Дисертації з теми "School of Education Policy and Implementation"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "School of Education Policy and Implementation".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Cothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.
Повний текст джерелаEffective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.
This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.
The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.
The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.
The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.
Cronin, Abby Louise Perlman. "Multicultural education : a school-based ethnographic study of policy implementation." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018507/.
Повний текст джерелаGeiser, Jill S., Jamie Brett Chisum, Anna Carollo Cross, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Leaders as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3814.
Повний текст джерелаThis single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. Focusing on school leaders as turnaround policy implementers, this research considers how school leaders come to understand their work of turning around a chronically underperforming school in the context of responding to policy mandates. Research findings, which emerged from Interviews, observations, and policy analysis, reveal that school leaders in this LEA are engaged in sense-making of turnaround policy and practice, which informs their decisions about how to implement turnaround. School leaders begin by asking questions about the policy requirements which center on decisions about how to organize staff and utilize resources. Yet, findings show that their sense-making goes beyond policy requirements to other areas of turnaround work. Namely, they also make sense of the data, which plays a prevalent role in turnaround in that it informs how school leaders diagnose the school's strengths and weaknesses. School leaders then consider the leadership practices that would effectively raise achievement in the school. Findings also show that how school leaders make sense of these areas is influenced by their communication with other stakeholders, their background knowledge and experience in turnaround, and the context of the school. These findings lead to the recommendations to increase communication that focuses on facilitation of sense-making, to communicate a transparent process about how decisions about resource distribution are made across the LEA, to build capacity around data analysis throughout the LEA, and to communicate a vision of turnaround leadership for the LEA
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Adeeko, Omotayo O. "“What gets measured gets done”: An examination of policy implementation practices of charter school authorizers in Ohio." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563478788629993.
Повний текст джерелаDellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Thesis, Curtin University, 1990. http://hdl.handle.net/20.500.11937/426.
Повний текст джерелаBagan, Catherine Anne. "Teacher Insight| The Implementation of the Common Core State Standards in California School Districts." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10683932.
Повний текст джерелаThis study, Teacher Insight: The Implementation of the Common Core State Standards in California School Districts was designed to glean teacher voice on the large-scale reform. With a need for a global workforce in a 21st century society the existing education system is undergoing a tremendous change in order to prepare students for college and career. The purpose of this sequential explanatory mixed methods study was fourfold: (a) to determine how the implementation of the Common Core State Standards is changing teacher practices related to curriculum, instruction, and assessment; (b) to investigate the concerns and challenges faced by teachers as they implement the Common Core State Standards; (c) to determine what types of professional development teachers have been offered regarding the Common Core State Standards and what they perceive has been most beneficial; and (d) to determine what teachers still need from their site leadership to make the implementation successful. Additionally, this study was performed with surveys and interviews administered in three California school districts. Upon examination of the responses from teachers, this study yielded four conclusions. First, implementation of the Common Core State Standards has changed teacher instructional practices. With the fusion of the 21st century skills into the Common Core State Standards teachers are challenged with teaching the new academic standards and simultaneously providing instruction with 21st century skills. Second, implementation of the Common Core State Standards has generated concerns and challenges of teachers. Third, teachers state that collaboration is the most beneficial form of professional development. Fourth, the implementation has created needs from teachers of site leadership. The study also yielded four recommendations. First, it is recommended that school districts provide teachers with professional development on 21st century skills. Second, it is recommended that school districts allocate funding for the purchase of Common Core State Standard resources that have both rigor and relevance. Third, it is recommended that collaboration be the type of professional development that districts utilize, as teachers state it is the most beneficial. Fourth, site leaders are advised to address the needs of teachers by providing them with resources they need for the implementation.
Zajano, Nancy C. "Policy and conversation : a case study of the implementation of a state testing policy in a school district /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788255317.
Повний текст джерелаLam, Hing-sang. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19710045.
Повний текст джерелаEllington, Renata Denise. "Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.
Повний текст джерелаBenton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.
Повний текст джерелаThe purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.
