subject:(Schools )

1. 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 January 25, 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. 25 Jan 2021.

Vancouver:

Mutumba HK. The History of Barotse National Schools, 1907-1934. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Jan 25]. 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

Drexel University

2. Martin, Joseph Gregory. Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century.

Degree: 2016, Drexel University

URL: http://hdl.handle.net/1860/idea:6884

►

This explanatory mixed-methods study is focused on the sustainability of the triple-threat model of teaching found at elite American boarding schools. In this model, faculty… (more)

Subjects/Keywords: Education; Boarding Schools; Private schools

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APA (6^th Edition):

Martin, J. G. (2016). Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6884

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):

Martin, Joseph Gregory. “Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century.” 2016. Thesis, Drexel University. Accessed January 25, 2021. http://hdl.handle.net/1860/idea:6884.

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

MLA Handbook (7^th Edition):

Martin, Joseph Gregory. “Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century.” 2016. Web. 25 Jan 2021.

Vancouver:

Martin JG. Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century. [Internet] [Thesis]. Drexel University; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1860/idea:6884.

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

Council of Science Editors:

Martin JG. Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6884

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

University of Texas – Austin

3. -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 January 25, 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. 25 Jan 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 Jan 25]. 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

University of Zambia

4. Mulenga, Maxwell. The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/447

► This study was conducted to investigate the perceptions of stakeholders towards community schools. It assessed the impact of community schools on communities in Kasempa District… (more)

▼ This study was conducted to investigate the perceptions of stakeholders towards community schools. It assessed the impact of community schools on communities in Kasempa District and examined the attitudes of various stakeholders towards community schools in the District. The study mainly used the qualitative design which is interactive in order to come up a detailed,accurate and factual account of the perceptions and attitudes of stakeholders. The study thus used instruments and techniques such as focused group discussions, one to one interviews and both structured and non-structured questionnaires so as to capture in-depth information. The data collected was pre-coded and arranged according to themes that emerged in the course of the study to meet the objectives of the study. All focused group discussions and interviews were tape recorded for the purpose of verbatim transcription during data analysis. Findings of the study were described under three themes namely: Views for establishment of community schools, Impact of community schools, and Attitudes of stakeholders towards community schools. The study revealed that community schools in Kasempa were established to create school places and reduce distances between home and government schools; the schools were liked because they made it possible for most children in the Kasempa communities to have access to education, but community schools were also disliked because of poor infrastructure; the expectations of stakeholders were that community schools would help the children to complete their education, get white collar jobs or become self reliant; and that unless the government comes in, the sustainability of community schools was in serious doubt due to the local communities'lack of capacity to maintain the school buildings and pay teachers. % With regard to impact of community schools on the local communities, it was found that ; If: enrolment and attendance had increased; a good number of children were able to read and write;ii community school going children's behaviour had generally improved; and there were playing if ; fields, wells and adult literacy (shibukeeni) classes being conducted in the community schools. The findings further revealed that the attitudes of stakeholders towards community schools were initially positive although eventually attitudes began to become negative due to lack of adequate external support and government encouragement; most stakeholders suffered from an inferiority complex arising from the many challenges associated with community schools. The community members running the schools were very poor, they could not provide everything needed for quality education. Although community schools had been sighted as a positive alternative to increasing access, the task of operating the schools was found to be too burdensome for the community members; the Member of Parliament (MP) and the local political leaders (Ward Councillors) paid very insignificant attention to problems in community schools. The DEBS office did very little…

Subjects/Keywords: Community Schools

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

APA (6^th Edition):

Mulenga, M. (2011). The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/447

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

Chicago Manual of Style (16^th Edition):

Mulenga, Maxwell. “The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District .” 2011. Thesis, University of Zambia. Accessed January 25, 2021. http://hdl.handle.net/123456789/447.

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

MLA Handbook (7^th Edition):

Mulenga, Maxwell. “The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District .” 2011. Web. 25 Jan 2021.

Vancouver:

Mulenga M. The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/123456789/447.

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

Council of Science Editors:

Mulenga M. The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/447

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

Mississippi State University

5. Van Meter, Jessica Ann. Schools out for weather: Early dismissal in public school districts on potential severe weather days.

Degree: MS, Geosciences, 2013, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252013-141938/ ;

► Survey responses from 76 public school districts in Mississippi and Alabama, tornado warning data, tornado path data, and county demographic data were used to… (more)

Subjects/Keywords: tornadoes; schools

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APA (6^th Edition):

Van Meter, J. A. (2013). Schools out for weather: Early dismissal in public school districts on potential severe weather days. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252013-141938/ ;

Chicago Manual of Style (16^th Edition):

Van Meter, Jessica Ann. “Schools out for weather: Early dismissal in public school districts on potential severe weather days.” 2013. Masters Thesis, Mississippi State University. Accessed January 25, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252013-141938/ ;.

MLA Handbook (7^th Edition):

Van Meter, Jessica Ann. “Schools out for weather: Early dismissal in public school districts on potential severe weather days.” 2013. Web. 25 Jan 2021.

Vancouver:

Van Meter JA. Schools out for weather: Early dismissal in public school districts on potential severe weather days. [Internet] [Masters thesis]. Mississippi State University; 2013. [cited 2021 Jan 25]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252013-141938/ ;.

Council of Science Editors:

Van Meter JA. Schools out for weather: Early dismissal in public school districts on potential severe weather days. [Masters Thesis]. Mississippi State University; 2013. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03252013-141938/ ;

Addis Ababa University

6. Tekaligne, Tesfaye. Factors Affecting the Effectiveness of Clustering School Program in Teaching Learning Process; the Case of Yeki Woreda and Teppi Town Cluster Schools .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4848

► The purpose of this thesis was to evaluate factors affecting the effectiveness of clustering school program in teaching learning process the case of Teppi and… (more)

Subjects/Keywords: Cluster Schools

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

APA (6^th Edition):

Tekaligne, T. (2013). Factors Affecting the Effectiveness of Clustering School Program in Teaching Learning Process; the Case of Yeki Woreda and Teppi Town Cluster Schools . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4848

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):

Tekaligne, Tesfaye. “Factors Affecting the Effectiveness of Clustering School Program in Teaching Learning Process; the Case of Yeki Woreda and Teppi Town Cluster Schools .” 2013. Thesis, Addis Ababa University. Accessed January 25, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4848.

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

MLA Handbook (7^th Edition):

Tekaligne, Tesfaye. “Factors Affecting the Effectiveness of Clustering School Program in Teaching Learning Process; the Case of Yeki Woreda and Teppi Town Cluster Schools .” 2013. Web. 25 Jan 2021.

Vancouver:

Tekaligne T. Factors Affecting the Effectiveness of Clustering School Program in Teaching Learning Process; the Case of Yeki Woreda and Teppi Town Cluster Schools . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Jan 25]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4848.

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

Council of Science Editors:

Tekaligne T. Factors Affecting the Effectiveness of Clustering School Program in Teaching Learning Process; the Case of Yeki Woreda and Teppi Town Cluster Schools . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4848

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

Addis Ababa University

7. Eskedar, Meseret. AN INVESTIGATION OF THE PRACTICE OF TEACHING WRITING AT SECONDARY LEVEL: THE CASE OF TWO GOVERNMENTAL SCHOOLS IN ADDIS ABABA, GRADE NINE IN FOCUS .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7063

► The study was conducted to investigate the practice of teaching writing skills at secondary level at two governmental schools of grade nine. The attempt was… (more)

Subjects/Keywords: governmental schools

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APA (6^th Edition):

Eskedar, M. (2015). AN INVESTIGATION OF THE PRACTICE OF TEACHING WRITING AT SECONDARY LEVEL: THE CASE OF TWO GOVERNMENTAL SCHOOLS IN ADDIS ABABA, GRADE NINE IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7063

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):

Eskedar, Meseret. “AN INVESTIGATION OF THE PRACTICE OF TEACHING WRITING AT SECONDARY LEVEL: THE CASE OF TWO GOVERNMENTAL SCHOOLS IN ADDIS ABABA, GRADE NINE IN FOCUS .” 2015. Thesis, Addis Ababa University. Accessed January 25, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7063.

