Dissertations / Theses: 'School: School of Government'

1

Boyle, Maureen, and n/a. "Principals' perceptions of school based management in Australian Capital Territory government schools." University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.

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This thesis investigates the views of principals in government schools in the Australian Capital Territory (ACT) regarding school based management (SBM). School based management is defined as the delegation of certain decision making functions from central bureaucratic control to a group of personnel located at the school site. In the case of the ACT, delegation of decision making to school sites began in 1974. An additional set of responsibilities was delegated in the 1997/98 period. This study concentrates on the latter period but also takes the extended period of devolution into account. This investigation is based on qualitative and quantitative methods of enquiry and data collection to investigate principals' perceptions of SBM, particularly in relation to the demographic variables of the schools, and selected personal and professional characteristics of the principals. Initially twenty six semi-structured interviews were conducted with principals to determine a framework of seven constructs in relation to SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts of the interviews. The data arising from the interview stage formed the basis for construction of a questionnaire administered to the total population of ninety seven principals in government schools in the ACT. The questionnaire consists of demographic, personal and professional items concerning the school and the principal, items related to the impact of SBM, questions regarding the principals' perceptions of satisfaction with their work, and the importance principals place on selected aspects of their role, particularly following the extension of SBM. Results of the questionnaire are reported using frequency distribution for each of the items in the questionnaire, followed by factor analysis and analysis of variance to test significant differences in the principals' views at the 0.05 or greater level. Results of these analyses show that principals have common perceptions in general about the nature and impact of SBM. Principals' perceptions are however, mediated by a number of independent variables. These are gender of the principal, experience of more than one year's work outside the field of education, the sector of their school, ie primary, high school or college, and the geographic location of the school. Their participation in SBM training programs, bureaucratic support to assist them in implementing SBM, and their expressed need for continued professional development are additional independent variables where statistically significant differences are apparent. Principals in this study view the extension of SBM responsibilities more as an administrative function, than an opportunity to engage in restructuring the school. They see that their role has expanded to place strong emphasis on business management and they consider that they are now working in a market oriented climate where competition for students is a real issue. Hours of work have increased, and maintenance of a balance between work and personal life is a growing concern. Despite this they do not want to return to the former arrangements and continue to express satisfaction with the intrinsic rewards of their profession such as contact with students, colleagues and the community. These results provide important insights into the type of SBM evident in ACT government schools at the time of this study. A number of recommendations for future research and practice are presented related to the findings and linked to the key themes arising in the literature.These suggest ways that SBM can and might be used as a catalyst for development of a new paradigm for education, which will meet the needs of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the self managing school', (Caldwell and Spinks, 1998).

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Yates, Jennifer M., and n/a. "Teachers' perceptions of the work of school counsellors in ACT government schools." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061112.104819.

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This study examines teachers' perceptions of the work of School Counsellors within government schools in the Australian Capital Territory (ACT). Data were drawn from questionnaires returned by a representative sample of 279 teachers and principals, from 16 primary and 8 high schools. The purpose of the study was to: (i) partially replicate a study by Leach (1989) of Western Australian teachers' perceptions; and (ii) investigate whether or not teachers could be considered to be supportive of a general trend towards a broadening role for school psychologists which is evident in the literature. This trend suggests that practitioners of applied psychology in schools may prefer an expanded role which encompasses indirect service delivery in addition to the more traditional, child centred role. Respondents were asked to indicate their perceptions of the frequency of 65 tasks performed by School Counsellors, the competence with which those tasks were performed and the usefulness of those tasks. Also examined were perceptions of the process and quality of service delivery, and of actual and preferred qualifications and experience of School Counsellors. These results were compared with those of Leach (1989). Respondents were invited to prioritise service delivery in light of their professional needs. A factor analysis of respondents' perceptions of School Counsellors was undertaken. The results were similar to Leach's (1989) findings and indicated a general endorsement of the current work of School Counsellors, with traditional, direct service delivery tasks generally perceived as being performed more frequently and with more competence than the more innovative, indirect types of service delivery. There was a strong indication that respondents would like more of both types of service delivery, particularly indirect services, made possible through increased resourcing. Increases in respondents' classification level positively correlated with increased perceptions of task frequency and competence with which tasks were performed. A positive correlation was also found between the frequency of professional contact that respondents perceived they had with School Counsellors and their perceptions of the process and quality of service delivered by these practitioners. In relation to the process and quality of service delivery, few teachers perceived that School Counsellors communicated clearly about the services they offer, procedures used or results gained. This concern with communication was reinforced through examination of the factors underlying teachers' perceptions of both the frequency and usefulness of tasks. This study suggests that ACT teachers and principals are, to some extent, already experiencing and valuing some aspects of the trend in service delivery reflected in the literature. Discussion highlights the important role communication plays in indirect service delivery, and links it with the findings of this study, particularly as it relates to teachers' and administrators' apparent lack of knowledge of the qualifications and experience of School Counsellors.

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Mnakaniso, Mlamli Hendrick. "An investigation into the nature of relationships among SGB components: A case study of a rural school in Libode Mega District in the Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1009471.

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The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.

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Javier, Aser B. "The Constraints School of Local Governments in the Philippines: Governance to Government?" 名古屋大学大学院国際開発研究科, 2009. http://hdl.handle.net/2237/14056.

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Gribble, Susan J. "Kimberley schools: a search for success." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1194.

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The purpose of this study was to identify the ways government schools in the Kimberley Education District of Western Australia attempted to engender success for their students. Schools in these communities are considered to be in poverty, they are largely populated by indigenous Australians, and situated in geographically isolated locations. It was important to establish the levels of student academic achievement and identify best school and classroom practices that centred on developing students' progress and achievement at school. The study was guided by the general research question: What are the effective ways school communities in the Kimberley work to improve student outcomes? Generating descriptions of best practices that make a geographical isolated school successful for students marginalised in the schooling process, and upon what criteria the success should be measured, were central to this research endeavour. It was critical to distinguish those dimensions of schooling in isolated areas that were malleable in improving the life chances of students. The study relied on an interpretive research methodology using both qualitative data and quantitative approaches to data collection, such as inquiry through conversations, informal and structured interviews, participant and non-participant observations, and the examination of material such as documents and students' work samples, complemented by a confirmatory survey and case studies. Participants in the study included school administration teams, teachers, students and their parents. The study was iterative and followed three distinct phases of development. In the first phase a general picture was gained about the ways in which schools in the Kimberley worked by observing four schools.The second phase involved developing and administering a study-specific questionnaire to personnel in 14 different schools in the District. This part of the study sought to confirm the interpretive aspects of phase one. In the third phase of the study, a more detailed picture of schools was drawn through a case study approach in five selected schools. Of particular importance in the case study schools was the tracking of a purposive sample of 150 students to assess their reading and writing (including spelling) progress. The results of the student assessments were analysed in terms of the progress students made and interpreted according to the amount of time students attended school. Making judgments about the success of Kimberley schools was an evaluation process in terms of how students performed. The students' performance was linked to the best practices in schools and classrooms that best supported students' learning to ascertain areas where schools could improve their operations. The study has identified challenges associated with school-home relationships, the ways schools and classrooms operate, the ways school plan and implement curriculum, how teachers develop their pedagogies, and the ways students are assessed. In response to teachers who do not fully understand these challenges, many Aboriginal children will choose to continue avoiding school or actively resist engaging in the learning process.Importantly, at the school level it was found that teachers were best supported in their work when school leaders worked to make everyone's day-to-day classroom work easier, engendered a congenial workplace environment which alleviated some of the personal stresses teachers experienced, ensured school plans went into operation in all classrooms across the school, and created a close link between the school, parents, and the community. At the classroom level in the Kimberley context, calm, stable, and orderly classroom environments are essential to establish. Consistent pedagogy is required across all classrooms within a school but a variety of activities within classrooms is important to accommodate Aboriginal styles of learning. Monitoring the continuity in students' progress as they moved from one year level to the next is imperative. The study showed that there are ways that schools can work for the betterment of students' progress at school but these ways are not universally adopted or implemented. Teachers in the Kimberley schools can learn to understand how to create a good school, how schools can be described as effective and improving, and how they can be termed schools that meet equality and quality ideals. The recommendations made from the study are intended to enable administration teams, teachers, and policy decision makers to make more informed decisions about schooling for geographically isolated students in government schools in the Kimberley region.

