This study uses a practitioner research approach to focus on poorly performing schools in grades 10 –12 in the Samungu Ward, and looks at the value of using a systems thinking approach to address the problems of poor performance, as compared to the traditional, reductionist approach that is usually applied by the schools and the Department of Education in the implementation of its policies. The research moves from the premise that schools are complex learning organisations and that their problems should be addressed within the context of the systems thinking approach, in which the organisation is seen as a whole with emergent properties, a layered structure, and with processes which enable it to adapt in response to environmental pressures (Checkland, 1999:21). The research has used some aspects of the Soft Systems Methodology as a tool to process the information collected from the participants, because the Soft Systems Methodology “concentrates on learning from organizational and contextual ambiguity and appreciating socially conditioned problem situations with a view to changing relationships and making improvements.” (Jacobs 2004:140) The study has looked at the problem formulated during the discussion with the stakeholders and has juxtaposed the value of the use of Systems Thinking with that of the traditional approach, either in the intervention programmes or in the formulation of solutions. The research concludes with recommendations made in terms of the systems thinking approach, having discovered that the traditional approach fell short in yielding the desired outcome during the implementation process of the policies. From a practitioner research perspective, the study has also led to the implementation of some of its recommendations, which seem to be viable and has produced the desired outcome. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

The problem of the study was to develop valid and reliable evaluation tools for the American Red Cross course "Healthy Pregnancy, Healthy Baby." From a table of specification, a pool of 87 items was developed into two evaluation scales. A thirteen-member jury of experts composed of professionals in prenatal education was used to establish content validity. The jury of experts reviewed the scales twice. The first review, items were subject to both a quantitative and qualitative review. Items were then retained, revised, or eliminated. The jury of experts then reviewed the scales a second time, and items again were subjected to quantitative and qualitative analysis. The second review included the use of the Content-Validity Ratio. All items in the scales that were not statistically significant at p<. 05 were eliminated. The validated evaluation scales made up of 46 items from the 87 originally proposed items were then pilot tested. Fifty-two women were then asked to complete the two evaluation scales one week apart. Upon completion of the pilot study, items were subjected to statistical analysis using test-retest, Cronbach's alpha, and internal constancy. Those items with a low test-test scores and/or internal constancy were then eliminated. The retained knowledge questions were then revised as the questions were subjected to quantitative analysis. / Department of Physiology and Health Science

At the core of this study was an investigation of the current system of identification of learning disabled children as a result of concerns raised regarding the equivocal nature of federal guidelines for identification and their differential application by professionals. Toward this goal, the purposes of this study were 1) to evaluate the Reitan-Indiana Aphasia Screening Test as a means to differentiate LD children from low-achieving and normal children; 2) to assess the quantitative and qualitative neuropsychological performance differences between these three groups; and 3) to evaluate the quantitative and qualitative neuropsychological performance differences between male and female LD and low-achieving children. Subjects were 244 male (n=118) and female (n=126) LD (n=82), low-achieving (n=72), and normal (n=90) children randomly selected from five Midwestern school corporations. Classification of subjects into groups was based on previous identification as an LD child or scores on the Comprehensive Test of Basic Skills (below the 50th percentile and not school identified as LD were classified as low-achieving). Two-way analyses of variance indicated that neuropsychological performanceNeuropsychological Differences as measured by the Reran-Indiana Aphasia Screening Test significantly differed between groups but not gender on total error score. Further, two-way multivariate analyses of variance indicated significant performance differences across groups with LD children making more errors than either group on tasks indicative of spelling dyspraxia, constructional dyspraxia, dyslexia, central dysarthria, dyscalculia, and body dysgnosia. Additionally, LD children demonstrated more dysfunction in deficits reflective of only mild to moderate neuropsychological impairment as compared to deficits more strongly indicative of brain damage. No differences in performance based on type of error or severity of dysfunction was found between genders. Implications of these findings are discussed relative to the identification process. / Department of Educational Psychology

Thesis (MEd in Curriculum Leadership) -- University of South Australia, 1992

Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed January 14, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 110).

Thesis (PhD.(Assessment and Quality Assurance))-University of Pretoria, 2007. / Includes bibliographical references (leaves 301-333) Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 30, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 194-202).

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "May 2007." Includes bibliographical references (leaves 181-194). Online version available on the World Wide Web.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2511.