Dissertations / Theses: 'School: School of Education Policy and Implementation'

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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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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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Adeeko, Omotayo O. "“What gets measured gets done”: An examination of policy implementation practices of charter school authorizers in Ohio." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563478788629993.

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Cronin, Abby Louise Perlman. "Multicultural education : a school-based ethnographic study of policy implementation." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018507/.

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This thesis investigates the implementation of the 1977 ILEA Multi-Ethnic Education Policy initiative in one inner London comprehensive, 'East End High'. It is a school ethnography based on data gathered throughout two and a half years, commencing in spring 1979. Chapter one explores the problematic nature of analysing multi-ethnic policy implementation and describes the methodology used. Chapter two considers the debate about racial minority pupils and underachievement in the context of the post-war social democratic consensus which fostered an ideology of equality of educational opportunity. The politics of multi-ethnic policy-making in the ILEA is considered before moving on to chapter three where the multicultural/antiracist education debate is discussed, taking account of the New Right's critique. Chapter four examines the socio-economic, demographic, ethnic and educational profile of the borough where 'East End High' is located. The concept of educational achievement is problematised in the light of compensatory policy and practice and the Rampton/Swann methodology used to investigate the performance of racial minority pupils is criticised. The main concern of chapter five is to analyse the process of underachievement inside 'East End High' from the point of view of pupils. Evidence about the pupils is presented in terms of an ethnic pupil profile, banding ratios, socio-economic background and experiential data from interviews with fifth formers entered for exams and a small group of truants. Chapter six investigates teacher's views about multi-ethnic education in East End High. Organisational, administrative and decision-making matters inside the school are featured here and also in chapter seven, which is an analysis of the committee set up in the school to promote multicultural education. In terms of the power structure in 'East End High', this committee played a marginal role which helps to explain the uneven and inconsistent nature of multi-ethnic policy implementation. The thesis concludes with an overview of the interplay between the institutional, ideological and pragmatic conditions which regulated the process of multicultural policy implementation.

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Dellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Thesis, Curtin University, 1990. http://hdl.handle.net/20.500.11937/426.

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This study analyses, interprets and describes the dynamics of the change process occurring as members of three secondary school communities attempted to implement a Ministry of Education initiative involving the establishment of a school-based decision-making group.A review of literature on innovation and change, organization theory and school improvement is presented as a basis for the establishment of a conceptual framework for the study. Within this framework, implementation is viewed as the interaction of the innovation with the characteristics of each adopting school. These interactions are viewed as occurring within two change environments. The first, the general change environment, is shared by all schools under study. This environment reflects the broader economic, political and educational pressures prompting change. The second environment is specific to each school. It forms the immediate context within which the implementation process occurs. Before examining the specific nature of the implementation process within each school site, attention is given to the general change environment from which the innovation emerged. This is accompanied by an analysis of the evolutionary nature of the innovation itself as it underwent progressive clarification at Ministry of Education level.To assess the influence that specific environmental characteristics have on the implementation process, schools with markedly differing setting characteristics were selected for study. An instrument to assess school organizational climate was developed, (SOCQ) and then administered to twenty three secondary schools in the Perth metropolitan area. The resulting data were analysed and used to select three schools with distinctly different organizational climate characteristics for closer study of the implementation process.For each school, detailed portrayals of the implementation events were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.

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Maharaj, Ameerchund. "The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.

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Dellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Curtin University of Technology, Department of Education, 1990. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15568.

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This study analyses, interprets and describes the dynamics of the change process occurring as members of three secondary school communities attempted to implement a Ministry of Education initiative involving the establishment of a school-based decision-making group.A review of literature on innovation and change, organization theory and school improvement is presented as a basis for the establishment of a conceptual framework for the study. Within this framework, implementation is viewed as the interaction of the innovation with the characteristics of each adopting school. These interactions are viewed as occurring within two change environments. The first, the general change environment, is shared by all schools under study. This environment reflects the broader economic, political and educational pressures prompting change. The second environment is specific to each school. It forms the immediate context within which the implementation process occurs. Before examining the specific nature of the implementation process within each school site, attention is given to the general change environment from which the innovation emerged. This is accompanied by an analysis of the evolutionary nature of the innovation itself as it underwent progressive clarification at Ministry of Education level.To assess the influence that specific environmental characteristics have on the implementation process, schools with markedly differing setting characteristics were selected for study. An instrument to assess school organizational climate was developed, (SOCQ) and then administered to twenty three secondary schools in the Perth metropolitan area. The resulting data were analysed and used to select three schools with distinctly different organizational climate characteristics for closer study of the implementation process.For each school, detailed portrayals of the implementation ++
events were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to ++
change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.

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Gang, Kachollom Pyam. "Vocationalising the school curriculum : a case study of school management responses to the implementation of the national policy on education in Nigerian secondary schools." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293256.

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Reed, Craig B. "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091760.

