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1
Chung, Lui-pong Gavin. "A principal's views on school-based management : implications for school management in aided secondary school /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305092.
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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.
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Hanks, Jennifer A., i n/a. "School based management: the Principals' perspective". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
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This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
4
Wagstaff, Juanita Garcia. "Site-based management and school improvement /". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933245536393.
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Chan, On-kei. "The politics of school-based management legislation in Hong Kong /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31365012.
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Brijkumar, Amritha. "School management teams' management of the school-based continuous professional development of teachers". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40393.
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This study focuses on how school management teams manage the school-based continuous
professional development of the teachers at their schools. The assumption is that continuous
professional development - if school-based - may be more practical in implementing changes
because the teachers will be working in a familiar context when managing their own
development and in meeting the specific needs of their school. At present the professional
development of teachers consists mainly of external workshops and courses. Teachers then return
to the school context that has not changed to accommodate what has been learnt at these
workshops or courses. The lack of feedback or follow-up has done little to encourage teachers to
implement any changes in their teaching practice. The study also explores the practice of school
management teams in creating collaborative school cultures for the implementation of schoolbased
continuous professional development. The rationale for this study is based on the urgent need for continuous professional development
to be part of the schools’ development of teachers. The National Policy Framework for Teacher
Education and Development provides the frame of reference. There is, however, a gap in the
policy on how continuous professional development should be implemented to create a
collaborative school culture and the role that the school management team plays in doing this.
The aim of the study was to determine how school management teams managed continuous
professional development at their schools; to identify the challenges they faced in managing
school-based continuous professional development; and to explore the strategies that contributed
to successful school-based continuous professional development.
The research methodology employed in this study is a Triangulation Mixed Methods Design.
Qualitative and quantitative data was collected simultaneously and analysed separately to
understand the research problem. The sample consisted of principals, deputy principals and heads
of department of primary schools who were interviewed. Questionnaires were administered to
Level 1 teachers at these schools. The interviews were analysed by identifying emerging patterns,
themes and categories. The questionnaires were analysed by presenting descriptive statistics
about the schools and then inferential statistics were determined that correlated and tested the
hypotheses. The results were reported in the form of summaries from the interviews and graphs
from the questionnaires.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted
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Cheung, Chun-ming. "New roles of school principals in school-based management reform : a comparative study /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2224914X.
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Park, Jong Pil. "Creating an autonomous school community : school-based management in Korea /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Todd, Annie Lunette. "School improvement through site -based management practices". W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618698.
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The purpose of this single site case study was to examine administrators', teachers', and guidance counselors' perceptions of site-based management components and school improvement. The study addressed the following three questions: (1) What are the perceptions of experienced teachers toward key aspects of site-based management (shared decision making, school climate, and student success)? (2) What factors do experienced educators identify with promoting the successful implementation of site-based management components (shared decision making, school climate, and student success)? (3) What factors do experienced educators identify with hindering the successful implementation of site-based management components (shared decision making, school climate, and student success)?;The study employed both quantitative and qualitative methodology. Administered to only experienced teachers with three or more years of teaching, a questionnaire was used to collect data for three sub-scales: shared decision making, school climate, and student success. to answer question one, descriptive statistics were reported, and an ANOVA was used, resulting in no significant difference among the sub-scales. Qualitative data were collected from a focus group comprised of the School Improvement Team and from semi-structured interviews to identify factors promoting and hindering the successful implementation of site-based management components.;Results indicate that the implementation of SBM strategies was overall positive. Participants' responses revealed that shared decision making is an effective strategy for improving the school. Furthermore, the school climate is conducive to teaching and learning, and students are successful at this recently recognized Blue Ribbon School. as a professional community, the administrators and teachers collaborated to develop the vision, mission, and school improvement plan, especially with a focus on student achievement. Although the results were positive overall, participants also identified barriers, such as time, funding, and lack of technological assistance, sometimes hindering improvement efforts.
10
Chung, Lui-pong Gavin, i 鍾呂傍. "A principal's views on school-based management: implications for school management in aided secondaryschool". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960832.
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Flores, Jose Manuel. "A Study of Teachers' Involvement In School-Based Management and Their Perceptions of the Impact of School-Based Management on School Improvement". FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3501.
