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University of Texas – Austin
1.
-7929-4299.
Charter and public school perceptions and the influence on educational public policy.
Degree: PhD, Educational Administration, 2020, University of Texas – Austin
URL: http://dx.doi.org/10.26153/tsw/7770
► The purpose of this study was to examine legislators’ perceptions of the quality of education in public and charter schools, and the level of influence…
(more)
▼ The purpose of this study was to examine legislators’ perceptions of the quality of education in
public and charter
schools, and the level of influence or impact their perceptions and experiences have on educational
public policies in the Texas legislature. The research questions were: 1) To what extent do life experiences, meanings, background, participation, relationships, activities, and political ideology of state legislators formulate perceptions leading to educational
public policy? 2) How do a legislator’s perceptions and district demographics influence support or opposition to legislation on
public and charter
schools? A qualitative methodology and Stone’s urban regime theory (2015) were applied in this study. The data collection consisted of structured interviews with ten Texas state legislators from both urban and rural districts, and included members from both major political parties. The interview questions queried about perceptions and life experiences regarding
public and charter
schools. The data were coded and analyzed utilizing codes presented by Bogdan and Biklen (1992) and Lofland (1971), and ranked based on frequency in the participating legislator’s responses. The findings for Research Question 1 analyzed the major themes of life experiences, meanings, background, participation, relationships, activities, and political ideology of state legislators and their influence on state legislators’ perceptions of
public and charter
schools. The theme with the highest influence was life experiences, while the second strongest theme influencing their perceptions was background. Political Ideology was the theme least influencing a legislator’s perceptions of
public and charter school educational
public policies. The findings for Research Question 2 identified the level of influence of two themes, settings and perceptions, on a legislator’s support of
public and charter school legislative bills. The theme of settings had the highest influence for support or opposition to the legislative bills HB 21, SB 1882, and the HB 21 Amendment. The second strongest theme influencing a legislator’s support or opposition to
public and charter school bills was perceptions. This study provided an insight into what impacts or influences a legislator’s decisions on educational
public policy. This study was unique in that it provided insight into the thought process of
public officials, with questions focusing on personal background and life experiences.
Advisors/Committee Members: Somers, Patricia (Patricia A.) (advisor), Saenz, Victor B. (advisor), Olivarez, Ruben D (committee member), Garza, Elizabeth P (committee member).
Subjects/Keywords: Public schools; Charter schools
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APA ·
Chicago ·
MLA ·
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APA (6th Edition):
-7929-4299. (2020). Charter and public school perceptions and the influence on educational public policy. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/7770
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-7929-4299. “Charter and public school perceptions and the influence on educational public policy.” 2020. Doctoral Dissertation, University of Texas – Austin. Accessed March 01, 2021.
http://dx.doi.org/10.26153/tsw/7770.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-7929-4299. “Charter and public school perceptions and the influence on educational public policy.” 2020. Web. 01 Mar 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-7929-4299. Charter and public school perceptions and the influence on educational public policy. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2020. [cited 2021 Mar 01].
Available from: http://dx.doi.org/10.26153/tsw/7770.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-7929-4299. Charter and public school perceptions and the influence on educational public policy. [Doctoral Dissertation]. University of Texas – Austin; 2020. Available from: http://dx.doi.org/10.26153/tsw/7770
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
2.
Mutumba, Harry Kachana.
The History of Barotse National Schools, 1907-1934.
Degree: 2011, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/475
► This study sets out to reconstruct the educational history of the Barotse National School from 1907 to 1934. It is difficult to explain why the…
(more)
▼ This study sets out to reconstruct the educational history of the Barotse National School from 1907 to 1934. It is difficult to explain why the school was named "Barotse
National School". It was probably so called to distinguish it from other schools that were exclusively run by the Paris
Evangelical Missionary Society. And because it was intended to be a "National School" for the benefit of the Malozi the School
was designed to be the centre of educational development in Bulozi.It remained the only government controlled school up to 1929, when the Jeanes and Agricultural School was opened at Mazabuka.The dissertation studies two distinct phases of the early days of the school: the Barotse National School under
the Company rule 1907 to 1924, and the school under the early Colonial rule 1925 to 1934. The year I934 was decided on as
the cut off date because it marked the end of the term of office of the first Principal appointed by the Colonial Office in 1924, P.F. Halland.The dissertation is made up of four chapters. In chapter
1, I have discussed the political and economic structure of the Lozi society and. the establishment of the Africa Methodist
Episcopal Church in Bulozi, which was led by a Sotho called Willie Mokalapa. Mokalapa broke away from F.Coillard of the P.E.M.S. in 1900. The Mokalapa Church hastened the establishment of the Barotse National School. Although in the Lochner Treaty of 1890 and in the treaties of 1898 and 1900 Liwanika had been promised that schools would be provided, no school was opened by the Company in Bulozi until 1907 after the
Mokalapa Church had won the sympathy of the Lozi rulers.Chapters 11 and 111 discuss school policy over these years, the Company educational objectives, the school
organisation, discipline, curriculum and recruitment procedure of the pupils. Although the school faced a critical shortage of qualified teachers during the Company rule the school performance markedly improved during the Colonial period.African teachers were gradually being trained and the Northern Rhodesia government began to show great interest in the education of Africans. Thus the educational changes that took place at
the B.N.3. from 1925 to 1934 were within the framework of the Colonial educational policy and practice in Northern Rhodesia,
The final chapter first makes a note summary of the contents of chapters 11 and 111 before it draws general conclusions on the questions raised in the introduction of the dissertation. These are the objectives of the Company in setting up the school, the
place of the B.N.S. in the development of education in Bulozi and the role of the B.N.S. graduates in the development of
Bulozi.
Subjects/Keywords: Native Schools; Public Schools; Government Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mutumba, H. K. (2011). The History of Barotse National Schools, 1907-1934. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/475
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):
Mutumba, Harry Kachana. “The History of Barotse National Schools, 1907-1934.” 2011. Thesis, University of Zimbabwe. Accessed March 01, 2021.
http://dspace.unza.zm/handle/123456789/475.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mutumba, Harry Kachana. “The History of Barotse National Schools, 1907-1934.” 2011. Web. 01 Mar 2021.
Vancouver:
Mutumba HK. The History of Barotse National Schools, 1907-1934. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Mar 01].
Available from: http://dspace.unza.zm/handle/123456789/475.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mutumba HK. The History of Barotse National Schools, 1907-1934. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/475
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
3.
Mutua, Frederick K.
|Household factors influencing students’ dropout in public secondary schools in Kitui Central District, Kenya
.
Degree: 2014, University of Nairobi
URL: http://hdl.handle.net/11295/76987
► Education is an important life process that plays a vital role in forming the foundation for a student's future better being, as it equips the…
(more)
▼ Education is an important life process that plays a vital role in forming the
foundation for a student's future better being, as it equips the learner with basic
knowledge, skills and altitudes that will enable her/him to cope well in life. In Kitui
Central District most students who attend public secondary schools do not complete
secondary level of education. Despite Kenya Government's commitment to
subsidize students‟ education, their completion rate at secondary school level is not
a hundred percent. The purpose of this study was to determine household factors
that influence students‟ dropout in public secondary schools in Kitui Central
District. The study objectives were, to determine the effect of households‟ income
on dropout of students, to examine the extent to which parental level of education
affects student's dropout, to establish the effect of household‟s size on student's
dropout and to determine the effect of type of family on students‟ dropout in public
secondary schools in kitui central district.The study adopted a descriptive survey
design to collect information. The target population was all the 31 public secondary
schools in Kitui Central District. The sample used was 12.6 percent of the target
population where Principals, class teachers and form four students were sampled
randomly. The study instruments employed were questionnaires for the class
teachers‟ and form four students and interview schedules for Principals. Expert
judgment of the research instrument's validity was carried out and test retest to
determine the research instrument reliability was also done. The primary data
collected were edited, coded and analyzed using basic descriptive statistics,
frequencies and percentages. The data results were presented in frequency tables,
and percentages. The findings from the study indicated that household factors such
as the household income, parental level of education, household size and family
type affects dropout of students in secondary schools, other follow-up factors such
as child labour, unsupportive parents, lack of role models, involvement in income
generating activities, broken families, poverty in the households, divorce, lack of
self esteem, lack of guidance and counseling and orphanhood were identified as
some of the major factor Influencing dropout. Based on these findings the study
recommended that: Poverty alleviation measures should be strengthened in the
society to enable all families to get reliable and higher income so as to retain their
children in school till completion. The government should enhance and enforce
parental laws to ensure children do not fall victim to family instability. The
Government should conduct awareness campaigns to ensure parents and students
fully understand and appreciate the importance of completion of secondary
education. That the government should take off the total burden of school fees from
the parents so that students do not drop out of school due to lack of school fees.
The Government should conduct…
Subjects/Keywords: Public Secondary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mutua, F. K. (2014). |Household factors influencing students’ dropout in public secondary schools in Kitui Central District, Kenya
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/76987
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):
Mutua, Frederick K. “|Household factors influencing students’ dropout in public secondary schools in Kitui Central District, Kenya
.” 2014. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/76987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mutua, Frederick K. “|Household factors influencing students’ dropout in public secondary schools in Kitui Central District, Kenya
.” 2014. Web. 01 Mar 2021.
Vancouver:
Mutua FK. |Household factors influencing students’ dropout in public secondary schools in Kitui Central District, Kenya
. [Internet] [Thesis]. University of Nairobi; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/76987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mutua FK. |Household factors influencing students’ dropout in public secondary schools in Kitui Central District, Kenya
. [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/76987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
4.
Kinyua, Anthony Charles.
Factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya
.
Degree: 2015, University of Nairobi
URL: http://hdl.handle.net/11295/90798
► The purpose of this study was to identify the various factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya.…
(more)
▼ The purpose of this study was to identify the various factors influencing
effectiveness of students’ councils in public secondary schools in Kirinyaga East
Sub-County, Kenya. Five research questions were formulated to guide the study.
