subject:(transformation schools)

1. -4957-0736. District level coherence making as a prerequisite for school transformation : a study of a Texas school district developing and implementing a learning framework.

Degree: EdD, Educational Leadership and Policy, 2019, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/3128

► In the almost twenty years since the inception of No Child Left Behind in 2001, the United States has experienced school reform efforts at an… (more)

▼ In the almost twenty years since the inception of No Child Left Behind in 2001, the United States has experienced school reform efforts at an unprecedented rate. Federal and State legislatures have attempted to leverage high stakes accountability systems in order to force change with little success. Likewise, grassroots efforts have been attempted by networks of school districts, but have lacked the resources to make systemic reforms. With the literature emphasizing the role of the district in education reform and transformation, the challenge appears to be how school districts can balance the demands of the high stakes accountability system still in place, while providing an environment supportive of the innovation necessary to transform the system. The purpose of this mixed methods study was to explore and understand the perspectives of educators, campus principals, and central office administrators regarding the coherence provided by a district created and implemented learning framework. The following research question guided the study: How do classroom educators, campus principals, and central office administrators of a school district focused on transformation experience coherence through a district created and implemented learning framework? The researcher utilized a mixed methodology study design with a sequential transformative strategy in order to explore and understand the lived experiences of the district’s elementary educators, elementary principals, and central office administrators. The quantitative data tool included a district-wide survey with yes/no, Likert scale, and open response questions. The qualitative methods included individual interviews, a focus group, and the review of district documents. A purposeful sampling strategy was utilized to select 2 central office administrators, and 1 elementary campus principal from each of the 3 middle school feeder patterns. A snowball strategy was utilized to select the classroom educators to participate in the study. The analysis of the quantitative and qualitative data resulted in a narrative supporting the creation of themes relating to how the classroom educators, campus principals, and central office administrators experience and understand the level and impact coherence provided by the district created learning framework. Implications for practice evolving from this study extend to researchers, campus principals, central office administrators, and superintendents. Advisors/Committee Members: Olivárez, Rubén (advisor), Collier, Denise (committee member), DeMatthews, David (committee member), Sharpe, Edwin (committee member).

Subjects/Keywords: Coherence; Transformation; Schools; District

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APA (6^th Edition):

-4957-0736. (2019). District level coherence making as a prerequisite for school transformation : a study of a Texas school district developing and implementing a learning framework. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/3128

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-4957-0736. “District level coherence making as a prerequisite for school transformation : a study of a Texas school district developing and implementing a learning framework.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed January 16, 2021. http://dx.doi.org/10.26153/tsw/3128.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-4957-0736. “District level coherence making as a prerequisite for school transformation : a study of a Texas school district developing and implementing a learning framework.” 2019. Web. 16 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4957-0736. District level coherence making as a prerequisite for school transformation : a study of a Texas school district developing and implementing a learning framework. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Jan 16]. Available from: http://dx.doi.org/10.26153/tsw/3128.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4957-0736. District level coherence making as a prerequisite for school transformation : a study of a Texas school district developing and implementing a learning framework. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/3128

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

UCLA

2. McQueen, Shante K Stuart. Becoming a Community School: Teacher Perspectives through the Transition from Traditional Public to Public Community School.

Degree: Education, 2018, UCLA

URL: http://www.escholarship.org/uc/item/3sv9m2tn

► This dissertation study is situated in the context of urban school reform, considering community schools (CSs) as a viable strategy for increasing equity and justice… (more)

▼ This dissertation study is situated in the context of urban school reform, considering community schools (CSs) as a viable strategy for increasing equity and justice in underserved urban communities. This study begins to fill the gap in literature on teachers’ experiences in CSs by studying the implementation of the CS strategy through the perspective of teachers. The theoretical framework includes literature on community schools, community-oriented teachers and organizational change theory. Research questions are: 1.) How do teachers in a developing university-assisted community school (UACS) experience inclusion in a purportedly democratic, partnership-based reform? 2.) To what extent do teachers in a developing UACS experience transformation in six pillars that define the community schooling approach (Frankl et al., 2016): a.) curricula that is engaging, culturally relevant and challenging, b.) emphasis on high-quality teaching, c.) wrap-around supports and [extended-learning] opportunities, d.) positive discipline practices, e.) authentic parent and community engagement, f.) inclusive school leadership.Qualitative case-study methodology was employed to develop context dependent knowledge through interviews and participant observation (Merriam, 2009). The primary source of data was 25 qualitative interviews and 2 focus groups conducted over the course of one year. Interview data was supported through triangulation of data from weekly meeting observations and document analysis. Major findings in relation to question1 demonstrate that teachers experienced inclusion through enhanced collaboration and decision-making power brought by positions on councils and committees, as well as additional professional development meetings. In response to question #2, this study found teachers experienced more pronounced transformation in the pillars one and two: emphasis on high-quality teaching and curricula that is engaging, culturally relevant and challenging. Findings suggest that the university, whose CS initiative was led by their school of education, was well suited to be the lead-partner agency for the school in study because of the school’s desire to improve the quality and stability of their faculty. Additionally, several of the primary decisions made by the school’s leadership and shared-governance council created conditions in which successful organizational learning could occur, including building additional professional learning and collaboration time into the weekly schedule, and combining decision-making bodies to improve representation through the inclusion of a larger group of stakeholders.