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Cheung, Mei-cheung. "Teachers' perception of incorporated management committee (IMC) under the school-based management (SBM) in Hong Kong". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320485.
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Chan, Ching Chinglyna. "School based management in Hong Kong a historical research". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B35305071.
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Wheat, Cynthia A. (Cynthia Ann). "The Perceptions of Site-based Management by the Principal". Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279045/.
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The purpose of this study was to investigate the perceptions of principals who had served in their positions prior to and since the state-mandated implementation of site-based management. The study sought to determine if the state mandates impacted the principals' perceptions regarding the pre-existing site-based management in their district. The study also sought to determine relationships between support or lack of support and the principals' gender, age, ethnicity, years as principal, and educational level.
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Yu, Chung-ching, i 虞忠正. "A comparative study of school-based management in three places - rethinking school-based financial management under the schoolmanagement initiative". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959167.
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Erbes, Kristen M. "School/community-based management discursive politics in practice /". Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033351&SrchMode=2&sid=11&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233180076&clientId=23440.
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Nobbs, Cameron John Stuart, i n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.
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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.
18
Nobbs, Cameron John Stuart. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366280.
Pełny tekst źródłaStreszczenie:
This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text
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Cheng, Alison Lai-Fong. "School-based management and quality management in Hong Kong primary schools". Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30854.
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The thesis aims to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which school-based management and quality management have been effectively implemented in primary schools, and the relationship between the implementation of school-based management and quality management in Hong Kong primary schools. The study starts with a literature review of school-based management and quality management, including the development, concepts, features, the perception and relatedness of school-based management and quality management. The second part deals with the research design and methodology, including a literature review of research methods, theoretical framework and diagrammatic model of the research, subject sampling method, instruments and procedure of data collection method and data analysis method for survey, interview and documentation. The third part is an analysis and interpretation of the results. The thesis ends by presenting conclusions, implications and recommendations arising from the study. The findings showed that all eight elements of school-based management are perceived as being implemented in Hong Kong primary schools. However, the extent of their implementation is different. The most adopted elements of school-based management are school policy, financial planning and control and leadership competence and work relationship. As for quality management, all four elements are perceived as being implemented in Hong Kong primary schools, but the degree of their implementation is not the same. The most frequently used elements of quality management are value and duties and systems and teams. It was found that principals' perception of school-based management and quality management is more positive than teachers'. Teachers and principals regard expected quality management more positively than present quality management. It was found that quality management is perceived as positively affected by school-based management.
20
Tong, Mui-fan. "Teachers' involvement in the implementation of school-based management : a case study in a government primary school /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278278.
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Mizel, Omar. "School based management in Bedouin schools in Israel". Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30902.
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School-Based Management (SBM) schools enjoy flexibility in resource utilisation and their success largely depends on their context's directives and characteristics. In 1995, Israel's Education Ministry transferred nine Jewish schools to SBM. Three years later, the ministry instructed the five Bedouin schools in Rahat to become SBM. The Bedouins are the first Israeli minority to adopt SBM in their schools. This research study will describe, study and assess the extent of SBM's implementation in the five Rahat schools, discussing the unique context, which studies on this subject have so far excluded. The context is unique because it is complex: the political relationship between majority (Jews) and minority (Arabs), the confrontation between a traditional, conservative society (Bedouin) and a modern, continually changing one (Israeli), and the Arab school system's total separation from the Jewish one. The study's target population consisted of the five coeducational primary schools' 179 teachers and five principals. Two approaches were used to analyse the findings: positivist-quantitative and phenomenological-qualitative, and two different tools to assess SBM in the five schools. The first tool, a questionnaire, was sent to the teachers and principals, who graded the answers 1 to 5, while the second was a semi-structured interview with the five principals and with randomly selected 20 teachers (four from each school). The results of SBM's pilot application in Israel's Bedouin community were opposite to what the Ministry of Education anticipated. The main factors that prevented the five schools from implementing SBM and increased centralisation included extensive intervention in school affairs by the Education Ministry and the local tribe, especially its leader (Sheikh), and Bedouin society's conservatism. Instead of implementing SBM, Bedouin schools should improve teacher training, upgrade the physical infrastructure, neutralise tribal influence, and use innovative teaching methods.
