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Dissertations / Theses on the topic 'Teacher participation in administration Victoria'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Chan, Wing-por Robert. "Teachers' perception on teacher empowerment in Hong Kong aided secondary schools." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135920.

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2

Chan, Wing-por Robert, and 陳穎波. "Teachers' perception on teacher empowerment in Hong Kong aided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960029.

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3

Cantrell-Scamara, Adrienne. "Teacher satisfaction survey: A tool for transformational leaders to facilitate teacher empowerment & efficacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/919.

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4

Sturm, Paul Ridgway. "Understanding teacher leadership in context a qualitative, heuristic study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/p_sturm_071209.pdf.

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5

Lee, Chee-too. "Teachers participation in decision making : a case study of a local private secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118365X.

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6

Bingham, Daniel James. "The participation of faculty in shared governance in the community college : a qualitative study /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004214.

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7

Wong, Wai-yiu Simon, and 黃偉耀. "Does SMI make a difference?: a study on teacher's participation in school management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195909X.

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8

Smith, Janeal Crane. "Patterns of One-Course Cohort Participation in Online Teacher Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1865.

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Online higher education is a field that can benefit significantly from further research on innovative pedagogical methods designed to support students and decrease attrition rates. One method shown to improve engagement and retention of students in online environments is to include interactive engagement. This case study explored the patterns of students' interactions and assessment performance in an introductory teacher education one-course cohort. The study used a conceptual framework incorporating Bandura's social learning theory and Siemens' theory of connectivism. The study assessed archival data, from Adobe Connect recordings and records of competency pass rates, on the interactions and patterns of behavior between instructors and participants, and their association with the final assessment results. Data were analyzed by type and frequency of interaction, organized with NVivo software. The findings were that the pattern of understanding and applying level questions, as classified by Bloom's Revised Taxonomy, provoked the most responses, comments, and questions from the participants. Applying had the highest direct response and suggested an interpretation about online students wanting to respond to questions from instructors that prompt higher-level thinking skills and stimulate interactions. No patterns of behavior were evident between the student interactions and final assessment performance. The results indicate positive implications for social change in the role of the instructor to facilitate understanding and among participants who engage in positive learning interactions. The education profession could benefit from further research with a focus on content questioning best practices, retention methods, and the nature of social and learning interactions in online education.

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9

Wong, Wai-yiu Simon. "Does SMI make a difference? : a study on teacher's participation in school management /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596798.

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10

Dalton, Don Fredrick. "Middle school teacher involvement in site-based decision making /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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11

Yip, Wai-hung, and 葉偉雄. "Factors affecting willingness of heads of departments to participate in decision making in secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957602.

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12

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.

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13

Holliman, Stephanie Layne. "Exploring the effects of empowerment, innovation, professionalism, conflict, and participation on teacher organizational commitment." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3468.

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Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in complex organizations and a significant predictor of retention. This study examined the extent to which empowerment, innovation, professionalism, perceived level of interpersonal conflict, and participation were associated with teachers' organizational commitment at six K-12 sites in one Midwestern state. Of 2,732 teachers invited to participate, 1,463 completed the survey, for a total response rate of 54%. Overall, there was substantial evidence supporting a relationship between organizational commitment and empowerment, innovation, and professionalism. There was also some evidence of a contextual relationship between organizational commitment and perceived levels of conflict and participation. Increased conflict in varying relationships resulted in decreased organizational commitment, and increased participation in varying situations resulted in increased organizational commitment. This study's exploration of organizational commitment may inform administrative practices designed to target teacher attrition. Educational leaders may utilize the results to better understand issues concerning teacher retention and attrition and thereby improve teacher working conditions, and strengthen the educational environment for students.

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14

Shi, Fung-ling. "How middle managers become active in school-based management a case study in a local secondary school /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500748.

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15

Haun, Dwight D. "Attrition of beginning teachers and the factors of collaboration, school level, and school setting /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091930.

