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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 10 marca 2023

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1

Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.

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Ahmad, Hajah Asmah bte Haji. "Collaborative management and school effectiveness in Malaysian primary schools". Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/10211/.

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The thesis investigates variations in effectiveness of six Malaysian primary schools in three kinds of geographical sites: urban, rural and resettlement areas. It also focuses on the perceptions of headteachers, deputy headteachers, and teachers about school effectiveness, leadership/ management style of headteachers and collaborative management culture. The research explores the tensions that exist between the ingrained assumptions of Malaysian education and the practices and attitudes of headteachers, deputies and teachers. Detailed interview research on effectiveness and managerial collaboration is highly significant in enhancing understanding of education in Malaysia. The findings also make a further contribution towards international and cross-cultural perspectives of `school effectiveness' and `collaborative management'. Although generally the understandings of what constitutes collaborative management and what constitute the effectiveness of schools are still in their infancy in Malaysia, however, this does not mean that they are not important to the Malaysian educators. The need for collaborative management in Malaysian primary school is getting greater as the country moves towards `Vision 2020' and obviously this need is not adequately provided for in the present education system despite the Ministry's directive. More emphasis on policy making, awareness, commitment and training are needed for better application of the collaborative management. At the same time better communication and relationship between headteachers, teachers, DEDs, SEDs and the Ministry should be enhanced. This research also suggests ways in which training for headteachers in the area of collaborative management may be helpful for the more effective function of the schools. For collaborative management to be a success, artistry is required, to know when and how to exercise the various components of leadership so that a collaborative culture that brings success can be developed and maintained in schools. Although there is relatively little disagreement concerning the belief that headteacher's management styles have an impact on the lives of teachers and students, both the nature and degree of that impact continue to be open to debate.

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3

Wrigley, Terry. "School effectiveness and school improvement : questioning the paradigms". Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/27717.

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School Effectiveness and School Improvement have achieved a hegemonic position as paradigms of educational evaluation and development, both as research paradigms and as discursive practices shaping policy and practice. This is true internationally but with particular strength in the governance of English schools, thus the texts which constitute this doctoral submission – namely a book and several journal articles, and an extended commentary upon them – are grounded specifically in that context. The concept of paradigm is deployed in order to question systematically their (often tacit) methodological and political assumptions and to establish some foundations and justification for alternative models of school quality and educational change. A particular emphasis is placed upon the neglect, within these dominant paradigms, of educational and social aims, curriculum and pedagogy, and their inadequate framing of the relationship between schools and social context. These texts also focus strongly upon the situation of schools serving inner city and other high-poverty neighbourhoods, as a kind of border situation which exposes the limitations of these paradigms.

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4

Daly, Peter G. "School effectiveness in Northern Ireland". Thesis, Queen's University Belfast, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296378.

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5

Dingle, Robert John. "Effective governors - effective schools? : a study of governor effectiveness and its association with school effectiveness". Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/674.

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This thesis examines the roles of governors within the contexts of the national framework for governance and the effect they have on schools. The field of research into the effects of school governors is an infant one. Little direct observation of governance has taken place and there is no true experimental research. In the absence of such work, the project developed a definition of effective governance through consideration of the descriptions of and prescriptions for governor activity. It used the definition to develop two research instruments. The first of these, a national questionnaire, produced some specific examples of a range of activities for governors and lead to the development of a second instrument. This, a schedule for semi- structured interviews, was applied to six case study schools. In these studies, governors and headteachers were interviewed conceming the characteristics of their goveming bodies and the outcomes for the schools were set against these characteristics. What emerges from these comparisons are some clear associations between effective outcomes and certain governor activities. These include training, monitoring, clear support for the school, the degree of trust gained with the staff, detailed knowledge of the school, and participation in school development planning. Overall, the conclusions point to connections between the manner in which governors conduct themselves and their business and the successes of the school that they govern.

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6

Logie, Carol A. (Carol Ann). "School effectiveness : case studies of four elementary schools in Trinidad". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63284.

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7

Graham, Khalil. "CALIFORNIA TURNAROUND SCHOOLS: AN ANALYSIS OF SCHOOL IMPROVEMENT GRANT EFFECTIVENESS". UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/6.