Subjects/Keywords: Teacher education; Organization theory; Community Schools; School Transformation; School-University Partnerships; Teacher Perspectives; Urban School Reform

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APA (6^th Edition):

McQueen, S. K. S. (2018). Becoming a Community School: Teacher Perspectives through the Transition from Traditional Public to Public Community School. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3sv9m2tn

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):

McQueen, Shante K Stuart. “Becoming a Community School: Teacher Perspectives through the Transition from Traditional Public to Public Community School.” 2018. Thesis, UCLA. Accessed January 16, 2021. http://www.escholarship.org/uc/item/3sv9m2tn.

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

MLA Handbook (7^th Edition):

McQueen, Shante K Stuart. “Becoming a Community School: Teacher Perspectives through the Transition from Traditional Public to Public Community School.” 2018. Web. 16 Jan 2021.

Vancouver:

McQueen SKS. Becoming a Community School: Teacher Perspectives through the Transition from Traditional Public to Public Community School. [Internet] [Thesis]. UCLA; 2018. [cited 2021 Jan 16]. Available from: http://www.escholarship.org/uc/item/3sv9m2tn.

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

Council of Science Editors:

McQueen SKS. Becoming a Community School: Teacher Perspectives through the Transition from Traditional Public to Public Community School. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/3sv9m2tn

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

University of South Africa

3. Madziyire, Godfrey Tapfumaneyi. Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/19117

► The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions… (more)

Subjects/Keywords: Charity and philanthropy; Philanthropy in education; Evaluating of philanthropy in high schools; Impact of philanthropy; Motivations of giving; Transformation giving

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APA (6^th Edition):

Madziyire, G. T. (2015). Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19117

Chicago Manual of Style (16^th Edition):

Madziyire, Godfrey Tapfumaneyi. “Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective .” 2015. Doctoral Dissertation, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/19117.

MLA Handbook (7^th Edition):

Madziyire, Godfrey Tapfumaneyi. “Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective .” 2015. Web. 16 Jan 2021.

Vancouver:

Madziyire GT. Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective . [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/19117.

Council of Science Editors:

Madziyire GT. Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective . [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19117

Victoria University of Wellington

4. Hindle, Rawiri. The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1468

► This thesis examines the impact of the Nga Toi professional development and implementation model on resource teachers of Maori and Maori advisors. It explores the… (more)

▼ This thesis examines the impact of the Nga Toi professional development and implementation model on resource teachers of Maori and Maori advisors. It explores the inter-relatedness of understanding, doing and being in relation to professional development, and teaching and learning in general. With the intention of acknowledging that 'being' is an equally important component in arts education. This research is a qualitative investigation into the phenomenon of Nga Toi Professional Development and is embedded within a Kaupapa Maori paradigm. Eight participants were interviewed using semi-structured interviews. The interviews were transcribed and analysed using themes that arose out of the data itself. The data was categorised into the three areas of doing, being and understanding to allow for an analysis of what the respondents were saying in relation to the research question, 'How can Maori arts education contribute towards a holistic approach of knowing based on the inter-relatedness of understanding, doing, and being?' It is the interconnectedness of these three concepts that allow for a deeper knowing of things. This could be described as a knowing of the mind, body and soul and equates with terms such as realisation or 'in the zone' and enlightenment. The design of the Nga Toi professional development acknowledged and incorporated the allowance for 'being', as interpreted in this study, into the planning. This created some ambiguity in planning as some things emerged through the process and the learning was retrospective or came out of being reflective. Some of the structures, such as the dramaturgy processes assisted in creating an environment which in equal parts challenged yet supported participants to move into unknown spaces. Integrating 'being' as an integral part of arts education challenges current thought that everything has to be assessed and have an outcome. Being challenges this approach to learning as it is often the immeasurable quotient in a performance or action. Being in the arts evokes an emotional or even spiritual response; you know when it's there but can't predict what it will look like or the impact it will have. From the facilitators perspective success in the Nga Toi professional development was expressed through developing skills, understandings and being through experiential or practical workshops and following it up with the theory. A major intention of this study is to create a space and a dialogue for debate and discussion in regards to the inclusion of 'being' in arts education. Advisors/Committee Members: Phillips, Hazel, Savage, Catherine.

Subjects/Keywords: Transformation; Immersion schools; Professional development; Teachers of Maori

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APA (6^th Edition):

Hindle, R. (2010). The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1468

Chicago Manual of Style (16^th Edition):

Hindle, Rawiri. “The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being.” 2010. Masters Thesis, Victoria University of Wellington. Accessed January 16, 2021. http://hdl.handle.net/10063/1468.

MLA Handbook (7^th Edition):

Hindle, Rawiri. “The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being.” 2010. Web. 16 Jan 2021.

Vancouver:

Hindle R. The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10063/1468.

