Dissertations / Theses on the topic 'Secondary schools'
To see the other types of publications on this topic, follow the link: Secondary schools.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Secondary schools.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Doubt, Lorna C. "A secondary guy, physically disabled teenagers in secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22300.pdf.
Full text
2
Leung, Sau-kuen. "Organizational climate in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605088.
Full text
3
Yeo, Kei Choo Patricia. "Communication in Singapore secondary schools." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30835.
Full textAbstract:
This study sought to gain some insights into the communication system in Singapore secondary schools, particularly the so-called 'neighbourhood schools', larger in number than the independent or the autonomous schools. The dearth of research on communication in Singapore schools makes it timely for this study to be undertaken, with electronic communication or e-mail, as a communication tool. This is probably the result of, among other factors, the implementation of the IT Masterplan in Education (Teo, 1997), and the concept of Thinking School, Learning Nation (TSLN, 1997), both national initiatives, which have shaped the communication process in schools, with attendant influences such as school organisation, communication climate and school culture (Refer to Table 7, p. 125). In this study, both quantitative and qualitative data were collected. 152 self-reporting questionnaires, (Appendix B), each with an introductory letter explaining the purpose and scope of the survey, were sent to teachers of three secondary schools. The principals consented to the administration of the questionnaire in their schools. Of these, 117 questionnaires were returned. However, two were incomplete, and thus, invalid. Findings were based on the responses in the remaining 115 questionnaires, which constituted 75.66% of the questionnaires sent out. The Statistical Package for the Social Sciences, SPSS, was used to generate the statistical tables, for frequency, correlations and, Analysis of Variance, ANOVA. The Cronbach alpha on the 185 items in the questionnaire was 0.97 and, for the standardized items, the reliability was 0.96. Qualitative data was gathered by means of person-to-person interviews, based on the Interview Schedule (Appendix C). Teachers' responses served as corroboration of the quantitative data gathered from the survey, and enhanced the research study on the communication climate in their schools. They also highlight how the national policy above has shaped, not only the culture, covered in the survey, but also the climate in which sharing and transfer of information take place, amidst a hierarchical organisational structure, with its authority vested mainly in the Principals and Vice-Principals. Grounded in this set-up is a highly work-oriented cultural ethos, envisioned with the ultimate 'value-addedness' in the performance of the pupils. Such is the communication climate and culture that information flows mainly downwards. Hence, message content would inherently be directives from school management - the Principals, Vice-Principals and the HODs to the teaching staff. Also highlighted was the use of the e-mail as a communication medium. While the younger teachers are computer-literate, the more senior experienced teachers voiced their concerns with IT-phobia, and see IT as a hindrance to communication. Organisational structure and IT-phobia are both issues to be managed for improvements to the communication process in Singapore schools.
4
Earle, Donald Maurice. "Art examination in secondary schools." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019626/.
Full text
5
Mophosho, Eunice Dorah. "Workload allocation in secondary schools." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45880.
Full textAbstract:
The purpose of this study was to explore workload allocation, what informed workload
allocation in secondary schools and analyse documents relevant to educator workload.
A qualitative interpretive approach using a case study as a research design was used to
complete the study. Sixteen educators which consist of 6 heads of departments,
principal and 9 post level one educators were purposively sampled and interviewed
from different types of schools( rural, township and former model C schools).
The findings of the study suggested that, workload in the secondary schools under
study was allocated in a transparent and flexible manner. Educators were consulted and
their inputs were regarded imperative in decision making. Further, it was found that
experience, specialisation and qualifications informed workload allocation in schools.
During the analysis of data, themes such as educator reputation meaning their
competence, learner results and commitment emerged as factors that also informed
workload allocation in schools. Allocators considered factors like the number of
subjects, number of preparations and number of classes but ignored the number of
learners in classes when allocating work in schools. Therefore, the differences in terms
of number of learners would mean there was no equity in allocation of educators
because the number of learners affected marking of assessments, feedback to learner,
reaching gifted and not gifted learners, discipline in classrooms, timeous submissions of
marks, and regular control of learner books.
Majority of educators were allocated teaching time below the requirements as stipulated
in the Personnel Administration Measures (PAM) Government Gazette No. 24948 dated
21 February 2003. Therefore workload of most educators was manageable. The
majority of post level one educators were allocated teaching time below 85%. Only one
post level one educator from school A and B was allocated within the stipulated
teaching time as expected by the department and most educators were allocated below.