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The purpose of this study was to evaluate the effectiveness of School Improvement Grants (SIGs) in the state of California (CA) in increasing student achievement using the turnaround implementation model. The American Recovery and Reinvestment Act of 2009 (ARRA) included educational priorities focused on fixing America’s lowest achieving schools. SIGs (i.e., up to $2 million per school annually over 3 years) to the nation’s persistently lowest achieving public schools required schools accepting these awards to implement a federally prescribed school-reform model. Of these models, the school turnaround model is the most aggressive and least used. Using data from CA, the researcher analyzed student achievement results in reading and mathematics at six high schools in CA over a three-year span between their pre- and post-SIG-award year.

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8

Ho, Yue-tim. "The perceptions of school effectiveness by a sample of Hong Kong school principals". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627218.

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9

Nung, Tai-fai Paul, i 農大輝. "The effectiveness of a secondary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957432.

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10

Bates, Dakota Blue. "The Effectiveness of Disciplinary Interventions in School-Based Counseling". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/761.

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This project discusses the effectiveness of disciplinary interventions in school-based counseling. Participants were selected from elementary and middle school sites in a school district in Southern California. Qualitative interviews were conducted to give this researcher additional knowledge in the field of school-based counseling. The audio of the interviews that were conducted were recorded, transcribed, and then analyzed by this researcher. The knowledge of the participants and their unique experiences operating with a wide range of students in many years of experience allowed for a more comprehensive understanding of what intervention strategies are most beneficial to students and where schools and counselors can improve in providing counseling services to students. The results consisted of the following eight themes: Defining Discipline, Measuring Success in Interventions, Strategies in Interventions, Theoretical Orientations, Commonalities between Frequently Counseled Students, Communication within the School, Communication between Counselors, and Areas Where Schools are Lacking. Contributions to social work practice in a micro and macro sense are discussed. Findings were given to California State University, San Bernardino and were provided to the school sites and counselors utilized for this study.

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11

Lepak, Jessica L. "Teacher perceptions of school counselors effectiveness". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008lepakj.pdf.

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Brandenburg, Andrew J. "Perceived effectiveness of school consultation procedures". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001brandenburga.pdf.

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13

Liu, Kam-keung Dennis. "The school consensus and the perceived school effectiveness a study of secondary schools in Hong Kong /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37376299.

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14

Seipel, Michael F. "Social capital and school effectiveness in rural, Missouri communities /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841182.

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Liu, Kam-keung Dennis, i 廖金強. "The school consensus and the perceived school effectiveness: a study of secondary schools in HongKong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37376299.

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16

Al-Farsi, Said Nasser. "Omani school head teachers views of effectiveness of school leadership of secondary schools in Oman". Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2611/.

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The aims of the study were to: examine how school leaders define effective school leadership, and identify the range of strategies school leaders employed in the management of their school. These aims would allow a consideration of the implications of the results for the professional development of school leaders in secondary schools in Oman. Two questions were set: What are the head teachers’ views of effective school leadership in the secondary schools, and what are some of the strategies head teachers use to lead their schools? Two methods were used. A survey was carried out using a questionnaire completed by all head teachers of secondary schools in Oman. This questionnaire identified a number of items within seven fields and asked head teachers to indicate their level of agreement with these items. These items were drawn from a reading of the literature to identify the features of participatory school leadership. The questionnaire had 40 items divided into seven fields with between 4 and 7 items in each field. This first stage was followed by a smaller group of head teachers being interviewed with the sample being composed of one male and one female head teacher from every district in Oman. The study investigated the profile of current secondary head teachers in Oman in terms of qualification, job experience, teaching experience and gender. Summary data for each of these aspects has been gathered. Also gender was examined in relation to the factors of qualification, length of experience as a teacher and as a manager. The study explored the views of all secondary head teachers in Oman about a participatory model of school leadership and found that there was a consistently high level of agreement with each of the items in the seven fields. The responses of head teachers were also examined for the presence of any statistically significant correlation between the views of the head teachers and each of the following variables: the head teachers’ gender, qualifications, length of experience as a head teacher and length of teaching experience.

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17

Anderson, David. "Departmental effectiveness : a secondary school case study". Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299663.

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18

Rodgers, Philip L. "How Utah Parents of Utah School Children Judge School Effectiveness". DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/6194.