Reed, Craig B. "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091760.
Повний текст джерелаHarvey, James. "IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITY." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1280243053.
Повний текст джерелаFord, Sarah Marie. "Public Education and Alaska Natives: A Case Study of Educational Policy Implementation and Local Context." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276628128.
Повний текст джерелаMaharaj, Ameerchund. "The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаDellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Curtin University of Technology, Department of Education, 1990. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15568.
Повний текст джерелаevents were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to ++
change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.
Kennedy, Aimee L. "Superintendents as Policy Makers: How District Leaders Interpret and Implement State Level Policy." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480600641838665.
Повний текст джерелаRaymond, Jillynne K. "Evaluating One Public School District's Teacher Evaluation Program and its Implementation| A Qualitative Case Study." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284435.
Повний текст джерелаThis qualitative case study analyzed a teacher development and evaluation program implemented in an independent school district in Southeast Minnesota. Teacher effectiveness is a complex construct, which makes teacher evaluation challenging. Three stakeholder group’s perspectives were analyzed in this multiyear qualitative case study. Through interviews, teachers and administrative team members’ perspectives were gathered in the 2011-2012 academic school year and the implementation team members’ perspectives were gathered five years later in the 2016-2017 academic school year. The qualitative data was analyzed to answer the research sub-questions: (a) how and to what extent did the 2011-2012 implementation of the district’s Teacher Professional Growth Protocol build a foundation to meet the 2014-2015 Minnesota Statute requirements on teacher evaluation?, (b) how and to what extent did the district’s Teacher Professional Growth Protocol engage teachers in reflective practice focused on growth?, and (c) how and to what extent did the district’s Teacher Professional Growth Protocol build a foundation for continuous improvement? Triangulated data indicated commonalities as well as discrepancies in perspectives resulting in two lessons learned: (1) research and practice align; bridging the two is a concern; and (2) continued and expanded application of implementation science is needed for system effectiveness. There is a discrepancy bridging research and practice, which this study demonstrates. The findings indicate a strong need to reallocate time to meet the needs of a public school district to develop its teachers and to grow their effectiveness.
Gazda, Todd H. "Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy." Thesis, University of Hartford, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702750.
Повний текст джерела
Parbhoo, Jaywant Ambaram. "The implementation of moderation of assessment policy at a school and district : a case study." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12657.
Повний текст джерелаModeration of assessment is a quality control mechanism that formed part of the traditional examinations system. With the compulsory introduction of school based assessment in grade 12 in South Africa, moderation of assessments other than examinations came into the forefront of policy discourse. The Western Cape Education Department (WCED) introduced a Moderation Policy which was developmental in its approach of quality assurance of assessment...This study aimed to describe how the policy was understood and implemented at a school and a district.
Roberts, Jennifer Kessa. "Alignment of Ohio's College Credit Plus Policy with Barriers to and Supports for College Enrollment of High School Students in High-Poverty Rural Areas." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555571977938049.
Повний текст джерелаRessa, Virginia A. "A Tale of Two Policies: The Role of a Teacher-Based Team in School Reform." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503304860765587.
Повний текст джерелаLam, Hing-sang, and 林慶生. "An evaluation of the development and implementation of the school places allocation policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965490.
Повний текст джерелаClark, Rhoe Stephanie Y. "High School Teachers' Self-Reported Knowledge and Implementation of Social and Emotional Learning Competencies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5615.
Повний текст джерелаGisler, Paula. "COMPETITIVE FOOD POLICY IMPLEMENTATION IN KENTUCKY SCHOOLS." UKnowledge, 2016. http://uknowledge.uky.edu/nursing_etds/20.
Повний текст джерелаMasote, Stephen Esrom. "Teachers' understanding and implementation of Values Education in the Foundation Phase." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60957.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2016.
Early Childhood Education
PhD
Unrestricted
Ormsmith, Michael. "AN EXPLANATORY MIXED-METHODS APPROACH TO TRACING “CAREER PATHWAYS” POLICY IN VIRGINIA: HOW SCHOOL COUNSELORS AND STUDENT DEMOGRAPHICS INFLUENCE IMPLEMENTATION FIDELITY." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3308.
