subject:(Public schools)

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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Public schools; Nutrition; Public health

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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 Similar Records Cite « Share

❌

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

APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Public Secondary Schools; Kisasi District

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Public schools; Moral education

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

APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Public schools; Innovation; School leadership

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Education; Americorps; Public schools; Volunteer

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Educational Leadership; Public Schools, Media

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Communication; Public relations; Public schools; Social media

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Grade inflation; Ensino secundário; Ensino público; Ensino privado; Secondary schools; Public schools; Private schools

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APA (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: Charter schools $z North Carolina; Public schools $z North Carolina; Rural schools $z North Carolina

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: sex education; teachers; public schools; Catholic schools; Michigan

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APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

Subjects/Keywords: public relations; strategy; management characteristics; private schools; state schools; principals; environment

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

Open Access Theses and Dissertations