Rozprawy doktorskie na temat „School Improvement”
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Wells, John. "A literature review of school improvement, A case study, school improvement at one school site; School improvement models". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/MQ54914.pdf.
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Bennett, Maureen E. J. "Inspection : a catalyst in school improvement". Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366758.
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Fry, Thurman Jeffrey. "School improvement councils as change agents". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=442.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).
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Myers, Kate. "School improvement in action : a critical history of a school improvement project". Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.
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Anderson, Anne. "Leadership for school improvement". Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/cf341520ed4e7b127c8126c5d751581e3ea112f20082fdcc672012d29d217b3a/10920837/Anderson_2016_Leadership_for_School_Improvement.pdf.
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This study has emerged from an international interest and movement towards school improvement. The process of school improvement concerns itself with the concepts of change and accountability within school systems as well as the impact of leadership within these processes. The purpose of this study is to explore the influence of leadership on school improvement in Catholic secondary schools. Specifically, it addresses how leadership was seen to influence both school improvement and the understandings of leadership of people involved in school improvement within Catholic secondary schools in Sydney. The research asked the question: How does leadership influence school improvement? It explored an understanding of the views, experiences and perspectives of teachers, middle managers and executive regarding the influence of leadership practices on school improvement within secondary schools. With this aim in mind the epistemological framework of constructionism was adopted using the theoretical perspective of symbolic interactionism and case study methodology. The case study approach was chosen as it allowed an understanding of the phenomenon of leadership experienced by the participants within school improvement. Multiple data collection methods of survey, semi-structured interviews and documents analysis were employed to allow the researcher to look into and detail the complex and multifaceted interactions of the teachers, middle managers and executive to gain an understanding of how these participants experienced leadership and how it impacted on their role, responsibilities, and sense of ownership of school improvement. This research has shown that certain elements of leadership play a vital role in influencing change for school improvement. A proposed model for school improvement was found that focuses on seven elements of leadership that influence school improvement: establishing a core team to lead the process, identifying a clear vision and strategic direction, priority given to shared leadership which is enhanced by a collaborative approach, commitment and alignment of values, developing a strong learning culture that focuses on continual improvement and support through reflection and evaluation of improvement processes. These elements, when combined, provide a fertile environment in which principals and teachers can take collective responsibility for change to improve schools. Further it recognises that leadership between principals and teachers needs to be shared as both have roles and expertise that can influence change for school improvement.
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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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Kessler, Rodney R. "Study of school resource uses in selected Wyoming schools". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1799889121&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Thesis (Ed.D.)--University of Wyoming, 2008.Title from PDF title page (viewed on Nov. 20, 2009). Includes supplemental PDF file of case studies of Wyoming schools/districts. Includes bibliographical references (p. 103-111).
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Rodríguez, Gina Elizabeth DeShera. "Community collaboration in school improvement /". Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.
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Riecken, Theodore John. "School improvement and the culture of the school". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29368.
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This study was an investigation of one elementary school staffs experience with a school-based school improvement program. Using the conception of school "culture" as an analytic construct, the investigator examined the interaction of the culture of the school with a locally developed school improvement program. For the purposes of this investigation, culture was defined as a commonly held set of values and beliefs. Using interviews and participant-observation, the researcher collected data from the school setting over an eight month period. Observational and interview data along with data in the form of program documents and minutes of staff meetings were analyzed to obtain a) an understanding of the shared values and beliefs that constitute the culture of the school and, b) a picture of the developing relationship between the culture of the school and the school improvement program.
Data pertaining to the culture of the school was analyzed and categorized into seven broad themes that appeared to characterize the school's culture. As a further refinement of the construct of theme, five "key suppositions" were identified. These key suppositions consisted of shared values and beliefs about a particular topic, and were seen as the cultural nexus of the school. They included a set of commonly held values and beliefs about the importance of 1) active involvement of students in learning, 2) ongoing professional development, 3) a cooperative ethos among staff, 4) active administrative leadership, and 5) time as a valuable commodity in the school environment.
