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University of Zambia
1.
Nalomba, Mwitwa Twiza.
An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
.
Degree: 2016, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4843 
► This study aimed at assessing the communication strategies used by the Government of the Republic of Zambia in stakeholder mobilisation for Infrastructure Development and Maintenance…
(more)
▼ This study aimed at assessing the communication strategies used by the Government of the Republic of Zambia in stakeholder mobilisation for Infrastructure Development and Maintenance of classrooms in schools of Chinsali District of Zambia. Areas of interest included: the key messages used and in what form they are presented, the sources (speakers) of the messages, accessibility of key stakeholders to key messages and the channels of communication used. Two approaches were used in data collection: qualitative and quantitative approach. Qualitative methods included observation, focus group discussions for pupils and parents/guardians and in-depth interviews with school managers, village headmen, Parents Teachers Association (PTA) members, District Education Board (DEB) staff, a contractor and a supplier. Quantitative data was collected using semi-structured questionnaires designed to capture knowledge, attitudes and practices from pupils and parents/guardians. Content analysis was used to analyse qualitative data gathered from the in-depth interviews and focus group discussions while for quantitative data, the Statistical Package for Social Sciences 20.0 was used to code, enter, categorise and analyse the information collected while data interpretation was done by the use of frequency tables, pie and bar charts.
In the course of the study it was revealed that people were more concerned about poorly managed or unfunded infrastructure development and maintenance projects in schools as opposed to fulfilling their roles as stakeholders in such projects for assured success. Moreover, most of the stakeholders were aware of the need for their participation in infrastructure development and maintenance of school infrastructure. The study revealed that there was a prevailing culture of dependence on Government for infrastructure development and maintenance of classrooms in schools. The mentality that infrastructure development and maintenance of classrooms is the sole responsibility of Government is one of the greatest challenges proving to be an obstacle in integrating the community in infrastructure development and maintenance in schools.
It is concluded that although the various stakeholders were aware of their need to take a pivotal role in the development and maintenance of infrastructure in schools, the concept of the community playing a role is hindered by the prevailing attitude that the responsibility of managing schools to which infrastructure is part rests in the hands of Government.
Subjects/Keywords: Communication;
School Management and Organization
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APA (6th Edition):
Nalomba, M. T. (2016). An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4843
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nalomba, Mwitwa Twiza. “An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
.” 2016. Thesis, University of Zambia. Accessed January 22, 2021.
http://dspace.unza.zm:8080/xmlui/handle/123456789/4843.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nalomba, Mwitwa Twiza. “An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
.” 2016. Web. 22 Jan 2021.
Vancouver:
Nalomba MT. An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
. [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Jan 22].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4843.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nalomba MT. An assessment of the communication strategies used in stakeholder mobilization for infrastructure development and maintenance of classrooms in Schools, the case of Chinsali
. [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4843
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
2.
Van Zweel, Susanna Catharina.
Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/11199
► M.Ed. (Education Management)
The purpose of the study is to investigate the origin and function of informal personnel groups in the school and the identification…
(more)
▼ M.Ed. (Education Management)
The purpose of the study is to investigate the origin and function of informal personnel groups in the school and the identification of the opinion leaders. During the investigation special attention has been given to the role of the opinion leader in the informal group as well as how the opinion leader may be guided by the school principal towards meaningful involvement. Information has been obtained mainly through the study of literature and such information has been interpreted, evaluated and explained. This study led to conclusions and recommendations. Much of a principal's time is taken up by his involvement with a group of people the school personnel. The school personnel as a group consists of two other groups - formal groups and informal groups. Formal groups are formed consciously or intentionally to realise the objectives of the school, while informal groups are created spontaneously. Informal groups institution, as positive, that manner. have an important influence on the school or such groups may act towards Goal-realisation in a is supportive, or negative, that is non-supportive It is apparent that the principal determines to a great extent whether the informal groups of the school personnel are to be positive factors with regard to formal objectives. Informal groups may be a great advantage provided the principal understands how such groups originate and function.
Subjects/Keywords: Leadership; School management and organization
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APA (6th Edition):
Van Zweel, S. C. (2014). Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11199
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Van Zweel, Susanna Catharina. “Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/11199.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Van Zweel, Susanna Catharina. “Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe.” 2014. Web. 22 Jan 2021.
Vancouver:
Van Zweel SC. Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/11199.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Van Zweel SC. Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11199
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
3.
Du Toit, Thomas Arnoldus.
Aspekte van effektiewe skoolbestuur.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/10680
► M.Ed. (Education Management)
In this study aspects relevant to effective school management are considered from a didactic-pedagogic perspective. The future development of the community is…
(more)
▼ M.Ed. (Education Management)
In this study aspects relevant to effective school management are considered from a didactic-pedagogic perspective. The future development of the community is to a large extent determined by education. The requirements of and demands that are made on education require that schools be regarded more and more as undertakings. Aspects which determine and influence the effectiveness of a school are thus important. The quality of leadership of the school principal and his managerial ability are determining factors indispensable for effective school management. This quality and ability are indispensable for the establishment and promotion of aspects that determine school effectiveness. The elements of management are not separate entities, but a uniform whole. In an organization they form an inseparable part of management and occur in a scientifically planned way. It is important for a school principal to have knowledge of the elements of management that influence school effectiveness. Managerial adoption is a determining factor in the,development of the style of management of the principal. The way in which a school principal relates towards his staff can determine the success he will experience as principal. The quality of his leadership can be a determining factor in the success he attains as manager. Leadership is a component of management. As manager of a school the school principal has a leadership duty. The ability to lead is thus part of his complex task. The leadership situation and the style of leadership are, among other things, important aspects which determine how effectively a leader will react in a given situation. The leadership of the school principal is also decisive for the standard and the improvement of teaching in the school. It plays a significant role in the effectiveness with which the school performs its educational function. As leader, the school principal plays an important role in the successful execution, implementation and application of the aspects of effective school management. The training and preparation of teachers can never be regarded as complete. The development of personnel according to fundamental needs is an ideal. As professional leader the school principal is also primarily responsible for personnel development in the school. School climate is the experience of an individual in the observation of how the staff and pupils of a school communicate and co-operate. Programmes for the improvement of school climate are essential in view of the close correlation between school climate and pupil achievement. The development of personnel, the renewal of management functions and the establishment of a climate of interaction between the school principal and the staff, are, among other things, aspects of effective school management. By utilizing purposeful personnel development, paying attention to the improvement of school climate, and by examining the style of leadership of the school principals, school effectiveness can be enhanced.
Subjects/Keywords: School management and organization
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APA ·
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CSE |
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Manager
APA (6th Edition):
Du Toit, T. A. (2014). Aspekte van effektiewe skoolbestuur. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10680
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Du Toit, Thomas Arnoldus. “Aspekte van effektiewe skoolbestuur.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/10680.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Du Toit, Thomas Arnoldus. “Aspekte van effektiewe skoolbestuur.” 2014. Web. 22 Jan 2021.
Vancouver:
Du Toit TA. Aspekte van effektiewe skoolbestuur. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/10680.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Du Toit TA. Aspekte van effektiewe skoolbestuur. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10680
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Siamwiza, Nchimunya.
Dual management and experiences of school, Army and civilian education authorities in Military aided Schools: A case of Arakan Barrack Schools in Lusaka.
Degree: 2016, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/4669
► This study was aimed at exploring and understanding the lived experiences of school authorities, military authorities and education authorities of the dual management of military…
(more)
▼ This study was aimed at exploring and understanding the lived experiences of school authorities, military authorities and education authorities of the dual management of military aided schools in Arakan Barracks in Lusaka. The motivation behind this study was that there was no known study had looked at dual management of the military, hence not knowing the problems therein. In order to understand the experiences the study made use of a qualitative enquiry that was grounded in hermeneutic phenomenology.
Purposive sampling supplemented by snowball sampling was used to come up with the desired sample size of 30 respondents and the resultant Data was collected and achieved by the use of in depth interviews. The data was analyzed using qualitative content analysis in order to transcribe the bulk data into themes and sub themes. The findings were in line with the objectives which were, to find out (a) managerial challenges faced by school managers (b) coping mechanisms of school managers and management challenges (c) regulatory measures put in place to curb management challenges. On management challenge findings show that the different statutes that is 106 for the Military and 234 for Ministry of General Education is a cause of management challenges. The findings further showed that civilian deputy school managers fail to accept the appointment done by the military authorities of school managers that are of military personnel, hence management challenges.
Subjects/Keywords: School management and organization – Zambia
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APA ·
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Manager
APA (6th Edition):
Siamwiza, N. (2016). Dual management and experiences of school, Army and civilian education authorities in Military aided Schools: A case of Arakan Barrack Schools in Lusaka. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4669
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Siamwiza, Nchimunya. “Dual management and experiences of school, Army and civilian education authorities in Military aided Schools: A case of Arakan Barrack Schools in Lusaka.” 2016. Thesis, University of Zimbabwe. Accessed January 22, 2021.
http://dspace.unza.zm/handle/123456789/4669.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Siamwiza, Nchimunya. “Dual management and experiences of school, Army and civilian education authorities in Military aided Schools: A case of Arakan Barrack Schools in Lusaka.” 2016. Web. 22 Jan 2021.
Vancouver:
Siamwiza N. Dual management and experiences of school, Army and civilian education authorities in Military aided Schools: A case of Arakan Barrack Schools in Lusaka. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Jan 22].
Available from: http://dspace.unza.zm/handle/123456789/4669.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Siamwiza N. Dual management and experiences of school, Army and civilian education authorities in Military aided Schools: A case of Arakan Barrack Schools in Lusaka. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4669
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Zambia
5.
Phiri, Evelyn.
A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA AND ZIMBABWE OPEN UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEME
.