Council of Science Editors:

Hindle R. The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1468

University of North Texas

5. Taylor, LaBotta. A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc699960/

► African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title… (more)

▼ African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine. Advisors/Committee Members: Tunks, Jeanne L., Huffman, Jane Bumpers, 1950-, Bush, V. Barbara, King, Kelley M. (Kelley Marie), 1964-.

Subjects/Keywords: urban education; elementary school; transformation leadership; African American women school principals – Case studies.; Educational leadership – Case studies.; Urban schools – Case studies.; Elementary schools – Case studies.; Academic achievement – Case studies.

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

APA (6^th Edition):

Taylor, L. (2014). A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699960/

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):

Taylor, LaBotta. “A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools.” 2014. Thesis, University of North Texas. Accessed January 16, 2021. https://digital.library.unt.edu/ark:/67531/metadc699960/.

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

MLA Handbook (7^th Edition):

Taylor, LaBotta. “A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools.” 2014. Web. 16 Jan 2021.

Vancouver:

Taylor L. A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Jan 16]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699960/.

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

Council of Science Editors:

Taylor L. A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699960/

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

University of Pretoria

6. [No author]. The perceptions of principals on staff reduction in schools .

Degree: 2008, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-06042008-075813/

► This research project examines the experiences of school principals when implementing the staff-reduction process of the rationalisation policy stipulated by the National Department of Education… (more)

▼ This research project examines the experiences of school principals when implementing the staff-reduction process of the rationalisation policy stipulated by the National Department of Education in 1994. The implementation of this policy has its origins in the Transformation policy of the National government after the first democratic election in South Africa in 1994. The aim of the rationalisation policy is to bring about equity and affirmative action in the staff provision in schools. Achieving this is a collective agreement between the National Education Department and the teachers’ unions where the decision was made that the teacher:learner ratio would be 1:35 in secondary schools and 1:40 in primary schools. The aim of this research is to determine what principals experience during the staff-reduction process(es) and what impact it would have on the principal as the manager of the institution. The researcher also intends to examine the influence that staff reduction has on the working conditions of the principal as well as how this process affects the teaching and learning culture in a school. Ultimately the researcher intends to make recommendations to assist principals that are affected by staff reduction. The research concentrates on a selected group of principals, regardless of race, gender or religion (including principals from secondary, middle and primary schools) who are currently busy with their Masters Degree in Education Leadership and Management at the University of Pretoria. A qualitative research methodology is used to exemplify the perceptions and experiences of principals. The dissertation is divided into five chapters. Chapter One provides an overview and orientation of the study. The focus is the problem statement and the exposition of the aims of the research. Chapter Two concentrates on the literature study that is supported by the collection of empirical data with specific reference to the rationalisation process and the resulting staff reduction process in some schools. Chapter Three discusses the research design and data collection instruments. The focus is on the individual interviews (face to face) done with principals of schools where they air their views regarding the rationalisation process, staff reduction and the impact that the abovementioned has on the teaching and learning process in schools. Transcriptions are made of the audio recordings of the interviews and field notes have also been included as background information for the interviews. In Chapter Four the analysis of the collective interviewed data is done and the empirical data is discussed. Chapter Five is a summary of the research. In this chapter the important findings are discussed and suitable recommendations are made. Advisors/Committee Members: Prof J Heystek (advisor).

Subjects/Keywords: Rightsizing; Educator-learner ratio; Redress initiatives; Post establishments; Previously disadvantaged schools (pds); Equity; Education transformation; Staff reduction; Descriptive narratives; Staff redeployment; UCTD

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APA (6^th Edition):

author], [. (2008). The perceptions of principals on staff reduction in schools . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06042008-075813/

Chicago Manual of Style (16^th Edition):

author], [No. “The perceptions of principals on staff reduction in schools .” 2008. Masters Thesis, University of Pretoria. Accessed January 16, 2021. http://upetd.up.ac.za/thesis/available/etd-06042008-075813/.

MLA Handbook (7^th Edition):

author], [No. “The perceptions of principals on staff reduction in schools .” 2008. Web. 16 Jan 2021.

Vancouver:

author] [. The perceptions of principals on staff reduction in schools . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2021 Jan 16]. Available from: http://upetd.up.ac.za/thesis/available/etd-06042008-075813/.

Council of Science Editors:

author] [. The perceptions of principals on staff reduction in schools . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-06042008-075813/

University of Pretoria

7. Schoeman, Daniel Wilhelmus. The perceptions of principals on staff reduction in schools.

Degree: Education Management and Policy Studies, 2008, University of Pretoria

URL: http://hdl.handle.net/2263/25237

► This research project examines the experiences of school principals when implementing the staff-reduction process of the rationalisation policy stipulated by the National Department of Education… (more)