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There is a perceived crisis concerning public education in the United States. This has led to an increase in the use of standardized tests for the purpose of measuring school effectiveness. However, the use of standardized tests for this purpose is problematic. Among these problems is the concern that standardized tests may not measure what parents believe are the most important attributes of an effective school. Unfortunately, there is little in the way of empirical evidence regarding parent beliefs in this area. The purpose of this research was to answer the following four questions. 1. What do parents of school-aged children in Utah feel are the most important attributes of an effective school? 2. Are there statistical and practical differences between levels of respondents' association with public schools and their responses to question #1? 3. Are there statistical and practical differences between levels of respondents' level of education and their responses to question #1? 4. Are there statistical and practical significant differences between respondents' gender and their responses to research question #1? A mail survey of 800 randomly selected Utah parents of school-aged children was conducted to address these questions. To answer research question #1, the method of paired comparisons was used to derive a parent ranking of eight attributes of an effective school. To answer research questions #2, #3, and #4, a chi-square analysis of association was conducted. The practical significance of these results was assessed through the calculation of the effect size w. In total, 199 usable surveys were returned. Results indicated that parents believed that providing students with a balanced curriculum that encourages a wide range of learning experiences and providing students with the skills necessary to become a productive and useful citizen were more important attributes of an effective school than providing students with a good understanding of basic academic skills. This result is important because it indicates parent support for two attributes of an effective school-wide range of learning experiences and skills to become a productive and useful citizen-that are difficult to measure through the use of standardized tests.

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19

Lugalo, Simo. "Effectiveness of school governing bodies in rural schools of Ngcobo district". Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18222.

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This study focused on school governing bodies in the rural schools in Ngcobo. In this study, the researcher established that in rural schools, parent members of school governing bodies are still reluctant, or ill equipped to do their duty as governors of the schools. They rely on what the principals ask them to do. They need more training and empowerment to fulfill their duties as members of the school governing bodies. Most of the parents who are members of school governing bodies are older and their level of education is generally low. The principals are complaining that not enough training was being given to parent members to fulfill their task as school governors. However, it remains the principals’ responsibility to coach SGB parent-members in order for the school functionality to go on. The findings of this study show that much more need to be done to empower parental-members of SGBs in the rural areas of the Eastern Cape and most probably in most, if not all, rural areas of South Africa.

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20

Zhang, Lei. "School and teacher effectiveness of senior high schools in Western China". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701391.

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21

Nung, Tai-fai Paul. "Subject department effectiveness a case study of three secondary schools in Hong Kong /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2345717X.

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22

Harrison, Bradford Lee. "The perceptions of teachers and school administrators of school effectiveness in 11 schools in a southern Mississippi school district". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-143003.

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23

Moseley, Robert C. "Efficiency and effectiveness factors of small schools in Missouri /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974667.

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Allie, Fadilah. "The influence of school principals' leadership styles on the effectiveness of schools". Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1954.

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Dissertation submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
The poor matriculation results of the past number of years, as well the changing role of principals as school leaders raise concerns for the future of education in South Africa. One of the contributory factors is that principals who were trained under the apartheid school system often lack the skills and knowledge to lead democratically or strategically. This has major implications for the effectiveness of schools of learning. Although there is a wide range of theories on leadership styles, the area remains complex. The nature of what exactly makes some leaders and organisations successful and others unsuccessful is uncertain. There is a shortage of evidence about what precisely constitutes effective leadership, particularly in the area of disadvantaged schooling. The question that follows is: How do the different leadership styles of school principals influence the effectiveness of schools in low-income communities, and what other factors promote school effectiveness? If there is a particular style of leadership which could help to make schools more effective in such communities, it is the purpose of, and justification for, this study: to identify it, or its application, in such schools. The purpose of this research was to identify and characterise principals’ leadership styles and their influence on the effectiveness of four schools in low-income areas on the Cape Flats. This investigation identified the factors that contribute to a school being effective. Principals’ leadership styles were investigated in relation to factors such as availability or lack of resources, parental and community involvement, an environment conducive to learning, and learners’ academic performance on school effectiveness. Research was located largely in a qualitative paradigm, with limited use of quantitative data. It sought to achieve an in-depth and holistic understanding of interaction among principals’ leadership styles and other factors contributing to school effectiveness. Data was collected from four principals and four HODs from four schools in Mitchell’s Plain and Steenberg in the Cape Flats area of the City of Cape Town. The four schools were selected on the basis of their location in low-income communities. Methods of data collection included audio-recorded, semi-structured interviews and document analysis. The results revealed that schools, at which principals adopted a participatory or contingency leadership style, where all stakeholders within the school community shared responsibility and decision-making, were more successful in terms of academic performance and overall school effectiveness.