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O, Sui-fong, and 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.

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Hu, Jingfei, and 胡竞菲. "School-government relationships in the setting of decentralisation: two school voucher schemes in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44548825.

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To, Kwong Wai-yin Ella. "Some factors affecting student achievement in a government secondary school : implications for school administration /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035383.

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9

Nelipa, Tanya, and n/a. "The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.

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This study researched three major areas of the school Principalship within the Australian Capital Territory government school system. The three major areas of research concern related to school Principalship were: 1. Changes in the role and responsibilities of the Principal 2. Skills Principals require to perform effectively within the role and responsibility. 3. How the education department may best facilitate and support effective performance of its Principals. An outline of the history of administrative and organisational restructuring within the A.C.T. government education system during the past two decades has been presented to provide the context of the study. A review of the literature also contributed to the contextual understanding of the study by examining specific issues and understandings within the literature. The specific issues and understandings related to: context and the role of the Principal concept of the role of the Principal instructional leadership and the role of the Principal administrative and organisational devolution and the role of the Principal The research methodology used to examine the issues central to this study is qualitative or descriptive in nature, reflecting a phenomenological perspective. The data was collected through personal interviews conducted with senior administrators of the A.C.T. government school system and written questionnaires completed by Principals of the A.C.T. government school system. The data comprises the perceptions, ideas and beliefs of the two defined groups targeted in the study. The analysis of responses presented the major findings regarding the perceptions, ideas and beliefs of the Principals and senior administrators of the A.C.T. government school system relating to the key research areas of this study. The major findings show that the role of the school Principal has changed, with Principals requiring a broader array of skills to effectively meet the challenges of the new role. The major findings discuss how the education department may best facilitate and support effective performance in the Principalship. The conclusions of the study discuss how changes to the role of the Principal have increased the Principal's workload, with Principals now required to utilise a broader scope of often new skills to effectively perform their changed role and responsibilities. The Principal respondents and senior administrator respondents suggest best ways that the education department may facilitate and support effective performance of the Principalship. It was also suggested that the amount of professional development and training was inadequate to facilitate the performance of effective Principalship. Respondents indicated that incentives such as sabbatical leave for Principals be facilitated by the education department to ensure Principals' professional renewal. Finally, the implications of the conclusions of the study address the ways in which the education department may best assist Principals to acquire the necessary new skills to effectively perform their changed role. The implications of the conclusions of the study also address the ways in which the education department may best facilitate and support Principals' professional renewal. The implications of the conclusions of the study state that the responsibility for Principals' professional development and renewal should be a shared responsibility between the school Principal and the education department.

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Liu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.

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11

Rizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15955/1/Meher_Rizvi_Thesis.pdf.

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The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the dejected professional status of the government primary school teachers in Karachi. Schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their programs. With a large numbers of under-educated, under-trained, under-paid and, most importantly of all, undervalued government primary school teachers in Karachi, Pakistan (Hoodbhoy, 1998; Shaikh, 1997), only a low percentage of teachers can be effective. Whether the children in Pakistan will be the enlightened and the informed citizens of tomorrow or ignorant members of society will depend on teacher knowledge, teacher education and above all teacher professionalism. If teachers do matter the most, then a series of questions result. What is being done for this section of the society that matters so much? Are efforts being taken to find out what teachers in the government primary schools need to achieve their professional goals? Are these teachers given adequate opportunities to learn, to improve and to become effective teachers? How can these teachers meet the ever increasing demands placed upon them? How will these teachers successfully lead the students into the twenty-first century? Do the primary government school teachers believe that they can successfully lead children into the twenty-first century? Are school reforms geared towards enhancing teachers' professionalism? This research that focuses on the relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan, addresses such questions. In this thesis, I outline some of the measures that have been taken at the government, at the non-government and at the school sector level to restructure and reform primary government schools in Pakistan. A mixed methods research approach was undertaken to investigate the relationships between these reforms and teacher professionalism. Quantitative data were collected by means of questionnaire surveys and qualitative data were collected in the selected four case sites by means of interviews and field notes. In this research it was important to investigate teacher efficacy, teacher practice, teacher leadership and collaborative efforts as the different dimensions of professionalism and the relationships between these and the school reforms for enhanced teacher professionalism. Research was required which addressed the question of "What it actually means to be a professional teacher in government primary schools in Karachi, Pakistan, and how school reforms can actually develop teacher learning for improved teacher professionalism?" Contrary to the detached and noncommittal attitude with which the government primary school teachers are characterized in many contexts, the teachers in this study have indicated that they are confident and capable; they can articulate and communicate ideas; they can make decisions and undertake responsibilities; they understand that it is important to collaborate and learn from one another; and they are willing to undertake leadership roles if they have the opportunities. This has strong implications for policy makers to provide teachers with the opportunities to become active and reflective professionals. It is important to regard teachers as change agents capable of generating knowledge and of making change happen, rather than as passive recipients and users of knowledge. The data provided by the teachers have indicated that it is possible to enhance teacher professionalism within the existing government primary school structures. While the different teachers were at different levels or stages of professionalism, it was quite clear that they had all advanced in terms of their professionalism as a consequence of reform initiatives. These changes in the teachers' levels of professionalism defined the relationships between the school reforms and teacher professionalism. In other words, the school reforms have been able to develop teacher professionalism and take it to a higher level than where it was when the reforms were initiated in the schools. Based on the analysis of the findings, this research theorizes that teacher professionalism is developed when teachers are provided with both the professional knowledge and skills to improve their capabilities, and opportunities to translate professional knowledge and skills into classroom and school activities to make the most of their capabilities. The research proposes that the strength of these relationships between school reforms and teacher professionalism depends on the dynamism with which the reform managers take teachers through the stage of involving them in developmental process, the stage of initiating professional development programmes and the stage of developing schools into collaborative cultures and establishing networks with the help of enlightened principals and hybrid support structures. Based on this proposition a number of principles have been identified for sustaining and further developing teacher professionalism. The study acknowledges that the process of developing teacher professionalism is complex and that it will be the blend of different elements in the schools, the particular school context and political will that will decide how professionalism can best be fostered in the government primary schools. However, since the principles derived from this research are based on grounded research findings and are also supported by literature and other relevant research in the area of teacher development, they may be applicable to other primary schools where similar reforms are being implemented in Pakistan and other developing countries seeking to address similar problems. Policy makers and large private organizations may benefit from the principles of developing and fostering teacher professionalism.