22
Cheung, Chun-ming, i 張俊明. "New roles of school principals in school-based management reform: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.
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Nelson, Ronald D. "The Preferences of Tennessee School Superintendents and School Board Chairpersons Regarding School-based Management". Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2759.
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The purpose of this study was to determine the preferences of Tennessee public school superintendents and school board chairpersons regarding school-based management and to determine the differences between both groups' preferences regarding the following aspects of school-based management: each identified approach or model, school-based budgeting decisions, personnel decisions, curriculum decisions, function(s) of school-based management councils, and district level planning prior to implementing school-based management. Demographics were reported regarding superintendents' and school board chairpersons' preferences regarding school-based management. When a significant difference was determined between the two groups' preferences regarding any of the identified facets, the demographics were analyzed. The method of study was survey. Surveys were mailed to all of Tennessee's public school superintendents and school board chairpersons. Of the superintendents and school board chairpersons surveyed, 71.0% of the superintendents and 63.0% of the school board chairpersons responded. Null hypotheses were stated for the different aspects of school-based management. Demographic information was reported. A significant difference was determined between the preferences of the two groups regarding the function(s) of school-based management councils at the.05 level.
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Murray, Barbara A. "Examining school based mediation a literature review /". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003murrayb.pdf.
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Sit, Siu-chi Simon. "The implementation of school-based management in Hong Kong : issues, processes and politics /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139514.
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Ng, Kam-cheung Ken. "Public sector reform : initiatives and goals : the case of education reform in Hong Kong /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22054315.
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Chan, Ching Chinglyna, i 陳清. "School based management in Hong Kong a historical research". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B35305071.
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Li, Mei-ching. "The principals' perceptions of their leadership roles under school-based management". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23569013.
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Hancock, Don G. (Don Gaylon). "Perceived Barriers to the Implementation of Site Based Management". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278906/.
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Yanitski, Norman William. "Site-based management, its impact on school decision-making". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23103.pdf.
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Chan, On-kei, i 陳安琪. "The politics of school-based management legislation in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31365012.
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(Uncorrected OCR)
government? How do policy entrepreneurs lead a campaign and whip up public opinion?
There is a perception that the HKSAR Government sometimes underestimates the power of interest group campaigns and even neglects their importance under the executive-led system. The legislation of SBM is an example. There are other examples such as the opposition to the enactment of the Article 23 of Basic Law, the July 1, 2003 rally, and the harbour reclamation issue. The study of interest group campaign and politics during the legislation process of the SBM Bill can help the government to understand the importance of manipulation of public opinions and be conscious of politics and interest group campaigns.
Much of the discussion in this paper is sourced from face-to-face and telephone interviews conducted with heads of different interest groups and educators. In addition to interviews, information is obtained from the government and LegCo websites and newspaper clippings too. The organization of this dissertation is as follows: Chapter One: Introduction
This chapter identifies the SBM legislation as a public policy issue and the objective of the study.
Chapter Two: Introduction of the School-based Management
This chapter provides a brief history of the implementation of the SMI in 1991
and the disputes of SBM legislation in 2004.
Chapter Three: School Governance and School Administration
This chapter provides a brief introduction of the development of SSBs and their
importance to the education system of Hong Kong. Moreover, it gives a brief
introduction of school governance and school administration in Hong Kong, and
the changes after the SBM Bill came into effect.
Chapter Four: Problem Identification
This chapter identifies the problems caused the introduction of the SMI and SBM
in Hong Kong.
Chapter Five: The Politics of School-based Management Legislation
This chapter identifies the policy actors and activities involved in the SBM
legislation. It also examines how politics has influenced the policy decision.
Chapter Six: The Importance of Policy Entrepreneurs in the Politics of
School-based Management Legislation
This chapter explains the importance of the role of policy entrepreneurs in the
SBM legislation; how they worked with interest groups in the interest group
campaign. This chapter concludes with lessons to be learned by the
government from the SBM Bill issue.
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Chapter Seven: The Implementation of School-based Management and Looking to the Future
This chapter identifies the obstacles in implementing the SBM in Hong Kong. In tackling the wait-and-see attitude, the government putting in extra resources, including money incentives, to attract more schools to establish IMCs as soon as possible; a proposal that has angered the SSBs yet again.
