Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 129-135).

abstract: Proponents of current educational reform initiatives emphasize strict accountability, the standardization of curriculum and pedagogy and the use of standardized tests to measure student learning and indicate teacher, administrator and school performance. As a result, professional learning communities have emerged as a platform for teachers to collaborate with one another in order to improve their teaching practices, increase student achievement and promote continuous school improvement. The primary purpose of this inquiry was to investigate how teachers respond to working in professional learning communities in which the discourses privilege the practice of regularly comparing evidence of students' learning and results. A second purpose was to raise questions about how the current focus on standardization, assessment and accountability impacts teachers, their interactions and relationships with one another, their teaching practices, and school culture. Participants in this qualitative, ethnographic inquiry included fifteen teachers working within Green School District (a pseudonym). Initial interviews were conducted with all teachers, and responses were categorized in a typology borrowed from Barone (2008). Data analysis involved attending to the behaviors and experiences of these teachers, and the meanings these teachers associated with those behaviors and events. Teachers of GSD responded differently to the various layers of expectations and pressures inherent in the policies and practices in education today. The experiences of the teachers from GSD confirm the body of research that illuminates the challenges and complexity of working in collaborative forms of professional development, situated within the present era of accountability. Looking through lenses privileged by critical theorists, this study examined important intended and unintended consequences inherent in the educational practices of standardization and accountability. The inquiry revealed that a focus on certain "results" and the demand to achieve short terms gains may impede the creation of successful, collaborative, professional learning communities. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

This research explores the issue of the development of a value-added performance indicator of teaching in higher education in the UK. The empirical work of this research is based on the data on university student entry qualifications and degree results from two new universities and the interviews with 18 members of academic staff from a new university. This research contains two main parts both aimed at the question of the feasibility of constructing and using value-added as a performance indicator. The first part of this research developed a method of calculating value-added in higher education in the UK, and this method was used to measure value-added at the two institutions at course, school/departmental, and institutional (cohort) level. This was intended to discover the feasibility of developing a method to quantify the relationship between entry qualifications and degree results. The second part of the study used the value-added results obtained from the first part of the study to interview (semi-structured interview) academic staff to investigate their views on whether these value-added results can be used to indicate quality of teaching. In this case the question addressed was the perceived utility of the measure and its acceptability. The first part of the study found that the method of calculating value-added developed can be used to identify variations in value-added at course (course with large number of students), school/departmental, and institutional (cohort) level, and this method has advantages over the main existing value-added measurements, Index methods and the Comparative method. The second part of the study suggested that academics found it acceptable if the value-added results were used to identify problems, nevertheless, they argued that the value-added results can not directly indicate quality of teaching. The difficulties with directly using value-added results to indicate quality of teaching are summarised into the following aspects: the concept of value-added, comparability, factors which have impact on student academic achievements, factors which have impact on how accurately degree results can reflect students' true achievements. It is concluded that the method of calculating value-added developed in this research can be used to identify problems in higher education in the UK, but it can not be used directly to indicate quality of teaching. The findings of this research imply that a value-added performance indicator would derive its significance from the link between value-added results and specific processes of teaching and learning.

