subject:( Educational change)

University of Johannesburg

1. Fritz, Elzette. 'n Etnografiese studie van 'n skool in verandering.

Degree: 2011, University of Johannesburg

►

D.Ed.

This study is my account, as an educational psychologist and newly educated educational ethnographer, of how a school community experiences major social political change.… (more)

▼

D.Ed.

This study is my account, as an educational psychologist and newly educated educational ethnographer, of how a school community experiences major social political change. I had ventured into a school to inquire into matters related to educational psychology and found a culture in flux- a school in crisis. The notion of an ethnographic inquiry was conceived at the time when I realised that broader systemic changes were impacting the school to the extent where the institution became a concert, to some degree a Bakhtinian medieval carnival -thus the style and format, or design type of the study. The research, which had commenced as a conventional qualitative inquiry, metamorphosed into something of a critical ethnography, written up as an integrated account of research, narrative and also, ultimately, as a way of doing school counselling. The study is thus presented as an illustrated account of what I observed, interpreted, and came to understand at some levels. My interaction with children experiencing learning and developmental barriers in my private practice, led me to the decision to interrogate the impact that change has on their behaviour and their emotional experience. In my initial assumption, I considered the policy change with regard to the 'national' curriculum to be the major change confronting school communities. My interaction as a participant observer in a predominant white, Afrikaans primary school on the East Rand during the course of 1999 introduced me to their experience of chaos in a rapidly changing world as reflected in a changing education system. Curriculum 2005 seemed of little consequence in their struggle against redeployment, uncertainty, poverty, crime and a general sense of futility and isolation. During the course of the year, their preparation for the school variety concert, known in these schools as a "revue", commanded specific attention, due to the amount of time, energy and money invested in presenting a concert of outstanding quality. Through the use of an ethnographic methodology, I tried to capture their story, using the songs sung in the concert to present the framework of the ethnographic stage on which I was planning to present the findings emanating from the inquiry.

Subjects/Keywords: Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fritz, E. (2011). 'n Etnografiese studie van 'n skool in verandering. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4159

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fritz, Elzette. “'n Etnografiese studie van 'n skool in verandering.” 2011. Thesis, University of Johannesburg. Accessed January 22, 2021. http://hdl.handle.net/10210/4159.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fritz, Elzette. “'n Etnografiese studie van 'n skool in verandering.” 2011. Web. 22 Jan 2021.

Vancouver:

Fritz E. 'n Etnografiese studie van 'n skool in verandering. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10210/4159.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fritz E. 'n Etnografiese studie van 'n skool in verandering. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4159

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

2. Marchbanks, Morgan Ruth Virginia. The Problematic Role of Marketization in Educational Reform.

Degree: 2013, California State University – East Bay

URL: http://hdl.handle.net/10211.3/119439

► This study examines research evidence in urban school leadership from the United States, the United Kingdom, and Chile to claim that the advent of market-based… (more)

Subjects/Keywords: Educational leadership; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marchbanks, M. R. V. (2013). The Problematic Role of Marketization in Educational Reform. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/119439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marchbanks, Morgan Ruth Virginia. “The Problematic Role of Marketization in Educational Reform.” 2013. Thesis, California State University – East Bay. Accessed January 22, 2021. http://hdl.handle.net/10211.3/119439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marchbanks, Morgan Ruth Virginia. “The Problematic Role of Marketization in Educational Reform.” 2013. Web. 22 Jan 2021.

Vancouver:

Marchbanks MRV. The Problematic Role of Marketization in Educational Reform. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10211.3/119439.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marchbanks MRV. The Problematic Role of Marketization in Educational Reform. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.3/119439

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

3. Hersh, David, 1981-. The limits of legibility: why accountability-based education reforms have not been a panacea.

Degree: PhD, Planning and Public Policy, 2020, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/63069/

►

For over a century, reformers have sought to fix public education with an increasingly intense focus on individual accountability. The round of reforms beginning with… (more)

Subjects/Keywords: Education; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hersh, David, 1. (2020). The limits of legibility: why accountability-based education reforms have not been a panacea. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/63069/

Chicago Manual of Style (16^th Edition):

Hersh, David, 1981-. “The limits of legibility: why accountability-based education reforms have not been a panacea.” 2020. Doctoral Dissertation, Rutgers University. Accessed January 22, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/63069/.

MLA Handbook (7^th Edition):

Hersh, David, 1981-. “The limits of legibility: why accountability-based education reforms have not been a panacea.” 2020. Web. 22 Jan 2021.

Vancouver:

Hersh, David 1. The limits of legibility: why accountability-based education reforms have not been a panacea. [Internet] [Doctoral dissertation]. Rutgers University; 2020. [cited 2021 Jan 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/63069/.

Council of Science Editors:

Hersh, David 1. The limits of legibility: why accountability-based education reforms have not been a panacea. [Doctoral Dissertation]. Rutgers University; 2020. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/63069/

University of Tasmania

4. Garsed, Jeffrey R. Teachers’ work in a time of major curriculum change.

Degree: 2013, University of Tasmania

URL: https://eprints.utas.edu.au/16745/1/front-Garsed-thesis-2013.pdf ; https://eprints.utas.edu.au/16745/2/whole-Garsed-thesis-2013.pdf

► This study examined teachers' perceptions of their work in the context of a major curriculum change initiative in Tasmania, Australia. The thesis was undertaken to… (more)

▼ This study examined teachers' perceptions of their work in the context of a major curriculum change initiative in Tasmania, Australia. The thesis was undertaken to present a report that would provide rich data, particularly from the Tasmanian government school context, of teachers' perspectives on their work in this curriculum change context. The major focus of this thesis was on teachers' views of the nature and challenges involved in their work during implementation, at a system-wide level, of a major curriculum change initiative. Accordingly, the researcher aimed to add substantial detailed material to the extant and emerging literature in this field. The literature underpinning the study was typically broad, yet a comprehensive search revealed few similar Australian studies, and no Tasmanian studies, which provided the depth of description of teachers' work in the current change context which is presented in this thesis. The data were gathered from 48 teacher and two principal participants from two schools on multiple occasions mainly over the course of one school year. Initial observation in schools was followed by one-on-one interviews, the completion of demographic surveys by each interview participant and two days spent shadowing the two principals by the researcher. Key change leaders were identified and follow-up interviews were conducted up to one year later. As data were analysed, key categories emerged in the light of relevant areas of the extant literature. The key categories were divided into three themes which addressed the study's two Research Questions: 1. How do teachers and principals in two rural Tasmanian schools perceive their work lives in the context of a major curricular and pedagogical change? 2. What issues arise for teachers and principals in two rural Tasmanian schools in the context of a major curricular and pedagogical change? The first theme concerned teachers' views of the curriculum change initiative and the second theme was about teachers' self-identities during a time of major curriculum reform. This second theme included: (a) the purposes of teachers' work; (b) teacher professional involvement and commitment; (c) teachers' responses to mandated change; and (d) the emotional aspects of teachers' work and identities. The third theme concerned the influence of the local school culture and leadership in enabling and sustaining educational change.

Subjects/Keywords: Teacher's work; educational change; curriculum change; leadership

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Garsed, J. R. (2013). Teachers’ work in a time of major curriculum change. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/16745/1/front-Garsed-thesis-2013.pdf ; https://eprints.utas.edu.au/16745/2/whole-Garsed-thesis-2013.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Garsed, Jeffrey R. “Teachers’ work in a time of major curriculum change.” 2013. Thesis, University of Tasmania. Accessed January 22, 2021. https://eprints.utas.edu.au/16745/1/front-Garsed-thesis-2013.pdf ; https://eprints.utas.edu.au/16745/2/whole-Garsed-thesis-2013.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Garsed, Jeffrey R. “Teachers’ work in a time of major curriculum change.” 2013. Web. 22 Jan 2021.