Degree: 2018, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/5905
► The standard working hours for civil service workers as stipulated by the International Labor Organization (ILO) in most countries is 8 hours. The eight hour…
(more)
▼ The standard working hours for civil service workers as stipulated by the International Labor
Organization (ILO) in most countries is 8 hours. The eight hour work day policy has been
enacted in the labour law act of Zambia as a guide for every employer and employees. Recently,
teachers were also mandated to follow this policy as they are equally part of the public service.
This is due to the fact that teachers are supposed to work for eight hours as this equates the
norHowever, this policy has been criticized by some teacher unions and the teachers themselves.
Former Zambia National Union of Teachers (ZNUT) called on the government to implement the
eight hour policy for teachers to promote effective teaching. On the other hand, the National
Union of Public and Private Educators (NUPPEZ) executive president said that the eight hour
policy in its current form was retrogressive to teachers. He further urged the Ministry of General
Education to seriously engage the teacher unions to help look into the effective handling of the
policy by both administrators and teachers alike. Therefore, this clearly shows that the eight hour
policy has been received with different views by the teaching fraternity.
A sample of 40 respondents which included teachers and head-teachers were purposively and
randomly selected and interviewed. Therefore, this included three (3) public primary schools and
three (3) public secondary schools. The study was mainly qualitative in nature and used
The findings of the study revealed that of the six (6) schools that were visited, only two schools
strongly supported the introduction of the eight-hour policy. The other two (2) were against the
policy while the other two had mixed feelings. Overall, there was a higher percentage of teachers
who believed that the policy was not favouring the teaching fraternity.
descriptive surveys. Thematic analysis was used to analyse data.
Arising from these findings, several recommendations were advanced to the Ministry of
Education and the Head teaches and these were as follows; In line with its findings; (a) Ministry
of General Education should provide conducive teaching environment in public and secondary
by revisiting the newly introduced eight-hour policy for teachers. (b) the Ministry of Education
should improve infrastructure in most schools such as staffrooms where teachers can prepare
their work and relax in a conducive environment for eight hours. (c) Ensure that there is routine
monitoring by Standard Officers to all schools for adequate data collection on the effects of the
newly introduced policy. (d) Ensure that necessary measures are put in place by the Ministry to
address the major issues regarding the eight-hour policy for teachers in Primary and Secondary
Schools.
Additionally, it was further recommended that the Head-teachers should do the following; (a) be
proactive and engage all stakeholders to improve the physical working environment of teachers.
(b) Work hand in hand with Parent Teachers Committees (PTC) and…
Subjects/Keywords: School management and organization – Zambia
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Manager
APA (6th Edition):
Phiri, E. (2018). A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA AND ZIMBABWE OPEN UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEME
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5905
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Phiri, Evelyn. “A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA AND ZIMBABWE OPEN UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEME
.” 2018. Thesis, University of Zambia. Accessed January 22, 2021.
http://dspace.unza.zm:8080/xmlui/handle/123456789/5905.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Phiri, Evelyn. “A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA AND ZIMBABWE OPEN UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEME
.” 2018. Web. 22 Jan 2021.
Vancouver:
Phiri E. A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA AND ZIMBABWE OPEN UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEME
. [Internet] [Thesis]. University of Zambia; 2018. [cited 2021 Jan 22].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5905.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Phiri E. A DISSERTATION SUBMITTED TO THE UNIVERSITY OF ZAMBIA AND ZIMBABWE OPEN UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION IN EDUCATIONAL MANAGEME
. [Thesis]. University of Zambia; 2018. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5905
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Florida State University
6.
Bearden, Logan Matthew.
Favorable Outcomes: The Role of Outcomes Statements in Multimodal Curricular Transformation.
Degree: PhD, English, 2016, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_2016SU_Bearden_fsu_0071E_13405
;
► Scholarship on multimodality repeatedly emphasizes the need not just for a multimodal focus in individual composition classrooms but also an integration of multimodality into the…
(more)
▼ Scholarship on multimodality repeatedly emphasizes the need not just for a multimodal focus in individual composition classrooms but also an integration of multimodality into the composition curriculum. Collectively, this scholarship sounds a call for a new kind of composition curriculum and, accordingly, new outcomes. This poses a key question for us as well: how might we develop, implement, and sustain multimodal curricula within composition programs so that curriculum reflects more accurately the current communicative landscape? To answer this overarching question, this project utilizes a mixed methods approach combining survey and case study methodologies. The findings for this dissertation include the following: 1) composition programs at the national level still focus overwhelmingly on print, proving that multimodal curricular transformation has not yet taken place; 2) there is little consensus on what a multimodal composition curriculum looks like or includes; 3) programs that have achieved multimodal curricular transformation do so at the intersection of outcomes statements and assignments; 4) outcomes statements at programs that have achieved multimodal curricular transformation define composition as a rhetorically-based, inquiry-driven process of making texts; and 5) assignments at programs that have achieved multimodal curricular transformation ask students to combine multiple modes, attend to design, exhibit material-rhetorical flexibility, and circulate the texts they create, thereby exhibiting transformed practice.
A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Summer Semester 2016.
June 21, 2016.
administration, curricular revision, curricular transformation, multimodality, outcomes, outcomes statements
Kristie Fleckenstein, Professor Directing Dissertation; Melissa Gross, University Representative; Michael Neal, Committee Member; Kathleen Blake Yancey, Committee Member.
Advisors/Committee Members: Kristie S. Fleckenstein (professor directing dissertation), Melissa Gross (university representative), Michael R. Neal (committee member), Kathleen Blake Yancey (committee member).
Subjects/Keywords: School management and organization; Rhetoric
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APA ·
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Manager
APA (6th Edition):
Bearden, L. M. (2016). Favorable Outcomes: The Role of Outcomes Statements in Multimodal Curricular Transformation. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Bearden_fsu_0071E_13405 ;
Chicago Manual of Style (16th Edition):
Bearden, Logan Matthew. “Favorable Outcomes: The Role of Outcomes Statements in Multimodal Curricular Transformation.” 2016. Doctoral Dissertation, Florida State University. Accessed January 22, 2021.
http://purl.flvc.org/fsu/fd/FSU_2016SU_Bearden_fsu_0071E_13405 ;.
MLA Handbook (7th Edition):
Bearden, Logan Matthew. “Favorable Outcomes: The Role of Outcomes Statements in Multimodal Curricular Transformation.” 2016. Web. 22 Jan 2021.
Vancouver:
Bearden LM. Favorable Outcomes: The Role of Outcomes Statements in Multimodal Curricular Transformation. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2021 Jan 22].
Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Bearden_fsu_0071E_13405 ;.
Council of Science Editors:
Bearden LM. Favorable Outcomes: The Role of Outcomes Statements in Multimodal Curricular Transformation. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Bearden_fsu_0071E_13405 ;
Florida State University
7.
Radcliffe, Barbara J.
Reading Vitals (Visualizing, Interacting, and Talking While Applying Literacy Strategies) and Seventh-Grade Students' Reading
Comprehension.
Degree: PhD, Teacher Education, 2010, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-2214
;
► This quasi-experimental, concurrent mixed methods study investigated whether less-proficient readers in seventh-grade language arts classes using the Reading VITALS supplemental curricular intervention exhibited improved reading…
(more)
▼ This quasi-experimental, concurrent mixed methods study investigated whether less-proficient readers in seventh-grade language arts classes using the Reading VITALS supplemental curricular intervention exhibited improved reading comprehension. VITALS is an acronym for Visualizing, Interacting, and Thinking while Applying Literacy Strategies. VITALS used a balanced approach of explicit reading instruction and collaborative classroom discussions in which the teacher shifted to the role of facilitator and students became the constructors of knowledge. Participants included students of varying achievement levels, including a large percentage of minority students as well as those labeled economically disadvantaged. Tested in two seventh-grade language arts classes taught by the same teacher, the full intervention consisted of nine, forty-five minute lessons that introduced students to five levels of comprehension and stressed three key reading strategies: visualizing, questioning, and summarizing. The Visual Thinking Strategies (VTS) protocol acted as a tool to engage students in discussions of scaffolded texts. Because VITALS had two major components, reading strategy instruction and class discussions of scaffolded texts, two additional intervention strands, focusing on only one of the components, were tested, as well as a Comparison group. Ten of eleven quantitative outcome measures focused on differences in change scores for different reading measures across the intervention and comparison groups. The first four quantitative outcome measurements were classroom measures assessing students' reading of an image and students' reading of a poem for the entire sample of students and specifically, the less-proficient readers. This allowed for analyses of the overall effects of the interventions as well as disaggregated results focusing on the lower readers. The next six quantitative outcome measurements were Florida Comprehensive Assessment Test (FCAT) - Reading Sunshine State Standard (SSS) measures. Using the same strategy of overall effect of entire sample and then disaggregated effects for less-proficient readers, students' reading comprehension was assessed on three different FCAT Content Cluster measures: main idea and author's purpose, comparisons and cause/effect, and reference and research. The last quantitative outcome measurement focused on differences in learning gains for less-proficient readers' on the FCAT SSS across intervention and comparison groups. An additional question, using the qualitative phenomenological approach, complemented the test of the VITALS intervention by exploring students' perspectives of participating in the intervention. Using a maximum variation sampling, six key informants were identified and their perspectives analyzed across data sources, especially student reflections and transcripts from the focus group interview. Descriptive analyses, Repeated Measures MANCOVA, One-way ANOVA, post hoc analyses, and Chi Square tests revealed three important findings. First, the students…
Advisors/Committee Members: Susan Nelson-Wood (professor directing dissertation), Judith L. Irvin (university representative), Pamela Sissi Carroll (committee member), Diana C. Rice (committee member), Stacey Rutledge (committee member), Kathleen Blake Yancey (committee member).
