Thesis (M.P.A.)--University of Hong Kong, 2005.

Thesis (Ph. D.)--University of Louisville, 2005. Thesis (Ph. D.)--Western Kentucky University, 2005. / University of Louisville, Department of Leadership, Foundations, and Human Resource Education. Western Kentucky University, Department of Educational Administration, Leadership and Research. Vita. "May 2005." Includes bibliographical references (leaves 217-235).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2009. / The study investigates the attitudes of educators towards the promotions that take place in schools. The intention of the Department of Education was to improve the quality of education through the involvement of all the stakeholders in the decision-making. There is a common dissatisfaction from the candidates especially those who have been unsuccessful after the selection process. i The main aim was to determine the attitudes of educators towards the school-based promotions. The results show that educators have a negative attitude towards the school-based promotions. They experience the manipulation of the process to favour certain individuals. Several studies indicate that the "glass ceiling" in promotions has been adopted in the past and even today another form of it, is being utilized. Politics play a major role in the promotion of educators in schools and some educators hold the position in the municipalities where they contest as politicians. The view of educators about the promotions was another aim, which the study investigated. The schools seem to adopt different strategies within one department with same policies. Monitoring is lacking from the department officials and the school governing bodies are entrusted with the selection processes, which they are unfamiliar with. The educators view the promotions as unjust and corrupt. The governing bodies are exposed-to promotions without training and others are illiterate which makes the selection process to be subjected to manipulation. Another aim was to determine the human relations after the promotions have been conducted. The sound human relations are important for the proper functioning of the school. The positions and the manner in which the school conducts promotions contribute to the deterioration of the human relations and the policies of the department discourage the approach, which depicts the policies of the school as an organisation with people who have been working. The educators feel that human relations are strained when there has been a competition and the principal is always linked with favouratism because he or she is the only representative of the department who also determines the needs of the cum'culum of a particular school.

The purpose of this study is to examine the opinions of elementary schools faculties and folks in Kaohsiung city and Kaohsiung county on the core school-based management balance mode in order to properly promote power and status of elementary schools faculties and folks and elementary education efficiency. This study was conducted by literature analysis and questionnaires survey. The subject of this study is the faculties and folks of the elementary schools located in Kaohsiung city and Kaohsiung county. The data was collected by the self-designed scale of the researcher, and analyzed by the statistic methods of frequency distribution, percentage, mean, standard deviation, independent samples t-test, one-way ANOVA, and chi-square test. The sampling subjects are 490 school faculties and 160 folks with valid samples of 557. The following conclusions are derived: First, our country has already had the authorized foundation to promote the core school-based management balance mode. Secondly, on the whole, the opinions of elementary schools faculties on the core school-based management balance mode are apparently different owing to the different educational background. Third, the opinions of elementary schools folks on the core school-based management balance mode are not apparently different owing to the different background and environment. Forth, the character of core school committee of balance mode is decision-making. The members should include the teacher with administration (including head of office and team leader), the teacher, principal, folks and scholars; in addition, the teacher will possess more seating and be the first one on the allocation of member seating arrangement. Lastly, the study results are analyzed and discussed to provide conclusions and suggestions for the reference of education governing authorities, school administrations and related studies.