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12

Rizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15955/.

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The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the dejected professional status of the government primary school teachers in Karachi. Schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their programs. With a large numbers of under-educated, under-trained, under-paid and, most importantly of all, undervalued government primary school teachers in Karachi, Pakistan (Hoodbhoy, 1998; Shaikh, 1997), only a low percentage of teachers can be effective. Whether the children in Pakistan will be the enlightened and the informed citizens of tomorrow or ignorant members of society will depend on teacher knowledge, teacher education and above all teacher professionalism. If teachers do matter the most, then a series of questions result. What is being done for this section of the society that matters so much? Are efforts being taken to find out what teachers in the government primary schools need to achieve their professional goals? Are these teachers given adequate opportunities to learn, to improve and to become effective teachers? How can these teachers meet the ever increasing demands placed upon them? How will these teachers successfully lead the students into the twenty-first century? Do the primary government school teachers believe that they can successfully lead children into the twenty-first century? Are school reforms geared towards enhancing teachers' professionalism? This research that focuses on the relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan, addresses such questions. In this thesis, I outline some of the measures that have been taken at the government, at the non-government and at the school sector level to restructure and reform primary government schools in Pakistan. A mixed methods research approach was undertaken to investigate the relationships between these reforms and teacher professionalism. Quantitative data were collected by means of questionnaire surveys and qualitative data were collected in the selected four case sites by means of interviews and field notes. In this research it was important to investigate teacher efficacy, teacher practice, teacher leadership and collaborative efforts as the different dimensions of professionalism and the relationships between these and the school reforms for enhanced teacher professionalism. Research was required which addressed the question of "What it actually means to be a professional teacher in government primary schools in Karachi, Pakistan, and how school reforms can actually develop teacher learning for improved teacher professionalism?" Contrary to the detached and noncommittal attitude with which the government primary school teachers are characterized in many contexts, the teachers in this study have indicated that they are confident and capable; they can articulate and communicate ideas; they can make decisions and undertake responsibilities; they understand that it is important to collaborate and learn from one another; and they are willing to undertake leadership roles if they have the opportunities. This has strong implications for policy makers to provide teachers with the opportunities to become active and reflective professionals. It is important to regard teachers as change agents capable of generating knowledge and of making change happen, rather than as passive recipients and users of knowledge. The data provided by the teachers have indicated that it is possible to enhance teacher professionalism within the existing government primary school structures. While the different teachers were at different levels or stages of professionalism, it was quite clear that they had all advanced in terms of their professionalism as a consequence of reform initiatives. These changes in the teachers' levels of professionalism defined the relationships between the school reforms and teacher professionalism. In other words, the school reforms have been able to develop teacher professionalism and take it to a higher level than where it was when the reforms were initiated in the schools. Based on the analysis of the findings, this research theorizes that teacher professionalism is developed when teachers are provided with both the professional knowledge and skills to improve their capabilities, and opportunities to translate professional knowledge and skills into classroom and school activities to make the most of their capabilities. The research proposes that the strength of these relationships between school reforms and teacher professionalism depends on the dynamism with which the reform managers take teachers through the stage of involving them in developmental process, the stage of initiating professional development programmes and the stage of developing schools into collaborative cultures and establishing networks with the help of enlightened principals and hybrid support structures. Based on this proposition a number of principles have been identified for sustaining and further developing teacher professionalism. The study acknowledges that the process of developing teacher professionalism is complex and that it will be the blend of different elements in the schools, the particular school context and political will that will decide how professionalism can best be fostered in the government primary schools. However, since the principles derived from this research are based on grounded research findings and are also supported by literature and other relevant research in the area of teacher development, they may be applicable to other primary schools where similar reforms are being implemented in Pakistan and other developing countries seeking to address similar problems. Policy makers and large private organizations may benefit from the principles of developing and fostering teacher professionalism.

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13

Tong, Mui-fan. "Teachers' involvement in the implementation of school-based management : a case study in a government primary school /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278278.

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14

Stirling, Margaret. "Conservative Government policy and exclusion from school, 1988-1996." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/66541/.

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This thesis is about the relationship between exclusions from school and market forces in education. Through a series of interviews with groups of practitioners, conducted in a city authority between 1988 and 1996, the research looks at the effect of Conservative Government policy which introduced market force mechanisms into education via a programme of legislative reform; it focuses on the significant relationship between Conservative education policy and changes in the number and nature of school exclusions. The early chapters develop the theoretical argument which the research presents: establishing policy provenance, identifYing themes dominant in policy discourse and describing the legislative mechanisms which carry policy. A short chapter drawing on broader based research, outlines the national picture. Chapter Five introduces the field research, stating the questions addressed by the thesis, explaining and justifYing the research methods employed. The remaining chapters present and discuss the evidence. Drawing on the concerted 'voices' of front line practitioners the evidence shows what is happening to school exclusions. Respondents reveal attitudes that underpin decisions determining the exclusion process, showing which pupils are more likely to be excluded. Relating the evidence to the discursive themes developed in the early chapters the thesis seeks to understand why there has been an increase in exclusions from school with the implementation of Conservative policy. The themes of 'standards' 'choice' and 'diversity' in education, run as strands throughout the thesis. Issues which, when considered in relation to the empirical research which reports on the practical experience of children and young people excluded from school, raise searching questions about the efficacy of policy in the concluding chapter. The research engages both theoretically and empirically with the debate on whether the equitable distribution of educational resources and accessing of opportunities should be primarily desert-based or needs-based. It considers the meaning of school exclusion as a process of marginalisation, showing how disempowerment is invested in the implementation of policy. The thesis shows the standard of education this group of pupils have received and the extent of educational autonomy that these pupils and their parents have been able to exercise, - commenting on the efficacy of the policy of a Government that held power for eighteen years and developed a programme of radical reform that continues to have a profound effect upon all state educated children.

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Montecinos, Bravo Alexis. "Private and government banks : a DSGE approach." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113951.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 25-26).
This paper studies the role of public banks in a Dynamic Stochastic General Equilibrium (DSGE) model with heterogeneous financial intermediaries. In accordance with the empirical literature on the subject, this study shows that the presence of public banks alter the reaction of the aggregate variables to negative shocks relative to standard DSGE models. Namely, the economy is able to recover faster following negative shocks due to the less pro cyclical behavior of government banks. The paper shows that ignoring this dimension of heterogeneity may render misleading assessments and conclusions regarding economic variables like GDP, consumption, investment, labor, etc.
by Alexis Montecinos Bravo.
S.M. in Management Research

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Faulkner, Michael, and mikewood@deakin edu au. "Vision and rationalisation : A study of the school psychology profession within the Victorian Government school system." Deakin University. School of Education, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050719.083810.

