Thesis--Münster. / Vita. Bibliography: p. ix-xlix.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1981. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (p. 43-44).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Michael K. Kauner, Florida State University, College of Social Sciences, Program in Russian and Eastern European Studies. Title and description from dissertation home page (viewed Jan, 27, 2005). Includes bibliographical references.

Thesis (M.P.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Mar. 17, 2010). Research paper (M.P.A.), 3 hrs. Includes bibliographical references.

Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 168-173.

Thesis (M.A.)--City University of Hong Kong, 2003. / Title from title screen (viewed on June 2004) Submitted for Master of Arts in arbitration & alternative dispute resolution. Includes bibliographical references.

Public, Constitutional and International Law / LLM (with specialization in Criminal and Procedural Law)

LL.M. / Please refer to full text to view abstract

The purpose of this study is to investigate how education managers conceptualise due process and how their understanding of due process influences the way in which they discipline learners. It adopted a qualitative approach that was based on an interpretative paradigm and followed a case study design. The data collection techniques that were used include semi-structured interviews and document analysis. Research was conducted in eight secondary schools. The findings of this study indicate that the majority of education managers have a good understanding of preliminary disciplinary investigation, a right to information, the disciplinary committee, who should participate in a disciplinary hearing and the appeal process. The minutes of few selected schools provide that schools do consider the school’s code of conduct for learners when disciplining learners. The study found that education managers lack sufficient understanding the implementation of due process and the correct steps to follow when conducting fair disciplinary hearings. Misunderstandings about the learners’ right to information, who should be involved in disciplinary committees, the involvement of witnesses and learner representation were common. Most schools did not include sufficient information in their notices for hearings. Some participants indicated that, for various reasons, they often avoid holding hearings and others avoid following correct procedures of learner discipline. In addition, there is a lack of understanding that the reasons given for a decision by a disciplinary committee must based on the evidence presented during the hearing. Some participants do not know which acts/laws/policies and learner disciplinary documents apply to learner discipline and did not ensure the safekeeping of minutes for their disciplinary hearings. Most schools do not keep detailed minutes of the hearings conducted and the majority did not have disciplinary policies. Moreover, thre is still a lack of understanding about which learner behaviours constitute serious misconduct and whether a disciplinary hearing should be organised for learners who have committed criminal offences in a school. Only about a half of participants consider the age of learners when they discipline them. Some are not sure about number of days that are required for learner and parents to lodge an appeal. / Thesis (PhD)--University of Pretoria, 2015. / tm2015 / Education Management and Policy Studies / PhD / Unrestricted

The purpose of this study is to examine the Tennessee tenure law by comparing the overall level of effectiveness of teachers who received tenure prior to receiving tenure and the overall level of effectiveness of teachers after receiving tenure. The population of this study includes teachers from districts in the Mid Cumberland region in Tennessee who received tenure after 2012. The major finding of this study was the effectiveness of teachers who received tenure under the current tenure law in Tennessee did not significantly change for up to two years after they received tenure. The lone exception was high school teachers. Their effectiveness significantly declined two years after receiving tenure. This study concluded that the current tenure law in Tennessee had components of effective policies as found in research and had safeguards in place to ensure only effective teachers were awarded tenure.