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25

Verdis, Athanasios. "School effectiveness and educational evaluation in Greece". Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10006639/.

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Karunanathan, Mathivathani. "Effectiveness Of Fluoride Mouthrinsing In School Children". Thesis, Faculty of Dentistry, 1985. http://hdl.handle.net/2123/4607.

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Chen, Hing Corina. "The perceptions of the principal and teachers on school effectiveness : a case study in a subsidized secondary school /". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574900.

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28

Reviere, Rodney. "School Effectiveness and School Change in Developing Countries: Example Cape Verde". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1123067488484-06816.

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Education in Cape Verde has come a long way since its humble colonial beginnings with the opening of the first school in 1525. However, despite notable progress and the existence of some schools which are perceived to be superior, the quality of the education provided in the public school system is poor overall. Unfortunately the dearth of research on education in Cape Verde - and indeed the rest of the developing world - available to guide qualitative improvement forces school officials and change agents to use models from developed countries to guide change efforts. The purpose of this study is to examine the validity of that practice based on experiences accumulated during part of a seven year technical aid intervention.

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29

Ting, Wing-hing Eric, i 丁永興. "Constraints on school effectiveness: perceptions of aided, grammar secondary school principals". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958837.

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30

Reviere, Rodney. "School Effectiveness and School Change in Developing Countries: Example Cape Verde". Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24552.

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Education in Cape Verde has come a long way since its humble colonial beginnings with the opening of the first school in 1525. However, despite notable progress and the existence of some schools which are perceived to be superior, the quality of the education provided in the public school system is poor overall. Unfortunately the dearth of research on education in Cape Verde - and indeed the rest of the developing world - available to guide qualitative improvement forces school officials and change agents to use models from developed countries to guide change efforts. The purpose of this study is to examine the validity of that practice based on experiences accumulated during part of a seven year technical aid intervention.

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Ting, Wing-hing Eric. "Constraints on school effectiveness : perceptions of aided, grammar secondary school principals /". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595976.

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Dingle, Angela Mary. "How did a school improve? : a study of a north-eastern comprehensive school". Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299665.

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33

Ho, Yue-tim, i 何如添. "The perceptions of school effectiveness by a sample of Hong Kong school principals". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627218.

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Cauldwell, Natalie. "School and community members' perceptions of the effectiveness of school district efforts to reduce violence in schools /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988651.

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Craig, Ian. "Primary school size and its relationship to school effectiveness : an exploration of optimal size for primary schools". Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369681.

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Floyd, David Graham. "An examination of the links between the pedagogical culture of primary schools, school effectiveness and school improvement". Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006625/.

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This study examines the proposition that values and beliefs about teaching and learning are of critical importance in determining pupil outcomes. Using a sample of teaching staff from 32 primary schools, I attempt to identify these beliefs and their links with school effectiveness and school improvement. School effectiveness is measured in terms of pupil progress on Suffolk Reading Tests taken at 6+ and 8+ from 1994-6. Data about pedagogical values and beliefs were collected using interviews, questionnaires and Ofsted reports. An outlier framework was used to analyse effectiveness and improvement, and to determine if either was associated with a pedagogical culture based upon the ideology of progressivism which the work of Plowden and Piaget supposedly spawned during the early 1970s. It has been argued that this ideology still continues to influence primary practice and has been largely responsible for a perceived decline in standards of literacy. The results of this study suggest that differences in pedagogical culture between outlier groups are not nearly as wide ranging as some critics of primary practice suggest. However, although the differences may be few, they may still explain the apparent divergence in effectiveness since they appear to relate to pedagogical goals, methods, and certain leadership strategies. Differences between schools in which the rate of pupil progress improved substantially between 1994-6 and those in which it declined, appeared even less marked. This study also explores the challenges involved in linking research into school effectiveness with school improvement, and suggests that the lack of synergy between the two, particularly in the sphere of teaching and learning, can be partly transcended through the concept of pedagogical culture which is common to both fields of enquiry. The study concludes by positing a model that uses pedagogical culture to link both the school effectiveness and school improvement paradigms.

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Brown, Launcelot Irving. "A Meta-analysis of Research on the Influence of Leadership on Student Outcomes". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28498.