From the allocation of school C only 3 post level one educators out of a maximum of
twenty five paid by the government were allocated within the stipulated time. Allocation
changed throughout the year because promotions and redeployment of educators were
done at any time during the year.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
Unrestricted
6
O'Hara, J. Martin (John Martin) 1922. "Student attitude towards school in Quebec English secondary schools." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55623.
Full text
7
Wong, Ming-hau Anthony, and 黃明孝. "Collaborative management in school discipline in some secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957547.
Full text
8
Smith, Edwin Francis. "Pupil composition and school ethos in four secondary schools." Thesis, University of Warwick, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403227.
Full text
9
Olusegun, Rachael Adebola. "Managing family-school partnerships in Gauteng secondary township schools." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80499.
Full textAbstract:
This study aimed to investigate how township secondary schools manage the family-school partnership for purposes of enhancing the quality of teaching and learning in township schools. A literature search on related subjects was followed by an empirical study to address the study aim. A qualitative research approach, adopting a case study design, was used to investigate the perspectives and experiences of stakeholders in this key partnership (principals, teachers, and parents) and to examine the strategies the schools employed to manage it, the challenges they encountered in the process and the solutions they employed. Two principals, two deputy principals, seven parents and ten teachers from two township secondary schools in the Tshwane West District (Gauteng Department of Education (GDE)) took part in the research process. The study findings indicate that, despite the disadvantaged circumstances of township schools, it was possible to effectively manage successful family-school partnerships in these schools, provided that all major stakeholders (principals, teachers, and parents) were committed to the process. The study furthermore shows that an effective family-school partnership in township secondary schools depended largely on the ability of the school management team to create and facilitate initiatives that promote effective family-school partnerships. It was, however, also evident from the study findings that even the commitment of all stakeholders to the family-school partnership could not always overcome the challenges posed to an effective partnership. Pro-active engagement by the stakeholders was encouraged to overcome the problems that challenged the family-school partnership. Since lack of cooperation from parents appeared to be main cause of these challenges, it was imperative for the schools to find more creative ways of attracting parents to the school environment. Schools need to collaborate with those parents who are already actively involved and brainstorm with them on strategies for reaching non-involved parents and drawing them into the partnership too. Schools should also consider organising platforms to educate parents on rules of engagement with the school over their children. The findings of my study further revealed a lack of formal policy on the partnership between school and family. Education policymakers therefore need to consider the formulation of a clear policy on the family-school partnership that will serve as a toolkit for schools in their engagement with families about the education of their children. Moreover, since I found that most parents were unable to assist their children with schoolwork at home, due to the ambiguity of the curriculum. Policymakers should consider introducing a curriculum handbook for parents on each subject and design it in such a simplified format that any average parent can relate with the content.Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
10
Lee, Mo-lan Monica. "Graduate profile and employer's expectations : case study of a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777630.
Full text
11
Seeli, F. D., and A. M. Rambuda. "MANAGING INEFFECTIVE SECONDARY SCHOOLS AT LEJWELEPUTSWA DISTRICT IN THE FREE STATE PROVINCE." Interim : Interdisciplinary Journal, Vol 13, Issue 1: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/283.
Full textAbstract:
Published ArticleThis study reports the findings of the masters studies on management styles that are adopted in effective secondary schools and examined how the effect of participative management styles could positively change the status of ineffective secondary schools. Two hundred educators and five school principals were sampled for the study. Questionnaires and semi-structured interviews were used to collect the data for the study. The respondents argued that their school principals adopted democratic, transformational, situational, and behavioural styles of management. They further believed that the adoption of participative management styles would positively change the status of ineffective secondary schools. They argued that by adopting democratic, transformational, situational and behavioural styles of management will encourage educators to: i) develop effective teaching and learning in their classrooms as they will be highly motivated; ii) adopt participative teaching methods that encourage learners to take part in classroom activities with confidence; and, iii) adopt team teaching which contributes to better performance in the classroom.
12
Alkrdem, Mofareh. "School-based instructional supervision in Saudi Arabian public secondary schools." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2335/.