Vancouver:

Garsed JR. Teachers’ work in a time of major curriculum change. [Internet] [Thesis]. University of Tasmania; 2013. [cited 2021 Jan 22]. Available from: https://eprints.utas.edu.au/16745/1/front-Garsed-thesis-2013.pdf ; https://eprints.utas.edu.au/16745/2/whole-Garsed-thesis-2013.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garsed JR. Teachers’ work in a time of major curriculum change. [Thesis]. University of Tasmania; 2013. Available from: https://eprints.utas.edu.au/16745/1/front-Garsed-thesis-2013.pdf ; https://eprints.utas.edu.au/16745/2/whole-Garsed-thesis-2013.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

5. Duncan, Judith Maree. Restructuring lives : kindergarten teachers and the education reforms 1984-1996 .

Degree: 2011, University of Otago

URL: http://hdl.handle.net/10523/594

► This research examines how eight New Zealand women kindergarten teachers experienced their lives, personally and professionally, in relation to the restructuring of education that took… (more)

Subjects/Keywords: kindergarten teachers; educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Duncan, J. M. (2011). Restructuring lives : kindergarten teachers and the education reforms 1984-1996 . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/594

Chicago Manual of Style (16^th Edition):

Duncan, Judith Maree. “Restructuring lives : kindergarten teachers and the education reforms 1984-1996 .” 2011. Doctoral Dissertation, University of Otago. Accessed January 22, 2021. http://hdl.handle.net/10523/594.

MLA Handbook (7^th Edition):

Duncan, Judith Maree. “Restructuring lives : kindergarten teachers and the education reforms 1984-1996 .” 2011. Web. 22 Jan 2021.

Vancouver:

Duncan JM. Restructuring lives : kindergarten teachers and the education reforms 1984-1996 . [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10523/594.

Council of Science Editors:

Duncan JM. Restructuring lives : kindergarten teachers and the education reforms 1984-1996 . [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/594

Washington State University

6. [No author]. Superintendents' Perceptions of District Culture .

Degree: 2016, Washington State University

URL: http://hdl.handle.net/2376/12017

► In response to the short employment tenure of superintendents in school districts, this study examined the transition of superintendents hired new to a school district.… (more)

Subjects/Keywords: Educational leadership; change; leadership; Superintendent

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2016). Superintendents' Perceptions of District Culture . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12017

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “Superintendents' Perceptions of District Culture .” 2016. Thesis, Washington State University. Accessed January 22, 2021. http://hdl.handle.net/2376/12017.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “Superintendents' Perceptions of District Culture .” 2016. Web. 22 Jan 2021.

Vancouver:

author] [. Superintendents' Perceptions of District Culture . [Internet] [Thesis]. Washington State University; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2376/12017.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Superintendents' Perceptions of District Culture . [Thesis]. Washington State University; 2016. Available from: http://hdl.handle.net/2376/12017

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Deakin University

7. Madden, Margaret. Not the spice trade : Australian women's contribution to educational change in Pakistan.

Degree: School of Education, 2011, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30036801

► This thesis critiqued the professional practices of an Institute’s graduates in order to establish the effectiveness of a teacher education innovation in Pakistan shaped in… (more)

Subjects/Keywords: educational change; Pakistan; Teachers training

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Madden, M. (2011). Not the spice trade : Australian women's contribution to educational change in Pakistan. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30036801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Madden, Margaret. “Not the spice trade : Australian women's contribution to educational change in Pakistan.” 2011. Thesis, Deakin University. Accessed January 22, 2021. http://hdl.handle.net/10536/DRO/DU:30036801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Madden, Margaret. “Not the spice trade : Australian women's contribution to educational change in Pakistan.” 2011. Web. 22 Jan 2021.

Vancouver:

Madden M. Not the spice trade : Australian women's contribution to educational change in Pakistan. [Internet] [Thesis]. Deakin University; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10536/DRO/DU:30036801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Madden M. Not the spice trade : Australian women's contribution to educational change in Pakistan. [Thesis]. Deakin University; 2011. Available from: http://hdl.handle.net/10536/DRO/DU:30036801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. McDonough, Sharon. Behind the masks: a study of teachers' work, emotions and school change.

Degree: PhD, 2011, Federation University Australia

URL: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40677

This thesis examines the role of teachers’ emotions in their work, particularly during times of school reform and highlights the important role they play during change processes.

Doctor of Philosophy

Subjects/Keywords: Teaching; Teachers; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McDonough, S. (2011). Behind the masks: a study of teachers' work, emotions and school change. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40677

Chicago Manual of Style (16^th Edition):

McDonough, Sharon. “Behind the masks: a study of teachers' work, emotions and school change.” 2011. Doctoral Dissertation, Federation University Australia. Accessed January 22, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40677.

MLA Handbook (7^th Edition):

McDonough, Sharon. “Behind the masks: a study of teachers' work, emotions and school change.” 2011. Web. 22 Jan 2021.

Vancouver:

McDonough S. Behind the masks: a study of teachers' work, emotions and school change. [Internet] [Doctoral dissertation]. Federation University Australia; 2011. [cited 2021 Jan 22]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40677.

Council of Science Editors:

McDonough S. Behind the masks: a study of teachers' work, emotions and school change. [Doctoral Dissertation]. Federation University Australia; 2011. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40677

Rutgers University

9. Baker, Uchenna. An ontological/phenomenological model of leadership: igniting individual and collective transformation and catalyzing educational reform.

Degree: PhD, Urban Systems, 2015, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/47730/

►

Colleges and universities are being challenged to prepare students to become empowered leaders who know themselves as engaged, active participants in the creation of a… (more)

▼

Colleges and universities are being challenged to prepare students to become empowered leaders who know themselves as engaged, active participants in the creation of a future for society. Unfortunately some students are graduating from of our higher education institutions without having acquired the critical skills needed to navigate life with power. Some students are not getting sufficient opportunities for critical thinking, self-agency, and social action in the classroom. Without engaged and empowered learners, the future of education and society is at risk. This research inquires into the ontological/phenomenological course “Being a Leader and The Effective Exercise of Leadership: An Ontological/Phenomenological Model", how it might inform the transformational possibilities of individuals who engage in it, and how those individuals are creating futures for themselves and others that would not otherwise happen. This research positions this leadership course as an example of a pedagogical approach that might ignite transformational outcomes and reform American higher education. Employing autoethnography, participatory action research, and interviews, this study explores how the course contributes to the personal transformation, social action and institutional reform that the participants, including myself, pursue. It illuminates the transformational possibilities of this course from three perspectives: from my lived experience as both participant and observer, through a group of diverse women leaders (Women Leading Group), and through members of a learning community of college and university faculty (LECOLE: Learning Community for Ontological/Phenomenological Leadership). This study documents the possibilities that emerge when participants engage in an ontological leadership course that invites them to create futures that call for their leadership. This study postulates that the implementation of an ontological model in the classroom can be one key contribution to the development of students and educators and the reformation of American education. When educators and students are invited to examine who we are being as leaders in the classroom and the world, we are then better equipped to engage as citizens and agents of change. Collectively, we can renovate education and empower individuals from all walks of life who may then inform and create the future of American education and society.

Advisors/Committee Members: White, Carolyne J. (chair), Alidou, Ousseina D. (internal member), Backstrand, Jeffrey (internal member), Josephson, Jyl (internal member).

Subjects/Keywords: Ontology; Leadership; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Baker, U. (2015). An ontological/phenomenological model of leadership: igniting individual and collective transformation and catalyzing educational reform. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/47730/

Chicago Manual of Style (16^th Edition):

Baker, Uchenna. “An ontological/phenomenological model of leadership: igniting individual and collective transformation and catalyzing educational reform.” 2015. Doctoral Dissertation, Rutgers University. Accessed January 22, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/47730/.

