There is no abstract available for this thesis.

There is no abstract available for this dissertation.

The purposes of the study were twofold: first, to identify the causal variables of effective teaching as perceived by teachers and principals in selected Indiana elementary public schools; and secondly, to compare the compiled responses of elementary teachers with the compiled responses of elementary principals to establish areas of agreement and disagreement.A review of literature and related research pertaining to the perceptions of teacher effectiveness was conducted and categorized in terms of the historical development of the study of effective teaching. The population of the study consisted of an arbitrarily selected sample consisting of fourteen principals in Indiana elementary public schools, and 227 regular faculty members in the fifteen elementary public school buildings administered by these same principals.Data obtained from two questionnaires were analyzed, summarized, and presented in narrative form. Tables were developed to report the data.Findings of the study were based upon the data from the responses of fourteen principals in Indiana elementary public schools and 227 regular faculty members in the fifteen elementary public school buildings administered by these same principals, as well as a review of the literature pertinent to the topic of teacher effectiveness. Major findings were as follows:1. The mean percentage of agreement between teachers and principals was 36.6 percent regarding the selection of the same teacher as selected by the principal.2. The following characteristics of teachers that result in effective teaching were reported as most significant by 227 Indiana elementary public school teachers:a. Knowledge of Subject Matter b. Personal Interest in Each Studentc. Caring-Loving-Concern-Warm Atmosphere d. Enthusiastic with Students3. The following characteristics of teachers that result in effective teaching were reported as most significant by fourteen Indiana elementary public school principals:Instructional Planning/OrganizingChild-oriented Enthusiastic with Students 4. A comparison of the top ten rank ordered responses of teachers and the top ten, plus ties, rank ordered responses of principals regarding strongly supported characteristics of effective teaching resulted in the following findings:a. Instills a desire and willingness in the students to work and learn was most highly ranked by teachers (82%) and was fifth most highly ranked by principals (80%).b. Communicates a positive attitude about school was most favored by principals (93%) and was fifth choice among teachers (66%).c. Shows concern for students was ranked second most highly ranked by teachers (7896) and was third most highly ranked by principals (86%). The respondents had a high level of agreement on the importance of this item.Major conclusions based upon the findings of the study were:1. Teachers and principals do not have unanimity on what characteristics result in effective teaching.2. Teachers and principals should increase the amount of time spent on goal setting together to establish expectations for effective teaching.3. Teachers should be provided ongoing in-service in the area of staff development for the implementation of effective teaching.

The purpose of the study was to examine the perceptions of superintendents, RIFfed teachers, and teacher union officials concerning the criteria used in reducing force in school corporations having reduction-in-force contract language. The population consisted of forty-six superintendents, ninety-one RIFfed teachers, and thirty-two union officials. The school corporations were randomly selected from 144 corporations listed in the document entitled 1984-85 Indiana State Teachers Association Bargaining Priorities.The three groups were asked to complete a questionnaire either by mail, on-site, or by telephone. The questionnaire was designed to determine the perceptions of each group regarding criteria used in reducing staff. Major problems were found in a number of current reduction-in-force policies due to incorporating the sole criterion of seniority. Seniority was found to be regressive,and many young competent teachers were often unfairly and arbitrarily laid off or terminated.Solutions to the problems included the adoption of broader reduction-in-force policies to include such criteria as evaluation, past performance, and extracurricular participation. Other recommendations were to lobby for a state law to set forth uniform guidelines for reducing force, and for superintendents, school boards, and union officials to realize that school corporations cannot follow a typical industrial model for reducing force. Comprehensive, progressive school corporations must rely on competent, dedicated teachers who are willing to meet the total needs of students. Regressive, restrictive policies are not conducive to quality education.

There is no abstract available for this dissertation.

No description available.

<img src="file:///C:/DOCUME~1/staff/LOCALS~1/Temp/moz-screenshot.jpg" alt="" />In this minithesis I attempt to explain what could be meant by an objective and democratic teacher evaluation system. The central question which I address is whether the current South African teacher evaluation system could lay claim to the kind of objectivity and democracy I develop in my minithesis.