Research question one sought to find how the students’ councils election process
influence the effectiveness of students’ councils, research question two sought to
find out how training of students’ councilors influence the effectiveness of
students’ councils, research question three sought to assess how students’
councils’ size influence the effectiveness of the students’ councils, research
question four sought to find out how school size influence the effectiveness of
students’ councils and the last research question sought to assess the influence of
principals’ administrative experience on the effectiveness of students’ councils.
The literature review focused on the effectiveness of students’ councils in terms
of how they operate and in terms of what they accomplish. The study employed
descriptive survey design. The target population consisted of 33 public secondary
schools in Kirinyaga East Sub-County which had 33 principals and 660 students’
leaders. The sample size comprised of 20 principals and 198 students’ councilors.
Self administered questionnaires were used to solicit data from the respondents.
Findings revealed that most students’ councils, 73 percent, were democratically
elected with input from principals and teachers. It was also noted that majority of
the students’ councils were inducted in to their new roles through training- both
formal and informal training was offered. However principals preferred offering
formal training to the students’ councilors. It was observed that the training given
to the students’ councilors was not adequate. The students’ councils were made
of different number of students’ councilors and their sizes were directly
proportional to the students’ body population. The research also concluded that
principal’s administrative experience influenced the effectiveness of students’
councils. The researcher recommended that a well planned and structured training
programme should be organized for students’ council leaders by the principals in
schools. A curriculum of training students’ council leaders should be developed
and implemented in schools to enable them resolve conflicts, perform their duties
with ease, comfortably and effectively. Both formal and informal training should
be offered regularly to induct the students’ councilors to leadership.
Subjects/Keywords: Public Secondary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kinyua, A. C. (2015). Factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/90798
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):
Kinyua, Anthony Charles. “Factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya
.” 2015. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/90798.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kinyua, Anthony Charles. “Factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya
.” 2015. Web. 01 Mar 2021.
Vancouver:
Kinyua AC. Factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya
. [Internet] [Thesis]. University of Nairobi; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/90798.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kinyua AC. Factors influencing effectiveness of students’ councils in public secondary schools in Kirinyaga East Sub-County, Kenya
. [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/90798
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
5.
Ngatia, Charity Nyawira.
Influence of bursary scheme on retention of students in public secondary schools in Kiambaa constituency, Kiambu County
.
Degree: 2015, University of Nairobi
URL: http://hdl.handle.net/11295/90834
► The Constituency Bursary Fund (CBF), which was formally referred to as Secondary School Education Bursary Fund (SEBF), was established in 1993/4 financial year. The objective…
(more)
▼ The Constituency Bursary Fund (CBF), which was formally referred to as
Secondary School Education Bursary Fund (SEBF), was established in 1993/4
financial year. The objective of the fund was to reduce the financial burden of
Poor families in financing secondary education. CBF aims to cushion the
country’s poor and vulnerable groups against the high and increasing cost of
secondary education, therefore reducing inequalities. It is therefore necessary that
an assessment be carried out to determine the efficiency of the Constituency
Bursary Fund with a view of making its allocation better and more targeted to
enhance retention of needy students in secondary schools. This study therefore
sought to establish the influence of the SEBF on retention of students in public
secondary schools in Kiambaa Constituency, Kiambu County. The objectives of
the study were; to establish the extent to which the criteria given by the ministry
of education on secondary education bursary fund has affected retention of
students in secondary schools in Kiambaa Constituency, to determine the extent
to which the bursary allocated is adequate to influence students’ retention in
schools, to examine the extent to which consistency of bursary schemes fund
influence retention of students in public secondary schools in Kiambaa
constituency, to find out the strategies that can be employed to improve the
bursary scheme to enhance retention of students in public secondary schools in
Kiambaa constituency. The study used descriptive survey research design with
quantitative and qualitative approaches used. The target population comprised all
the 17 secondary schools in Kiambaa Constituency in Kiambu County. The
sample size was made up of 90 students who had applied for bursary, 10
Principals and 3 CBF committee members. Data for the study was collected using
questionnaires and interviews. To test validity and reliability of the instrument,
questionnaires were issued to sample schools outside the population of study
before embarking on the main research. Quantitative data was analyzed using
frequencies and percentages and was presented using pie charts, bar graphs and
frequency tables. The study established that the amounts awarded to the students
was too little to enable them remain in school throughout the study period hence
affecting their performance negatively. It also established that there was no
consistency in allocation and that the allocations were not in line with the school
calendar hence being of little help to the students in having them retained in
school leading to poor performance. The study recommended that the main
criteria that should be emphasized during allocation is the poverty level of the
student and other considerations can follow after. School administration and
community leaders should also be involved in the vetting process because they are
in close contact with the students and can easily identify the needy ones.
Subjects/Keywords: Public Secondary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ngatia, C. N. (2015). Influence of bursary scheme on retention of students in public secondary schools in Kiambaa constituency, Kiambu County
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/90834
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):
Ngatia, Charity Nyawira. “Influence of bursary scheme on retention of students in public secondary schools in Kiambaa constituency, Kiambu County
.” 2015. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/90834.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ngatia, Charity Nyawira. “Influence of bursary scheme on retention of students in public secondary schools in Kiambaa constituency, Kiambu County
.” 2015. Web. 01 Mar 2021.
Vancouver:
Ngatia CN. Influence of bursary scheme on retention of students in public secondary schools in Kiambaa constituency, Kiambu County
. [Internet] [Thesis]. University of Nairobi; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/90834.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ngatia CN. Influence of bursary scheme on retention of students in public secondary schools in Kiambaa constituency, Kiambu County
. [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/90834
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hawaii – Manoa
6.
Hasegawa, Helen Midori.
Factors influencing novice teacher retention in Hawaii public schools.
Degree: 2016, University of Hawaii – Manoa
URL: http://hdl.handle.net/10125/101471
► Ph.D. University of Hawaii at Manoa 2011.
Hawaii and other states and districts across the nation are experiencing shortages of qualified teachers due to a…
(more)
▼ Ph.D. University of Hawaii at Manoa 2011.
Hawaii and other states and districts across the nation are experiencing shortages of qualified teachers due to a large number of teachers who leave the profession. States and districts are focusing on recruitment practices to attract teachers; however, recruitment alone will not resolve the issue of retention, especially as it relates to novice teachers.
The participants of this study are graduates of the University of Hawaii at Manoa, College of Education teacher preparation programs for the academic years ending 2005 to 2009 who were initially hired by the Hawaii Department of Education. The primary purpose of this study was to research the factors that influenced novice teachers to stay in the profession and to what extent they intended to stay. Secondly, the purpose of this study was to examine the professional development activities that influenced the novice teachers to stay and professional/induction activities they believe were important for their professional growth and development.
The theoretical basis for this study was the Price and Mueller 2001 causal model of turnover. Professional development variables were added to the model to determine its influence on the novice teacher's intent to stay and to analyze and explore ways to assist novice teachers with their professional development and growth.
The study employed a non-experimental quantitative design. The primary source of data was obtained from a self-administered questionnaire which was designed to identify determinants to improve novice teacher retention and to support the novice teacher's professional development and growth.
The findings revealed that organizational commitment was significant in predicting search behavior but job satisfaction was not significant. However, the findings revealed that organizational commitment and job satisfaction significantly contributed to predicting intent to stay. The analyses revealed that those two variables had a direct effect on intent to stay and an indirect effect on search behavior. Consequently, search behavior is a partial mediator in the model as its effects are small. It can be concluded that if a novice teacher is committed and content with his/her teaching position, he/she will more than likely not search for other job opportunities and will stay in the profession.
Subjects/Keywords: Hawaii public schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hasegawa, H. M. (2016). Factors influencing novice teacher retention in Hawaii public schools. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101471
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):
Hasegawa, Helen Midori. “Factors influencing novice teacher retention in Hawaii public schools.” 2016. Thesis, University of Hawaii – Manoa. Accessed March 01, 2021.
http://hdl.handle.net/10125/101471.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hasegawa, Helen Midori. “Factors influencing novice teacher retention in Hawaii public schools.” 2016. Web. 01 Mar 2021.
Vancouver:
Hasegawa HM. Factors influencing novice teacher retention in Hawaii public schools. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10125/101471.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hasegawa HM. Factors influencing novice teacher retention in Hawaii public schools. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101471
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Columbia University
7.
Porter, Kathleen Joyce.
Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary Schools.
Degree: 2013, Columbia University
URL: https://doi.org/10.7916/D83N29KM
► This study explored the initiation, implementation, and institutionalization of nutrition programs from outside organizations or sources (NEPOS) in New York City public elementary schools. Having…
(more)
▼ This study explored the initiation, implementation, and institutionalization of nutrition programs from outside organizations or sources (NEPOS) in New York City public elementary schools. Having NEPOS in schools may augment the nutrition education that is taught in health, science or other classes, and thus help to alleviate public health issues associated with poor eating habits, such as obesity and diabetes. However, very little is known about the design and distribution of NEPOS as well as school personnel's beliefs and actions that facilitate NEPOS initiation, implementation, and institutionalization in schools. The study employed mixed-methods to investigate how many and what types of these programs from outside organizations are available in New York City public schools; how these programs are distributed among schools; and why and how schools make these NEPOS "work." These phenomena were explored with data from: organizations with NEPOS that had been implemented in New York City public schools (n=20); elementary schools in Brooklyn, Manhattan, and Queens (n=614); and school community members from a subset of schools with NEPOS (n=21). The primary data sources were surveys, publically available school and community-level data, and interviews. Data were analyzed using descriptive and inferential statistics as well as inductive and deductive coding. Findings suggest that during the 2011-2012 School Year, overall NEPOS were in only 39% of all schools; in 40% (n=163) of schools with greater than 75% students eligible for free and reduced price lunch (highest economic need) and in 45% (n=58) of neighborhoods where over 23.1% of children were obese (highest health needs). NEPOS that had in their mission to reach "high needs schools" did reach proportionally more schools in areas of highest economic and health need than schools in areas with less need. While the distribution of NEPOS varied by some school-based factors, e.g., student attendance and average state test score, need-based factors were overall more important in determining the distribution of NEPOS. Analysis of interviews with key school community members from a subset of the sample indicate that schools in New York City experienced the same barriers to having NEPOS as those in other parts of the country. Schools identified eating/health, academic/learning, and community benefits to having NEPOS. A major contribution of this study is that it provides in-depth insight into how school community members shared common, specific, and transferable actions as they initiate, implement, and institutionalize NEPOS in their schools. These are that: schools have to have one or more driving motivations for NEPOS, schools go through a process to choose appropriate NEPOS, schools build their own capacity for effectively implementing NEPOS, and once schools have NEPOS for a while they find way to legitimize the NEPOS by integrating them into the fabric of the school. Taken together these four domains may be thought of as parts of a "Progressive Model for Integrating…
Subjects/Keywords: Public schools; Nutrition; Public health
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Porter, K. J. (2013). Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary Schools. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D83N29KM
Chicago Manual of Style (16th Edition):
Porter, Kathleen Joyce. “Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary Schools.” 2013. Doctoral Dissertation, Columbia University. Accessed March 01, 2021.
https://doi.org/10.7916/D83N29KM.