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

MLA Handbook (7^th Edition):

Eskedar, Meseret. “AN INVESTIGATION OF THE PRACTICE OF TEACHING WRITING AT SECONDARY LEVEL: THE CASE OF TWO GOVERNMENTAL SCHOOLS IN ADDIS ABABA, GRADE NINE IN FOCUS .” 2015. Web. 25 Jan 2021.

Vancouver:

Eskedar M. AN INVESTIGATION OF THE PRACTICE OF TEACHING WRITING AT SECONDARY LEVEL: THE CASE OF TWO GOVERNMENTAL SCHOOLS IN ADDIS ABABA, GRADE NINE IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Jan 25]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7063.

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

Council of Science Editors:

Eskedar M. AN INVESTIGATION OF THE PRACTICE OF TEACHING WRITING AT SECONDARY LEVEL: THE CASE OF TWO GOVERNMENTAL SCHOOLS IN ADDIS ABABA, GRADE NINE IN FOCUS . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7063

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

Addis Ababa University

8. Sintayehu, Tilahun. Practices And Challenges Of Parental Involvement In Students’ Learning In Primary Schools Of Quarit Woreda, West Gojjam Administrative Zone, Amhara Regional State .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7129

► The purpose of this study was to assess the current practices of parental involvement, particularly in students’ academic achievement and to identify the challenges influencing… (more)

▼ The purpose of this study was to assess the current practices of parental involvement, particularly in students’ academic achievement and to identify the challenges influencing the proper implementation of parental involvement in primary schools of Quarit Woreda, West Gojam Administrative Zone. Descriptive survey research design was used. The study was conducted in 8 sampled primary schools in the woreda. Both primary and secondary source of data were used. Accordingly, parents, teachers, students and principals were primary source of data, where as documents were the secondary source of data. Hence, data were collected from 72 Parents (69 male and 3 female), 80 teachers (male 48 and female 32), 160 students (male 80 and female 80) and 8 principals (7 male and 1 female). Parents were selected by purposive sampling method, teachers and students were selected by simple random sampling (lottery method) and principals were selected by purposive sampling. Questionnaire was the main data gathering instrument. Moreover, interview and document analysis were used as supplementary instruments. The data were analyzed by both quantitative and qualitative research methods. The quantitative research method used frequency counts, percentage and mean value. Open- ended questionnaire, interview and documents were analyzed qualitatively. Findings from the data analysis then revealed that parents’ school- based involvement in students learning in primary schools of Quarit Woreda was unsatisfactory. Parents’ involvement in helping the child at home was also below the average. The results of the study also show that the activities of school administration and teachers in enhancing parental involvement in students’ academic achievement was limited. Finally, the study revealed some challenges that influence the proper implementation of parental involvement. The identified problems challenges were parent’s belief that education only left for school and teachers, lack of awareness of parents on how to involve in their children’s learning. Following the findings and conclusions drawn, it is recommended that, school principals and teachers should create awareness on the importance of parental involvement, parents should communicate regularly with teachers, parents should create conducive home environment, the school should provide relevant information about students learning and achievement at school. Generally stakeholders need to work jointly and need to establish regular contacts so as to have two-way communication. Advisors/Committee Members: Demewoz Admasu (Dr.) (advisor).

Subjects/Keywords: Primary Schools

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APA (6^th Edition):

Sintayehu, T. (2014). Practices And Challenges Of Parental Involvement In Students’ Learning In Primary Schools Of Quarit Woreda, West Gojjam Administrative Zone, Amhara Regional State . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7129

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):

Sintayehu, Tilahun. “Practices And Challenges Of Parental Involvement In Students’ Learning In Primary Schools Of Quarit Woreda, West Gojjam Administrative Zone, Amhara Regional State .” 2014. Thesis, Addis Ababa University. Accessed January 25, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7129.

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

MLA Handbook (7^th Edition):

Sintayehu, Tilahun. “Practices And Challenges Of Parental Involvement In Students’ Learning In Primary Schools Of Quarit Woreda, West Gojjam Administrative Zone, Amhara Regional State .” 2014. Web. 25 Jan 2021.

Vancouver:

Sintayehu T. Practices And Challenges Of Parental Involvement In Students’ Learning In Primary Schools Of Quarit Woreda, West Gojjam Administrative Zone, Amhara Regional State . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Jan 25]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7129.

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

Council of Science Editors:

Sintayehu T. Practices And Challenges Of Parental Involvement In Students’ Learning In Primary Schools Of Quarit Woreda, West Gojjam Administrative Zone, Amhara Regional State . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7129

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

Addis Ababa University

9. ABU, SHIGUTE. THE PRACTICES AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAMIMPLEMENTATIONIN PREPARATORY SCHOOLS OF EAST SHOA ZONE, OROMIANATIONAL REGIONAL STATE .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7694

► This study was designed to assess the practices and related challenges of implementing school improvement program in preparatory schools of East Shoa Zone, Oromia National… (more)

▼ This study was designed to assess the practices and related challenges of implementing school improvement program in preparatory schools of East Shoa Zone, Oromia National Regional state. To this end, it emphasized on the advantages of SIP implementation in realization of its objectives, adequacy of supportive conditions to implement SIP and influence of factors of school culture. To conduct the study, descriptive survey research design was employed. The sample covered two woredas and one town administration in east shoa zone where sample preparatory schools are found. The instrument used to collect data from teachers and students was questionnaire. Semi structured interview was also conducted to collect data from principals, PTA chair persons, woreda & zone education officers. Quantitative and Qualitative methods were used to analyze the collected data. Besides, the data were analyzed by employing statistical techniques like frequencies, percentage, mean , standard deviation , and t-values. The research findings revealed that SIP implementation helped in the realization of its objectives. However, facilitating supportive conditions at school level and assistance from woreda education office was not adequate enough to implement SIP as much as expected. Furthermore, the study indicated that factors of school culture influenced the implementation of SIP. The major challenges encountered in the implementation of SIP were related to the four domains of school improvement. It may be possible to conclude that Schools which give focus for effective implementation of SIP are expected in performing better realization of its objectives than those schools that do not. And also, factors of school culture can influence positively by putting a bridge to long- lasting implementation of SIP or influence negatively by presenting barriers to it. Therefore , to ensure the overall school improvement and realization of its objectives East shoa zone and woreda education offices ought to be a catalyst for effective implementation of school improvement by understanding and acting on their role. And also it would be better for zone and woreda education offices and schools to work on the strategy in developing fertile ground for better school culture in schools such as: to work on structures and processes exist in schools to support shared leadership, facilitating staff’s collective responsibility for student learning and staff’s focus on continuous improvement. Advisors/Committee Members: MelakuYimam (advisor).

Subjects/Keywords: preparatory schools

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APA (6^th Edition):

ABU, S. (2014). THE PRACTICES AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAMIMPLEMENTATIONIN PREPARATORY SCHOOLS OF EAST SHOA ZONE, OROMIANATIONAL REGIONAL STATE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7694

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):

ABU, SHIGUTE. “THE PRACTICES AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAMIMPLEMENTATIONIN PREPARATORY SCHOOLS OF EAST SHOA ZONE, OROMIANATIONAL REGIONAL STATE .” 2014. Thesis, Addis Ababa University. Accessed January 25, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7694.

