The State of Texas accepted the Effective School Research model and its correlates as a way of determining whether the state’s schools are effective. This included all juvenile justice alternative educational facilities. The purpose of the study was to assess the relevance of the Effective School Correlates to alternative educational settings for students in a correctional system as identified by the teachers and administrators in selected charter schools in Harris County, Texas. Secondly, the study was to suggest modification to the Effective School Correlates to make them relevant to an alternative educational setting for students in the correctional system in selected charter schools in Harris County, Texas. The literature revealed a potential lack of fit between the Effective School Correlates as the “Key Characteristic of Effective Schools” and their relevance to the context of alternative schools for students in the correctional systems. This study led to the postulation that the Effective School Correlates as written may need altering to meet the needs of the specialized correctional school setting. However, it is not clear what shape or direction this alteration would take. Findings of this study indicated that problems existed with the application of the Correlates as they related to the selected Charter Schools in Harris County, Texas. The population size limited the study and caution should be taken not to over-generalize the data.

Esta Dissertação tem por objetivo realizar estudo empírico que possibilite compreender a distribuição das oportunidades de aprendizagem para alunos do 5º e 9º do Ensino Fundamental de diferentes grupos socioeconômico, étnico-raciais e residentes em distintos estados brasileiros. O referencial teórico da pesquisa está alicerçado i) no conceito de Opportunity to Learn (OTL) e ii) na discussão do papel dos fatores extra e intraescolares no aprendizado dos alunos. Dessa análise, concluiu-se que os fatores que mais influenciam a aprendizagem dos alunos são i) características observáveis dos professores; ii) professores preocupados com um ambiente de aprendizagem; iii) professores com altas expectativas e iv) gestão de sala de aula e abordagem pedagógica na disciplina de matemática que promovam a aprendizagem profunda nos alunos. Portanto, com base na importância nestes fatores de OTL, este trabalho utiliza os dados do SAEB 2015 e desenvolve dois modelos: i) regressão multivariada, para entender a correlação dos fatores de OTL e a proficiência dos alunos no SAEB 2015 e ii) modelo logit, para calcular a probabilidade dos alunos do 5º e 9º anos de diferentes grupos socioeconômicos, étnico-raciais e estados brasileiros terem acesso à oportunidade de aprender matemática. Os resultados da regressão multivariada apontam que, controlando as características pessoais dos alunos, há uma correlação positiva entre os fatores de OTL e a proficiência em matemática tanto no 5º EF quanto para o 9º EF. Além disso, dentre todos os fatores de OTL analisados, a magnitude do coeficiente é maior no caso de professores que cumprem mais de 80% do currículo e professores que acreditam que quase todos os alunos irão entrar na universidade. Os resultados do modelo logit para cada fator de OTL analisado mostram desafios diferentes para a educação brasileira. Os fatores da categoria características observáveis do professor não são um grande desafio, pois ou a probabilidade de acesso é alta para todos os subgrupos de alunos ou quando a probabilidade não é tão alta, praticamente não existe desigualdade entre os níveis socioeconômicos e os grupos étnico-raciais. Já os fatores da categoria professores com alta expectativa são um desafio tanto em termos de aumento da probabilidade de acesso quanto de diminuição da desigualdade. Na categoria professores comprometidos com um ambiente de aprendizagem é preciso diminuir as desigualdades entre os subgrupos de estudantes e aumentar a probabilidade de acesso para todas as subpopulações, mesmo as mais privilegiadas. Por fim, na categoria gestão de sala de aula e abordagem pedagógica na disciplina de matemática é necessário aumentar a probabilidade de acesso a fatores que aumentam as OTL e diminuir a probabilidade de acesso a fatores que diminuem as OTL para todos os níveis socioeconômicos, inclusive para os alunos mais privilegiados. Portanto, é essencial investir em políticas educacionais que foquem suas ações nos de fatores de OTL, principalemente, os diretamente relacionados a sala de aula, a fim de aumentar as oportunidades de aprendizagem dos alunos brasileiros e reduzir as desigualdades existentes entre as subpopulações de estudantes. / This paper aims to conduct an empirical study that allows to understand the distribution of learning opportunities for 5th and 9th grade students from different socioeconomic, ethnic-racial