The purpose of this study is to make a survey over a period of two complete school terms of the public-relations program of Bowie Public Schools, Bowie, Montague County, Texas.

The object of this study is to present a brief, though detailed, account of the various methods used to install and to operate a twelve-year curriculum in the Texas Public Schools that have pioneered in this field.

The purpose of this study is to determine whether the present equalization law is sounder than certain previous equalization laws.

The problem involved in this investigation is to determine and evaluate the need of a functional guidance program within the Sanger, Texas, Public School, and to effect an organization which will adequately meet the needs of the students, both individually and collectively.

The specific purposes of this study may be briefly stated as follows: (1) to determine the present status of administrative certification in the United States; (2) to determine whether the various states have set up requirements which will insure that their public schools shall have administrators who are capable of directing and supervising the educational program; (3) to indicate the degree of uniformity of requirements in the various states; (4) to secure recommendations for the certification of public school administrators from leading educators in the United States; and, on the basis of such data, (5) to make certain recommendations for a sound administrative certification program.

This study was concerned with which competencies are considered necessary for success as a Texas public school superintendent, and the results were derived from responses to a questionnaire by practicing school superintendents in Texas during the spring of 1975. Summary of Findings: The literature reviewed and the data obtained from the survey instrument appeared to indicate that school superintendents in Texas do need certain competencies in order to adequately fulfill their role in the educational setting. This study was limited to seventy-five school superintendents in Texas. There were variations in their responses depending on: 1. Size according to pupil population. 2. Wealth according to the amount of taxable value located in the school district subject to taxation backing each pupil enrolled. 3. Experience of the superintendent surveyed. There was no effort to develop historically the concepts related to the competencies necessary for success as a school superintendent in Texas. Only opinions of writers and school superintendents of schools serving in Texas schools were used in this study.

This thesis is the result of an examination of Trindad High school in Trinidad, Texas. Teaching philosophy, student demographics, student activity types, and student resources are some of the considered aspects of this evaluation.

There is a growing body of research that indicates that effective management of school resources influences learning and teaching (Chiu & Khoo, 2005; Murtin, 2013). Arguably, schools with better management tend to have better performance on a wide range of dimensions; they are more productive, grow faster and achieve better academic achievement result (Williams, Kirst & Haertel, 2005). It is, therefore, crucial to have effective leaders who will manage the education system towards national goals. According to the Department of Basic Education (2016), all learners have the right to have access to relevant and meaningful learning experiences and opportunities. Further to this, the school community has the right to a safe and secure learning environment, otherwise known as good school climate (Kelley, Thornton & Daugherty, 2005). This brings about the importance of the principals of the school who have the responsibility for resource management and the effectiveness of learning in the school. The study on the impact of the principals’ management practices on school climate of public secondary schools in Pretoria is important to understand how to improve the standard of education in South Africa. Relatively little previous research has investigated the mechanisms by which a principal’s management practices pose an effect on the school climate. The current study examined the impact of the principal’s management practices on the school climate by sampling teachers and non-teaching staffs from three schools in Pretoria, Gauteng province. The school climate was measured with the three sub-scale of organisational climate index (collegial leadership, professional and principal’s leadership). Survey data was obtained from school teachers to measure the staff’s perception of their principal’s management practices. This study reveals the effect of the management practices of principals in motivating teachers to perform, remain loyal to their schools and support the principals even when it seems there are several challenges. On the other hand, the management practices of principals create context and some positive school climates for teachers working in these schools. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Of the nearly 1,000,000 children of active duty members of the military, around 80% attend civilian schools not affiliated with the Department of Defense Education Activity ([DoDEA] DoDEA, 2018; Department of Defense [DoD], 2018). This creates a need for schools to be aware of the challenges that military-connected (MC) students face and understand how best to support them. Recent research indicates that the prevalence of mental health problems in MC youth populations has been rising since the war on terrorism began (De Pedro et al., 2011). MC youth experience an array of internalizing and externalizing problems, including stress disorders (Gorman et al., 2010) and emotional problems (Chandra et al., 2010). One main concern among MC youth is that they may be at a higher risk for suicidality than their non-MC peers (Gilreath et al., 2016; Reed et al., 2011). Creating a positive and supportive school climate may actually prevent suicidality among adolescent students (Birkett et al., 2009; Hatzenbuehler et al., 2014). However, research indicates that MC students may experience a less positive school climate than their non-MC peers (Berkowitz et al., 2014). This study focused on understanding the experience of MC students within a public secondary school in the Mountain West region of the United States. This study utilized a case study approach. A researcher interviewed five staff members serving as teachers, counselors, or administrators who had been employed at the school for at least two years and who had experience working with MC students. Overall, there did not appear to be a reliable way to identify MC students within the school. Further, participants’ perceptions varied on who they thought was best able to identify MC students and whether it would be useful for staff members to know which students were connected to the military. MC students at the school appeared to be supported through school wide supports rather than through supports specific to the military student population. It is recommended that schools consider whether identifying MC students within their population and implementing supports for these students would be beneficial. Districts, particularly those located near military bases, should consider guiding schools on policies and common practices when working with military populations. State organizations should assess the value of collecting data on military student outcomes throughout their state.

Masters in Public Administration - MPA / There is a growing body of literature on no-fee public schools in South Africa. The vision of this policy is to ensure that all citizens have equal access to quality basic education. This study, conducted an assessment of the funding-management strategies in three no-fees public primary schools within the Western Cape Education Department. This is vital as post-1996 the African National Congress embarked on the transformation of education in the country to ensure that all citizens have unfettered access to quality education as stipulated in the 1996 Constitution Section 29 (1) (a) which expresses that everyone has the right to basic education. This is also supported by the White Paper on Education, the School Act of 1996 and the policy document on School Fee Exemption and no-fee of Schools of 2007. As a follow-up to the no-fee policy, there was the creation of no- fees schools in Cape Town.