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Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.

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Witten, Harm P. "School administrators' beliefs regarding the relationship between school improvements and formal school registration." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/872.

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In 2004, the Government of Western Australia introduced an inspection-type formal school registration process for Non-Government (Independent) Schools, fulfilling the legislative requirement of a new School Education Act of 1999 (Part 4, Sec.159). This formal school registration process featured twelve criteria that are used to evaluate the quality of education. The government claimed that it would ensure a good education for all students in Western Australian, including those students enrolled in Independent Schools. However, very little is known about this formal school registration process, the twelve criteria used in it, or even if school administrators believe that it has helped make improvements at their schools. This study examined a new formal school registration process and investigated the beliefs of School Administrators at Non-Government (Independent) Schools in Western Australia to the relationship between formal school registration and school improvement. It considered those beliefs according to the government’s twelve criteria of formal school registration: (1) Governance; (2) Financial Viability; (3) Enrolment and Attendance; (4) Number of Students; (5) Time Available for Instruction; (6) Staff; (7) School Infrastructure; (8) Curriculum; (9) Student Learning Outcomes; (10) Levels of Care; (11) Management of Disputes and Complaints; and (12) School Compliance with Written Laws. A questionnaire based on these twelve criteria was designed with five items per criterion, each answered in two perspectives (what was expected and what actually happened), and conceptually ordered from easy to hard, making an effective item sample of 120. All 150 primary and secondary non-government schools were invited to participate between 19th March 2011 and 30th November 2011, but only 110 school administrators answered the questionnaire, and only 60 (approximately 56%) completed all twelve parts of the questionnaire. Fourteen School Administrators agreed to participate in one-on-one interviews. Two unidimensional, linear scales were created using Rasch measurement: (1) School Administrators’ Beliefs That Actual School Improvements Were Due to Formal School Registration (48 items); and (2) School Administrators’ Beliefs That Expected School Improvements Would be Due to Formal School Registration (42 items). Items that were easy and hard were identified from the scales. Twenty-four Guttman scales were created: one for each of the twelve registration criteria by actual improvements (12 scales) and by expected improvements (12 scales). Easy and hard items were identified and they supported the Rasch scale results. The measures were analysed against seven independent variables (gender, school size, school type, school location, qualification, age and seniority). The interview data were analysed by the Miles and Huberman method in which themes or issues were created, and supported by the data. The Rasch scales, the Guttman scales, the correlation analysis and the interview data analysis produced many interesting results that are discussed and explained. School Administrators responded positively, as well as negatively, with beliefs that school improvements were due to the formal school registration process. There were differences in School Administrator beliefs in large and small schools, and in remote and metropolitan schools. The influence of school culture on school improvements due to formal school registration was highlighted by the School Administrators in non-government schools. School Administrators and Policy Officers should take note of these results.

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Gribble, Susan J. "Kimberley schools: a search for success." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13529.

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The purpose of this study was to identify the ways government schools in the Kimberley Education District of Western Australia attempted to engender success for their students. Schools in these communities are considered to be in poverty, they are largely populated by indigenous Australians, and situated in geographically isolated locations. It was important to establish the levels of student academic achievement and identify best school and classroom practices that centred on developing students' progress and achievement at school. The study was guided by the general research question: What are the effective ways school communities in the Kimberley work to improve student outcomes? Generating descriptions of best practices that make a geographical isolated school successful for students marginalised in the schooling process, and upon what criteria the success should be measured, were central to this research endeavour. It was critical to distinguish those dimensions of schooling in isolated areas that were malleable in improving the life chances of students. The study relied on an interpretive research methodology using both qualitative data and quantitative approaches to data collection, such as inquiry through conversations, informal and structured interviews, participant and non-participant observations, and the examination of material such as documents and students' work samples, complemented by a confirmatory survey and case studies. Participants in the study included school administration teams, teachers, students and their parents. The study was iterative and followed three distinct phases of development. In the first phase a general picture was gained about the ways in which schools in the Kimberley worked by observing four schools.
The second phase involved developing and administering a study-specific questionnaire to personnel in 14 different schools in the District. This part of the study sought to confirm the interpretive aspects of phase one. In the third phase of the study, a more detailed picture of schools was drawn through a case study approach in five selected schools. Of particular importance in the case study schools was the tracking of a purposive sample of 150 students to assess their reading and writing (including spelling) progress. The results of the student assessments were analysed in terms of the progress students made and interpreted according to the amount of time students attended school. Making judgments about the success of Kimberley schools was an evaluation process in terms of how students performed. The students' performance was linked to the best practices in schools and classrooms that best supported students' learning to ascertain areas where schools could improve their operations. The study has identified challenges associated with school-home relationships, the ways schools and classrooms operate, the ways school plan and implement curriculum, how teachers develop their pedagogies, and the ways students are assessed. In response to teachers who do not fully understand these challenges, many Aboriginal children will choose to continue avoiding school or actively resist engaging in the learning process.
Importantly, at the school level it was found that teachers were best supported in their work when school leaders worked to make everyone's day-to-day classroom work easier, engendered a congenial workplace environment which alleviated some of the personal stresses teachers experienced, ensured school plans went into operation in all classrooms across the school, and created a close link between the school, parents, and the community. At the classroom level in the Kimberley context, calm, stable, and orderly classroom environments are essential to establish. Consistent pedagogy is required across all classrooms within a school but a variety of activities within classrooms is important to accommodate Aboriginal styles of learning. Monitoring the continuity in students' progress as they moved from one year level to the next is imperative. The study showed that there are ways that schools can work for the betterment of students' progress at school but these ways are not universally adopted or implemented. Teachers in the Kimberley schools can learn to understand how to create a good school, how schools can be described as effective and improving, and how they can be termed schools that meet equality and quality ideals. The recommendations made from the study are intended to enable administration teams, teachers, and policy decision makers to make more informed decisions about schooling for geographically isolated students in government schools in the Kimberley region.

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Corzine, Andy Robert 1970. "Accelerating government R&D with private financing." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49776.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2009.
Includes bibliographical references (p. 72-74).
In this thesis, I argue that accelerating government research and development (R&D) with private financing could simultaneously improve the nation's war fighting readiness and economy. I submit that better utilization of United States Department of Defense (DoD) laboratories through alternative acquisition and development strategies can address current inefficiencies. I also suggest that public-private partnerships (PPPs) provide an opportunity to improve the nation's "technological innovation system." For-profit industries have much different business and funding models than the DoD. Entrepreneurial enterprises for bringing new technologies to the market abound. The questions addressed here are two-fold: (1) How can the business models and funding techniques from the private sector be effectively applied to a government organization such as the Naval Weapons and Armaments Center of Excellence (NWA CoE); and (2) Can a generalized and repeatable process in this domain be identified? I present a case for alternative financing for government R&D and I suggest that the NWA CoE is poised to experiment in this realm. I list many benefits of PPPs, but note that motivating Venture Capitalists or other non-traditional investors in government technology development efforts is a critical but challenging factor. I outline specific recommendations that NWA CoE management could implement in the near-term. With respect to a more generalized and repeatable process in the broader government domain, I suggest some long term recommendations.
by Andy R. Corzine.
M.B.A.