Full textAbstract:
This study was concerned with the lack of information regarding school- based instructional supervision practices in Saudi Arabian public secondary schools, with specific attention paid to the perceptions of instructional supervision held by teachers. Therefore, the main aim of this study was to examine what secondary teachers perceive as effective instructional supervision and to examine the current state of school-based instructional supervisory practices and procedures in Saudi Arabian public secondary schools from the perceptions of headteachers, teachers, and district education officers. Specific research questions focused on the respondents' perceptions of and preferences for the focuses and practices of school-based instructional supervision, supervisory personnel, staff development programmes relevant to instructional supervision, and desired changes for improvement supervision practices. A survey design was utilised for this study. Data for the study were collected through questionnaires and interviews. The questionnaires were completed by 272 teachers and in-depth interviews were conducted with 33 participants (18 teachers, 10 headteachers, and 5 district education officers), thus yielding a total of 305 participants. The findings reveal supervision practices were marred by questionable practices associated with victimisation, intimidation, inconsistency, confusion, and biases. The supervisors lacked the necessary supervisory skills, were not serious about their supervisory roles, and, consequently, they were not taken seriously by teachers. In addition, the findings of this study indicate that instructional supervision are characterised by conflicting role expectations that cause stress and mistrust for teachers and instructional supervisors and that the development of clearly written policies on instructional supervision is an area needing the greatest attention. Among the proposed changes for the improvement of supervision practices, based on the findings of the study, were (a) encouraging supervisors to be objective and teacher-friendly; (b) encouraging headteachers to take the leading role in school-based supervision by developing interest in supervision, allowing themselves to be supervised by other members of the teaching staff, and getting involved in classroom teaching to become acquainted with ongoing classroom events; (c) providing appropriate rewards and incentives to teachers who receive good supervisory reports or take initiatives to facilitate their professional learning; and (d) fostering collaboration and teamwork among teachers and instructional supervisors.
13
Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.
Full textAbstract:
Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.
14
Kim, Seungyon, and Seongbin Park. "Teaching NP completeness in secondary schools." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6447/.
Full textAbstract:
In this paper, we show how the theory of NP completeness can be introduced to students in secondary schools. The motivation of this research is that although there are difficult issues that require technical backgrounds, students are already familiar with demanding computational problems through games such as Sudoku or Tetris. Our intention is to bring together important concepts in the theory of NP completeness in such a way that students in secondary schools can easily understand them. This is part of our ongoing research about how to teach fundamental issues in Computer Science in secondary schools. We discuss what needs to be taught in which sequence in order to introduce ideas behind NP completeness to students without technical backgrounds.
15
Alsaif, A. S. "Islamic Education in Saudi Secondary Schools." Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498390.
Full text
16
Hall, Kenneth Grant Matthews. "Corporate identity in state secondary schools." Thesis, University of Liverpool, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284147.
Full text
17
Haynes, Michelle Daphne. "Jewish women teachers in secondary schools." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.
Full text
18
Zindi, Fred. "Assessment procedures in Zimbabwe's secondary schools." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10020170/.
Full textAbstract:
After consideration of a variety of psychometric theories by psychologists in developed countries, assessment techniques being employed in Zimbabwe's secondary schools were investigated. The views of teachers and heads of departments on present assessment practice were appealed to as possible bases for the development of an alternative. Assessment system more appl1cable to Zimbabwe. The sample, drawn from five. Education·provinces·of Zimbabwe - Mashonaland, Manicaland, Matabeleland, Midlands and Masvingo - consisted of 100 school heads and heads of departments and 334 teachers from Group A, Group B and rural secondary schools. (Group A schools are the former Europeans only-schools situated in the former Europeans-only suburbs, while Group B schools are Africans-only schools situated in urban high-density areas) The research was organised in three phases: (1) interviews and questionnaires to heads and teachers in 48 secondary schools selected through the use of stratified random sampling methods in order to determine existing assessment practice in schools; (11) a training and evaluation programme for teachers and heads in schools identified as showing poor practice; and (111) another survey in both 'good practice' and 'bad practice' schools to establish present think1ng and attitudes towards psychometric testing with a view to disseminating useful information to other schools. Analysts of the first set of questionnaires revealed that: (i) there was no significant difference in assessment practice between Group A and Group·B schools; (ii) a significant difference·existed between Urban (Group A and Group B) schools and Rural schools; (iii) both Urban and Rural schools had a large proportion of teachers who lacked knowledge of test-scoring techniques and the use of statistics; and (iv) the majority of teachers in Zimbabwe's secondary schools were in favour of improved methods of assessment based on psychometric procedures and more relevant to the needs of Zimbabwe. Analysis of the training programme which was implemented among 100 school heads and heads of departments and teachers from those schools identified as requiring more information on psychometric techniques revealed that most teachers benefited from such an exercise and that they felt that it ought to be implemented in all secondary schools in Zimbabwe. The final survey revealed that teachers on the whole were in favour of psychometr1c testing. However the survey also revealed that a small number of teachers preferred other techniques wh1ch were not necessarily psychometric. The thesis cons1sts of eight chapters. Chapter 1 gives the introduction and the research problem. Chapter 2 is concerned with the background to Zimbabwe's education system, while Chapter 3 looks at examination systems in other countries. In Chapter 4 the theoretical basis for the present study and literature review are given. Chapters 5, 6 and 7 deal with the present study and the results. The final chapter concentrates on the issues, findings, implications and conclusions of this research.