Using these key suppositions as a framework for analysis, the researcher examined the interaction of the school improvement program with the culture of the school. Analysis of the program's implementation in the school indicated that there was a reciprocal interaction between the program and the school's culture. There was evidence to indicate that three of the key suppositions had an influence on the way the program was implemented in the school. The key suppositions that had an influence on the program's implementation were 1) active involvement of students in learning, 2) active administrative leadership, and 3) time as a valuable commodity in the school environment. There was also evidence to indicate that the school improvement program acted to strengthen two of the key suppositions of the school's culture. The key suppositions that were strengthened were 1) a cooperative ethos, and 2) ongoing professional development.
An examination of teachers' perceptions of the school Improvement process indicated that, on occasion, the improvement process held the potential for conflict when staff engaged in debate about multiple interpretations of some of the program materials. The researcher has hypothesized that in such situations of potential conflict, the culture of the school acted as a stabilizing mechanism in that it provided staff with a common set of assumptions on which to focus their school improvement efforts.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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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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Sheeran, Martin Victor. "School inspection and school improvement : a case study". Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399969.
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Carter, Dennis Gale Jr. "The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System". Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/70973.
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The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia School Turnaround model of school improvement and how those models influenced school improvement practices in a rural Southwest Virginia school system. Best practices from each of the school improvement models were identified and adopted, which led to the establishment of a hybrid model of school improvement. The study documents how and why the practices were adopted and used in the hybrid model.
The paper includes a literature review which examines the evolution of school improvement in the U.S. The description of the historical development of school reform sets the context for in-depth reviews of five current research studies. The studies selected for review, as well as the research study, focus on the role of the central office in school improvement. A synthesis of the studies' findings provided evidence that further research was needed.
Data sources for the study include an individual interview of the superintendent, focus group interviews of central office administration and school leadership teams, archival records, and documents. The focus group interviews were conducted to describe the process of implementation of the two school improvement models and to identify school improvement practices that were adopted by the division.
This study identifies the practices that were adopted and implemented throughout the rural Southwest Virginia school system. Best practices that are used in the hybrid model of school improvement are Professional Learning Communities, acceleration teams, 90-day school improvement plans, and a tiered remediation program. Barriers to implementation of school improvement were time, the initial lack of support in the Indistar model, involvement, and the understanding of data and data analysis. The themes of professional development, external and internal supports, and sustainability of school improvement are discussed in Chapter 5. Recommendations for practice and future research are presented.Ed. D.
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Repenning, Nelson P. (Nelson Peter). "The improvement paradox : three essays on process improvement initiatives". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10802.
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Bruner, Carl. "School improvement planning and the development of professional community /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.
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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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Sister, Loliwe Fezeka. "The role of school management teams in school improvement". Thesis, Nelson Mandela Metropolitan University, 2004. http://hdl.handle.net/10948/372.
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This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.
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Butt, John Lindahl. "School improvement : implementation, evaluation and culture /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47441.pdf.
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Lowe, Geoffrey C. "Inspection, school improvement, development and change". Thesis, Sheffield Hallam University, 2003. http://shura.shu.ac.uk/20175/.
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The defining characteristic of this study's contribution to educational research is the dual perspective - both technical/rational and cultural/political - that it brings to bear on Ofsted's school inspection process. This longitudinal investigation has two aims: test the claim that Ofsted inspection leads to "school improvement" and to illuminate the process of inspection-induced change. The fieldwork took place in six large secondary schools inspected during the year 1996-1997 and drew on the reactions of teachers at all levels within the schools. The thesis begins by examining Ofsted's technical/rational perspective of "school improvement", using the implementation of schools' "key issues for action" as an indicator of change and "school improvement". Three questions are put about the implementation of inspection recommendations: "Which factors in the inspection process, school and immediate environment influence a school's response to the "key issues for action"? Do "key issues for action" become the school's agenda for change and improvement? Does implementation lead to change and improvement in all areas of the school's activity? The study identifies how factors in the inspection process, the school and the immediate environment interact to influence the implementation of key isssues. The six case studies of implementation of inspection recommendations, concerned both with teaching and learning, provide rich descriptions of the schools' response to Ofsted's agenda for teaching and learning. As the investigation progressed teachers' meanings towards Ofsted inspection and "school improvement" were brought within its scope. The research identifies political issues raised by the participants and charts the emergence of political themes relating to the implementation of "key issues for action". The discussion places the two different perspectives within a framework of social theory and develops the dual research method as well as the requisite processes and procedures. The investigation offers tentative conclusions about Ofsted inspection and concludes by considering the implications for Ofsted's current inspection practice.