MLA Handbook (7^th Edition):

Baker, Uchenna. “An ontological/phenomenological model of leadership: igniting individual and collective transformation and catalyzing educational reform.” 2015. Web. 22 Jan 2021.

Vancouver:

Baker U. An ontological/phenomenological model of leadership: igniting individual and collective transformation and catalyzing educational reform. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2021 Jan 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47730/.

Council of Science Editors:

Baker U. An ontological/phenomenological model of leadership: igniting individual and collective transformation and catalyzing educational reform. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/47730/

Rutgers University

10. Gradinarova-Kirova, Dessislava. Meaning-making as a critical process in educational reform implementation: insights from the development of standards-based student growth objectives.

Degree: PhD, Education, 2016, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/51301/

►

This case study focused on the process through which educators make meaning of the purpose of developing student growth objectives (SGOs) as measures of teaching… (more)

▼

This case study focused on the process through which educators make meaning of the purpose of developing student growth objectives (SGOs) as measures of teaching effectiveness in the first year (2013-2014) of the statewide rollout of the policy in New Jersey. During the same year, two other components of the comprehensive educational reform were launched - the teacher evaluation initiative (part of which is the development of SGOs) and the statewide implementation of the Common Core State Standards (CCSS). As educational reform implementation depends on educators’ meaning-making process, the study used a cognitive approach to the study of reform implementation, based on work by Spillane and colleagues (2000, 2002), and explored assumptions of a proposed theory of change, built around the policy’s officially stated outcomes. Data were collected in three separate rounds of interviews with seven 3rd grade teachers and three administrators. Questions addressed multiple aspects of the policy’s mandates, including the nature of collaborative practices, selection of appropriate assessments, and perceptions of the policy’s adequacy in providing valid measures to be used for teacher evaluation purposes. The findings show that teachers and administrators developed distinctly different implementation goals based on their interpretation of the policy’s purpose. Teachers approached the implementation process with the goal of showcasing their teaching talent and obtain high evaluation ratings. Administrators saw the SGO policy as means to boost students’ overall academic performance, and more specifically to improve outcomes on the state’s year-end test. Consistent with findings in other studies of policy implementation, educators adopted mostly form-based interpretations (Spillane and Callahan, 2000, Coburn, 2004) of needed changes. Although teachers and administrators used common language to describe implementation, the meanings they derived differed significantly. Educators also developed rudimentary function-based understandings of the policy’s intent which were suppressed by strong regulatory pressures

Advisors/Committee Members: Gitomer, Drew (chair).

Subjects/Keywords: Education and state; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gradinarova-Kirova, D. (2016). Meaning-making as a critical process in educational reform implementation: insights from the development of standards-based student growth objectives. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/51301/

Chicago Manual of Style (16^th Edition):

Gradinarova-Kirova, Dessislava. “Meaning-making as a critical process in educational reform implementation: insights from the development of standards-based student growth objectives.” 2016. Doctoral Dissertation, Rutgers University. Accessed January 22, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/51301/.

MLA Handbook (7^th Edition):

Gradinarova-Kirova, Dessislava. “Meaning-making as a critical process in educational reform implementation: insights from the development of standards-based student growth objectives.” 2016. Web. 22 Jan 2021.

Vancouver:

Gradinarova-Kirova D. Meaning-making as a critical process in educational reform implementation: insights from the development of standards-based student growth objectives. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2021 Jan 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51301/.

Council of Science Editors:

Gradinarova-Kirova D. Meaning-making as a critical process in educational reform implementation: insights from the development of standards-based student growth objectives. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51301/

11. Kapambwe, Xavier C. The impact of restructuring in the Ministry of Education on district staffing and responsibilities in four selected districts on the copperbelt.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/394

► The purpose of this study was to determine the impact of restructuring in the Ministry of Education on district staffing and roles and responsibilities. The… (more)

▼ The purpose of this study was to determine the impact of restructuring in the Ministry of Education on district staffing and roles and responsibilities. The study population was all the District Board Secretaries (DEBS) ; District Education Standards Officers (DESOs);Education Standards Officers (ESOs); Planning Officers (POs) ; Accounts Assistants (AAs); Human Resource Officers (HROs); District Board Members (DBMs); District Support Staff (DSS); and Headteachers, in all the ten districts on the Copperbelt.The sample size was 96 respondents. 57 were males while 39 were females. All these were selected from Chililabombwe, Chingola,Kalulushi and Lufwanyama using the purposive sampling method.Information was collected using questionnaires, Focused Group discussions, and interviews. Three different types of the questionnaires were used for administrative staff, standards officers and Board members. These questionnaires had 13,15 and 12 open ended questions respectively.focused Group discussions had 12 guiding questions while the interview guide for support staff had 10 questions.Data was analyzed by describing and explaining the respondents'responses using simple tables, graphs and percentages. The study revealed that there was an upsurge in the roles and responsibilities at district level resulting in bloated staffing and that more staff were required in the areas of accounting, human resources and standards offices. It also revealed that bureaucracy with its long and winding channels existed and that there was misunderstanding between the office of the DEBS and that of DESO which was caused by unifying the initially parallel structures of the two offices and giving overall power to that of the DEBS.The results further indicated that some functions were easy to decentralize than others. The results showed that while the district staff participated in planning and budgeting and carried out monitoring and evaluation programmes, decision making, resource allocation and distribution as well as the recruitment and promotion of staff were not decentralized. The results also suggested that although government's intentions to decentralize some functions in the education system were noble and genuine, bureaucracy and political interference hindered the ability of the district staff to work.Basing on the findings of this study, the following are some of the recommendations made to the Government of the Republic of Zambia: • The Government through the Ministry of Finance should adhere to the district plans and budgets for successful implementation of programmes. • The Ministry of Education should not retain functions such as recruitment and promotion of staff, and decision making. Government should instead ensure wider representation on decision making at district level. • Channels of communication and chains of command should be short to allow quicker and effective delivery system. • The office of the DESO should be independent from that of the DEBS to enhance professionalism in the education system. • District…

Subjects/Keywords: Educational planning – Zambia; Educational Change – Zambia

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kapambwe, X. C. (2011). The impact of restructuring in the Ministry of Education on district staffing and responsibilities in four selected districts on the copperbelt. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kapambwe, Xavier C. “The impact of restructuring in the Ministry of Education on district staffing and responsibilities in four selected districts on the copperbelt.” 2011. Thesis, University of Zimbabwe. Accessed January 22, 2021. http://dspace.unza.zm/handle/123456789/394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kapambwe, Xavier C. “The impact of restructuring in the Ministry of Education on district staffing and responsibilities in four selected districts on the copperbelt.” 2011. Web. 22 Jan 2021.

Vancouver:

Kapambwe XC. The impact of restructuring in the Ministry of Education on district staffing and responsibilities in four selected districts on the copperbelt. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Jan 22]. Available from: http://dspace.unza.zm/handle/123456789/394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kapambwe XC. The impact of restructuring in the Ministry of Education on district staffing and responsibilities in four selected districts on the copperbelt. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queensland University of Technology

12. Dao, Loan. Leading the implementation of the national curriculum: A case study in one Queensland school.

Degree: 2017, Queensland University of Technology

URL: https://eprints.qut.edu.au/103197/

► The research investigated how members of the school curriculum leadership team in one P-12 independent school led the implementation of the Australian Curriculum, and the… (more)

Subjects/Keywords: educational leadership; micro-political leadership; educational reform; educational change; large-scale reform; change process; leadership strategies; challenges to educational change; enablers to educational change; barriers to educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dao, L. (2017). Leading the implementation of the national curriculum: A case study in one Queensland school. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/103197/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dao, Loan. “Leading the implementation of the national curriculum: A case study in one Queensland school.” 2017. Thesis, Queensland University of Technology. Accessed January 22, 2021. https://eprints.qut.edu.au/103197/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dao, Loan. “Leading the implementation of the national curriculum: A case study in one Queensland school.” 2017. Web. 22 Jan 2021.