Subjects/Keywords: School management and organization
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Radcliffe, B. J. (2010). Reading Vitals (Visualizing, Interacting, and Talking While Applying Literacy Strategies) and Seventh-Grade Students' Reading
Comprehension. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-2214 ;
Chicago Manual of Style (16th Edition):
Radcliffe, Barbara J. “Reading Vitals (Visualizing, Interacting, and Talking While Applying Literacy Strategies) and Seventh-Grade Students' Reading
Comprehension.” 2010. Doctoral Dissertation, Florida State University. Accessed January 22, 2021.
http://purl.flvc.org/fsu/fd/FSU_migr_etd-2214 ;.
MLA Handbook (7th Edition):
Radcliffe, Barbara J. “Reading Vitals (Visualizing, Interacting, and Talking While Applying Literacy Strategies) and Seventh-Grade Students' Reading
Comprehension.” 2010. Web. 22 Jan 2021.
Vancouver:
Radcliffe BJ. Reading Vitals (Visualizing, Interacting, and Talking While Applying Literacy Strategies) and Seventh-Grade Students' Reading
Comprehension. [Internet] [Doctoral dissertation]. Florida State University; 2010. [cited 2021 Jan 22].
Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-2214 ;.
Council of Science Editors:
Radcliffe BJ. Reading Vitals (Visualizing, Interacting, and Talking While Applying Literacy Strategies) and Seventh-Grade Students' Reading
Comprehension. [Doctoral Dissertation]. Florida State University; 2010. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-2214 ;
Florida State University
8.
Krause, Robin Fraleigh Montgomery.
An Examination of Technical and Pedagogical Usability within the SuccessMaker Math Program.
Degree: EdD, Educational Leadership and Policy Studies, 2018, Florida State University
URL: http://purl.flvc.org/fsu/fd/2018_Sp_Krause_fsu_0071E_14586
;
► Mathematics involves abstract concepts and students often find it difficult to understand this complex subject (Ramani & Patadia, 2012). In order to succeed and wrestle…
(more)
▼ Mathematics involves abstract concepts and students often find it difficult to understand this complex
subject (Ramani & Patadia, 2012). In order to succeed and wrestle with the difficulties in math, students should use different approaches to learning mathematics such as computer-assisted instruction (CAI) (Ramani & Patadia, 2012). Schools have invested in CAI programs to supplement instruction and these programs are also used as means to generate data to inform “the degree to which students meet learning goals” (Halverson & Shapiro, 2012. p. 1). Computer programs that prove difficult to use, cannot be customized to the learner or have poor user-interface, do not provide users with the experiences they want (Halverson & Shapiro, 2012). The degree to which learners experience programs as easy to use has been defined as technical usability and, the degree to which learners experience programs as easy to learn has been defined as pedagogical usability (Nokelainen, 2006). The purpose of this mixed methods study is to examine students’ subjective technical and pedagogical usability experiences with the SuccessMaker (SME) CAI program because the presence of good usability features can reinforce skills and support learning. SME is an adaptive intervention tutorial program designed to supplement math and adjust instruction to meet students’ needs (Pearson Digital Learning, (n.d.). Additionally, SME states that students experience less frustration with the math lessons because the learning paths guide students to performance goals (Pearson Digital Learning, n.d.). A wealth of studies have measured student outcomes after using computer math programs. However, these studies were inconclusive and failed to take a holistic view of the processes and inputs involved in using computer programs. Moreover, within computer programs, digital skills and learning features are not always explicitly taught or measured in elementary schools; however, students are being required to use computers as supplements to math instruction. A paucity of studies have measured usability constructs, which can support successful experiences using computer programs. Further investigation warrants a usability study in order to maximize, and support time spent learning, because computer programs should be easy to use and easy to learn. This case study employs a mixed methods, non-experimental research design to examine students’ usability experiences with the SME CAI math program. The Pedagogically Meaningful Learning Questionnaire (PMLQ) (Nokelainen, 2005) was administered to fifth grade students to answer the first research question and examine the degree to which technical usability scales are present within SME. Three focus groups were also conducted to answer the second research question, and examine students’ subjective experiences with both technical and pedagogical usability constructs. Overall, the results of this investigation indicated that relevant information can be learned from students’ experiences with CAI programs. Findings from the PMLQ, on…
Advisors/Committee Members: Courtney Preston (professor directing dissertation), Fengfeng Ke (university representative), Stacy A. Rutledge (committee member), Helen N. Boyle (committee member).
Subjects/Keywords: School management and organization
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APA (6th Edition):
Krause, R. F. M. (2018). An Examination of Technical and Pedagogical Usability within the SuccessMaker Math Program. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Krause_fsu_0071E_14586 ;
Chicago Manual of Style (16th Edition):
Krause, Robin Fraleigh Montgomery. “An Examination of Technical and Pedagogical Usability within the SuccessMaker Math Program.” 2018. Doctoral Dissertation, Florida State University. Accessed January 22, 2021.
http://purl.flvc.org/fsu/fd/2018_Sp_Krause_fsu_0071E_14586 ;.
MLA Handbook (7th Edition):
Krause, Robin Fraleigh Montgomery. “An Examination of Technical and Pedagogical Usability within the SuccessMaker Math Program.” 2018. Web. 22 Jan 2021.
Vancouver:
Krause RFM. An Examination of Technical and Pedagogical Usability within the SuccessMaker Math Program. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2021 Jan 22].
Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Krause_fsu_0071E_14586 ;.
Council of Science Editors:
Krause RFM. An Examination of Technical and Pedagogical Usability within the SuccessMaker Math Program. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Krause_fsu_0071E_14586 ;
University of Johannesburg
9.
Koert, Leon Anthonio Sameul.
Die bestuur van die skool as 'n leergemeenskap.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/10316
► M.Ed. (Education Management)
Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools…
(more)
▼ M.Ed. (Education Management)
Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.
Subjects/Keywords: School management and organization - Social aspects; School management and organization - Planning
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MLA ·
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APA (6th Edition):
Koert, L. A. S. (2014). Die bestuur van die skool as 'n leergemeenskap. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10316
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Koert, Leon Anthonio Sameul. “Die bestuur van die skool as 'n leergemeenskap.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/10316.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koert, Leon Anthonio Sameul. “Die bestuur van die skool as 'n leergemeenskap.” 2014. Web. 22 Jan 2021.
Vancouver:
Koert LAS. Die bestuur van die skool as 'n leergemeenskap. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/10316.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koert LAS. Die bestuur van die skool as 'n leergemeenskap. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10316
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Columbia University
10.
Hanisch Cerda, Barbara Luisa.
Does school accountability pressure improve school quality?.
Degree: 2017, Columbia University
URL: https://doi.org/10.7916/D8XD1CZ1
► This dissertation evaluates the impact of accountability pressure on a context where there is school choice. The Chilean context provides a unique opportunity for this…
(more)
▼ This dissertation evaluates the impact of accountability pressure on a context where there is school choice. The Chilean context provides a unique opportunity for this purpose since it constitutes a system with school choice since the 1980s and since 2008 there is a policy that introduces a means-tested voucher that introduces incentives to schools to improve their performance. Under this policy, schools are classified based on students’ test scores and other school factors (such as teacher evaluations, approval rates, retention rates), and are linked to punishments and rewards. I assess the impact of accountability pressure on outcomes that have consequences attached (high-stakes outcomes), and other outcomes that may reflect the quality of the school but do not have direct consequences attached (low-stakes outcomes). I use a fuzzy regression discontinuity to estimate the effect of receiving different school classifications on high-stakes test scores, low-stakes test scores, school behavioral responses, and student and teacher body composition. Estimates of the effects on 4th and 8th grade math, language and science are never significantly different from zero. There is also no evidence of parental or teacher response.
Subjects/Keywords: Education and state; School management and organization; School management and organization
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APA ·
Chicago ·
MLA ·
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Export
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Manager
APA (6th Edition):
Hanisch Cerda, B. L. (2017). Does school accountability pressure improve school quality?. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8XD1CZ1
Chicago Manual of Style (16th Edition):
Hanisch Cerda, Barbara Luisa. “Does school accountability pressure improve school quality?.” 2017. Doctoral Dissertation, Columbia University. Accessed January 22, 2021.
https://doi.org/10.7916/D8XD1CZ1.
MLA Handbook (7th Edition):
Hanisch Cerda, Barbara Luisa. “Does school accountability pressure improve school quality?.” 2017. Web. 22 Jan 2021.
Vancouver:
Hanisch Cerda BL. Does school accountability pressure improve school quality?. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2021 Jan 22].
Available from: https://doi.org/10.7916/D8XD1CZ1.
Council of Science Editors:
Hanisch Cerda BL. Does school accountability pressure improve school quality?. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8XD1CZ1
University of Johannesburg
11.
De Lange, Nicolaas Johannes Steyn.
Gesagsuitoefening as bestuurstaak van die skoolhoof.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/11796
► M. Ed. (Education Management)
The problem of the exercisinq of authority by the headmaster, is twofold in nature. Firstly, many headmasters seem to be in…
(more)
▼ M. Ed. (Education Management)
The problem of the exercisinq of authority by the headmaster, is twofold in nature. Firstly, many headmasters seem to be in doubt as to the limits of their authority. Secondly, the way in which the headmaster exercises his authority, has an effect on the motivation and work satisfaction of the staff and the pupils. Formal line authority is delegated to the headmaster in order to carry out the responsibilities concerning his post. This authority includes executive and legislative functions. The legislative function is related to the competence of the headmaster to create internal order in the school by the formulation and implementation of a school policy and rules. School policy and rules must be compatible with the government policy regarding educational affairs and must satisfy the requirements of law enforcement and legal practice. Headmasters' uncertainty about the extent and limitations of their formal authority is the result of the magnitude of statutory stipulations and prescriptions contained in official educational policy. Many headmasters also lack knowledge of law enforcement and legal practice. The dynamic nature of an authority relationship brought about by delegation, can also lead to the headmasters' uncertainty about the limits of their authority. Informal authority can be invested in the headmaster by the staff and the pupils, on account of their respect for and confidence in the headmaster. Two types of informal authority are identified: authority of competence and personal authority. It is of vital importance for the headmaster to achieve a high standard of informal authority, as the effective application of his formal authority is dependent on the quality of his informal authority.