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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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Spouse, Jane. "Intervention for learning : supporting school improvement". Thesis, University of Gloucestershire, 2001. http://eprints.glos.ac.uk/3026/.
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Bringing about school improvement has become a national focus for education. There has been little research into school improvement from the perspective of intervention, yet it has become an urgent issue due to the commitment to address under-performance in schools. This research provides insights into the use of research findings about school improvement and effectiveness in working with schools; and insights about how best to support schools in promoting a culture and ways of working in which development can be secured. It uses the development of two projects, in the first phase gaining insights from intervention with eight schools, and in the second phase gaining a closer look at the impact of interventions in two schools at the different levels of headteacher, deputy, subject leader, class teacher and children. The sample draws on schools from different contexts. In the first phase, schools were considered where intervention was welcomed, and the second phase included schools with more embedded difficulties and where intervention had not been sought. The interaction between the impact of intervention at school, classroom and pupil level is explored, drawing out the inter-relationship between the elements of intervention in promoting improvement. The research drew upon a phenomenological perspective to consider the perceptions of those involved in terms of the interventions; methods of data collection were developed which drew upon both qualitative and quantitative processes, including narrative analysis. A model for intervention is offered alongside the identification of the activities and skills of interveners working to promote school improvement. Aspects of change are identified in relation to the technical, cultural and micro-political development. A new identification of the phases of development is given, and aligned to the inter-related aspects of the change process. Turbulence and uncertainty had to be managed constructively as schools moved to the awareness that the skills of rigorous self-evaluation were a key lever for their improvement. Identification of the intervention which supports aspects of change and is phased for different stages of improvement is a recommended way forward.
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Fuller, Alan. "School improvement consultancy : a study of the contribution of educational psychologists to a primary school improvement programme". Thesis, University of East London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532450.
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Heider, Cynthia. "Exploring the meaning of school improvement in the formulation and implementation of the Missouri school improvement program /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036830.
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Björkman, Conny. "Internal capacities for school improvement : principals' views in Swedish secondary schools /". Umeå : Pedagogiska institutionen, Umeå Universitet, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018653247&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Björkman, Conny. "Internal capacities for school improvement : Principals' views in Swedish secondary schools". Doctoral thesis, Umeå universitet, Pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1921.
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The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´.
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Johnson, Charlene (Charlene Cara) 1966. "Dramatic improvement of a mature process : proactive process improvement". Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/47555.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management; and, Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.Includes bibliographical references.
by Charlene Johnson.
S.M.
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Martinez-Avalos, Maria Teresa. "A Case Study of School Improvement Factors at Southwest Middle School". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333337.
