The problem of this study was to determine the change in public support which would occur due to a public school district's going through a strategic planning process and then the implementation of specific action plans. The purpose of the study was to demonstrate that the public support necessary to assure adequate funding for the district's programs could be gained by involving the community in a broad-based planning effort and by demonstrating a concerted effort to implement the actions required by the plan.

The problem of this study was to determine legal, moral, and social responsibilities and practices of the Texas public school system in dealing with religion. The purposes of the study were (1) to determine the impact of state and federal judicial decisions on religious practices in schools, (2) to review the historical background for trends of religious practices in the public schools of Texas, (3) to determine the social and professional influence on religious practices in public schools, and (4) to survey current religious practices from a select sample of public schools in Texas to determine if schools were basically sectarian. The following conclusions are inferred: I. It is not the intention of the Supreme Court of the United States to deny the existence of a Supreme Being, but rather its intention is to assure each individual freedom from any form of an established religion. 2. School policies do not delineate the role of religion in public school, 3. Through careful planning, progress could be made in developing policies for a study of religion which will complement, not supplement, the religious teachings of the home and of the church. 4. There are many opportunities for public schools to provide religious materials and courses in religion which are within the legal scope of Amendment I of the Constitution of the United States.

Transformation is change—especially under challenging circumstances—that is significant, systematic, and sustained, resulting in high levels of achievement for all students in all settings (Caldwell, 2006). Urban education is the primary focus and target of the school reform movement. The No Child Left Behind Act (NCLB) includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Urban public school superintendents confront social and economic challenges unique to urban districts and are under pressure to meet NCLB’s accountability standards and mandated policies. This study started with a broad question about effective urban public school superintendent management concepts and strategies. The study was designed and conducted to (a) identify the prevailing management concepts and strategies initiated by the superintendent to attain organizational clarity and effectiveness in improving student performance; (b) examine the degree to which the superintendent’s leadership and management concepts and strategies were understood, supported, and embraced by key members of the organization; and (c) examine how the management concepts and strategies used by the superintendent align with a business management concept that may be useful to district leaders and administrators seeking a concept or strategy to sustain organizational change. This researcher used a single-case study to examine the management concepts and strategies used by an urban public school district superintendent. This study was conducted in the largest urban public school system in Texas. The superintendent, 6 members of the district’s leadership team, and five principals were interviewed and answered online questionnaires. A board member was also interviewed. Finally, student achievement data were examined. The study found the superintendent implemented management leadership concepts and strategies that prevailed over the social and economic barriers faced by urban students. Use of these strategies increased and sustained student performance. Despite limitations, this study opens opportunities for further research in management leadership. Opportunities include further research within this urban district, outside the school district, or on each management leadership concept or strategy identified in this study. / text

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed July 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 318-326).

This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this right. Chapter III examines dress code rulings from the United States Courts of Appeals in order to ascertain patterns of judicial rationale and determine whether students' rights vary depending on age, grade level, or federal circuit court jurisdiction. Chapter IV examines existing state statutes with regard to dress codes and uniforms. Chapter V utilizes the legal principles that emerge from the research in Chapter III and draws from the survey of state statutes in Chapter IV to make a comparison of state statutes and circuit court rulings in each jurisdiction. If a state statute does not comport with federal law in its particular jurisdiction, modifications are suggested to bring the statute into line with relevant judicial rulings.

Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department. Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District. The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken. In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.

Thesis (Ph.D. (English Studies)) -- University of Limpopo, 2023 / Technology use is gaining momentum the world over, including South Africa. Therefore, technology use presupposes technology integration, and educators appear better positioned to ensure its integration. As a result, the integration of technology by English First Additional Language (EFAL) educators is of significant importance to learners’ academic development. The purpose of this research study was to investigate South African rural public schools EFAL educators’ readiness to integrate technology into EFAL content. The study was underpinned by a combination of two theoretical frameworks, the Technology Readiness Index (TRI) and the Technological Pedagogical Content Knowledge (TPACK). The study followed a quali-quantitative approach and an exploratory research design. The triangulation data collection method employed questionnaires, interviews and equipment checklists. Findings indicated that EFAL educators in rural public schools are not ready to embrace the Fourth Industrial Revolution (4IR) and lack relevant and adequate infrastructure to integrate technology. Findings further revealed that EFAL educators need proper training in technology skills and technical support in order to be ready to integrate technology into EFAL. Pertinent intervention strategies should include the collaboration of all stakeholders to improve the Information Communication Technology (ICT) context in rural public schools. Additionally, the Department of Basic Education (DBE) has to bridge the gap between rural and urban schools in SA by providing adequate technology support to rural public EFAL educators.

No description available.

This study was conducted to describe the status and perceived need of wellness and employee assistance programs in the public school systems in Virginia. There were 132 superintendents asked to respond to a mailed survey; 124 responded, for a return rate of 93.93%. The school systems having these programs were grouped by wealth, according to the composite index of the school system, and size, according to the number of teaching positions in the school system. The results of the analysis indicated that there are a variety of wellness programs throughout the state. Wellness and employee assistance programs occur in large and small school systems with teaching staffs ranging from 43 to 8,124. The composite index of school systems having one of these programs ranged from .2016 to 1.000. There was a significant perceived need of these programs as indicated by the positive responses to an open-ended question. Of the 124 school systems responding, 47, or 37.90%, had wellness programs, and 38, or 30.64%, had employee assistance programs. The U.S. Department of Health and Human Services Objective 20.15 states that by the year 2000, 75% of the workplaces with 50 employees or more should offer a health promotion program. This study established the baseline necessary to measure the growth of these programs in Virginia and will assist personnel directors by providing information about the types of programs that now exist throughout the state. / Ed. D.

The purpose of this study was to analyze the current school board policies within the Commonwealth of Virginia to determine if they were consistent with the federal judicial system's interpretation of the Establishment Clause. Twenty-four federal district, circuit and Supreme Court cases were analyzed to determine the court's interpretation of the Establishment Clause as it relates to the public schools. Twenty-one criteria were developed from this analysis and the criteria were used to evaluate the school board policies of Virginia school divisions. The criteria were separated into five categories to provide greater clarity and organization. The five categories include general, prayer, Bible reading, release time programs and equal access. Approximately 91 percent of the schools in the Commonwealth responded to this study. Approximately 55 percent of the schools returned policies which governed at least one Establishment Clause issue. Approximately 36 percent of the schools responding to this study declared that they had no policies relating to any issues as defined by this study. The data from this study demonstrated that the majority of school board policies throughout the Commonwealth are not consistent with the judicial system's interpretation of the Establishment Clause. The policies which were returned and evaluated satisfied only 35 percent of the criteria within the general category; 12.83 percent of the criteria within the prayer category; 24.34 percent within the Bible reading category; 16.58 percent within the release time category; and 21.05 percent within the equal access category. Overall the policies which were analyzed satisfied only 22.74 percent of the entire set of criteria. The most successful school division satisfied only 52 percent of the criteria and over 61 percent of the policies failed to satisfy more than 27 percent of the criteria. / Ed. D.