▼ This research project examines the experiences of school principals when implementing the staff-reduction process of the rationalisation policy stipulated by the National Department of Education in 1994. The implementation of this policy has its origins in the Transformation policy of the National government after the first democratic election in South Africa in 1994. The aim of the rationalisation policy is to bring about equity and affirmative action in the staff provision in schools. Achieving this is a collective agreement between the National Education Department and the teachers’ unions where the decision was made that the teacher:learner ratio would be 1:35 in secondary schools and 1:40 in primary schools. The aim of this research is to determine what principals experience during the staff-reduction process(es) and what impact it would have on the principal as the manager of the institution. The researcher also intends to examine the influence that staff reduction has on the working conditions of the principal as well as how this process affects the teaching and learning culture in a school. Ultimately the researcher intends to make recommendations to assist principals that are affected by staff reduction. The research concentrates on a selected group of principals, regardless of race, gender or religion (including principals from secondary, middle and primary schools) who are currently busy with their Masters Degree in Education Leadership and Management at the University of Pretoria. A qualitative research methodology is used to exemplify the perceptions and experiences of principals. The dissertation is divided into five chapters. Chapter One provides an overview and orientation of the study. The focus is the problem statement and the exposition of the aims of the research. Chapter Two concentrates on the literature study that is supported by the collection of empirical data with specific reference to the rationalisation process and the resulting staff reduction process in some schools. Chapter Three discusses the research design and data collection instruments. The focus is on the individual interviews (face to face) done with principals of schools where they air their views regarding the rationalisation process, staff reduction and the impact that the abovementioned has on the teaching and learning process in schools. Transcriptions are made of the audio recordings of the interviews and field notes have also been included as background information for the interviews. In Chapter Four the analysis of the collective interviewed data is done and the empirical data is discussed. Chapter Five is a summary of the research. In this chapter the important findings are discussed and suitable recommendations are made. Advisors/Committee Members: Prof J Heystek (advisor).

Subjects/Keywords: Rightsizing; Educator-learner ratio; Redress initiatives; Post establishments; Previously disadvantaged schools (pds); Equity; Education transformation; Staff reduction; Descriptive narratives; Staff redeployment; UCTD

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

APA (6^th Edition):

Schoeman, D. (2008). The perceptions of principals on staff reduction in schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25237

Chicago Manual of Style (16^th Edition):

Schoeman, Daniel. “The perceptions of principals on staff reduction in schools.” 2008. Masters Thesis, University of Pretoria. Accessed January 16, 2021. http://hdl.handle.net/2263/25237.

MLA Handbook (7^th Edition):

Schoeman, Daniel. “The perceptions of principals on staff reduction in schools.” 2008. Web. 16 Jan 2021.

Vancouver:

Schoeman D. The perceptions of principals on staff reduction in schools. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2263/25237.

Council of Science Editors:

Schoeman D. The perceptions of principals on staff reduction in schools. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25237

University of South Africa

8. Retief, Wilhelmina Francina. Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach .

Degree: 2009, University of South Africa

URL: http://hdl.handle.net/10500/1407

► Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators… (more)

Subjects/Keywords: Full-service schools; Deaf learners; Auditory oral approach; Transformation; Barriers to learning; Support

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APA (6^th Edition):

Retief, W. F. (2009). Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1407

Chicago Manual of Style (16^th Edition):

Retief, Wilhelmina Francina. “Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach .” 2009. Masters Thesis, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/1407.

MLA Handbook (7^th Edition):

Retief, Wilhelmina Francina. “Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach .” 2009. Web. 16 Jan 2021.

Vancouver:

Retief WF. Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/1407.

Council of Science Editors:

Retief WF. Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1407

University of South Africa

9. Rauhut, Irene. Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit .

Degree: 2011, University of South Africa

URL: http://hdl.handle.net/10500/6443

► In dieser Forschungsarbeit wird der Zusammenhang von christlicher Gesellschaftsverantwortung und Schulentwicklung in dem sozialen Brennpunkt Berlin- Moabit untersucht. Aufgrund des anhaltenden Wegzugs bildungsorientierter Eltern mit… (more)

▼ In dieser Forschungsarbeit wird der Zusammenhang von christlicher Gesellschaftsverantwortung und Schulentwicklung in dem sozialen Brennpunkt Berlin- Moabit untersucht. Aufgrund des anhaltenden Wegzugs bildungsorientierter Eltern mit schulpflichtigen Kindern und damit einer zunehmenden Entmischung (Segregation) der Schülerpopulation und damit des Ortsteils Moabit, möchte die qualitative Studie einen Beitrag dazu leisten, Wege aus dieser schulischen Krise, die Auswirkungen auf die Kirchen Moabits und den Ortsteil insgesamt hat, zu finden. Als Lösungsansatz wird dabei das Bleiben von bildungsorientierten Familien in Moabit mit einer aktiven Kirchenzugehörigkeit aus folgenden Gründen verfolgt: Bleiben bildungsorientierte Familien wieder verstärkt in Moabit wohnen und gehen ihre Kinder auf die ihnen zugewiesenen Grundschulen, so werden durch eine Aufhebung der Segregation die Bildungschancen erhöht, da schulisches Lernen bedeutend auf dem Prinzip des Voneinander Lernens basiert, wie dies zahlreiche Studien belegen. Bleiben Familien mit aktiver Kirchenzugehörigkeit in dem sozialen Brennpunkt Berlin- Moabit wohnen, so können sie in gegenseitiger Unterstützung durch eine missionalinkarnatorische Art zu leben, d.h. durch ein am Vorbild Jesu orientiertes Wohnen und Leben unter den Menschen, Transformation in dem sozial benachteiligten Ortsteil Moabit bewirken. Somit werden Eltern befragt, deren Kinder sich im schulpflichtigen Alter befinden und die das Ziel verfolgen, langfristig in Moabit wohnen zu bleiben, die bereits Moabit aufgrund der Schulsituation verlassen haben oder die vor dieser Entscheidung stehen. Durch diese qualitative Studie, die sich im Kontext der Missionswissenschaften bewegt und der empirischen Theologie zuzuordnen ist, werden Lösungsmöglichkeiten für die Situation in dem Ortsteil Moabit erwartet.; The Thesis explores the connection between Christian social responsibility and public school development in the social hot spot of Berlin-Moabit. Due to the ongoing move away of education-oriented parents with their school-aged children, Moabit suffers from an increasing segregation in its student population and consequently also in its overall population. The present qualitative study seeks to suggest a solution to this schooling crisis that impacts both the churches in Moabit as well as the entire community. The approach to the segregation dilemma in Moabit that this study proposes is for educationoriented families who are also active church members to deliberately remain living in Moabit. This approach is based on two rationales: (1) If education-oriented families increasingly remain in Moabit and send their children to the respectively assigned public schools, segregation can be halted and the overall educational opportunities of all school children will be raised, since school learning strongly draws upon the principle of mutual learning, as many studies have documented. (2) If families who are active church members deliberately remain living in the social hot spot of… Advisors/Committee Members: Faix, Tobias (advisor), Saayman W (advisor).