O trabalho visou à aplicação do uso da ferramenta de gestão Balanced Scorecard (BSC) na Rede Escola de Governo da Fundação para o Desenvolvimento de Recursos Humanos, e os resultados obtidos a partir desta situação. A Rede Escola de Governo surge como uma forma inédita no âmbito de rede de conhecimento, sendo importante avaliar se seus resultados se refletem positivamente no campo educacional e de gestão. A primeira parte relata a ferramenta Balanced Scorecard como solução de resultados para o planejamento estratégico de organizações. A segunda parte foca a teoria do planejamento estratégico e o BSC em sua essência. A terceira parte relata o estudo de caso com a metodologia utilizada e os resultados da aplicação do BSC na Rede Escola de Governo.Os resultados na maior parte são válidos, por consequência de que em suas perspectivas financeira, sociedade, processos internos e aprendizado e crescimento, atingiram em seus objetivos estratégicos a meta de 100%. As metas que obtiveram resultados em 100% foram: extensões, oficinas, seminários e eventos, especialização, ensino a distância, cursos finalizados e publicações. Apenas as metas cursos, com 84,44%, e contratação, com 75%, não foram válidas. O Balanced Scorecard, objeto de estudo deste, mostra-se, assim; como uma alternativa de ferramenta de gestão eficaz, mensurando resultados de desempenho, tornando possível a realização da aplicação do processo operacional da estratégia, ponto falho na maioria dos planejamentos estratégicos. / The work aimed at the application of the use of the Balanced Scorecard management system (BSC) in the Foundation Government School Network for Human Resource Development, and the results from this situation. The Government School Network emerges as a novel form of knowledge within the network, it is important to assess whether their results positively reflect in education and management. The first part tells the Balanced Scorecard tool as a result of solution to the strategic planning of organizations. The second part focuses on the theory of strategic planning and the BSC in its essence. The third part reports the case study with the methodology used and the BSC application results in the School Network Governo.Os results are mostly valid, therefore that in their financial perspectives, society, internal processes and learning and growth They reached in its strategic objectives the goal of 100%. The goals we have obtained results in 100% were extensions, workshops, seminars and events, expertise, distance learning, completed courses and publications. Only courses goals, with 84.44%, and hiring, with 75%, were not valid. The Balanced Scorecard, subject matter of this shows up as well; as an alternative to effective management tool, measuring performance results, making it possible to carry out the implementation of the operational process of the strategy, flawed point in most strategic planning.

O trabalho visou à aplicação do uso da ferramenta de gestão Balanced Scorecard (BSC) na Rede Escola de Governo da Fundação para o Desenvolvimento de Recursos Humanos, e os resultados obtidos a partir desta situação. A Rede Escola de Governo surge como uma forma inédita no âmbito de rede de conhecimento, sendo importante avaliar se seus resultados se refletem positivamente no campo educacional e de gestão. A primeira parte relata a ferramenta Balanced Scorecard como solução de resultados para o planejamento estratégico de organizações. A segunda parte foca a teoria do planejamento estratégico e o BSC em sua essência. A terceira parte relata o estudo de caso com a metodologia utilizada e os resultados da aplicação do BSC na Rede Escola de Governo.Os resultados na maior parte são válidos, por consequência de que em suas perspectivas financeira, sociedade, processos internos e aprendizado e crescimento, atingiram em seus objetivos estratégicos a meta de 100%. As metas que obtiveram resultados em 100% foram: extensões, oficinas, seminários e eventos, especialização, ensino a distância, cursos finalizados e publicações. Apenas as metas cursos, com 84,44%, e contratação, com 75%, não foram válidas. O Balanced Scorecard, objeto de estudo deste, mostra-se, assim; como uma alternativa de ferramenta de gestão eficaz, mensurando resultados de desempenho, tornando possível a realização da aplicação do processo operacional da estratégia, ponto falho na maioria dos planejamentos estratégicos. / The work aimed at the application of the use of the Balanced Scorecard management system (BSC) in the Foundation Government School Network for Human Resource Development, and the results from this situation. The Government School Network emerges as a novel form of knowledge within the network, it is important to assess whether their results positively reflect in education and management. The first part tells the Balanced Scorecard tool as a result of solution to the strategic planning of organizations. The second part focuses on the theory of strategic planning and the BSC in its essence. The third part reports the case study with the methodology used and the BSC application results in the School Network Governo.Os results are mostly valid, therefore that in their financial perspectives, society, internal processes and learning and growth They reached in its strategic objectives the goal of 100%. The goals we have obtained results in 100% were extensions, workshops, seminars and events, expertise, distance learning, completed courses and publications. Only courses goals, with 84.44%, and hiring, with 75%, were not valid. The Balanced Scorecard, subject matter of this shows up as well; as an alternative to effective management tool, measuring performance results, making it possible to carry out the implementation of the operational process of the strategy, flawed point in most strategic planning.