Note
1 Legislative Council, LC Paper CB (2) 2967/03-04 Report of the Bills Committee on Education (Amendment) Bill 2002, (Hong Kong: Legislative Council, June 30,2004), see http://www.legco.gov.hk/vr0203/english/bc/bc54/reports/bc54cb2-rpt-2967e.pdf.
2 Ibid.
3 Education Commission, Education Commission Report No . 7 Quality School Education, (Hong Kong: HKSAR Government, 1997), chap. 3.
4 Legislative Council, LC Paper CB (2) 2967/03-04 Report of the Bills Committee on Education (Amendment) Bill 2002, (Hong Kong: Legislative Council, June 30,2004), p. 4, see http://www.legco.gov.hk/yr0203/english/bc/bc54/reports/bc54cb2-rpt-2967e.pdf.
5 Education Commission, Education Commission Report No. 7 Quality School Education, (Hong Kong: HKSAR Government, 1997), chap. 3.
6 Legislative Council, LC Paper CB (2) 880/00-01(01) Recommendation of the Advisory Committee on School-based Management, (Hong Kong: Legislative Council, February 19, 2001), see
http://www.legco.gov.hk/yr00-01/english/panels/ed/papers/880e01.pdf.
7 Ma Ngok, "Executive-Legislative Relations: Assessing Legislative Influence in an Executive-Dominant System," in Lau Siu-kai, ed., The First Tung Chee-hwa Administration: The First Five Years of the Hong Kong Special Administrative region, (Hong Kong: The Chinese University Press, 2002), pp. 351-352.
7abstract
Public Administration
Master
Master of Public Administration
32
Chau, Suk-ching Esther, i 周淑貞. "The role of middle managers in a primary school under School-based management". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27738462.
Pełny tekst źródła
33
Zagelbaum, Adam P. "Middle school students' willingness to participate in a school-based conflict management program". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318453.
Pełny tekst źródłaStreszczenie:
The current study explored factors believed to influence middle school students' willingness to participate in hypothetical school-based conflict management programs. A seven-phase process was used to carefully construct written vignettes depicting different types of school-based conflict management programs (e.g., Skillstreaming, Peacemaking, and Outdoor Adventure) and different types of program leaders (e.g., teachers, school counselors, social workers, and youth care workers). The Conflict Management Intervention Participation Scale (CMIPS) was also constructed to assess students' responses to the vignettes. In an initial study involving 150 middle school students, responses to the CMIPS were factor analyzed. Two valid and reliable unique factors comprised of 14 total Liken items were retained: likelihood of joining and following the directions of a conflict management program.To test the main hypotheses that CMIPS responses would be highest for students exposed to vignettes depicting Outdoor Adventure conflict management programs not led by teachers, an additional 275 sixth grade students were recruited. These students were randomly assigned to one of the twelve vignettes constricted for this project and were then asked to complete the CMIPS. A 4 x 3 Between Subjects MANOVA was employed to test the hypotheses. No significant results, however, were obtained. Regardless of program type or group leader, participants did not differ in their reported likelihood of joining or following the directions of the conflict management program presented. Limitations of this project as well as implications for future research on school-based conflict management programs are offered.Department of Counseling Psychology and Guidance Services
34
Ho, Hung-kin Paul. "School culture and formal staff appraisal : a case study of a well-established school in Hong Kong /". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42128596.
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35
Fiedler, Barbara Casson Smith Paula J. "Characteristics of school-based assistance teams". Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227167.
Pełny tekst źródłaStreszczenie:
Thesis (Ed. D.)--Illinois State University,Title from title page screen, viewed Dissertation Committee: Paula J. Smith (chair), Mack L. Bowen, E. Paula Crawley, Kenneth H. Strand. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.
36
Garofano, Jeffrey. "School-Based Concussion Management: Implementation Characteristics of Student Services Personnel". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5949.