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Despite the fact that it is accepted that the role of the principal is central to the effectiveness of the school, the extent of that relationship remains a subject of continuing debate. Utilizing the statistical analytical approach of the meta-analysis, the study synthesized the quantitative data on the subject to determine the degree to which the level of school effectiveness reflects the influence of the school leadership. The review of the quantitative literature identified 38 studies that met the criteria for inclusion in the meta-analysis, providing 339 effect sizes that formed the sample for the study. The following research questions guided this study: 1.What empirical evidence is there to confirm or support the notion that there exists a relationship between leadership and school effectiveness 2.As identified in the quantitative analysis of the available research, what is the strength of the relationship between leadership and school effectiveness? 3.Based on empirical evidence, what aspects, dimensions or clusters of leadership behaviors relate to school effectiveness? 4.Related to the above, how do these dimensions compare in their relationship to school effectiveness? The results indicated that there is a significant and positive relationship between school leadership and the level of school effectiveness, and that while all the leadership approaches yielded significant results, the instructional leadership behaviors of the principal registered the strongest relationship.
Ph. D.

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38

Graham, Joe Wilson. "Leadership behaviors and collective efficacy as perceived by teachers of schools in the Katy Independent School District". Texas A&M University, 2003. http://hdl.handle.net/1969.1/6004.

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The primary purposes of this study were to discover any connections between leadership effectiveness and collective efficacy from campuses in the Katy Independent School District. It also was designed to discover other possible connections between teacher demographic variables and collective efficacy. The research study for leadership was based on the leadership work of Kouzes and Posner and the survey they created, the Leadership Practices Inventory (LPI). The collective efficacy piece was based on the work of Roger Goddard and his work on the collective efficacy survey for school personnel. Leadership effectiveness had a low positive correlation on collective efficacy. All five practices also had a low positive correlation on collective efficacy. These practices are: Model the Way, Inspire a Shared Vision, Challenge the Process, Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice had the highest correlation on collective efficacy. Each of the practices had breaks at the 30th and 70th percentile groups based on Kouzes and PosnerÃ¢ÂÂs norming group of approximately 18,000 participants. Schools scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges. Schools scoring in the below the 30th percentile group in the Encourage Others to Act practice were statistically significantly different than those scoring in the middle or upper groups as well. There were no other practices showing significant differences in their respective groups. Most length of employment variables showed a low correlation on leadership effectiveness and collective efficacy. Length of employment in Katy ISD had a moderate negative correlation on leadership effectiveness. The researchers categorize schools as schools with high or low collective efficacy based on the teacher comments. High collective efficacy schools commented that they worked as teams and had administrative support. Lower collective efficacy schools mentioned administrative constraints, home life issues, lower administrative support, and lower discipline. The schools were categorized as positive leadership mentioned administrative support, encouragement, and principals who listened. In more negative leadership schools, teachers commented about communication problems and minimal rewards.

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Homadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.

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40

Ballman, Karla V. "Cost-effectiveness of smart traffic signals". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13829.

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Wright, Robin Mary-Louise. "Adolescents at risk, effectiveness of school-based interventions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ50008.pdf.

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42

Thornton, Janey Knight. "Factors influencing the effectiveness of school foodservice programs". [Ames, Iowa : Iowa State University], 2007.

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Duffy, James. "The influence of self evaluation on school effectiveness". Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21633.

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This thesis discusses the outcomes of four years of research. The main purpose was to determine the influence of self-evaluation on school effectiveness and investigate any relevant issues. The qualitative research began with an extensive literature search to examine the body of knowledge which already existed and set the planned empirical work within the relevant theoretical context. This provided a stimulus for a set of research questions which helped express the intellectual puzzle. Data was gathered using a questionnaire which was completed by class teachers from the researcher's primary school and interviews which were administered initially to a group of primary head teachers from a small Scottish local authority. It became apparent that this sample was limiting so some Irish head teachers with an interest in self-evaluation and a group of educationalists from a variety of European countries were included. The results highlighted a number of links between self-evaluation and the features of effective schools and these have been fully explored in the dissertation. The findings indicated that there was a perception by many that self-evaluation does have a significant influence on school effectiveness and the extent of this depends on factors such as leadership which affects the level of morale, ownership and commitment to change. Good leadership can help develop a positive climate of trust and professional respect. Effective schools are happy communities characterised by high expectations of pupil achievement, ownership, reflection and a focus on the quality of learning and teaching. The research underlined the difficulties of measuring school effectiveness, the need for honesty and rigour when self-evaluating and the problems associated with insider research. Participants tended to link performance indicators with development planning and target setting and considered that such indicators contributed to the management of change by providing a standard set of criteria within a helpful framework to give teachers control and a degree of autonomy. Although accountability should not be the main purpose, self-evaluation was perceived to provide a means of contributing to school effectiveness by making policies and practices public. The thesis compares previous research with the views and experiences of practitioners and concludes with a series of recommendations arising from the study.