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

MLA Handbook (7^th Edition):

ABU, SHIGUTE. “THE PRACTICES AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAMIMPLEMENTATIONIN PREPARATORY SCHOOLS OF EAST SHOA ZONE, OROMIANATIONAL REGIONAL STATE .” 2014. Web. 25 Jan 2021.

Vancouver:

ABU S. THE PRACTICES AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAMIMPLEMENTATIONIN PREPARATORY SCHOOLS OF EAST SHOA ZONE, OROMIANATIONAL REGIONAL STATE . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Jan 25]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7694.

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

Council of Science Editors:

ABU S. THE PRACTICES AND CHALLENGES OF SCHOOL IMPROVEMENT PROGRAMIMPLEMENTATIONIN PREPARATORY SCHOOLS OF EAST SHOA ZONE, OROMIANATIONAL REGIONAL STATE . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7694

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

University of Otago

10. Collins, Carly Ann. Edible Gardens in New Zealand Schools .

Degree: 2011, University of Otago

URL: http://hdl.handle.net/10523/2014

► The epidemiological transition has seen Public Health shift its focus from communicable diseases to non-communicable diseases; national health systems are realigning their priorities to combat… (more)

▼ The epidemiological transition has seen Public Health shift its focus from communicable diseases to non-communicable diseases; national health systems are realigning their priorities to combat the rise of chronic disease. The lifestyle factors of good nutrition and regular physical activity play a key role in promoting health and well-being for all ages. Edible gardens in schools are one vehicle that encourages and informs positive nutritional and physical activity habits in young people. In this study, the current status of edible gardens within New Zealand schools is examined. A cross-sectional survey was posted to primary and secondary school principals randomly selected from the Ministry of Education school database. The school principal (or other nominated staff member) answered questions about whether the school currently had an edible garden, the characteristics of the garden (including student participation, funding, types of foods grown), reasons for starting the garden, and barriers to starting and maintaining the garden. Univariate and multivariate models were used to test if demographic characteristics were associated with schools having an edible garden with student involvement. The overall response rate for the survey was 64% (primary schools n=255, secondary schools n=236). The surveys were mostly completed by the school principal and 53% of the respondents who completed the survey reported that their school had a current edible garden with student involvement. There was no statistically significant difference in the proportion of primary and secondary schools having edible gardens. Among schools which were reported to currently have an edible garden, 52% of gardens were less than three years old (62% for primary schools, 40% for secondary schools). Four factors were identified as key reasons for beginning the edible garden: (1) potential curriculum links, (2) links with environmental education and sustainability, (3) links with life skills, and (4) specific interest by a staff member. Respondents for these schools identified that constraints on time was the biggest barrier faced when beginning the edible garden, followed by money and a lack of other resources. For 86% of schools without a current edible garden, it was reported that there was either ‘strong interest’ (46%) or ‘some interest’ (40%) for starting an edible garden at school. Primary schools without an edible garden were more likely to report an interest in starting one compared to secondary schools. Respondents for these schools identified staffing issues (including not enough time, other staff priorities) and lack of funding as the main reasons for not starting an edible garden. Edible gardens are an area of momentum in New Zealand schools because of the strong curriculum links with a wide array of subjects and inquiry-based learning. The potential barriers for starting and maintaining the gardens are a cause for concern if such initiatives are to be successful and sustainable across schools of all deciles. The study… Advisors/Committee Members: Richards, Rosalina (advisor).

Subjects/Keywords: Gardening; Schools

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APA (6^th Edition):

Collins, C. A. (2011). Edible Gardens in New Zealand Schools . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2014

Chicago Manual of Style (16^th Edition):

Collins, Carly Ann. “Edible Gardens in New Zealand Schools .” 2011. Masters Thesis, University of Otago. Accessed January 25, 2021. http://hdl.handle.net/10523/2014.

MLA Handbook (7^th Edition):

Collins, Carly Ann. “Edible Gardens in New Zealand Schools .” 2011. Web. 25 Jan 2021.

Vancouver:

Collins CA. Edible Gardens in New Zealand Schools . [Internet] [Masters thesis]. University of Otago; 2011. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/10523/2014.

Council of Science Editors:

Collins CA. Edible Gardens in New Zealand Schools . [Masters Thesis]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/2014

11. Mulenga, Maxwell. The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/926

► This study was conducted to investigate the perceptions of stakeholders towards community schools. It assessed the impact of community schools on communities in Kasempa District… (more)

▼ This study was conducted to investigate the perceptions of stakeholders towards community schools. It assessed the impact of community schools on communities in Kasempa District and examined the attitudes of various stakeholders towards community schools in the District.The study mainly used the qualitative design which is interactive in order to come up a detailed, accurate and factual account of the perceptions and attitudes of stakeholders. The study thus used instruments and techniques such as focused group discussions, one to one interviews and both structured and non-structured questionnaires so as to capture in-depth information. The data collected was pre-coded and arranged according to themes that emerged in the course of the study to meet the objectives of the study. All focused group discussions and interviews were tape recorded for the purpose of verbatim transcription during data analysis.Findings of the study were described under three themes namely: Views for establishment of community schools, Impact of community schools, and Attitudes of stakeholders towards community schools. The study revealed that community schools in Kasempa were established to create school places and reduce distances between home and government schools; the schools were liked because they made it possible for most children in the Kasempa communities to have access to education, but community schools were also disliked because of poor infrastructure; the expectations of stakeholders were that community schools would help the children to complete their education, get white collar jobs or become self reliant; and that unless the government comes in, the sustainability of community schools was in serious doubt due to the local communities’ lack of capacity to maintain the school buildings and pay teachers.With regard to impact of community schools on the local communities, it was found that enrolment and attendance had increased; a good number of children were able to read and write; community school going children’s behaviour had generally improved; and there were playing fields, wells and adult literacy (shibukeeni) classes being conducted in the community schools.The findings further revealed that the attitudes of stakeholders towards community schools were initially positive although eventually attitudes began to become negative due to lack of adequate external support and government encouragement; most stakeholders suffered from an inferiority complex arising from the many challenges associated with community schools.The community members running the schools were very poor, they could not provide everything needed for quality education. Although community schools had been sighted as a positive alternative to increasing access, the task of operating the schools was found to be too burdensome for the community members; the Member of Parliament (MP) and the local political leaders (Ward Councillors) paid very insignificant attention to problems in community schools. The DEBS office did very little in terms of inspecting…

Subjects/Keywords: Community Schools

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APA (6^th Edition):

Mulenga, M. (2011). The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/926

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

Chicago Manual of Style (16^th Edition):

Mulenga, Maxwell. “The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District.” 2011. Thesis, University of Zimbabwe. Accessed January 25, 2021. http://dspace.unza.zm/handle/123456789/926.

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

MLA Handbook (7^th Edition):

Mulenga, Maxwell. “The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District.” 2011. Web. 25 Jan 2021.

Vancouver:

Mulenga M. The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Jan 25]. Available from: http://dspace.unza.zm/handle/123456789/926.

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

Council of Science Editors:

Mulenga M. The Perceptions and Attitudes of Stakeholders Towards Community Schools: A case of Kasempa District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/926

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

Boston College

12. Ricciardelli, Bernadette Anne; Cummins, Cathy. Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership.

Degree: EdD, Educational Leadership and Higher Education, 2014, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101699

► This study applied the economic theory of marketplace competition as a framework to explore how district superintendents perceive the existence of charter schools by examining… (more)

Subjects/Keywords: charter schools

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APA (6^th Edition):

Ricciardelli, Bernadette Anne; Cummins, C. (2014). Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101699

Chicago Manual of Style (16^th Edition):

Ricciardelli, Bernadette Anne; Cummins, Cathy. “Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership.” 2014. Doctoral Dissertation, Boston College. Accessed January 25, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101699.

