Using the World Bank Public Expenditure Tracking Survey (PETS) 2004 data, propensity score matching is utilized to infer a causal impact of private tutoring on the numeracy, literacy, and total outcomes for fourth grade public school students. This research finds that students who self-report that they participate in private tutoring everyday as compared to their peers who never participate in private tutoring scored higher in literacy, numeracy, and total scores. A small Matthew Effect was found as the statistically significant variables used as predictors aligned with socio-economic status. This alignment depicts that the rich become academically richer while the poor become academically poorer. The hybrid public-private education system in Cambodia may be exacerbating inequity for the most marginalized populations.

M.Ed. (Curriculum Studies) / The problem of rural student-teachers' conceptions of Language and of learning is the focus of this stud)'. Aspects of the problem were encountered during the researcher's experience at a rural college for ten years, The researcher observed that certain students were unable to express themselves adequately in English. their language for learning. They also reflected an inadequacy in learning on n formal level. The researcher presumed that language and their conceptions of language and of learning could possibly contribute to these phenomena. The problem was investigated by constructing a research design which included a literature review comprising of second language learning with emphasis on English for black rural students. The review also consisted of an overview of theory on language across the curriculum and learning as conceptual change, Subsequent to this review a field investigation was conducted in which eighty students' conceptions of language and learning were analysed from data collected through personal sketches and complemented by observation. The findings indicate that the students' conceptions of learning were naive and their conceptions of language were focused on communication. There also seemed to be some link between their conceptions of language and their conceptions of learning. The research was concluded with suggestions pertaining to practice and policy. It was suggested that lecturers should not only concentrate on the methodology of language across the curriculum in order to ensure a cognitive change in the students' conceptions of language and of learning. but that the naive sketches that were used as research method of the study could be implemented as diagnostic aid for educators in PRESET.

M.Ed. / This study forms part of a greater, ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinion on teacher competences by the initial research. This research project is a group project initiated to investigate teacher competence, its measurement and the implication thereof for school effectiveness and improvement. The following factors were identified namely the learning environment, professional commitment, order and discipline, educational foundation, reflection, cooperative ability, effectiveness and management styles. What does the basic rights of education mean against the background of the past? Superordinate goals aim at improving matriculation results. The aim is to change the public school into a community school which means increased parental involvement. This could be done by legitimising civic groups. The problem facing the present educational system is to strategise and develop interest, remedy the lack of motivation, increase trust, and develop relevant management skills. The constitution guarantees equal access to basic education. Inequalities in education must be redressed. The principles include the development of independent and critical thinking. The overall aim is lifelong education and training of good quality. This would increase teacher competence. Teachers should Professor Bengu (1995:1) in the Hunter's Report commented that this present education system was the most fractured and inequitable on the face of the earth. Nevertheless the Hunter Report seems safe to assume that the commitment in the White Paper to ten years of free and compulsory education would satisfy the constitutional requirements of the right to basic education at this stage of our country's development. However teachers are seen as "aliens" by the school and community as they do not participate in village or farm life. The professional life of a teacher presents few challenges because they do not have access to ownership of land. Teachers have little legitimacy in their communities. The Hunter Report recommended that public schools entertain a partnership funding approach balancing the demand of the four key principles namely attaining equity, redressing past imbalances, advancing equality and improving efficiency. The Hunter Report suggested that training relevant to personnel should be established by an Educational Management Information System and an Educational Management Training Institute. Factors which could possibly have contributed to the poor matriculation results at the schools were evident in a summary of the Examiner's Reports(Education Bulletin, ex House of Representatives, 1995 : 345). These include many candidates who lack basic examination techniques that should have been taught and consolidated in Standard Nine. All the work in the syllabus was not covered. All this points to some form of teacher

The impetus of this paper is a survey conducted in Taylor County, Florida, by the writer. The survey was more extensive than intensive; for example, fifty people were submitted a questionnaire containing five questions; and were chosen at random to represent a cross section of the people of the county. Several professional people, laborers, housewives, filling station operators are typical examples of people applying to the survey. The five questions or statements submitted pertained to Taylor County schools. / Typescript. / "May 1955." / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Harris W. Dean, Professor Directing Paper. / Includes bibliographical references.