När en bank gör en kreditbedömning av ett företag så krävs det en stor del av riskmedvetenhet från bankens sida när det gäller att använda och undersöka företagens årsredovisningar, men även andra faktorer. Anledningen till att banker idag fokuserar på ett brett spektrum av faktorer har med 1990-talets generösa utlåningsstruktur att göra, och att banken efter negativa känningar av krisen ökat riskmedvetenheten. Syftet med denna uppsats är att undersöka om det är ett företags årsredovisning eller alternativt andra faktorer som kreditchefer på ett flertal fristående Sparbanker undersöker vid en kreditbedömning, samt vilken av dessa två delar som väger tyngst vid bedömningen. Uppsatsen har utförts på fristående Sparbanker från i huvudsak två landskap, det vill säga Bohuslän och Dalsland, samt en tredjedel av Västergötland. Vi har med en kvalitativ metod i form av intervjuer sammanlagt intervjuat sju kreditchefer från olika fristående Sparbanker. Den frågeställning som vi ville ha svar på från våra intervjupersoner var: Vilken betydelse har årsredovisningar i jämförelse med andra faktorer vid en kreditbedömning av ett företag? Med utgångspunkt från denna forskningsfråga formade vi våra intervjufrågor. Det huvudsakliga resultatet och den slutsats som vi kunde dra efter att vi undersökt området både teoretiskt och empiriskt var, att banker använder sig ungefär till lika stora delar av årsredovisningar kontra övriga faktorer. Övriga faktorer är exempelvis företagets styrelse, dess ledning, revisorsutlåtande och säkerheter. Båda dessa delar behövs enligt banken för att möjliggöra en så rättvis, säker och riskfri kreditbedömning som möjligt av ett företag. Detta betyder i sin tur att det system som banker förr i tiden använde, dvs. att till allra störst del undersöka de hårda värdena vilka är siffrorna i ett företags årsredovisning, inte är tillämpbar i vår nutid. En riskbedömning ska istället ske med fokus på även övriga faktorer, detta är ett måste. Den avgränsning som vi gjort är att inte undersöka lagstiftningen bakom en kreditbedömning, utan den benämns i princip endast. Vi har inte heller lagt fokus på att undersöka exakt vilka siffror kreditchefer på banker ser på vid en kreditbedömning i ett företags årsredovisningar, utan endast på om de undersöker vissa faktorer i årsredovisningarna. / When a bank makes a credit assessment of a company, it takes a great deal of awareness of risks from the bank when it comes to use and examine the company's financial statements, but also other factors. The reason that banks today are focusing on a wide range of factors, has to do with 1990's generous lending structure, and that after the negative stresses of the crisis banks increased the risk awareness. The purpose of this paper is to examine whether it is a company's financial statements or, alternatively, other factors that credit managers at several savings banks examines at a credit assessment and which of these two components that weigh heavily in the assessment. The thesis has been done in independent savings banks from two main landscapes, that is, Bohuslän and Dalsland, and a third of Västergötland. We have a qualitative approach in the form of interviews with total interviews with about seven credit managers from various independent savings banks. The question we wanted an answer to from our interviewees was: How important are financial statements in comparison with other factors in a credit assessment of a company? Based on this research question we formed our interview questions. The main result and the conclusion we could draw after we explored the area both theoretically and empirically was that banks use equal shares of annual versus other factors. Other factors being, e.g., the company's Board of Directors, its management, auditor's report and collateral. Both of these elements are needed by the bank to allow such a fair, safe and secure credit assessment as possible of a company. This in turn means that the system that banks in the old days used, which to the greatest extent examined the hard values, the numbers in a company's annual report, is not applicable in the present. A risk assessment should instead be focused on other factors as well. This is absolutely necessary. The distinction we made is not to examine the legislation behind a credit, it is only referred to in principle. We have not put the focus on investigating the exact numbers credit managers at banks look on at a credit assessment of a company's financial statements, but only if they examine some factors in the financial statements.

Zugl.: Zürich, Swiss Banking School, Diplomarbeit, 2005. / Literaturverz.

Zugl.: Freiburg (Breisgau), Univ., Diss., 2005