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This is a case study of school improvement factors at a Southwestern Middle School where the researcher examined the demographics of the Southwest Unified School District and Southwest Middle School, the school's academic performance history, school leadership, teachers and the school improvement process it was mandated to follow for five years. Also, there included a discussion of the reasons Southwest Middle School moved into school improvement, the number of years it remained in school improvement, the leadership during these years, and the mandates imposed on the school from the No Child Left Behind (NCLB) federal legislation and the Arizona Department of Education state mandates. The mandates were determined by the school's level of improvement. In this case study Southwest Middle School had been at a serious level of improvement for the previous five years 2008 - 2013. Therefore, a visit from a team of Arizona Department of Education school improvement experts called the Solutions Team was initiated. This initiated visit was to be an evidenced based inquiry that generated four school improvement recommendations to be followed as a framework for continuous school improvement. Also, the researcher examined the documentation generated through the Solutions Team visit and the impact it made on the Southwest Middle School improvement process. Quantitative outcomes in the area of student achievement are presented in this case study that shown continuous decreases in the standardized test results generated from the State mandated test known as the Arizona Instrument to Measure Standards (AIMS Test) results until the school remained open till spring, 2013. Interviews with personnel involved in the school improvement efforts showed differing perceptions of success in efforts before the school closure. There was some evidence that test scores had begun to improve at Southwest Middle School but, it was too little, too late and the school closed in Spring, 2013. Unfortunately, in spite of increased efforts, it was too little, too late, and the improvement was minimal, forcing the Southwest Unified School District to close Southwest Middle School in spring, 2013. Following were identified factors that facilitated or hindered the implementation of plans aimed at school improvement.
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Wilson, Jan. "A study of school improvement : understanding the processes and outcomes of planned pedagogical improvement in independent preparatory schools". Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/4065/.
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This thesis describes the processes and outcomes of planned pedagogical improvement in a group of independent preparatory schools. It is an ethnographic investigation of these schools, which were researched and reported as multiple composite case studies. The research focuses upon two unusual and different aspects of school improvement. Firstly, a central theme of the study is the importance of the dynamic between improvement in classroom practice and the concomitant modification to school organisational arrangements.T he cases tudiesi nvestigate the essenceo f the mteractional processes that the schools experienced during implementing a process of pedagogical improvement, and as a result, a model is proposed to suggest a possible way of understanding the school improvement processes in these schools. Secondly, the research has been undertaken in the independent primary (preparatory) sector, where there has been little research undertaken and a dearth of literature that is useful and relevant to the culture of these schools specifically. The thesis examines and analysest he constraints,p roblems and successesth at the schools faced; and in particular considers individual and organisational capacity building, the stages that the teachers and schools moved through, the processes, consequences and outcomes and whether the pedagogical improvements could be sustained. The writer presents an empirical model of the process and argues that the evidence could be related, in a meaningful way, to other independent preparatory schools. The outcomes of the evidence appears to indicate that effective pedagogical improvement processes, that focus on modifying classroom practice and improving children's achievement, can be strategies for educational change; which can lead to adaptations and improvements within the organisational management arrangements, systems and controls within the school to support teaching and learning.
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Willoughby, Glyn Anthony. "Appreciative inquiry as a school improvement process". Thesis, University of Surrey, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412063.
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MacDonald, Denise C. "Action research : a catalyst for school improvement /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25862.pdf.
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Mansour, Abla. "Building leadership-capacity for sustained school-improvement". Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9396.
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The third wave of school reform in Quebec that started in 2000, emphasized developing student leadership. For a school to become successful, it became mandatory for the administration to build leadership-capacity and developing teacher-leadership in curriculum and professional-development and school governance. Building leadership-capacity and sustaining school improvement are the focus of this thesis. It describes the basic actions that schools should take to build leadership-capacity and investigates the characteristics of a capacity-building head and the ultimate effect of building leadership-capacity on student development. It also suggests that leadership-capacity is context specific and differentiated among schools. Leadership-capacity is defined as ‘broad-based skilful participation in the work of leadership’ (Lambert 1998:5) and a way of understanding sustainable school improvement (Lambert 2006:239) given each school culture and context. Following a review of literature, five key-research questions were formulated, addressed through three interpretive case-studies carried out in three private secondary schools in Montreal, Quebec. The research tried to investigate the process of building leadership-capacity and how it sustains school improvement. The study predominantly used a flexible multiple case-study design, using qualitative methods of data collection. In each school, semi-structured interviews, non-participant observations and document checking were conducted, providing method and data triangulation. Given that this research involves multiple case-studies, data analysis was conducted in two stages: within-case and cross-case analysis (Yin 1994:112). Analysis revealed that building leadership-capacity usually starts by broadly and skilfully involving teachers in leadership activities. Sustainable improvement can be supported by transforming the school into a professional-learning-community where learning and improvement become a habit of mind, daily practiced by teachers and students. Knowing that the ultimate goal of school improvement is to enhance student learning and achievement, this can be achieved when schools develop students to become leaders of their own learning journey. Developing teacher-leadership in a school ultimately reflects on student leadership and learning. In addition to these internal leadership-capacity processes, each school has its unique contextual factors, consequently, capacity-building is “multifaceted” (Fullan 2006), based on developing strategies that are unique to each school given its context, internal leadership-capacity predispositions and culture that ensure sustainable improvement for each particular school. The suggested leadership-capacity model provides a visual display for building leadership-capacity based on the dynamic interaction between internal capacity, culture and external context.