O trabalho visou à aplicação do uso da ferramenta de gestão Balanced Scorecard (BSC) na Rede Escola de Governo da Fundação para o Desenvolvimento de Recursos Humanos, e os resultados obtidos a partir desta situação. A Rede Escola de Governo surge como uma forma inédita no âmbito de rede de conhecimento, sendo importante avaliar se seus resultados se refletem positivamente no campo educacional e de gestão. A primeira parte relata a ferramenta Balanced Scorecard como solução de resultados para o planejamento estratégico de organizações. A segunda parte foca a teoria do planejamento estratégico e o BSC em sua essência. A terceira parte relata o estudo de caso com a metodologia utilizada e os resultados da aplicação do BSC na Rede Escola de Governo.Os resultados na maior parte são válidos, por consequência de que em suas perspectivas financeira, sociedade, processos internos e aprendizado e crescimento, atingiram em seus objetivos estratégicos a meta de 100%. As metas que obtiveram resultados em 100% foram: extensões, oficinas, seminários e eventos, especialização, ensino a distância, cursos finalizados e publicações. Apenas as metas cursos, com 84,44%, e contratação, com 75%, não foram válidas. O Balanced Scorecard, objeto de estudo deste, mostra-se, assim; como uma alternativa de ferramenta de gestão eficaz, mensurando resultados de desempenho, tornando possível a realização da aplicação do processo operacional da estratégia, ponto falho na maioria dos planejamentos estratégicos. / The work aimed at the application of the use of the Balanced Scorecard management system (BSC) in the Foundation Government School Network for Human Resource Development, and the results from this situation. The Government School Network emerges as a novel form of knowledge within the network, it is important to assess whether their results positively reflect in education and management. The first part tells the Balanced Scorecard tool as a result of solution to the strategic planning of organizations. The second part focuses on the theory of strategic planning and the BSC in its essence. The third part reports the case study with the methodology used and the BSC application results in the School Network Governo.Os results are mostly valid, therefore that in their financial perspectives, society, internal processes and learning and growth They reached in its strategic objectives the goal of 100%. The goals we have obtained results in 100% were extensions, workshops, seminars and events, expertise, distance learning, completed courses and publications. Only courses goals, with 84.44%, and hiring, with 75%, were not valid. The Balanced Scorecard, subject matter of this shows up as well; as an alternative to effective management tool, measuring performance results, making it possible to carry out the implementation of the operational process of the strategy, flawed point in most strategic planning.

The trait approach to leadership is arguably the most venerable intellectual tradition in leadership research, with decades of great prominence followed by years of scepticism and disinterest. Despite its checkered history, recent approaches to leadership have taken a trait perspective, which is supported by evidence showing consistent associations of specific traits with leader emergence and leadership effectiveness. The purpose of this exploratory research project was to employ qualitative methodology to identify the values, personal traits and characteristics of South African business leaders who get things done. The data for this research has been obtained via in-depth exploratory interviews, with selected business leaders who have had a track record of achieving sustained financial results. The research showed that there is a core list of traits that are associated with successful South African business leaders. Key leader traits that were identified include: drive, conscientiousness, self-confidence, openness, charisma and emotional intelligence. There was less clear evidence for traits such as extroversion and cognitive ability. In addition, the environment emerged as an important modifier of a leader‟s ability to get results. While the research showed that the possession of certain key traits alone does not guarantee leadership success, there was sufficient evidence to show that effective leaders are different from others in certain key respects. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

The purpose of this research was to study customer-supplier relationships, and particularly their partnerships, to help managers and practitioners successfully design, develop, implement and deploy tools and joint practices for their upstream systems. To achieve this purpose, a total of 1,811 (potential mailed survey questionnaire respondents) and 7 (structured interviewees) managers who are responsible for purchasing, sales/ marketing, quality-related, and production- or operations-related functions of U.S. private manufacturing companies in SIC 35, 36, and 37 were used to collect qualitative and quantitative data. Using 172 usable mailed survey questionnaire responses (response rate: 9.78%) and qualitative data from the structured interviews, the following major findings were derived: • Four tools/joint practices most frequently used in customer-supplier relationships were supplier certification/verification, joint problem-solving teams, quality audits, and Just-In-Time production and delivery, • Five tools/joint practices that have been used most effectively were ISO 9000 and/or QS 9000 and/or Baldrige criteria, quality audit, JIT production/delivery, joint planning, and joint problem-solving teams, • Five tools/joint practices that have been most internalized were ISO 9000 and/or QS 9000 and/or Baldrige criteria, quality audit, JIT production/delivery, joint problem-solving teams, and supplier or customer performance measurement systems, • Overall perceived organizational performance improvement was 25% (30% quality improvement, 21% cost reduction, and 26% cycle time reduction). In addition to these findings, eight hypothesized relationships were tested using two independent variables (joint use of specific tools and joint use of practices) and four dependent variables (informed partners, role integrity, conflict resolution, and mutuality). The results showed that customer and supplier companies do not share the same experience with respect to the relationships between the two independent variables and conflict resolution. Using these findings, a set of practices was proposed as a means for further improving specific organizational performance dimensions and providing a mechanism to better share the consequences of joint action. / Ph. D.