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This qualitative study examined the implementation of the Every Student Succeeds Act (ESSA) in Virginia and how this implementation impacts student achievement. Three research questions were the focus of this study. First, how is a local rural district implementing components of ESSA related to school improvement? Second, what are principals' beliefs about the potential benefits and liabilities of the implementation of ESSA regarding school improvement? Finally, what are the recommendations to principals regarding improving the implementation of ESSA to enhance the effectiveness of school improvement? This study supported the idea that entrepreneurial or creative thinking is essential in providing sustainable success for improvement in schools. A document review of school improvement plans found that schools contained elements of best practice and were in alignment with the requirements for school accountability under ESSA. Structured interviews were conducted to explore principal beliefs and perceptions of ESSA accountability and school improvement policies. Common themes identified from school improvement plans included recognition of gap groups, specific academic goals for gap groups, steps or initiatives to close gaps groups, implementation of social emotional learning, and steps to increase attendance. Common themes from principal interviews included principals identifying the benefits of evaluation measures beyond standardized testing, participant understanding of ESSA and social emotional learning as an intervention.

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Benton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.

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The purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.

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Bagan, Catherine Anne. "Teacher Insight| The Implementation of the Common Core State Standards in California School Districts." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10683932.

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This study, Teacher Insight: The Implementation of the Common Core State Standards in California School Districts was designed to glean teacher voice on the large-scale reform. With a need for a global workforce in a 21st century society the existing education system is undergoing a tremendous change in order to prepare students for college and career. The purpose of this sequential explanatory mixed methods study was fourfold: (a) to determine how the implementation of the Common Core State Standards is changing teacher practices related to curriculum, instruction, and assessment; (b) to investigate the concerns and challenges faced by teachers as they implement the Common Core State Standards; (c) to determine what types of professional development teachers have been offered regarding the Common Core State Standards and what they perceive has been most beneficial; and (d) to determine what teachers still need from their site leadership to make the implementation successful. Additionally, this study was performed with surveys and interviews administered in three California school districts. Upon examination of the responses from teachers, this study yielded four conclusions. First, implementation of the Common Core State Standards has changed teacher instructional practices. With the fusion of the 21st century skills into the Common Core State Standards teachers are challenged with teaching the new academic standards and simultaneously providing instruction with 21st century skills. Second, implementation of the Common Core State Standards has generated concerns and challenges of teachers. Third, teachers state that collaboration is the most beneficial form of professional development. Fourth, the implementation has created needs from teachers of site leadership. The study also yielded four recommendations. First, it is recommended that school districts provide teachers with professional development on 21st century skills. Second, it is recommended that school districts allocate funding for the purchase of Common Core State Standard resources that have both rigor and relevance. Third, it is recommended that collaboration be the type of professional development that districts utilize, as teachers state it is the most beneficial. Fourth, site leaders are advised to address the needs of teachers by providing them with resources they need for the implementation.

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Lam, Hing-sang. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19710045.

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13

Harvey, James. "IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1280243053.

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Zajano, Nancy C. "Policy and conversation : a case study of the implementation of a state testing policy in a school district /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788255317.

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Roberts, Jennifer Kessa. "Alignment of Ohio's College Credit Plus Policy with Barriers to and Supports for College Enrollment of High School Students in High-Poverty Rural Areas." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555571977938049.

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Botes, Abir. "Influence of school senior leaders on teacher professional development: a comparative case study of four schools in Cape Town." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32518.

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As education reform initiatives around the world are becoming more focused on developing teacher professional development and school professional learning communities (PLCs), the role of school principal leadership in implementing reforms related to the government vision of teacher professional development and school PLC has come to be seen as important. This has also led to the establishment of leadership training programmes for school principals to assist these principals with their new role as leaders of school reform implementation. The purpose of this thesis is to examine the school principals' roles in leading teacher professional development in four public schools in similar socio-economic contexts, but with different levels of learner achievement, within the greater Cape Town area. Towards this end, the thesis relates professional development practices to the relevant policy - the Integrated Strategic Planning Framework for Teacher Professional Education and Development (the 'Framework'), to the Advanced Certificate of Education: School of Management and Leadership (ACE-SML) training curriculum and to the idea of a professional learning community, which is promoted by this policy and this training course. The research reported in this thesis draws on Pierre Bourdieu's concepts of field, habitus, capital, and doxa to conceptualise and describe the relationships between the various players and the ways in which these relationships affect teacher professional development practices and school PLC culture in the participating schools. Findings from this research reveal similarities and differences between the schools with regard to the roles of school senior leaders and the schools' approaches to teacher professional development practices. Ironically, government policy is taken less seriously in the three schools that achieve higher learning outcomes than in the school that achieves weaker outcomes. Instead of conforming to the policy, the approach in each of the three higher achieving schools is based on the history and values of the particular school, the preferences of the principals and whether or not the principal attended the school management and leadership training course.

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Gazda, Todd H. "Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy." Thesis, University of Hartford, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702750.

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The Experience of Sacred Breathwork™: Healing Through Non-Ordinary States of Consciousness

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Houser, Shirley Ann (Delp). "*Policy analysis of state and federal educational accountability legislation and its implementation in California high schools." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2349.