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16

Akert, Nancy I. Martin Barbara N. (Barbara Nell) 1952. "The perceptions of teachers and principals in regard to teacher leadership and school improvement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6849.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Martin. Vita. Includes bibliographical references.

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17

Wiley, Janice Holifield. "A study of teacher empowerment and organizational commitment in Texas accelerated schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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18

Lukacs, Karrin S. "Quantifying 'the ripple in the pond' the development and validation of the teacher change agent scale /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3066.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 108. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 95-107). Also issued in print.

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19

Webb, P. Taylor. "Teacher power : the exercise of professional autonomy in political school cultures monitored by policies of accountability and surveillance /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7654.

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20

Aker, Crystal Marie. "The experience of adjunct and full-time faculty participation in a public university teacher education department." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/806.

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Higher education has recently experienced a shift from an input-based accountability system (curriculum and instruction) to one that is now output-based (assessment). Faculty members are the intermediaries who prepare curriculum and instruction to meet the requirements of teacher education departments and to demonstrate results through the achievement of students. The purpose of this study was to understand how adjunct and full-time faculty members experience participation in a public university teacher education department and if faculty members' experience of participation influences instruction. Theories of systems, teacher education, faculty work, and communities of practice formed the study's conceptual framework. Data for the interpretive phenomenological case study included 7 interviews of adjunct and full-time faculty as well as key artifacts and observations of 2 faculty meetings. The data were coded using first- and second-order constructs and analyzed to answer the research question. All full-time faculty members believed their participation in the department affected their instruction whereas the adjunct faculty members did not. Moreover, faculty members had distinct trajectories in a community of practice that may or may not be tied to their status as adjunct or full-time. Increased facilitation of these faculty trajectories by deans and chairs may result in better utilization of faculty professional skills and knowledge. This study's findings may increase knowledge by higher education leadership about their faculty's community of practice and thus create positive social change through the improvement of instruction by faculty and through it, student achievement.

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21

Dopf, Evan R. "Perceptions of teacher empowerment in New Jersey : principals and building representatives /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1090959x.

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22

Markholt, Anneke. ""Se hace camino al andar" : the development of critical capacity in an urban elementary school /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7899.

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23

Cover, Jennifer. "Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77374.

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This project focuses on the way that new graduate teaching assistants (GTAs) in English develop both their professional identity as teachers and their view of Composition as a field. Drawing on social theories of disciplines (Prior, 1998; Hyland, 2004; Carter, 2007), disciplinary enculturation (Hasrati, 2005; Bazerman and Prior, 2005; Thaiss and Zawacki, 2006), and legitimate peripheral participation (Lave and Wenger, 1991; Wenger 1998), this dissertation examines the transition that composition GTAs undergo during their first year of graduate school. Many of these GTAs move from little or no knowledge of Composition as a discipline to teaching their own writing courses. I focus on GTAs from MA and MFA programs at a large research university in their first year of teaching composition. Using multiple types of data, including in-depth interviews, observations of practicum and mentoring sessions, and teaching genres written by the GTAs, I construct a narrative that shows the role that teaching composition plays in the overall identity construction of graduate students as professionals. This wide data set has allowed me to see the various ways (and various genres) in which Composition is constructed in the lives of new GTAs. Teacher preparation programs offer a variety of assistance, including experience shadowing current teachers, practicum courses and individual or group mentoring. I study the ways these activities help GTAs in one first-year writing program move toward a fuller understanding of and participation in Composition, and how these experiences relate to the overall graduate student experience. Each of these experiences helps move GTAs toward participation as composition teachers. However, the degree to which these GTAs participate in Composition as a discipline has to do with their relationships with mentors and the connections they make between the multiple communities of practice that they must continually navigate.
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24

Karant, Vicki Inez. "Differentiated staffing, shared decision making and the role of administrators : three portraits of participation /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901838.

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25

Hui, Yiu-chi. "Participative decision making and its relation to school effectiveness perceptions of vice principals in aided secondary schools of Hong Kong /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B31956063.