MLA Handbook (7th Edition):
Porter, Kathleen Joyce. “Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary Schools.” 2013. Web. 01 Mar 2021.
Vancouver:
Porter KJ. Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary Schools. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2021 Mar 01].
Available from: https://doi.org/10.7916/D83N29KM.
Council of Science Editors:
Porter KJ. Bringing Nutrition Education Programs From Outside Sources into the Classroom: The Experience of New York City Public Elementary Schools. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D83N29KM

University of Zambia
8.
Machinyise, Elliot.
Factors contributing to the decline of French in Zambian Public Schools: A case of Central and Lusaka Provinces
.
Degree: 2012, University of Zambia
URL: http://hdl.handle.net/123456789/1919
► In Zambia today, French is the only foreign language after English which is taught in public schools. Currently, French is only taught in high schools…
(more)
▼ In Zambia today, French is the only foreign language after English which is taught in public schools. Currently, French is only taught in high schools with exception of few mission schools which teach it at junior secondary level. However, the country has seen a steady decline in the teaching of French as a subject in many schools. In other words, a good number of schools have in the recent past stopped teaching French. This has raised some concern among stakeholders as to why most schools were stopping leaching this once popular subject. Besides many schools stopping teaching French, a number of teachers of French and pupils who learn it have reduced in schools where it is taught.The study was set out to investigate the factors contributing to the decline of French in public schools in selected schools of Central and Lusaka Provinces. The data was collected through questionnaires and interviews. The key informants included; pupils, teachers of French, School Managers, Education Managers (officials from the Ministry of Education, Examination Council of Zambia and Curriculum Development Centre) and an official from the French Embassy.The findings from the study revealed that there were a lot of factors that contributed to the decline of French in public schools which included the shortage of teachers of French, inadequate teaching and learning materials, teachers and pupils' lack of motivation, the status of French in the school curriculum and pupils' attitude towards French. In view of the research findings, recommendations were made, inter alia, that the number of students studying French in teacher training institutions be increased so as to have enough teachers of French deployed in schools. Recommendations were also made to the ministry of education to make French compulsory in schools where it is taught and also to intensify the teaching of French in basic schools. The study also made strong recommendations to the French Embassy to reconsider sending teachers of French to French speaking countries as a way of motivating them. The embassy was also urged to supply public schools with adequate teaching and learning materials
Subjects/Keywords: French- -Zambia public schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Machinyise, E. (2012). Factors contributing to the decline of French in Zambian Public Schools: A case of Central and Lusaka Provinces
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1919
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):
Machinyise, Elliot. “Factors contributing to the decline of French in Zambian Public Schools: A case of Central and Lusaka Provinces
.” 2012. Thesis, University of Zambia. Accessed March 01, 2021.
http://hdl.handle.net/123456789/1919.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Machinyise, Elliot. “Factors contributing to the decline of French in Zambian Public Schools: A case of Central and Lusaka Provinces
.” 2012. Web. 01 Mar 2021.
Vancouver:
Machinyise E. Factors contributing to the decline of French in Zambian Public Schools: A case of Central and Lusaka Provinces
. [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/123456789/1919.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Machinyise E. Factors contributing to the decline of French in Zambian Public Schools: A case of Central and Lusaka Provinces
. [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1919
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9.
Lowry, Robert 1978-.
Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.
Degree: 2012, Texas Digital Library
URL: http://hdl.handle.net/1969;
http://hdl.handle.net/2249.1/66511
► All independent school districts are required by law to provide educational services for the students classified as Developmentally Delayed Delinquents (DDD); this record of study…
(more)
▼ All independent school districts are required by law to provide educational services for the students classified as Developmentally Delayed Delinquents (DDD); this record of study focuses on the students classified as DDD in one ISD, Main, which is a pseudonym. Under federal and state laws, the students classified as DDD are entitled to a free and appropriate educational experience just like their nondisabled peers. However, in Main ISD???s 2008- 2009 school year, a problem arose with DDD placement in the general educational setting. During this time ninety students classified as DDD were either segregated to the alternative campus or to the MSSLC campus through an administrative decision by the former MISD superintendent.
The new MISD superintendent is taking steps to correct this violation of special education law by placing a larger portion of DDD students back into their appropriate educational settings. However, given the recent disruptions in the program caused by the former superintendent, the researcher is trying to understand the quality of the current programming. Therefore, the research focus was: What are the perceptions of the professional staff (teachers, counselors, school leaders, and other professional staff) as to the nature and quality of the educational experiences provided by the high school and the alternative school for their DDD students?
Findings from the research produced three overarching themes. The first theme, program culture, refers to the direction, purpose, and passion the school district has for enhancing programs for the students classified as DDD. The second theme, staffing, refers to programs and services set up to accept and educate the ???normal??? students, which can cause a disconnect or deficit view of thinking for students with disabilities. The last theme is curriculum and instruction, which indicates the ability of the high school and the developmental center to provide quality instruction.
Finally, individual perceptions can dictate many aspects of human nature including but not limited to our attitudes, outlook, and our drive to enforce change, or our willingness to settle or accept the status quo. Ultimately, Main ISD???s educational leaders need to become more cognizant about what it truly means to be culturally proficient and to more closely focus on and understand the students that walk through the school???s doors every morning. Policies, practices, and procedures must reflect this internal understanding and culture for proficiency in educating each and every student.
Advisors/Committee Members: Scheurich, James J (advisor).
Subjects/Keywords: Equality in Public Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lowry, R. 1. (2012). Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66511
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):
Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Thesis, Texas Digital Library. Accessed March 01, 2021.
http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66511.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Web. 01 Mar 2021.
Vancouver:
Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Internet] [Thesis]. Texas Digital Library; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66511.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Thesis]. Texas Digital Library; 2012. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66511
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University
10.
Lowry, Robert 1978-.
Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.
Degree: EdD, Educational Administration, 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/151618
► All independent school districts are required by law to provide educational services for the students classified as Developmentally Delayed Delinquents (DDD); this record of study…
(more)
▼ All independent school districts are required by law to provide educational services for the students classified as Developmentally Delayed Delinquents (DDD); this record of study focuses on the students classified as DDD in one ISD, Main, which is a pseudonym. Under federal and state laws, the students classified as DDD are entitled to a free and appropriate educational experience just like their nondisabled peers. However, in Main ISD’s 2008- 2009 school year, a problem arose with DDD placement in the general educational setting. During this time ninety students classified as DDD were either segregated to the alternative campus or to the MSSLC campus through an administrative decision by the former MISD superintendent.
The new MISD superintendent is taking steps to correct this violation of special education law by placing a larger portion of DDD students back into their appropriate educational settings. However, given the recent disruptions in the program caused by the former superintendent, the researcher is trying to understand the quality of the current programming. Therefore, the research focus was: What are the perceptions of the professional staff (teachers, counselors, school leaders, and other professional staff) as to the nature and quality of the educational experiences provided by the high school and the alternative school for their DDD students?
Findings from the research produced three overarching themes. The first theme, program culture, refers to the direction, purpose, and passion the school district has for enhancing programs for the students classified as DDD. The second theme, staffing, refers to programs and services set up to accept and educate the “normal” students, which can cause a disconnect or deficit view of thinking for students with disabilities. The last theme is curriculum and instruction, which indicates the ability of the high school and the developmental center to provide quality instruction.
Finally, individual perceptions can dictate many aspects of human nature including but not limited to our attitudes, outlook, and our drive to enforce change, or our willingness to settle or accept the status quo. Ultimately, Main ISD’s educational leaders need to become more cognizant about what it truly means to be culturally proficient and to more closely focus on and understand the students that walk through the school’s doors every morning. Policies, practices, and procedures must reflect this internal understanding and culture for proficiency in educating each and every student.
Advisors/Committee Members: Scheurich, James J (advisor), McKenzie, Kathryn B (committee member), Webb-Hasan, Gwendolyn (committee member), McCormick, Anita (committee member).
Subjects/Keywords: Equality in Public Schools
Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lowry, R. 1. (2012). Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151618
Chicago Manual of Style (16th Edition):
Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Doctoral Dissertation, Texas A&M University. Accessed March 01, 2021.
http://hdl.handle.net/1969.1/151618.
MLA Handbook (7th Edition):
Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Web. 01 Mar 2021.
Vancouver:
Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1969.1/151618.
Council of Science Editors:
Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/151618

University of Nairobi
11.
Irungu, Rachael W.
Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.
