Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Includes vitae. Document formatted into pages: contains viii, 174 pages Bibliography: p. 149-163

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Researchers describing replication strategies have proposed theoretical constructs that are positively associated with successful replication. In a rigorous quantitative exploration of replication in capital intensive industries, this study is the first of its kind and seeks to prove the applicability of the theoretical frameworks. Responses to questionnaires sent to petrochemical refining sites, coupled with an independent performance metric (the Solomon Associates Comparative Performance Assessment Index) were used to model the impact of replication practices on site performance. This model is used to show that firms attempting to centrally define an Arrow Core suffer a performance penalty. Furthermore, the model shows that a clear differentiation between the phases of exploration and exploitation is not a requirement for successful replication in capital intensive industries. The model helps to explain why barriers exist preventing the conceptualisation of the core capabilities within capital intensive industries; why companies seeking to locally control deleterious practices are negatively impacted compared to those implementing centralised mechanisms; and why the effective use of a template yields a performance advantage even in the absence of a well defined Arrow Core. The analysis also suggests appropriate practices for managers seeking to expand in capital intensive sectors. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

The traditional style of teaching (teachers solely in charge of the classroom) seems to be a thing of the past, due in part, to the increasing diversity of students in the classroom. How can teachers abandon their traditional roles and adapt to the trends of teaching to promote more meaningful learning for students? To respond to the above question, the researcher investigated the degree of readiness of selected foreign language teachers teaching in culturally diverse classrooms at the secondary level in central Mississippi. All participants were purposefully selected. Methods and procedures employed were limited to observations of teachers, teacher-student interaction in the classroom, face-toace interviews, telephone interviews, transcribed audio taped interviews of the participants and classroom artifacts. Results indicated that all of the teachers interviewed were sensitive to the needs of their students; had traveled to the country where their foreign language was the official language; and indicated that they frequently used a variety of instructional methods including cooperative learning, peer tutoring, integrated technology, and direct instruction. Therefore, it was concluded that teachers such as the ones involved in this study could serve as excellent role models and mentors for novice teachers in secondary schools.

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Due to an increasing demand from decision makers for proper economic evaluations of health care services, cost-effectiveness analyses are becoming increasingly frequent. The statistic of interest in cost-effectiveness analysis is the incremental cost effectiveness ratio (ICER). When patient-specific data on costs and effects of alternative interventions is available, it can be used to quantify the uncertainty in the estimate of the ICER. Expressing this uncertainty by using confidence intervals has been recommended. However, because the statistic of interest is a ratio of two correlated random variables, its variance cannot be estimated exactly. Furthermore, the distribution of the ratio is unknown. Recently, several approximate methods have been proposed for calculating confidence intervals for the incremental cost-effectiveness ratio. These include two parametric methods: one which relies on a Taylor's Series approximation of the variance, and one based on Fieller's theorem; as well as a number of methods which rely on bootstrapping methodology. In this manuscript, these methods were applied to data obtained from a randomized clinical trial in which both health resources consumed and health outcomes were observed. Furthermore, several variations of the bootstrapping methods were proposed and applied to the same data set. Probabilities of the true ICER being in given ranges were also estimated using a bootstrapping approach. Finally, issues of sample size and power were briefly considered. The relative advantages and disadvantages of the different approaches were discussed. / Thesis / Master of Science (MS)

Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the learning process (Comer and Haynes, 1991). Likewise, schools make the assumption that parents realize their role in the learning process, but do not effectively communicate the partnership to parents, and misconceptions about the parents and teachers roles and behaviors arise. Research has shown that both schools and parents have a major influence on children as they develop and that they learn best when schools and parents work together (Comer and Haynes, 1991). The purpose of this study was to examine parent and teacher perceptions of effective communication. This was a non-experimental quantitative study that compared the differences between parents' and teachers' perceptions of effective communication. The study consisted of a survey for parents and teachers on a Likert scale. The survey data were compared through the use of the t-test statistic and a One-Way Analysis of Variance. The information discovered in this study will allow the researcher to bridge the learning gap regarding how parents and teachers can actively participate in the effective communication process to enable both parties to send and receive messages and limit the amount of misunderstanding on educational topics relating to students. This information will be provided to principals and school leaders in order to better manage the communication process between parents and teachers to include the information, attitudes, and perspectives that exist, thus, impacting student achievement and school success. Findings included identified differences between parent and teacher perceptions regarding the effectiveness and frequency of communication, and difference between teachers at the two schools and between parents at the two schools. / Ed. D.

Thesis advisor: Diana Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on the fourth of Hitt and Tucker’s (2016) key leadership domains or practices: creating a supportive organization for learning. Creating a supportive organization for learning is important because just as teachers need to establish a sense of well-being and trust for students to learn in their classroom, administrators must establish the same sense of trust and comfort to create an environment where teachers can teach to their highest capacity. This study explored whether the key leadership practices of creating a supportive organization for learning were present in a school and whether the school leaders believed that presence of the attributes contributed to the effectiveness of the school. This study found that the five attributes of creating a supportive organization for learning were present at the school in that the principal built capacity in her building, the school resources targeted student achievement and there was a belief that all students can learn. Importantly, the superintendent also highlighted the principal’s ability to push her staff to continuous results without pushing so hard that they lost trust in her and love for the students they serve. There were, however, opportunities for improvement including creating a clear set of district supports for schools and improving cultural proficiency at the school level. We also found that administrators in the district believe that school leaders have made the school successful by setting high expectations for the students, no matter their situation, and created a culture of productive collaboration that was focused on continuously improving student achievement, key components of creating a supportive organization for learning. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 92-98).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 60-61).