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This analysis of California's Public School Accountability Act (PSAA) and the federal government's No Child Left Behind (NCLB) legislation reviews the components, implementation timelines, and impact these two accountability policies have had on secondary schools and more specifically secondary schools located in Tulare and Kings Counties of the San Joaquin Valley of California. The study identifies both Immediate Intervention for Underperforming Schools Program (II/USP) schools and similar schools that did not elect to enter the program Non-II/USP schools. Quantitative analysis of Academic Performance Index (API) and Adequate Yearly Progress (AYP) from 1999 to 2006 is statistically compared. Summary interviews with site administrators from all schools within the study reflect how these two populations II/USP schools and Non-II/USP schools addressed the requirements and met the challenges of the PSAA and NCLB legislation. Conclusions draw into question the state and federal legislations implementation timeline, readiness to support changes needed in the secondary schools starting in 1999, and recognition of communication issues with secondary schools concerning the expectations of the accountability legislation. Finally, issues are outlined concerning the effectiveness of the timeline and funding process associated with the state sanctions of II/USP and SAIT programs.

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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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Raymond, Jillynne K. "Evaluating One Public School District's Teacher Evaluation Program and its Implementation| A Qualitative Case Study." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284435.

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This qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group’s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members’ perspectives were gathered in the 2011-2012 academic school year and the implementation team members’ perspectives were gathered five years later in the 2016-2017 academic school year. The qualitative data was analyzed to answer the research sub-questions: (a) how and to what extent did the 2011-2012 implementation of the district’s Teacher Professional Growth Protocol build a foundation to meet the 2014-2015 Minnesota Statute requirements on teacher evaluation?, (b) how and to what extent did the district’s Teacher Professional Growth Protocol engage teachers in reflective practice focused on growth?, and (c) how and to what extent did the district’s Teacher Professional Growth Protocol build a foundation for continuous improvement? Triangulated data indicated commonalities as well as discrepancies in perspectives resulting in two lessons learned: (1) research and practice align; bridging the two is a concern; and (2) continued and expanded application of implementation science is needed for system effectiveness. There is a discrepancy bridging research and practice, which this study demonstrates. The findings indicate a strong need to reallocate time to meet the needs of a public school district to develop its teachers and to grow their effectiveness.

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Harrelson, Rodney T. "The Process of Implementation and Its Impact on the School Improvement Turnaround Model: Lessons Learned During the First Year." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1392990983.

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Luke, Jeremy B. "Charter School Policies and Teachers’ Sensemaking of the Pressures to Recruit Students to Their Schools." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555601509085359.

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Parbhoo, Jaywant Ambaram. "The implementation of moderation of assessment policy at a school and district : a case study." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12657.

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Includes bibliographical references.
Moderation of assessment is a quality control mechanism that formed part of the traditional examinations system. With the compulsory introduction of school based assessment in grade 12 in South Africa, moderation of assessments other than examinations came into the forefront of policy discourse. The Western Cape Education Department (WCED) introduced a Moderation Policy which was developmental in its approach of quality assurance of assessment...This study aimed to describe how the policy was understood and implemented at a school and a district.

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Hughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.

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Clark, Rhoe Stephanie Y. "High School Teachers' Self-Reported Knowledge and Implementation of Social and Emotional Learning Competencies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5615.

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Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

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Ressa, Virginia A. "A Tale of Two Policies: The Role of a Teacher-Based Team in School Reform." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503304860765587.

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Lam, Hing-sang, and 林慶生. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965490.

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Coffman, Karen D. "Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.

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Mampuru, Motubatse William. "Challenges faced by secondary schools in the implementation of "No fee Schools Policy" in the Sekhukhune District of Limpopo Province." University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1117.

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Thesis (M.A.) --University of Limpopo, 2012
The study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for this policy. As a result, poor learners decide to dropout. The government introduced “no-fee-schools” policy to end marginalisation of poor learners. Further, it appeared that School Allocations are little because rural schools have a shortage of school facilities and some of the facilities are too expensive.A purposive sampling strategy was used to select 3 public secondary schools as research sites and 26 respondents as a sample of the target population. Respondents consisted of 8 members; the principal, SGB member and 6 educators from School A; Nine (9) respondents; the principal, 2 SGB members and 6 educators from School B; the principal, 2 SGB members and 6 educators from School C. Twenty-six respondents were considered to be sufficient because my focus was not on representation. The respondents were considered to be key informants with required data. Interviews and document analysis were used as data collection methods. The researcher used semi-structured interviews because they are interactive, and they also give the respondents a voice associated with their perspectives and experiences. Document analysis was used to supplement data collected through interviews. The interviewees discovered that learners were denied the right to education, despite the departmental policies formulated to help poor learners and theirparents. Furthermore, “no-fee-schools” policy was formulated to enable poor students to access education, but it is problematic because School Allocation is not deposited to school accounts on time and does not cover all the school costs. The study recommends that poor learners should not be denied the right to education and that the departmental policy (viz., Fee Exemption Policy) should be monitored to ensure that marginalised learners benefit from this scheme. This policy should also be budgeted for so as to enable poor schools to purchase modern facilities to improve the quality of teaching and learning and employ extra educators so as to reduce the educator-learner ratios and so on.