Subjects/Keywords: Segregation; Bildungschancen; Grundschulen in Moabit; Kirchen in Moabit; Socialer Brennpunkt; Christliche Gesellschaftsverantwortung; Empirische Theologie; Qualitative Forschung; Transformation; Segregation; Educational opportunities; Primary schools in Moabit; Churches in Moabit; Social hot spot; Christian social responsibility; Empirical theology; Qualitative research; Transformation

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

APA (6^th Edition):

Rauhut, I. (2011). Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6443

Chicago Manual of Style (16^th Edition):

Rauhut, Irene. “Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit .” 2011. Masters Thesis, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/6443.

MLA Handbook (7^th Edition):

Rauhut, Irene. “Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit .” 2011. Web. 16 Jan 2021.

Vancouver:

Rauhut I. Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/6443.

Council of Science Editors:

Rauhut I. Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/6443

Seton Hall University

10. Bido, Jacqueleen M. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2020, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2830

► Research indicates that parent involvement increases student achievement. This qualitative research examined 30 elementary Title I schools’ Parent Involvement Plans (PIPs), seeking roles parents… (more)

Subjects/Keywords: Joyce Epstein’s Six Types of Parental Involvement; Title I; transformation schools; compliance; partnership schools; student academic achievement; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Urban Education

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

APA (6^th Edition):

Bido, J. M. (2020). The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2830

Chicago Manual of Style (16^th Edition):

Bido, Jacqueleen M. “The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.” 2020. Doctoral Dissertation, Seton Hall University. Accessed January 16, 2021. https://scholarship.shu.edu/dissertations/2830.

MLA Handbook (7^th Edition):

Bido, Jacqueleen M. “The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.” 2020. Web. 16 Jan 2021.

Vancouver:

Bido JM. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2020. [cited 2021 Jan 16]. Available from: https://scholarship.shu.edu/dissertations/2830.

Council of Science Editors:

Bido JM. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2020. Available from: https://scholarship.shu.edu/dissertations/2830

Universitat Ramon Llull

11. Martell Sotomayor, Janette. Socially Responsible Business Schools: A Proposed Model.

Degree: 2011, Universitat Ramon Llull

URL: http://hdl.handle.net/10803/51014

► The purpose of this thesis is to explore and describe what changes are necessary in the management of business schools in order for them to… (more)

▼ The purpose of this thesis is to explore and describe what changes are necessary in the management of business schools in order for them to become socially responsible institutions, and how can the needed process of change be implemented. The thesis upholds that education in responsible business does not depend exclusively on curriculum, but should expand its scope to involve the entire institution towards the objective of educating students for becoming responsible and ethical business leaders. Consequently, a model is proposed for the transformation of a business school into a socially responsible institution. The thesis is paper-based, and comprises eight academic contributions; the first one consists in a literature review on Corporate Social Responsibility which reveals the profusion of related definitions, theories, approaches, and their development. The second paper contributes to the significance and better understanding of University Social Responsibility through a literature review of its origins and evolution. A following article, Socially Responsible Business Schools: Collective stakeholders’ voices demand urgent actions, addresses key stakeholders’ arguments that provide deans with plenty of criteria for change, and stresses the insufficiency of AACSB’s accreditation requirements to improve business ethics and social responsibility education. The conclusions of this article prompted a Virtuous circle for socially responsible business schools, which is constructed with PRME, the leading accreditation bodies, and the Beyond Grey Pinstripes (BGP) ranking for synergistically impelling the transformation of business schools. Inasmuch as the BGP survey and its Global 100 ranking form part of the proposed virtuous circle, a following article, Assessing what it takes to earn a Beyond Grey Pinstripes Ranking, addresses its significance and methodology, since it is the only one that focuses on the curricula and research content of ethics, social responsibility, and sustainability in MBA programmes. The need for the transformation of business schools is thus confirmed, and with this conviction in mind, a paper on A strategic change at business schools towards business ethics, social responsibility, and sustainability education ensued. The next article was co-authored on Responsible business education: Not a question of curriculum but a raison d’être, which stresses the importance of developing an identity in business schools in relation to ethics and social responsibility. Finally, the contributions of this thesis culminate in a proposal of A model for the transformation of business schools into socially responsible institutions, which centres people as the ultimate reason of all school activity, directing all policies and strategies towards a responsible management in which the dimensions of ethics, social responsibility, and sustainability are embedded and integrated in all aspects of the organisation. Advisors/Committee Members: Universitat Ramon Llull. ESADE-BS - Economia, Ciències Socials i Mètodes, [email protected] (authoremail), true (authoremailshow), Castiñeira, Àngel, 1958- (director), true (authorsendemail).