This study concerns school based evaluation; evaluation of a school or some aspect of its operation which is carried out by the teachers and other interested members of the school community. When the decision to evaluate and the control of the evaluation are at the school level a complex, dynamic situation is created. The teachers in the school concurrently have roles as evaluators and as those being evaluated, as well as continuing in their other normal teachers' roles. The history of educational evaluation in the United States of America, the United Kingdom and Australia is traced. An outline is given of the developments in the more traditional methods based on measurement of achievement of objectives on the one hand, and on the 'informed judgement of experts' on the other. It is suggested that improvements in both methods have led to a constructive method of evaluation with its roots in both traditions. Some checklists and guidelines for planning evaluations are also reviewed. Interviews were carried out in an A.C.T. high school which had completed an evaluation almost a year earlier. Twenty people were interviewed: some teachers, some parents and a member of the Evaluation and Research Section of the A.C.T. Schools Office. All had been involved with or affected by the evaluation. If an evaluation is initiated and controlled at the school level many new complexities are introduced into the situation. The process of the evaluation becomes of paramount importance. The way the evaluation is initiated and planned, the way information is collected and analysed, and the way decisions are arrived at are uppermost in participants' minds. Probably the early stages are the most crucial in establishing the climate and structure for the evaluation, and in developing participants' skills. The effects on staff relationships, staff/parent relationships and the general climate of the school are what the participants are most aware of. There usually are outcomes of a school based evaluation arising from recommendations, but these often are more subtle than those of a traditional evaluation by outsiders. Changes may also occur during the evaluation, rather than at the end after the presentation of a report as was more traditionally the case. There is a place for school based evaluation in Australian schools, but it should be recognised as a complex process which may involve participants in new roles in an extremely dynamic situation.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 222-238). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Natural disasters can have a devastating impact on the social and emotional well-being of children and adolescents (Garrett et al., 2007; Kataoka, Rowan, & Hoagwood, 2009; Walsh, 2007). Exposure to disasters puts young people at risk for a number of stressors such as displacement from their homes, loss of friends, family, home and community (Abigail Gewirtz, Forgatch, & Wieling, 2008; La Greca & Silverman, 2010). They are also at a higher risk for future mental health issues related to the event including anxiety and depressive disorders (Jaycox; et al., 2010; Sapienza & Masten, 2011). While there are many interventions that address mental health symptoms, there is a gap in widely accessible prevention programming for mitigation of future mental health issues for young people affected by a disaster (Silverman et al., 2008). To address the gap in services this dissertation sought to examine the efficacy of an intervention, the Journey of Hope (JoH), an eight-session school based model designed to be delivered to the aggregate of children and adolescents affected by disasters. This three article dissertation presents the JoH through: (1) a conceptual description of the intervention; (2) a quasi-experimental waitlist control study and; (3) a qualitative case study. Findings from the quantitative and qualitative studies indicate that after participation in the JoH, participants had an increase in protective factors such as positive coping skills, pro-social behaviors, and affect regulation. The qualitative case study also indicated that children learned about disaster related issues such as grief, anger, and peer victimization. Future research should examine the longitudinal impact of the intervention through larger samples, different geographical and cultural contexts, and with sensitive measurement instruments. / text

Although relationships are central to psychological health throughout the lifespan, not all children have caring adults in their lives that can provide nurturing and stable relationships. Mentoring was established as a means of providing these essential adult relationships to at-risk children. Although the history of formal mentoring traces back to the beginning of 20th century America, only recently have systematic investigations of mentoring programs been conducted. Furthermore, a wide range of mentoring programs across North America have been implemented which has outpaced the research community’s ability to provide evidence-based practice guidelines. The goal of this dissertation was to contribute to research and practice in the field of youth mentoring. In the first study I evaluated the effects of participating in a school-based intergenerational mentoring program. Although I did not find benefits of program participation for mentors or mentees, I identified methodological limitations that are important for future studies to take into consideration and determined two key strengths of the program. In the second study, I compared mentee, mentor, and mentoring coordinator perspectives on mentoring relationship quality and examined how two components of mentor-mentee interactions, relationship dimensions and mentor-mentee shared experiences, were associated with these different perspectives. I developed an observational rating scale to examine a new framework of relationships dimensions, identified several elements that characterize high quality mentoring relationships, and provided suggestions for how to apply this knowledge to mentor training. In the last study, I discussed the connection between research and practice in youth mentoring and identified strategies to promote collaborative interactions that empower individuals, build social relationships, and create synergy between researchers and practitioners. Through my investigation of both mentor-mentee and research-practice relationships, I gained insight into the processes of successful relationship formation and characteristics of long-term relationships. I encountered several methodological barriers and used these as opportunities to identify strategies for overcoming challenges inherent in mentoring research. The knowledge gained through this dissertation can be applied by mentoring agencies to develop evidence-based mentor training programs and by researchers and practitioners to form successful research-practice collaborations, which are necessary to continue to further our understanding of youth mentoring. / Thesis (Ph.D, Psychology) -- Queen's University, 2014-01-02 10:12:55.265