Neoliberalism operationalizes the White Supremacist narrative of meritocracy in spaces like no-excuse charter schools in order to coerce teachers to obediently turn out data that is productive for investors, at the expense of both teachers and Black and Brown students’ humanity. This dissertation defines the coercion teachers experience as a process of mechanization, whereby they are inducted into the narrative of meritocracy and threatened with material loss if they do not comply. However, contrary to current research that illustrates their repeated mechanization, I draw from my own experiences as a teacher at a no-excuse charter school to assert that teachers in these spaces do have the capacity to enact anti-racist teacher agency and resist. This dissertation therefore asks, How do educators at no-excuse charter schools engage anti-racist teacher agency to negotiate mechanization and the narrative of meritocracy? Over the course of 13 months, I engaged with six self-described social justice-oriented teachers from three schools across two New Jersey cities through a methodology I developed called critical storying. Functioning in two parts--The Spiral and Speculation--critical storying first pays attention to participants' affective tensions through dialogic spiraling in order to identify mechanizations they experience, and ways the negotiate those mechanizations. Then, using participants’ own narrative imagining, I wrote each participants’ story centering them as a cyborg protagonist confronting and overcoming a core mechanization. The findings, as well as the framework and methodology developed for this study, contribute to research concerned with no-excuse charter schools, anti-racist teacher agency, speculative fiction, and dismantling White Supremacy from school systems.

The face of North America's public education system is changing. Across the United States, hundreds of thousands of students have migrated away from traditional public school into charter schools. While both are considered public schools, often that is where the similarity ends. Claims and counter claims have been made about the virtues and advantages of a charter school versus the traditional public school. This study, focused on the nation's sixth-largest school system in Broward County, Florida, compares comments from stakeholders involved in charter programs to feedback from those still involved in the traditional public system. Three hypotheses are evaluated including: whether traditional schools are not adequately serving the needs of students; whether charter schools are better at serving student needs; or people believe that charter schools are doing a better job at serving the needs of students. Evidence suggests that while each model of education has its advantages and disadvantages, neither clearly provides a ""better" opportunity for students. Conclusions are that consumer perceptions are driving the shift in enrollment. This is attributed to the narrative about "choice" created by charter school advocates that aligns with American ideologies of liberty, freedom and independence. Ultimately, it is argued that the deconstruction of the traditional public education system is part of a larger effort to shift selected rights and privileges out of the public sphere and back into private control. For traditional public schools to regain momentum, they must learn to control the narrative and ultimately public policy and public opinion about our nation's public schools. / by Merrie Elyn Meyers. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

