Includes bibliographical references.

This research presents an understanding of the experiences of school managers and teachers who manage evaluate teaching and learning in rural primary schools. In documenting their experiences I composed an analytical description which explores managers' leadership choices and teachers instructional decisions (the support and accountability) measures, which characterize the responsibilities managers and school teachers engage with in their positions within the context of rural schools. In collecting data from the rural primary schools in KZN within the case study approach I employed a diverse range of research instruments and data production process. Through an analysis of selected documents, questionnaires administered to teachers and interviews conducted with a small sample of school managers and teachers I was able to make school meaning of how teachers and school managers manage teaching and learning in three rural primary schools. Emerging along two levels, leadership support and teacher accountability this research identifies particular interests and practices both teachers and managers enact out in their daily responsibility as educators. In particular I show what happens beyond accountability and support, within spaces where power relations between managers and teachers are exercised in different ways to create an educational climate appropriate for better ways of teaching and learning. Managing teaching and learning by school managers and teachers lies in their ability to engage collectively in particular practices within the rural schooling context. While teachers and managers occupied specific responsibility in their respective positions within the hierachical structures prevelant in schools, teachers and managers in these rural schools are able to move beyond' the levels creating spaces where different possibilities for change can happen personal, professional and communal. In this study creating more spaces for professional, personal and communal relations is what enables a better cultural climate conducive to school through which better ways for teaching and learning in rural schools can happen. / Thesis (M.Ed.)-University of KwaZulu-Natal, Westville, 2004.

The current body of knowledge concerning Agricultural Education quality in regards to its three components is not consistent and total program quality has not been defined scientifically. The purpose of this study was to determine quality indicators for instruction, SAE, and FFA according to experts (agricultural education teacher educators, state instructional staff, and high school teachers) across the United States. The conceptual framework for this study was the three circle model consisting of the three integral, intra-curricular components of Instruction, FFA, and SAE. This national study was descriptive in nature and utilized the Delphi technique to gather responses from an expert panel and combine the responses into one useful statement (Stitt-Gohdes andamp; Crews, 2004). The initial questionnaire consisted of three open-ended questions and was developed by the researcher while subsequent questionnaires were developed from the experts responses. The expert panel agreed upon 37 quality indicators for Instruction, 19 quality indicators for FFA, and 6 quality indicators for SAE.

For providing education quality particular methods, norms, standards and procedures are used. However, traditionally quality in universities is understandable still very narrowly – as attention to particular education quality aspects. It‘s very important for quality conception to include not just the programmes, but workers, rooms, administration, methods of training, collaboration with specialists preparation branch and so on. Quality evaluation of study programmes problems overseas are being analysed a long while ago, but in Lithuania these researches are much less developed and still no data found about quality evaluation of study programmes reliance on evaluation conception and it‘s base factors. The purpose of this research paper is to determine practical use of quality evaluation model and prerequisites in Lithuanian universities.

Thesis (Ph.D.)--University of Wollongong, 2005. / Typescript. Includes bibliographical references: leaf 194-209.

Thesis (Ed.D.)--Murdoch University, 2007. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 290-318).

Thesis (D. Phil.(Marketing and Management Sciences))--University of Pretoria, 2003. / Includes bibliographical references.

BACKGROUND: In recent years, medical and physician assistant (PA) education has moved towards a competency based model. This model encourages teaching students to “know how” to use what they learn in practice rather than simply gain a large knowledge base. This allows students to garner a deeper understanding of the material. Active learning strategies such as flipped classroom and interactive learning, have gained great support in recent years. These models have helped further the ability of universities to move towards these competency based education models. At the core of these newer teaching and learning modalities are the instructors themselves. They play a vital role in not only what a student learns, but how well they learn it. LITERATURE REVIEW: A literature review highlights both the importance of hiring quality instructors as well as the importance of their ability to fulfill these new teaching models. There have been numerous studies on how effective teaching influences a student’s performance in the classroom. To date, there has not been any research on how to increase the probability of hiring an effective instructor from day one. PROPOSED PROJECT: The objective of this study is to develop a tool that would help employers screen for potentially less qualified candidates. The proposed tool is a questionnaire that would be filled out by potential employees and would raise a red flag if a potentially concerning answer choice was selected. The validity of this questionnaire will be tested by comparing current physician assistant didactic and clinical instructors’ scores on the questionnaire, to their respective student evaluations. CONCLUSION: It is predicted that a “red flag” score on/this questionnaire will correlate with poor instructor scores on student evaluations. Successful validation and deployment of this tool would allow students to be instructed by the best possible instructors, bettering their education.

The diploma thesis deals with the area of quality of further education. It focuses in detail on the concepts of quality of further education, standardized quality management systems at international level (ISO 9000, EFQM Model Excellence) and specific systems used abroad (Swiss model eduQua and German model LQW). The work focuses on specific concepts and proposals of quality education systems developed and implemented in the Czech Republic. The output of the thesis is an analysis of selected concepts (National Qualification System, Project Concept, Quality in Further Professional Education), critical assessment of their form (methods, methodology) and reflection of their implementation into practice and impacts on quality in further education. The thesis links the theoretical knowledge with the practice of solution of system quality assurance in further education. Key words: quality, further education, quality in further education, quality systems, ISO 9000, EFQM Excelence Model

The content of the work will be a comparison of the processes implemented by the management of the school or educational establishment, purposefully and systematically to increase the efficiency of the education of students, pupils or children, in connection with the passing of managerského studies on the CŠM. In its theoretical part describes the work of management education in General with a focus on managerial functions, through whichmanagement affects the effectiveness of the training. In the research section of this workdeals with the specific processes in the management of a wide range of schools and assesses their potential impact on the results of the training.