The object of this study is to present a brief, though detailed, account of the various methods used to install and to operate a twelve-year curriculum in the Texas Public Schools that have pioneered in this field.

The problem involved in this investigation is to determine and evaluate the need of a functional guidance program within the Sanger, Texas, Public School, and to effect an organization which will adequately meet the needs of the students, both individually and collectively.

The specific purposes of this study may be briefly stated as follows: (1) to determine the present status of administrative certification in the United States; (2) to determine whether the various states have set up requirements which will insure that their public schools shall have administrators who are capable of directing and supervising the educational program; (3) to indicate the degree of uniformity of requirements in the various states; (4) to secure recommendations for the certification of public school administrators from leading educators in the United States; and, on the basis of such data, (5) to make certain recommendations for a sound administrative certification program.

This thesis is the result of an examination of Trindad High school in Trinidad, Texas. Teaching philosophy, student demographics, student activity types, and student resources are some of the considered aspects of this evaluation.

There is a growing body of research that indicates that effective management of school resources influences learning and teaching (Chiu & Khoo, 2005; Murtin, 2013). Arguably, schools with better management tend to have better performance on a wide range of dimensions; they are more productive, grow faster and achieve better academic achievement result (Williams, Kirst & Haertel, 2005). It is, therefore, crucial to have effective leaders who will manage the education system towards national goals. According to the Department of Basic Education (2016), all learners have the right to have access to relevant and meaningful learning experiences and opportunities. Further to this, the school community has the right to a safe and secure learning environment, otherwise known as good school climate (Kelley, Thornton & Daugherty, 2005). This brings about the importance of the principals of the school who have the responsibility for resource management and the effectiveness of learning in the school. The study on the impact of the principals’ management practices on school climate of public secondary schools in Pretoria is important to understand how to improve the standard of education in South Africa. Relatively little previous research has investigated the mechanisms by which a principal’s management practices pose an effect on the school climate. The current study examined the impact of the principal’s management practices on the school climate by sampling teachers and non-teaching staffs from three schools in Pretoria, Gauteng province. The school climate was measured with the three sub-scale of organisational climate index (collegial leadership, professional and principal’s leadership). Survey data was obtained from school teachers to measure the staff’s perception of their principal’s management practices. This study reveals the effect of the management practices of principals in motivating teachers to perform, remain loyal to their schools and support the principals even when it seems there are several challenges. On the other hand, the management practices of principals create context and some positive school climates for teachers working in these schools. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Of the nearly 1,000,000 children of active duty members of the military, around 80% attend civilian schools not affiliated with the Department of Defense Education Activity ([DoDEA] DoDEA, 2018; Department of Defense [DoD], 2018). This creates a need for schools to be aware of the challenges that military-connected (MC) students face and understand how best to support them. Recent research indicates that the prevalence of mental health problems in MC youth populations has been rising since the war on terrorism began (De Pedro et al., 2011). MC youth experience an array of internalizing and externalizing problems, including stress disorders (Gorman et al., 2010) and emotional problems (Chandra et al., 2010). One main concern among MC youth is that they may be at a higher risk for suicidality than their non-MC peers (Gilreath et al., 2016; Reed et al., 2011). Creating a positive and supportive school climate may actually prevent suicidality among adolescent students (Birkett et al., 2009; Hatzenbuehler et al., 2014). However, research indicates that MC students may experience a less positive school climate than their non-MC peers (Berkowitz et al., 2014). This study focused on understanding the experience of MC students within a public secondary school in the Mountain West region of the United States. This study utilized a case study approach. A researcher interviewed five staff members serving as teachers, counselors, or administrators who had been employed at the school for at least two years and who had experience working with MC students. Overall, there did not appear to be a reliable way to identify MC students within the school. Further, participants’ perceptions varied on who they thought was best able to identify MC students and whether it would be useful for staff members to know which students were connected to the military. MC students at the school appeared to be supported through school wide supports rather than through supports specific to the military student population. It is recommended that schools consider whether identifying MC students within their population and implementing supports for these students would be beneficial. Districts, particularly those located near military bases, should consider guiding schools on policies and common practices when working with military populations. State organizations should assess the value of collecting data on military student outcomes throughout their state.

Masters in Public Administration - MPA / There is a growing body of literature on no-fee public schools in South Africa. The vision of this policy is to ensure that all citizens have equal access to quality basic education. This study, conducted an assessment of the funding-management strategies in three no-fees public primary schools within the Western Cape Education Department. This is vital as post-1996 the African National Congress embarked on the transformation of education in the country to ensure that all citizens have unfettered access to quality education as stipulated in the 1996 Constitution Section 29 (1) (a) which expresses that everyone has the right to basic education. This is also supported by the White Paper on Education, the School Act of 1996 and the policy document on School Fee Exemption and no-fee of Schools of 2007. As a follow-up to the no-fee policy, there was the creation of no- fees schools in Cape Town.

The problem of this study was to evaluate the quality of service and the adequacy of financial support by the State of the Texas public school transportation system and to indicate what improvements, if any, are needed in order to met ideal standards.

The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.

This thesis is a historical case study of the Ute Indians of eastern Utah. The purpose of this thesis is to examine how federal Indian education policy is implemented at the local level. Ute children attend school in the Uintah and Duchesne county school districts. The thesis traces Ute experiences in public schools during crucial transitions in federal policy. From 1900 to 1930, the federal government sought to enroll Indians in public schools in order to teach them white ways. Indian enrollment increased in the 1940s and 1950s when federal funding made the attendance of Ute children lucrative to the school districts. After the reservation boarding school closed in 1952, nearly all of the Ute children attended public schools and faced a school system that was hostile to their culture. A key transition occurred in the 1970s when federal policy shifted to one of self-determination. The Indian Education Act of 1972 made mandatory the direct participation by Indian parents in the implementation of federally funded programs. Many parents failed to grasp the new opportunity. The Ute Tribal Education Division became heavily involved in running Ute history and language classes in the public schools under Title IV of the Indian Education Act of 1972 and under Title VII of the 1965 Elementary and Secondary Education Act. Despite the existence of a policy that advocated self determination, Utes were not really allowed to determine how federal money was spent. The 1972 Indian Education Act established an advisory role for parents rather than an administrative one. Local school districts still controlled the purse strings. Programs run under this act were not integrated into the core curriculum of local schools. Federal Indian education policy changed from decade to decade but local attitudes remained essentially the same, blunting each policy's effectiveness. When the federal government desired assimilation, local residents and Indians fought that goal. When the federal government switched to a policy of self-determination, misunderstanding and outright hostility kept it from fulfillment at the local level. In addition to problems associated with local attitudes, federal legislation also proved unworkable because it gave Indians no real power to make the school districts listen to them.