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Molale, Itumeleng Samuel. "How policy travels : the course and effects of school funding policy on equity at different levels of the education system." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27847.

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Successful implementation of equity driven policies has proven to be a difficult and vexing issue especially in developing countries. As a result, many educational reforms were found in practice to be at variance with their founding objectives. The purpose of this exploratory and descriptive study therefore was to trace the implementation pathway traveled by the National Norms and Standards for School Funding (NNSSF) Policy from the center (National Department of Education) to the periphery (school level). This was informed by the necessity to explain where, how and why the discrepancy developed between the policy intentions and educational outcomes (i.e. effects). The NNSSF policy aimed at the fundamental transformation of the schools since it requires the following things to happen : the delegation of financial management and authority to the School Governing Body (SGB), the day-to-day management of curriculum delivery, the generation of additional funds, and the improvement and maintenance of school infrastructure. The allocation and management of these functions constitute in what is called “self-managing schools”, thus freeing such schools from the bureaucratic processes associated with centralization. This (research) investigation is guided by two research questions: 1. How was the new School Funding Policy (SFP) implemented within and through the different levels of the education system? 2. What were the effects of the National Norms and Standards For School Funding (NNSSF) policy on equity at school level? In essence, this research explains how different education stakeholders understand the new funding policy, and with what effects. In tracing the course of the NNSSF policy, I paid special attention to policy breakdown by comparing and contrasting the views and estimations of various implementers across the four levels of the education system namely: national, provincial, regional and school levels. This research on the understandings of policy was not restricted to formal definitions of policy, but went further to seek understanding on the practical unfolding of the funding policy separately, and in relation to other policies. Data was collected over a period of seventeen (17) months. In this regard, I used multiple methods of data collection including profiling, semi-structured interviews, critical observations of the setting, document analysis, photographic records and structured questionnaires. The main findings of the study include the following : ¨ The National officials showed a legalistic and formal understanding of the NNSSF policy, but such understanding lacked a holistic, coherent and integrated approach to equity. ¨ The understanding of the policy varied among the provincial officials. But such understanding again demonstrated a bureaucratic or functionalist-oriented approach to the implementation of the NNSSF policy. This suggests that much emphasis was placed on observing protocol and official communication of the new policy.. ¨ The regional policy implementers demonstrated a limited understanding of the policy. Such an understanding could be characterised as a disengaging approach to policy and a sense of despair on how the implementation unfolded. ¨ The effects of the NNSSF policy on equity differed across the five case study schools. For example, previously advantaged schools (like Siege) experienced negative effects due to inadequate state allocation. This had ripple effects in the form of exorbitant school fees and the issuing of a lawsuit against a parent who was not able to pay such high fees. ¨ The previously disadvantaged schools were able to do their own planning which led to the timeous acquisition of resources as a result of the financial allocation to the school level. The key findings as well as the implications of this research only make this study unique, but also offer critical insights into policy implementation in developing contexts. The fact that the research involved the collection of data at four levels of the education system over a period of seventeen months generated extensive data sets for policy analysis. The collection of both qualitative (contextual) and quantitative data contributed to strengthening the validity and reliability of the study as a whole. Most importantly, the knowledge gained from this study not only offers policy lessons for the North-West province, but it yields important insights for policy implementers across the education system.
Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
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Masote, Stephen Esrom. "Teachers' understanding and implementation of Values Education in the Foundation Phase." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60957.

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In the light of the declining moral standards in South African society, there is a need for children to be supported and developed on their journey towards responsible adulthood. The school is regarded as one of the most relevant stakeholders in the teaching of values for the moral development of the younger generation in particular and broader society in general. I observed how teachers impart values to leaners through the subject Life Skills that also includes the moral aspect. This study employed a qualitative research method using a case study of four schools and twelve teachers. The four schools were purposefully selected to obtain a deeper understanding of the participants' experiences from different perspectives. The selected schools are from different socio-economic backgrounds. Two schools were selected from rural areas. However, the areas differed in the sense that one was in a traditional village under the authority of a tribal chief while other was on trust land bought by the residents. One school was selected from an informal settlement and one from a semi-urban area. Semi-structured interviews and classroom observations were conducted to gather data. Teachers were interviewed after school and field notes were taken to record data collected from the participants in order to examine how teachers understood and implemented teaching values education in the foundation phase. These values include, amongst others, social justice and equity whereby freedom of choice and access to education are highlighted. The study found that the professional training of life skills teachers and multiculturalism during life skills lessons, i.e. the cultural differences between the teachers and learners as members of a community, need to be addressed. The study also recommends that a relationship of trust between parents and schools should be established to help enable teachers to address the issue of moral regeneration in our society. Classroom observation was conducted during the collection of data. School policy documents were analysed and teachers were interviewed to get a deeper understanding of how they understood values and how they contributed to the development of young citizens. From the observations and interviews, it could be deduced that teachers have different understandings of values education. It was also found that teachers find it difficult to contextualise and reconcile cultural values with the values that they are supposed to teach at school. The recommendations based on the findings of my study include the professional training of Life Skills teachers and the promotion of multiculturalism during Life Skills lessons where the cultural differences between learners and teachers are addressed. The study also recommends that the relationship of trust between teachers, parents and the larger society should be entrenched in order to assist teachers to instil values in young learners.
Thesis (PhD)--University of Pretoria, 2016.
Early Childhood Education
PhD
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32

Sooter, Isaac William. "The Relationship between School-Wide Positive Behavior Support Implementation and Office Discipline Referrals at the Secondary Level." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645325.