19
Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.
Full textAbstract:
The purpose of this research report is to investigate how Entrepreneurship is being taught in the classroom of secondary schools and to see if there is a vast difference between how it is taught across the income spectrum of the students.The research used a qualitative methodological approach. Questionnaires were sent out to respondents selected by the researcher (convenient sample). Then there was a follow-up in-depth interview with all the respondents. The respondents are all teachers who currently teach entrepreneurship at secondary schools and were divided into three groups depending on the school they teach at. There is the private school, the Model C School and the public school.The research revealed that there are vast differences in the way entrepreneurship is taught between the schools. Private schools have a large component of ‘beyond the classroom’. These include company visits, guest lecturers on entrepreneurial exercises. Model C Schools were very limited with the ‘odd’ guest lecturer and ‘fund raising’ poject. Public schools have no practical component to entrepreneurship what so ever. All the previous research suggests that a practical component to teaching entrepreneurship is vital. This research high-light’s that entrepreneurial education is seriously lacking at secondary school level in that a practical component seems to be missing.This research report looked at different schools to see if there was possibly a model that could be replicated across secondary schools that could bring in a practical element to teaching entrepreneurship. A model was found called, ‘R10 in ten days’. Students are placed in pairs and given R10 on a Wednesday. The following Friday they return the R10 and profit. They pay 20% to the school and keep the rest. This is a model that can be implemented in every school. Furthermore it creates a culture of ‘entrepreneurship’. Parents, relatives and friends get involved. A culture that encourages entrepreneurs is far more successful than one that doesn’t.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
20
Acayo, Penina Christine. "Design Education for Ugandan Secondary Schools." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364638399.
Full text
21
Mohlakwana, Mokgadi Agnes Ursula. "Managing transformation in Gauteng secondary schools." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08082008-175204/.
Full text
22
Puteh, Sharifah Nor. "The development and implementation of the integrated curriculum for secondary school (KBSM) in Malaysian secondary schools." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357628.
Full text
23
Fok, Fung-yee. "A study of bullies in a secondary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752406.
Full text
24
Leung, Sau-kuen, and 梁秀娟. "Organizational climate in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958801.
Full text
25
Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.
Full text
26
Björkman, Conny. "Internal capacities for school improvement : principals' views in Swedish secondary schools /." Umeå : Pedagogiska institutionen, Umeå Universitet, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018653247&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Full text
27
Björkman, Conny. "Internal capacities for school improvement : Principals' views in Swedish secondary schools." Doctoral thesis, Umeå universitet, Pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1921.
Full textAbstract:
The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´.
28
Underhill, Jodie. "Musical participation and school diversity : an ethnography of six secondary schools." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2239/.
Full textAbstract:
Previous research has explored children’s musical participation in relation to motivation, instrumental lessons, extracurricular activities and the historically low uptake of GCSE and A Level music. This ethnographic study set out to investigate pupils’ musical participation in different school settings, the musical culture within these schools and the place of music in children’s everyday lives, including the wider contexts of home and school. Observations, questionnaires, aural and photo elicitation and focus group interviews were conducted with pupils, parents and teachers and revealed more differences than similarities in four main areas. The results are explored through the themes of teaching and learning, attitudes towards music, continuation of music education and the ‘triad’ of home, school and child. Schools attracting pupils from more middle-class backgrounds had more established musical cultures compared to those with an intake from economically deprived areas. This was apparent through the resources available to the music departments, the range of instrumental lessons on offer, the number of pupils learning an instrument, the amount of extracurricular provision present and the attitudes of pupils, parents and teachers. The findings from this study also showed that the views children experienced at home, whether positive or negative, were strongly influential. The results of this study showed the imbalance in provision between school type and socio-economic background and the importance of positive school-parent relationships in pupil engagement and have wider implications for schools and their pupils.