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26

Wong, Chung-kee Steve. "An investigation of the administrative duties of a sample of senior teachers in Hong Kong secondary schools : the implications for the construction of an in-service training programme in school administration /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18493907.

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27

Grosch, Malinda Ann. "School-based management : how a superintendent balanced shared decision-making and ultimate responsibility for student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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28

Booth, Sarah J. Lynn Mary Ann Brickell John L. "A study of elementary principals' perceptions of Miller's elements of the professional culture in schools." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004079.

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Thesis (Ed. D.)--Illinois State University, 1989
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Mary Ann Lynn, John L.Brickell (co-chairs), David DeLay, Donald Kachur, Rodney Riegle. Includes bibliographical references (leaves 134-138) and abstract. Also available in print.

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29

Lee, Chee-too, and 李紫桃. "Teachers participation in decision making: a case study of a local private secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961046.

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30

Bertrand, Sheila Ellen. "A descriptive study of the nature of shared decision making in terms of context and outcomes in selected elementary schools in a large suburban Virginia public school system." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171526/.

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31

Pierce, Molly Kelley. "A determination of the reliability and construct validity of the Leadership Capacity School Survey." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4692.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.

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32

Mulford, David John. "The secondary head of department : professional development requirements, expectations and directions /." Canberra, 2007. http://erl.canberra.edu.au/public/adt-AUC20081201.154838/index.html.

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33

Chadwick, Patricia Lillian. "Collective bargaining: a process adopted by Oregon's four-year institutions of higher education to support faculty members' participation in institutional governance." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/457.

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An evaluative research survey involving 694 faculty members with an academic appointment in Oregon's 4-year unionized institutions of higher education was undertaken to determine whether or not collective bargaining has supported faculty rights for participation in institutional governance. Four hypotheses were formulated to study the relationship between the independent variable of collective bargaining and the dependent variable of institutional governance, specific to: (1) professional interest, (2) economic interest, (3) educational policy, and (4) academic and personnel policy. Data received from 486 respondents' questionnaires were used for the Kruskal-Wallis one-way analysis of variance to test the four hypotheses. The four hypotheses of the study were rejected. However, findings of the study suggest that the collective bargaining process is perceived by the respondents in all three unionized institutions as having (1) facilitated their participation in the formal structure and process for institutional decision making and (2) provided for just cause in dismissal and grievance decisions.

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34

Ho, Kwok-cheung Joseph. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862719X.

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35

Kumalo, Elizabeth Nomso. "Teacher leadership : a study in a township high school." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017349.

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36

Wong, Kwan-yu, and 黃均瑜. "Role conflict, role ambiguity, and work design: perceptions of heads of departments in Hong Kong aidedsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956191.

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37

Priestley, Andrea. "Participation and agency : the experiences of young people in a Scottish secondary school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/20457.

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The purpose of this study is to better understand the classroom experiences of current secondary school students, in light of the present policy drive towards participation. Using an approach with ethnographic intent (participant observation, interviewing, shadowing and field notes) this research explores six students’ experiences, in one secondary school in Scotland. Emerging themes from the literature, regarding participation and participatory approaches, suggest that these can be understood in different ways, ranging from economic instrumentalism to democratic renewal. This study took a fresh theoretical approach, employing an ecological, temporal-relational understanding of the achievement of agency. This understanding acknowledges a young person’s awareness of, and capacity to engage with, a range of different possible actions, by means of a particular context at a particular time. This approach provided theoretical tools, with which to interpret aspects of these students’ school experiences. The findings are detailed in terms of teacher-student relationships, the cultural realm, and young people’s aspirations. Students’ achievement of agency in the school setting is complex, but one major finding is that the quality and type of teacher-student relationship are significant in enabling these students to achieve agency. Peer relationships and ties beyond the school gates are also significant. The ecological understanding of agency provides a basis for educators to better understand the interdependence of the individual and the environment and to explore how participation might afford a wider range of possibilities for young people. This reflection on participation is important if we want to shape educational ecologies to encourage practices which facilitate the achievement of agency by young people.