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Cheung, Hoi-yan, i 張凱欣. "Effectiveness of school closure during an epidemic flu". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45171324.

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Charoenkittayawut, Sorrapong. "Modelling school effectiveness and attainment equity in Thailand". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/415897/.

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Thailand has been facing a crisis of education in terms of low and unequal quality of schooling for over a decade, and these problems are still becoming more and more severe. The big challenges Thailand faces when it comes to promoting quality of schooling and reducing inequity of attainment have been become a national priority and a focus of an extensive public debate. Therefore, the major research question addressed in this study is: what makes school effective in terms of both quality and equity? To answer this, the sequential mixed method research design, which begins with quantitative followed by qualitative research, was adopted in the study. In Phase I, the quantitative research focuses on investigating school effectiveness factors affecting student attainment and quantifying the level of quality and attainment equity at the school level. Data used in the study were derived from the survey from schools operating in the lower secondary level in the Prachin Buri Province and the individual students’ national testing scores (O-NET) in eight subjects according to the Thai Basic Education Core Curriculum. This study adopted the most up-to-date school/educational effectiveness model: the dynamic model of educational effectiveness, proposed by Creemers and Kyriakides (2008). Overall, the multilevel analysis revealed that after controlling for student characteristics, classroom and school contextual factors, the significant factors affecting student attainment included school policy and practice related to (i) quality of teaching, (ii) provision of sufficient learning resources, and (iii) value of favour in learning. In addition, the dimension of effectiveness factors used to define and measure these are: frequency, focus, stage, quality, and differentiation. The overall quantitative findings confirmed the robustness of the original version of the dynamic model of education effectiveness, which can be applied in the context of Thai education. To measure the degree of school attainment equity, this study employed Kelly’s attainment equity index (Kelly’s AE). The multiple regression analysis showed that average SES is a vital predictor to attainment equity in nearly all eight subjects, whereas the percentage of girls as well as school size inconsistently affect attainment equity across eight subjects.

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Denecker, Gregory J. Denecker. "The Effectiveness of the Ohio School Leadership Institute". University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461926681.

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Liao, Mei Feng, i 廖美鳳. "School-based management and school effectiveness". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/52901144577795875212.

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碩士
國立台北師範學院
國民教育研究所
91
【Abstract】 The practice and effect of school-based management and school effectiveness are important issues for educational reform in different countries. However, the relationship between school-based management and school effectiveness is not clarified. This study explored the relationship between school-based management and school effectiveness from quantitative and qualitative perspective. There are four purposes in this study: (1) to understand the status and difference of school-based management in primary schools, (2) to understand the status and difference of school effectiveness in primary schools, (3) to examine the relationship of school-based management and school effectiveness, and (4) to analysis the performance of school- based management and school effectiveness in a primary school. To achieve these purposes, both of questionnaire survey and case study were used. In the questionnaire survey, the samples are 443 teachers in 36 primary schools in Taipei and Kaohsiung counties. Data were analyzed by item analysis, factor analysis, reliability analysis, t-test, ANOVA, and regression analysis. In the case study, the author selected a primary school in Taipei county. Data are from conversation with five school members through the semi-structural interview. The findings of this study are below: I. The questionnaire survey: 1.The primary schools in Taipei country and Kaohsiung county were high in implement school-based management, but the autonomy of budget should be improved. 2.There was significant difference in school-based management with different school location and school size. 3.The effectiveness of primary schools in Taipei county and Kaohsiung county were high, but the students achievement should be improved. 4.There was significant difference in school effectiveness with different school size, but not different with school size. 5.There is a positive relationship between school-based management and school effectiveness. 6.The different layers of school-based management would predict the school effectiveness, the predictive rate is about 20% to 40%. II. The case study: 1.Although the performance of school administration in this school is high, the mechanism of school-based evaluation is not established. 2.The personnel selection system in this school is independent. 3.The autonomy in school budget is ordinary. 4.The autonomy in teaching and curriculum in this school is high, and it has developed school-based curriculum. 5.Students’ achievement in this school are high. 6.Despite teachers adopt multiple and creative methods, but they haven’t used medias in teaching. 7.Principal’s leadership is democratic and authoritative, and he adjusted the duties of school administrations to increase the effectiveness and efficiency. 8.There are two main problems in this school including: lack of equipment and little interaction between members. But there is a good relationship between family and school, they have established an educational partnership. Finally, according to these findings, some suggestions to the education administration authority and primary schools were offered. Key words: school-based management, school effectiveness, questionnaire survey, case study