MLA Handbook (7^th Edition):

Ricciardelli, Bernadette Anne; Cummins, Cathy. “Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership.” 2014. Web. 25 Jan 2021.

Vancouver:

Ricciardelli, Bernadette Anne; Cummins C. Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2021 Jan 25]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101699.

Council of Science Editors:

Ricciardelli, Bernadette Anne; Cummins C. Superintendents' Perceptions of Charter Schools in the Context of a Competitive Educational Marketplace: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101699

Rice University

13. Duffy, Horace Joseph. School Racial Composition and Discipline.

Degree: MA, Social Sciences, 2017, Rice University

URL: http://hdl.handle.net/1911/96062

► Prior research finds school discipline to be a highly racialized process that contributes to greater inequality. While individual student level characteristics have been found to… (more)

Subjects/Keywords: Race; Schools

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APA (6^th Edition):

Duffy, H. J. (2017). School Racial Composition and Discipline. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/96062

Chicago Manual of Style (16^th Edition):

Duffy, Horace Joseph. “School Racial Composition and Discipline.” 2017. Masters Thesis, Rice University. Accessed January 25, 2021. http://hdl.handle.net/1911/96062.

MLA Handbook (7^th Edition):

Duffy, Horace Joseph. “School Racial Composition and Discipline.” 2017. Web. 25 Jan 2021.

Vancouver:

Duffy HJ. School Racial Composition and Discipline. [Internet] [Masters thesis]. Rice University; 2017. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/1911/96062.

Council of Science Editors:

Duffy HJ. School Racial Composition and Discipline. [Masters Thesis]. Rice University; 2017. Available from: http://hdl.handle.net/1911/96062

14. Witty, James Vince. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.

Degree: 2011, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/48

► This dissertation explored Tennessee practitioner perceptions of the construct, content and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming (Exemplary Practices) for… (more)

▼ This dissertation explored Tennessee practitioner perceptions of the construct, content and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming (Exemplary Practices) for use as an evaluation instrument (National Alternative Education Association, 2009). The general purposes of this study were to (1) examine the legitimacy of the ten constructs (i.e., standards) and corresponding content (i.e., indicators of success) of best practice as presented in the Exemplary Practices and (2) investigate the utility of the Exemplary Practices when transformed into an evaluation instrument for alternative schools and programs. The study entailed a two-phased sequential, mixed-model research design (Cameron, 2009). Phase One involved a concurrent embedded strategy (Creswell, 2009) to obtain quantitative and qualitative data related to the constructs and content found in the Exemplary Practices. With the exception of four indicators, findings provide evidence of construct and content validity as perceived by Tennessee practitioners. Phase Two involved a sequential, explanatory research strategy (Creswell, 2009) aimed at collecting data related to the utility of the Exemplary Practices when transformed into an evaluation instrument. Findings indicate that the majority of constructs and content were not observable during utility testing. Additionally, findings point to the need for enhancements to the instrument. During utility testing, simple observations were not enough to fully ascertain whether or not the alternative school or program was implementing the Exemplary Practices with fidelity. Research participants overwhelming noted that the evaluation instrument should incorporate evidence categories for observations, interviews and artifacts. Following Phase One and Phase Two of the study, the researcher developed an evaluation instrument for designing, delivering, evaluating and improving alternative education programming. The instrument was constructed from the Exemplary Practices but adapted based upon practitioner perceptions of construct and content validity, as well as overall utility. The culminating evaluation instrument is presented as a product of the research study. Advisors/Committee Members: Freeman, John, Rausch, David, Rutledge, Valerie, College of Health, Education, and Professional Studies.

Subjects/Keywords: Schools – Evaluation

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

APA (6^th Edition):

Witty, J. V. (2011). Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/48

Chicago Manual of Style (16^th Edition):

Witty, James Vince. “Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.” 2011. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed January 25, 2021. https://scholar.utc.edu/theses/48.

MLA Handbook (7^th Edition):

Witty, James Vince. “Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument.” 2011. Web. 25 Jan 2021.

Vancouver:

Witty JV. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2011. [cited 2021 Jan 25]. Available from: https://scholar.utc.edu/theses/48.

Council of Science Editors:

Witty JV. Tennessee practitioner perceptions of the construct, content, and utility of Exemplary Practices in Alternative Education: Indicators of Quality Programming for use as an evaluation instrument. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2011. Available from: https://scholar.utc.edu/theses/48

Texas Tech University

15. Payne, Richard W. A school for boys.

Degree: 1960, Texas Tech University

URL: http://hdl.handle.net/2346/50527

► Formal education has always been an important mold through which a person's character and usei'ulness are sh~ped. If the result o~ this period of shaping… (more)

Subjects/Keywords: Schools

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APA (6^th Edition):

Payne, R. W. (1960). A school for boys. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/50527

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):

Payne, Richard W. “A school for boys.” 1960. Thesis, Texas Tech University. Accessed January 25, 2021. http://hdl.handle.net/2346/50527.

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

MLA Handbook (7^th Edition):

Payne, Richard W. “A school for boys.” 1960. Web. 25 Jan 2021.

Vancouver:

Payne RW. A school for boys. [Internet] [Thesis]. Texas Tech University; 1960. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/2346/50527.

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

Council of Science Editors:

Payne RW. A school for boys. [Thesis]. Texas Tech University; 1960. Available from: http://hdl.handle.net/2346/50527

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

Texas Tech University

16. Hallmark, Howard. A school for boys.

Degree: 1960, Texas Tech University

URL: http://hdl.handle.net/2346/50543

► The schools of the second half of the Twentieth Century have a vast job to do. It is not enough that the children of this… (more)

Subjects/Keywords: Schools

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APA (6^th Edition):

Hallmark, H. (1960). A school for boys. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/50543

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):

Hallmark, Howard. “A school for boys.” 1960. Thesis, Texas Tech University. Accessed January 25, 2021. http://hdl.handle.net/2346/50543.

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

MLA Handbook (7^th Edition):

Hallmark, Howard. “A school for boys.” 1960. Web. 25 Jan 2021.

Vancouver:

Hallmark H. A school for boys. [Internet] [Thesis]. Texas Tech University; 1960. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/2346/50543.

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

Council of Science Editors:

Hallmark H. A school for boys. [Thesis]. Texas Tech University; 1960. Available from: http://hdl.handle.net/2346/50543

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

University of Hawaii – Manoa

17. Sumida, Anna Yoshie. A portrait of decolonizing practices at Kamehameha Elementary School.

Degree: 2016, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/101447

►

Ph.D. University of Hawaii at Manoa 2011.

Huliau refers to a turning point, a time of change. The transformation of Kamehameha Schools from a school… (more)

Subjects/Keywords: Kamehameha Schools

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APA (6^th Edition):

Sumida, A. Y. (2016). A portrait of decolonizing practices at Kamehameha Elementary School. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101447

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):

Sumida, Anna Yoshie. “A portrait of decolonizing practices at Kamehameha Elementary School.” 2016. Thesis, University of Hawaii – Manoa. Accessed January 25, 2021. http://hdl.handle.net/10125/101447.

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

MLA Handbook (7^th Edition):

Sumida, Anna Yoshie. “A portrait of decolonizing practices at Kamehameha Elementary School.” 2016. Web. 25 Jan 2021.

Vancouver:

Sumida AY. A portrait of decolonizing practices at Kamehameha Elementary School. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/10125/101447.