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Beresford, John. "Classroom conditions for school improvement : students' views". Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/12025/.
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The latter part of the twentieth century experienced an increased emphasis in industrialised societies on educational performance, and ongoing efforts are still in progress to enhance levels of performance, particularly to prepare young people for the ever-changing work demands occasioned by the revolution in communications and in the provision of information. Educationalists have been interested in the replicability of successful school systems, and this has resulted in a focus upon decision-making at the various levels of educational governance. At school level the concepts of enabling conditions and development capacity are now well grounded in the theory of school effectiveness and school improvement. Within the IQEA (Improving The Quality of Education for All) Project, schools are encouraged to develop their management and classroom conditions at the same time as they work upon their improvement initiatives. There exist a number of instruments devised within the project to measure the capacity of schools both at management and classroom level to sustain a culture of school improvement. Along with this interest in school-based improvement initiatives, there has been an increasing interest in the part various stake-holders within the school community can play in school improvement. One such group are students, and teachers, particularly within IQEA, have increasingly wished to consult them when undertaking or evaluating policy changes within their schools. To this end teachers have also been interested in comparing their own views with those of their students on the culture of the school and its classrooms. This thesis represents an attempt to provide teachers with just such an instrument of comparison. It first contextualises the notion of Student Conditions within the literature of School Improvement Conditions. In devising, conceptualising and researching a set of Student Conditions which are related to the IQEA Classroom Conditions this work sets out not only to give teachers and senior management a means of triangulating their own views with those of the students in their school, it also provides data for teachers to gauge the capacity of the student body to sustain school improvement. Preliminary results from the piloting of the Student Conditions Survey are presented. The final chapter discusses the implications for teaching and learning, for school improvement initiatives and for the culture of classrooms and schools if these student conditions are to be developed. The Student Conditions are, in the order they appear in the thesis: Self-assessment - The ability of students to reflect upon and to improve the quality of their own work. Independent Learning - The ability of students to access the skills and resources necessary to achieve learning autonomy. Affinity to teachers - The ability of students to maintain a relationship with teachers that enables them to seek and receive help and support when they require it. Learning repertoire - The ability of students to exploit fully the range of teaching and learning strategies encountered in and out of the classroom. Orientation to Learning - The ability of students to be self-motivated, and to enjoy learning. Adjustment to School - The ability of students to learn within a structured environment of rules and behaviour parameters. Along with the two other Conditions Surveys, the Student Conditions Survey is intended to contribute to a battery of research instruments, which will provide useful data and an agenda for a whole-school discussion on how schools can improve. The thesis also presents data from the piloting of the research instrument in over 40 IQEA Schools, and briefly outlines how some of these schools have used the findings in their improvement initiatives.
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Stern, Barbara Helen. "The impact of leadership on school improvement". Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:8431.