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Li, Hou-Hsiao, i 李厚學. "A Study of School Culture , School Marketing and School Administrative Effectiveness in Taoyuan Elementary Schools". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85417963289768016911.

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碩士
國立臺北教育大學
教育政策與管理研究所
97
The purpose of this study is to investigate the relationships among school culture, school marketing and school administrative effectiveness of elementary school teachers in Taoyuan County. At first, current status of the school culture, school marketing and school administrative effectiveness of the elementary school teachers in aforesaid area were understood respectively. And then, the deviations of the school culture and school marketing under different backgrounds were investigated. Finally, analyzed the relationships among school culture, school marketing and school administrative effectiveness. Questionnaire survey as a principal approach was used in this research. The objectives were sampled out stratified and randomly from 47 public elementary schools in Taoyuan county. There were 605 valid questionnaires recovered from 660 issued copies and the available rate was 92%. “Questionnaire of School Culture, School Marketing and School Administrative Effectiveness of the Elementary School Teachers” was used in this survey. The questionnaires were analyzed through several statistical techniques, e.g. descriptive statistics, factor analysis, reliability analysis, t-test, One-way ANOVA, and the Structural Equation Modeling. Several conclusions have been obtained as follows: 1.The school culture of Taoyuan County Elementary Schools is primarily by the supportive culture. 2.The school marketing of Taoyuan County Elementary Schools is most positive by the product strategy. 3.The school administrative effectiveness of Taoyuan County Elementary Schools is best by the environmental equipment. 4.The following teacher groups have higher consciousness: The teachers with degree of elementary schoolmasters in hierarchy culture; The teachers working at remote districts in supportive culture, innovative culture and school culture; The teachers working at school of 12 and below classes in school culture. 5.The following teacher groups have higher consciousness : The teachers having 11-20 years teaching experience in product strategy; The teachers working in remote districts in place strategy, staff strategy and school marketing; The teachers working at school of 12 and below classes in place strategy, staff strategy and school marketing. 6.The school culture has significant positive influence on the school marketing. The school marketing has significant positive influence on the school administrative effectiveness. According to these conclusions, some recommendations have been offered to educational administrative personnel and educational professional for further research.

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CHIU, BO-HAN, i 邱柏翰. "A Study of the Relationship between School Accountability and School Effectiveness in Elementary Schools". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9xyxv2.

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碩士
國立暨南國際大學
教育政策與行政學系
105
The purpose of this study is to explore the relationship between school accountability and school effectiveness in elementary schools. It also compares the perceptions of elementary school teachers with different background variables concerning school accountability and school effectiveness. Then, this study analyzes the predictive power of school accountability to school effectiveness. 　　The study uses questionnaire survey to collect data. The population is public elementary school teachers in Kaohsiung City and the participants are chosen by using stratified random sampling according to the size of the schools. A total of 657 questionnaires are distributed, of which 577 are valid and the effective sample rate is 87.82%. The data is analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The main findings are as follows: 1.The elementary school teachers have a high-intermediate perception of school accountability, and “moral accountability” gets the highest score among the five dimensions of school accountability. 2.The elementary school teachers have a high-intermediate perception of school effectiveness, and “teacher teaching” gets the highest score among the five dimensions of school effectiveness. 3.The elementary school teachers with different school size have significantly different perceptions of school accountability. 4.The elementary school teachers with different sexes, posts, and school locations have significantly different perceptions of school effectiveness. 5.There is a significant correlation between school accountability and school effectiveness in elementary schools. 6.In elementary schools, school accountability can positively predict school effectiveness, and “moral accountability” is the most predictive dimension. 7.In elementary schools, the different dimensions of school accountability have different predictive power and exert influence on school effectiveness in either positive or negative way.

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WANG, Meng-Chen, i 王夢真. "A Study of School Marketing and School Effectiveness among Elementary Schools in Yilan County". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61707433402081942598.

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