The following research question motivated this study: How can effective discipline in school and classroom management be maintained? To answer this, a school was selected which had excellent discipline as demonstrated by its good matriculation results. Discipline in this school was researched by means of a qualitative approach. Phenomenological interviews and focus group interviews were conducted, transcribed and analysed. This was complemented by observation. Findings indicated that aspects of school system (including school and classroom policy, the role of the standard tutor and of bodies such as the school governing body and the learners' representative council as well as the specific disciplinary actions used) are important in maintaining discipline at school. The discipline, dedication, motivation and teamwork of educators as role models for children are also significant. Moreover, the learners themselves as well as the cooperation and involvement of their parents play a vital role in maintaining discipline. / Educational Leadership and Management / M.A. (Educational Management)

In 1985, the researcher took up employment in what he regarded as a senior management position as Assistant General Secretary (Administration) of NALGO, the public service union. The objective was to gain management experience alongside continuing management education. Whilst there were others seeking to manage to the best of their ability, the idea was not universally accepted. However, the union, by the end of the decade, had embarked on management development courses for senior managers and by the time it merged and became part of UNISON, managerial activities were visible in many areas. It was not, however, clear the extent to which – if at all – such phenomena were observable in other trade unions. The literature did not help in this respect. Research to establish whether trade union managers existed and, if so, what their roles were appeared to offer the prospect of examining a new area of trade union life. This research is based on interviews with 56 senior trade union staff in four trade unions formed by merger – CWU, PCS, UNiFI and UNISON. Only one of those individuals professed not to accept a managerial role and that person accepted that he had a responsibility to ensure that the union was managed. Original findings include the following:- • There is a category of employee in trade unions known as a ‘trade union manager’, a role not previously identified by empirical research and discussed in the literature. • Trade union management develops depending on the level of institutional support. In the case study unions, there were links between this and the stage of merger that the unions had reached. Prior to institutional acceptance, there are managers who do their best to manage, operating in something of a cocoon. • Trade union managers espouse trade union principles which include the notion of fairness, imputing a concern for the way people are treated, including the staff for whom they are responsible. • Management remains in many ways a problematic concept in trade unions, leading often to its undervaluation. Trade union managers may perceive that it involves the exercise of power of the powerless, judgment on the weak. Trade union managers may as a result be ambivalent at being judgmental and, consequently, at managing conduct or performance. • Trade union managers manage stakeholders in polyarchal organisations but boundaries with lay activists are unclear; they engage in contests to define those boundaries and to manage what they regard as their own responsibilities. • Boundaries may include those relating to conflictual relations, constitutional boundaries, moveable boundaries, staff boundaries and policy/political boundaries.

Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC). / The advent of open access, digitised institutional repositories (IR) changed the way that research at universities and research institutions are stored, archived, accessed and generally managed. Statistics shows that only 3% of IRs in the world is situated in Africa. Most of these are found in institutions in Southern Africa. Nyambi (2011), Anbu (2008) and other authors report that there are more IRs in Africa, but lament that most are not accessible in open access. Research (Van Deventer & Pienaar, 2008; Rieger, 2011; Wells, 2009) and others, shows that effective information- and knowledge management, and an awareness of the value of open access to digital research information are pre-requisites for effective and sustainable IRs operations. Successful planning and implementation of an IR do not guarantee sustainability over time. This paper explores possible indicators of sustainability for IRs who are facing the well documented challenges experienced in African IRs.

Young children’s experiences, which include their transition to school, can influence not only their academic outcomes but also their life chances. This understanding has led to governments in England investing in the Early Childhood Education and Care (ECEC) sector over the past 20 years. Over time a “discourse of readiness” has become increasingly apparent in ECEC policies. The revised Early Years Foundation Stage (EYFS) (DfE, 2012a) framework states that the purpose of the framework is to ensure children are ready for school. Increased political involvement in the sector has led to parents/families, ECEC practitioners and teachers sharing the task of preparing children for school. The aim of this research is to explore parents’, ECEC practitioners’ and teachers’ beliefs about the nature of children’s school readiness and the relationships between them as they prepare and support children during their transition to school. A case study approach was adopted. There are two cases, each comprising a school and an ECEC setting (sharing the same site) and their respective groups of parents. Interviews and focus groups were used to gain insights into parents’, ECEC practitioners’ and teachers’ beliefs and relationships. In this thesis the conceptual framework ‘The Relational Transition to School’ has been developed. The framework identifies both readiness and adjustment as two aspects of a transition. Also represented are the relationships between those who prepare and support children. Four types of relationships were identified: a distant relationship, a dominant relationship, a familiar relationship and a utopian relationship, with each relationship having different qualities. Certain relationships and the associated interactions were prone to change during the transition. Findings highlight practices that foster the qualities of relationships which are more likely to support children’s adjustment to school. Using these findings ECEC practitioners, teachers and local and national political administrators of education can aim to create transition policies and practices that foster these relationships between the adults. Through maintaining the focus on these relationships, children are likely to have a successful transition and positive attitude to school.