and resident groups in different Brazilian states. The theoretical framework of research is based on i) the concept of Opportunity to Learn (OTL) and ii) the discussion concerning the role of intra and extra-school factors in students\' learning. From this analysis, it was concluded that the factors that most influence students\' learning are i) observable characteristics of teachers; ii) teachers committed to a learning environment; iii) teachers with high expectations and iv) teachers classroom management and pedagogical approach in mathematics. Therefore, based on the importance of these OTL factors, this paper uses SAEB 2015 data and develops two models: i) multivariate regression to understand the correlation of OTL factors and student proficiency in SAEB 2015 and ii) logit model, to calculate the probability of 5th and 9th grade students from different socioeconomic, ethnic-racial, and Brazilian states having access to the opportunity to learn mathematics. The results of the multivariate regression indicate that, by controlling the personal characteristics of the students, there is a positive correlation between the OTL factors and the mathematics proficiency in both the 5th EF and the 9th EF. In addition, among all OTL factors analyzed, the magnitude of the coefficient is higher in the case of \"teachers declare that they teach more than 80% of the curriculum\" and \"teachers declare that they believe that almost all of them students will enter the university\". The results of the logit model for each OTL factor analyzed show different challenges for Brazilian education. The factors of the category \"observable teacher characteristics\" are not a great challenge because either the probability of access is high for all subgroups of students or when the probability is not so high, there is practically no inequality between socioeconomic levels and groups ethnic-racial relations. On the other hand, the factors of the category \"teachers with high expectations\" are challenging both in terms of increasing access probability and decreasing inequality. In the category \"teachers committed to a learning environment\" is necessary to reduce the inequalities between the subgroups of students and increase the probability of access for all subpopulations, even the most privileged ones. Finally, in the category \"classroom management and pedagogical approach in mathematics\" is necessary to increase the probability of access to factors that increase OTL and decrease the probability of access to factors that decrease OTL for all socioeconomic levels, including for the most privileged students. Therefore, it is essential to invest in educational policies that focus their actions on OTL factors, mainly those directly related to the classroom, in order to increase the learning opportunities of Brazilian students and reduce the existing inequalities among subpopulations of students.

Esta Dissertação tem por objetivo realizar estudo empírico que possibilite compreender a distribuição das oportunidades de aprendizagem para alunos do 5º e 9º do Ensino Fundamental de diferentes grupos socioeconômico, étnico-raciais e residentes em distintos estados brasileiros. O referencial teórico da pesquisa está alicerçado i) no conceito de Opportunity to Learn (OTL) e ii) na discussão do papel dos fatores extra e intraescolares no aprendizado dos alunos. Dessa análise, concluiu-se que os fatores que mais influenciam a aprendizagem dos alunos são i) características observáveis dos professores; ii) professores preocupados com um ambiente de aprendizagem; iii) professores com altas expectativas e iv) gestão de sala de aula e abordagem pedagógica na disciplina de matemática que promovam a aprendizagem profunda nos alunos. Portanto, com base na importância nestes fatores de OTL, este trabalho utiliza os dados do SAEB 2015 e desenvolve dois modelos: i) regressão multivariada, para entender a correlação dos fatores de OTL e a proficiência dos alunos no SAEB 2015 e ii) modelo logit, para calcular a probabilidade dos alunos do 5º e 9º anos de diferentes grupos socioeconômicos, étnico-raciais e estados brasileiros terem acesso à oportunidade de aprender matemática. Os resultados da regressão multivariada apontam que, controlando as características pessoais dos alunos, há uma correlação positiva entre os fatores de OTL e a proficiência em matemática tanto no 5º EF quanto para o 9º EF. Além disso, dentre todos os fatores de OTL analisados, a magnitude do coeficiente é maior no caso de professores que cumprem mais de 80% do currículo e professores que acreditam que quase todos os alunos irão entrar na universidade. Os resultados do modelo logit para cada fator de OTL analisado mostram desafios diferentes para a educação brasileira. Os fatores da categoria características observáveis do professor não