Pełny tekst źródłaStreszczenie:
Concussion is an injury that disproportionately affects children and adolescents and has the potential to negatively impact school performance. Currently, a significant proportion of youth with concussion go unreported due to a lack of effective concussion surveillance procedures. Additionally, many individuals who have daily contact with youth (e.g., parents, teachers) lack training in how to assess or manage a concussion. Schools may be the ideal setting to address both of these problems as they have a high level of access to students and employ personnel (e.g., school psychologists, nurses, social workers, counselors) with experience in assessment and intervention. What is not known is how to best design a school-based concussion management (SBCM) procedure in order to facilitate concussion surveillance and management. Accordingly, the overall purpose of this study was to identify and describe factors (i.e., provider implementation characteristics, concussion referral communication) which may inform the design and implementation of SBCM programming. Examining the relationship between relevant SBCM outcomes and factors associated with strong school programming may help build the foundation for future SBCM procedures. Factors that influence program fidelity and outcomes are called school programming implementation characteristics and they reside at multiple levels (i.e., community, school, climate, program, provider) and are positively related to successful outcomes across varied programming. This exploratory study which utilized secondary analysis of existing data focused on the provider level with the primary aim of identifying and describing student services personnel (SSP; n = 144) implementation characteristics. Indicators of provider implementation characteristics consisted of their beliefs, training, and experiences in order to quantify how these characteristics predict perceptions of the impact of concussion on academics, perception of current informal procedures, and the number of students with concussions served. The independent variables primarily under investigation in this study (role, career experience, recent concussion experience, and training subscale) align with empirically supported personnel implementation characteristics. The second aim of this study was to explore pre-existing communication patterns between SSP utilizing the independent variable referral source. It is of note that the school district from which the data were collected had no formal SBCM programming; therefore, all SSP implementation characteristics examined were viewed as baseline characteristics. Results indicated that as all SSP groups (i.e., school psychologists, nurses, counselors, social workers) perceive a need for SBCM as indicated by dissatisfaction with current procedures and agreement that concussion can negatively impact student performance. Although all groups indicated that they did not believe current concussion procedures to be effective, school psychologists and nurses reported the highest levels of dissatisfaction Additionally, nurses were found to have the highest levels of training in concussion assessment and management, and received significantly more concussion referrals per year when compare to the other SSP. These findings suggest that nurses may be effective in delivering concussion related service and establishing effective concussion surveillance procedures. Although more research is needed, this study represents the first step in bridging the gap between experimental concussion research and the successful delivery of these innovations through SBCM programming in order to help students recover from a concussion.
37
Wehella, Madura Mangalika. "School-based management initiatives in Sri Lanka : policy into practice". Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51349/.
Pełny tekst źródłaStreszczenie:
This thesis evaluates the policy intentions, practices and effects of two different types of School-Based Management (SBM) initiatives in Sri Lanka: the Programme for School Improvement (PSI) and the Child-Friendly Schools Initiative (CFSI). Moreover, it examines the similarities and differences between these two initiatives and, when they co-exist in the same school, the ways in which schools have integrated them. PSI is the national SBM initiative of Sri Lanka introduced to the schools during 2006-2011 following a prolonged process of designing and consensus building which started in the 1990s. Running parallel to PSI, the CFSI - a rights-based approach to education which also has SBM features - is being implemented in selected primary schools. The policy discourse of SBM/PSI focused on the proposition that schools should be empowered to meet the expectations of their communities and that the administrative decentralisation which had shifted power from national to provincial levels was not addressing adequately disparities between schools. At the same time, there was scepticism as to whether SBM would be able to address the issues of a heterogeneous school system. CFSI was introduced by UNICEF in response to the government's request to strengthen disadvantaged schools. The policy intentions of these two initiatives were investigated through interviews with key policy officials and with the representatives of development partner agencies who assisted PSI and CFSI. The influences of the policy-intents of PSI and CFSI on organisational practices, their effects, similarities, differences and complementarities were explored through six school case studies and experiences of the principals, teachers and parents. The thesis reveals that PSI is expected to empower schools with autonomy for making collaborative decisions, create a sense of ownership among the school community and permit improvement of schools. CFSI is intended to promote inclusiveness, child-centredness and democratic participation. They are both, in principle, guided by the concerns for ensuring equitable opportunities for all to learn, improving the quality of education which is judged by student learning outcomes and improving efficiency in resource allocation and use. At the school level, each case-study school has forged collaboration between school-parent-community and ensured democracy in decision-making. School-based decision-making is promoted by PSI through a set of Ministry guidelines and by CFSI through a participatory approach recommended by UNICEF and the Ministry, but having less official ‘force' than PSI. Both initiatives have influenced to increase parents' contribution in the school physical infrastructure development and in the educational projects. School-based planning has been promoted by both initiatives, and in some cases has resulted in the production of two separate plans. Some schools have combined these plans in accordance with the thematic structure of national Education Sector Development Framework. These initiatives have involved principals and teachers in decision-making, planning and implementation of programmes in collaboration with the community. The emphasis given to school-based teacher development is, however inadequate. Nonetheless, the increases in attendance and retention was influenced by CFSI rather than PSI, while both initiatives have had a positive influence by improving student learning and performance through various interventions at school and learning at home. The several ways in which these initiatives are integrated by schools, ensuring that each contributes towards filling the gaps left by the other are described. Considering their complementarities, the positive features of management in PSI and rights-based approach to education in CFSI in a rational manner, the author recommends an integrated ‘Learner-Friendly School-Based Management Model' which will effectively address learners' needs. It also recommends a methodology to pilot this model in Sri Lanka, thus putting the new knowledge produced by this research into practice.
38
Croft, Ivan Akira. "Effectiveness of school-based crisis intervention : research and practice /". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3123.
Pełny tekst źródłaStreszczenie:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.
39
Cheung, Mei-cheung, i 張美翔. "Teachers' perception of incorporated management committee (IMC) under the school-based management (SBM) in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35320485.
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Yip, Wing-yan Valerie. "School based management (SBM) and effective teaching and learning a case study of a local secondary school /". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963602.
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41
Mulaudzi, Fulufhuwani Grace, A. P. Kutame i I. S. Kapueja. "Challenges that heads of departments face in managing teaching of Tshivenda home language in rural primary schools of Dzindi circuit Vhembe district". Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1832.
Pełny tekst źródłaStreszczenie:
Submitted in fulfilment of the requirements of the Masters in Education in the Department of Educational Planning and Administration in the Faculty of education at the University of Zululand, 2019.The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders. Principals of public foundation phase school teachers delegated greater responsibility to Heads of Departments who had to ensure that teachers are professionally developed. The assumption was that teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Despite the belief that school-based Teacher Professional Development may have a positive impact, little is known about the challenges Heads of Departments’ of Tshivenda Language in a rural context face in managing teachers for them to promote quality teaching and learning. The aim of this study was to investigate the challenges that heads of departments face in managing the teaching of Tshivenda home language in rural primary schools of Dzindi circuit in Vhembe District. This study was positivist in nature following the quantitative research methodology. Self-administered questionnaires were used to collect data from 107 respondents from the 200 who were sampled through simple random sampling procedure. Several challenges that face the HODs were identified. These include the need to supervise teachers in the process of teaching to improve learning in schools. The study points to a strong need for workshops to fully capacitate HODs of Tshivenda in rural primary schools of Dzindi Circuit. However, the various management challenges that have emerged should be considered. Mentoring of Tshivenda Home Language teachers by HODs remains very crucial for the promotion of teaching and learning in rural primary schools of Dzindi Circuit. The study recommends a need for HODs to motivate teachers in their management process.
National Research Foundation of South Africa
42
Wahitu, Fred Higenyi. "School-based accountability and management of Universal Primary Education in Uganda". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.
Pełny tekst źródłaStreszczenie:
Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructionist research paradigm. The researcher utilised semi-structured interviews and observations to generate data to answer the research questions. The qualitative approach enabled the researcher to interact with the participants in order to harness their primary voice while sharing their lived experiences in the real world. Data obtained from the interviews and observations were corroborated with document analysis data related to SBM and accountability for universal basic primary education achievement. The researcher used multiple research sites and participants to generate data, a case study approach which is more robust in comparative data. The sampling for the participants was purposive and four SMCs from four regions of Uganda and four participants from each of the SMCs were selected. The findings of the study indicate that the voluntary SMCs did implement the roles and responsibilities for UPE accountability, though there were diverse degrees of success. The differing measures of SMC effectiveness were as a result of factors such as: member capacity and perceptions; lack of policy implementation; other stakeholder actions: and inadequate resources. The importance of a volunteerism strategy as a cornerstone of UPE implementation was eminent in this study since the schools were poorly resourced partly due to high poverty levels in the community. The researcher concludes that the effectiveness of the SMC in monitoring the implementation of UPE is based on the relationship they have with other stakeholders and, thus, a model was developed to emphasise the importance of the relationships.Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted
43
Li, Wei-oi. "School based curriculum development in Hong Kong : problems and difficulties /". Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037598.