Degree: 2015, University of Nairobi
URL: http://hdl.handle.net/11295/90921
► The purpose of the study was to establish head teachers’ characteristics influencing instructional supervision in public primary schools in Ruiru Sub County of Kiambu County.…
(more)
▼ The purpose of the study was to establish head teachers’ characteristics
influencing instructional supervision in public primary schools in Ruiru Sub
County of Kiambu County. Specifically the study aimed at determining the extent
to which head teacher‘s in service training influence instructional supervision; to
establish the extent to which the head teacher’s academic qualifications influence
instructional supervision; to find out the extent to which head teacher’s
administrative experience influence instructional supervision, and to find out
whether head teachers’ gender influence instructional supervision in public
primary schools in Ruiru sub county. The study employed descriptive survey
design. The target population consisted of thirty public primary schools, thirty
head teachers and six hundred teachers. The sample size consisted of nine head
teachers and one hundred and eighty teachers from nine public schools. Simple
random sampling technique was used to select the schools and the teachers while
the head teachers of the sample schools were picked purposively. The study
adopted the Path Goal Theory that states that a leader’s behavior is contingent to
the satisfaction, motivation, and performance of his or her subordinates. The
research instrument were own constructed questionnaires that were administered
to the head teachers and the teachers. Data was analyzed using descriptive statistic
in form of frequency tables, percentages and charts. The study established that
head teachers’ in service training, academic qualifications, and administrative
experience influence instructional supervision. The study also established that,
head teacher’s gender had no influence on instructional supervision. The study
recommended that due to the importance of instructional supervision curriculum
developers should incorporate the aspect of instructional supervision in pre
service teachers’ training syllabus. KEMI and the MoEST should organize more
in service and refreshers courses focusing on instructional supervision to all
administrators. The policy makers should stipulate the minimum number of years
that the teacher should teach before getting head ship positions. The study
concluded that most of the head teachers had high academic and professional
qualifications which were important in instructional supervision. On the other
hand majority of the head teachers had attended various in-service training
courses which were related to instructional supervision. The study recommended
more research to be carried out in Ruiru Sub County in order to find out other
factors which may influence instructional supervision in public primary schools.
Subjects/Keywords: Instructional Supervsion;
Public Primary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Irungu, R. W. (2015). Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.
(Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/90921
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):
Irungu, Rachael W. “Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.
” 2015. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/90921.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Irungu, Rachael W. “Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.
” 2015. Web. 01 Mar 2021.
Vancouver:
Irungu RW. Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.
[Internet] [Thesis]. University of Nairobi; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/90921.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Irungu RW. Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.
[Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/90921
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
12.
Karuri, Susan W.
Factors influencing pupils’ discipline in public primary schools in Dagoretti Sub – County Nairobi, Kenya
.
Degree: 2015, University of Nairobi
URL: http://hdl.handle.net/11295/90926
► The purpose of the study was to investigate factors influencing pupils’ discipline in public primary schools in Dagorreti Sub-County Nairobi , Kenya. Despite the effort…
(more)
▼ The purpose of the study was to investigate factors influencing pupils’ discipline
in public primary schools in Dagorreti Sub-County Nairobi , Kenya. Despite the
effort made by the government to promote education in the country there are
various challenges that hinder the attainment of quality education. For example,
discipline of the pupils and teachers. Discipline is the most common and rampant
among the challenges encountered in schools (Bosire & Kiumi, (2010). The study
had adopted descriptive survey design, interviewing 23 headteachers, 468 teachers
(DEO’s Office Dagorreti and 23 students leaders in Dagorreti Sub-County. The
study purposely sampled 23 headteachers and 23 pupils leaders by census. Thus
the study took 30 percent of all the teachers. The study also purposively sampled
learners from class 6,7 and 8 pupils’ leaders whereby the researcher interviewed
2 pupils from each school. To collect data, a set of semi-structured
questionnaires for headteachers, teachers and pupils was used. Before the actual
data collection, piloting of the questionnaire and the interview guide was done in
two secondary schools in Dagoretti Sub-County which did not participate in
the actual study. The objectives of the study were: a) to determine the extent to
which training of teachers in discipline management influences pupils’ discipline
in Dagorretti Sub-County, Kenya; b) to examine the influence of management of
school access points on pupils discipline in Dagoretti Sub County, Kenya; c)
to determine the extent to which pupils’ participation in decision making
influences their discipline in Dagoretti Sub-County, Kenya and d) to determine
how guidance and counselling influences pupils’ discipline in Dagoretti SubCounty,
Kenya. To establish the reliability of the instrument, the study used the
test –rest where the second test adminstration was done one week after the first
one. The study generated both quantitative and qualitative data. For quantitative
data, the analysis was done through discriptive statistics by use of frequency,
percentages and averages. From this study it was concluded that 55 percent of the
schools do not have discipline management training for their teachers. The study
found that 55 percent of the schools were not secured with perimeter walls hence
such school had a higher rate of pupils sneaking. Entry of illegal substances was
rampant. Eighty percent of the schools had no signs prohibiting people from
trespassing in the schools. The headteacher sought cooperation from the pupils’
council on the management of school discipline, hence the headteachers had seen
the benefits of providing an avenue for pupils’ particpation. In addition 65 percent
of the schools viewed guidance and counselling as one of the best strategy in
maintaining discipline among pupils. The study therefore recommended that, the
government and head teacher need to organize and offer inservice discipline
management training to teachers for at least once a year through seminars and
workshops. The…
Subjects/Keywords: Discipline;
Public Primary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Karuri, S. W. (2015). Factors influencing pupils’ discipline in public primary schools in Dagoretti Sub – County Nairobi, Kenya
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/90926
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):
Karuri, Susan W. “Factors influencing pupils’ discipline in public primary schools in Dagoretti Sub – County Nairobi, Kenya
.” 2015. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/90926.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Karuri, Susan W. “Factors influencing pupils’ discipline in public primary schools in Dagoretti Sub – County Nairobi, Kenya
.” 2015. Web. 01 Mar 2021.
Vancouver:
Karuri SW. Factors influencing pupils’ discipline in public primary schools in Dagoretti Sub – County Nairobi, Kenya
. [Internet] [Thesis]. University of Nairobi; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/90926.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Karuri SW. Factors influencing pupils’ discipline in public primary schools in Dagoretti Sub – County Nairobi, Kenya
. [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/90926
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
13.
Muthoka, Grace Kavata.
Influence of board of management governance practices on teacher motivation in public secondary schools Kisasi District, Kenya.
Degree: 2015, University of Nairobi
URL: http://hdl.handle.net/11295/90815
► The study was designed to examine the factors influencing motivational level of teachers at secondary school level in Kisasi district. The purpose of the study…
(more)
▼ The study was designed to examine the factors influencing motivational level of
teachers at secondary school level in Kisasi district. The purpose of the study is to
investigate the influence of the Board of management governance practices has
on teacher motivation in public secondary schools in Kisasi District, Kitui
County. The study aimed at determining the extent to which provision of
incentives by the board of management influence teachers motivation, it was also
evaluating the extent to which writing letters of recommendation for promotion
by the board of management influences teacher motivation and the extent to
which recognition of teachers by the Board of management influences teacher
motivation. The study used descriptive research design. A questionnaire method
was used to collect data from teachers and B.O.M s. SPSS was used to analyze
data and represented using simple descriptive tables. The study established that
incentive was the best way to motivate teachers. This was mentioned by 45% of
the respondents while recommendation by BOM was mentioned by 30% of the
respondents. Recognition was only suggested by 25% of the respondents. This
findings therefore shows if the teachers are offered incentives, they are likely to
deliver very well enhancing the performance of the school. This study thus
recommends that teachers are supposed to be given incentives at least in termly
basis.
Subjects/Keywords: Public Secondary Schools;
Kisasi District
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Muthoka, G. K. (2015). Influence of board of management governance practices on teacher motivation in public secondary schools Kisasi District, Kenya.
(Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/90815
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):
Muthoka, Grace Kavata. “Influence of board of management governance practices on teacher motivation in public secondary schools Kisasi District, Kenya.
” 2015. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/90815.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Muthoka, Grace Kavata. “Influence of board of management governance practices on teacher motivation in public secondary schools Kisasi District, Kenya.
” 2015. Web. 01 Mar 2021.
Vancouver:
Muthoka GK. Influence of board of management governance practices on teacher motivation in public secondary schools Kisasi District, Kenya.
[Internet] [Thesis]. University of Nairobi; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/90815.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Muthoka GK. Influence of board of management governance practices on teacher motivation in public secondary schools Kisasi District, Kenya.
[Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/90815
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
14.
Nzioki, Lenah Mwikali.
Influence of student councils’ involvement in management in public primary schools in Kangundo Sub County,Kenya
.
Degree: 2015, University of Nairobi
URL: http://hdl.handle.net/11295/90878
► The purpose of this study was to investigate the influence of student councils’ involvement in management roles in public primary schools in Kangundo Sub County.…
(more)
▼ The purpose of this study was to investigate the influence of student councils’
involvement in management roles in public primary schools in Kangundo Sub
County. It was guided by the following objectives: To determine the extent to which
students’ involvement in formulation of school rules and regulations influence
management in public primary schools in Kangundo Sub-county; to establish the
extent to which students’ assistance in school time keeping influence management in
public primary schools in Kangundo Sub-county; to establish the extent to which
students’ assistance in maintenance of hygiene and sanitation influence management
in public primary schools in Kangundo Sub-county and to establish how students’
assistance in planning of co-curricular activities influence management in public
primary schools in Kangundo Sub-county. The sample of the study was selected by
use of simple random sampling. To test for validity and reliability the researcher
used test-retest method which involves administering the same instrument twice to
the same group of respondents at two separate times in two weeks interval between
the first and the second test. Data collected was mainly quantitative in nature and
was appropriately analyzed using descriptive statistics. The findings revealed that
students’ involvement in different school activities like formulation of school rules
and regulations, school time keeping issues, maintenance of hygiene and sanitation
and planning co-curricular activities lead to high performance and easy management.
The study concludes that student council should be involved in school management
especially in formulation of school rules and regulations, school time keeping issues,
maintenance of hygiene and sanitation and planning co-curricular activities. The
study recommends that the ministry of education should come up with policies to
ensure effective engagement of student’s council involvement school managements.
The study also recommends that, TTCs should introduce programmes that aim at
educating fresh graduates at the importance of student’s council involvement in
primary school management. The study further recommends that there is need for
Kenya Education Management Institute to induce programmes that will enhance
teachers understanding in school management affairs in regard to student’s
involvement.
Subjects/Keywords: Management;
Public Primary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nzioki, L. M. (2015). Influence of student councils’ involvement in management in public primary schools in Kangundo Sub County,Kenya
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/90878
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):
Nzioki, Lenah Mwikali. “Influence of student councils’ involvement in management in public primary schools in Kangundo Sub County,Kenya
.” 2015. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/90878.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nzioki, Lenah Mwikali. “Influence of student councils’ involvement in management in public primary schools in Kangundo Sub County,Kenya
.” 2015. Web. 01 Mar 2021.