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Morrissey, Seamus. "A critical examination of government policy addressing early school leaving." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520776.

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The issue of early school leaving is currently viewed as a particular concern in Galway City, Ireland. Despite national policy and numerous programmes, early school leaving continues to be prevalent. The central focus of this study is to critically examine government policy addressing early school leaving. Through qualitative methodologies, primary data was collected from students, teachers, principals and education personnel. The student voice was viewed as a significant source of data within the study. Thirty-two semi-structured interviews were completed; sixteen of which were with early school leavers. These early school leavers, defined as having left the school system prior to completing the Leaving Certificate, were aged between fourteen and twenty-one. Sixteen professionals, including teachers and principals, working with schools in Galway City were interviewed. The study identifies disaffection and early school leaving as significant issues within the Irish education system. Disaffection, while complex, is identifiable among students through aggressiveb ehaviour,d isrupteda ttendancep, oor relationshipsw ith teachers, lack of interest and non-engagemenint academicp rocesses. The researchp rovides evidence that in some cases the education system, rather than alleviating disaffection, is actively perpetuatingd isaffectionw hich contributest o early schooll eaving. Furthermoret,h rough the implementationo f GroundedT heory, the contextuali ssueso f socio-economicw ithin families and communitiese merged. The researche stablished that current policy aimed at tackling early school leaving is working on the periphery of schools rather than affecting change within schools. The research also highlighted the existence of two original factors which are contributing to the issue of disaffection: 1) Tensiona mong key constituentso f the educations ystema nd 2) A `culpability culture' among those who contribute to disaffection and the issue of early school leaving. Recommendationasr e outlined, including the need for a greatere mphasiso n inclusive policy and practice within the Irish education system.

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Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.

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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.

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

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23

English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16027/1/Rebecca_English_Thesis.pdf.

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Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.

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English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16027/.

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Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.

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25

Gustafsson, Martin Anders. "School production modelling to strengthen government monitoring programmes in developing countries." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2683.

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Thesis (MEcon)--University of Stellenbosch, 2006.
Education production function analysis is widely recognised as one important area of research that needs to inform education policymaking, specifically policy relating to the mix of funded inputs in a schooling system. Arriving at production functions is a complex task, and is fraught with methodological pitfalls. This thesis sets out to establish a framework for undertaking education production function analysis, and in discussing its various elements, including its pitfalls, recommendations for good practice are arrived at. The material analysed is of four types: texts on econometric theory; existing production function analyses; documentation relating to three dataintensive school monitoring programmes, namely Brazil’s SAEB, South Africa’s Systemic Evaluation and the international SACMEQ programme; and lastly data, relating mainly to South Africa, from the 2000 run of SACMEQ. The thesis is organised according what can be regarded as seven key analysis steps. These steps include a focus on the importance of a ‘mental model’, the relative benefits of the one-level regression model and the hierarchical linear model (HLM), and the formulation of actual production functions for South Africa based on the SACMEQ data, using both one-level and HLM models. Key conclusions are, firstly, that the HLM, though still under-developed, offers great analysis potential and, secondly, that production function analyses ought to be translated into budgetary terms in order for them to become fully meaningful to the policymaker.

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26

Naidoo, Purll. "Redefining South African Government School Typologies to Encourage Lifelong Learning Potential." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78529.

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This document serves as a mini dissertation in the professional Master of Architecture degree in the Department of Architecture at the University of Pretoria. It focuses on the educational ecosystem within the context of South Africa, with emphasis placed on the economically distressed environment of Mamelodi East. Mamelodi is a township situated in the north east of the City of Tshwane, Gauteng. Due to the location of the University of Pretoria’s Mamelodi Campus, this area has been a study of investigation for many faculties over the years. The spatial consequences of architecture on the educational ecosystem are questioned, with focus placed on the shift in the learning environment towards lifelong learning. The dissertation deals with this concept from the perspective of the holistic development of a person through the qualitative social activities of learning. Lifelong learning is explored throughout the dissertation from a spatial and non-spatial point of view. The spatial conversation deals with the intersection between architecture and education, whilst the non-spatial conversation advocates for a relationship between a community and its school, as integral in achieving lifelong learning. The study is grounded in a typological understanding of the schooling environment that arises as a result of South African educational policy documents. A critical stance is taken where the resulting school typology is challenged in relation to context. The intention is to redefine the current teacher-centric classroom and corridor typology. It is proposed that the schooling environment should be publicly redefined and serve as a support structure within its context, instead of isolating the educational experience. This is explored through the concepts of building as a boundary and building for pedagogy with the resulting development of a spatial matrix to provide architectural definition to South African educational policy. Tsako Thabo Secondary School was used as a case study school for the application of the matrix principles, however it is intended that these principles could be applied to other schools within similar contexts and typologies to achieve lifelong learning potential. Both the research and design process of the dissertation has been directed through the lens of Participatory Action Research (PAR) involving co-design and spatial agency theories. Particular focus within the co-design process was given to the development of design games as a mediation tool. An intimate use of both analogue and digital design games has been applied throughout.
Mini Dissertation (MArch (Prof))--University of Pretoria, 2020.
Departmental National Research Foundation (NRF) project titled, Stitching the city: From micro-data to macro-views (STINT), aimed at establishing a “transdisciplinary collaboration” to develop a “methodological framework and digital platform for the collection, storage, and sharing of spatial, socio-economic data at a street and precinct level” (Roussou, Brandao, Adelfio & Thuvander 2019). The STINT project was a collaborative effort between the University of Pretoria (UP), South Africa (Departments of Architecture and GeoInformatics) and Chalmers University in Gothenburg, Sweden (Department of Architecture) from 2019 to 2020. In particular, the collaboration was between the Unit for Urban Citizenship (UUC) and the Social Inclusion Studio (SIS) from Chalmers University’s architecture department.
Architecture
MArch (Prof)
Unrestricted

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Lau, Hon-wah. "Factors that motivate teachers in government secondary schools." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890979.

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28

Janiec, Jan David. "Corporate strategy for a newly consolidated government research and development organization." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12690.

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Patrick, Ray V. "Missouri school district reactions to revenue shortfalls /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720554.