Vancouver:

Dao L. Leading the implementation of the national curriculum: A case study in one Queensland school. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2021 Jan 22]. Available from: https://eprints.qut.edu.au/103197/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dao L. Leading the implementation of the national curriculum: A case study in one Queensland school. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/103197/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

13. Porter, Helen. Transition to a new high school : teachers' perception regarding secondary school reorganization.

Degree: 2015, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/47139

► Midwest Public Schools (MPS) restructured their entire secondary system in 2013 by building a third comprehensive high school, converting three junior highs to middle schools,… (more)

Subjects/Keywords: Organizational change; Teachers – Attitudes; Educational leadership; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Porter, H. (2015). Transition to a new high school : teachers' perception regarding secondary school reorganization. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/47139

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Porter, Helen. “Transition to a new high school : teachers' perception regarding secondary school reorganization.” 2015. Thesis, University of Missouri – Columbia. Accessed January 22, 2021. http://hdl.handle.net/10355/47139.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Porter, Helen. “Transition to a new high school : teachers' perception regarding secondary school reorganization.” 2015. Web. 22 Jan 2021.

Vancouver:

Porter H. Transition to a new high school : teachers' perception regarding secondary school reorganization. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10355/47139.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Porter H. Transition to a new high school : teachers' perception regarding secondary school reorganization. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/47139

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

14. Moses, Valencia Vonzell. Economics, equity, & breaking "the 11th commandment" : a case study of the Michigan Educational Assessment Program as a historical example of accountability for educational reform.

Degree: 2014, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:3276

►

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2014.

ABSTRACTECONOMICS, EQUITY, & BREAKING "THE 11TH COMMANDMENT": A CASE STUDY OF THE MICHIGAN… (more)

▼

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2014.

ABSTRACTECONOMICS, EQUITY, & BREAKING "THE 11TH COMMANDMENT": A CASE STUDY OF THE MICHIGAN EDUCATIONAL ASSESSMENT PROGRAM AS A HISTORICAL EXAMPLE OF ACCOUNTABILITY FOR EDUCATIONAL REFORMBy Valencia Vonzell MosesThis study describes how accountability arose out of the economic arena as a means to bring about educational reform and to increase economic efficiency in Michigan prior to the rise of the national accountability movement of the 1980's. The borrowing strength theory from Manna (2006) can be used to describe how individuals with the Michigan Department of Education leveraged national education rhetoric in light of the realities Michigan school districts faced. Such an approach allowed for successful policy entrepreneurship (Kingdon, 2003) that argued for increased accountability – through the use of the Michigan Educational Assessment Program (MEAP) – as a means of bringing about educational reform. Like the National Assessment of Educational Progress (NAEP), the MEAP started as a census of student achievement at the state level. It quickly became a lightning rod for accusations that the MEAP was an affront to local control. In spite of controversy and challenges to the continuation of the program, Michigan's state-wide assessment has endured for over three decades. This study used qualitative methodology through a case study approach to deepen the understanding of how educational policy, politics, and organizations have influenced the use of standardized testing as a way to gauge accountability in education. The research questions were designed to explicate career educators' descriptions and understandings of accountability surrounding the creation of the MEAP, its implementation, and the educational landscape's reaction to the MEAP. Interview data plus archival document analysis has led to a view of accountability that takes into account the educational policy, political science, and historical implications of the Michigan's state-wide assessment. The MEAP as a tool for accountability was designed to gain information on what students knew in order to guide policy to address the needs of students. What could have been a singular needs assessment became instead a staple in Michigan's educational policy and leveraged change across the educational landscape within the state. By looking at what happened in Michigan during the first ten years of the Elementary and Secondary Education Act (ESEA), the field gains a valuable example of the rationale guiding the implementation of accountability policy that has continued to impact the educational landscape at both the federal and state levels since the 1960's. Approaching accountability as primarily an economic-political issue helps to inform modern debates focused on advocating for conceptions of accountability that result in having positive impacts on student achievement.

Description based on online resource; title from PDF t.p. (viewed on April 28, 2017).

Advisors/Committee Members: Carter Andrews, Dorinda, Campbell, Douglas, Dunbar, Christopher, Halvorsen, Anne-Lise.

Subjects/Keywords: Michigan Educational Assessment Program; Educational change – Michigan; Educational accountability – Michigan; Educational accountability; Educational change; Education; Education policy; Educational tests & measurements

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Moses, V. V. (2014). Economics, equity, & breaking "the 11th commandment" : a case study of the Michigan Educational Assessment Program as a historical example of accountability for educational reform. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3276

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Moses, Valencia Vonzell. “Economics, equity, & breaking "the 11th commandment" : a case study of the Michigan Educational Assessment Program as a historical example of accountability for educational reform.” 2014. Thesis, Michigan State University. Accessed January 22, 2021. http://etd.lib.msu.edu/islandora/object/etd:3276.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Moses, Valencia Vonzell. “Economics, equity, & breaking "the 11th commandment" : a case study of the Michigan Educational Assessment Program as a historical example of accountability for educational reform.” 2014. Web. 22 Jan 2021.

Vancouver:

Moses VV. Economics, equity, & breaking "the 11th commandment" : a case study of the Michigan Educational Assessment Program as a historical example of accountability for educational reform. [Internet] [Thesis]. Michigan State University; 2014. [cited 2021 Jan 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3276.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moses VV. Economics, equity, & breaking "the 11th commandment" : a case study of the Michigan Educational Assessment Program as a historical example of accountability for educational reform. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:3276

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College

15. Chung, Baul. A qualitative case study of a self-initiated change in South Korea.

Degree: PhD, Educational Administration and Higher Education, 2011, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:102008

► After a decade of large-scale educational reform there is now a growing interest in grass-roots self-initiated change (Datnow et al., 2002; Hargreaves, 2009; Hargreaves &… (more)

Subjects/Keywords: change mechanism; change process; educational change; large-scale reform; self-initiated change; sustainability

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chung, B. (2011). A qualitative case study of a self-initiated change in South Korea. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:102008

Chicago Manual of Style (16^th Edition):

Chung, Baul. “A qualitative case study of a self-initiated change in South Korea.” 2011. Doctoral Dissertation, Boston College. Accessed January 22, 2021. http://dlib.bc.edu/islandora/object/bc-ir:102008.

MLA Handbook (7^th Edition):

Chung, Baul. “A qualitative case study of a self-initiated change in South Korea.” 2011. Web. 22 Jan 2021.

Vancouver:

Chung B. A qualitative case study of a self-initiated change in South Korea. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2021 Jan 22]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102008.

Council of Science Editors:

Chung B. A qualitative case study of a self-initiated change in South Korea. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102008

Columbia University

16. Whyte, Paul Andrew. Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D8VM5W7S

► The number of schools failing to prepare students for post-secondary life continues to increase; thus, school reform continues to be a pressing concern. Millions of… (more)

Subjects/Keywords: Educational leadership; Educational change; School management and organization; Educational planning

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Whyte, P. A. (2018). Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8VM5W7S

Chicago Manual of Style (16^th Edition):

Whyte, Paul Andrew. “Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround.” 2018. Doctoral Dissertation, Columbia University. Accessed January 22, 2021. https://doi.org/10.7916/D8VM5W7S.

MLA Handbook (7^th Edition):

Whyte, Paul Andrew. “Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround.” 2018. Web. 22 Jan 2021.

Vancouver:

Whyte PA. Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Jan 22]. Available from: https://doi.org/10.7916/D8VM5W7S.

Council of Science Editors:

Whyte PA. Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8VM5W7S

Massey University

17. Male, Alan G R. 'An education system characterised by equity' : a critical evaluation of educational change in Samoa, 1995-2005.