Vancouver:
Nzioki LM. Influence of student councils’ involvement in management in public primary schools in Kangundo Sub County,Kenya
. [Internet] [Thesis]. University of Nairobi; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/90878.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nzioki LM. Influence of student councils’ involvement in management in public primary schools in Kangundo Sub County,Kenya
. [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/90878
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi
15.
Githinji, Esther Wairimu.
Determinants of deputy principals’ job satisfaction in public secondary schools in Limuru District, Kenya
.
Degree: 2014, University of Nairobi
URL: http://hdl.handle.net/11295/75929
► The study aimed at investigating the determinants of deputy principals’ job satisfaction in Limuru District, Kenya. The study specifically looked at the extent to which:…
(more)
▼ The study aimed at investigating the determinants of deputy principals’ job
satisfaction in Limuru District, Kenya. The study specifically looked at the extent
to which: recognition by stakeholders influenced deputy principals’ job
satisfaction, work load influenced deputy principals’ job satisfaction, promotion
prospects influence deputy principals’ job satisfaction and interpersonal relations
with stake holders influenced deputy principals’ job satisfaction. The study was
guided by Herzberg’s theory of motivation. The target population consisted of all
the deputy principals and principals of public secondary schools of Limuru public
secondary schools and the two DQASOs. The study used descriptive survey
design and questionnaire for principals and deputy principals and interview
schedule for DQASOs were used to collect data. Frequency tables, percentages,
pie charts were used to inform on phenomena. A pilot study was conducted in
four secondary schools to determine validity while reliability was ascertained
through test-retest technique. Data obtained was subjected to descriptive statistic
analysis using the Statistical Package for Social Sciences (SPSS). From the study
findings it was concluded that job related factors like recognition, workload,
promotion prospects has significant influence on the deputy principals’ job
satisfaction. On recognition by stakeholders the study revealed that deputy
principals were satisfied with recognition given by principals, fellow teachers,
parents and BoM, but not satisfied with recognition given by the employer
(TSC).On work load majority of deputy principals were not satisfied with their
workload. On promotion prospects, deputy principals were not satisfied with the
current trend of promotions in the education sector (47.6 percent) were not
satisfied with fairness in promotion. On interpersonal relations with stakeholders
the research findings revealed that deputy principals were satisfied with people
around them, 85.7 percent of the respondents were satisfied with their
interpersonal relations with parents and teaching staff. Research findings also
indicated that the deputy principals were not satisfied with the job factor of
promotion. From the findings of the study, deputy principals were highly satisfied
with recognition by stakeholders followed by interpersonal relations, workload
and lastly promotion prospects. It is recommended that; pay package can be
introduced for deputy principals in recognition of many duties they perform;
policies governing promotions of deputy principals should be reviewed by the
TSC. The researcher also recommends that promotions be effected automatically
after working for a number of years such as three years. There is also need to
create more promotional opportunities for deputy principals. The TSC should also
embark on employment of more teachers to reduce workload of deputy principals.
Subjects/Keywords: Job satisfaction;
Public Secondary Schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Githinji, E. W. (2014). Determinants of deputy principals’ job satisfaction in public secondary schools in Limuru District, Kenya
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/75929
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):
Githinji, Esther Wairimu. “Determinants of deputy principals’ job satisfaction in public secondary schools in Limuru District, Kenya
.” 2014. Thesis, University of Nairobi. Accessed March 01, 2021.
http://hdl.handle.net/11295/75929.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Githinji, Esther Wairimu. “Determinants of deputy principals’ job satisfaction in public secondary schools in Limuru District, Kenya
.” 2014. Web. 01 Mar 2021.
Vancouver:
Githinji EW. Determinants of deputy principals’ job satisfaction in public secondary schools in Limuru District, Kenya
. [Internet] [Thesis]. University of Nairobi; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/11295/75929.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Githinji EW. Determinants of deputy principals’ job satisfaction in public secondary schools in Limuru District, Kenya
. [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/75929
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
Plummer, Emily Bullen.
Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School.
Degree: 2014, North Dakota State University
URL: http://hdl.handle.net/10365/27360
► The American public school system's immense influence on culture and politics makes its critical inquiry vital for social awareness and prosperity. There is a wide…
(more)
▼ The American public school system's immense influence on culture and politics makes its critical inquiry vital for social awareness and prosperity. There is a wide body of literature that speculates on the presence of moral education in American public high schools. This study addresses the research need for information on the real-life "moral education" situation. The use of the literature term "moral education" was confirmed by research participants. A qualitative study was formed to explore the situation. Two American public high schools with different population sizes and ethnic demographics were used to recruit 18 participants. The study determined that moral education is present in American public high schools, because the topic is "organic" or naturally inseparable from the teaching process. A number of methods were used to teach the topic and subjects ranged from controversial to non-controversial in nature.
Subjects/Keywords: Public schools; Moral education
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Plummer, E. B. (2014). Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School. (Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/27360
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):
Plummer, Emily Bullen. “Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School.” 2014. Thesis, North Dakota State University. Accessed March 01, 2021.
http://hdl.handle.net/10365/27360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Plummer, Emily Bullen. “Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School.” 2014. Web. 01 Mar 2021.
Vancouver:
Plummer EB. Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School. [Internet] [Thesis]. North Dakota State University; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10365/27360.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Plummer EB. Are Public American High Schools Void of Values? The Teacher Perspective of Moral Education in Public School. [Thesis]. North Dakota State University; 2014. Available from: http://hdl.handle.net/10365/27360
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Florida Atlantic University
17.
Holcombe, Joseph.
BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.
Degree: 2020, Florida Atlantic University
URL: http://fau.digital.flvc.org/islandora/object/fau:44423
► Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture…
(more)
▼ Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973).
2020
Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2020.
Collection: FAU
Advisors/Committee Members: Shockley, Robert (Thesis advisor), Florida Atlantic University (Degree grantor), Department of Educational Leadership and Research Methodology, College of Education.
Subjects/Keywords: Public schools; Innovation; School leadership
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Holcombe, J. (2020). BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:44423
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):
Holcombe, Joseph. “BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.” 2020. Thesis, Florida Atlantic University. Accessed March 01, 2021.
http://fau.digital.flvc.org/islandora/object/fau:44423.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Holcombe, Joseph. “BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.” 2020. Web. 01 Mar 2021.
Vancouver:
Holcombe J. BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS. [Internet] [Thesis]. Florida Atlantic University; 2020. [cited 2021 Mar 01].
Available from: http://fau.digital.flvc.org/islandora/object/fau:44423.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Holcombe J. BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS. [Thesis]. Florida Atlantic University; 2020. Available from: http://fau.digital.flvc.org/islandora/object/fau:44423
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University
18.
Deeney, John Barrett.
A planning, programming, budgeting, evaluation system model of the Bozeman public schools.
Degree: EdD, College of Education, Health & Human Development, 1971, Montana State University
URL: https://scholarworks.montana.edu/xmlui/handle/1/4291
Subjects/Keywords: Public schools.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Deeney, J. B. (1971). A planning, programming, budgeting, evaluation system model of the Bozeman public schools. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/4291
Chicago Manual of Style (16th Edition):
Deeney, John Barrett. “A planning, programming, budgeting, evaluation system model of the Bozeman public schools.” 1971. Doctoral Dissertation, Montana State University. Accessed March 01, 2021.
https://scholarworks.montana.edu/xmlui/handle/1/4291.
MLA Handbook (7th Edition):
Deeney, John Barrett. “A planning, programming, budgeting, evaluation system model of the Bozeman public schools.” 1971. Web. 01 Mar 2021.
Vancouver:
Deeney JB. A planning, programming, budgeting, evaluation system model of the Bozeman public schools. [Internet] [Doctoral dissertation]. Montana State University; 1971. [cited 2021 Mar 01].
Available from: https://scholarworks.montana.edu/xmlui/handle/1/4291.
Council of Science Editors:
Deeney JB. A planning, programming, budgeting, evaluation system model of the Bozeman public schools. [Doctoral Dissertation]. Montana State University; 1971. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4291

University of Kansas
19.
Butts, Chelsey Elizabeth.
QUALITATIVE INQUIRY INTO FULL-TIME AMERICORPS STATE AND NATIONAL VOLUNTEERS IN ELEMENTARY SCHOOLS.
Degree: M.S.Ed., Educational Leadership and Policy Studies, 2013, University of Kansas
URL: http://hdl.handle.net/1808/15128
► The purpose of this study was to determine how AmeriCorps State and National volunteers in school settings think the experience has influenced them, their goals,…
(more)
▼ The purpose of this study was to determine how AmeriCorps State and National volunteers in school settings think the experience has influenced them, their goals, and future plans. I used semi structure interviews to investigate this question. Members I interviewed talked about the first-hand teaching experience they receive through volunteering, teamwork, networking within the school system, personal growth, and an increased willingness to serve their communities. The discussion of these elements suggests their importance to volunteers, future employers, university education programs, and service program directors.
Advisors/Committee Members: Ng, Jennifer (advisor), Jorgensen, Karen (cmtemember), Rice, Suzanne (cmtemember).
Subjects/Keywords: Education; Americorps; Public schools; Volunteer
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Butts, C. E. (2013). QUALITATIVE INQUIRY INTO FULL-TIME AMERICORPS STATE AND NATIONAL VOLUNTEERS IN ELEMENTARY SCHOOLS. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/15128
Chicago Manual of Style (16th Edition):
Butts, Chelsey Elizabeth. “QUALITATIVE INQUIRY INTO FULL-TIME AMERICORPS STATE AND NATIONAL VOLUNTEERS IN ELEMENTARY SCHOOLS.” 2013. Masters Thesis, University of Kansas. Accessed March 01, 2021.
http://hdl.handle.net/1808/15128.
MLA Handbook (7th Edition):
Butts, Chelsey Elizabeth. “QUALITATIVE INQUIRY INTO FULL-TIME AMERICORPS STATE AND NATIONAL VOLUNTEERS IN ELEMENTARY SCHOOLS.” 2013. Web. 01 Mar 2021.