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

Council of Science Editors:

Sumida AY. A portrait of decolonizing practices at Kamehameha Elementary School. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101447

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

North-West University

18. Booyse, Nicolaas Johannes. The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse .

Degree: 2013, North-West University

URL: http://hdl.handle.net/10394/10501

► Parents, together with the learners, are the customers and therefore major stakeholders of schools. The management of performance is vital for these stakeholders to ensure… (more)

▼ Parents, together with the learners, are the customers and therefore major stakeholders of schools. The management of performance is vital for these stakeholders to ensure the most effective application of their resources. Therefore, this research on how SGBs and SMTs in Section 21 Schools apply performance management, at school level, to ensure effective management of the school and its resources was undertaken. Other key questions were: Which performance management tools do these schools use and what are the perceived benefits, gained by the application of performance management at school level? The research was supported by a detailed literature review covering education in South Africa, performance management and the available frameworks to evaluate the application of performance management and to gain a base for the analysis of the empirical data. Qualitative research was chosen as the preferred method of research since this was an exploratory study and qualitative research allowed key factors to emerge. Purposive sampling was used to select the participants in order to obtain insight into the application of performance management and participants‟ perspective of the benefits gained by applying performance management. Interviews were conducted with the principals and a parent representative of each of the SGBs at these schools. An interview guide was used to guide the interviews. The findings showed that all the schools under investigation made use of the Integrated Quality Management System. Participants however agreed that this system was not adequate and they needed to add their own performance management tools in order to maintain their current performance and position as prestigious schools. Although all participating schools were using some form of benchmarking, setting goals and targets, measuring learners‟ performance on all activities and measuring learners‟ behaviour, the findings also revealed that most of the schools did not implement a formal system covering all the dimensions of a school. It was evident from the findings that most of the participating schools benefitted from the application of performance management in the form of effective management and personnel development. Findings from the evaluation of the performance management systems revealed that the implementation of performance management systems is seldom carried through to the final stages and information is not always used to draft strategy in order to improve performance. It was concluded that SGBs and SMTs of the participating schools complied with some requirements indicated in literature to apply performance management systems. However most of the methods or systems are not fully implemented and there are many shortcomings. The findings suggested that the Integrated Quality Management System is reviewed by the Department of Basic Education. Furthermore, it also suggested that schools need to create formal procedures and policies in order to ensure the complete and effective application of performance management and establish…

Subjects/Keywords: Performance management; Performance measurement; Section 21 schools; Education; IQMS; Secondary schools; Schools’ finance; Schools management; Schools’ governing bodies, schools’ management teams

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APA (6^th Edition):

Booyse, N. J. (2013). The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10501

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):

Booyse, Nicolaas Johannes. “The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse .” 2013. Thesis, North-West University. Accessed January 25, 2021. http://hdl.handle.net/10394/10501.

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

MLA Handbook (7^th Edition):

Booyse, Nicolaas Johannes. “The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse .” 2013. Web. 25 Jan 2021.

Vancouver:

Booyse NJ. The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse . [Internet] [Thesis]. North-West University; 2013. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/10394/10501.

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

Council of Science Editors:

Booyse NJ. The application of performance management in Section 21 secondary schools in Tshwane / Nicolaas Johannes Booyse . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/10501

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

University of Zambia

19. Nalwimba, Elina. Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/484

► The purpose of this study was to investigate the kinds of curricula being followed by nurseries and pre- schools in Zambia; and to establish the… (more)

Subjects/Keywords: Nursury Schools-Zambia; Pre-Schools -Zambia

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APA (6^th Edition):

Nalwimba, E. (2011). Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/484

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):

Nalwimba, Elina. “Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba .” 2011. Thesis, University of Zambia. Accessed January 25, 2021. http://hdl.handle.net/123456789/484.

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

MLA Handbook (7^th Edition):

Nalwimba, Elina. “Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba .” 2011. Web. 25 Jan 2021.

Vancouver:

Nalwimba E. Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/123456789/484.

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

Council of Science Editors:

Nalwimba E. Nurseries and Pre-Schools'Curriculum Approprateness in Zambia-A case of selected Schools of Chongwe and Lusaka Districts/Elina,Nalwimba . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/484

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

University of Zambia

20. Siakalima, Silangwa. Factors that motivate parents to enroll their children in Community schools in selected schools of Lusaka District .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/941

► The current study sought to understand factors that influenced parents to enroll their children in Community Schools (CS). Literature indicates that CS encounters more challenges… (more)

Subjects/Keywords: Community schools – Zambia; Community and Schools – Zambia

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APA (6^th Edition):

Siakalima, S. (2011). Factors that motivate parents to enroll their children in Community schools in selected schools of Lusaka District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/941

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):

Siakalima, Silangwa. “Factors that motivate parents to enroll their children in Community schools in selected schools of Lusaka District .” 2011. Thesis, University of Zambia. Accessed January 25, 2021. http://hdl.handle.net/123456789/941.

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

MLA Handbook (7^th Edition):

Siakalima, Silangwa. “Factors that motivate parents to enroll their children in Community schools in selected schools of Lusaka District .” 2011. Web. 25 Jan 2021.

Vancouver:

Siakalima S. Factors that motivate parents to enroll their children in Community schools in selected schools of Lusaka District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/123456789/941.

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

Council of Science Editors:

Siakalima S. Factors that motivate parents to enroll their children in Community schools in selected schools of Lusaka District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/941

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

Penn State University

21. Alajmi, Munirah. the impact of a pilot program aimed at developing effective school leadership in Kuwait.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/26769

► The purpose of this study is to evaluate the impact of the pilot program aimed at developing effective school leadership on Kuwaiti principals’ effectiveness as… (more)

▼ The purpose of this study is to evaluate the impact of the pilot program aimed at developing effective school leadership on Kuwaiti principals’ effectiveness as perceived by teachers in three main domains: organizational development, organizational environment, and instructional leadership. Schools were chosen to participate in the pilot program by the Ministry of Education in Kuwait based on recommendations from the six Kuwaiti school districts during the 2012/2013 school year and each school’s interest in joining the pilot program. For this study, I selected 10 schools that had implemented the pilot program (the experimental group), and 10 demographically similar schools that had not implemented the pilot program (the control group). All 725 teachers (experimental = 374; control = 351) who worked in the selected schools completed surveys before and after program implementation. The survey, which was a modified version of the Audit of Principal Effectiveness (APE), included 43 items, with 10 items measuring organizational development, 27 items measuring organizational environment, and 6 measuring instructional leadership. Participants responded to items using a scale ranging from 1 (not effective) to 9 (very effective). The findings reveal that there is a statistically significant difference between the experimental and control groups’ mean scores for items related to the organizational development domain and organizational environment domain. Higher gain scores are associated with teachers in schools that implemented the pilot program aimed at increasing school principal effectiveness. The findings also reveal that there is no statistically significant difference between the experimental and control groups’ mean scores for items related to the instructional leadership domain, indicating that the pilot program did not significantly affect instructional leadership. Furthermore, demographic characteristics (gender, years of experience, educational qualifications, teaching level) had no significant effect on the dependent variable. Several implications emerged from findings. Policymakers in the Ministry of Education should focus on” enhancing the capacity of parents, the public, community organizations and businesses to understand and participate in the reform efforts” (Goertz, Floden, & O’Day, 1996,p152 ) . School principals should be equipped with the knowledge and skills necessary to help teachers with professional development and instructional improvement. Indirect instructional leadership strategies should be acknowledged and valued in Kuwaiti schools. District administrators and policymakers should work together to implement strategies that will enhance the role of school districts as active agents in the change process. Traditional leadership preparation programs should be modified by placing greater emphasis on the knowledge and skills needed to improve curriculum and instruction and addressing the diverse needs of school leaders from different professional backgrounds. Advisors/Committee Members: Roger C Shouse, Dissertation Advisor/Co-Advisor, Roger C Shouse, Committee Chair/Co-Chair, Nona Ann Prestine, Committee Member, Edward J Fuller, Committee Member, Davin Jules Carr Chellman, Committee Member.

