Call number: LD2668 .T4 1938 H32

This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model. The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, dropout rate, percentage of students taking advanced courses, percentage of students passing all Exit-level Texas Assessment of Academic Skills tests, percentage of students taking College Admissions Tests, mean SAT total score of those students who took the SAT, mean ACT total score of those students who took the ACT, and percentage of students who are at or above criterion on the SAT or ACT of those students taking the SAT or ACT. Data from archival files from the Texas Education Agency's Academic Excellence Indicator System for each respective year of the eight-year longitudinal study was collected. Scheduling models (traditional, alternating block and accelerated block) were investigated. The sample was drawn from the student population of a large urban school district in north central Texas, a district serving approximately 77,000 students. The district has twelve regular high schools serving students in grades nine through twelve. All twelve regular high schools were included in this study. The indicators were analyzed using SPSS multivariate and univariate analysis to compare the means, regression line slopes, and regression line intercepts for each type of schedule: traditional only, traditional prior to A/B block change, traditional prior to accelerated block change, A/B block, and accelerated block. The regression line, slopes, and intercepts were based on separate regression analysis where a school year was used to predict the AEIS indicators for each type of schedule. With the exception of graduation rate, significant difference was found for all dependent variables.

The major purpose of the study was to determine duties of selected junior high school principals in Indiana to accomplish identified responsibilities for instructional evaluation and improvement, staff evaluation, and public relations.Methods and procedures used to determine the duties of junior high school principals in the identified areas involved construction of a focused interview guide based on the survey of research for the study. The population to be interviewed included six junior high school principals, ten teachers and ten students from each of the six selected junior high schools. The responses were then organized by area and presented in three categories, responses of principals, perceptions of teachers, and perceptions of students relative to the duties performed by the principals.Conclusions were drawn from the findings of the study, and research reviewed as part of the study, and the experiences gained in conducting the study.Instructional Evaluation and Improvement1. Principals in general spent little time on program evaluation and improvement.2. Much of the responsibility for evaluation and improvement of the school program rested with the department chairmen.3. Teachers were involved mainly through the individual departments.4. The larger the school the less time the principal had time to devote to the program.5. It appeared principals delegated the responsibility for evaluation to department chairmen and relied on the judgment and evaluation recommended.6. Classroom visitation by the principal was limited to a few brief periods of time.7. The leadership function of the principal in motivating staff self-evaluation and improvement rested primarily on suggestions to the teachers rather than in-service programs.8. Orientation programs were classified by principals as in-service training.9. Principals did attempt to improve personal abilities and understandings of new approaches in education.10. Staff and students were seldom utilized in evaluation and changing the curriculum.11. Staff and students perceived the principal as involved in improving in instruction.Staff Evaluation and Improvement1. Teachers perceived the principal as one who would help with problems when requested.2. Teachers perceived principals as undertaking the necessary duties for staff evaluation including limited classroom observation, written evaluations, and conferences.3. Teachers perceived principals as utilizing department chairmen in the evaluation process.4. Teachers viewed the principal as available to aid the teacher in educational problems.Public Relations1. Principals did little to utilize the staff or students in a specific public relations program for the school.2. The staff and students perceived the principal as doing an adequate job in creating a favorable public relations attitude toward the school.3. Principals were perceived as providing a communication system within the school.4. Parent contact with the school was limited to infrequent visits.5. Principals were active within the community civic organizations.Recommendation for Further StudyRecommendations for further study were gained from the limitations placed on the present study.1. Expand the present study to include more schools to achieve a broader view of the duties undertaken by the principal.2. Study the differences between what the authorities in the field of educational administration advocate relative to the duties of the principal and what duties principals actually do.3. Study the causes and reasons why principals are not completing the tasks indicated by the authorities in the field of educational administration which principals should be doing.

The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as “a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate” (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.

"The purpose of this paper is to present an analysis of the functions carried on by the Deans of Girls (or deans' equivalents) in the Florida Secondary Schools of four hundred and fifty or larger enrollment. This is an analysis based on material gathered from questionnaires, conferences, research, and interviews from those directly concerned with this occupation. This analysis attempts to clarify the duties of the Deans of Girls in Florida Secondary Schools in the hope that some results will be obtained that may be of value in certification plans for guidance training programs, in-service training activities, and orientation services"--Preface. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 58-59).