Vancouver:
Butts CE. QUALITATIVE INQUIRY INTO FULL-TIME AMERICORPS STATE AND NATIONAL VOLUNTEERS IN ELEMENTARY SCHOOLS. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1808/15128.
Council of Science Editors:
Butts CE. QUALITATIVE INQUIRY INTO FULL-TIME AMERICORPS STATE AND NATIONAL VOLUNTEERS IN ELEMENTARY SCHOOLS. [Masters Thesis]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15128

Youngstown State University
20.
Gill, W. Chris.
Public Schools and the Media: Recommendations for Building a
Better Partnership.
Degree: Doctor of Education (Educational Leadership), Department of Teacher Education and Leadership
Studies, 2015, Youngstown State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1432894726
► The battle for public education in America has begun. Public schools are at an important point in history. Consistent curriculum changes, constant scrutiny, budgetary reductions,…
(more)
▼ The battle for
public education in America has begun.
Public schools are at an important point in history. Consistent
curriculum changes, constant scrutiny, budgetary reductions,
right-to-know laws, high-stakes testing, and violence in our
schools have placed
public schooling in the spotlight like never
before.
Public school leaders must establish and maintain viable
partnerships with media and communities. Partnerships are created
by understanding the role of the media and engaging the community,
local businesses, and parents. Working in unison, all elements of
the community are vital for
public school leaders in strengthening
the
public institutions and their role within the
community.
Advisors/Committee Members: Beebe, Robert (Committee Chair).
Subjects/Keywords: Educational Leadership; Public Schools, Media
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gill, W. C. (2015). Public Schools and the Media: Recommendations for Building a
Better Partnership. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1432894726
Chicago Manual of Style (16th Edition):
Gill, W Chris. “Public Schools and the Media: Recommendations for Building a
Better Partnership.” 2015. Doctoral Dissertation, Youngstown State University. Accessed March 01, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1432894726.
MLA Handbook (7th Edition):
Gill, W Chris. “Public Schools and the Media: Recommendations for Building a
Better Partnership.” 2015. Web. 01 Mar 2021.
Vancouver:
Gill WC. Public Schools and the Media: Recommendations for Building a
Better Partnership. [Internet] [Doctoral dissertation]. Youngstown State University; 2015. [cited 2021 Mar 01].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1432894726.
Council of Science Editors:
Gill WC. Public Schools and the Media: Recommendations for Building a
Better Partnership. [Doctoral Dissertation]. Youngstown State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1432894726
21.
Lopez, Sonja.
Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study.
Degree: 2017, Sam Houston State University
URL: http://hdl.handle.net/20.500.11875/2223
► Communication directors have become part of public school districts’ administrative framework in the 21st century. Maintaining a social media presence and satisfying stakeholders’ expectations for…
(more)
▼ Communication directors have become part of
public school districts’ administrative framework in the 21st century. Maintaining a social media presence and satisfying stakeholders’ expectations for current, up-to-date, and accurate information have increased the need for superintendents to employ a
public relations professional. The purpose of this transcendental phenomenological study was to explore the various experiences of communication directors in
public schools. Grunig’s (1992) excellence theory served as the conceptual framework for the study. By employing a purposive sampling strategy, six current Texas
public school communication directors were selected for face-to-face interviews and completed a demographic questionnaire. The five themes of Preparation, Responsibilities, Expectations, Challenges, and Recommendations emerged through constant comparative analysis of the data. Multiple rounds of descriptive and in vivo coding revealed numerous subthemes within each theme. The findings of the study highlighted the importance of developing relationships in the field of
public school communications. Engaging in mentorships, networking, and building school and community partnerships were viewed as vital to success in the position. The ability to write well and convey the district’s and superintendent’s message was also acknowledged. Challenges of managing social media, crisis situations, and
public opinion were common to all participants. By better understanding the experiences of
public school communication directors, districts can provide appropriate support so the position is successful in meeting districts’ goals.
Advisors/Committee Members: Combs, Julie P. (advisor).
Subjects/Keywords: Communication; Public relations; Public schools; Social media
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lopez, S. (2017). Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/2223
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):
Lopez, Sonja. “Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study.” 2017. Thesis, Sam Houston State University. Accessed March 01, 2021.
http://hdl.handle.net/20.500.11875/2223.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lopez, Sonja. “Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study.” 2017. Web. 01 Mar 2021.
Vancouver:
Lopez S. Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study. [Internet] [Thesis]. Sam Houston State University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/20.500.11875/2223.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lopez S. Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study. [Thesis]. Sam Houston State University; 2017. Available from: http://hdl.handle.net/20.500.11875/2223
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg
22.
Van der Riet, Willem Anton.
Die invloed van Skriftuurlike beginsels op doeltreffende bestuur in openbare skole.
Degree: 2012, University of Johannesburg
URL: http://hdl.handle.net/10210/7606
► D.Ed.
At present parents, learners and staff from various cultures, faiths, interests, language needs, learning and cognitive style needs have admission to the same schools.…
(more)
▼ D.Ed.
At present parents, learners and staff from various cultures, faiths, interests, language needs, learning and cognitive style needs have admission to the same schools. Apart from this, the manner in which a Christian principal manages the school and his management behaviour are to a large extent determined by his belief framework. This, however, presupposes that the Christian principal should be knowledgeable about the various cultural groups in order to display a positive attitude towards these groups. At the same time it is true that each child, regardless of race, colour, faith, culture, sex, age, belief and ethnic origin can be admitted to any school of his/her choice (Botha, 1990 : 41; Bouwer, 1995 : 48; Bray, 1998 : 18). The Christian principal should seriously consider the mission, code of conduct and ethos of his school for all learners to feel welcome. Living by one's beliefs has become a sensitive matter and should be approached with care within a new education system. Perhaps a principal should adapt his management strategy with a diversity of language, faith and culture in public schools in order not to give offense to people who are different-minded. This, however, does not imply that the Christian principal should remain silent about his faith, for he should rather act with wisdom and insight in order to proclaim the gospel of Jesus Christ (compare Romans 1 : 16). This is just one of the many problems confronting a Christian principal in public schools which gave rise to the motivation for this research. In an effort to overcome the above problems, the following aims were formulated for this study as an inquiry into ; the degree to which the management skills of the Christian principal are influenced by Scriptural principles (traditional management values); the attitude required to realise in practice the understanding of the will of God in order to display the personality traits which are given to the reborn Christian by the Spirit of God and which are related to traditional management values; specific personality traits required from a Christian principal in accordance with the will of God in order to manage effectively; and educators' experience and opinions of specific management values (moral values) in educational management, in order to determine whether principals whose management approach rests on Scriptural principles can indeed manage effectively in public schools.
Subjects/Keywords: Public schools - South Africa - Administration; Religion in the public schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Van der Riet, W. A. (2012). Die invloed van Skriftuurlike beginsels op doeltreffende bestuur in openbare skole. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7606
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 der Riet, Willem Anton. “Die invloed van Skriftuurlike beginsels op doeltreffende bestuur in openbare skole.” 2012. Thesis, University of Johannesburg. Accessed March 01, 2021.
http://hdl.handle.net/10210/7606.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Van der Riet, Willem Anton. “Die invloed van Skriftuurlike beginsels op doeltreffende bestuur in openbare skole.” 2012. Web. 01 Mar 2021.
Vancouver:
Van der Riet WA. Die invloed van Skriftuurlike beginsels op doeltreffende bestuur in openbare skole. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10210/7606.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Van der Riet WA. Die invloed van Skriftuurlike beginsels op doeltreffende bestuur in openbare skole. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7606
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University
23.
Mercado, Emily Marie.
Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study.
Degree: PhD, Music Education, 2018, Louisiana State University
URL: https://digitalcommons.lsu.edu/gradschool_dissertations/4526
► Intercultural experiences can result in increased knowledge of and positive attitudes towards unfamiliar cultural groups (Neto, Pinto, & Mullet, 2016; Vuoskoski, Clarke, & DeNora,…
(more)
▼ Intercultural experiences can result in increased knowledge of and positive attitudes towards unfamiliar cultural groups (Neto, Pinto, & Mullet, 2016; Vuoskoski, Clarke, & DeNora, 2017). Deardorff’s (2006) intercultural competence process framework provides a method for exploring and categorizing elements of intercultural competence including attitudes, knowledge/skills, internal outcomes, and external outcomes.
This narrative instrumental case study examined the perceptions of one middle school choir teacher, choir students, the student teacher, the parents, and the vice principal when implementing a researcher-designed unit titled: Religious Choral Music from the Christian, Jewish, and Muslim Worlds. The choir teacher offered a unique perspective as an atheist amongst a large Christian majority. However, her training, solely in the Western classical tradition, informed her programming practices. She avoids programming religious music from a global perspective due to (a) concern over authenticity, (b) her need for choral success, and (c) a lack of resources. She also expressed fears about implied indoctrination, stereotyping, and generalizing, but demonstrated a receptive attitude towards the music unit. The students’ Muslim, Buddhist, Agnostic, and Christian perspectives provided examples of how students can contribute to meaningful discussions about religious music. They appreciated learning about diverse religious music and also expressed concerns over social justice issues related to religious minorities. The issue of the word god in patriotic music arose unexpectedly in data collection and students clearly positioned themselves as appreciative, indifferent, or opposed to the use of the word god in these songs.
When examining participants’ movement through Deardorff’s (2006) intercultural competence framework, the process was complex, amorphous, and continuous. The teacher, students, and student teacher demonstrated respectful, open, and curious attitudes towards unfamiliar religious music and increased their knowledge of unfamiliar religions. However, students’ internal and external behaviors varied. Sometimes participants demonstrated an increase in intercultural competence, such as expressing empathy, while also showing indifference towards learning about other religions. Based on these findings, teachers might consider: (a) explicitly teaching multiple religious perspectives when programming, (b) working towards a complete, nuanced awareness of laws and policies regarding the use of religious music in schools, and (c) intentionally incorporating a global perspective within group singing.
Subjects/Keywords: Religious Music in Public Schools; Intercultural Competence; Politics in Public Schools
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MLA ·
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APA (6th Edition):
Mercado, E. M. (2018). Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4526
Chicago Manual of Style (16th Edition):
Mercado, Emily Marie. “Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study.” 2018. Doctoral Dissertation, Louisiana State University. Accessed March 01, 2021.
https://digitalcommons.lsu.edu/gradschool_dissertations/4526.