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School Wide Positive Behavior Support (SW-PBS) is a current framework for schools to model their discipline strategies. SW-PBS has a framework built on identifying behaviors and predictors of their occurrence, routines to correct and prevent these problems, and implementation of these routines school wide to collect information to evaluate these strategies. Office discipline referrals were reviewed in the secondary school of Rural District 10 in Missouri from 2004-2013 to determine the significance between implementation of SW-PBS and the number of office discipline referrals. School climate was also studied in Rural District 10 as well as other secondary schools around the state of Missouri. A survey was sent to students, teachers and administrators from Rural District 10 and teachers and administrators from other districts around the state that have implemented SW-PBS for at least two years. The data revealed no statistically significance difference between the number of office discipline referrals before and during implementation of SW-PBS in Rural District 10. Based on the perceptions from the questions on the survey, teachers and administrators in Rural District 10 felt as though the climate and culture of the building overall was better compared to the perceptions of students in Rural District 10. Comparing Rural District 10 to other districts, Rural District 10 teachers and administrators felt as though the climate and culture of their secondary school was better, overall, as compared to other districts around the state of Missouri that have implemented SW-PBS for at least two years.

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Leon, Garcia Maria Alejandra. "Mexican Educational Policy Implementation: A Study on Outward Migration as a Social Influence in the Primary School Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298661815.

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Ford, Sarah Marie. "Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128.

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35

Ormsmith, Michael. "AN EXPLANATORY MIXED-METHODS APPROACH TO TRACING “CAREER PATHWAYS” POLICY IN VIRGINIA: HOW SCHOOL COUNSELORS AND STUDENT DEMOGRAPHICS INFLUENCE IMPLEMENTATION FIDELITY." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3308.

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This explanatory mixed-methods policy analysis describes how school counselors' thoughts and attitudes contribute to the implementation fidelity of the Academic and Career Plan (ACP) policy in a suburban Virginia school division. A quantitative survey investigated counselor thoughts about the policy, implementation behaviors, and counselor ideas about equity issues related to providing college and career planning services to at risk students. Counselor interviews were conducted to provide deeper insight about the street level implementation practices and beliefs of counselors. Findings reveal that counselors place substantial value in the ACP policy and think the process is useful for connecting student interests and postsecondary goals to high school programs of study. Counselors implement the ACP policy with high fidelity because the policy incorporates counselor beliefs such as integrating the career pathway model into the course selection process. Counselors report spending more time assisting higher socioeconomic groups with college planning which results in less time for supporting at risk students. Findings indicate that counselors recognize the need at risk students have for additional support during postsecondary planning but are inhibited by the demands of higher socioeconomic groups. Finally, implications for school leaders related to improving counselor services to at risk students are discussed.

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Mcconnachie, Karola. "Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013150.

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Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.

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Jerzembek, Gabrielle. "Improving health education practice in secondary school : a social ecological examination of personal and social education policy implementation processes and practice in Welsh secondary schools." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69178/.

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The effectiveness of school-based health education in changing behaviour and health outcomes is limited. This in part can be attributed to the types of classroom exchanges taking place within health education lessons. There is an evident need to examine the potential link between pedagogy and health education. This study comprises a social ecological examination of the implementation of the Welsh Government’s Personal and Social Education (PSE) policy, which seeks to promote health behaviours alongside social and economic wellbeing. A socio-ecological (SE) perspective aims to understand the different influences on practice and take into account individual, social and organisational level influences on implementation. An exploratory case study is used to examine practice in four systematically selected secondary schools from two local authorities in Wales (FSM entitlement >20% and <10%). Methods incorporate analysis of national and local policy documents, interviews with implementers at local authority (n=5) and school level (n=11), lesson observations (n=12 lessons) and pupil focus groups (n= 23 pupils). The findings suggest that a lack of clarity about how PSE should be implemented in schools seems to lead to uncertainties among implementers. These uncertainties are exacerbated by a focus on graded performance that has shaped school staff beliefs and organisational arrangements. A performance focus also re-emerges in classroom practice that is mainly characterised by a transmission of facts although some competency-focused classroom exchanges are apparent. There is some limited evidence of pupils’ understanding and generalising health knowledge and self-reported self-regulation of health behaviours.

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38

Ellington, Renata Denise. "Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.