Subjects/Keywords: Ètica en els negocis; Educació responsable; Responsabilitat social; Escoles de negocis socialment responsables; Sostenibilitat; Transformació; Ética en los negocios; Educación responsable; Responsabilidad social; Escuelas de negocios socialmente responsables; Sostenibilidad; Transformación; Business ethics; Responsible education; Social responsability; Socially responsible business schools; Sustainability; Transformation; Management Sciences; 371; 65

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APA (6^th Edition):

Martell Sotomayor, J. (2011). Socially Responsible Business Schools: A Proposed Model. (Thesis). Universitat Ramon Llull. Retrieved from http://hdl.handle.net/10803/51014

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):

Martell Sotomayor, Janette. “Socially Responsible Business Schools: A Proposed Model.” 2011. Thesis, Universitat Ramon Llull. Accessed January 16, 2021. http://hdl.handle.net/10803/51014.

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

MLA Handbook (7^th Edition):

Martell Sotomayor, Janette. “Socially Responsible Business Schools: A Proposed Model.” 2011. Web. 16 Jan 2021.

Vancouver:

Martell Sotomayor J. Socially Responsible Business Schools: A Proposed Model. [Internet] [Thesis]. Universitat Ramon Llull; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10803/51014.

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

Council of Science Editors:

Martell Sotomayor J. Socially Responsible Business Schools: A Proposed Model. [Thesis]. Universitat Ramon Llull; 2011. Available from: http://hdl.handle.net/10803/51014

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

University of Pretoria

12. [No author]. The relationship between Total Quality Management and School Improvement .

Degree: 2006, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-03302005-115311/

► The poor functioning of a large number of the black schools and the urgent need to transform them was identified as a problematic phenomenon particular… (more)

▼ The poor functioning of a large number of the black schools and the urgent need to transform them was identified as a problematic phenomenon particular to post apartheid South Africa. Notwithstanding various government interventions/initiatives (COLTS, Tirisano, Call to Action, Batho-Pele) for the improvement of schools aimed at correcting this situation, many schools remain dysfunctional and/or operate within a negative culture of teaching, learning and services. The purpose of the study was to determine whether or not the adoption of a TQM philosophy that complemented previous interventions could rectify the current situation. To this end, an exhaustive literature review was conducted on COLTS, Tirisano and TQM prior to and during the empirical survey of dysfunctional schools in District D3 - Tshwane-North schools. The empirical design is eclectic in the sense that it includes both qualitative and quantitative elements. Survey questionnaires, semi-structured interviews and unstructured observation were used to collect data in a case study of the District D3-Tshwane North schools, a triangulation process that enhanced the reliability and validity of the research findings. Emerging from the survey and the literature review was the need for a different intervention strategy, one that would accommodate differences in and between schools rather than assuming the appropriateness of a ‘one size fits all’ intervention model. Based on the research findings emerging from the literature review and empirical survey it was concluded that such a model should be integrated into a TQM intervention framework that would be flexible enough to accommodate differences in schools with regard to contexts, needs, strengths and weaknesses. Drawing role players into new managerialism - and so into the new episteme may enhance the improvement of schools. The primary outcome of this research project, and the contribution made to new knowledge in the field, is the development of such an integrated framework, one which is not only theoretically sound but one which has been customised for South African conditions. Advisors/Committee Members: Dr J Heystek (advisor).

Subjects/Keywords: Total quality management; Culture of learning teaching and services; Leadership; Transformation; School improvement; Dysfunctional schools; Batho-pele principle; Tirisano strategy; Intervention strategies; Philosophy; UCTD

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

APA (6^th Edition):

author], [. (2006). The relationship between Total Quality Management and School Improvement . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03302005-115311/

Chicago Manual of Style (16^th Edition):

author], [No. “The relationship between Total Quality Management and School Improvement .” 2006. Doctoral Dissertation, University of Pretoria. Accessed January 16, 2021. http://upetd.up.ac.za/thesis/available/etd-03302005-115311/.

MLA Handbook (7^th Edition):

author], [No. “The relationship between Total Quality Management and School Improvement .” 2006. Web. 16 Jan 2021.

