish students.
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Herhold, Jasmine. "Att vara lärare till elev med diabetes : Kunskap, oro, trygghet och ansvar." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-89773.
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Diabetes typ1 är en av de vanligaste kroniska sjukdomar hos barn och är en allvarlig sjukdom som hela tiden kräver god kontroll och egenvård. Eftersom barnet tillbringar en stor del av dagen i skolan behöver egenvården fungera bra även där. Som lärare kommer man troligtvis att möta elever som har eller insjuknar i diabetes typ 1. Syftet Var att ta reda på om lärare anser att de har tillräcklig kun- skap om diabetes för att kunna vara delaktig i dess egenvård samt hur de får kunskap och informat- ion om diabetes. Jag ville även ta reda på om de upplever oro kopplat till elevens sjukdom och oro kring ansvarstagandet i samband med elevens egenvård. Följande frågeställningar har använts: Hur upplever lärare det medicinska ansvaret i mötet med elever med diabetes? Vad orsakar oro respek- tive skapar trygghet hos lärare till elev med diabetes? Hur ser lärarna på sin egen kunskap om diabe- tes, anser de sig ha tillräcklig kunskap? Hur har lärarna fått information och kunskap om diabetes? Insamling av data har skett genom skriftliga kvalitativa intervjuer via e-post och litteraturstudie. Re- sultatet visar att kunskapen om diabetes är viktig. När Lärarna har den kunskap som de anser sig be- höva i arbetet med eleven med diabetes leder det till ett tryggare arbete och först då uppfattar de sin kunskap som tillräcklig. Okunskap tillsammans med rädsla för akutsituation är de faktorer som skapar oro hos lärarna. Undersökningen visar på tre källor som lärarna anger som informatörer: från föräldrar, eget initiativ och genom erfarenhet eller bekantskap.
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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.
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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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Takano, Kaori. "Corporate Japan Goes to School: Case Studies Examining Corporate Involvement in Public Schools in Japan." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311782967.
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Sethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.
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Rosário, Alda Mardónia Matos de Nóbrega. "Responsabilidade social na escola e da escola. caracterização do Clube Viver a Vida e a avaliação do seu impacto junto da comunidade educativa." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2014. http://hdl.handle.net/10400.5/6544.
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Tese de Mestrado em Administração Pública - especialização em Administração da EducaçãoEsta investigação nasceu da nossa vontade e interesse pessoal e social uma vez que, para além de nos assumirmos como voluntários desde adolescência, coordenamos numa das maiores escolas do país a nível de 2º e 3º ciclos – Escola Básica do 2º e 3º Ciclos Dr. Horácio Bento de Gouveia, HBG, o Clube Viver a Vida, CVV. Este clube tende a valorizar a educação para a solidariedade e a reconhecer o voluntariado educativo como meio de participação e cidadania ativa. Acreditamos ainda que este estudo poderá revelar-se uma mais-valia para a Região Autónoma da Madeira a nível da implementação do Plano Nacional de Voluntariado, 2013 - 2015 (PNV), apresentados na Resolução do Conselho de Ministros n.º 29/2013. O tema escolhido “Responsabilidade Social na Escola e da Escola. Caracterização do Clube Viver a Vida e a avaliação do seu impacto junto da Comunidade Educativa” motivou-nos a erguer oito questões de investigação: 1-Qual a origem, os objetivos e finalidades do Clube Viver a Vida, CVV? 2-Como se desenvolveu institucionalmente? 3-Como se organiza o Clube: Quem participa? Quais os destinatários? Que recursos são utilizados? Quais as estratégias e atividades desenvolvidas? Como se articula com o currículo? Quais as dificuldades e os obstáculos sentidos? 4-Encontra-se inserido no projeto Educativo da Escola? 5-Como se caracteriza do ponto de vista da responsabilidade social e de cidadania ativa? 6-Reconhece e fortalece a organização escola no qual está inserido como núcleo de cidadania ativa? 7-Em que medida a participação no projeto Clube Viver a Vida e as práticas de voluntariado por ele dinamizadas contribui para a aquisição e promoção de competências pessoais e sociais dos alunos neles implicados? 8-Que impacto tem o Clube Viver a Vida ao nível do envolvimento das relações escola-comunidade? Tendo por base o problema, os objetivos gerais e a base teórica revista para o nosso estudo, achamos pertinente elaborar uma investigação descritiva utilizando uma metodologia mista, do tipo qualitativa e quantitativa. Para a recolha de dados utilizamos várias técnicas/instrumentos, nomeadamente: o focus group que foi aplicado a um grupo de 11 alunos de 9º ano de escolaridade, o inquérito por questionário (online) dirigido a um grupo de 50 alunos constituído por jovens do sétimo, oitavo e nono ano de escolaridade e uma entrevista semi-diretiva à delegada da AMI/Funchal. As conclusões deste estudo, não podendo ser generalizáveis, já que se trata de um estudo de caso, mostram que a Escola Básica dos 2º e 3º Ciclos Dr. Horácio Bento de Gouveia tende a assumir de uma forma firme a sua responsabilidade social e que o Clube Viver a Vida tem tido neste sentido um papel fundamental e ímpar na missão da organização.