29
Achoka, Judith Serah K. "The role of the secondary school principal in Quebec English schools /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59817.
Full textAbstract:
The purpose of this study was to examine the role of the secondary school principal in anglophone Quebec. A sample of eighteen experienced principals were interviewed in-depth about their role expectations, sources of role conflict, and their sense of ambiguity.Role ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.
30
Jwan, Julius Ouma. "Democratic School Leadership : Perceptions and Practices in Secondary Schools in Kenya." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504332.
Full text
31
Phumbwe, Dorothy Godfrey. "School level fundraising : exploring equity and governance in Tanzanian secondary schools." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573475.
Full textAbstract:
Due to a lack of government sources for funding education, self-help initiatives have been practiced by schools and are being promoted internationally and within the policies of national governments as a viable means for funding schools. They are also regarded as valuable for enabling school-led quality improvements. Currently, there is rapid secondary education expansion in Tanzania, achieved through building community schools. These are constructed through cooperation between the government and local communities. Self-help activities have also been practiced in schools in order to supplement government resources. Although scholarship dealing with community financing exists, there is little research in Tanzania on school self-help activities. This study analyses the process of school level fundraising in Tanzania within the context of the rapid expansion of secondary education and considers the implications for social equity and school governance. The study draws upon critical theory to analyse social-power relations, social inequality and their effects on school governance and communities. Robertson, Bonal and Dale's governance framework and Bourdieu's social-capital theory are employed to explore the relationship between education governance and social and cultural reproduction. This is an exploratory study using mixed-methods with the qualitative component being more dominant. Although schools in Tanzania are supposed to report on the self-help activities they conduct, there is no clear overview and no records available from education offices. This necessitated a mapping exercise to find out what activities are being implemented on the ground through a questionnaire, to which 42 schools responded. This was followed by in-depth case studies conducted at two government- funded schools in Kilimanjaro region, a community school and a long-established school, on the role of different stakeholders and how they actually work. Informants included teachers, educational officials, members of the community and school board, who are key actors in the mobilisation of resources at school level. Although the public expansion of secondary education is aimed at reducing inequality, the findings suggest that there is class-based social reproduction as the flow of private finance increases the resource gap between schools and students. Community schools, which receive lower capitation grants from government, tend to serve a greater number of socio-economically disadvantaged students and hence are less likely to be able to raise funds. The findings also raise concerns about the possible low impact of self-help initiatives on improving quality. Uncertain social-power relations among stakeholders at different levels participating in the activities, lack of accountability and lack of effective support for schools at all levels, all have effects on school governance. The findings have implications for a policy of rapid secondary education expansion that expects significant community support for new schools. Despite the drawbacks, secondary expansion is still a step forward for equity as it has given access to secondary education, albeit of a lower quality, to many young people who otherwise would have had none. This study suggests policy priorities that are necessary to go along with the approach in order to ensure a positive impact. These consist of making sure that schools have certain essential resources; building capacities for education governance in communities and establishing a functioning education governance system which supports schools with more emphasis on improving quality and reducing inequalities.
32
Leung, Pui-han, and 梁佩嫻. "Characteristics of effective schools: a case study of a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957262.
Full text
33
Sayi, Laetitia Emmanuel. "Towards effective school management : a study of secondary schools in Tanzania." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/92311153-279c-4d8e-a12c-0403ade2699f.
