Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 277-292).

Thesis (E.Ed.)--The Sage Colleges, 2009. / "Presented to Dr. Daniel Alemu, Ed.D. Committee Chair, School of Education, Sage Graduate School." Includes bibliographical references: (p.84-90).

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 148-161) and appendices.

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 14, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, William C. Rau, Nancy E. Gibson. Includes bibliographical references (leaves 139-144) and abstract. Also available in print.

Dissertations (Ed. D.)--Rowan University, 2010. / Typescript. "UMI Number: 3398603"--T.p. verso. Includes bibliographical references.

Thesis (Ed. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 163-171).

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 20, 2007) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 195-209). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--California State University Channel Islands, 2009. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education.. Title from PDF t.p. (viewed November 19, 2009).

The problem in this research lies in the lack of appropriate guidelines for managing the Quality Management System (QMS) in schools. The research endeavours to reveal the most effective and efficient guidelines for managing the QMS. The main purpose of the study was to investigate and reveal the most appropriate and effective ways of managing the QMS as a strategy and as an ongoing process of evaluating and managing both the performance and outcomes in schools. This research adopted a qualitative research approach. Phenomenological and ethnographic research methods were employed. The purpose of adopting the qualitative research for this study was to gather non-numerical data to help explain and develop a theory about managing the QMS. The researcher collected data using multiple means of data collection, namely, interviews, survey and observation. Interpretations of data led to the research recommendations and the conclusion. The sample comprised of three District officials, the school Principal from each sample school, two Departmental Heads, two teachers and their classes, two School Governing Body (SGB) members, one member of the Staff Development Team (SDT) and four former members of the Quality Management (QM) team. The findings of the study described the informants’ perceptions and experiences of the QMS as a process for school improvement. The perceptions and the experiences of the teachers and the principals suggest that the participants had a limited understanding, knowledge and skills in managing the QMS. Thus guidelines managing the QMS were provided. In addition, guidelines for the educational psychologist that would facilitate the successful management of the QMS were developed. / Prof. J.R. Debeila