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Mungovan, Patrick M. (Patrick Mullahy). "The role of the U.S. Federal Government in the student loan industry." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33550.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.
Includes bibliographical references.
Beginning in the early 1980's, average tuition and fees for higher education institutions in the United States experienced two decades of unprecedented growth. Over the 10-year period ending in 2003-2004, average tuition and fees rose 47 percent at public four-year colleges and universities and 42 percent at private four-year institutions. The growth rate over the preceding decade was even more significant at 54 and 50 percent, respectively. Much of the liquidity required by students and families to fund the cost of higher education has been supplied by the SLM Corporation, also known as Sallie Mae. Founded in 1972 as a Government Sponsored Enterprise (GSE), Sallie Mae is the nation's largest source of funding for higher education loans. Like other GSE's, Sallie Mae has been accorded a series of benefits which it has used to great benefit. Objective: This thesis: 1) Discusses the history of the student loan industry, including origins and significant events in its development 2) Examines the financial relationship between the federal government, Sallie Mae, institutions of higher education, and students 3) Evaluates the role of the federal government in the student loan industry and proposes alternative models In light of the social, economic, and political benefits affiliated with higher education, potential obstacles such as accessibility and affordability are critical considerations. As a significant funding mechanism, the student loan industry directly impacts these issues and therefore plays a critical role in the current and future welfare of society.
by Patrick M. Mungovan.
M.B.A.

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Hughes, D. "Teaching singing in Sydney government schools." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/36654.

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Thesis (Ph.D) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

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32

Hoyme, David, and Joseph Farias-Eisner. "Turning around investment banks during the financial crisis : surviving apart from government bailouts." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99047.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references.
The principal topic of this paper addresses optimal turnaround strategies that businesses employ to reengineer value during times of financial distress. The scope of the paper focuses on investment banks during the financial crisis, which, according to the National Bureau of Economic Research, began in December 2007 and ended in June 2009. During that time, the world's financial system faltered and many banks and lending agencies across the globe faced turmoil. Governments were forced to step in to mitigate the disaster and to ensure that the largest businesses across industries did not cause a total collapse of the world economy. Amongst the largest investment banks some failed or were acquired and some survived the crisis. In this paper, we set out to answer the question: what turnaround strategies did investment banks employ to survive the financial crisis apart from taking government bailout money and restructuring legally? To answer this question we performed three levels of analysis: 1) researched the most effective turnaround 'levers' found through empirical academic studies; 2) researched accepted best practices from turnaround management firms; 3) interviewed numerous investment bankers, academics, and other financial industry professionals about their experiences during the crisis. Research and interviews revealed that one bank in particular, Goldman Sachs, took three steps that align with 'levers' found to be statistically significant in turning around financially distressed firms. It, 1) identified the root cause of the problem before taking a course of action; 2) took a growth oriented, strategic view and invested significant resources and time to ensure long term success; 3) communicated to clients and employees effectively and frequently about the short-term realities and its long-term commitments. We conclude that, while there are effective steps any business manager can take to turnaround a firm from financial distress, there is no set formula. The levers themselves are conceptually simple but difficult to execute in stressful and uncertain circumstances. Successful turnarounds arise when organizations execute prudent plans efficiently. Execution is efficient when organizations are able to unveil a problem at its core, adapt with the right sustainable solution, and unify individuals within an organization over a short time frame.
by David Hoyme and Joseph Farias-Eisner.
M.B.A.

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İskender, Gökhan. "Turkish e-Government transformation : a country analysis based on efforts, problems and solutions." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/72650.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 67-75).
This study analyzes the e-Government transformation in Turkey by presenting a detailed history of efforts between 1990 and 2011. The first chapter of this study presents the focus of the research as an introduction to the subject while the second chapter summarizes the important governmental and institutional developments experienced in the analyzed time frame. The third chapter focuses on evaluating the success of transformation by using data obtained from local sources while the fourth one does the same thing by using data obtained from international benchmark studies. The fifth chapter identifies the problems associated with effectively realizing the e-Government transformation by merging the results of previous analyses with the results of other studies in the literature, and the sixth one proposes solutions to these problems by discussing possible alternatives for each of them considering the problem domain and the current capabilities of the Turkish governmental system. The last chapter before the conclusion presents the developments in two countries which have been applying totally different approaches but successfully realizing an e-Government transformation. The study ends with the conclusion that Turkey should have a well-defined long term strategy and a long term transformation plan developed and implemented by a central authority. However it also emphasizes that all of the other proposed solutions except the existence of a long term strategy and a transformation plan are unique to Turkey similar to those in the countries presented in the previous examples.
by Gökhan İskender.
S.M.

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34

Iskander, Natasha N. (Natasha Nefertiti) 1972. "Innovating government : migration, development and the state in Morocco and Mexico, 1963-2005." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34146.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2006.
Includes bibliographical references (p. 421-448).
Mexico and Morocco have some of the longest standing and most advanced policies linking the emigration of their low-skilled workers to their national and sub-national economic development. In my dissertation, I examine the processes through which the governments of both countries designed the migration and development policies now being emulated by sending countries around the world as models of "best practice." Based on multi-sited longitudinal case studies of the main migration and development policies deployed by both countries, I follow current policy instruments back through their earlier - including failed -- iterations as well as through the multiple geographic and national spaces in both migration sending and receiving areas where those policies were implemented. I argue that Moroccan and Mexican processes of migration and development policy elaboration suggest a need to re-consider the purchase of current models of policy formulation. Most representations of policy design depict a process best described as analytic. Policy makers analyze a problem, identify solutions, and then evaluate their effectiveness. However, the Moroccan and Mexican experiences with crafting migration and development policy, with all of their messy indeterminacy, illustrate a process that was essentially interpretive in character.
(cont.) Policy makers were acting in social and economic contexts that were constantly shifting, that were incessantly being remolded by massive migration patters - and that were, as a result, unintelligible to policy makers and extremely resistant to straightforward analysis. Policy makers engaged migrant and migration communities in interpretative processes through which they generated new meanings, constructed new identities, and forged new relationships, in an effort to make sense of the mutable field in which they endeavored to act. Those insights and connections served as the basis for the new institutions that would come to be regarded as major policy breakthroughs. The institutions provided structures through which the state, migrants, and their communities could re-envision local and national development in an on-going manner and could generate new conceptual and institutional innovations. Stated differently, they built institutional spaces for continuous state learning and innovation.
by Natasha N. Iskander.
Ph.D.

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Liu, Pak-lin, and 廖柏年. "An evaluative study of the performance appraisal system in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959027.

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Wigginton, Erin O'Donnell. "The Choices and Uses of Technological Tools in High School Government Classes." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29493.

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The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools. There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes. Additionally, most studies that examine the use of technological tools in the social studies classroom have either investigated the use of non-digital tools specifically or the use of digital tools specifically. Few studies combine how social studies teachers use both non-digital and digital tools in their instruction. My goal was to shift the gaze and include the swirl of influences shaping U.S. Government teachers' decision-making process as when both types of technological tools are used with their classes. This study has its antecedents in my desire to examine Technological Pedagogical Content Knowledge, TPCK. TPCK is a theoretical framework that posits that technological knowledge, pedagogical knowledge, and content knowledge are the key elements to understand teachersâ instructional choices. The findings in this study indicate that while TPCK can offer teachers a framework to help begin to understand knowledge bases one could consider when planning class instruction, it falls short of providing the complete picture necessary to describe teacher decisions.
Ph. D.

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David, Veronica Anne, and n/a. ""A gleam in the eye..." : An investigation : self-esteem of high school teachers in the Australian Capital Territory (ACT) Government Schools." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060704.120747.