Subjects/Keywords: School principals.; School management and organization; Authority
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Manager
APA (6th Edition):
De Lange, N. J. S. (2014). Gesagsuitoefening as bestuurstaak van die skoolhoof. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11796
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
De Lange, Nicolaas Johannes Steyn. “Gesagsuitoefening as bestuurstaak van die skoolhoof.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/11796.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
De Lange, Nicolaas Johannes Steyn. “Gesagsuitoefening as bestuurstaak van die skoolhoof.” 2014. Web. 22 Jan 2021.
Vancouver:
De Lange NJS. Gesagsuitoefening as bestuurstaak van die skoolhoof. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/11796.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
De Lange NJS. Gesagsuitoefening as bestuurstaak van die skoolhoof. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11796
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
12.
Uys, Christiaan Petrus.
Die bestuur van verhoudings in die topstruktuur van die skool.
Degree: 2015, University of Johannesburg
URL: http://hdl.handle.net/10210/14599
M.Ed.
Realization of the aims of the school requires, inter alia, meaningful and purposeful co-operation between the members of the top management of the school. Purposeful cooperation between these members implies the establishment of relationships that will realize and facilitate mutual consultation, sharing of responsibilities and effective management ...
Subjects/Keywords: School management and organization; School principals
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APA ·
Chicago ·
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CSE |
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Manager
APA (6th Edition):
Uys, C. P. (2015). Die bestuur van verhoudings in die topstruktuur van die skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14599
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Uys, Christiaan Petrus. “Die bestuur van verhoudings in die topstruktuur van die skool.” 2015. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/14599.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Uys, Christiaan Petrus. “Die bestuur van verhoudings in die topstruktuur van die skool.” 2015. Web. 22 Jan 2021.
Vancouver:
Uys CP. Die bestuur van verhoudings in die topstruktuur van die skool. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/14599.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Uys CP. Die bestuur van verhoudings in die topstruktuur van die skool. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14599
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Carolina
13.
Seawell, Heather.
Job Descriptions and the Recruitment of Female Assistant Principals.
Degree: 2015, University of North Carolina
URL: https://cdr.lib.unc.edu/record/uuid:02e2bdea-fa24-4374-9077-48eb3a10b670
► Nationwide school districts are facing challenges with filling administrative vacancies in public schools. Teachers are not willing to transition to administration and assume the increased…
(more)
▼ Nationwide
school districts are facing challenges with filling administrative vacancies in public schools. Teachers are not willing to transition to administration and assume the increased responsibilities and demands placed upon
school principals in today’s high-stakes educational environment. Moreover, policies fail to address the shortage of women in educational leadership or deconstruct the gender issues related to recruitment. This mixed methods study employed critical choice theory and business recruitment models to investigate how hypothetical job descriptions impacted the recruitment of women into assistant principal positions. Previous empirical research and literature from business and educational sectors provided the framework for the design of this study. Certified teachers from one rural
school district in North Carolina volunteered for this investigation. All participants completed a demographic survey and a recruitment simulation to assess applicant attraction to hypothetical job descriptions based on the attributes of
school management or collaborative leadership. Additionally, female teacher leaders participated in ethnographic interviews to further explore their perception of assistant principal job descriptions. The major findings in this study indicated a teacher’s age and years of teaching experience were the most significant factors that influenced a teacher’s willingness to pursue an assistant principal position. Further, the research denoted gender and the job attribute of collaborative leadership impacted the attraction to an assistant principal job description. These findings revealed potential implications for future research in regards to hiring practices, recruitment policies, and future studies related to the assistant principal position. With a limited resource of qualified personnel,
school systems are encouraged to examine their guidelines and procedures for recruiting and hiring personnel and to develop and implement job descriptions that are appealing to applicants.
Advisors/Committee Members: Seawell, Heather, University of North Carolina at Chapel Hill School of Education, Marshall, Catherine, Veitch, James, Wynn, Susan.
Subjects/Keywords: School management and organization; School of Education
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APA ·
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Manager
APA (6th Edition):
Seawell, H. (2015). Job Descriptions and the Recruitment of Female Assistant Principals. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:02e2bdea-fa24-4374-9077-48eb3a10b670
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Seawell, Heather. “Job Descriptions and the Recruitment of Female Assistant Principals.” 2015. Thesis, University of North Carolina. Accessed January 22, 2021.
https://cdr.lib.unc.edu/record/uuid:02e2bdea-fa24-4374-9077-48eb3a10b670.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Seawell, Heather. “Job Descriptions and the Recruitment of Female Assistant Principals.” 2015. Web. 22 Jan 2021.
Vancouver:
Seawell H. Job Descriptions and the Recruitment of Female Assistant Principals. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2021 Jan 22].
Available from: https://cdr.lib.unc.edu/record/uuid:02e2bdea-fa24-4374-9077-48eb3a10b670.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Seawell H. Job Descriptions and the Recruitment of Female Assistant Principals. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:02e2bdea-fa24-4374-9077-48eb3a10b670
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Zambia
14.
Chafwa, Friday.
Impact of management styles exhibited by School Heads on Staff performance in selected High Schools in Kawambwa District of Luapula Province
.
Degree: 2012, University of Zambia
URL: http://hdl.handle.net/123456789/1907
► The primary purpose of this research was to assess the impact of management styles exhibited by practising school heads on teacher performance in selected government…
(more)
▼ The primary purpose of this research was to assess the impact of management styles exhibited by practising school heads on teacher performance in selected government high schools. Interview schedules and questionnaires were used to capture data from respondents, though the questionnaire was the major instrument used in the study. Self-administered questionnaires were
used to gather data from 40 respondents from two selected high schools namely St. Mary’s, and Ng’ona High schools in Kawambwa District, Luapula Province. The sample size of 40 comprised 36 randomly selected high school teachers while 4 high school heads and deputy heads were purposively selected for the study. The case study found that the school heads in selected schools exhibited all three major management styles, namely the democratic, authoritarian and laissez fare in the supervision of teachers, but the democratic management style was found to be the most predominant followed by the authoritarian management style while the least was the laissez fare management style. The study also found that among the three management styles exhibited by school heads, the democratic management style was found to have the most impact (positive impact) on teacher performance. The democratic management style impacted positively on teachers by energizing and motivating them to work hard while both the authoritarian and the laissez fare management styles impacted negatively on teacher performance by frustrating and demotivating staff in the
selected government high schools. The study identified the factors impacting teacher performance as management styles of school
heads, teaching materials/teaching aids, overcrowded classes, the working environment and conditions of service.The findings confirm my starting point that the management styles exhibited by high school
heads have an impact on teacher performance. The study has also revealed that there is a
relationship between management styles exhibited by school heads and teacher performance.The research should aid and encourage school heads, deputies and supervisors in educational settings to exhibit democratic management styles that would help to improve working relationships, teacher motivation, teacher performance and supervision while at the same time contribute to school improvement and school effectiveness.
Subjects/Keywords: School Personnel Management;
Schools...Management and Organization
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APA ·
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Manager
APA (6th Edition):
Chafwa, F. (2012). Impact of management styles exhibited by School Heads on Staff performance in selected High Schools in Kawambwa District of Luapula Province
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1907
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chafwa, Friday. “Impact of management styles exhibited by School Heads on Staff performance in selected High Schools in Kawambwa District of Luapula Province
.” 2012. Thesis, University of Zambia. Accessed January 22, 2021.
http://hdl.handle.net/123456789/1907.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chafwa, Friday. “Impact of management styles exhibited by School Heads on Staff performance in selected High Schools in Kawambwa District of Luapula Province
.” 2012. Web. 22 Jan 2021.
Vancouver:
Chafwa F. Impact of management styles exhibited by School Heads on Staff performance in selected High Schools in Kawambwa District of Luapula Province
. [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/123456789/1907.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chafwa F. Impact of management styles exhibited by School Heads on Staff performance in selected High Schools in Kawambwa District of Luapula Province
. [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1907
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
15.
Busakwe, Mildred Nomataru.
Clinical supervision as an aspect of educator management : implication for whole school management.
Degree: 2011, University of Johannesburg
URL: http://hdl.handle.net/10210/3951
► M.Ed.
Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with…
(more)
▼ M.Ed.
Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. By proposing educator developmental appraisal systems the department was intending to develop educator instructional performance. This study concentrates on educator's instructional development inside the classroom through clinical supervision and its contribution to whole school development. The literature indicated that educators are negative to the style of supervision currently in use. Information obtained from different books clearly states that clinical supervision is a process that directly involves both the educator and supervisor. It stresses mutual understanding and co-supervision between educator and the supervisor. This research used a structured questionnaire to collect data on the opinions of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and ten of these items were relevant to clinical supervision. The structured questionnaires were distributed to a convenient stratified sample in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research study was analyzed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that a pleasant classroom climate is an important need of each learning situation. An atmosphere of collegial relationships among staff and the principal is a pre-requisite for whole school development. It appears as if the instructional development of educators can be better achieved through the implementation of the process of clinical supervision.
Subjects/Keywords: School supervision; School personnel management; School management and organization
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Export
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Manager
APA (6th Edition):
Busakwe, M. N. (2011). Clinical supervision as an aspect of educator management : implication for whole school management. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3951
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Busakwe, Mildred Nomataru. “Clinical supervision as an aspect of educator management : implication for whole school management.” 2011. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/3951.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Busakwe, Mildred Nomataru. “Clinical supervision as an aspect of educator management : implication for whole school management.” 2011. Web. 22 Jan 2021.
Vancouver:
Busakwe MN. Clinical supervision as an aspect of educator management : implication for whole school management. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/3951.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Busakwe MN. Clinical supervision as an aspect of educator management : implication for whole school management. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3951
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Zambia
16.
Malama, Yvonne.