Subjects/Keywords: educational leadership; Effective schools; education; schools; reform

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APA (6^th Edition):

Alajmi, M. (2015). the impact of a pilot program aimed at developing effective school leadership in Kuwait. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26769

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):

Alajmi, Munirah. “the impact of a pilot program aimed at developing effective school leadership in Kuwait.” 2015. Thesis, Penn State University. Accessed January 25, 2021. https://submit-etda.libraries.psu.edu/catalog/26769.

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

MLA Handbook (7^th Edition):

Alajmi, Munirah. “the impact of a pilot program aimed at developing effective school leadership in Kuwait.” 2015. Web. 25 Jan 2021.

Vancouver:

Alajmi M. the impact of a pilot program aimed at developing effective school leadership in Kuwait. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 25]. Available from: https://submit-etda.libraries.psu.edu/catalog/26769.

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

Council of Science Editors:

Alajmi M. the impact of a pilot program aimed at developing effective school leadership in Kuwait. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26769

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

22. Chisha, Limbo. An investigation of the nature of conflict and conflict management strategies involving learners in selected public secondary schools of Lusaka District.

Degree: 2018, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/6240

► This study investigated of the nature of conflict and conflict management strategies involving learners in selected public secondary schools. The study considered learners from Kabulonga… (more)

▼ This study investigated of the nature of conflict and conflict management strategies involving learners in selected public secondary schools. The study considered learners from Kabulonga and Munali Boys Secondary Schools. The objectives of the study were to; investigate the nature of conflict involving learners in schools, find out the effects of these conflicts on the learners, explore conflict management strategies employed in secondary schools and establish the effectiveness of strategies employed by the school administrators in managing conflicts. The study was qualitative in nature and thus primary data was collected using oral interviews and focus group discussions. The study had a sample size of 24 respondents from whom the findings have been reported. Primary data was analyzed qualitatively using thematic and content analysis. The findings show that the nature of conflict involving learners in secondary schools revolves on the common causes of conflict among the learners. The common causes of conflict among learners have been found to be differences in personal opinions on certain subject matters such as social matters, relationships involving girls and boys that is boyfriend/girlfriend relationships, favoritism of some pupils by some teachers, misunderstandings between and among each other, differences in backgrounds, beliefs and interests, miscommunication among them, negative behavior e.g. bullying, harassment, teasing, offensive language and verbal abuse, different levels of competence of learnt material among learners, favoritism from learners to teachers, superiority and inferiority complexes among learners and differences in social economic status of the learners. On the effects of conflicts on the learners, it has been found that most of the pupils that had been involved in conflict with fellow pupils had their friendship broken as a result of such conflicts. It was also found that pupils had difficulties to concentrate in class thus resulting into poor academic performance. It was further found that learners’ school social life becomes affected in that the learners tend to withdraw from friends; they become anti-social to others and hence fail to fit in amongst their peers. The learners’ academic performance tends to go down among the affected parties because they develop fear and stop participating fully in class. The study findings show that conflict management strategies employed in secondary schools are dialogue and mediation as methods of conflict resolution among pupils who resolved conflict among themselves. For the teachers, it has been found that they mostly use mediation and arbitration as conflict management strategies in schools. It has also been found that open dialogue, The study had a sample size of 24 respondents from whom the findings have been reported. Primary data was analyzed qualitatively using thematic and content analysis. The findings show that the nature of conflict involving learners in secondary schools revolves on the common causes of…

Subjects/Keywords: Conflict Management – Schools; Conflict resolution – Schools

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APA (6^th Edition):

Chisha, L. (2018). An investigation of the nature of conflict and conflict management strategies involving learners in selected public secondary schools of Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6240

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):

Chisha, Limbo. “An investigation of the nature of conflict and conflict management strategies involving learners in selected public secondary schools of Lusaka District.” 2018. Thesis, University of Zimbabwe. Accessed January 25, 2021. http://dspace.unza.zm/handle/123456789/6240.

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

MLA Handbook (7^th Edition):

Chisha, Limbo. “An investigation of the nature of conflict and conflict management strategies involving learners in selected public secondary schools of Lusaka District.” 2018. Web. 25 Jan 2021.

Vancouver:

Chisha L. An investigation of the nature of conflict and conflict management strategies involving learners in selected public secondary schools of Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2018. [cited 2021 Jan 25]. Available from: http://dspace.unza.zm/handle/123456789/6240.

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

Council of Science Editors:

Chisha L. An investigation of the nature of conflict and conflict management strategies involving learners in selected public secondary schools of Lusaka District. [Thesis]. University of Zimbabwe; 2018. Available from: http://dspace.unza.zm/handle/123456789/6240

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

23. Chanda, Cassius Eusebius. The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District.

Degree: 2018, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/6235

► This study focused on establishing the nature, causes, effects and strategies being used in managing conflicts among pupils, teachers and Head Teachers in selected Secondary… (more)

▼ This study focused on establishing the nature, causes, effects and strategies being used in managing conflicts among pupils, teachers and Head Teachers in selected Secondary Schools of Matero Zone in Lusaka District. In this study the sample size was 24 respondents of which 15 were pupils, 3 Head Teachers and 6 teachers drawn from 3 secondary schools. Within this sample, three focus group discussions were held. Furthermore, in order to have first-hand information, the researcher held interviews with teachers and Head Teachers. Document review was equally deployed to collect data. The causes of conflict were said to include poor communication, poor conditions of service, misuse or embezzlement of school funds, indiscipline on the part of students and teachers, inadequate resources, lack of clear jurisdiction, administrative incompetency, personality differences, conflicts of interest, and changes within the organization. The study found out that pupils, teachers and Head Teachers as individuals or groups have undeniable needs for identity, dignity, security, equity and participation in decisions that affect them. Frustration of these basic needs became a source of social conflict among pupils, teachers and Head Teachers in selected Secondary Schools of Matero Zone in Lusaka District The results of this research revealed that conflicts occurred frequently in these schools and no single school was completely an exception. Various conflict management strategies were employed to resolve conflicts among pupils, teachers and Head Teachers in selected Secondary Schools of Matero Zone in Lusaka District, namely; obliging style, mediation, integrating strategy, dominating, compromise and conflict avoidance to mention but a few. Conflict management strategies were deemed successful if they achieved a win-win or consensual agreement accepted by both parties. The benefits of conflicts included improved understanding of tasks, team development and quality of group decision making. On the other hand, the negative consequences in some cases included dysfunctional team work, decreased work satisfaction, forced transfers for teachers and disciplinary action on pupils. The findings of this study showed that active engagement rather than avoidance was vital in resolving conflicts. The study, therefore, recommended that the Ministry of General Education should be appointing Head Teachers who are trained in the field of Education Administration and Management. These Head Teachers have basic understanding of Conflict Management Systems in schools. The study further recommended that workshops on conflict resolutions should be mounted for teachers and school administrators to ensure that there is justice and fairness in resolving conflicts at school level. Finally, the study recommended that Ministry of General Education should conduct frequent monitoring to ensure that transparency and accountability is adhered to by school leadership especially on conflicts to do with finances.

Subjects/Keywords: Conflict Management – Schools; Conflict – Secondary schools

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

APA (6^th Edition):

Chanda, C. E. (2018). The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/6235

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):

Chanda, Cassius Eusebius. “The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District.” 2018. Thesis, University of Zimbabwe. Accessed January 25, 2021. http://dspace.unza.zm/handle/123456789/6235.