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This study attempted to investigate the self-esteem of high school teachers in the Australian Capital Territory (ACT). Its purpose was to measure the self-esteem of high school teachers in the ACT, identify perceptions of life-stage factors that might contribute to teachers' self-esteem and to identify teachers' perceptions of job-related factors that contribute to their self-esteem. The sample consisted of 219 teachers (94 male, 124 female, one of unidentified sex) in 12 of the 17 high schools in the ACT. A questionnaire based on that used by Swafford Jolley (1985) was used. It consisted of 4 parts - Part 1 demographic data, Part 2a Barksdale Self-Esteem Index No. 69, Part 2b Life-stage Characteristics, Part 3 Job-related characteristics, Part 4 - three related questions for open responses. Data were analysed using the SPSSX data recording and analysis system (Norusis 1983). Means and differences between means were computed to establish discrepancies. Pearson product moment correlations were employed. Multiple linear regression analyses were used to isolate the best predictors of self-esteem from among the 34 work-related factors. A rank discrepancy index of affect on self-esteem was also computed. Findings show that eighty per cent of the teachers may be hindered by low self-esteem. There is no difference between male and female average age (39) nor between the male and female average self-esteem index (62.2). Younger teachers were found to be just as likely to have low self-esteem as older teachers. The factors which most affect teacher self-esteem and which are closest to the ideal were found to be feelings of competency as a teacher, pride in one's work, establishment of specific personal goals and the opportunity to determine one's own teaching methods. The factors with the greatest discrepancies were found to be the opportunity to advance professionally, positive representation by the media and prestige of the teaching profession. It was concluded that in no one area are the self-esteem needs of high school teachers in the Australian Capital Territory being adequately met. Responsibility lies with the individuals themselves and with the ACT Schools Authority to work out joint ways of enhancing teacher self-esteem and development. It is argued that this cannot be left to chance by the organisation but must be planned for as a matter of urgency. Recognition of the individual is seen as the key in any such planning but organisational objectives also need to be considered.

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Stewart, Douglas J. "School principals and the law: A study of the legal knowledge needed and held by principals in government schools in Queensland." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36533/1/36533_Digitised%20Thesis.pdf.

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This study was concerned with an aspect of the professional knowledge needed by principals to meet the demands that an increasing number of managerial tasks requiring specialist understandings are making of them. In this regard an emergent area of concern to principals is that associated with the considerable volume of legislative, common and criminal law which they are involved with in the management of their schools. Overall the findings indicate that the claims concerning the legalisation of education in Australian schools is well founded and that, as a consequence, there are a number of implications that can be drawn for education authorities and for school practitioners as well as for future research. In particular, the findings may be of value in the current efforts by the Queensland Department of Education Centre for Leadership Excellence to identify areas of professional knowledge appropriate for the induction and ongoing training of new principals. It is hoped, also, that the findings might have considerable importance for school administration and management in that legal risk strategies should ideally be reflected in a range of school policies and practices. The study concludes with a number of suggestions emanating from the findings concerning possibilities for further research which would add to the conclusions reached here.

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39

Sollorz, Peter Lawrence. "The history of computer use in senior school mathematics teaching in the government school system of New South Wales: 1971 – 1992." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/2016.

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In Australia, there is a paucity of information regarding the introduction of computers into school education, especially school mathematics education, in particular for NSW. This thesis studies the history of computers in education in NSW, from its beginning in 1971, to when communications technology became influential in both society and government policy in 1992. This study uses a historical method, integrated with quantitative and qualitative variables, combined with a grounded theory approach.

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40

Tomasulo, Gary L. Jr. "Evolution of interagency cooperation in the United States Government : the Maritime Operational Threat Response Plan." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59157.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 71-74).
Following the September 11, 2001 terrorist attacks, there was concern among maritime security experts that terrorist or criminal organizations that wanted to do harm to the United States could exploit gaps that existed between the various government agencies responsible for maritime security. These gaps resulted from a lack of clear roles and responsibilities between the agencies where no one organization could easily be identified as having the lead over the other agencies across the range of maritime threat response actions. The Maritime Operational Threat Response (MOTR) Plan, the topic of this thesis, is an attempt to close the gaps by providing an effective framework to coordinate and utilize the unparalleled capabilities of the U.S. Government and enhance the security of the American public. The MOTR Plan is a Federal interagency process to achieve coordinated action and desired national outcomes. Before the creation of the MOTR Plan there was no formal interagency process to address the broad spectrum of maritime threats. The Presidential Directive (PD-27) Process was used in a limited number of cases, but lacked detailed guidance and a clear framework to coordinate interagency planning and response operations. Since its implementation in October 2005, the MOTR Plan has been successfully employed for hundreds of routine maritime threats and a number of low-frequency/high risk threats. These cases include drug and migrant interdiction, fisheries violations, bomb threats, radiation/nuclear alarm resolution, and piracy. Senior government leaders have heralded the MOTR Plan as a model plan for interagency coordination and cooperation. This thesis focuses on the MOTR Plan and whether it is effective at providing a framework and process to coordinate and leverage the authorities, competencies, and capabilities of the federal government agencies responsible for maritime security. The thesis also provides contextual information, including the importance and complexities of the maritime domain, the primary types of threats that the United States faces in the maritime domain, and the maritime security capabilities that it has to address them. The thesis also discusses maritime security interagency coordination before the MOTR Plan, focusing on the PD-27 Process, and the inadequacies of this process.
by Gary L. Tomasulo Jr.
M.B.A.

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41

Williamson, Jeffrey Carroll. "Employee retention in the Federal Government : a case study of the United States Postal Service." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/72852.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 115-117).
Following the worst financial crisis since the great depression, the United States has experienced three consecutive years of unemployment above 8%. The current economic situation has pushed the economy to the forefront of the 2012 Presidential election. At the heart this partisan economic debate is the issue regarding the size of the Federal Government. The objective of this thesis is not to debate the politics of how big the Federal Government should or should not be. I merely point to the current economic situation and the partisan debate because I believe they are masking a potential issue which will impact the efficiency and quality of the services provided by the Federal Government - the issue of employee retention. Specifically, this thesis focuses on the voluntary turnover of top performing talent. Regardless of one's beliefs regarding the size the Federal Government or what role it should play, it is hard to debate the need to employ talented, productive, and innovative leaders within the government. In this regard, the Federal Government is no different than any private business. As the world shrinks and technology rapidly changes how we live and work, the demands of managing a business or running a government have become increasingly complex. This thesis uses the United States Postal Service (USPS) as a case study to illustrate some of the employee retention challenges facing the Federal Government and how the agency has implemented policies and strategies to improve its ability to retain employees. During this difficult time in its history, it is increasingly important to attract and retain talented employees. The USPS is now facing financial uncertainty, a rapidly changing marketplace, and intense competition from the private sector for its top talent. This thesis will attempt to reconcile these and many other factors impacting turnover in the USPS and highlight what USPS is doing and recommend potential actions to improve employee retention.
by Jeffrey Carroll Williamson.
S.M.