Degree: EdD, 2011, Massey University

URL: http://hdl.handle.net/10179/4262

► The problem investigated in this thesis arose from my professional practice as a consultant with regard to educational reforms in a number of countries, including… (more)

▼ The problem investigated in this thesis arose from my professional practice as a consultant with regard to educational reforms in a number of countries, including Samoa. This created an initial interest in why different policy options were chosen by different countries in response to similar problems. Observation of the implementation of reforms in various contexts also created questions as to why the implementation of reforms often seemed to lead to new formulations of the original arrangements, resulting in development but little change. A prior review of evaluations of educational reform programmes showed that many educational evaluations are confined to matters of technical advice inputs, resource management and the achievement of milestones. This study however, considers other factors relevant to the successful achievement of an educational reform programme situated within a particular social, political and historical context. In particular, this thesis reports on a critical evaluation of the development, between the mid-1980s and 1994, of a policy aimed at producing an education system “characterised by equity” (Department of Education, 1995) in Samoa and then on the results of the implementation of that policy between 1995-2005. The study focused first on the differences in the performance of student groups based in the national Year 8 secondary school selection examination and in their subsequent access to secondary schooling and to the achievement outcomes in Year 12 over the period between 1994 and 2008. Information was gathered through analysis of national examination results databases. Additional information was gathered through interviews and questionnaires from senior educational system managers and from the principals of a sample of four secondary schools. Questionnaires, aimed at gathering socio-economic data, were administered to 2000 students and their families from Years 9, 11, 12 and 13 at the sample schools. The evidence showed little change in the patterns of achievement between advantaged and disadvantaged groups. The system had expanded but the patterns of inequity remained unchanged. The reasons for the selection of the reform options that resulted in the maintenance of disparities through the 1995-2005 programme were found in the history, culture and political setting of Samoa. Because of the small size and ethnic and cultural homogeneity of the population, the evaluation was based on the theories of Pierre Bourdieu. Bourdieu’s concepts of field practice and habitus showed how the policy options included in the reform programme were influenced by an underlying habitus that generated the desire for change but also constrained the achievement of the stated aim of a “system characterised by equity”. The research showed how the historical background to the patterns of advantage within the system and the structure and patterns of advantage that resulted from the reforms continued beyond the reform.

Subjects/Keywords: Educational change; Educational equalisation; Educational equalization; Education and state; Samoa

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Male, A. G. R. (2011). 'An education system characterised by equity' : a critical evaluation of educational change in Samoa, 1995-2005. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/4262

Chicago Manual of Style (16^th Edition):

Male, Alan G R. “'An education system characterised by equity' : a critical evaluation of educational change in Samoa, 1995-2005.” 2011. Doctoral Dissertation, Massey University. Accessed January 22, 2021. http://hdl.handle.net/10179/4262.

MLA Handbook (7^th Edition):

Male, Alan G R. “'An education system characterised by equity' : a critical evaluation of educational change in Samoa, 1995-2005.” 2011. Web. 22 Jan 2021.

Vancouver:

Male AGR. 'An education system characterised by equity' : a critical evaluation of educational change in Samoa, 1995-2005. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10179/4262.

Council of Science Editors:

Male AGR. 'An education system characterised by equity' : a critical evaluation of educational change in Samoa, 1995-2005. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/4262

Loyola University Chicago

18. Fisher, Dale Ross. Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident.

Degree: Doctor of Education (EdD), School of Education, 2014, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/1082

► The dissertation examines the words and actions district superintendents used to lead an educational system through a culture shift following the occurrence of a… (more)

Subjects/Keywords: Change; Culture; Kotter; Scandal; Sergiovanni; Educational Leadership

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fisher, D. R. (2014). Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fisher, Dale Ross. “Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident.” 2014. Thesis, Loyola University Chicago. Accessed January 22, 2021. https://ecommons.luc.edu/luc_diss/1082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fisher, Dale Ross. “Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident.” 2014. Web. 22 Jan 2021.

Vancouver:

Fisher DR. Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2021 Jan 22]. Available from: https://ecommons.luc.edu/luc_diss/1082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher DR. Examining the Words and Actions Superintendents Used to Lead an Educational System Through a Culture Shift Following the Occurrence of a Scandalous Critical Incident. [Thesis]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_diss/1082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

19. Martinez, Bonnie M. A Content Analysis of Sustainable Information and Communication Technology Use in K-12 Education.

Degree: 2019, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1609153/

► The purpose of this study is to provide a content analysis of specific studies that involve sustainable information and communication technology (ICT) use in K-12… (more)

Subjects/Keywords: culture; educational change; ICT; implementation; innovation; sustainability

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Martinez, B. M. (2019). A Content Analysis of Sustainable Information and Communication Technology Use in K-12 Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1609153/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martinez, Bonnie M. “A Content Analysis of Sustainable Information and Communication Technology Use in K-12 Education.” 2019. Thesis, University of North Texas. Accessed January 22, 2021. https://digital.library.unt.edu/ark:/67531/metadc1609153/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martinez, Bonnie M. “A Content Analysis of Sustainable Information and Communication Technology Use in K-12 Education.” 2019. Web. 22 Jan 2021.

Vancouver:

Martinez BM. A Content Analysis of Sustainable Information and Communication Technology Use in K-12 Education. [Internet] [Thesis]. University of North Texas; 2019. [cited 2021 Jan 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1609153/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez BM. A Content Analysis of Sustainable Information and Communication Technology Use in K-12 Education. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1609153/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

20. Goulden, Wendy D. Teacher Reactions to the Implementation of Full Day Kindergarten.

Degree: 2012, University of Toronto

URL: http://hdl.handle.net/1807/33651

►

Traditionally, kindergarten programs have been offered in various ways across the province of Ontario (e.g., half day every day; all day, alternate day). Starting in… (more)

Subjects/Keywords: Kindergarten; Educational Change; CBAM; 0727; 0518

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Goulden, W. D. (2012). Teacher Reactions to the Implementation of Full Day Kindergarten. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33651

Chicago Manual of Style (16^th Edition):

Goulden, Wendy D. “Teacher Reactions to the Implementation of Full Day Kindergarten.” 2012. Masters Thesis, University of Toronto. Accessed January 22, 2021. http://hdl.handle.net/1807/33651.

MLA Handbook (7^th Edition):

Goulden, Wendy D. “Teacher Reactions to the Implementation of Full Day Kindergarten.” 2012. Web. 22 Jan 2021.

Vancouver:

Goulden WD. Teacher Reactions to the Implementation of Full Day Kindergarten. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1807/33651.

Council of Science Editors:

Goulden WD. Teacher Reactions to the Implementation of Full Day Kindergarten. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33651

University of KwaZulu-Natal

21. Abdool Hay, Ayesha. Quality education: a school perspective.

Degree: 2018, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/16982

► The South African schooling system has been in a constant state of transition. This has involved the significant shift from apartheid to post-apartheid education. Furthermore,… (more)

▼ The South African schooling system has been in a constant state of transition. This has involved the significant shift from apartheid to post-apartheid education. Furthermore, the latter has also incorporated various curricular changes in an attempt to determine an improvement in the standard of education. This study focuses on understanding the notion of quality education: perspective from a school and how does a school promote quality education. This is done by using the following instruments: descriptive essays, semi-structured interviews as a means to generate rich, thick data required for the understanding of teachers’ feelings and experiences in promoting quality education. A case study approach within a qualitative design was employed. Five teachers were selected and deemed appropriate for this study. In this regard the case study was Marvel Primary School, which is an urban primary school situated in KwaZulu-Natal. The findings generated from the five experienced teachers were analysed and represented within the context of the teachers’ teaching experiences, the school context and the prescript of the CAPS policy framework. The findings offer an understanding of how these teachers take into account the promotion of quality education to their learners and how this shapes teaching and learning in their respective classrooms. In 2007, Cohen, Manion and Mannison, provided a framework – research design, a process to achieve a particular research purpose thereby incorporating an understanding of how teachers mediate the various forces that operate within a schooling system and has emphasised the need for teachers to be more autonomous professionals within this force field. The findings reveal in this research study, that notions of quality are consistent with literature such that they are not able to clearly express what quality education means to them. The evidence from the data generated reveals that various stakeholders in school education have their own perspectives of what quality education is. Teachers in this study have revealed and expressed that. These findings were extended to form key findings of the study. The key findings are discussed and explained using appropriate constructs from the theoretical frameworks of Akoi and Pinar. This dissertation concludes with a brief summary of the major conclusions that can be drawn from the study, and offers recommendations in light of the conclusions drawn. Advisors/Committee Members: Ramrathan, Labby. (advisor).