Повний текст джерелаHouser, Shirley Ann (Delp). "*Policy analysis of state and federal educational accountability legislation and its implementation in California high schools." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2349.
Повний текст джерелаLeon, Garcia Maria Alejandra. "Mexican Educational Policy Implementation: A Study on Outward Migration as a Social Influence in the Primary School Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298661815.
Повний текст джерелаHarrelson, Rodney T. "The Process of Implementation and Its Impact on the School Improvement Turnaround Model: Lessons Learned During the First Year." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1392990983.
Повний текст джерелаGang, Kachollom Pyam. "Vocationalising the school curriculum : a case study of school management responses to the implementation of the national policy on education in Nigerian secondary schools." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293256.
Повний текст джерелаSooter, Isaac William. "The Relationship between School-Wide Positive Behavior Support Implementation and Office Discipline Referrals at the Secondary Level." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645325.
Повний текст джерелаSchool Wide Positive Behavior Support (SW-PBS) is a current framework for schools to model their discipline strategies. SW-PBS has a framework built on identifying behaviors and predictors of their occurrence, routines to correct and prevent these problems, and implementation of these routines school wide to collect information to evaluate these strategies. Office discipline referrals were reviewed in the secondary school of Rural District 10 in Missouri from 2004-2013 to determine the significance between implementation of SW-PBS and the number of office discipline referrals. School climate was also studied in Rural District 10 as well as other secondary schools around the state of Missouri. A survey was sent to students, teachers and administrators from Rural District 10 and teachers and administrators from other districts around the state that have implemented SW-PBS for at least two years. The data revealed no statistically significance difference between the number of office discipline referrals before and during implementation of SW-PBS in Rural District 10. Based on the perceptions from the questions on the survey, teachers and administrators in Rural District 10 felt as though the climate and culture of the building overall was better compared to the perceptions of students in Rural District 10. Comparing Rural District 10 to other districts, Rural District 10 teachers and administrators felt as though the climate and culture of their secondary school was better, overall, as compared to other districts around the state of Missouri that have implemented SW-PBS for at least two years.
Botes, Abir. "Influence of school senior leaders on teacher professional development: a comparative case study of four schools in Cape Town." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32518.
Повний текст джерелаMolale, Itumeleng Samuel. "How policy travels : the course and effects of school funding policy on equity at different levels of the education system." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27847.
Повний текст джерелаThesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
unrestricted
Chiyota, Namayuba. "Implementation of a Re-Entry Policy for Teenage Mothers in Zambian Secondary Schools." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78508.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2020.
Education Management and Policy Studies
PhD
Unrestricted
Bernel, Rene Teruko. "Examination of the Implementation of a Mandated Attendance Policy in Ohio School Districts in the Midst of COVID-19." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu162453189056093.
Повний текст джерелаRinck, Jennifer. "Leading and Learning: Principal and Instructional Leadership Team Implementation of a District Multi-Tiered System of Support Initiative." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7356.
Повний текст джерелаMcconnachie, Karola. "Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013150.
Повний текст джерелаHughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.
Повний текст джерелаTitle from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.
Mampuru, Motubatse William. "Challenges faced by secondary schools in the implementation of "No fee Schools Policy" in the Sekhukhune District of Limpopo Province." University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1117.