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42

Lau, Hon-wah, and 劉漢華. "Factors that motivate teachers in government secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956105.

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43

Birmingham, Matthew J. "Federalism and spheres of justice: The role of religion in Australian government schools." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/96479/1/Matthew_Birmingham_Thesis.pdf.

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This thesis examines the role of religion in Australian government schools. Drawing on analysis of frameworks for religion in curriculum and as instruction, and informed by the case of the National School Chaplaincy Program, the research considers how the issue is determined at the state and territory level and, in some cases, by school communities. The thesis found that discourse taking place in the context of contemporary Australian federal arrangements for government schooling gives rise to communities of interest existing at different levels which determine the reach of religion in this public space, as considered appropriate to their needs.

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44

To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.

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45

Daniels, Carol. "Teachers' learning: Experiences of professional learning in a West Australian government secondary school." Thesis, Daniels, Carol (2011) Teachers' learning: Experiences of professional learning in a West Australian government secondary school. Masters by Research thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/5797/.

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The purpose of this research is to explore teachers’ perceptions of professional learning. For the purposes of this study the terms professional learning and professional development are synonymous. They go hand in hand in describing the processes that occur which include deliberate learning activities undertaken by individual teachers or groups of teachers to improve policy, curriculum or their own professional knowledge and skills with a view to improving the learning outcomes of students. This study aims to reveal that professional learning of teachers is a process of continuing personal and professional growth. This study reviews a professional learning module offered by the West Australian Department of Education in 2005 in terms of its relevance to teachers; its effectiveness; its usefulness to teachers’ professional practice and its impact on teachers’ personal and their professional lives. The study was conducted in a metropolitan West Australian Government Secondary School. The findings of this study seek to add to the existing body of knowledge surrounding professional learning of teachers in particular to the knowledge surrounding the ‘traditional’ approach to professional development and in particular, professional development offered by the Department of Education.

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46

Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.

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The study described in this report attempted to investigate the area of classroom discipline in the primary school. In particular the objectives were to ascertain the factors which influences teachers' knowledge of discipline procedures and the factors which influence teachers' implementation of discipline procedures. The study first examined discipline policies and practices in Australian schools generally and in Australian Capital Territory government schools in particular. A review of the literature indicated that the area of discipline in the classroom is one which seems to be increasingly important in the range of presage variables under investigation by researchers. Information was obtained from sixty completed questionnaires from primary teachers in eight primary schools. Respondents indicated that they taught over the full range of primary school years/grades. Results suggested that senior management in the schools appeared to have a relatively unimportant role in influencing classroom teachers' discipline programmes. The results indicated that the in-school influences which were perceived as the most influential on both teachers' knowledge of discipline procedures and on teachers' current discipline procedures were a) those connected with pupils and b) factors about the personal preference of teachers. The out-of-school influences which were perceived as the most influential on both teachers' knowledge of discipline and on teachers' current discipline procedures were a) those connected with professional development and b) factors about the intuitions and reactions of teachers. Results in general suggested that some primary teachers may be depending or) outdated information regarding school and classroom discipline programmes. These findings could have important ramifications for teacher training agencies regarding the allocation of resources to the area of school discipline programmes.

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47

Chiang, Jerry Kao. "Reducing government proposal procurement process complexity." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90774.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 73).
US Aerospace Defense Vehicle Manufacturer (UADVM) sells Assembled Complex Equipment to the US Government through multi-year contracts. According to the Truth in Negotiations Act (TINA), such government defense contracts require cost and pricing data as well as supporting documentation, known as material substantiation, to justify pricing and supplier selection. In order to comply with these government regulations, UADVM needed to estimate material costs provided by its supply chain, in a process known as multi-year procurement process. At UADVM, this process involved substantial time, effort, and rework. Through interviews and surveys, total administrative effort to manage the Multi-Year X (MYX) Procurement Process is estimated to be about 41 full-time equivalents (FTEs) per year for three years, translating to an estimated fully loaded cost of $17.3 million. In order to significantly improve the current process, a key area of opportunity is to reduce the complexity of the entire process through 1) reducing the number of inputs, including the number of parts and bids sent out as well as suppliers and price points solicited, and 2) improving the design of the bid strategy, the determination of which parts are bid out to which suppliers, how to group these suppliers and parts into bids, and who should manage these bids in the most efficient and effective manner. Through the analysis of UADVM's MYX data, input reduction can potentially reduce the number of price points solicited by 99.2% and the number of interactions, also known as the number of unique combinations between parts, bids, and suppliers, by approximately 94%. These efforts can be complemented by an improved bid strategy through the use of a data-driven mixed integer linear programming optimization model, which, in tests on a sub-portion of the data, reduces the number of packages by 43%. These methods and analyses for complexity reduction can be generalized beyond current applications at UADVM, aerospace companies, and government proposals; they may be applied to any procurement process where multiple parts, suppliers, and bids are involved.
by Jerry Kao Chiang.
M.B.A.
S.M.

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48

Andersson, Lina, and Hanna H. Croneman. "En likvärdig skola för alla?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31897.

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In this essay we discuss how the decentralisation of the Swedish school system affects the concept of “equal opportunity school”. We investigate the development from both a historical and contemporary perspective, in order to identify changes over time. The central question of the essay is how the decentralisation of the school system affects the teacher’s perspective and experiences of the government’s framework about “equal opportunity school”? The analysis is based on four qualitative, semi structured, direct interviews with respondents both active in municipal schools situated in the Malmö council and with more than thirty years of experience in their profession.Our analysis of the interviews show that both respondents experience the overall situation in the schools has deteriorated from an equal opportunity aspect since the decentralisation of the school system. We discuss the individual pupil’s situation from Bourdieu’s concept, habitus and how it affects the pupil’s experiences and behaviour in school and also how the school contributes to shape the pupil’s habitus. Furthermore we argue that the new form of evaluation has affected the quality of the school system and that it has increased the public tension regarding public schools. The final result of the essay is that the Swedish school system does not provide an “equal opportunity school” and that it has become more segregated after the decentralisation process. According to the results of the essay the school system may once again be reformed from a municipal towards a private system. The rift between the municipal schools and the private schools appear to widen and since it hitherto has been harder to evaluate the private schools it is not unlikely that the standard of an “equal opportunity school” disappears in the future and that the school policy framework has to be revised.

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Sehuhula-Mooketsi, Bojelo. "An analysis of school library use in Government Aided Community Junior Secondary Schools in Gaborone city and the Southern district in Botswana." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10803.

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Bibliography: leaves 106-110.
School libraries can have a significant impact on students' academic performance and the quality of learning. This thesis explores the factors surrounding school library use or non-use of school libraries in Government Aided Community Junior Secondary Schools (GACJSS) in Botswana. Background information pertaining to the quality of teaching and learning in GACJSS in Botswana is provided, highlighting policy statements towards the improvement of the quality of learning.

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Lam, Wai-man, and 林惠敏. "A study of resource allocation and utilization in school education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38597858.

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Dissertations / Theses on the topic 'School: School of Government'

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