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38

Newman, Thomas Sebastian Mark. "The use of sandtray with teachers within the context of school development : a case study /." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1138.

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39

Pae, Holly A. "Effects of faculty senate's site-based management practice on restructuring schools to facilitate inclusion." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=538.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xi, 250 p. Vita. Includes abstract. Includes bibliographical references (p. 205-221).

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40

Sommer, Deborah. "Identifying Factors that Influence Perceptions of Teacher Efficacy as a Means of Building Capacity for Restructuring Schools: a Case Study Approach." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1140.

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Recent efforts to restructure schools through increased teacher involvement are likely to fail without a corresponding redesign of the underlying organizational and political structure of schools. Because the current structure of most schools actually prohibits the collaboration necessary to effect change and promotes professional isolation instead, staff members faced with the tasks of restructuring experience frustration more often than success. The changes that do occur are often superficial and cosmetic while the basic hierarchy and mechanisms of control remain intact. Allowing teachers to redesign their schools, specifically to develop new models that promote interdependence and the sharing of professional expertise, provides an opportunity to explore the reasons teachers might choose to forego the relatively safe world of the self-contained classroom to participate in the often stressful and time consuming development and implementation of new approaches to teaching and learning. Exploring those factors which motivate teachers to attempt innovation and determining the attributes and beliefs of those teachers about school change is the focus of this study. The study investigates the concept of teacher efficacy, the teacher's belief that his/her actions affect student achievement or that he/she has the "ability to have a positive effect on student learning" (Ashton, 1984; Ashton & Webb, 1986). The perceptions of efficacy among selected teachers in an urban elementary school in the Northwest involved in implementing an Accelerated School model are examined in an effort to determine which factors influence those feelings. Identifying the issues which confront teachers engaged in innovation and the conditions they feel contribute to their success or failure is also an outcome. Increased efficacy, the perceived ability to "make a difference," is critical to classroom effectiveness and efforts to restructure schools. Data were obtained during the 1993-1994 school year by means of an efficacy scale based on the model developed by Gibson and Dembo (1984), structured interviews with selected teachers, an open-ended questionnaire, and observations during a sharing session with teachers in a nearby district considering a similar innovation.

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41

Hanghuwo, Maria Nahambo. "Teacher leadership practice : a case study of a public primary school in a semi-urban area of the Otjozondjupa Region, central Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017341.

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The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive teaching and learning. Literature describes how the management in schools has been redistributing authority and power so that a culture of teacher leadership in school communities can grow. More importantly, school improvement depends more on the active involvement of teacher leaders as it is realised that people in formal positions cannot do everything. In this line this study investigated the understanding of teachers and members of management of teacher leadership practice and it further identified the structural and cultural factors which enabled and inhibited this practice in a primary school. This study is a case study of a Primary school in a semi-urban area of Otjozondjupa Region, a central part of Namibia. This study was conducted in the interpretive paradigm and it is a qualitative case in nature, employing semi-structured interviews, observation and document analysis. Triangulation over the data revealed that respondents have an understanding of the concept and that all teachers are involved in leadership roles at school which are more strongly found in the classroom and through involvement with other teachers. Teacher leadership roles at the case study school also occur within the whole school with some limitations and also extend beyond the school. Grant’s (2008) model of teacher leadership was used to analyse the data. The study suggested some hindrances and supporting factors of teacher leadership. The findings suggested that teacher leadership is understood at the case study school and that they experienced factors that enabled and hindered this practice at different stages. Enabling factors included the school structure, further studies and workshops attended, while teacher leadership is impeded by teachers’ unwillingness to collaborate with others and the platoon system. The study recommends future large scale studies, including at secondary schools, so that a broader sense of teacher leadership may emerge.

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42

Dyches, Tina Taylor Morreau Lanny E. Lian Ming-Gon John. "Effects of an accommodation planning guide on teachers' recommendations of services, adaptations and accommodations for students with disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633392.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Dianne Ashby, Jeffrey Bakken, Margaret Shaw-Baker. Includes bibliographical references (leaves 154-168) and abstract. Also available in print.