Vancouver:

author] [. The relationship between Total Quality Management and School Improvement . [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2021 Jan 16]. Available from: http://upetd.up.ac.za/thesis/available/etd-03302005-115311/.

Council of Science Editors:

author] [. The relationship between Total Quality Management and School Improvement . [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-03302005-115311/

University of Pretoria

13. Rampa, Seake Harry. The relationship between Total Quality Management and School Improvement.

Degree: Education Management and Policy Studies, 2006, University of Pretoria

URL: http://hdl.handle.net/2263/23595

► The poor functioning of a large number of the black schools and the urgent need to transform them was identified as a problematic phenomenon particular… (more)

▼ The poor functioning of a large number of the black schools and the urgent need to transform them was identified as a problematic phenomenon particular to post apartheid South Africa. Notwithstanding various government interventions/initiatives (COLTS, Tirisano, Call to Action, Batho-Pele) for the improvement of schools aimed at correcting this situation, many schools remain dysfunctional and/or operate within a negative culture of teaching, learning and services. The purpose of the study was to determine whether or not the adoption of a TQM philosophy that complemented previous interventions could rectify the current situation. To this end, an exhaustive literature review was conducted on COLTS, Tirisano and TQM prior to and during the empirical survey of dysfunctional schools in District D3 - Tshwane-North schools. The empirical design is eclectic in the sense that it includes both qualitative and quantitative elements. Survey questionnaires, semi-structured interviews and unstructured observation were used to collect data in a case study of the District D3-Tshwane North schools, a triangulation process that enhanced the reliability and validity of the research findings. Emerging from the survey and the literature review was the need for a different intervention strategy, one that would accommodate differences in and between schools rather than assuming the appropriateness of a ‘one size fits all’ intervention model. Based on the research findings emerging from the literature review and empirical survey it was concluded that such a model should be integrated into a TQM intervention framework that would be flexible enough to accommodate differences in schools with regard to contexts, needs, strengths and weaknesses. Drawing role players into new managerialism - and so into the new episteme may enhance the improvement of schools. The primary outcome of this research project, and the contribution made to new knowledge in the field, is the development of such an integrated framework, one which is not only theoretically sound but one which has been customised for South African conditions. Advisors/Committee Members: Dr J Heystek (advisor).

Subjects/Keywords: Total quality management; Culture of learning teaching and services; Leadership; Transformation; School improvement; Dysfunctional schools; Batho-pele principle; Tirisano strategy; Intervention strategies; Philosophy; UCTD

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

APA (6^th Edition):

Rampa, S. H. (2006). The relationship between Total Quality Management and School Improvement. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23595

Chicago Manual of Style (16^th Edition):

Rampa, Seake Harry. “The relationship between Total Quality Management and School Improvement.” 2006. Doctoral Dissertation, University of Pretoria. Accessed January 16, 2021. http://hdl.handle.net/2263/23595.

MLA Handbook (7^th Edition):

Rampa, Seake Harry. “The relationship between Total Quality Management and School Improvement.” 2006. Web. 16 Jan 2021.

Vancouver:

Rampa SH. The relationship between Total Quality Management and School Improvement. [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2263/23595.

Council of Science Editors:

Rampa SH. The relationship between Total Quality Management and School Improvement. [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/23595

North-West University

14. De Bruyn, Phillipus Petrus. A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn .

Degree: 2003, North-West University

URL: http://hdl.handle.net/10394/10099

► The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental… (more)

▼ The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims.

Subjects/Keywords: Total quality management; Total quality education; Total quality leadership; Total quality schools; School effectiveness; School culture; Programme implementation; Quality control; Education improvement; Transformation; School based management

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APA (6^th Edition):

De Bruyn, P. P. (2003). A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10099

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):

De Bruyn, Phillipus Petrus. “A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn .” 2003. Thesis, North-West University. Accessed January 16, 2021. http://hdl.handle.net/10394/10099.

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

MLA Handbook (7^th Edition):

De Bruyn, Phillipus Petrus. “A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn .” 2003. Web. 16 Jan 2021.

Vancouver:

De Bruyn PP. A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn . [Internet] [Thesis]. North-West University; 2003. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10394/10099.

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

Council of Science Editors:

De Bruyn PP. A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn . [Thesis]. North-West University; 2003. Available from: http://hdl.handle.net/10394/10099

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

University of Southern California

15. Trimis, Edward Antonios. Closing the achievement gap: breakthrough in the urban high school.

Degree: EdD, Education (Leadership), 2009, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214963/rec/1395

► The achievement gap is arguably one of the greatest social injustices of our time. Unfortunately, in some people's minds urban schools have become synonymous with… (more)

Subjects/Keywords: achievement gap; gap; urban school; urban schools; urban high school; public school; school reform; school transformation; leadership; principals; school leadership; school administration; relationships

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APA (6^th Edition):

Trimis, E. A. (2009). Closing the achievement gap: breakthrough in the urban high school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214963/rec/1395

Chicago Manual of Style (16^th Edition):

Trimis, Edward Antonios. “Closing the achievement gap: breakthrough in the urban high school.” 2009. Doctoral Dissertation, University of Southern California. Accessed January 16, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214963/rec/1395.

MLA Handbook (7^th Edition):

Trimis, Edward Antonios. “Closing the achievement gap: breakthrough in the urban high school.” 2009. Web. 16 Jan 2021.

Vancouver:

Trimis EA. Closing the achievement gap: breakthrough in the urban high school. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2021 Jan 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214963/rec/1395.

Council of Science Editors:

Trimis EA. Closing the achievement gap: breakthrough in the urban high school. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/214963/rec/1395

University of South Africa

16. Govender, Krishnasami Periasamy. The influence of a changing school environment on school management .

Degree: 1997, University of South Africa

URL: http://hdl.handle.net/10500/16866

► South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed… (more)

▼ South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed towards educational reform. The South African Schools Act of 1996 is the first step towards educational change. Other changes focus on the curriculum, new appraisal procedures for educators, and the establishment of the South African Council for Educators. All of the above constitute a new working paradigm for school principals. This study sought to determine the influence of this changing school environment on school principals. It looked at how principals perceive the change and examines the impact of change on their management role. A literature study was made of the restructuring process in the USA and in England and Wales. The transformation of the South African education system was also examined. A qualitative investigation was pursued with secondary school principals. Data gathering was done through participant-observation, questionnaires and in-depth interviews. Data was analysed, discussed and later synthesised. The major findings with respect to the SA Schools Act are: * * The lack of capacity of governing body members to participate meaningfully at meetings. Principals believe the ban on corporal punishment has weakened their authority. * School fees and fundraising pose a problem to some principals. * Most principals welcome the code of conduct for learners. * Schools have not developed language policies. * Principals accept the freedom of conscience clause in the Act. * SRC's are not very effective. The other findings are: * * * Power relations between and among various stakeholders impact negatively on school management. A breakdown in the culture oflearning and teaching especially in former DET and HOD schools. Teachers are not adequately trained to handle OBE and the new system of assessments. The study concluded with recommendations being made to improve the situation. Advisors/Committee Members: Van Wyk, Christoffel (advisor).

Subjects/Keywords: School environment; Educational change; School restructuring/reform/transformation; Organisational culture; The curriculum; Outcomes-based education; Educational assessments and Standards; Educator Appraisals; Culture of learning and teaching; The S A Schools Act; Racial tensions

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APA (6^th Edition):

Govender, K. P. (1997). The influence of a changing school environment on school management . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16866

Chicago Manual of Style (16^th Edition):

Govender, Krishnasami Periasamy. “The influence of a changing school environment on school management .” 1997. Doctoral Dissertation, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/16866.

MLA Handbook (7^th Edition):

Govender, Krishnasami Periasamy. “The influence of a changing school environment on school management .” 1997. Web. 16 Jan 2021.

Vancouver:

Govender KP. The influence of a changing school environment on school management . [Internet] [Doctoral dissertation]. University of South Africa; 1997. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/16866.

Council of Science Editors:

Govender KP. The influence of a changing school environment on school management . [Doctoral Dissertation]. University of South Africa; 1997. Available from: http://hdl.handle.net/10500/16866

Georgia Tech

17. Finau, Emily. Transparency and learning spaces.

Degree: MS, Architecture, 2011, Georgia Tech

URL: http://hdl.handle.net/1853/39593

► This thesis explores the various meanings and implications of transparency in architecture and in learning environments in particular. Architectural transparency, achieved through choice of materials… (more)

Subjects/Keywords: Design; Expanded meshes; Metal fabrics; Netherlands Embassy in Berlin; Polycarbonate; Multi-cinema; Rotterdam; Koen van Velsen; School size; Phoenix Union Bioscience High School; Oslo International School; Betty H. Fairfax High School; Blythewood High School; Diaphanous metals; Fabric; Aerogel; Schematic; Spatial projection; Classroom design; Patterned carpet; Carpet floor plan; Rem Koolhaas; OMA; Plastic; Glass; Transparent materials; School program; School design; Security; Transparent security; Two-way; One-way; Health; Safety; Activity levels; Hormone patterns; Attendance; Visual; Surface; Phenomenal; Learning environment; Classroom; Daylighting; Ventilation; School; High school; Small school; Small school initiative; Small learning community; High school transformation; Therrell High School; Atlanta Public Schools; Teen depression; Blood pressure; Transparency in architecture; School facilities

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APA (6^th Edition):

Finau, E. (2011). Transparency and learning spaces. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/39593

Chicago Manual of Style (16^th Edition):

Finau, Emily. “Transparency and learning spaces.” 2011. Masters Thesis, Georgia Tech. Accessed January 16, 2021. http://hdl.handle.net/1853/39593.

MLA Handbook (7^th Edition):

Finau, Emily. “Transparency and learning spaces.” 2011. Web. 16 Jan 2021.

Vancouver:

Finau E. Transparency and learning spaces. [Internet] [Masters thesis]. Georgia Tech; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1853/39593.

Council of Science Editors:

Finau E. Transparency and learning spaces. [Masters Thesis]. Georgia Tech; 2011. Available from: http://hdl.handle.net/1853/39593

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