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High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was based on Antonovsky's salutogenic model of health and wellbeing. CPS students' sexual risk behaviors were analyzed using data obtained from the Youth Risk Behavior Surveillance System (YRBSS) for the years of 2007 and 2013. Logistic regression was used to estimate prevalence and odds ratios of each sexual risk behavior. The findings showed a complex pattern of and variances across the sexual risk behaviors analyzed. The prevalence of sexual behaviors among all students remained relatively stable. The prevalence estimates for students who drank alcohol or used drugs before the last sexual encounter and who were never taught about AIDS or HIV increased from 2007 to 2013. The likelihood of not using birth control pills before the last sexual intercourse encounter decreased among Black students; the likelihood that Hispanic/Latino students ever had sex, and had sex with 4 or more people in their life, decreased. The decrease of sexual risk behaviors indicates a positive influence by CSHED, while the increases indicate continuing challenges to the promotion of healthy sexual behaviors. These findings show the need for legislators and school administrators to increase support for the enactment of CSHED policy to help mitigate the sexual risk behaviors of high school youth.

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Rinck, Jennifer. "Leading and Learning: Principal and Instructional Leadership Team Implementation of a District Multi-Tiered System of Support Initiative." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7356.

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There are gaps in the literature between implementation research and organizational learning describing how local school systems successfully implement initiatives that change practices within school sites. Until recently, there has been a pattern for federal and state policies to overlook the role of the local school district in impacting school reform efforts (Honig & Copland, 2008; Knapp, 2008). With the importance of the school district gaining attention from researchers and policy makers, research on various aspects of district based reform efforts is expanding (Knapp, 2008). However, there is limited research on the influence of district reform strategies and the transfer of organizational learning through school leaders to the school site. The purpose of this study was to discover the ways in which principals and their instructional leadership teams identified as successful in implementing a district initiative have come to understand, interpret and mediate the purpose, resources, and knowledge of the MTSS initiative. This study investigated transfer of knowledge as it relates to organizational learning, sociocultural learning, and policy implementation. This inquiry researched a district’s MTSS initiative implementation process to better understand the topics of learning school leaders require as well as the types of supports that have been provided. This study was designed as a multiple case study that explores ways in which principals and their instructional leadership teams identified as successful by district leadership lead the implementation of a district-based initiative over the course of two years. The frameworks guiding this investigation were an integrated conception of organizational learning and sociocultural learning theories, a synthesis of effective district reform concepts, and implementation science competencies. Data from semi- structured interviews, document reviews, memoing journal, and researcher reflexive journal were utilized to analyze the findings within and across cases. There were several areas of commonalities across schools with some unique instances within schools that are discussed within the frame of the research questions. In addition, there were 4 major concepts that emerged which can be considered for a new heuristic model: ethic of care, attention to the nature of relationships in schools, purposeful development of joint work in a community of practice, and building and sustaining trust. Through the discoveries of this study, implications for further research may entail considerations for a new heuristic model that could encompass the complexity of policy implementation through an inclusive perspective that acknowledges the humanistic dimension to educational policy practice and research.

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40

Bernel, Rene Teruko. "Examination of the Implementation of a Mandated Attendance Policy in Ohio School Districts in the Midst of COVID-19." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu162453189056093.

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41

Chiyota, Namayuba. "Implementation of a Re-Entry Policy for Teenage Mothers in Zambian Secondary Schools." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78508.

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The education of girls is hampered by many challenges among them teenage pregnancy. The Zambian government introduced the re-entry policy in 1997 to allow girls that get pregnant to return to school and complete their education. Even after the policy was introduced, many girls that get pregnant fail to return after their maternity leave. Therefore, this study investigated how the re-entry policy is implemented in Zambian secondary schools in Monze District using a qualitative-interpretivist-case approach. Hence data was collected using semi-structured interviews, field notes and document analysis to understand the implementation process through the eyes of the purposively selected Ministry of Education (MOE) officials, head teachers, teachers, teenage mothers, learners and parents. The collected data was coded sing a computer software Nvivo and analysed using thematic analysis. The research findings show the nature of current school re-entry policy implementation, opportunities through the re-entry policy, Weaknesses of the re-entry policy, challenges faced by teenage mothers and the existing support systems in place for teenage mothers. A framework for the effective implementation of the re-entry policy in schools was designed. The study findings on re-entry policy implementation for teenage mothers concluded that, more remains to be done in terms of its implementation by various stakeholders. The re-entry policy is not well implemented as there are no re-entry policy guidelines in schools, lack of clarity on the guidelines compelling stakeholders to implement it their own way. Nonetheless, the findings show that the re-entry policy had notable achievements such as the re-admission and completion of teenage mothers’ education, awareness of the re-entry policy, strengthening of comprehensive sexuality education (CSE) in schools and collaborations between schools and civil society organisations (CSOs) and other government departments. The recommendations include: Government to ensure that the development of policies and implementation is inclusive and sustainable. School implementers should be given orientation on the implementation of re-entry policy; strengthening the re-entry policy and other supporting policies and laws that can promote gender equality and inclusion to enhance educational opportunities; CSOs, department of social welfare ties and parental and pupil support should continue collaborating to promote the education of the vulnerable that include teenage mothers.
Thesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
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42

Carter, Nicole. "Examining School Building-Level Implementation of an MTSS Problem-Solving Team." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/958.