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43

Chung, Wah-on Arnold. "An investigation into the responses of staff members at different levels towards the changes in an SMI school : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596324.

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44

Ndakolonkoshi, Klaudia. "Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61603.

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The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study is a formative intervention adopting a case study approach located in a critical paradigm since it aimed to bring changes in the activity system of the beginner teachers. The data were collected from ten participants: four beginner teachers, four experienced teachers, the principal and the Head of Department. The data were generated using the following techniques: document analysis, interview, questionnaires, observation and Change Laboratory workshops. The data were analysed thematically using second generation of Cultural Historical Activity Theory (CHAT) and Grant’s (2006, 2008, 2010) Teacher Leadership Model. The findings revealed that there were different understandings of the concept of teacher leadership. It was viewed as participation, influence, motivation and mentoring. It was also revealed that beginner teachers practiced leadership roles across the four zones of Grant’s (2006, 2008, 2010) Teacher Leadership Model, but to various extents. A high participation was noted in zone one within the classroom and zone two in curricular and extra-curricular activities and minimal participation was reported in zone three within the whole school development and zone four beyond the school into the community. Teacher leadership in the case study school was constrained by several factors, including teachers’ reluctance to lead, cultural beliefs, top-down leadership structure and lack of experience. Due to the minimal participation of beginner teachers in zone three and four, the findings suggested that the school should foster a collaborative culture, establish induction and mentoring committees in the school and encourage beginner teachers to take up leadership roles by providing opportunities for them to lead through delegation. In a series of Change Laboratory workshops (CLW) the principal and the Head of Department took up the responsibility of providing leadership training to the teachers to enable them to assume leadership roles in the school. In addition, participants agreed to establish induction and mentoring committees in the school to provide guidance and assistance to teacher leaders.

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45

Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.

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The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.

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Tam, Siu-ping. "Changing from a streaming to a destreaming system : case study of a secondary school /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597043.

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Ho, Kwok-cheung Joseph, and 何國漳. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schoolsin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862719X.

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LaPlante, Anne L. "The effects of the Natrona County School District participative governance model and interest based agreement process on stakeholder perceptions and implementation of district-level decisions." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095429281&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Scott, Michael R. "Administrator and faculty support for assessment at Virginia public colleges and universities." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134434/.

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Horton, Amy B. Mrs. "A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3276.

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Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional yearlong, intensive professional development activity with very little compensation and no promotion. Motivation may prove to be a key component of the recruitment and sustainability of professional development activities. By discovering the factors affecting both personal and professional motivation of beginning administrators to participate in a professional development led by the collaboration among the Tennessee Department of Education, Vanderbilt University, and Governor Bill Haslam, the researcher hopes to gain an understanding that may apply to future professional development activities in educational leadership. This qualitative study was based on the phenomenological inquiry research design. The study was open to all recent members of the Governor’s Academy for School Leadership (GASL) program. Eleven of the members chose to participate in the study. Participants completed an online, open-ended questionnaire followed by an in-depth one-on-one interview using Google Hangouts. Participants were asked to share both personal and professional factors related to their motivation to participate in the GASL program. Through analysis of the data, the researcher identified five factors that influenced personal motivations. These included a desire for self-improvement, self-motivation, the novelty of the experience, competitive nature of the program, and the honor to be considered. The researcher identified three factors that influenced professional motivations including advancement of license, networking opportunities, and marketability. When comparing responses based on gender, females noted the novelty of the experience while males noted the exclusivity of the program as motivational factors. Females in this study tended to relate networking as personal connectedness while males related it to professional connectedness. The intensive year long program and affiliation with Vanderbilt University were also found to positively impact the motivation of individuals to participate in the program. Two main themes emerged from the study: relatedness and competence. Both of these related directly back and support findings of Deci and Ryan’s Self Determination Theory.

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