Kokybiškas ir visuotinai prieinamas švietimas - esminė bendros visuomenės gerovės prielaida. Tuo tikslu Lietuvoje yra reformuojama švietimo sistema. Tačiau šiuo metu švietimas – viena problematiškiausių sričių Lietuvoje, jis kelia daug socialinių problemų, neaiškūs švietimo reformos tikslai, reforma vykdoma neturint moksliškai pagrįstos švietimo strategijos. Atlikto tyrimo duomenys padėjo išsiaiškinti, koks bendrojo lavinimo vidurinių mokyklų vadovų, mokytojų, mokinių tėvų požiūris į įvykdytas ir tebevykdomas švietimo reformas, leido suvokti, kokios švietimo reformų pasekmės vidurinėse mokyklose, išryškino silpnąsias ir stipriąsias reformų vykdymo puses. Tyrimo tikslas. Ištirti Lietuvos bendrojo lavinimo mokyklų (Vilniaus Žvėryno gimnazijos, Ukmergės A.Smetonos gimnazijos) narių (mokyklų vadovų, pedagogų, mokinių tėvų) požiūrį į švietimo reformas, įvertinti jų pasekmes bei parengti tyrimų rezultatais pagrįstas rekomendacijas. Tyrimas atliktas tikslinėmis imtimis: gimnazijų mokytojai, vadovai ir mokinių tėvai. Generalinė aibė: 73 mokytojai, 11 vadovų ir 66 mokinių tėvai. Iš viso - 150 respondentų. Jiems buvo pateikti 108 klausimai. Tyrimo rezultatai. Tyrimas parodė, kad skaudžiausios švietimo reformų pasekmės vidurinėse mokyklose - mokyklų profiliavimas, nepatvirtinta ilgalaikė bendrojo lavinimo mokyklų finansavimo reforma, abejotina mokyklų tinklo optimizavimo nauda, neišspręsta Gimnazijos koncepcija, mokinio krepšelio... [toliau žr. visą tekstą] / Results of the Educational Reform in Secondary Schools A quality and universally available education is an essential assumption of a general welfare of the society. For this reason educational system in Lithuani a is under reform. Unfortunately, education now is one of the most problematic spheres in Lithuania as it causes a lot of social problems. Moreover, the aims of the education reform are not clear and the reform is being pursued without having a scientifically based education strategy. Findings of an accomplished research have helped me to find out what secondary school leaders, teachers and parents‘ attitude towards the education reforms is. They have also allowed me to understand what outcomes of the education reform. The aim of the research is to analyse secondary schools (Vilnius Zverynas gymnasium and Ukmerge Antano Smetonos gymnasium) members‘ (leaders, teachers and parents‘) attitude towards education reforms, to evaluate their consequences and to prepare recommendations based on the research findings for the personnel of a strategic planning and analysis division of Ministry of Science and Education. The research was done with certain groups of respondents: gymnasium teachers, leaders and pupils‘ parents. A general set is 73 teachers, 11 leaders and 66 pupils‘ parents, in total 150 respondents. They were asked 108 questions. Results of the research. The research has showed that the most painful consequences of the education reform at general secondary... [to full text]

Purpose: The purpose of this study is to understand millennials search behavior on mobile devices. Research Questions: How do millennials value organic and sponsored search results on mobile devices? What are the Web advertising variables that affect millennials attitudes towards sponsored search ads on mobile devices? Methodology: Data was collected from 103 Swedish millennials through an experiment and survey. Conclusion: The findings of this research supports the variables of entertainment and incentives to have a positive association with millennials attitudes towards mobile search ads while irritation, informativeness and credibility were only partially supported when testing independently with attitudes. An overall negative attitude could be seen toward sponsored links when participants motivated their action to click. Moreover, the results illustrated a higher attitude value towards mobile search ads to reflect an increased click behavior on sponsored search results.