M.Ed. (Educational Management) / Please refer to full text to view abstract

While organizational communication in school management has become vital and complicated along with an increasing emphasis on collaboration and teamwork in lesson preparation and performances in local secondary schools, it largely lies on the capability and the role of middle managers such as department heads and committee heads, who constitute a layer of management between the senior management team and subordinate classroom teachers. Despite that effective communication can be seen as the foundation of modern organizations, there are very few local studies on how organizational communication among members of a school management organization in Hong Kong is carried out, particularly on the roles of middle managers in schools in the process of organizational communication. This study aimed to examine the functional roles of middle managers in a Band One Hong Kong secondary school in the process of organizational communication. The research was conducted on members from three sectors of the organizational hierarchy: senior managers, middle managers and non-administrative teachers, with reference to previous overseas and local studies in the area of organizational communication and the roles of middle managers. The study reported in this paper identified that middle managers generally appeared to fulfil three major functions, although which might not be seen as successful by other members, namely transmitting, bridging and buffering. Apart from these desirable functions of middle managers, it was found that there was another side of their function – some interviewed middle managers reflected that they were the sandwiching class in the school’s organizational communication process. Challenges and variables influencing their roles were summarised in this paper: the extent to which the nature and expectations of the role have been clearly and comprehensively defined, the structure of organizational communication, as well as middle managers’ perception and attitude. The findings of this study will help the school, and perhaps other local schools, to assess the communicating roles of middle managers and thus to enhance the communication flow within and beyond each organization branch. Moreover, the analysis of the study will provide the school with some groundwork for reviewing the organizational communication structure and offering relevant training for teaching members where applicable. / published_or_final_version / Education / Master / Master of Education

Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008. / We are in the era where quality assurance is a prerequisite in all government institutions particularly in schools. Agreements struck between the department of education and teachers unions have gone a long way towards making teachers responsible for quality of their own work. This study investigates the challenges faced by teachers in the implementation of integrated quality Management System in Thaba Nchu high schools. According to some authors the quality of teaching and learning in South Africa is critical, thus teachers must be accountable for their performance in the classroom.

M.Ed. (Educational Management) / The development of the Head of Department as manager, has historically been neglected and as he/she is in a position of authority, the effective management of the relevant department will solely depend on him/her. If the department therefore is to function successfully, the Head of Department should have a sound knowledge of motivation, communication, decision making and interpersonal skills. The Head of Department as leader of the teachers in his/her department, cannot ignore these components. Development is essential to enable him to cope with everyday problems in the school. The Head of Department needs particular skills to run his/her department effectively, but presently this is not a requisite for promotion. One can conclude that the current management situation in the school requires an academic-professionally equipped person. This investigation has indicated that the development of skills relating to motivation, communication, listening, decision-making, interpersonal relations, transparency, assertiveness, empathy and invitational management, is essential if the Head of Department is to be motivated and well equipped, to manage his/her department. The task of the Head of Department as part of the managing team, is complex. When such a team is appointed, it should be kept in mind that their task primarily involves problem solving, decision-making, guidance and in service training. Members therefore should be experienced, determined and hard-working. The Head of Department is expected to be well-versed in the application of the four components of management, namely planning, organising, guidance and control. There is no doubt that management can be considered a full-time, independent career.

D.Ed. / Educator teams in secondary schools of the Kathorus area, lack the formal decisionmaking authority to implement the Integrated Quality Management System (IQMS) successfully. These teams lack the formalised horizontal structure that could empower them to decentralise decision-making authority among educator teams at all levels of the school and provide a lateral communication system in which members of teams communicate directly with one another in an organisation. The educator teams have not received effective training on the implementation of the IQMS from the Department of Education (DoE) and the DoE has not provided these teams with regular training programmes in their schools on implementing the IQMS successfully. Consequently, educator teams have been frustrated and have shown feelings of hopelessness, despair, and apathy, and a lack of commitment to their profession. The general aim of the study was to determine how educator teams can be empowered to implement the IQMS in secondary schools successfully. In order to investigate the empowerment of educator teams for implementing the IQMS successfully in these schools, the specific objectives were to: • explore the meaning of empowerment and determine the implications of empowerment for implementing the IQMS. • determine the perceptions of educators and school management teams (SMTs) on empowering educator teams to successfully implement the IQMS in secondary schools. The study introduced the problem of this inquiry and presented the background of the research problem, which was associated with the failure to successfully implement the IQMS in schools and the lack of authority of educator teams to implement the IQMS effectively. The problem statement, research questions and specific sub-research questions, the aims and objectives of the study and the research methodology, ethical considerations and the significance of the study were discussed.