Subjects/Keywords: Education.; Education, South Africa.; Educational change.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Abdool Hay, A. (2018). Quality education: a school perspective. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Abdool Hay, Ayesha. “Quality education: a school perspective.” 2018. Thesis, University of KwaZulu-Natal. Accessed January 22, 2021. https://researchspace.ukzn.ac.za/handle/10413/16982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Abdool Hay, Ayesha. “Quality education: a school perspective.” 2018. Web. 22 Jan 2021.

Vancouver:

Abdool Hay A. Quality education: a school perspective. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Jan 22]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Abdool Hay A. Quality education: a school perspective. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/16982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Mulenga, Catrina, Lwaba. The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success.

Degree: 2016, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4980

► The technological advancement all over the world has placed societies on a complex automated status where information and data flow freely in websites and other… (more)

▼ The technological advancement all over the world has placed societies on a complex automated status where information and data flow freely in websites and other electronic medium. In order to move in pace with the rest of the world in the field of Information and Communication Technology, the Zambian government through Ministry of General Education introduced computer studies curriculum as a compulsory subject to grades 8 and 9 in junior and primary schools in 2014. However, its implementation has faced a number of challenges all over the country. The objective and purpose of this study was to investigate the implementation of the Computer Studies curriculum whether it has been a success or failure in Ndola District of Zambia. A descriptive survey design was used in this study. The target population was 9 public primary schools in the District. Purposive sampling techniques were used to select a study sample of 9 schools. In this study, 72 respondents were reached which included 9 head teachers, 18 computer studies teachers and 45 computer studies pupils. Purposive sampling technique was used to select the 9 head teachers, the 18 computer studies teachers and the 45 grade nine pupils. Interview schedule guides were used to obtain information from the Head teachers and computer studies teachers, while Focus Group Discussions were conducted to pupils. Observation Checklists and Document Analysis were also used. The researcher administered the interview guides and focus group discussions personally. The data collected was analyzed using descriptive statistics and presented in tables, charts and graphs. This study established that all the schools in the study sample had implemented computer studies curriculum though with a number of challenges. Inadequate funds to procure computers, their accessories and set up infrastructure such as computer laboratories, lack of trained computer teachers and inadequate books/materials were found to be the major challenges in the implementation process. The major issues were the examination performance in the subject and the levels of the teachers' exposure to computers as this affected the implementation of the subject. The findings of this study may likely be useful to the policy makers at the MoGE, Curriculum Development Centre and the Head teachers, teachers and pupils. It will aid in formulation of appropriate strategies to address the implementation of computer studies curriculum in Zambia. Based on the research findings, it can be concluded that the implementation of computer studies curriculum has been a failure in Ndola District. Further, basing on the findings, the researcher recommended that the government should provide grants to schools to procure more computers, their accessories and set up infrastructure such as computer laboratories. The MoGE should also recruit computer studies teachers in all public primary schools, organize regular seminars, workshops and Continuous Professional Development for teachers and further all Colleges of Education should incorporate ICTs in…

Subjects/Keywords: Curriculum change – Zambia.; Educational technology – Zambia.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mulenga, Catrina, L. (2016). The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4980

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mulenga, Catrina, Lwaba. “The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success.” 2016. Thesis, University of Zimbabwe. Accessed January 22, 2021. http://dspace.unza.zm/handle/123456789/4980.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mulenga, Catrina, Lwaba. “The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success.” 2016. Web. 22 Jan 2021.

Vancouver:

Mulenga, Catrina L. The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Jan 22]. Available from: http://dspace.unza.zm/handle/123456789/4980.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mulenga, Catrina L. The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4980

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University

23. Riehl, Evan. Essays in the Economics of Labor and Higher Education.

Degree: 2017, Columbia University

URL: https://doi.org/10.7916/D8ZC8F8H

► This dissertation examines the role of information in influencing both individuals' college outcomes and the productivity of a higher education system. It focuses in particular… (more)

▼ This dissertation examines the role of information in influencing both individuals' college outcomes and the productivity of a higher education system. It focuses in particular on large-scale educational reforms that raise different mechanisms than those in the existing literature on the returns to college attendance and college quality. Recent work has shown that the choices of whether to attend college and which college to attend can both affect individuals' future earnings. These papers typically focus on a narrow subset of students or schools to credibly identify the effects of college choice. This dissertation instead uses data on the near universe of college students in an entire country to explore informational mechanisms that are difficult to isolate in existing work. To do this, I exploit reforms to the higher education system in Colombia that affect the information on individual ability that is transmitted to colleges, to employers, or to students themselves. This allows me to adapt traditional labor economic topics like employer learning (Jovanovic, 1979) and assortative matching (Becker, 1973) to the context of higher education. In addition, the large-scale nature of these reforms raises general equilibrium issues that may not arise from marginal changes in college admissions (e.g., Heckman, Lochner and Taber, 1998). In Chapter 1, "Assortative Matching and Complementarity in College Markets," I examine one type of assortative matching in college markets: students with high socioeconomic status (SES) are more likely to attend high quality colleges. Assortativity matters if SES and college quality are complementary educational inputs. I develop an econometric framework that provides tests for the existence and sign of this complementarity. I implement these tests by exploiting a 2000 reform of the national college admission exam in Colombia, which caused a market-wide reduction in assortative matching in some regions of the country. I find that the reform lowered average graduation rates and post-college earnings in affected regions, consistent with a positive complementarity between SES and college quality. I also find evidence of mismatch: part of these negative effects came from the low SES students who were shifted into higher quality colleges. However, both the market-wide and mismatch effects die out several cohorts after the exam reform, which suggests that complementarity may evolve with large-scale changes in assortativity. In Chapter 2, "The Big Sort: College Reputation and Labor Market Outcomes," W. Bentley MacLeod, Juan E. Saavedra, Miguel Urquiola, and I ask how college reputation affects the process by which students choose colleges and find their first jobs. We incorporate a simple definition of college reputation – graduates' mean admission scores – into a competitive labor market model. This generates a clear prediction: if employers use reputation to set wages, then the introduction of a new measure of individual skill will decrease the return to reputation. We confirm…

Subjects/Keywords: Labor economics; Education, Higher; Educational change

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Riehl, E. (2017). Essays in the Economics of Labor and Higher Education. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8ZC8F8H

Chicago Manual of Style (16^th Edition):

Riehl, Evan. “Essays in the Economics of Labor and Higher Education.” 2017. Doctoral Dissertation, Columbia University. Accessed January 22, 2021. https://doi.org/10.7916/D8ZC8F8H.

MLA Handbook (7^th Edition):

Riehl, Evan. “Essays in the Economics of Labor and Higher Education.” 2017. Web. 22 Jan 2021.

Vancouver:

Riehl E. Essays in the Economics of Labor and Higher Education. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Jan 22]. Available from: https://doi.org/10.7916/D8ZC8F8H.