MLA Handbook (7th Edition):
Mercado, Emily Marie. “Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study.” 2018. Web. 01 Mar 2021.
Vancouver:
Mercado EM. Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2021 Mar 01].
Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4526.
Council of Science Editors:
Mercado EM. Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4526

Universidade do Minho
24.
Melo, Helena Ferreira Barbosa de.
Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal
.
Degree: 2014, Universidade do Minho
URL: http://hdl.handle.net/1822/33892
► A literatura indica que existem evidências de grade inflation no ensino, ou seja, de aumentos contínuos das classificações atribuídas aos alunos sem o correspondente aumento…
(more)
▼ A literatura indica que existem evidências de grade inflation no ensino, ou seja, de
aumentos contínuos das classificações atribuídas aos alunos sem o correspondente aumento no
desempenho académico. Esta dissertação estuda o impacto do tipo de instituição de ensino
secundário no grade inflation em Portugal. Este fenómeno produz uma redução no bem-estar da
sociedade, gera ineficiência económica, contribui para a queda da reputação nas instituições que
inflacionam as classificações, gera injustiças e desigualdade sociais entre estudantes e estimula
a redução de esforço na obtenção de elevadas classificações. Para a análise empírica utilizamos
os resultados dos exames nacionais e restringimos o estudo às disciplinas de Português B e
Matemática A, entre os anos 2001 e 2011, divulgamos pelo Júri Nacional de Exames. A
metodologia aplicada nesta dissertação utiliza uma regressão linear múltipla pelo método dos
mínimos quadrados (OLS). Concluímos que existem diferenças no grade inflation entre o ensino
secundário público e privado em Portugal. Para anos mais recentes, com exceção do ano 2011,
o desvio no grade inflation é superior no privado para a disciplina de Português B e, o grade
inflation é superior no público para a disciplina de Matemática A desde o ano 2009. Estes
resultados poderão indiciar uma inversão de tendência, relativos à evolução do grade inflation
entre o ensino secundário público e privado em Portugal.
Advisors/Committee Members: Silva, João C. Cerejeira da (advisor).
Subjects/Keywords: Grade inflation;
Ensino secundário;
Ensino público;
Ensino privado;
Secondary schools;
Public schools;
Private schools
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Melo, H. F. B. d. (2014). Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal
. (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/33892
Chicago Manual of Style (16th Edition):
Melo, Helena Ferreira Barbosa de. “Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal
.” 2014. Masters Thesis, Universidade do Minho. Accessed March 01, 2021.
http://hdl.handle.net/1822/33892.
MLA Handbook (7th Edition):
Melo, Helena Ferreira Barbosa de. “Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal
.” 2014. Web. 01 Mar 2021.
Vancouver:
Melo HFBd. Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal
. [Internet] [Masters thesis]. Universidade do Minho; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1822/33892.
Council of Science Editors:
Melo HFBd. Evolução do Grade Inflation entre instituições de ensino secundário público e privado em Portugal
. [Masters Thesis]. Universidade do Minho; 2014. Available from: http://hdl.handle.net/1822/33892
25.
Carroll, Bruce.
The impact of charter schools on rural traditional public-schools and their communities.
Degree: 2019, NC Docks
URL: http://libres.uncg.edu/ir/uncg/f/Carroll_uncg_0154D_12889.pdf
► Much of the research surrounding charter schools has focused on examining the achievement of students in charter schools and exploring the impact of charter schools…
(more)
▼ Much of the research surrounding charter schools has focused on examining the achievement of students in charter schools and exploring the impact of charter schools specifically in urban areas. More charter schools have opened in recent years in rural areas, however, there is limited research surrounding the impact of these charter schools in rural areas. This study was designed to better understand how rural traditional public-schools have been impacted by the increased presence of, and competition from, charter schools in their communities, and to examine how those rural traditional public-schools have responded to this increased competition. In addition, I studied how the rural communities surrounding these traditional public-schools have been impacted the presence of charter schools in their community. In this qualitative case study, I researched the impacts of charter schools on rural traditional public-schools, the responses of rural traditional public-schools and the impact on their communities. I conducted semi-structured interviews with principals in a school feeder pattern in a rural school district in central North Carolina that has seen an increased number of charter school options arrive in their community. I also conduced semi-structured interviews with small-business owners who were tied into both the rural public-schools and the community through their small businesses, and conducted focus groups with parents from all four schools that operate in the community in which this study was located. I found that rural traditional public-schools have seen numerous impacts from the increased number of charter schools in their communities, and schools and school leaders are increasingly aware of these impacts and are working to mitigate them through increased programs and new practices within their buildings, including through the use of marketing practices and increased offerings for students and parents within their school community. I also found that rural communities are being divided as a result of the increased options for school choice, as parents who see themselves as loyal to their rural traditional public-schools feel betrayed or abandoned by parents who elect to enroll their children in charter schools, and as a result, tensions and divisions have emerged in the community.
Subjects/Keywords: Charter schools $z North Carolina; Public schools $z North Carolina; Rural schools $z North Carolina
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Carroll, B. (2019). The impact of charter schools on rural traditional public-schools and their communities. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Carroll_uncg_0154D_12889.pdf
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):
Carroll, Bruce. “The impact of charter schools on rural traditional public-schools and their communities.” 2019. Thesis, NC Docks. Accessed March 01, 2021.
http://libres.uncg.edu/ir/uncg/f/Carroll_uncg_0154D_12889.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Carroll, Bruce. “The impact of charter schools on rural traditional public-schools and their communities.” 2019. Web. 01 Mar 2021.
Vancouver:
Carroll B. The impact of charter schools on rural traditional public-schools and their communities. [Internet] [Thesis]. NC Docks; 2019. [cited 2021 Mar 01].
Available from: http://libres.uncg.edu/ir/uncg/f/Carroll_uncg_0154D_12889.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Carroll B. The impact of charter schools on rural traditional public-schools and their communities. [Thesis]. NC Docks; 2019. Available from: http://libres.uncg.edu/ir/uncg/f/Carroll_uncg_0154D_12889.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia
26.
Banda, Mary.
Learner academic performance in both private and public schools: A case of selected schools in Kitwe district
.
Degree: 2016, University of Zambia
URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4982
► This study was meant to explore learner academic performance in public and private Schools, a case of selected schools in Kitwe District using the following…
(more)
▼ This study was meant to explore learner academic performance in public and private Schools, a case of selected schools in Kitwe District using the following objectives namely ;to a certain main factors that affects the academic performance of learners at both private and government school ,to assess difference in the academic performance of learners of private and public schools , to establish availability of schools equipment/facilities in private and public primary schools and to compare qualification of teachers in private and public primary schools in selected schools in Kitwe District.
Four (4) primary schools were chosen and the choice was based on the status of the school (government funded or not), therefore two schools were government funded and two (2) were private. From each of the four (4) sampled schools, 10 teachers (5 males and 5 females) from each of the selected primary schools were picked as respondents for the study. Teachers handling examination classes were considered on this part.
The Instruments used were Semi Structured Interview guide and Self-Administered
Questionnaires which were given for the respondents to answer and later the researcher was
given the answered questionnaiers which the researcher used for analysis.
Both quantitative and qualitative methods of data analysis were employed in this study.
The quantitative data from questionnaires were analysed using the computer generated tables of
frequencies and percentages to describe distributions of the variables which were presented in
the form of tables. The findings of the study were inter alia that the geographical location of the
school, quality of the teaching staff , the size of the class and availability of certain facilities
normally leads to good academic performance among the learners.
The conclusions were that a good learning environment plays an important role in the learning life of a person and this is characterized by some of the following depending on the immediate community, subjects demand etc.
Finally it was recommended that The District Education Officer (DEBS) should go to private schools to check on the facilities which the public schools do not have and compile a report to which should be sent to the higher offices for the ministry to consider improve these conditions in the public schools and the provincial Educational officer should be going round the schools to check on the number of learners a teacher handles per class.
Subjects/Keywords: Public schools – Zambia;
Private schools – Zambia;
Academic achievement – Zambia
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Banda, M. (2016). Learner academic performance in both private and public schools: A case of selected schools in Kitwe district
. (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4982
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):
Banda, Mary. “Learner academic performance in both private and public schools: A case of selected schools in Kitwe district
.” 2016. Thesis, University of Zambia. Accessed March 01, 2021.
http://dspace.unza.zm:8080/xmlui/handle/123456789/4982.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Banda, Mary. “Learner academic performance in both private and public schools: A case of selected schools in Kitwe district
.” 2016. Web. 01 Mar 2021.
Vancouver:
Banda M. Learner academic performance in both private and public schools: A case of selected schools in Kitwe district
. [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Mar 01].
Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4982.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Banda M. Learner academic performance in both private and public schools: A case of selected schools in Kitwe district
. [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4982
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Michigan
27.
Johnson, Celesta.
A Survey of Sex Education Teachers in the State of Michigan.
Degree: MA, Liberal Studies, 2015, University of Michigan
URL: http://hdl.handle.net/2027.42/143344
► A Survey of Sex Education Teachers in Michigan Public and Catholic schools summarized responses regarding attitudes about in class teaching effectiveness in grades 4-12. The…
(more)
▼ A Survey of Sex Education Teachers in Michigan
Public and Catholic
schools summarized responses regarding attitudes about in class teaching effectiveness in grades 4-12. The descriptive survey/questionnaire revealed results about instruction and methods, teacher training, teacher/student communication, and an overall program effectiveness evaluation as measured by student learning, exams and decision making. The teaching of comprehensive sex education, not mandated by the state of Michigan, received overwhelming support by respondents. The organized teaching of sexuality and HIV/AIDS education produced a student awareness that contributed to reduced birth rates and helped prevent the spread of misconceptions and lies perpetuated by peer group and pop culture influences. Those in society arguing for Abstinence-only education asserted that abstaining assured a reduction in birth rates, and the spread of AIDS is eliminated. Quantitative data analysis provided demographic comparisons and projections regarding future trends. The study showed support for collaborative current and ongoing efforts/the necessity for relevant classroom teacher/student, adult/student dialogue/interaction. The concerted efforts made by teachers indicated their focus on preserving organized classroom sex education instruction and discussion, and suggested what can be achieved and learned from continued effective classroom teacher/student experiences.
