Thesis (Ph. D.)--University of Texas at Dallas, 2006. / Includes vita. Includes bibliographical references (leaves 99-102).

This study was focused on understanding the students and parents of high school who how to face school accountability, including attitude, approaches and context index. The research process included literature review and questionnaire survey. The population of this study was the high school students and parents across Southern Taiwan, Kaohsiung area, 751 students and 443 parents¡¦ questionnaires were returned. The data was analyzed through item analysis, explore factor analysis, reliability analysis, descriptive statistic, one-way ANOVA, two-way ANOVA, multipack regression. The findings of the study were as follows: A. There are six types of school accountability approaches in students and parents, they are: respond to government, school chose, professional and democratic teaching, professional school administration, school route for retreat and respond to politician. B. There are six types of school accountability contexts in students and parents, they are: school equipments, administrational strategies, students¡¦ learning achievements, teaching and learning efficiency, origin and vent of students, percentage of satisfaction with students and parents. C. High school students and parents show high and positive attitude toward school accountability, especially in parents are higher then students. D. Different backgrounds of students and parents affect to school accountability attitude, approach and context index. E. The professional school administration affect students to school accountability attitude deeply; the respond to government approach, teaching and learning efficiency approach, and origin and vent of students affect parents to school accountability attitude deeply. The suggestions of the study for Taiwan policymakers were as follows: A. Promoting school accountability system can help parents and students to choose school. B. Promoting school accountability should be satisfied to any sort of school stakeholders¡¦ needs. C. School accountability should run in circle that was including in input, process, output and feedback. D. Different schools should be evaluated by different criterion.

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Nov. 13, 2009). Advisor: Tom Hensley. Keywords: No Child Left Behind Act, NCLB, epistemic communities, Antoniades, education policy. Includes bibliographical references (p. 213-223).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 172-192). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. William R. Snyder, Florida State University, College of Education, Department of Educational Leadership. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 501-519). Available also in a digital version from Dissertation Abstracts.

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Barbara Curry, School of Education. Includes bibliographical references.

abstract / Education / Doctoral / Doctor of Philosophy

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