Council of Science Editors:

Riehl E. Essays in the Economics of Labor and Higher Education. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8ZC8F8H

Central Connecticut State University

24. DeLeeuw, Judy A., 1957-. A case study of change : implementing full inclusion in a middle school.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1762

► This mixed methods instrumental case study examined an educational change process in a middle school to inclusive practices for students with disabilities. Educational change continues… (more)

▼ This mixed methods instrumental case study examined an educational change process in a middle school to inclusive practices for students with disabilities. Educational change continues to challenge principals and teachers. Appreciative inquiry was used as a framework for investigating the evolution of individual and collective teacher efficacy during the change process. Teachers and the building principal recalled their journey through the change, identifying factors that influenced their beliefs about the inclusion of students with disabilities into the general education classroom. Understanding the impact of these factors may be useful to educational leaders and teachers when embarking on change. Quantitative and qualitative methods for data collection and analysis included surveys, interviews, student performance data, and school documents. Of particular interest was the impact of the change process on teacher efficacy, the collective efficacy of the teachers, and student performance. Quantitative findings revealed strong collective efficacy of the teachers, little teacher concern over the change to inclusion, some improvement in state mastery test scores for students with disabilities, and no negative effects associated with the change on the performance on state mastery test performance during the four years since the change was first implemented. Teachers viewed professional development support, collaboration, and the performance of students with disabilities as influences on their low levels of concern during the change process. Time to plan and collaborate and scheduling challenges were of moderate concerns. Qualitative instruments grounded in appreciative inquiry presented a positive retrospective view of the change process. Teachers reported that professional development, resources, leadership, time, and, most importantly, the academic growth and positive social and emotional changes in students with disabilities led them to believe that they have the ability to teach these students and that these students can be successful in the general education classroom. In this case study, individual and collective efficacy seems to have strengthened in the reciprocal relationship of changing beliefs and observations of student successes in the classroom. Although educational change is very challenging, in this study it was possible because the principal set the vision for the change, and provided the resources, supports, professional development, and time required for teachers to experience success, belief change, and efficacy. Advisors/Committee Members: ;, Beyard, Karen;.

Subjects/Keywords: Educational change; Inclusive education; Middle school teaching

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

DeLeeuw, Judy A., 1. (2012). A case study of change : implementing full inclusion in a middle school. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1762

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

DeLeeuw, Judy A., 1957-. “A case study of change : implementing full inclusion in a middle school.” 2012. Thesis, Central Connecticut State University. Accessed January 22, 2021. http://content.library.ccsu.edu/u?/ccsutheses,1762.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

DeLeeuw, Judy A., 1957-. “A case study of change : implementing full inclusion in a middle school.” 2012. Web. 22 Jan 2021.

Vancouver:

DeLeeuw, Judy A. 1. A case study of change : implementing full inclusion in a middle school. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2021 Jan 22]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1762.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DeLeeuw, Judy A. 1. A case study of change : implementing full inclusion in a middle school. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1762

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

25. Calnin, Gerard T. Changing schools: accommodating changes in learning theory.

Degree: 1995, University of Melbourne

URL: http://hdl.handle.net/11343/42525

► Change is a constant theme in our world today, so too in the world of education. While there are no certainties about our future, my… (more)

Subjects/Keywords: Educational change; Learning

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Calnin, G. T. (1995). Changing schools: accommodating changes in learning theory. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/42525

Chicago Manual of Style (16^th Edition):

Calnin, Gerard T. “Changing schools: accommodating changes in learning theory.” 1995. Masters Thesis, University of Melbourne. Accessed January 22, 2021. http://hdl.handle.net/11343/42525.

MLA Handbook (7^th Edition):

Calnin, Gerard T. “Changing schools: accommodating changes in learning theory.” 1995. Web. 22 Jan 2021.

Vancouver:

Calnin GT. Changing schools: accommodating changes in learning theory. [Internet] [Masters thesis]. University of Melbourne; 1995. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11343/42525.

Council of Science Editors:

Calnin GT. Changing schools: accommodating changes in learning theory. [Masters Thesis]. University of Melbourne; 1995. Available from: http://hdl.handle.net/11343/42525

University of Melbourne

26. Mitsuno, Momoyo. Representing teachers' engagements with the self: a sociological analysis of the emergence of teachers' blogs in Japan.

Degree: 2016, University of Melbourne

URL: http://hdl.handle.net/11343/123407

► This thesis undertakes a comparative analysis of agency to make a theoretical contribution to our understanding of formations of teacher identity. It examines blog representations… (more)

▼ This thesis undertakes a comparative analysis of agency to make a theoretical contribution to our understanding of formations of teacher identity. It examines blog representations of teachers’ self–engagements, which emerged online from around 2005, in comparison with newsletters, which were written by a teachers’ association between 1970 and 2006. Many of the existing studies associate teachers’ personal processes with the influence of recent education reforms which advocate individual teachers’ re–engagement with their professional identity. This thesis argues that there is a need to include cultural dynamics in the analysis of teacher identity formation. A theoretical framework is developed to conduct a multi–dimensional analysis of change in teacher identity formation. Drawing on Margaret Archer’s theory of reflexivity and morphogenetic approach and S.N. Eisenstadt’s comparative civilisational analysis, this thesis undertakes a qualitative case study to analyse different trajectories of change. I examine and compare the two cases of teachers’ blogs and newsletters of a teachers’ association in terms of how a similar trend of teachers’ reflexive projects of the self is adopted by different agents operating in contexts of the two cases. The research question of this thesis is: in a context of changing teaching environments, how are the personal engagements of teachers with the self represented in blogs and in newsletters of a teachers’ association? The data of this case study are located in complex contexts whereby different views of change are publicly manifested: policy statements of education reform, mass media representations of educational crisis in Japan, newsletters written by a teacher’s association from the 1970s, and blogs from 2005 written by individuals who self–identify as teachers. By using a theoretical framework developed for this thesis, I analyse the two cases of blogs and the newsletters to highlight first, how the presence of a similar influence of education reforms leads to the developments of different cases and second, how a broader change in teacher identity formation is generated and shaped by different outcomes of such cases. The result of the analysis invites us to attend to a distinct configuration of culture and social structure which has been elaborated as a result of socio–cultural interactions of emerging and disappearing active agents. This configuration is that of contingent complementarities, whereby different representations of teacher identities are complementary to the emerging trend of teachers’ reflexive projects of the self, but are not necessarily related to one another. This thesis identifies the understanding of tensions in terms of a relationship between education reforms and teachers as analytically limited. Instead, tensions are analysed in terms of the increasing complementarities between different expressions of identity projects, as revealed by comparative analysis, to shape a broader change. It is through the comparative analysis of different forms of…

Subjects/Keywords: self-identity; blogging; reflexivity; educational change; teachers

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mitsuno, M. (2016). Representing teachers' engagements with the self: a sociological analysis of the emergence of teachers' blogs in Japan. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/123407

Chicago Manual of Style (16^th Edition):

Mitsuno, Momoyo. “Representing teachers' engagements with the self: a sociological analysis of the emergence of teachers' blogs in Japan.” 2016. Doctoral Dissertation, University of Melbourne. Accessed January 22, 2021. http://hdl.handle.net/11343/123407.

MLA Handbook (7^th Edition):

Mitsuno, Momoyo. “Representing teachers' engagements with the self: a sociological analysis of the emergence of teachers' blogs in Japan.” 2016. Web. 22 Jan 2021.

Vancouver:

Mitsuno M. Representing teachers' engagements with the self: a sociological analysis of the emergence of teachers' blogs in Japan. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11343/123407.

Council of Science Editors:

Mitsuno M. Representing teachers' engagements with the self: a sociological analysis of the emergence of teachers' blogs in Japan. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/123407

University of Hong Kong

27. Sun, Miantao. The concept of system (Tizhi) in Chinese education.

Degree: 2003, University of Hong Kong

URL: http://hdl.handle.net/10722/35655

Subjects/Keywords: Educational change - China.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sun, M. (2003). The concept of system (Tizhi) in Chinese education. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/35655

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sun, Miantao. “The concept of system (Tizhi) in Chinese education.” 2003. Thesis, University of Hong Kong. Accessed January 22, 2021. http://hdl.handle.net/10722/35655.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sun, Miantao. “The concept of system (Tizhi) in Chinese education.” 2003. Web. 22 Jan 2021.