Full textAbstract:
This studyi s abouts econdarsyc hooml anagemeinnt TanzanianG overnmenste condarsyc hools.I t seeksto investigateth e perceptionos f teachersa ndh eadteachearsb outt he managemenptr actices that are being used in schools and to identify strategies and practices which appear to be effective. Ihe main assurnption of the study is that there are Government secondary schools which are wen managed and others which are less well managed. Ile study aimed to identify what the well managed schools do in contrast to the less well managed schools. All Governmenste condarsyc hoolsin Dar-Es-Salaaman d the Coastr egionw ere sampledfo r the study. Questionnaireasn di nterviewsw eret he main datag atheringm ethods.Q uestionnairewse re issuedt o ten teachersa nd the headi n eacho f the 16 schools. The researchear dministeretdh e questionnairesp ersonally in all schoolst o minimise the inconvenienceo f getting the questionnaires back. Interviews were conducted in eight selected schools comprismg four well managed and four less well managed schools. The interviews were conducted as a follow up and to complement the questionnaires. Four teachers and the head of school were interviewed in each school. The researcher also interviewed the Inspector of schools and the Director for Secondary Education in the Ministry of Education. Some ethnographic data was also collected in all the schools. Data gatheredt hrough questionnairews ere codedf or analysisb y the computer. The Social Packagefo r the Social Sciences(S PSS)w as usedt o analyset he data. For the interviewd ata, contenat nalysisw asd one. Dataf rom two schoolso, ne,w ell manageda ndo ne,l essw ell managed werew rittenu p as cases tudiesfo r the dissertation. The resultss howedth at therew ere significantd ifferencesb etweenth e managemenptr acticesi n City and Coastals econdarsyc hools,B oardinga nd Day secondarys choolsa nd Co-educatioann d Singles exs econdarsyc hools. The followinga ppearetdo bet he barrierst o the executiono f goodm anagemepnrt acticesf:i nancial andr esourcec onstraintsu; seo f bureaucratipc racticesl,a ck of commitmenot f somes taff to thej ob andl ack of managmncntrta iningf or headso f schools. Ther ecommendatioanrsis ingf rom the studyw eret hatt heres houldb e: a shift from bureaucratitco a more democratic and participative form of management and leadership in schools; clear aPPointmentc riteria for headteachersa; system for positive discrimination for the distribution of resourcesin schools;t he productiono f a handbookf or teacherso n effective management; manag=entt wning for wouldb e headteachearsn dt hosea lreadyi n thej ob and for teachersa nd headteachetros be heldm orea ccountablfeo r the failuresi n schools.T heser econunendatiownse re for the attentiono f the Ministry of Educationf,o r headteachearsn dt eachers
34
Leung, Pui-han. "Characteristics of effective schools : a case study of a secondary school /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906598.
Full text
35
Barclay, Daryl James, and res cand@acu edu au. "The Sound of Many Voices: investigating how principals view and influence massed singing in secondary boys’ schools." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp226.13012010.
Full textAbstract:
This research focused on how three principals in Melbourne boys-only schools view and influence the place of massed singing within their respective school cultures. The views of the principals themselves and their own capacity for self-reflection were critical to the thesis. The study was underpinned by three theoretical propositions: principals, although not usually involved in the teaching of massed singing, nevertheless exert an influence on it; massed singing has a unique power to enhance the broader school culture; and, cultural assumptions about gendered participation in music-making can affect student attitudes towards massed singing. The review of literature highlighted three themes which informed the conceptual framework underpinning the research: organisational and educational leadership; the construct of masculinity in boys’ education and in leadership; and the nature and benefits of massed singing. Given the themes of the review, it seemed appropriate to undertake a study which would be essentially qualitative, interpretive, and based on indepth interviews with the key stakeholders. In the case of each of the three participating principals, data was collected from key documents produced by the schools, from a written questionnaire, and from a semistructured interview. The questionnaire was designed both to collect data and to raise participants’ consciousness prior to the interview. The questionnaire’s 17 questions, structured so as to address the three themes identified through the review of literature, were designed to create a flexible framework for an in-depth exploration of key issues in the context of the interview itself. Findings from the study indicated that there was a very strong belief amongst the participating principals that massed singing affects the overall culture of their schools in a range of profound and significant ways; that they themselves exercise a sponsorial or support role in relation to the singing programs in their schools, and rely on experts for the effective delivery of musical content; that traditional stereotypes of gender can be challenged and debunked through student participation in massed singing; and that their own personal histories of singing, and their favourable disposition towards it, are significant factors in how effectively they are able to promote and support it. The study findings have implications for school leaders and their boards; the teaching profession in general, and choral and vocal educators in particular; parents and the arts community; government education authorities and policy makers; and this researcher himself. Recommendations for further research have also emerged out of this study.
36
Meyer, Alan Gert. "School violence in secondary schools : guidelines for the establishment of health promoting schools / Alan Gert Meyer." Thesis, North-West University, 2005. http://hdl.handle.net/10394/479.