The role of School Managers in Mitigating High School Drop out rate of the Deaf: A case of Munali Special Unit
.
Degree: 2016, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4972
► This study is an exploration of the role of school managers in mitigating high dropout rates of deaf pupils. The objectives of the study were:…
(more)
▼ This study is an exploration of the role of school managers in mitigating high dropout rates of deaf pupils. The objectives of the study were: to identify the attitudes of school managers towards the deaf pupils, to establish the reasons behind high deaf dropouts from the perspective of school managers and to identify the challenges faced by school managers in addressing high dropout rates of the deaf. This study was qualitative and used a case study as a research design. A purposive sampling technique was used which targeted the deaf pupils, teachers of the deaf and school managers. Data was collected using semi-structured interviews for the teachers and school manager, questionnaires for the deaf pupils and an observation schedule, and this data was analysed using thematic analysis. The major findings are that school managers did not take keen interest in the welfare of the deaf pupils and hence contributing to high dropout rates of the deaf pupils. Three main factors were identified to influence school dropout rate these are; family background, pupils behaviour and negative experiences in school. The major challenges faced by school managers arc lack of appropriate teaching and learning materials, negative attitude or behaviour by pupils and lack of interaction between school managers and parents. Basing on the research findings, the study recommends to school managers that parents, community and teachers should work together to enhance pupils retention, pupils must be actively engaged in both formal and informal school activities, parental involvement in the education of their child should be encouraged by the school management and schools should develop initiatives to motivate pupils to attend school. There is need in future for a research to be conducted at national level, preferably comparing the high dropouts of the deaf in others schools in Zambia with the aim of addressing the problem wholistically.
Key words: explore, deaf, mitigation, dropout.
Subjects/Keywords: Inclusive education – Zambia.;
School management and organization.
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Manager
APA (6th Edition):
Malama, Y. (2016). The role of School Managers in Mitigating High School Drop out rate of the Deaf: A case of Munali Special Unit
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4972
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Malama, Yvonne. “The role of School Managers in Mitigating High School Drop out rate of the Deaf: A case of Munali Special Unit
.” 2016. Thesis, University of Zambia. Accessed January 22, 2021.
http://dspace.unza.zm:8080/xmlui/handle/123456789/4972.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Malama, Yvonne. “The role of School Managers in Mitigating High School Drop out rate of the Deaf: A case of Munali Special Unit
.” 2016. Web. 22 Jan 2021.
Vancouver:
Malama Y. The role of School Managers in Mitigating High School Drop out rate of the Deaf: A case of Munali Special Unit
. [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Jan 22].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4972.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Malama Y. The role of School Managers in Mitigating High School Drop out rate of the Deaf: A case of Munali Special Unit
. [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4972
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
17.
Kruger, Andries Josephus.
Gesonde interpersoonlike verhoudinge as essensie van skoolbestuur.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/10776
► M.Ed. (Educational Management)
As the leader of a group of teachers, the principal of a school has a managerial task to perform. This would include…
(more)
▼ M.Ed. (Educational Management)
As the leader of a group of teachers, the principal of a school has a managerial task to perform. This would include the creation of an educational environment wherein effective teaching and learning can take place. Many of the principal's managerial functions are described in the literature, but the ideal school climate is not the result of purely organizational, administrative and supervisory management. Harmonious interpersonal relations are just as important. Meaningful education in schools can only take place if a congenial relationship between principal and staff exists. Where the principal and staff of a school are interdependent upon each other, sound relationships are essential. The principal should thus practice his style of management and leadership so as not to offend his staff. This would include characteristics such as empathy, respect, warmth and to be explicit in his manner. Furthermore, the personal characteristics of the principal as well as effective communication and motivation can promote job satisfaction and influence the creation and maintenance of interpersonal relations. Practice shows indisputable evidence that the importance of good personal relationships is of great importance in a people-oriented enterprise such as a school. Principals should thus also be sure to maintain a healthy balance between their people- and task orientated styles of management. The handling of conflict should take place in a manner which is not detrimental to the processes of teaching and learning. Conflict should therefore not be seen as only having a negative influence.
Subjects/Keywords: School management and organization; Interpersonal relations
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Manager
APA (6th Edition):
Kruger, A. J. (2014). Gesonde interpersoonlike verhoudinge as essensie van skoolbestuur. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10776
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kruger, Andries Josephus. “Gesonde interpersoonlike verhoudinge as essensie van skoolbestuur.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/10776.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kruger, Andries Josephus. “Gesonde interpersoonlike verhoudinge as essensie van skoolbestuur.” 2014. Web. 22 Jan 2021.
Vancouver:
Kruger AJ. Gesonde interpersoonlike verhoudinge as essensie van skoolbestuur. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/10776.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kruger AJ. Gesonde interpersoonlike verhoudinge as essensie van skoolbestuur. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10776
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
18.
Ismail, Ahmed Essop.
The management of funds in Gauteng schools.
Degree: 2011, University of Johannesburg
URL: http://hdl.handle.net/10210/4168
► M.ed.
This research focuses on the management of allocated funds in Gauteng schools. April 1994 witnessed the birth of a new and democratic South Africa.…
(more)
▼ M.ed.
This research focuses on the management of allocated funds in Gauteng schools. April 1994 witnessed the birth of a new and democratic South Africa. This birth has meant the need for changes in various areas in the efficient and effective governance of the new South Africa. Education is one area affected by this change. It poses a challenge that includes a range of problematic issues such as inadequate resources, the absence of a culture of learning and teaching, and most recently, the management of allocated funds to schools by the provincial education departments. The effective management of allocated funds is critical for the payment of services such as electricity, water and sewerage the purchase of learning material for teaching; and the maintenance of the school buildings. The aim of this research is to: • analyse the official documents for the management of allocated funds for section 21 schools; • critically evaluate the management of allocated funds m three countries (Botswana, Australia and Malawi) • evaluate and compare the management of school funds in schools that have section 21 functions, and those without these functions. The following research methods were employed to gather the relevant research data: (1) Literature study; (2) Focus group interviews and site analyses of two schools (one with Section 21 functions and one without) on how they manage the allocated funds. This included observations and interviews with the principals and chairperson of the fmance committee. The study concludes with recommendations and guidelines for the management of allocated funds for section 21 schools.
Subjects/Keywords: Education finance; School management and organization
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APA ·
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Manager
APA (6th Edition):
Ismail, A. E. (2011). The management of funds in Gauteng schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4168
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ismail, Ahmed Essop. “The management of funds in Gauteng schools.” 2011. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/4168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ismail, Ahmed Essop. “The management of funds in Gauteng schools.” 2011. Web. 22 Jan 2021.
Vancouver:
Ismail AE. The management of funds in Gauteng schools. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/4168.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ismail AE. The management of funds in Gauteng schools. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4168
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
19.
Baloyi, Mafemane Jerry.
Promotion of educators as an aspect of educator management : implication for whole school development.
Degree: 2010, University of Johannesburg
URL: http://hdl.handle.net/10210/3512
► M.Ed.
This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school…
(more)
▼ M.Ed.
This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school development. This particular study focuses on managing educators in schools. Its objective is to make prospective and practising school managers aware of the wide range of activities covered by the term promotion of educators and to present the best current practises available on promotion of educators. Educator management is meant to bring about improved student learning. Decisions relating to the selection, placement, evaluation, development and promotion of educators should be made with that outcome in mind. Present and future educators as well as school principals and prospective principals, will find the material of this mini-dissertation to be relevant. When a principal interviews an applicant for a promotion post, plans a staff development programme for the school, or evaluates an educator's performance, he or she is engaging in personnel management. The importance of the principal's role in personnel management is increasing as schools move towards wider implementqtion of site-base management and the decentralisation of responsibility to the school level. However, no aspect of educator management is the exclusive terrain of a single, administrator. It is a shared enterprise that involves administrators at all levels of the regional hierarchy and with all types ofjob responsibilities. All administrators are members of some or other team and to the extent that they all understand the importance of good personnel practices, the region will be able to achieve its instructional objectives and so contribute towards whole school development. Many personnel decisions have a direct impact on the quality of instruction occurring in schools. When a decision is made to employ one applicant rather than another, or when an educator evaluation plan is implemented, there are likely to be implications for the quality of learning in the schools affected. The impact of these and other personnel decisions should be taken into account at the time the decisions are made. In this research a structured questionnaire was used to collect data on the perceptions of the respondents to the items posed in the questionnaire. In this research project 79 items were designed to probe the perceptions of educators on various post levels as to the extent that they agree or disagree with certain statements relative to the management of educators within the context of whole school development. The structured questionnaires were distributed to a convenient stratified sample in seven ofthe nine Provinces in South Africa. Based on the information gathered using the questionnaire each item relevant to this particular research project was analysed and discussed. After the factor analytic procedure the factor mean scores ofthe various groups were analysed and explained. In the view of the findings resulting from this project, further research is recommended. This should occur in areas like the methodology…
Subjects/Keywords: School management and organization; Rating of teachers
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APA ·
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Manager
APA (6th Edition):
Baloyi, M. J. (2010). Promotion of educators as an aspect of educator management : implication for whole school development. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3512
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Baloyi, Mafemane Jerry. “Promotion of educators as an aspect of educator management : implication for whole school development.” 2010. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/3512.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Baloyi, Mafemane Jerry. “Promotion of educators as an aspect of educator management : implication for whole school development.” 2010. Web. 22 Jan 2021.
Vancouver:
Baloyi MJ. Promotion of educators as an aspect of educator management : implication for whole school development. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/3512.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Baloyi MJ. Promotion of educators as an aspect of educator management : implication for whole school development. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3512
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
20.
Mnguni, Themba Esther.
Managing work attitudes of educators in schools.
Degree: 2012, University of Johannesburg
URL: http://hdl.handle.net/10210/5137
► D.Ed.
The White Paper on Education and Training (RSA, 1995:12) states that in many schools serving the majority of the population, there has been a…
(more)
▼ D.Ed.
