This study was designed to determine and analyse the learning needs and aspirations of rural youth on the Family Island of Exuma in The Bahamas. Data collected through structured interviews were examined from the perspectives of rural youths between the ages of 17 through 21, their parents, educators and community leaders. The following findings emerged as the most significant in the study: (1) There is, at present, a mismatch between the present national development plans and/or policies which contributes to imbalances in both the educational and economic sectors of Exuma. There are three areas in which the case of this mismatch is most salient: (a) rural-urban disparities in planning for development of the Exumian educational and economic sectors, (b) a mismatch between the school curriculum, job requirements and general needs of the economic sector, and (c) an over-emphasis on academic learning that is viewed as the only way to achieve one's educational and occupational aspirations. (2) There is generally a lack of parental involvement in the schools. This absence is perceived by the community as evidence of a poor parental attitude towards the educational development of their children. (3) Outward migration by youth is on the rise because of the lack of educational and economic opportunities on Exuma. (4) There is a reported increase in social problems (crime and the unemployment rate) on the island. These problems are said to be associated with drug trafficking. Based upon the research findings and data analyses, a set of recommendations was formulated to aid policy makers, educational planners and others concerned with planning for rural youth's needs. These recommendations follow from the basic finding that Exumians are too highly dependent on outside sources for their educational and economic needs.

This dissertation evaluates the impact of accountability pressure on a context where there is school choice. The Chilean context provides a unique opportunity for this purpose since it constitutes a system with school choice since the 1980s and since 2008 there is a policy that introduces a means-tested voucher that introduces incentives to schools to improve their performance. Under this policy, schools are classified based on students’ test scores and other school factors (such as teacher evaluations, approval rates, retention rates), and are linked to punishments and rewards. I assess the impact of accountability pressure on outcomes that have consequences attached (high-stakes outcomes), and other outcomes that may reflect the quality of the school but do not have direct consequences attached (low-stakes outcomes). I use a fuzzy regression discontinuity to estimate the effect of receiving different school classifications on high-stakes test scores, low-stakes test scores, school behavioral responses, and student and teacher body composition. Estimates of the effects on 4th and 8th grade math, language and science are never significantly different from zero. There is also no evidence of parental or teacher response.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 93-98). Also available in print.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 431. eContent provider-neutral record in process. Description based on print version record. Bibliography: 96-105.

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to empirically assess the role played by school management teams (SMTs) of under-performing secondary schools in the Central Region in their efforts to improve. The evaluation criteria applied were those for effective schools and school leadership derived from the literature study. The survey method was employed to gather the data. A pre-tested 43 item questionnaire was used to evaluate SMTs on 7 effectiveness criteria . The subjects of the study were 80 SMT members and 66 educators from 29 randomly selected trapped schools out of the 45 in the region . The empirical investigation conducted found that SMTs are not effective on most of the crucial effectiveness criteria such as strategic leadership and curriculum leadership. Significantly wide differences of opinion on their effectiveness between the two groups of respondents were observed. SMTs rated themselves as mostly effective, while educators on the other hand rated SMTs as generally ineffective. Lastly, on the question of what can be done to assist underperforming schools become more effective, the investigation makes two main recommendations. First, intensive induction programmes for newly-appointed SMTs as well as on-going capacity- building programmes for experienced ones should be implemented. Second, adequate resources coupled with sustained departmental support should be provided. / (MBA) North-West University, Mafikeng Campus, 2005

The purpose of the study was to measure the extent to which superintendents would manifest observable leader behavior change after having received increased feedback relative toactual and ideal behavior expected of the head administrator as perceived by elementary school principals. Consideration was also given to whether the age of superintendents, number of years in the present position as superintendents, time interval between feedback and reassessment, as well as the form in which the information was presented to superintendents related to perceived behavioral change.

Thesis (MEd)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ed. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [162]-172.

Thesis (Ph. D.)--Columbia University, 1928. / Title in Chinese at head of t.p. Vita. "Application to the needs of China": p. [200]-245. Bibliography: p. [247]-253.