são um grande desafio, pois ou a probabilidade de acesso é alta para todos os subgrupos de alunos ou quando a probabilidade não é tão alta, praticamente não existe desigualdade entre os níveis socioeconômicos e os grupos étnico-raciais. Já os fatores da categoria professores com alta expectativa são um desafio tanto em termos de aumento da probabilidade de acesso quanto de diminuição da desigualdade. Na categoria professores comprometidos com um ambiente de aprendizagem é preciso diminuir as desigualdades entre os subgrupos de estudantes e aumentar a probabilidade de acesso para todas as subpopulações, mesmo as mais privilegiadas. Por fim, na categoria gestão de sala de aula e abordagem pedagógica na disciplina de matemática é necessário aumentar a probabilidade de acesso a fatores que aumentam as OTL e diminuir a probabilidade de acesso a fatores que diminuem as OTL para todos os níveis socioeconômicos, inclusive para os alunos mais privilegiados. Portanto, é essencial investir em políticas educacionais que foquem suas ações nos de fatores de OTL, principalemente, os diretamente relacionados a sala de aula, a fim de aumentar as oportunidades de aprendizagem dos alunos brasileiros e reduzir as desigualdades existentes entre as subpopulações de estudantes. / This paper aims to conduct an empirical study that allows to understand the distribution of learning opportunities for 5th and 9th grade students from different socioeconomic, ethnic-racial and resident groups in different Brazilian states. The theoretical framework of research is based on i) the concept of Opportunity to Learn (OTL) and ii) the discussion concerning the role of intra and extra-school factors in students\' learning. From this analysis, it was concluded that the factors that most influence students\' learning are i) observable characteristics of teachers; ii) teachers committed to a learning environment; iii) teachers with high expectations and iv) teachers classroom management and pedagogical approach in mathematics. Therefore, based on the importance of these OTL factors, this paper uses SAEB 2015 data and develops two models: i) multivariate regression to understand the correlation of OTL factors and student proficiency in SAEB 2015 and ii) logit model, to calculate the probability of 5th and 9th grade students from different socioeconomic, ethnic-racial, and Brazilian states having access to the opportunity to learn mathematics. The results of the multivariate regression indicate that, by controlling the personal characteristics of the students, there is a positive correlation between the OTL factors and the mathematics proficiency in both the 5th EF and the 9th EF. In addition, among all OTL factors analyzed, the magnitude of the coefficient is higher in the case of \"teachers declare that they teach more than 80% of the curriculum\" and \"teachers declare that they believe that almost all of them students will enter the university\". The results of the logit model for each OTL factor analyzed show different challenges for Brazilian education. The factors of the category \"observable teacher characteristics\" are not a great challenge because either the probability of access is high for all subgroups of students or when the probability is not so high, there is practically no inequality between socioeconomic levels and groups ethnic-racial relations. On the other hand, the factors of the category \"teachers with high expectations\" are challenging both in terms of increasing access probability and decreasing inequality. In the category \"teachers committed to a learning environment\" is necessary to reduce the inequalities between the subgroups of students and increase the probability of access for all subpopulations, even the most privileged ones. Finally, in the category \"classroom management and pedagogical approach in mathematics\" is necessary to increase the probability of access to factors that increase OTL and decrease the probability of access to factors that decrease OTL for all socioeconomic levels, including for the most privileged students. Therefore, it is essential to invest in educational policies that focus their actions on OTL factors, mainly those directly related to the classroom, in order to increase the learning opportunities of Brazilian students and reduce the existing inequalities among subpopulations of students.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-03T10:29:37Z No. of bitstreams: 1 nelcidiogeraldocarneiro.pdf: 1608926 bytes, checksum: e938ce74029b938a3e5f990375d9ef65 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-03T11:26:50Z (GMT) No. of bitstreams: 1 nelcidiogeraldocarneiro.pdf: 1608926 bytes, checksum: e938ce74029b938a3e5f990375d9ef65 (MD5) / Made available in DSpace on 2016-02-03T11:26:50Z (GMT). No. of bitstreams: 1 nelcidiogeraldocarneiro.pdf: 1608926 bytes, checksum: e938ce74029b938a3e5f990375d9ef65 (MD5) Previous issue date: 2014-08-20 / Esta dissertação se caracteriza como um estudo de caso de gestão escolar desenvolvido numa escola pública estadual da cidade de Diamantina, no Estado de Minas Gerais. Esta escola vem se destacando nos resultado das avaliações externas, obtendo nota 7,0 no Índice desenvolvimento da Educação Básica – Ideb de 2011. Em 2013, foi a vencedora do Prêmio de Nacional de Gestão Escolar – PGE. O contexto apresentado foi o motivador do estudo que buscou analisar as práticas de gestão desenvolvidas e efetivadas pela equipe gestora de tal escola com o objetivo de compreender até que ponto a gestão da Escola Estadual Matta Machado tem contribuído para que ela possa se tornar uma escola efetiva a fim de propor melhorias para esse processo. Para tanto, no primeiro capítulo, realiza-se a descrição da escola apresentando as características gerais da instituição e os resultados educacionais comparados ao município, a Superintendência Regional de Ensino à qual ela pertence e o estado de Minas Gerais. No segundo capítulo, embasa-se o estudo nas obras de Lück referentes às dez dimensões da gestão escolar e nos fatores-chave ligados a gestão escolar, pesquisados por Polon. Foi feita, também, a análise dos dados coletados à luz da teoria das autoras. O terceiro capítulo destina-se à proposição de um Plano de Ação tendo como objetivo central a criação de uma rede de trabalho colaborativo entre os diversos integrantes internos e externos à escola para subsidiar e apoiar o trabalho da gestão na implantação de estratégias inovadoras para solucionar os pontos de fragilidades evidenciadas por este estudo. / The present dissertation is characterized as a management case study developed at a public state school in the city of Diamantina, in the state of Minas Gerais. Such school has been having prominent results in the external evaluations, obtaining a 7,0 score in the Basic Education Development Index (Ideb) of 2011. In 2013, it won the the National Award of School Management – PGE. The context presented was the motivation of the study which aimed to analyze the management practices developed and performed by the management team of the school with the objective of comprehending to what extent the management of the State School Matta Machado has contributed for it to become an effective school so that we may propose improvements to the process. In order to do so, in the first chapter we conducted a description of the school presenting the general characteristics of the institution and the educational results compared to the municipality, to the Regional Educational Superintendence to which it belongs and the state of Minas Gerais. On the second chapter the study was based on the works of Lück, referring to the dimensions in school management and on the key factors connected to school management, researched by Polon. It was also conducted an analysis of the data gathered under the perspective of such authors. The third chapter was dedicated to proposing an Action Plan having as its core goal the creation of a collaborative network among the several internal and external members of the school in order to subsidize and support the work of the management team in implementing of innovative strategies to solve the fragile points highlighted in this study.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-30T11:24:35Z No. of bitstreams: 1 patriciavalescagomesferreira.pdf: 759841 bytes, checksum: 281636456a3cd2281f9e3e0fd7cc0a15 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-07-05T16:29:38Z (GMT) No. of bitstreams: 1 patriciavalescagomesferreira.pdf: 759841 bytes, checksum: 281636456a3cd2281f9e3e0fd7cc0a15 (MD5) / Made available in DSpace on 2016-07-05T16:29:38Z (GMT). No. of bitstreams: 1 patriciavalescagomesferreira.pdf: 759841 bytes, checksum: 281636456a3cd2281f9e3e0fd7cc0a15 (MD5) Previous issue date: 2012-07-18 / Essa pesquisa objetiva delinear uma situação de gestão onde os gestores sejam facilitadores do processo de apropriação dos resultados do PROALFA, permitindo que o professor alfabetizador faça uso dos mesmos em sua prática pedagógica. Para isso, através do estudo de duas situações exitosas de gestão, que se configuram por bons resultados nessa avaliação, verifiquei se esse processo de facilitação tem ocorrido. Realizamos uma análise comparativa entre gestões de duas escolas estaduais, localizadas no município de Governador Valadares. Apresentam perfis socioeconômicos semelhantes, mas diferentes características em relação à gestão escolar, com intuito de observar se as diferentes ações desses gestores interferem no resultado. Variei no que diz respeito ao nível de ensino atendido, com o intuito de observar se esse fator interfere na gestão de resultados. Pesquisei como realizam a gestão de resultados educacionais, através da disseminação da apropriação dos resultados PROALFA entre os alfabetizadores. Utilizei como metodologia a entrevista semiestruturada a partir de um roteiro básico, porém flexível, que pôde ser adaptado de acordo com as necessidades que surgiram no decorrer da investigação. Minha estratégia metodológica foi a de comparar as duas escolas selecionadas, identificando a relação entre diferentes gestões e diferentes formas de apropriação da avaliação externa, fazendo um paralelo com os padrões e competências do gestor escolar (MINAS GERAIS, 2010) e as competências do gestor na dimensão da gestão de resultados educacionais (LUCK, 2009). Realizei, ainda, análise documental dos resultados do PROALFA entre os anos de 2008 e 2010; plano de intervenção pedagógico produzido a partir dos resultados; pautas e atas das reuniões. A análise dos dados da pesquisa apontou que os gestores das duas unidades de ensino reconhecem que as avaliações externas traduzem o diagnóstico da realidade escolar em termos de desempenho, e que é de suma importância se apropriar desses resultados, permitindo aos demais profissionais acesso, compreensão e uso desses dados para orientar o processo contínuo de melhoria do ensino, através de intervenções pedagógicas sistematizadas e construídas de forma coletiva. Mostraram-se capazes de mobilizar tanto os supervisores quanto os professores em função de objetivos educacionais que foram estabelecidos para escola. A utilização desses resultados se mostrou eficiente, principalmente como mecanismo de acompanhamento sistemático da aprendizagem dos alunos. Constatei ainda que a política pública de avaliação em larga escala causa impacto no ambiente escolar, contribuindo para a construção de projetos pedagógicos viáveis e coerentes com o contexto educacional das instituições. Apresento ao final uma proposta de capacitação de gestores com objetivo de desenvolver competências pedagógicas capazes de buscar alternativas para o desenvolvimento de uma melhor apropriação dos resultados do PROALFA. / This research aims to delineate a management situation where managers are facilitators of the process of appropriation of the results of PROALFA, allowing the elementary teacher to make use of them literacy in their teaching. To do this by studying two cases of successful management, which are formed by good results in this evaluation, we found that this facilitation process has occurred. We performed a comparative analysis between two administrations of public schools, located in Governador Valadares city. Have similar socioeconomic profiles, but different characteristics in relation to school management, aiming to observe the different actions of managers affect the result. I varied with respect to the level of education treated in order to observe whether the interfering factor in the management results. We investigated how to perform management of educational outcomes through the dissemination of the results PROALFA ownership among the elementary teachers. I used as methodology the semi-structured interview from a basic script, yet flexible, which could be adapted according to the needs that arose during the investigation. My methodological strategy was to compare the two schools selected by identifying the relationship between different administrations and different forms of appropriation of the external evaluation, making a parallel with the standards and competencies of the principal (MINAS, 2010) and the skills of the manager in management dimension of educational outcomes (Luck, 2009). Realized, though, documentary analysis of the results of PROALFA between the years 2008 and 2010; educational intervention plan produced from the results, agendas and minutes of meetings. The analysis of survey data indicated that the managers of two teaching units, recognize that the assessments reflect the diagnosis of external reality in terms of school performance, and that is paramount to appropriate these results, allowing access to other professionals, understand and use these data to guide the ongoing process of improving teaching through systematic pedagogical interventions and built collectively. Proved capable of mobilizing both supervisors and teachers in terms of educational objectives were established for the school. The use of these results proved to be efficient, especially as a mechanism for systematic monitoring of student learning. I noticed also that the public policy of large-scale evaluation impacts the school environment, contributing to the construction of pedagogical projects feasible and consistent with the context of educational institutions. I present a proposal at the end of training managers in order to develop pedagogical skills, able to seek alternatives for developing a better appropriation of the results of PROALFA.

The principal's role has evolved over the past two decades with the accountability demands that are forcing changes in school practices. In the age of school reform, the principal of the twenty-first century must provide the structure; resources and support that schools need to succeed. Research indicated that successful school leadership makes important contributions to the improvement of student learning (Leithwood & Riehl, 2003). One common trait identified that principals consistently demonstrate when exercising leadership is highly developed communication skills (Gurr, Drysdale, & Mulford, 2006). Some principals are finding it increasingly difficult to meet the needs of all students, reduce the achievement gap, find viable strategies for reaching adequate yearly progress, and have chosen to address these critical concerns by implementing school reform models. The purpose of this qualitative case study was to examine the characteristics of the principal's communication in the operation of the Comer School Development model. The Comer School Development model's emphasis on certain conditions improved the characteristics of the principal's communication with all stakeholders. This information can be beneficial to principals in any school as well as a Comer School Development model to improve school effectiveness. Data collection included: (a) descriptive data, (b) one principal interview, (c) focus group (n=6) (d) seven observations, (e) and the results discussed in themes. / Ph. D.

Effective school leadership is at the center of educational reform in urban environments. Constituents expect school leaders to transform under-performing schools. However, the educational leadership field relies on traditional ideologies that largely ignore Black principals’ experiences and exclude their voices from politically engaged conversations on leadership. The purpose of this qualitative study was to explore four contemporary Black school leaders’ perspectives of their practices in urban environments. Cultural Historical Activity Theory and Distributed Leadership Theory informed the multiple case study. I employed ethnographic data collection methods of prolonged engagement, interviews (formal and informal), shadowing, documents and artifacts, on-line discussions, field and reflexive journals, and memos, which allowed for crystallization of the data. I adopted and adapted grounded theory and analytic induction to interpret and re-present the Black school leaders’ educational philosophical beliefs, perspectives of traditional preparation, and conceptualizations of leadership that influenced their practices. The findings revealed that the four contemporary Black school leaders from middle and high schools held belief systems that challenged traditional structures and differed from White majority leaders’ beliefs, which aligned with white supremacy and deficit ideologies. The participants thought differently about the purpose of education for all students, especially marginalized groups. These thoughts helped shape their conceptualizations of effective school leadership as an alternative to traditional canons. Their leadership ‘model’ afforded them the ethical latitude to challenge the political sociocultural structure of ‘minimum competency’ standards to afford their students ‘high performance’ school communities. The findings also highlighted traditional leadership programs as ineffective and irrelevant for preparing aspirants to affect substantive changes in contextualized school environments, particularly when the classroom discourse obfuscates issues of equity, race, class, and cultural diversity. Furthermore, the findings revealed participants’ practices, undergirded with moral imperative, humanism, and social justice perspectives, were strategically implemented to dismantle unjust structures. In so doing, they were able to provide students equitable school conditions that allowed them to learn to their highest capacities. Indeed there is the urgent need to include race, ethnic, class, and culturally diverse perspectives in program preparations, policies, and theoretical paradigms to help shape how we think and thus practice school leadership.

This study aimed to explore the characteristics of successful primary schools in the province of Izmir. In this study, qualitative research technique is employed through the perspective of multiple case studies. It was conducted in 9 distinguishingly effective primary public schools located in various districts of Izmir. The participants of the investigation were school administrators and teachers of the investigated schools. Reviewing the relevant literature of the field, a model of school effectiveness characteristics (consisting of five factors) was exploited in order for conceptualizing the research. This frame of effectiveness characteristics were identified as achievement &ndash / oriented policy, orderly and secure climate, strong educational leadership, maintaining parental support and thorough monitoring of pupil progress. Throughout the study, multiple case study method was adopted, and semi-structured interview technique was employed as the main data collection instrument. Content analysis technique was utilized to unfurl the data gathered through the interviews. The results of the research revealed that achievement orientation, strong educational leadership, school climate, monitoring students&rsquo / progress, parental support, and supportive physical environment are among the identified characteristics for school effectiveness.

This study forms part of three broader projects1 where school-based vegetable gardens have been implemented in nine primary schools in resourced-constrained communities in the Nelson Mandela Metropole, South Africa. The purpose of the current study was to explore teacher perceptions of the role of school principals in the success and sustainability of these school-based vegetable gardens. For the purpose of my research, I followed a qualitative methodological approach, and relied on interpretivism as epistemological paradigm. I utilised a multiple case study research design, applying Participatory Reflection and Action (PRA) principles. I purposefully selected 36 teachers from the nine schools involved in the broader project to participate in this study. For data generation and documentation, I relied on a PRA-based workshop, semi-structured individual interviews, observation, field notes, a research journal and audio-visual techniques. I completed inductive thematic analysis. Three main themes and related sub-themes emerged. The first theme highlights the value that teacher participants attach to school principals being informed and involved in vegetable gardens, by sharing the dream and being passionate, being informed of the garden team’s needs and challenges, and being actively involved. The second theme emphasises the importance of a principal providing support by motivating and encouraging teachers and learners to be involved, providing resources and fundraising opportunities, and networking with stakeholders. Finally, the last theme entails factors that may have a negative impact on the success of school-based vegetable gardens in terms of limited interest and involvement by the principal, and not recognising the value of the teachers or the school garden. The findings of the current study indicate that the majority of the teacher participants acknowledged the positive roles that their principals fulfilled, which they then linked to the success and sustainability of their school-based vegetable gardens. Teacher participants indicated that effective leadership can be demonstrated when school principals lead by example, provide the necessary resources, are well informed and knowledgeable about school gardens, and show support to those involved. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

The purpose of this study was threefold: (a) to identify the priorities that Texas school board presidents perceive to be most important in their role as a school board member; (b) to describe the specific activities, behaviors, and actions that Texas school board presidents say they take to support the priorities they identify; and (c) to compare with and contrast board members' reported priorities, activities, behaviors, and actions with the eight characteristics of effective school board practices. A mixed-methods research design was used to explore school board presidents' perceptions of their role and its relationship to effective board practices. Quantitative data were gathered using an online survey and analyzed using descriptive statistics. Qualitative data were obtained from one-on-one semi-structured interviews which were manually coded using a three-step, hybrid-coding process, as well as from an observation protocol. Evidence from this study identified four top priorities: accountability driven actions, a untied team with the superintendent, aligned and sustained resources, and a vision of high expectations. Eleven subthemes emerged that describe the activities, behaviors, and beliefs that support these priorities including: clear goals, community partnerships, data-driven informed, governance, human capital, policy adoption, professional development, strong communication, student outcomes, training, and trust.