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The last few years have produced a substantial amount of literature on leadership, school improvement and change. Some of this has been reviewed and discussed with reference to general education. There is a paucity of research in this country on leadership in Jewish Supplementary Education, although some important studies have been done in North America and Canada to discover how current practice and recent innovations have impacted the field. There is currently no research which specifically looks at the impact of leadership on Jewish Supplementary Schools. The aim of this research is to discover more about the impact of leadership on school improvement with reference to Jewish Supplementary Schools. The study focuses on leadership teams from five different Jewish Supplementary Schools, attached to Synagogues in the Greater London area. Rabbis, Head Teachers and Chairs of Education Committees were interviewed in each of the communities to learn more about: how they work together to effect change; the impact of each of their leadership roles on the improvement that they have tried to bring about; and the role of parents and other stakeholders as lay leaders. The transcripts from semi structured interviews were analysed with reference to the literature review and the research questions. The findings show that each individual interviewed had high leadership competencies and this did impact school improvement in terms of surface change. They had the potential to effect deep change but due to power, control and communication issues their leadership impact was diminished. Each of the schools has been through a change process in order to improve teaching and learning as well as to increase parental involvement. This research shows the importance of each role within the leadership team, both separately and collectively on school improvement. The study concludes with some recommendations as to how leadership could create a deeper impact on Jewish Supplementary School improvement.
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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.
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Meeks, Lynne Hagens. "An evaluation of the Jacox elementary school improvement program". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164022/.
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Tartt, Fannie Harrison. "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1832.
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The purpose of this study was to examine the relationship between effective school characteristics and student achievement after the first year of implementing a school improvement project. The intent of this study was to analyze what occurred in terms of processes and products and to compare changes in school characteristics and student changes achievement in the treatment schools in the control schools. The study posed the following questions:
1. Was there a difference in the treatment group and in the control group in changes in effective school characteristics: environment, goals, leadership, expectations, time-on-task, monitoring student progress, and home/school relations?
2. Was the treatment group more successful than the control group based on student achievement of the basic skills?
3. What was the relationship between effective school characteristics and student achievement?
The study encompassed the use of an experimental design and employed techniques of ethnographic studies. Each group, treatment and control, consisted of three schools that were matched on socio-economic status and on student achievement. Six principals, 150 teachers, and 2,228 students were involved in the study. The treatment consisted of leadership training on effective school characteristics, the development and implementation of a school-based improvement plan, and staff development. The Connecticut · School Effectiveness Questionnaire, the California Achievement Test, and observed behavior were used as measurement tools. Data collected on thirty-five variables were subjected to t-tests, correlations, and factor analysis.
The results of the study appear to warrant the following conclusions:
1. The DeKalb County school-based model was successful in improving effective school characteristics in the treatment group. The treatment was highly related to each of the following effective school characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. This finding was verified by observed behavior. The control group did not show significant ii improvement in any of the seven effective school characteristics.
2. There was no significant relationship between the treatment and student achievement gains in mathematics and in reading when gains were disaggregated by individual students.
3. There was a significant relationship between achievement gains in reading and in mathematics in the treatment group when gains were aggregated.
4. There was a moderately significant relationship between mathematics gain and reading gain.
5. The treatment group was successful in improving the achievement of students in each quartile. The control group was successful scores of students in quartiles, but was not in improving the first, successful the achievement second, and third in improving the achievement of students in the fourth quartile.
6. There was no significant relationship between student achievement and each of the following characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations.
7. The characteristics impacted the most during the first year of implementation were leadership, time-on-task, monitoring student progress, and goals.
8. The pretest characteristics that showed high relationships with each of the posttest characteristics iii were environment, expectations, and home/ school relations.
9. A high relationship was evidenced between pretest achievement and posttest achievement in mathematics and in reading. Reading achievement was also related to mathematics achievement.
10. When socio-economic status, sex, and grade were controlled, no significant relationship existed with any of the other thirty-two variables used in this study.
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Leung, Yiu-kuen Derek. "School, community improvement programme in Sai Ying Pun". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953497.
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Bylsma, Pete. "Differences in staff perceptions of school quality /". Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7541.
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Van, Der Steen Niek. "School improvement in Tanzania : school culture and the management of change". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10021666/.