Повний текст джерелаThe study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for this policy. As a result, poor learners decide to dropout. The government introduced “no-fee-schools” policy to end marginalisation of poor learners. Further, it appeared that School Allocations are little because rural schools have a shortage of school facilities and some of the facilities are too expensive.A purposive sampling strategy was used to select 3 public secondary schools as research sites and 26 respondents as a sample of the target population. Respondents consisted of 8 members; the principal, SGB member and 6 educators from School A; Nine (9) respondents; the principal, 2 SGB members and 6 educators from School B; the principal, 2 SGB members and 6 educators from School C. Twenty-six respondents were considered to be sufficient because my focus was not on representation. The respondents were considered to be key informants with required data. Interviews and document analysis were used as data collection methods. The researcher used semi-structured interviews because they are interactive, and they also give the respondents a voice associated with their perspectives and experiences. Document analysis was used to supplement data collected through interviews. The interviewees discovered that learners were denied the right to education, despite the departmental policies formulated to help poor learners and theirparents. Furthermore, “no-fee-schools” policy was formulated to enable poor students to access education, but it is problematic because School Allocation is not deposited to school accounts on time and does not cover all the school costs. The study recommends that poor learners should not be denied the right to education and that the departmental policy (viz., Fee Exemption Policy) should be monitored to ensure that marginalised learners benefit from this scheme. This policy should also be budgeted for so as to enable poor schools to purchase modern facilities to improve the quality of teaching and learning and employ extra educators so as to reduce the educator-learner ratios and so on.
Fowler, Julie Gore. "An investigation of the factors influencing special education directors in South Carolina in the implementation of policy." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246558477/.
Повний текст джерелаMcKenna, Mary L. "Implementation of a policy to promote healthy eating in schools." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11783/.
Повний текст джерелаMgushelo, Lisanda. "The Scholar Transport Programme in the Eastern Cape : a case study of the beneficiaries at a secondary school in the Idutywa district." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/67806.
Повний текст джерелаSociology
MSocSci
Unrestricted
Jerzembek, Gabrielle. "Improving health education practice in secondary school : a social ecological examination of personal and social education policy implementation processes and practice in Welsh secondary schools." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69178/.
Повний текст джерелаCoffman, Karen D. "Lessons to Learn: The Implementation of Response to Intervention as a School Framework through the Lens of Past Reading First Schools." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533680430260384.
Повний текст джерелаModipa, Thabo Isaac. "An Analysis of the implementation of the policy on religion and education in schools." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/40391.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2014.
gm2014
Education Management and Policy Studies
unrestricted
Nxumalo, Khethiwe Soli, M. M. Hlongwane, and B. Ndawonde. "Experiences of educators towards the implementation of inclusive education in Richards Bay Schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1775.
Повний текст джерелаThe implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).
Luke, Jeremy B. "Charter School Policies and Teachers’ Sensemaking of the Pressures to Recruit Students to Their Schools." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555601509085359.
Повний текст джерелаBarnes, Amanda Joy. "Policy at the chalk face : a case study of the implementation of the developmental appraisal system in a primary school." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6912.
Повний текст джерелаThis case study attempts to develop an understanding of the impact the local context of the school has on policy implementation. It does so by examining the implementation of the Developmental Appraisal System (DAS) in a primary school. Local context is conceptualised as the interplay between a schools structure, culture and micro-politics. This conceptualisation is developed through a review of literature on school culture, structure and micro-politics. The literature on policy implementation and teacher appraisal is also reviewed and issues pertinent to this study are highlighted. This study argues that the policy text makes projections about the local context it enters into. The actual conditions in the school do not always match these projections made in the policy. This results in a mismatch between the policy projections and the actual conditions in the school. The approach adopted in this study is to provide an analysis of the policy text in terms of the projections it makes with regard to the school. This is to compared it with an analysis of the data on the local context of the school in order to see if there is compatibility between the policy projections and the actual conditions in the school. The study also argues that the policy implementation is enhanced when the policy provides the means or conditions of possibility for its own implementation. In the case of the DAS policy these means are limited since the policy only presents structural change, in the form of committees, to support its implementation. The study concludes by suggesting that the success of implementation depends partly on the compatibility between the policy projections and the actual conditions in the school. Successful implementation also depends on the practicability of the policy and the extent to which there is coherence between this policy and other policies.
Levy, Theresa A. "An analysis of local district capacity in the implementation of Oregon's extended application collection of evidence graduation requirement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10228.
Повний текст джерелаProfeta, Michela. "Pre-primary education policy between formulation and implementation : the case of Bangladesh." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51112/.
Повний текст джерела