The White Paper on Education and Training (RSA, 1995:12) states that in many schools serving the majority of the population, there has been a precipitous decline in the quality of educational performance. The decline, amongst other things, is the result of ineffective school management and negative educators' work attitudes. Perhaps the most important challenge in improving the quality of education in South African schools is to prepare school managers and educators effectively to carry out their responsibilities in order to ensure that effective teaching and learning takes place. The White Paper on Education and Training (RSA, 1995:22) stresses the necessity of developing expertise and skills that will enable educators to stimulate learning. South Africa has introduced a new education system, Outcomes Based Education, that forms part of the government's plan to transform the country's education. In this way, the new generation will be better equipped for life (Lister, 1997:8). This means that educators need to adjust to a completely new way of teaching and school managers need additional skills and knowledge to manage the new education system effectively in their schools. Further, the new system of education, termed Curriculum 2005, gives an educator the room to create the kind of lessons that any creative educator would like to teach, and lessons should be designed to suit the learners. Curriculum 2005 introduces a remarkable amount of flexibility into the teaching process. 'Creativity' is the word that best encapsulates the new curriculum, which means that educators will have to be creative and committed (Lister, 1997:9). Whilst the new education system presents an exciting and stimulating challenge for educators and school managers, an inordinate amount of its success, rests on the positive work attitudes of educators, and effective school management.
Subjects/Keywords: School management and organization; Teachers' attitudes
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APA ·
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Export
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Manager
APA (6th Edition):
Mnguni, T. E. (2012). Managing work attitudes of educators in schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5137
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mnguni, Themba Esther. “Managing work attitudes of educators in schools.” 2012. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/5137.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mnguni, Themba Esther. “Managing work attitudes of educators in schools.” 2012. Web. 22 Jan 2021.
Vancouver:
Mnguni TE. Managing work attitudes of educators in schools. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/5137.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mnguni TE. Managing work attitudes of educators in schools. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5137
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
21.
Palm, Petrus Johannes.
Strategiese bestuur as effektiwiteitstrategie binne skoolkonteks.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/9438
► M.Ed.
In dynamic times, a world of rapidly changing technology, with social and educational structures in transition, strategic management in school context implies the utilisation…
(more)
▼ M.Ed.
In dynamic times, a world of rapidly changing technology, with social and educational structures in transition, strategic management in school context implies the utilisation of all external and internal forces combined, to guide the institution towards improving its effectiveness. It can be defined as an alternative method of management in times of change and modernisation. Since these social and educational changes are making ever increasing demands on school management and the principal, schools have come under pressure to move towards modernisation and are at present actually facing a major challenge for survival. It is therefore imperative that any school system be continually evaluated and that it should adapt to changing circumstances, in order to ensure its consistent relevance to any new developments. The role of the principal has gradually changed from the traditional headmaster to an expert on management - to such an extent that the success of his school at present depends largely on his expertise as manager. However, defects in present-day school management pose serious obstacles in the path of dedicated principals who strive to improve their schools. This investigation confirms the need for in-service management training for both the principal and his management team. The principal inevitably forms. part of the teaching team, for, acting under constraint of set standards, regulations, policies and strategies, he has a direct influence on the teaching of pupils in his school. Seeing that the school is expected to not only meet the need of the child, but also of the community, strategic management which will lead to managerial development and ultimately result in efficient management - is imperative. Sound strategic management can assist any undertaking in improving its effectiveness by identifying and capitalising. On the potential of the institution, the people and their immediate surroundings. Therefore, in order to determine the views and opinions of both staff and pupils concerning the managerial aspects in the school, diagnostic questionnaires should be drafted. This could be the first step in instigating the necessary adaptations. Furthermore, the SWOT approach should be implemented as the basis or core of the strategic management process. It is one of the most effective methods firstly to assess the strengths and weaknesses of an institution like the school, and then counterbalance them against the opportunities and threats of the external surroundings. However, in order to formulate and implement such a strategy, it is important to be acquainted with the environment and link it to the organisational structure. This can be achieved. through exploring and monitoring the environment, whereby external and internal influences can be identified and their impact on the school be evaluated. strategies and programmes can then be developed and budgets prepared for implementation in schools. As strategic management dominates decision-making at all levels, and affects the entire functioning of the…
Subjects/Keywords: School management and organization; Strategic planning
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APA ·
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Manager
APA (6th Edition):
Palm, P. J. (2014). Strategiese bestuur as effektiwiteitstrategie binne skoolkonteks. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9438
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Palm, Petrus Johannes. “Strategiese bestuur as effektiwiteitstrategie binne skoolkonteks.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/9438.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Palm, Petrus Johannes. “Strategiese bestuur as effektiwiteitstrategie binne skoolkonteks.” 2014. Web. 22 Jan 2021.
Vancouver:
Palm PJ. Strategiese bestuur as effektiwiteitstrategie binne skoolkonteks. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/9438.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Palm PJ. Strategiese bestuur as effektiwiteitstrategie binne skoolkonteks. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9438
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
22.
Grobler, Bernardus Rudolf.
'n Meervoudige benadering tot onderwyserevaluering.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/9622
► M.Ed. (Education Management)
The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved…
(more)
▼ M.Ed. (Education Management)
The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved in teacher effectiveness. Such one-dimensional approaches are subjective, unreliable and evaluate superficially. The confidentiality of teacher evaluation data between teacher and evaluator must be maintained. Teacher effectiveness is a multi-dimensional contextual concept. Evaluation is a goal-directed activity. The evaluation of teacher effectiveness is thus a purposeful action attempting to measure a contextual concept, the interpretation being paradigm related. The multi-dimensionality of teacher effectiveness necessitates the consideration of all possible variables from the teacher environment. The preoperational variables such as personality, attitude, teaching experience and achievements are concerned with the person of the teacher. These "teacher-as-person-variables" serve as a basic source to motivate the various teaching behaviours. A second source of input variables are the various contextual variables such as school climate, socio-economicstatus of the pupils and opportunity to participate in joint decision-making. The particular distinctiveness of these variables accentuates the contextuality of teacher effectiveness. Process variables learning process. and instruction effectiveness. are used in an attempt to evaluate the teaching Effective lesson-planning, classroom management are chosen in an attempt to measure teacher Outcome or product variables such as pupil achievements, quality of relationships and job satisfaction serve as objective measures of teacher effectiveness. The learning process and hence the effectiveness of teachers is affected by pupil appearances, cognitive and personality differences. In an attempt to evaluate the many variables involved in teacher effectiveness the de~elopment of a multi-dimensional teacher evaluation system is attempted. These variables must be integrated into a multi-dimensional appraisal system so that. the teacher is evaluated in totality. The evaluation of high-inference pre-operational or presage variables occur most often by means of evaluation scales. A knowledge of the teacher's philosophy of life and attitude towards teaching would enable a better understanding of those aspects of the personality that affect the effectiveness of teachers. Evaluation of process variables occur during observation of the teaching process. The use of observation instruments such as those of Kounin and Flanders enable the objective recording of classroom behaviour. Cosgrove's Forced Choice Procedure and~he system of verbal interaction categories are both formative in nature and serve to satisfy the professional teacher's need for self-evaluation. Pupil achievements serve as a source for the evaluation of product variables. These achievements may be determined by the use of either norm-referenced or ideographic tests whilst simultaneously serving as 'n measure of teacher effectiveness. Pupils…
Subjects/Keywords: School management and organization; Teachers - Rating of
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APA ·
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Manager
APA (6th Edition):
Grobler, B. R. (2014). 'n Meervoudige benadering tot onderwyserevaluering. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Grobler, Bernardus Rudolf. “'n Meervoudige benadering tot onderwyserevaluering.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/9622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Grobler, Bernardus Rudolf. “'n Meervoudige benadering tot onderwyserevaluering.” 2014. Web. 22 Jan 2021.
Vancouver:
Grobler BR. 'n Meervoudige benadering tot onderwyserevaluering. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/9622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Grobler BR. 'n Meervoudige benadering tot onderwyserevaluering. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
23.
Strydom, Pieter Francois.
'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/10743
► M.Ed. (Education Management)
In this dissertation it is endeavoured to explore and discuss the problem of student alienation from an educational management view point. Such…
(more)
▼ M.Ed. (Education Management)
In this dissertation it is endeavoured to explore and discuss the problem of student alienation from an educational management view point. Such perspective inevitably aims at the special task of the management team and particularly to that of the management leaders of schools up to counteraction of student alienation. At first the question of the necessity of successful management for meaningful educational instruction and study events is raised. It is also indicated that student alienation and organization climate fall within the field of educational management because they link with staff-student and classroom- affairs as management areas. Management committees are ever conscious of the alarming trend of alienation in schools. By clearing up this trend it is not only endeavoured to point out how it is manifested at school, but to draw the attention of management committees to the importance of creating a healthy climate for counteracting student alienation in the school environment. One dimension of organization climate that is particularly connected with student alienation is the reigning discipline policy. Specific accent is put on democratic ideas of co-responsibility and involvement of management committees, staff and students by discipline policy development. Odd basic-, organizational and operational principles that can be taken as guide lines for management leaders. are discussed. In totality, management committees and -leaders are to be made conscious of the urgent problem of student alienation by means of this dissertation.
Subjects/Keywords: Students - Attitudes; School management and organization
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Manager
APA (6th Edition):
Strydom, P. F. (2014). 'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10743
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Strydom, Pieter Francois. “'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool.” 2014. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/10743.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Strydom, Pieter Francois. “'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool.” 2014. Web. 22 Jan 2021.
Vancouver:
Strydom PF. 'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/10743.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Strydom PF. 'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10743
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
24.
Bothma, Marike.
Kennis van rekeningkundige konsepte as voorvereiste vir effektiewe finansiële skoolbestuur.
Degree: 2012, University of Johannesburg
URL: http://hdl.handle.net/10210/4268
► M.Ed.