Full textAbstract:
Ten years after the introduction of the new democratic political dispensation in
1994, violence in schools are as rife as before. There has been no significant
decrease in school violence during this period. Violence has only increased and
become part of people's everyday lives. School violence remains a serious
problem for both learners and educators. Various factors contribute to school
violence and it has become necessary to determine to what extent school
violence influences the learners of South Africa.
Education is available for everyone to utilize. For learners to achieve optimally,
safe environments need to be created. In order to eradicate the problem of
school violence, it is important to know what the concept school violence entails,
which factors contribute to school violence and to what extent school violence
has influenced the schools up to date. It is also important to keep track of
international trends which promote health in schools globally.
Health is undoubtedly linked to educational achievement. The World Health
Organization has initiated a project to promote health and healthy lifestyles
universally. To counteract the persisting violence in schools, the possibility of
creating health promoting schools in South Africa deserves attention.
In order to unravel the phenomenon of violence in schools, a qualitative method
of research was used, with data being collected by means of focus-group
interviews, through intentional sampling. The transcriptions were subjected to
descriptive analysis. The findings of the research are presented with an overview
of school violence in the West Rand region. Factors contributing to school
violence in this region have been identified as: drug and alcohol abuse,
gangsterism, gambling, intolerance and the influence of educators. Physical and
Psychological violence are the two main categories of violence identified in this
region with various sub-categories which include fighting, harassment, sexual
abuse, intimidation and victimization which enhance the violence and violent
behaviour in this region.
A nation's wealth lies within the youth of a country. They assure the future and
our children are the most important natural resources we possess, therefore we
need to respond to the challenges -violent behaviour and crime in our schools.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
37
Darus, Zabani. "Cost-effectiveness of smart schools and traditional secondary schools in Malaysia." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274304.
Full textAbstract:
Beginning in 1999,81 public secondary schools have been transformed into "Smart Schools" in Malaysia. Smart schools utilise computers and technology based teaching and learning approaches. Tight public budget constraints mean the policy must also be cost effective in terms of academic and social outcomes. By using at the perspective of government and household expenditure, the study attempts to compare the cost effectiveness of students' progress in the Smart schools and the other secondary schools in the Northern State of Malaysia. 404 Form 4 students in year 2000 were randomly selected from 11 Smart and 11 Traditional secondary schools in Penang, Kedah and Perlis. School and individual students level data were collected by questionnaire survey. Recurrent costs, academic and social effectiveness and cost effectiveness ratios were estimated using an ingredients approach and multilevel modelling techniques. The findings show that Smart schools are more socially cost effective and less academically cost effective, except for English, than Traditional schools. There was no difference of cost effectiveness between rural and urban schools. Teacher costs dominated school costs. A characteristic of cost effective Smart schools for expansionw as suggested.F inally, directions for future researcha re discussed
38
Lai, Kin Peng. "Bilingual education for secondary schools in Macao." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636604.
Full text
39
Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.
Full textAbstract:
The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
40
Samuels, Fae Ernestine. "The peer mediation process in secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59090.pdf.
Full text
41
Fung, Kam-cheung Rocky, and 馮錦祥. "Teacher collaboration in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959374.
Full text
42
Mak, Yiu-Kwong. "Staff development in Hong Kong secondary schools." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/4742.
Full textAbstract:
Quality assurance is a global trend in education. It has a close relationship with the issue of staff development. With the implementation of School-based Management in 2000, all secondary schools in Hong Kong have the obligation to incorporate the policy of staff development as one of the major items in the year plans of their schools. The aims of this study are: investigating the staff development policies of selected Hong Kong secondary schools; understanding the strategies adopted to coordinate these policies in relation to School-based Management; examining the implementation of staff development, including its purposes, needs identification, activities, evaluation and perceived effectiveness; exploring the perceived directions and trends of staff development and discussing the likely implications for policy, practice and research in Hong Kong. This study, which is unique as there is no similar research applicable to Hong Kong schools, takes the qualitative approach. This helps to achieve a comprehensive study of staff development in three selected secondary schools in Hong Kong. Seven informants from each school, including the Principal, the Teacher-in-charge and a member of the Staff Development Committee, and four other teachers, were invited to provide information for this study. The major information was detected from the interviews of the Principals and the Coordinators of the Staff Development Committees. Other information was supplemented by observation and documents. The validation was a study of the documents and the interviews of the other teachers. All these were used as a means of triangulation to validate the information of the key informants. Results of the study showed that there was an evolution in the practices of staff development. In order to know the trend of staff development, an investigation of the changing factors and the underlying causes was initiated. It showed that strategies were adopted to face the recent trend. Not only did these three schools have written staff development policies, but they also had a clear link between policy formulation and programme implementation. Staff development activities were organized in different levels. Moreover, it also identified the roles of the principal and the teacher-in-charge, and illustrated the achievement as well as the difficulties of staff development in these three schools. Finally, models are also constructed to demonstrate the practices of staff development in Hong Kong.