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

MLA Handbook (7^th Edition):

Chanda, Cassius Eusebius. “The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District.” 2018. Web. 25 Jan 2021.

Vancouver:

Chanda CE. The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2018. [cited 2021 Jan 25]. Available from: http://dspace.unza.zm/handle/123456789/6235.

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

Council of Science Editors:

Chanda CE. The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District. [Thesis]. University of Zimbabwe; 2018. Available from: http://dspace.unza.zm/handle/123456789/6235

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

Montana State University

24. Filpula, Linda Ruth. Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools.

Degree: EdD, College of Education, Health & Human Development, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/12510

► The purpose of this multiple embedded case study is to understand how principal leadership develops and maintains collective teacher efficacy (CTE) in rural high schools,… (more)

Subjects/Keywords: High schools.; Rural schools.; School principals.; Leadership.

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APA (6^th Edition):

Filpula, L. R. (2016). Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools. (Doctoral Dissertation). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/12510

Chicago Manual of Style (16^th Edition):

Filpula, Linda Ruth. “Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools.” 2016. Doctoral Dissertation, Montana State University. Accessed January 25, 2021. https://scholarworks.montana.edu/xmlui/handle/1/12510.

MLA Handbook (7^th Edition):

Filpula, Linda Ruth. “Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools.” 2016. Web. 25 Jan 2021.

Vancouver:

Filpula LR. Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools. [Internet] [Doctoral dissertation]. Montana State University; 2016. [cited 2021 Jan 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12510.

Council of Science Editors:

Filpula LR. Principal leadership, collective teacher efficacy, and high reliability organization principles : creating high-performing high schools. [Doctoral Dissertation]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/12510

University of Limerick

25. Prior, Samantha. The implementation of an intervention programme to increase students’ interest in science in DEIS schools.

Degree: 2018, University of Limerick

URL: http://hdl.handle.net/10344/7604

►

peer-reviewed

Despite the apparent prioritisation of the educational needs of young people from low socio economic status (SES) backgrounds, the uptake of Science subjects in… (more)

▼

peer-reviewed

Despite the apparent prioritisation of the educational needs of young people from low socio economic status (SES) backgrounds, the uptake of Science subjects in DEIS schools remains significantly lower than the national average. Often students from low SES communities are influenced by the ‘norm’, and as a result have little to entice them to pursue what is considered to be a more challenging subject. The purpose of this research study was to increase students from lower SES backgrounds interest in Junior Cycle Science. The research study aimed to identify where students from Delivering Equality of Opportunity in Schools (DEIS) schools negative perceptions came from, and as a result, develop and implement an Intervention Programme aimed at overcoming these negative attitudes towards Science and thus increase their interest. The research study took part in three phases and used a mixed methods approach. The first phase was the exploratory phase in which interviews were conducted with Service Science Teachers to determine how they are currently teaching Science in DEIS secondary schools, and potentially what can be done to overcome difficulties encountered. The second phase was the creation of the Intervention Programme. This Intervention Programme was implemented in Phase 3 as part of an Intervention Programme following workshops with the teachers. Questionnaires from Pre-service Science Teachers and Junior Cycle Science students were used to gather data relating to the effectiveness of the Intervention Programme. The results from the interviews conducted with teachers in DEIS schools in the first phase indicated that there was a need for an Intervention Programme as interest in Science had been drastically decreasing. Pre and post questionnaires were analysed after the Intervention Programme was implemented in Phase 3, and indicated that Junior Cycle Science students’ interest in Science had increased significantly. The students indicated that Science related more to their own lives, and the Intervention Programme motivated them to take part more in Science more than they usually do. The Pre-service Science Teachers were also in agreement with the students, and found the Intervention Programme to be an essential part of their teaching. Recommendations from this research study include an Intervention Programme being implemented in DEIS schools to help students overcome their negative perceptions of Science. It also removes any constraints teachers may have for making their lessons more interactive and relatable to students.

Advisors/Committee Members: O'Grady, Audrey.

Subjects/Keywords: DEIS schools; intervention programme; schools; science

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APA (6^th Edition):

Prior, S. (2018). The implementation of an intervention programme to increase students’ interest in science in DEIS schools. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7604

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):

Prior, Samantha. “The implementation of an intervention programme to increase students’ interest in science in DEIS schools.” 2018. Thesis, University of Limerick. Accessed January 25, 2021. http://hdl.handle.net/10344/7604.

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

MLA Handbook (7^th Edition):

Prior, Samantha. “The implementation of an intervention programme to increase students’ interest in science in DEIS schools.” 2018. Web. 25 Jan 2021.

Vancouver:

Prior S. The implementation of an intervention programme to increase students’ interest in science in DEIS schools. [Internet] [Thesis]. University of Limerick; 2018. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/10344/7604.

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

Council of Science Editors:

Prior S. The implementation of an intervention programme to increase students’ interest in science in DEIS schools. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7604

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

Louisiana State University

26. Pyfrom, Christopher. Theatre Safety in Louisiana Secondary Schools: A Survey Study.

Degree: MFA, Theatre and Performance Studies, 2015, Louisiana State University

URL: etd-03172015-084434 ; https://digitalcommons.lsu.edu/gradschool_theses/3728

► Participation in secondary school theatre can have many benefits including the development of improved reading comprehension, self-concept, and empathy. In the world of professional theatre,… (more)

Subjects/Keywords: high schools; middle schools; teacher certification

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APA (6^th Edition):

Pyfrom, C. (2015). Theatre Safety in Louisiana Secondary Schools: A Survey Study. (Masters Thesis). Louisiana State University. Retrieved from etd-03172015-084434 ; https://digitalcommons.lsu.edu/gradschool_theses/3728

Chicago Manual of Style (16^th Edition):

Pyfrom, Christopher. “Theatre Safety in Louisiana Secondary Schools: A Survey Study.” 2015. Masters Thesis, Louisiana State University. Accessed January 25, 2021. etd-03172015-084434 ; https://digitalcommons.lsu.edu/gradschool_theses/3728.

MLA Handbook (7^th Edition):

Pyfrom, Christopher. “Theatre Safety in Louisiana Secondary Schools: A Survey Study.” 2015. Web. 25 Jan 2021.

Vancouver:

Pyfrom C. Theatre Safety in Louisiana Secondary Schools: A Survey Study. [Internet] [Masters thesis]. Louisiana State University; 2015. [cited 2021 Jan 25]. Available from: etd-03172015-084434 ; https://digitalcommons.lsu.edu/gradschool_theses/3728.

Council of Science Editors:

Pyfrom C. Theatre Safety in Louisiana Secondary Schools: A Survey Study. [Masters Thesis]. Louisiana State University; 2015. Available from: etd-03172015-084434 ; https://digitalcommons.lsu.edu/gradschool_theses/3728

University of Georgia

27. Ozug, Judith Helen Adamchik. Charter schools in Georgia and parent involvement in these schools.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/22981

► The purpose of this study was to examine charter schools in Georgia and look at the types of charter schools operating in the state and… (more)

Subjects/Keywords: Charter Schools; Georgia Charter Schools; Parent Involvement

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APA (6^th Edition):

Ozug, J. H. A. (2014). Charter schools in Georgia and parent involvement in these schools. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22981

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):

Ozug, Judith Helen Adamchik. “Charter schools in Georgia and parent involvement in these schools.” 2014. Thesis, University of Georgia. Accessed January 25, 2021. http://hdl.handle.net/10724/22981.

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

MLA Handbook (7^th Edition):

Ozug, Judith Helen Adamchik. “Charter schools in Georgia and parent involvement in these schools.” 2014. Web. 25 Jan 2021.