The aim of this dissertation is focused on how the knowledge of accounting concepts effects the financial management of schools. The aim of this…
(more)
▼ M.Ed.
The aim of this dissertation is focused on how the knowledge of accounting concepts effects the financial management of schools. The aim of this research is divergent and contains the following aspects according to Mouton and Marais (1989: 43): • to gain new insight over an unknown domain; • to explore central concepts; • to set priorities for further research. Overall, the aim of this dissertation is: • identify those accounting concepts applicable to financial school management; • discuss these accounting concepts; • discuss the application and use of these accounting concepts; • discuss the implication of application of these accounting concepts on financial school management. Guidelines will be set how accounting concepts can be used in financial school management.
Subjects/Keywords: School management and organization; Education finance; Accounting
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APA (6th Edition):
Bothma, M. (2012). Kennis van rekeningkundige konsepte as voorvereiste vir effektiewe finansiële skoolbestuur. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4268
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bothma, Marike. “Kennis van rekeningkundige konsepte as voorvereiste vir effektiewe finansiële skoolbestuur.” 2012. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/4268.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bothma, Marike. “Kennis van rekeningkundige konsepte as voorvereiste vir effektiewe finansiële skoolbestuur.” 2012. Web. 22 Jan 2021.
Vancouver:
Bothma M. Kennis van rekeningkundige konsepte as voorvereiste vir effektiewe finansiële skoolbestuur. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/4268.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bothma M. Kennis van rekeningkundige konsepte as voorvereiste vir effektiewe finansiële skoolbestuur. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4268
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
25.
Matshe, Phillip Frans Abram.
The role of co-operative management in environmental education (EE) : a study around the Mafikeng district.
Degree: 2012, University of Johannesburg
URL: http://hdl.handle.net/10210/8233
► D.Ed.
The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District…
(more)
▼ D.Ed.
The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District of the North West Province. It also seeks to identify necessary mechanisms through which the roles of stakeholders may be recognised in introducing Environmental Education within their various workplaces. A purposive Sample of twenty- two (22) participants from the district took part in the study. Interviews were used as a major tool for data gathering from the participants viz: teachers, departmental officers and NGOs’ representatives. The study revealed that teamwork is the base for the successful teaching of Environmental Education. It also highlighted the fact that successful teamwork operates like a gear system in a mechanistic way, if one gear is dysfunctional entire system becomes useless and does not yield expected outcomes. The same principle applies for the effective environmental practice. Similarly, no structure in a social system can survive and operate in isolation successfully without the support of others. Based on the above assumptions, this study suggests that stakeholders have special roles to play in effective Environmental Education practice. Their successes are informed by co-operation, communication and involvement of other stakeholders. Lastly, the study recommends that the dove-tailing of the principles of management and environmental education should be in co-operated in the curriculum design, development and implementation of effective environmental education practice at all levels, i.e., macro, meso and micro levels.
Subjects/Keywords: Environmental education; School management and organization
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APA (6th Edition):
Matshe, P. F. A. (2012). The role of co-operative management in environmental education (EE) : a study around the Mafikeng district. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8233
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Matshe, Phillip Frans Abram. “The role of co-operative management in environmental education (EE) : a study around the Mafikeng district.” 2012. Thesis, University of Johannesburg. Accessed January 22, 2021.
http://hdl.handle.net/10210/8233.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Matshe, Phillip Frans Abram. “The role of co-operative management in environmental education (EE) : a study around the Mafikeng district.” 2012. Web. 22 Jan 2021.
Vancouver:
Matshe PFA. The role of co-operative management in environmental education (EE) : a study around the Mafikeng district. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10210/8233.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Matshe PFA. The role of co-operative management in environmental education (EE) : a study around the Mafikeng district. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/8233
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26.
Mbobola, Alfred.
A comparative study of the effectiveness of trained management Headteachers with those untrained: A study of selected Schools of Chongwe District.
Degree: 2014, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/3267
► Considering the invaluable roles and contributions of education to meaningful individual, social and national development, nobody will dispute the fact that its proper management and…
(more)
▼ Considering the invaluable roles and contributions of education to meaningful individual, social and national development, nobody will dispute the fact that its proper management and administration by competent leaders should be a national concern. MOE (1996) identifies education management as a priority in order to make schools effective, efficient and qualitative in nature.The Ministry notes that ‘… excellence is not something that happens to a school; it is something that must be deliberately and painstakingly created and maintained …’Most government schools in the country were run on trial and error basis by school managers with less or no managerial skills. The majority of the head teachers were promoted to positions of head teacher with almost no skills of instructional leadership or educational management of running public organizations which resulted in standards falling; misinterpretation of government policies, compromising quality, low performance of learners to the next grade, and inefficiency in service delivery. By 1990, Zambia had joined the rest of the world in automating the educational sector in management and educational leadership skills in order to meet the Millennium Development Goals (MDGs) by 2013. Despite the fact that some head teachers have had skills in management and leadership; this has had very little impact on the effective running of public educational institutions. Government’s desire is to have public educational institutions run by officers who understand the needs of the community, and with a passion of realization of government policies.Most schools in the country are in the state where they are in terms of leadership development due to poor managerial relationships with subordinates and the clients. A series of studies have been undertaken on many issues relating to Education Leadership and Management of government institutions yet few researchers have explored the issue of comparing the effectiveness of head teachers trained in Education Leadership Management Courses with their counterparts who have not been trained in selected, primary and secondary schools.The study used the qualitative and quantitative research designs. It targeted school head teachers of primary and secondary schools, those trained in Educational Leadership Management and their counterparts without any form of management skills, teachers, pupils and parents. A sample was drawn using purposive and random sampling procedures.Questionnaires, interview guides, focus group discussions were some tools used to collect data. Quantitative data were analyzed into descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) software while qualitative data were transcribed and summarized into narrative reports for easy understanding.The study discovered that government schools had a serious shortfall of skilled educational leadership management human resources to run government institutions with a vision and passion to bring about positive change in the learning institutions and hence…
Subjects/Keywords: School Management and Organization; In-service training
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APA ·
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CSE |
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Manager
APA (6th Edition):
Mbobola, A. (2014). A comparative study of the effectiveness of trained management Headteachers with those untrained: A study of selected Schools of Chongwe District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3267
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mbobola, Alfred. “A comparative study of the effectiveness of trained management Headteachers with those untrained: A study of selected Schools of Chongwe District.” 2014. Thesis, University of Zimbabwe. Accessed January 22, 2021.
http://dspace.unza.zm/handle/123456789/3267.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mbobola, Alfred. “A comparative study of the effectiveness of trained management Headteachers with those untrained: A study of selected Schools of Chongwe District.” 2014. Web. 22 Jan 2021.
Vancouver:
Mbobola A. A comparative study of the effectiveness of trained management Headteachers with those untrained: A study of selected Schools of Chongwe District. [Internet] [Thesis]. University of Zimbabwe; 2014. [cited 2021 Jan 22].
Available from: http://dspace.unza.zm/handle/123456789/3267.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mbobola A. A comparative study of the effectiveness of trained management Headteachers with those untrained: A study of selected Schools of Chongwe District. [Thesis]. University of Zimbabwe; 2014. Available from: http://dspace.unza.zm/handle/123456789/3267
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Florida State University
27.
Coven, Crista Mary.
History and Development of Co-Curricular Transcripts.
Degree: MS, Educational Leadership and Policy Studies, 2015, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9316
;
► This study aims to answer the question: How have co-curricular transcript programs developed in the last 20 years? Based on the literature dating back to…
(more)
▼ This study aims to answer the question: How have co-curricular transcript programs developed in the last 20 years? Based on the literature dating back to the late 1970's and the results of the current study, this paper will use the following definition of co-curricular transcript programs: A co-curricular transcript program is a system designed to increase intentional involvement among students, and produces a document of their involvement in activities outside of curricular requirements. These programs are coordinated by institutions of higher education as an affirmation of the value of co-curricular engagement with the goals of assisting students in making strategic decisions with their involvement, and achieving their post-graduation goals. While there are multiple avenues to addressing the topic of co-curricular transcripts, this study looked at the history and development of these programs starting with their conception in 1977, and ending today in 2015. Co-curricular transcript programs have the potential to help increase student engagement, and this study is a aims to highlight the opportunities and challenges that exist with these programs.
A Thesis submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Master of Science.
Spring Semester, 2015.
April 13, 2015.
Co-Curricular Transcripts, Higher Education, History of Higher Education, Outcomes of Higher Education, Student Development, Student Learning
Robert A. Schwartz, Professor Directing Thesis; Kathy L. Guthrie, Committee Member; Janet G. Lenz, Committee Member.
Advisors/Committee Members: Robert A. Schwartz (professor directing thesis), Kathy L. Guthrie (committee member), Janet G. Lenz (committee member).
Subjects/Keywords: School management and organization; Educational evaluation; Education
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APA (6th Edition):
Coven, C. M. (2015). History and Development of Co-Curricular Transcripts. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9316 ;
Chicago Manual of Style (16th Edition):
Coven, Crista Mary. “History and Development of Co-Curricular Transcripts.” 2015. Masters Thesis, Florida State University. Accessed January 22, 2021.
http://purl.flvc.org/fsu/fd/FSU_migr_etd-9316 ;.
MLA Handbook (7th Edition):
Coven, Crista Mary. “History and Development of Co-Curricular Transcripts.” 2015. Web. 22 Jan 2021.
Vancouver:
Coven CM. History and Development of Co-Curricular Transcripts. [Internet] [Masters thesis]. Florida State University; 2015. [cited 2021 Jan 22].
Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9316 ;.
Council of Science Editors:
Coven CM. History and Development of Co-Curricular Transcripts. [Masters Thesis]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9316 ;
Florida State University
28.
Neal, Brenda Gale Griffin.
Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by
Test-Based Accountability.