43
Dymoke, Sue. "The teaching of poetry in secondary schools." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343867.
Full text
44
Gossiel, Salem Milad. "Science practical work in Libyan secondary schools." Thesis, University of Sheffield, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263553.
Full text
45
Lingard, Anthony Williams. "The acquisition of literacy at secondary schools." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332606.
Full text
46
Morgan, I. N. "Achieving the intended curriculum in secondary schools." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381221.
Full text
47
Seeli, Fusi David. "Managing ineffective secondary schools in Lejweleputswa district." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/197.
Full textAbstract:
Thesis (M. Ed.) Humanities)) -- Central University of Technology, Free state, 2013In this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa district in the Free State was involved. In order to determine the effective ways of managing ineffective secondary schools, each respondent completed a questionnaire. The empirical research was undertaken to gather information that could provide answers to the following research questions: * What management styles are adopted in both effective and ineffective secondary schools? * What are the main causes of ineffectiveness in secondary schools? * In what way can participative management styles change the status of ineffective secondary schools? The literature survey conducted by the researcher showed that leadership styles that are used as a measure for the effective management of secondary schools are effective. Effective management is developed and enhanced with the use of various leadership styles. The empirical investigation shows that: * educational activities presented are learner-centred * learner development is promoted through a well-designed academic programme * learner performance is regularly monitored * schools show appreciation for learners’ effort and success * learning environments are learner-friendly * educators are involved in decisions that have an effect on their employment * educators work together as co-workers to improve on their teaching practices * educators are provided with opportunities to upgrade their teaching skills * school management teams (SMT) delegate authority to their subordinates * educators turn teaching and learning into challenges that promote creative problem-solving skills * educators work effectively with parents and the community * educators do not work in isolation * there is no lack of social interaction among educators * educators do not find it difficult to control classroom events The researcher provided recommendations for the above findings. The recommendations were highlighted in chapter five. These recommendations proved to promote effective ways of managing ineffective secondary schools.
48
Wipperman, Melissa A. "Leadership Experiences of Females in Secondary Schools." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574422883219688.
Full text
49
Fung, Kam-cheung Rocky. "Teacher collaboration in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811188.
Full text
50
Edwards, Ruth M. "Organizational culture in Australian Anglican secondary schools." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8117.
Full textAbstract:
ABSTRACT The central purpose of this research is to understand the nature of culture in Australian Anglican Secondary schools and determine whether they share any commonalities in their organisational culture. The study is situated in the theoretical framework of organisational culture and uses the qualitative methodology of Grounded Theory to derive meanings from empirical data and to generate theory in an under-researched area. This research has concentrated on staff perceptions and experience of school culture with a special focus on the religious dimension. The major research tool was in-depth interviews of over seventy practitioners in three case study schools. Additional standard methods of data collection were also used to strengthen validity. The design of the project incorporates the diversity within the Anglican Church. Case studies occurred in schools in three different Anglican dioceses in three different cities and states. The churchmanship in each school represented different strands within Anglicanism. A breadth of educational variables was also represented: one school was long-established, two more recent; one was single-sex, two were co-educational; two were totally independent, one was part of a school system. Theoretical sensitivity was heightened through incorporation of historical and sociological writings on Anglicanism which helped interpret the emerging theory. The theory developed progressively using the Grounded Theory principle of constant comparison. This was applied both within sites and across sites. On the first level of conceptualisation, the culture in each individual site was analysed and described. On the second level, common themes relevant to understanding the religious factor were identified across all sites. Initially five conceptual categories for generic Anglican school culture were identified. These were later refined to two controlling ones, those of Tension and Anglicanism. These were shown to inter-relate with three subsidiary categories: Perceptions, Independent Schooling and Leadership. A theory is proposed that organizational culture in Anglican schools is typically characterised by a range of tensions relating to their dual educational and religious roles, and to differing social and spiritual interpretations of Christian faith.