This is a study of the Implementation of the Developmental Appraisal System in a former DET school in the Pinetown District of KwaZulu-Natal Department of Education and Culture. It focuses on how educators have understood the Developmental Appraisal System, how they have experienced it and what they would recommend for the DAS so that the school, hence the education system can benefit from it. The main findings in this study indicated that there is a need for retraining of educators for the Developmental Appraisal System to be a success. The problem of the time constraints is also another factor that has made the practical implementation of the DAS to fail. Attitudes of educators in connection with the DAS need special attention so that they become more positive about the DAS. Positive findings indicated that involving other people when one has to be appraised makes the appraisee experience other people's input about his/her strengths, areas of development, opportunities and situations threatening his/her performance. I, as a researcher, would recommend a closer look at how time is made available for the process. If possible, Circuit Appraisal Teams (CATs), District's, Regional's, Provincial's and National's Appraisal Teams set an example to educators at school level. They can do this by being the first to be appraised. School Management Teams and office-based educators could also do the same. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This dissertation examined the relationship between open and closed Sunday school groups and real and perceived measurements of church health in growing Southern Baptist churches. The concern for Sunday school growth was explored through an analysis of the relationships between open and closed Sunday school groups in 1,013 small and medium sized Southern Baptist churches that were experiencing significant positive growth, in the geographic South. According the precedent literature, research, and an expert panel, the growth characteristics leadership, evangelism, fellowship, and ministry were expected to rank among the most significant of the measured growth factors. Data collected, however, demonstrated critical differences in the perceived significance of the identified growth factors. Sunday school members and leaders ranked discipleship, doctrine, prayer, and worship as the most significant growth factors. The research also identified significant differences between the expected measurements and perceived measurements of open and closed Sunday school groups. Fifty-eight percent of all respondents perceived their Sunday school to be an open group; however, 78% of all respondents perceived Sunday school's primary purpose as instruction and discipleship; 5% perceived Sunday school's primary purpose as nurture and fellowship; and 17% perceived Sunday school's primary purpose as evangelism. Based upon the definitions of open and closed groups, both groups were expected to exhibit biases toward specific growth characteristics; however, there was no significant difference between how open groups and closed groups perceived discipleship, doctrine, and prayer. Both open and closed groups ranked doctrine, discipleship, prayer, and worship as the most essential characteristics of a growing Sunday school. Of the eleven identified Sunday school and church growth characteristics, only four growth characteristics produced correlation coefficients ( r ) that demonstrated any level of significance: leadership, evangelism, fellowship, and discipleship. For most churches surveyed, there was a positive correlation between leadership within the Sunday school and an increased number of baptisms. Overall, there was a general decrease in average weekly worship attendance as the degree of significance in evangelism increased. There was a general increase in adult Sunday school enrollment as the perceived significance of fellowship decreased; as well as a negative correlation between fellowship and worship attendance; as the average weekly worship attendance increased as the perceived significance of fellowship decreased. Regarding the growth factor discipleship, there was a negative correlation between discipleship and the average weekly worship attendance as recorded by the research. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

No description available.

High-stakes testing is currently the primary measure of student success in the United States. Based on this measure of student performance, closing the achievement gap in test scores between Black and Latinx students and their white peers has become the main indicator of success for schools serving Black and Latinx students. When schools are unable to close the achievement gap, one possible consequence is closure and replacement by a new school. This process is referred to as reconstitution. Though reconstitution was developed to provide Black and Latinx students with a more equitable educational experience, these schools often cannot raise high-stakes test scores or their efforts to raise scores have negative implications on their Black and Latinx students. Based on this context, I wanted to learn how the Black and Latinx staff of a reconstituted school describe and understand success through their lived experiences, rather than through state exam outcomes. For my dissertation, I used a qualitative case study that explored the way one founding principal and six founding teachers at a reconstituted school, the Bronx Promise Academy (a pseudonym), described and understood success for their school community and for their Black and Latinx students. I used counterstorytelling, a methodology based on Critical Race Theory, that centered the understanding of success on the experiences and stories of the Black and Latinx staff member participants of my study. After using purposeful sampling to identify the participants, I conducted one interview with each participant and one focus group with all of the participants. Overall, I found that the principal’s counterstory to student success had a direct influence on how her staff viewed the importance of high-stakes exams and understood success for their school community and their students. First, I found that the principal, Ms. Jean-Baptiste, had a counterstory to the traditional view of student success that her teachers also adopted. Ms. Jean-Baptiste and the six teacher participants believed that student success should not be based on high-stakes testing outcomes but instead should be based on students developing real-world skills and navigational capital, or the ability to adapt and thrive in a variety of situations. These skills involved perseverance, critical thinking, and independency. Next, I also found that Ms. Jean-Baptiste’s counterstory for school success prioritized building a strong culture at the Bronx Promise Academy that fulfilled the needs of her students rather than raising test scores. Her counterstory was shared by all of the teacher participants. Since their students went through a traumatic experience at a closing school, the participants considered themselves successful because they collaboratively constructed unique routines, traditions, and structures for their school community. They considered this new culture as a success because they said it provided students with a sense of community, care, and joy that they needed in order to succeed academically at school. My findings, on both this holistic view of success and the use of counterstorytelling, have implications for district and school leaders, policymakers, and education leadership researchers.