Vancouver:

Ozug JHA. Charter schools in Georgia and parent involvement in these schools. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/10724/22981.

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

Council of Science Editors:

Ozug JHA. Charter schools in Georgia and parent involvement in these schools. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22981

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

Georgia State University

28. Miller, Carla Bernard. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.

Degree: PhD, Early Childhood Education, 2016, Georgia State University

URL: https://scholarworks.gsu.edu/ece_diss/28

► The importance of teacher dispositions has quickly become commonplace in the preparation of teachers. Unlike other well-established domains of teacher education, like knowledge and… (more)

Subjects/Keywords: Teacher dispositions; High-needs schools; Urban schools

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APA (6^th Edition):

Miller, C. B. (2016). Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/28

Chicago Manual of Style (16^th Edition):

Miller, Carla Bernard. “Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.” 2016. Doctoral Dissertation, Georgia State University. Accessed January 25, 2021. https://scholarworks.gsu.edu/ece_diss/28.

MLA Handbook (7^th Edition):

Miller, Carla Bernard. “Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions.” 2016. Web. 25 Jan 2021.

Vancouver:

Miller CB. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2021 Jan 25]. Available from: https://scholarworks.gsu.edu/ece_diss/28.

Council of Science Editors:

Miller CB. Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching Dispositions. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/ece_diss/28

University of Sydney

29. Al Aloola, Noha. Asthma Medication Use and General Asthma Management in Saudi Arabian Primary Schools .

Degree: 2016, University of Sydney

URL: http://hdl.handle.net/2123/16426

► Asthma is one of the most common chronic diseases among children. Asthma affects children’s quality of life, sleep, social and physical activities, and academic performance… (more)

▼ Asthma is one of the most common chronic diseases among children. Asthma affects children’s quality of life, sleep, social and physical activities, and academic performance at school. This effect on children’s quality of life places a burden on their caregivers (parents) and the family milieu. These facts suggest that schools are and should be an important setting for asthma care. While children attend school, the caregiving role is partly transferred from parents to teachers, and peers can also play a pivotal role by creating a supportive environment, despite not being involved in care provision. Given the significant effects of asthma, it is important that all teachers have working knowledge of asthma in order to be able to understand asthma symptoms, help children with asthma use their medications when needed, and assist in emergency situations, as, in most cases, teaching occurs with a single teacher educating a given class. Unfortunately, a review of the literature revealed that teachers’ asthma knowledge and symptom management skills are suboptimal. With such research findings emanating from various countries, many programs have been developed in Australia, Europe, and the United States to improve awareness about childhood asthma and to provide trainees (teachers) with the skills necessary to recognise and provide appropriate first aid to children experiencing a worsening of symptoms in the school setting. Many other programs were also conducted in the school setting, which focused on children with asthma, school resources (such as nurses/medical staff), and the entire school community. The majority of research in this field and program development is reported from developed, English-speaking countries with a traditionally high prevalence of asthma and allergies in children. However, current epidemiological data indicate that the burden of asthma is shifting globally, with many developed countries demonstrating static trends in prevalence and developing countries exhibiting an increase in the prevalence of asthma, particularly among children. These data may or may not reflect a “true” increase, but they do reflect an increasing understanding asthma and recognition, and parallel changes in public health focus from communicable to non-communicable diseases in these countries. For example, in Saudi Arabia, there seems to be an increase in asthma prevalence in recent years, even though it has not been a country with a historically high prevalence of asthma. Given that asthma is only recently assuming importance because of its increasing prevalence, programs and investment in public awareness and education are likely to be lower in Saudi Arabia. Indeed, research suggests that Saudi Arabia’s school health infrastructure is not well developed and that there are no national-level policies on managing asthma in Saudi schools. Furthermore, research in this area is quite limited. To the best of my knowledge, the only published study on the topic suggested that most Saudi school staff have low levels of general asthma…

Subjects/Keywords: Asthma; Schools; Primary Schools; Saudi Arabia

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APA (6^th Edition):

Al Aloola, N. (2016). Asthma Medication Use and General Asthma Management in Saudi Arabian Primary Schools . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16426

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):

Al Aloola, Noha. “Asthma Medication Use and General Asthma Management in Saudi Arabian Primary Schools .” 2016. Thesis, University of Sydney. Accessed January 25, 2021. http://hdl.handle.net/2123/16426.

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

MLA Handbook (7^th Edition):

Al Aloola, Noha. “Asthma Medication Use and General Asthma Management in Saudi Arabian Primary Schools .” 2016. Web. 25 Jan 2021.

Vancouver:

Al Aloola N. Asthma Medication Use and General Asthma Management in Saudi Arabian Primary Schools . [Internet] [Thesis]. University of Sydney; 2016. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/2123/16426.

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

Council of Science Editors:

Al Aloola N. Asthma Medication Use and General Asthma Management in Saudi Arabian Primary Schools . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16426

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

University of Zambia

30. Mulopo, Maurice. Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/453

► This research study aimed at identifying factors affecting performance of learners in open secondary school centres. The concern was the prevailing poor performance of learners… (more)

▼ This research study aimed at identifying factors affecting performance of learners in open secondary school centres. The concern was the prevailing poor performance of learners at an open secondary school centre in Mazabuka district pseudo named Mazabuka Open Secondary School centre in contrast to the good performance of learners at the regular school pseudo named Frost Secondary School where the teachers at this centre are also teaching. The methodology used in this study was a case study. In this study the researcher investigated the factors affecting the performance of open secondary learners from the stakeholders' point of view. He compared the teaching and learning at the regular school (where the performance is good) to that at the open secondary school centre (where the performance is poor) to show the gap in performance. This comparison was also intended to bring out the difference in the operations of the two institutions which in turn helped to explain the differences in performance. The respondents in this study were administrators who included the head teachers of the regular and the two basic schools from where the centre operates, the deputy head teachers for the regular school and one of the basic schools and the open secondary school centre committee; the teachers teaching at both the regular school and the open secondary school centre; grade 10,11 and 12 learners at the open secondary school centre and parents and guardians of learners at the open secondary school centre. Some teachers in this study were observed teaching from both the regular school and the open secondary school centre and then interviewed while others were involved in a Focus Group Discussion. The interview method was used to obtain data from head and deputy head teachers while Focus Group Discussions were used to get data from Open Secondary School Committee, teachers and learners.The findings of this study revealed that the open secondary school centre learners that sit for the same examinations with those from the regular school perform poorly because they are greatly disadvantaged in terms of the teaching and leaning environment. Factors that negatively affect performance of learners in open secondary schools include over enrolment; lack of teaching and learning materials; teachers that absent themselves from lessons, are tired and uncommitted; poor timing of sessions and poor assessment. These factors eventually lead to learner absenteeism that affects performance of learners. The identified factors seemed to result mostly from lack of strict monitoring and supervision. The suggested solution to the problem was providing facilities and factors that tend to enhance the performance of learners at the regular school like a strict supervisor, laboratories, a library, textbooks and extended learning time.

Subjects/Keywords: Secondary schools-Zambia

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APA (6^th Edition):

Mulopo, M. (2011). Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/453

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):

Mulopo, Maurice. “Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia .” 2011. Thesis, University of Zambia. Accessed January 25, 2021. http://hdl.handle.net/123456789/453.

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

MLA Handbook (7^th Edition):

Mulopo, Maurice. “Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia .” 2011. Web. 25 Jan 2021.

Vancouver:

Mulopo M. Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Jan 25]. Available from: http://hdl.handle.net/123456789/453.

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

Council of Science Editors:

Mulopo M. Stakeholders' Perceptions of factors that affect the performance of open secondary school classes: A case study of one open seceondary school centre in Mazabuka ,Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/453

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

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