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ABSTRACT This cross-case study of building and district administrators was designed to describe and explain the experience of elementary school administrators implementing a Problem-Solving Team (PST), the core feature of a Multi-Tiered System of Supports (MTSS) framework. The Multi-Tiered System of Support Problem-Solving Team (MTSS-PST) organizes the review of student learning data to identify problems, apply solutions, and evaluate progress towards grade level learning outcomes (Cook, Burns, Browning-Wright, & Gresham, 2010; Eagle et al., 2015; Gamm et al., 2012; Tilly, 2008). Outside of the MTSS framework, the PST is recognized as a best practice approach to identifying and implementing academic and social emotional interventions to improve learning outcomes (Algozzine et al., 2014; Burns & Symington, 2002; Doll et al., 2005; Shinn, 2005). Contemporary policy implementation research frames MTSS-PST as complex educational policy whose implementation is contingent upon, and situated by, interactions between the people implementing it, the policy itself, and the place where implementation occurs (Honig, 2006). There is little research, however, on MTSS-PST implementation. This study was designed to add to scholarly understanding of the MTSS-PST implementation process by examining how and why school building-level administrators were thinking about and planning for it. Analysis of the data revealed the following: (a) MTSS-PST implementation is understood by building-level administrators as an essential component in fulfilling the school district’s K-12 directive to reduce special education referrals with a Multi-Tiered System of Support framework; (b) Building-level administrative thinking and planning for MTSS-PST implementation is focused on reorganizing and improving how the school’s support team sorts students for support services; (c) Building administrator’s implementation decision-making is influenced by the simultaneous feeling of relief and burden brought on by the early success of implementation and the significant challenges it faces due to limited planning and resources. Analysis also showed that implementation is rooted in a transactional approach to change focused entirely on meeting districtwide objectives to increase the efficiency and efficacy of the school’s teaching and learning services with no reference to the transformative potential cited in the research literature. Lastly, analysis of the findings revealed that more than 70 different interactions that occurred between people, policy, and place shaped the MTSS-PST implementation process demonstrating that implementation of this policy is both situated and contextual.

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43

Levy, Theresa A. "An analysis of local district capacity in the implementation of Oregon's extended application collection of evidence graduation requirement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10228.

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Fowler, Julie Gore. "An investigation of the factors influencing special education directors in South Carolina in the implementation of policy." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246558477/.

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Kan, Wing-lok. "School-based information technology strategy : its policy formation and implementation : a case study of two secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184379.

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Mgushelo, Lisanda. "The Scholar Transport Programme in the Eastern Cape : a case study of the beneficiaries at a secondary school in the Idutywa district." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67806.

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This study investigated the perceptions of the beneficiaries of a learner transport programme in the Idutywa District of the Eastern Cape. Learner transport in South Africa continues to be a challenge, especially for those in the rural areas. The Statistics South Africa General Household Survey (2016:14) reported that more than two thirds (69.8%) of learners walked to school and 83.6% of these learners needed 30 minutes or less to get to school. Many learners in the rural areas still walk long distances to access schools due to poor infrastructure and the limited number of easily accessible schools. To understand the beneficiaries’ perceptions, a qualitative case study of a secondary school in the rural Eastern Cape village was designed. Data was collected through 47 face-to-face interviews with learners, teachers, parents, a principal as well as through a telephone interview with a government official. Additionally, observations were undertaken to gather supplementary data focusing on the geography of the village as well as the arrival and departure times of the school transport. The study draws on a social policy framework to make sense of the study findings. Through a thematic analysis of the data, themes such as spaces of operation, learners’ travelling experiences, schooling barriers as well as unintended consequences of the learner transport programme were arrived at. Although the transport provided much needed relief, findings indicate that learners still walk to school if the transport does not pick them up as scheduled and they often do not have money for public transport. They also got to school late when they had to walk to school, there is a shortage in the number of vehicles assigned to transport them, learners also missed extra lessons due to the pick-up and departure times of the transport and there is occasional conflict amongst the learners using the learner transport. The study concludes that there needs to be an increased provision of the government learner transport, work needs to be done regarding the implementation of the Learner Transport Policy, as well as the management of the programme in rural villages such as the one that the study focused on in Eastern Cape.
Sociology
MSocSci
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47

Barnes, Amanda Joy. "Policy at the chalk face : a case study of the implementation of the developmental appraisal system in a primary school." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6912.

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Bibliography: leaves 92-98.
This case study attempts to develop an understanding of the impact the local context of the school has on policy implementation. It does so by examining the implementation of the Developmental Appraisal System (DAS) in a primary school. Local context is conceptualised as the interplay between a schools structure, culture and micro-politics. This conceptualisation is developed through a review of literature on school culture, structure and micro-politics. The literature on policy implementation and teacher appraisal is also reviewed and issues pertinent to this study are highlighted. This study argues that the policy text makes projections about the local context it enters into. The actual conditions in the school do not always match these projections made in the policy. This results in a mismatch between the policy projections and the actual conditions in the school. The approach adopted in this study is to provide an analysis of the policy text in terms of the projections it makes with regard to the school. This is to compared it with an analysis of the data on the local context of the school in order to see if there is compatibility between the policy projections and the actual conditions in the school. The study also argues that the policy implementation is enhanced when the policy provides the means or conditions of possibility for its own implementation. In the case of the DAS policy these means are limited since the policy only presents structural change, in the form of committees, to support its implementation. The study concludes by suggesting that the success of implementation depends partly on the compatibility between the policy projections and the actual conditions in the school. Successful implementation also depends on the practicability of the policy and the extent to which there is coherence between this policy and other policies.