Vancouver:

Sun M. The concept of system (Tizhi) in Chinese education. [Internet] [Thesis]. University of Hong Kong; 2003. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10722/35655.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sun M. The concept of system (Tizhi) in Chinese education. [Thesis]. University of Hong Kong; 2003. Available from: http://hdl.handle.net/10722/35655

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury

28. McMaster, Christopher Todd. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.

Degree: PhD, Education, 2014, University of Canterbury

URL: http://dx.doi.org/10.26021/9808

► This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of… (more)

▼ This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of staff and leadership in the development of inclusive culture within their school. Since the launch of Special Education 2000 in 1996, it has been the stated aspiration of the Ministry of Education to create a ‘world class inclusive education system’. This thesis is part of an effort to assist schools, in the Aotearoa New Zealand context, to get closer to the aspiration of inclusion. It is hoped that this research can contribute to the sustainable development of inclusion within our schools, and that the values expressed by the ideal of inclusion can become firmly rooted in our learning communities. The research involved embedding myself in an Aotearoa New Zealand co-educational high school as a qualitative critical ethnographic researcher. Using participatory observation and semi-formal and informal interviews I examined the experiences of a school community developing inclusive values. During an academic year the school utilised a framework for inclusive change known as the Index for Inclusion. The Index provided the framework in which the school community could explore their values, how those values were translated into practice, and to guide the change process. My analysis drew on hermeneutic phenomological theoretical perspectives underpinned by a social constructionist epistemology. I utilise a theoretical construct of culture, or model, in which to frame the change process within the subject school. The tension between neoliberalism and inclusion based on social justice, and between a model of special education and definitions of ‘disability’ and ‘inclusion’ creates a dynamic that enables the co-creation of knowledge as well as possible futures. The methodology I employed was critical ethnography. Critical ethnography allows the researcher to become a participant in the project. Using a critical ethnographic methodology, the researcher/researched relationship was also a pedagogic relationship. Throughout the year of this study the staff at the subject school reflected on the core values of their school and made changes necessary to begin to align their practice with those values. I argue that inclusion is linked to culture, and as a result, efforts to create a ‘world class inclusive education system’ must take place in the setting of the school culture. As culture is multi-layered, the change process requires time, perseverance, and at times involves pain. Change involves a renegotiation of meaning and a negotiation of expression. I argue that in a devolved educational system such as Aotearoa New Zealand, the individual school provides a ‘shady place’ in which work can be carried out to counter neoliberal policies and inculcate values of inclusion based on social justice. An ancillary argument in this thesis is that no research is neutral, and that it is an ethical responsibility of the researcher to be aware of whom their research benefits.…

Subjects/Keywords: inclusion; school change; special education; educational reform

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McMaster, C. T. (2014). Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9808

Chicago Manual of Style (16^th Edition):

McMaster, Christopher Todd. “Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.” 2014. Doctoral Dissertation, University of Canterbury. Accessed January 22, 2021. http://dx.doi.org/10.26021/9808.

MLA Handbook (7^th Edition):

McMaster, Christopher Todd. “Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.” 2014. Web. 22 Jan 2021.

Vancouver:

McMaster CT. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. [Internet] [Doctoral dissertation]. University of Canterbury; 2014. [cited 2021 Jan 22]. Available from: http://dx.doi.org/10.26021/9808.

Council of Science Editors:

McMaster CT. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. [Doctoral Dissertation]. University of Canterbury; 2014. Available from: http://dx.doi.org/10.26021/9808

29. Green, Clarissa, 1987-. Bridging the implementation gap in urban schools: evaluating a coaching model to support high quality restorative circles.

Degree: School Psychology, 2017, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/55763/

Subjects/Keywords: Educational change

…change (McClusky et al., 2008; Shift, 2013). Schools have employed a number of RP… …period of time. The coaching model emphasizes class-wide change and incorporates strategies to… …elicit teacher behavioral change. Specifically, the CCU involves the following steps: “(1… …educational settings. The Morningside Center for Teaching Social Responsibility The coaching model… …reflections of students’ positive psychological or behavioral change over time. In addition, using…

9 more images…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Green, Clarissa, 1. (2017). Bridging the implementation gap in urban schools: evaluating a coaching model to support high quality restorative circles. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/55763/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Green, Clarissa, 1987-. “Bridging the implementation gap in urban schools: evaluating a coaching model to support high quality restorative circles.” 2017. Thesis, Rutgers University. Accessed January 22, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/55763/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Green, Clarissa, 1987-. “Bridging the implementation gap in urban schools: evaluating a coaching model to support high quality restorative circles.” 2017. Web. 22 Jan 2021.

Vancouver:

Green, Clarissa 1. Bridging the implementation gap in urban schools: evaluating a coaching model to support high quality restorative circles. [Internet] [Thesis]. Rutgers University; 2017. [cited 2021 Jan 22]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55763/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Green, Clarissa 1. Bridging the implementation gap in urban schools: evaluating a coaching model to support high quality restorative circles. [Thesis]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/55763/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queensland University of Technology

30. Smeed, Judy Lillian. A controlled rapid approach to curriculum change : addressing the pressures of increased test-based accountability on schools.

Degree: 2008, Queensland University of Technology

URL: https://eprints.qut.edu.au/40169/

► Increasingly, large amounts of public and private money are being invested in education and as a result, schools are becoming more accountable to stakeholders for… (more)

▼ Increasingly, large amounts of public and private money are being invested in education and as a result, schools are becoming more accountable to stakeholders for this financial input. In terms of the curriculum, governments worldwide are frequently tying school funding to students‟ and schools‟ academic performances, which are monitored through high-stakes testing programs. To accommodate the resultant pressures from these testing initiatives, many principals are re-focussing their school‟s curriculum on the testing requirements. Such a re-focussing, which was examined critically in this thesis, constituted an externally facilitated rapid approach to curriculum change. In line with previously enacted change theories and recommendations from these, curriculum change in schools has tended to be a fairly slow, considered, collaborative process that is facilitated internally by a deputy-principal (curriculum). However, theoretically based research has shown that such a process has often proved to be difficult and very rarely successful. The present study reports and theorises the experiences of an externally facilitated process that emerged from a practitioner model of change. This case study of the development of the controlled rapid approach to curriculum change began by establishing the reasons three principals initiated curriculum change and why they then engaged an outsider to facilitate the process. It also examined this particular change process from the perspectives of the research participants. The investigation led to the revision of the practitioner model as used in the three schools and challenged the current thinking about the process of school curriculum change. The thesis aims to offer principals and the wider education community an alternative model for consideration when undertaking curriculum change. Finally, the thesis warns that, in the longer term, the application of study‟s revised model (the Controlled Rapid Approach to Curriculum Change [CRACC] Model) may have less then desirable educational consequences.

Subjects/Keywords: curriculum change; educational change; accountability; external change agent; high-stakes testing; model

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smeed, J. L. (2008). A controlled rapid approach to curriculum change : addressing the pressures of increased test-based accountability on schools. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/40169/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smeed, Judy Lillian. “A controlled rapid approach to curriculum change : addressing the pressures of increased test-based accountability on schools.” 2008. Thesis, Queensland University of Technology. Accessed January 22, 2021. https://eprints.qut.edu.au/40169/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smeed, Judy Lillian. “A controlled rapid approach to curriculum change : addressing the pressures of increased test-based accountability on schools.” 2008. Web. 22 Jan 2021.

Vancouver:

Smeed JL. A controlled rapid approach to curriculum change : addressing the pressures of increased test-based accountability on schools. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2021 Jan 22]. Available from: https://eprints.qut.edu.au/40169/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smeed JL. A controlled rapid approach to curriculum change : addressing the pressures of increased test-based accountability on schools. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/40169/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations