Thesis (M.A.)--University of North Carolina at Wilmington, 2006. / Includes bibliographical references (leaves: [72]-74)

Thesis (Ed. D.)--North Carolina State University, 2005. / Includes bibliographical references (leaves 116-127).

The primary purpose of this Delphi study was to determine which of the research-identified differentiated instructional elements are the most effective for improving student performance as perceived by secondary principals in 2A to 5A 2009 ―Exemplary‖ public high schools in Texas. A secondary purpose for this study was to determine what additional differentiated instructional elements are perceived by this study‘s targeted principals as being critical for student success. The researcher obtained feedback during three Delphi survey rounds from the twenty-four member expert panel regarding which of the research-identified differentiated instructional elements they perceived to be the most effective for improving student performance. The differentiated instructional elements presented in the survey were based upon a sound theoretical framework resulting from a review of existing research on differentiated instruction. After Round Three, consensus was reached, and the data collection period ended. Each of the surveys for the study, as well as the statistical analysis, can be found in the appendices of this dissertation. The findings of this study determined that using a variety of resources, as well as a variety of strategies, were the top-ranked research-identified differentiated instructional elements that the expert panel perceived to be the most effective for improving student performance. In addition, panelists agreed that the differentiated instructional elements already identified in existing research, as presented in this study, are comprehensive and sufficient for improving student performance. Without a doubt, the conclusions and recommendations of this study could extend the current knowledge base by promoting the use of the most effective research-identified differentiated instructional elements to improve student performance. Furthermore, the implications of the study will be invaluable for ongoing professional development, principal and teacher preparation programs, and for those in the field seeking to improve their daily educational practices for student impact.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

Not available / text

Pupils acquire skills, knowledge, values and attitudes through the important institution of education. An essential tool used in the transmission of these socially approved attitudes and values is the textbook. Because teacher content knowledge is an ongoing challenge in South Africa, school textbooks are being viewed as an important source of content knowledge. Textbooks used in the apartheid era in South Africa were subjects of numerous studies which found that textbooks were capable of transmitting the dominant ideology of the then apartheid government. Given the important role that textbooks are expected to play in postapartheid South African classroom, it becomes crucial to examine the ideologies being reflected and transmitted through this medium of instruction in the post-apartheid era. This study therefore set out to explore the ideologies that are manifest in Economic and Management Sciences (EMS) textbooks. This study adopted a qualitative research approach and engaged the tenets of Critical Discourse Analysis (CDA) as its methodological framework. The use of CDA revealed how the content of the selected EMS textbooks represent particular ideologically orientations. The dominant discourses that emerged from the analysis were the stereotypical positioning of gender roles (a subjugation of women; contingency of women‟s success on male support); entrepreneurship leads to wealth creation; the advocacy of a free-market system; reinforcement of the hegemonic positioning of business; deficient service provisioning as a normality; business and production‟s precedence over the environment and finally that globalisation is natural and unproblematic. These discourses disclose that the textbooks under study have profound strains of neoliberal ideology. The content of the textbooks legitimates the values of the free market system and neoliberalism as it reinforces and reifies the normality of personal wealth accumulation and individual endeavour. EMS textbooks were thus found to have potential as hegemonic tools capable of influencing pupils toward assimilating and accepting the ideology of neo-liberalism as being natural, ethical, moral and acceptable. / Thesis (M.Ed.)--University of KwaZulu-Natal, Durban, 2012.

The purpose of this study was to explore the Staff Development Team’s (SDT) promotion of quality education within the context of Integrated Quality Management System. The study explored aspects that the SDT does to promote quality education, processes by which the SDT engages itself in to promote quality education and the reasons why the SDT promotes quality education. Provision of quality education in South Africa passed different stages that eventually culminated in Integrated Quality Management System being gazetted in 2003. With this instrument in place, the Department of Education (DoE) hoped schools, in particular and the Education Department in general, would perform well. Mixed responses from the respondents reflected that there are numerous factors that hamper the implementation of IQMS. These factors range from inadequate training of teachers for IQMS, scanty meetings in which discussions about IQMS are held, lack of involvement of all teachers in the school on issues related to IQMS, implementation of many quality education improvement strategies by the DoE within a short period of time and fear by teachers of being evaluated. The main findings showed that there is a dire need for teachers to be retrained on IQMS and frequent holding of IQMS related meetings. The main findings also revealed that the monetary component of IQMS, namely, pay progression, is a cause for concern in that it compels teachers to be dishonest in evaluating one another. This suggests that if IQMS is to be successful, the pay progression component should be divorced from it (IQMS). The study recommends that there should be regular meeting for IQMS at school so as to bring every teacher on board about IQMS. The study further recommends that although it is good to learn from other countries, but the context should be taken into consideration if a new strategy has been copied from other countries because what is good for one country may not be good for another country. Finally, the study recommends that while counter opinions always exist when a new initiative is being implemented, steadfastness should be upheld and adherence to the policy will ensure the realisation of its (policy) intended aim. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.