Advisors/Committee Members: Furman, M. Jan (committee member), Houbeck, Robert (committee member), Flint (affiliationumcampus).
Subjects/Keywords: sex education; teachers; public schools; Catholic schools; Michigan
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Johnson, C. (2015). A Survey of Sex Education Teachers in the State of Michigan. (Masters Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/143344
Chicago Manual of Style (16th Edition):
Johnson, Celesta. “A Survey of Sex Education Teachers in the State of Michigan.” 2015. Masters Thesis, University of Michigan. Accessed March 01, 2021.
http://hdl.handle.net/2027.42/143344.
MLA Handbook (7th Edition):
Johnson, Celesta. “A Survey of Sex Education Teachers in the State of Michigan.” 2015. Web. 01 Mar 2021.
Vancouver:
Johnson C. A Survey of Sex Education Teachers in the State of Michigan. [Internet] [Masters thesis]. University of Michigan; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/2027.42/143344.
Council of Science Editors:
Johnson C. A Survey of Sex Education Teachers in the State of Michigan. [Masters Thesis]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/143344

Penn State University
28.
keefer, shelby Lee.
CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS: A CROSS-SECTOR COLABORATION CASE STUDY.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/gh93gz487
► Over the past 25 years, the rapid expansion of charter schools has been met with controversy and polarizing political rhetoric. Ironically and unfortunately, this anticollaboration…
(more)
▼ Over the past 25 years, the rapid expansion of charter
schools has been met with controversy and
polarizing political rhetoric. Ironically and unfortunately, this anticollaboration sentiment stands
in stark contrast to the original vision of charter
schools. In response, funding initiatives such as
the 2012 Gates District-Charter Collaboration Compacts have begun to incentivize partnership
through large grants. This case study examines one such cross-sector principal training
collaboration between a traditional
public school district and a charter school district. The
researcher leveraged social psychology literature on in-group bias and intergroup collaboration
to frame programmatic challenges cited by participants. The methods used for this qualitative
study included interviews with principal trainees, mentor principals, collaboration staff, and
partners. The researcher also performed observations and document analysis to both guide
interviews and triangulate analysis. The results of this study yielded three primary conclusions:
Collaboration positively impacted perceived in-group bias at the individual level; individuals
from each sector had a different understanding of the purpose of the partnership, which impacted
the collaborative experience and resulted in missed opportunities for a reciprocal flow of
knowledge and best practice; and
public rhetoric impacted stereotype development and the
collaborative experience, particularly for participants who struggled with their competing
identity. For further study, the researcher recommends the development of a quantitative bias
self-assessment instrument to measure impact on bias before and after the collaborative
experience at different levels of participation. Additionally, the researcher recommends further
examination of the impact of
public rhetoric on collaborations.
Advisors/Committee Members: Edward J Fuller, Dissertation Advisor/Co-Advisor, Edward J Fuller, Committee Chair/Co-Chair, Maria M Lewis, Committee Member, Maryellen Schaub, Committee Member, Davin Jules Carr-Chellman, Outside Member.
Subjects/Keywords: charter schools; traditional public schools; cross-sector collaboration; in-group bias
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
keefer, s. L. (2016). CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS: A CROSS-SECTOR COLABORATION CASE STUDY. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/gh93gz487
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):
keefer, shelby Lee. “CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS: A CROSS-SECTOR COLABORATION CASE STUDY.” 2016. Thesis, Penn State University. Accessed March 01, 2021.
https://submit-etda.libraries.psu.edu/catalog/gh93gz487.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
keefer, shelby Lee. “CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS: A CROSS-SECTOR COLABORATION CASE STUDY.” 2016. Web. 01 Mar 2021.
Vancouver:
keefer sL. CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS: A CROSS-SECTOR COLABORATION CASE STUDY. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 01].
Available from: https://submit-etda.libraries.psu.edu/catalog/gh93gz487.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
keefer sL. CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS: A CROSS-SECTOR COLABORATION CASE STUDY. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/gh93gz487
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg
29.
Bodalina, Kishan Naran.
The perceptions and experiences of teachers of the management of physical resources in public schools.
Degree: 2013, University of Johannesburg
URL: http://hdl.handle.net/10210/8380
► M.Ed. (Educational Leadership and Management)
In post-apartheid South Africa, socio-economic and socio-political challenges coupled with serious lack of adequate physical resources in historically disadvantaged public…
(more)
▼ M.Ed. (Educational Leadership and Management)
In post-apartheid South Africa, socio-economic and socio-political challenges coupled with serious lack of adequate physical resources in historically disadvantaged public schools are barriers to effective curriculum delivery and the provision of co-curricular activities. The National Norms and Standards for School Funding policy has been designed to address equity and social justice by providing substantial funding to public schools ranked as quintile 1 and 2. The State funding has been earmarked for, amongst others, the purchase of learning and teaching support materials and other phyiscal assets for educational purposes. This study determines the perceptions and experiences of teachers and school managers on the management of physical resources. Governing bodies have been empowered and are held accountable to manage physical assets at public schools. In the case of fee paying schools, the State provides limited funding and consequently, governing bodies are expected to raise funds in order to supplement the State’s funds so that additional physical resources that further the ends of effective education in every public school, may be procured. The management of physical resources is found to be ineffective and inefficient in many schools, paricularly historically disadvantaged schools. This study was framed using the quantitative research method. A structured questionnaire was distributed to a randomly stratified sample consisting mainly of post level one educators and members of the school management teams. This research was conducted at 30 public schools in the Gauteng East district. The questionnaire consisted of three sections: Section A required the respondents’ biograhical details; Section B comprised of 30 items on the management of physcial resources at public schools and Section C contained 11 items indicating the processes concerned with physical resources management. The analytical procedures applied in the empirical investigation revealed that physical resource management consists of three factors, namely, effective management of phyical resources; effective procurement of physical resources; and the provisioning of physical resources by the Provincial Education vi Department. The findings revealed that the educators agree that the governing body effectively manage and effectively procure resources for the school. There was only partial agreement that the Provincial Education Department provides physical resources adequately. It was found that governing bodies and school management teams need to be provided with continual training by the Provincial Education Department. Furthermore, it appears that whilst structures and processes are established to manage physical resources, there is need to constantly appraise and review their functionality.
Subjects/Keywords: School management and organization; Public schools - Administration; Schools - Furniture, equipment, etc.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bodalina, K. N. (2013). The perceptions and experiences of teachers of the management of physical resources in public schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8380
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):
Bodalina, Kishan Naran. “The perceptions and experiences of teachers of the management of physical resources in public schools.” 2013. Thesis, University of Johannesburg. Accessed March 01, 2021.
http://hdl.handle.net/10210/8380.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bodalina, Kishan Naran. “The perceptions and experiences of teachers of the management of physical resources in public schools.” 2013. Web. 01 Mar 2021.
Vancouver:
Bodalina KN. The perceptions and experiences of teachers of the management of physical resources in public schools. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10210/8380.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bodalina KN. The perceptions and experiences of teachers of the management of physical resources in public schools. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8380
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queensland University of Technology
30.
Macpherson, Elizabeth Letitia.
The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools.
Degree: 2010, Queensland University of Technology
URL: https://eprints.qut.edu.au/39148/
► While previous positive and normative studies have focused on the role public relations should play in organisations and the need for management in all organisations…
(more)
▼ While previous positive and normative studies have focused on the role public relations should play in organisations and the need for management in all organisations to attend to public relations (Cutlip et al., 2006), there has been little discussion in the public relations literature on why or how managers choose to enact public relations strategies for their organisations. If the discipline of public relations is to cement itself as a management function, then researchers must gain a better understanding of managers themselves given that they are the ones who decide if and how public relations strategies should be employed in the organisation. This study has sought to explore evidence of a relationship between management characteristics and their impact on decisions managers make when choosing which public relations strategies to adopt in response to changes in the organisation’s operating environment.
This exploratory research study has been conducted within a specific context of schools in Queensland, Australia. Queensland schools have been facing a number of changes within their operating environment due to changes in Federal funding models in Australia’s education system. This study used an exploratory, qualitative approach to understand the management characteristics demonstrated by managers in schools and how these have impacted on the selection of public relations strategies for responding to their changing and increasingly competitive environment. The unit of analysis for this research study was principals in State (government) schools and in non-government schools. Ten principals were interviewed from four different types of schools in Queensland – the more traditional, elite, private schools (GPS Schools); other Independent Schools; Catholic Schools; and State (or public) schools. These interviews were analysed for quantitative comparisons of the managers’ characteristics across the different schools (in terms of the number of principals in each age bracket, those holding postgraduate qualifications, years of experience etc.); and for qualitative data to provide a greater sense of their understanding of public relations.
The 10 schools were selected within a geographic area from Brisbane’s inner city to its outer western suburbs to include an element of competition amongst those managers being interviewed. A detailed review of government, school and other public documents was also conducted to gain an insight into the environment in which principals made decisions about public relations strategy to respond to increasing competition.
This study found support for the literature on the relationship between management characteristics and strategy. However, there was also variation in findings warranting further investigation of the literature on the relationship between management characteristics and strategy in a school setting. Key relationships found in this study were between: management characteristics themselves; age and the use of public relations strategies; and gender and the use…
Subjects/Keywords: public relations; strategy; management characteristics; private schools; state schools; principals; environment
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APA ·
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Export
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Manager
APA (6th Edition):
Macpherson, E. L. (2010). The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/39148/
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):
Macpherson, Elizabeth Letitia. “The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools.” 2010. Thesis, Queensland University of Technology. Accessed March 01, 2021.
https://eprints.qut.edu.au/39148/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Macpherson, Elizabeth Letitia. “The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools.” 2010. Web. 01 Mar 2021.
Vancouver:
Macpherson EL. The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2021 Mar 01].
Available from: https://eprints.qut.edu.au/39148/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Macpherson EL. The impact of managers' characteristics on the use of public relations strategy : an exploratory study in Queensland schools. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/39148/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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