Degree: PhD, Educational Leadership and Policy Studies, 2017, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Neal_fsu_0071E_14132
;
► This dissertation examines the complexity involved in teachers’ perceptions and experience of time on school-related activities. The Intensification Theory explains that test-based accountability has caused…
(more)
▼ This dissertation examines the complexity involved in teachers’ perceptions and experience of time on
school-related activities. The
Intensification Theory explains that test-based accountability has caused a time crunch for teachers, increasing their stress level and
burnout rate. Research literature has shown that teachers experiencing high levels of stress and burnout correlated with lower student
achievement. Teachers, like all professionals, have a finite amount of time, and as the workload increases, less time is left for
replenishment and personal family time. Time is a critical resource in schools, and how teachers navigate its use can determine the ultimate
success or failure of students. In a variety of ways, researchers have shown an understanding of the relationship between time in
school and
student achievement. I studied three important aspects of time in a charter
school in Florida: (1) How do 3rd grade teachers use their
school-related time? (2) How do 3rd grade teachers and their principals perceive
school time? and (3) How is high stakes accountability
perceived to be shaping teacher time? Using observations and interviews, my goal was to give a voice to teachers and administrators regarding
how they perceived
school time. This was a phenomenological qualitative research study involving five third-grade teachers and two
administrators in one K-12 charter
school in Florida. It was a high achieving
school with exemplary teachers, who fully experienced the time
crunch brought on by test-based accountability. Third-grade was chosen because it was the first grade level at which students experienced
repercussions due to achievement scores. With each teacher participant, I conducted semi-structured pre- and post-interviews, completed five
full days of observations as a nonparticipant observer, and requested seven full days of time-use diaries for after work hours
school-related
activities. Two administrators were interviewed to obtain their perspectives on teacher time in order to compare teacher and administrator
perceptions. After all data was collected, interviews were transcribed, and subsequently coded using NVivo software. During a preliminary
exploratory analysis of the data, I developed themes and patterns relating to teacher time. Details of what occurred in the classrooms during
a
school week were used to cross-analyze the thematic data and to triangulate time perceptions. After the final analysis of the data, member
checking was used to substantiate the accuracy of the findings. Findings related to time as a resource indicated that this third-grade team
of teachers spent an average of 54 hours per week working on
school-related activities, compared to their contracted workweek of 40 hours.
Most often during
school hours, teachers were engaged in several activities at once, or rapidly moving from one activity to the…
Advisors/Committee Members: Stacy A. Rutledge (professor directing dissertation), Alysia D. Roehrig (university representative), Courtney Preston (committee member), Robert A. Schwartz (committee member).
Subjects/Keywords: Educational leadership; School management and organization
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APA ·
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Export
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Manager
APA (6th Edition):
Neal, B. G. G. (2017). Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by
Test-Based Accountability. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_FALL2017_Neal_fsu_0071E_14132 ;
Chicago Manual of Style (16th Edition):
Neal, Brenda Gale Griffin. “Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by
Test-Based Accountability.” 2017. Doctoral Dissertation, Florida State University. Accessed January 22, 2021.
http://purl.flvc.org/fsu/fd/FSU_FALL2017_Neal_fsu_0071E_14132 ;.
MLA Handbook (7th Edition):
Neal, Brenda Gale Griffin. “Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by
Test-Based Accountability.” 2017. Web. 22 Jan 2021.
Vancouver:
Neal BGG. Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by
Test-Based Accountability. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2021 Jan 22].
Available from: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Neal_fsu_0071E_14132 ;.
Council of Science Editors:
Neal BGG. Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by
Test-Based Accountability. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_FALL2017_Neal_fsu_0071E_14132 ;
Florida State University
29.
Bailey, Theresa L.
Organizational Culture's Impact on the Effectiveness of Research Administration Units: A Multicase Study of Historically Black Doctoral Degree Granting Institutions.
Degree: PhD, Educational Leadership and Policy Studies, 2011, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-0902
;
► In this study the researcher explored the types of organizational culture at selected doctorate degree granting HBCUs to determine if there were differences in organizational…
(more)
▼ In this study the researcher explored the types of organizational culture at selected doctorate degree granting HBCUs to determine if there were differences in organizational culture that appeared to be related to institutional effectiveness. Specific attention was given to identifying the dominant culture and characteristics of three public doctoral degree granting historically black institutions. The primary focus of the study was the relationship between effectiveness and organizational culture in selected higher education institutions. Using a case study methodology, that was exploratory and descriptive in nature, the researcher identified the characterizations and dominant organizational culture for each of the participating institutions. Organizational theory was used as the conceptual framework for distinguishing between types of organizational culture. The study was primarily driven by semi-structured interviews and document analysis. The following questions guided this study: (1) What characterizes the organizational culture of the three HBCUs selected for study? and (2) Are there differences in the organizational culture of the three HBCUs that appear to be related to institutional effectiveness? Several recurring themes emerged among the institutions: (1) lack of communication, (2) increased faculty expectation, and (3) under-developed partnerships. Themes unique to each institution were also identified. These unique themes included: (1) poor customer service, (2) strained relationships between the chief research officer and the research community, (3) lack of research mission, and (4) pride and solidarity of purpose. Implications of this study can be used in assisting university leadership understand and utilize the knowledge pertaining to organizational culture and performance on both the organizational and sub-unit levels. The study findings also inform institutional leaders of the advantages of developing a balanced culture thereby positioning them to make
A Dissertation submitted to the Department of Educational Leadership and Policy
Studies in partial fulfillment of the requirements for the degree of Doctor of
Philosophy.
Degree Awarded: Spring Semester, 2011.
Date of Defense: January 14, 2011.
culture, higher education, effectiveness, HBCUs, organizational behavior, management
Joseph C. Beckham, Professor Directing Dissertation; Peter N. Kalu, University Representative; Peter Easton, Committee Member; Robert A. Schwartz, Committee Member.
Advisors/Committee Members: Joseph C. Beckham (professor directing dissertation), Peter N. Kalu (university representative), Peter Easton (committee member), Robert A. Schwartz (committee member).
Subjects/Keywords: School management and organization; Administration; Education, Higher
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Bailey, T. L. (2011). Organizational Culture's Impact on the Effectiveness of Research Administration Units: A Multicase Study of Historically Black Doctoral Degree Granting Institutions. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-0902 ;
Chicago Manual of Style (16th Edition):
Bailey, Theresa L. “Organizational Culture's Impact on the Effectiveness of Research Administration Units: A Multicase Study of Historically Black Doctoral Degree Granting Institutions.” 2011. Doctoral Dissertation, Florida State University. Accessed January 22, 2021.
http://purl.flvc.org/fsu/fd/FSU_migr_etd-0902 ;.
MLA Handbook (7th Edition):
Bailey, Theresa L. “Organizational Culture's Impact on the Effectiveness of Research Administration Units: A Multicase Study of Historically Black Doctoral Degree Granting Institutions.” 2011. Web. 22 Jan 2021.
Vancouver:
Bailey TL. Organizational Culture's Impact on the Effectiveness of Research Administration Units: A Multicase Study of Historically Black Doctoral Degree Granting Institutions. [Internet] [Doctoral dissertation]. Florida State University; 2011. [cited 2021 Jan 22].
Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-0902 ;.
Council of Science Editors:
Bailey TL. Organizational Culture's Impact on the Effectiveness of Research Administration Units: A Multicase Study of Historically Black Doctoral Degree Granting Institutions. [Doctoral Dissertation]. Florida State University; 2011. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-0902 ;
Columbia University
30.
Omoeva, Carina.
Student-centered instruction and math and science achievement in the post-Soviet state: a mixed methods analysis.
Degree: 2012, Columbia University
URL: https://doi.org/10.7916/D8KH0V9V
► This dissertation examines the relationship between the use of student-centered instructional methods in teaching mathematics and science, and achievement of fourth graders in these subjects.…
(more)
▼ This dissertation examines the relationship between the use of student-centered instructional methods in teaching mathematics and science, and achievement of fourth graders in these subjects. The context for analyzing this relationship is the post-Soviet region, with Kazakhstan selected as the main focus of the study, and the object of its in-depth qualitative case analysis. The measures of student-centered instructional methods are drawn from student surveys administered as part of the 2007 TIMSS study, while the TIMSS test scores serve as measures of student achievement. The quantitative analysis finds that student-centered instructional methods generally show no statistically significant relationship with student achievement across all country datasets included in this analysis. The qualitative case study follows up on these results in the context of Kazakhstan, and finds that while student-centered instruction is hailed as the pathway to reform of education in this post-Soviet country, the state lacks the capacity to engage in instructional reform and improvement of teacher quality, while the teachers look to the state to guide them in choosing the right instructional methods. As a result, instructional transformations take place in highly haphazard, heterogeneous ways, while teachers require direction, guidance, and support from the central state to effectively implement student-centered methods in their lessons.
Subjects/Keywords: Education and state; School management and organization
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APA ·
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Export
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Manager
APA (6th Edition):
Omoeva, C. (2012). Student-centered instruction and math and science achievement in the post-Soviet state: a mixed methods analysis. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8KH0V9V
Chicago Manual of Style (16th Edition):
Omoeva, Carina. “Student-centered instruction and math and science achievement in the post-Soviet state: a mixed methods analysis.” 2012. Doctoral Dissertation, Columbia University. Accessed January 22, 2021.
https://doi.org/10.7916/D8KH0V9V.
MLA Handbook (7th Edition):
Omoeva, Carina. “Student-centered instruction and math and science achievement in the post-Soviet state: a mixed methods analysis.” 2012. Web. 22 Jan 2021.
Vancouver:
Omoeva C. Student-centered instruction and math and science achievement in the post-Soviet state: a mixed methods analysis. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2021 Jan 22].
Available from: https://doi.org/10.7916/D8KH0V9V.
Council of Science Editors:
Omoeva C. Student-centered instruction and math and science achievement in the post-Soviet state: a mixed methods analysis. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8KH0V9V
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