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Speer, Randy Lee Scribner Jay Paredes. "School performance teams' influence on school improvement in a large urban midwest school district". Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6774.
Pełny tekst źródłaStreszczenie:
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. Title from PDF of title page (University of Missouri--Columbia, viewed on March 29, 2010). Thesis advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.
45
Ng, Chi-hong Anthony. "How does organizational culture interact with change in the implementation of the school management initiative?" [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832979.
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46
Caul, Barbara Jean. "Site-based management and school councils, history and impact on education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54867.pdf.
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Li, Mei-ching, i 李美貞. "The principals' perceptions of their leadership roles under school-based management". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962324.
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48
Boyle, Maureen, i n/a. "Principals' perceptions of school based management in Australian Capital Territory government schools". University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.
Pełny tekst źródłaStreszczenie:
This thesis investigates the views of principals in government schools in the Australian
Capital Territory (ACT) regarding school based management (SBM). School based
management is defined as the delegation of certain decision making functions from
central bureaucratic control to a group of personnel located at the school site. In the
case of the ACT, delegation of decision making to school sites began in 1974. An
additional set of responsibilities was delegated in the 1997/98 period. This study
concentrates on the latter period but also takes the extended period of devolution into
account.
This investigation is based on qualitative and quantitative methods of enquiry and data
collection to investigate principals' perceptions of SBM, particularly in relation to the
demographic variables of the schools, and selected personal and professional
characteristics of the principals. Initially twenty six semi-structured interviews were
conducted with principals to determine a framework of seven constructs in relation to
SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts
of the interviews. The data arising from the interview stage formed the basis for
construction of a questionnaire administered to the total population of ninety seven
principals in government schools in the ACT. The questionnaire consists of
demographic, personal and professional items concerning the school and the principal,
items related to the impact of SBM, questions regarding the principals' perceptions of
satisfaction with their work, and the importance principals place on selected aspects of
their role, particularly following the extension of SBM.
Results of the questionnaire are reported using frequency distribution for each of the
items in the questionnaire, followed by factor analysis and analysis of variance to test
significant differences in the principals' views at the 0.05 or greater level. Results of
these analyses show that principals have common perceptions in general about the
nature and impact of SBM. Principals' perceptions are however, mediated by a
number of independent variables. These are gender of the principal, experience of
more than one year's work outside the field of education, the sector of their school, ie
primary, high school or college, and the geographic location of the school. Their
participation in SBM training programs, bureaucratic support to assist them in
implementing SBM, and their expressed need for continued professional development
are additional independent variables where statistically significant differences are
apparent.
Principals in this study view the extension of SBM responsibilities more as an
administrative function, than an opportunity to engage in restructuring the school.
They see that their role has expanded to place strong emphasis on business
management and they consider that they are now working in a market oriented climate
where competition for students is a real issue. Hours of work have increased, and
maintenance of a balance between work and personal life is a growing concern.
Despite this they do not want to return to the former arrangements and continue to
express satisfaction with the intrinsic rewards of their profession such as contact with
students, colleagues and the community.
These results provide important insights into the type of SBM evident in ACT
government schools at the time of this study. A number of recommendations for future
research and practice are presented related to the findings and linked to the key themes
arising in the literature.These suggest ways that SBM can and might be used as a
catalyst for development of a new paradigm for education, which will meet the needs
of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the
self managing school', (Caldwell and Spinks, 1998).
49
Lee, Kai-yau. "The role of teachers under school-based management a case study of a primary school in Hong Kong /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37648421.
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50
Wong, Ka-wing, i 黃家榮. "Implementation of school-based management policy in Hong Kong: an institutional perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B46759931.
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