This research considers how competencies are developed that allow for a firm to explore. Limited empirical studies exist on how these competencies are developed and how they evolve. Utilising a single case study research methodology approach, this research looks at a single case event at South Africa’s third biggest bank, First National Bank (FNB). In 2012, FNB was awarded the title of Most Innovative Bank in the World at the 2012 BAI –Finacle Global Banking Innovation Awards, recognising their contributions to radical banking solutions. Considering only one such innovation, the Smart Device offering, this research places into context how FNB have evolved the competencies to radically innovate in a world of scarce resources. The fundamental outcome of this research is that competencies take considerable time and resources to develop and as such, firms must make intelligent choices about their strategic competitive path. The research also highlights that the competency to explore requires a coalesce of many factors that when aligned with that strategic path, ready the firm to execute on opportunities that are outside of their relevant knowledge distant domain. FNB’s “customer eco-system” model has ensured congruence with existing competencies and upstream processes while engaging their employees in natural collaboration across business units. This research considers these and other factors that have led FNB to position themselves for exploration. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Thesis advisor: Lillie R. Albert / The nation’s rapidly increasing bilingual student population has heightened the urgency behind longstanding policies and initiatives established to address systemically marginalizing education practices across academic fields, often through the use of standardized assessments. This qualitative case study explores the role of language in six fifth-grade BLs’ experiences interacting with large-scale, standardized, science, technology, and engineering (STE) open response items from a state assessment administered in English. Using student and teacher interviews, this study examines the opportunities available for BLs to display their science, technology, and engineering content knowledge when limited and specific modes of communication are validated as acceptable responses. This study draws on sociocultural theoretical research to understand the language-centered context of a state STE assessment and uses this perspective to examine the assessment as a language-based, “communicative tool” (Albert, 2000, p.2) or “communicative event” (Shaw, Geaney, & Bunch, 2010, p.914). The findings show that the assessment’s linguistic structures complicate bilingual learners’ interpretations of the open response text and ultimately reveal why these standardized measures fail to measure what bilingual learners actually know. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This is a single case study of the socialization of a woman in the public school superintendency at the end of the 20th century. It is a description of the forces that come to bear on her behavior as the chief executive of a school system. Socialization is a continuous process of adaptation to and personalization of one's environment. Further, it is believed to be a process that occurs throughout one's professional career and life and not a fixed, end state; therefore, one's career is embedded within one's socialization for life. A model is proposed which represents female socialization as dynamic role creation through the responses of accommodation and role personalization as they are affected by the interaction of organizational, community, and personal forces. These forces are communicated through the transmittal processes of formal policies, networking, and mentoring. The unique experiences of this superintendent are explored to see if these forces of influence appear in this situation. Data collected through interviews and document reviews were coded and then analyzed with a matrix. Seven categories of subjects were interviewed, so this study not only provides the perspectives of the superintendent but also those of her spouse, secretary, current and former colleagues in the central office, a building-level administrator, current and former members of the school board, and community residents. Documents from the news media, records of school board meetings, and division publications provided information about the total experiences of this superintendent. / Ed. D.

No description available.

A methodology is developed that describes the spatial-temporal trends of economic welfare levels in a region. The focus of the region is assumed to be a key city; that is, a growth pole. The methodology depicts the degree of economic polarization on the pole as time and distance change. Two case studies, Halifax-Dartmouth and its hinterland the Province of Nova Scotia and Quebec City with a hinterland 160 miles in diameter were used to test the methodology. For the 30 year period 1941-1971, the nature of economic growth in the pole cities and their hinterlands and the pole-hinterland growth relationship were determined. Some conclusions regarding the requirements for improved regional welfare levels are offered. The methodology proves itself to be sufficient for the description of spatial-temporal trends in regional welfare levels. These descriptions are suitable for use in preliminary policy formulations and subsequent preliminary plan evaluation. / Thesis / Master of Arts (MA)

The purpose of this dissertation was to explore the perceived and demonstrated technological pedagogical content knowledge (TPACK) of practicing elementary teachers in an urban charter school setting. Contextual factors that influence teachers' abilities to apply technology integration knowledge were also identified. A qualitative research design with multiple case study strategy was used to study practicing teachers in a charter school setting in two phases. The first phase of the study included nine participants and used the Teachers' Knowledge of Teaching and Technology Survey to garner insight on teachers' perceived technological pedagogical content knowledge. Descriptive statistical procedures were used to calculate a mean score for each subscale of the TPACK components. Of the nine teachers, two teachers volunteered to participate in the second phase of the study in addition to two administrators. Data collection methods included document collection, observations, and interviews. Within-analysis procedures were used to specify each participant as an individual case. Interviews with school administrators provided insight into contextual factors at the school. Lastly, cross-case analysis procedures were used to construct the final narrative. The findings from Phase I indicated teacher scores related to statements concerning technology-related components: technology knowledge (Mean = 3.67, SD =.62), technological content knowledge (Mean = 3.67, SD=.45), technological pedagogical knowledge (Mean = 3.74, SD=.68), and technological pedagogical content knowledge (Mean = 3.6, SD=.94) were neutral. Findings from the within-analysis and cross-case analysis revealed that both teachers used all of the components in practice with limited to no use of technological content knowledge. The findings from the within-analysis and cross-case analysis revealed that teachers: (a) had a solid foundation of technology knowledge, (b) had limited knowledge of technological content knowledge, (c) supported pedagogical goals, and (d) addressed student learning needs. In addition, the findings revealed that contextual factors related to the teachers' use of technology integration knowledge were resource-related. The discussion and implications highlighted the need for professional development and up-to-date resources for teachers in urban charter schools.