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From a critical humanist perspective I explore why and how under adverse material and social conditions some Tanzanian state primary schools manage to improve their educational provision. I focus specifically on the influence of staff attitudes and behaviours on the change management process, as school culture is thought to affect school improvement success, and change is prerequisite to improvement. Fieldwork took place in Dodoma from August 2003 to May 2005 in two urban primary schools, considered locally to be improving. I combined two methodological approaches: action research in the context of case study. Collection of mainly qualitative data focussed on the societal and systemic influences that shaped the schools' organisational cultures, and on the reciprocal relationship between these cultures and the way staff managed self-instigated and externally imposed improvement initiatives. Action research enabled my involvement in the change processes, contributing to concrete improvements, generating process knowledge, and supporting staff. Achievable school improvement depended crucially on limited available space for change, the core of which was insufficient staff motivation and capabilities. Under hierarchical conditions and in accordance with local perceptions of relevance, successful management of change required a combination of dependable leadership, cooperation, communication and close staff supervision. However, the improvements remained limited to incidents of enhanced effectiveness, compatible with, if not consolidating, the existing school cultures. No space was created for more comprehensive transformations, requiring fundamental organisational and attitudinal change. The quality of school management and pedagogy therefore remained severely under-developed. Even though systemic endorsement of school autonomy and enrichment of school conditions are unlikely to happen soon, committed school managers can expand existing space for change through concentrating on their school's cultures. They can challenge existing pedagogical and managerial values and practices, and entrust collaborating staff with genuine freedom and responsibility to enhance the school's quality.
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Goodman, Elizabeth. "A Case Study of a Succesful, At-Risk High School". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29522.
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There are local and national cries for high school reform, especially in our at-risk high schools; however, close examination of our at-risk high schools shows some are succeeding despite the odds against them. This is a case study of such a successful, at-risk high school. The National Association of Secondary Schools defines an at-risk school as one having a student population of at least 50% minority students, 50 % free and reduced lunch students, and 90 % or better graduating and being accepted into college. Bright Star High School was chosen because it fits these criteria and it was recognized by school officials inside and outside of the school district for its high student performance on a variety of other student achievement indicators. The collection of data took place over a twelve month period between June 2006 and June 2007. This case study answers two questions: (1) What makes Bright Star High School so successful? (2) How did it become this way? In response to the first question, the findings show that there is not one factor that makes the difference but multiple factors that interact with each other. These factors include: (1) common vision and mission; (2) a safe and secure, small, personalized environment; (3) strong, instructional leadership; (4) a faculty that functions as a learning community; (5) rigorous academic programs and intervention and support strategies (6) parent involvement. The factors identified in this case study are similar to those identified in other successful, at-risk schools and to those reported in related literature and research studies. In response to the second question, the findings show: (1) the Bright Star faculty nurtured a culture that supports and encourages the establishment and maintenance of a collaborative learning community; (2) changes at the district, state, and national levels in graduation requirements, accreditation requirements, and the No Child Left Behind Act had a powerful impact; (3) real change takes time, persistence, patience and an understanding that it is messy and not easy.Ph. D.
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Karr, Marla Jill. "Middle school restructuring and renewal in one Missouri school district from the perspective of a district administrator". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5977.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.
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Mack, Yejide Safiya. "Leading School Improvement: African American Women Principals in Urban Educational Settings". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276534166.
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Worts, Nancy Headrick. "High school students perceptions of the educational program at their school as a result of the A+ schools program /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946314.
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Link, Bill D. Baker Paul J. "Quality management and school improvement a comparative analysis of three elementary schools /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859831&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178890693&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Paul J. Baker (chair), Joseph Pacha, Norman D. Durflinger, Jeffry B. Nelson. Includes bibliographical references (leaves 206-216) and abstract. Also available in print.
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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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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.
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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.
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Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Meade, LaDonna K. "One School Division's Experiences in Developing and Sustaining Capacity for School Improvement". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29697.