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Kan, Wing-lok, and 簡永樂. "School-based information technology strategy: its policy formation and implementation : a case study of twosecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960959.

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Asikin-Garmager, Asih. "Indonesian public school principals' enactment of agency within the boundaries set by social systems." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5409.

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Background: Indonesian schools are in the midst of implementing a new reform initiative, the 2013 Curriculum, mandated by the Indonesian Ministry of Education and Culture. The new curriculum requires a drastic change in instructional practices from the traditionally teacher-centered to student-centered instruction. As school leaders, principals play an important role in the implementation and enactment of the 2013 Curriculum in schools. This research explores the leadership practices of Indonesian school principals in facilitating the implementation of new reform policies and initiatives. Purpose: The study served two purposes. The first was to examine Indonesian public school principals’ enactment of agency within the boundaries set by the social systems around them as they implemented the 2013 Curriculum. The second purpose was to develop a framework that can be used as a lens to further study school leadership practices in the context of Indonesia. Two research questions guided this study: (1) What leadership practices are shaped by which social systems and values? and (2) How does principal agency manifest when implementing the 2013 Curriculum? Responses to the research questions were used to develop the framework. Data Collection and Analysis: A case study for theory development approach to qualitative research was used. The study took place in the northern area of a small island located in east Indonesia. The primary source of data came from multiple interviews with three public elementary school principals whose schools served as pilot schools for the 2013 Curriculum. In addition to principal interviews, interview with teachers, documents, and observation field notes served as data sources. The data collected were analyzed and manually coded following the data analysis procedures of grounded theory. In the first coding cycle, I coded the data by assigning descriptive and InVivo codes summarizing topics. The second coding cycle involved assigning concepts and categories based on the open codes from the first cycle with a focus on the principals’ actions in facilitating the implementation process. In the third cycle, I compared the concepts and categories to respond to the research questions and examined the relationships between the concepts and categories to develop the framework from the ground up. Findings: The data analyzed indicated there are three major systems shaped the principals’ leadership practices during the implementation of the 2013 Curriculum: the educational system, the local culture and community, and the school system. In addition to the three systems, the principals’ personal and professional values served to guide the way they led their schools in alignment with the goals of the 2013 Curriculum. The systems and values provided them with rules and resources on which the principals drew in deciding specific actions to perform in order to meet the written and unwritten expectations of their stakeholders. The principals’ enactment of agency was primarily in the form of complying with government orders and balancing expectations from multiple systems, which, then, led to the discovery of three leadership categories in the implementation process: (1) compliance, (2) negotiation, and (3) independence. Compliance refers to those practices the principals perform to satisfy government expectations. Negotiation refers to practices the principals perform in their efforts to juggle expectations and pressures coming from multiple systems. Independence refers to practices the principals perform as they respond to government policies and regulations, as well as community expectations, in a way that is aligned with their personal and professional values.

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Mokoena, Masilo Daniel. "Implementation of no-fee schools policy : a case study in Bolobedu Cluster Circuits of Mopani District." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1412.

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Thesis (Ph.D. (Curriculum Studies)) --University of Limpopo, 2013
After the establishment of the first democratic government in South Africa in 1994, the Education Ministry started transforming the apartheid education system into the democratic education system aimed at achieving equity, redress and access to education. Amongst the policies developed, were South African Schools Act (Act No. 84 of 1996), National Norms and Standards for School Funding, Exemption of Parents from Payment of School Fees Regulations, Education Laws Amendment Act (Act No. 24 of 2005), Amended National Norms and Standards For School Funding, and No- Fee School Policy. In this study, I analysed how schools in Bolobedu cluster circuits of Mopani District implemented the No-Fee School policy regarding the use and management of school finances. Qualitative case study was used. Four schools, two primary and two secondary schools, were sampled. Three methods of data collection were used: interviews, document analysis (school records such as SGB minutes, finance policy, School Business Plan/School Development Plan, budgets, auditors’ reports, etc.) and observation. Interviews were conducted with school principals, teachers, parents and learners. The research findings indicate that the three SGBs have the capacity to practise good financial management in relation to the No-Fee school policy, although they still need to improve on some areas of responsibility. These SGBs demonstrated sound and good practice in the use and management of school finances. However, one SGB was struggling to practice good financial management responsibility. This school has the potential to improve its capacity to execute its financial responsibility if provided with support. Key words: South African Schools Act (SASA), National Norms and Standards for School Funding (NNSSF), Amended National Norms and Standards For School Funding (ANNSSF), No-Fee School Policy, Equity, Access and Redress, Use and management of school finances.

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Dissertations / Theses on the topic 'School: School of Education Policy and Implementation'

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