This research was born from our will, self and social interest as, in addition to the fact that she has been a volunteer since her teens, we also coordinate, in one of the largest 2nd and 3rd cycles schools in the country – the 2nd and 3rd cycles Dr. Horácio Bento de Gouveia School, HBG, the Club - Viver a Vida, CVV. This club tends to value education for solidarity and recognize volunteering as a means of educational participation and active citizenship. We also believe that this study may prove to be an asset for the Autonomous Region of Madeira in the implementation of the National Volunteers, 2013 - 2015 (PNV), presented in the Resolution of the Council of Ministers no. º 29/2013 . The theme "Social Responsibility in the School and from the School. Characterization of the Club Viver a Vida and evaluation of its impact on the educational community" has motivated us to make eight research questions: 1-What is the origin, objectives and purposes of the Club Viver a Vida, 2-How did it develop institutionally? 3-How do you organize the Club: Who participates? Which recipients? What resources are used? What strategies and activities? How does it work with the curriculum? What difficulties and obstacles senses? 4-Is it a part of the Educational School project? 5-How is it characterized from the point of view of social responsibility and active citizenship? 6-Does it recognize and strengthen the school institution in which it is inserted as a nucleus of active citizenship? 7 - To what extent does the participation in the project Club Viver a Vida, and the volunteering practices streamlined by it, contribute to the acquisition and promotion of personal and social skills of the students involved in them? 8- What impact does the Club Viver a Vida have at in what concerns involvement of school-communit relationship? Having the problem, the general objectives and the revised theory for our study as basis, we found it important to develop a relevant descriptive research, using a mixed methodology, a qualitative and quantitative. To collect data we used several techniques / tools including: the focus group that was applied to a group of 11 students from 9th grade, the survey (online) for a group of 50 students made up of seventh, eighth and ninth grade and a semi-directive interview to the to the AMI / Funchal representative. The results of this study may not be generalized, since it is a study case, but they show that the 2nd and 3rd Cycles Dr. Horácio Bento de Gouveia Basic School tends to take, firmly, its social responsibility and the club Viver a Vida has had, in this regard, a key and unique role in that mission of the school organization.
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Canan, Donna. "Action Research Study on the Gradual Release of Responsibility, Critical Thinking Skills and Use of Intertextuality in a Midwest Suburban High School Setting." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131582.
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In this study, a high school teacher’s applied various pedagogical, critical thinking, and reading strategies within a high school classroom. As students prepare to become productive members of a democratic society in the 21st century, some students need focused literacy instruction to meet the increasing literacy demands; students who lag behind in critical thinking have a disadvantage. This teacher’s action research study with struggling high school readers investigated whether implementing the pedagogical Gradual Release of Responsibility model (GRR) while engaging students with intertextual texts (juxtaposing two or more texts) within a reading community increased their critical thinking skills.
The participants included 35 ninth and tenth grade struggling readers in reading classes. The researcher used Reading Plus (2014) online silent reading comprehension, fluency, and vocabulary assessment; Fountas and Pinnell (2014) oral reading and silent reading comprehension assessment; the Weltzer-Ward, Baltes and Lynn’s (2008) Critical Thinking Assessment Framework (TAF); high school students’ self-reflections with teacher-made prompts; and the researcher’s action research journal to determine and monitor high school students’ reading and critical thinking progress. Teacher-made rubric tools measured critical thinking with 10 high school student blogs in response to high school teacher-made prompts reflecting the state’s spring standardized assessment. Within the reading class structure, the researcher created a university partnership that consisted of one education class containing students from various disciplines who communicated and offered insights and feedback throughout the high school students’ 10 blogs. The researcher offered strategies and designed the high school reading course to encourage student choice and autonomy and made teaching modifications based on students’ behavioral needs, academic progress, and struggles.
Data analysis revealed 35 ninth and tenth grade students increased their critical thinking skills over the 2014-2015 school year; however, time constraint challenges and multiple reading program components negated drawing a clear picture of which aspect held the highest value. The researcher’s journal noted that parent communication, student conferences, flexible due dates, individualized instructional scaffolding, and the online reading program contributed to students’ critical thinking. The journal revealed a consistent teacher expectation for students to engage in the critical thinking progress.
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Ackley, Carly R. Begley Paul Thomas ?d 1949. "Leadership in green schools school principals as agents of social responsibility /." 2009. http://etda.libraries.psu.edu/theses/approved/PSUonlyIndex/ETD-3733/index.html.
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