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All states and the District of Columbia have embraced academic standards as a primary means for improving public education (Manzo, 2001). Virginia implemented the Standards of Learning assessments in 1998. These assessments are based on a set of standards set forth by the Virginia Board of Education, and as of 2004, these assessments played a role in determining whether students received a high school diploma and whether a school received accreditation.
The purpose of this study was to review the efforts of one Virginia school system to develop and sustain its capacity to improve student achievement in response to increased accountability. Bronfenbrenner's (1979) ecological system framework provided a lens through which to study building capacity and improving a school system, a school, and individual classrooms. This multi-level perspective provided a means to study various aspects of school improvement in response to federal, state, and local policies. This researcher utilized qualitative research methods to investigate a school division that has been successful in building and sustaining capacity to improve its schools.
The findings are presented in six major themes that describe how this system built and sustained the capacity to achieve state accreditation. These themes are (a) aligning curriculum to the state standards, (b) providing professional development, (c) fostering relationships, (d) promoting the use of technology, (e) building on strengths, and (f) sharing leadership. The six themes were evident across every subsystem n this school division, from classroom, to schoolhouse, to central office in response to state and federal policies of accountability.Ed. D.
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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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Nockles, David Peter. "Student perceptions of effective schooling". University of Sydney, 2009. http://hdl.handle.net/2123/5322.
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Doctor of Education (EdD)Increasingly the Australian educational environment in which schools find themselves is one where schools are expected to achieve successes for their students and furthermore allow their successes or lack thereof to be compared with ‘transparency’ against the successes of other schools. The overriding principle expected from the politicians and society in general is one of providing parents with the best information possible on which they will be able to base their decision as to which school will be the best for their children. This notion is noble and honourable, one at which little criticism can be levelled. However, as researchers in the ‘Effective Schools’ and ‘Improving Schools’ research fields have discussed for decades, measuring the effectiveness of schools is not an easily achievable goal. It is far too easy to fall into the trap of using simplistic and narrow measures that supposedly allow easy comparisons. This study takes the view, as does most research to date, that univariable measures of school effectiveness are fatally flawed. The current trend in many western nations to simply compare the academic success of schools, however that might be measured, does little to measure the effectiveness of schools. What is most concerning is the growing trend of creating league tables of comparison and in some educational systems to use such tables to determine school funding. Equally disturbing is the amount of research that seeks to examine what students consider important in an effective school. There is a great deal of research on what characteristics parents, teachers, politicians and other key stakeholders consider an effective school to have but extraordinarily there is comparably very little research on what students consider important. This study seeks to somewhat address this inadequacy by measuring what students in their senior years of schooling in a single independent school in New South Wales, Australia perceive to be appropriate and useful measures of effective schooling. In so doing this research also examined if in the students’ minds their current school is effective and most significantly examines why students hold the views they have concerning effective schools. In order to achieve this aim, this study took a qualitative research approach to discover Student Perceptions of Effective Schooling. The theoretical orientation adopted was to both verify current theory of effective schooling as well as suggest possible developments, modifications and improvements to current theory in light of the students’ perceptions. As such both inductive and deductive analysis of the data took place. The data was collected using a range of methods from traditionally quantitative research tools, such as surveys, through to the qualitative research tool of focus groups. The results of this study demonstrated that while the current research has developed a good multivariable approach to measuring school effectiveness there were significant areas the students believed needed greater or lesser emphasis. The importance of technically good teachers, separate from the need for good and caring teachers, as well as the need for schools to be safe places were all important measures of effective schools. The ability of the school to engage students outside the classroom and provide a relevant and diverse academic curriculum was also considered essential for effective schooling.
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Vaughan, Tamra Joan. "School Improvement and Reform: A Study of Student-Related Factors in Priority School Turnaround Efforts". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80965.
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The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school's ability to increase academic achievement within the turnaround process.
Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students' personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the 'quick fix' to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students' needs.
Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization's capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist.Ed. D.