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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Hong Kong primary students' perception of satisfaction with their schools

Lam, Sze-ching, Cici. January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
2

A quality audit system for nursing colleges in Gauteng

Armstrong, Susan Jennifer 28 February 2011 (has links)
D.Cur. / During the last decade there has been a surge of interest in quality issues in education. This is largely due to spiralling costs of education and political demands for accountability in public institutions. In South Africa, higher education institutions are now required by law (Higher Education Act No. 101 of 1997 and the South African Qualifications Act No. 58 of 1995) to introduce quality management in an attempt to assure quality ofboth the programmes and the education providers. The Nursing Colleges in Gauteng provide nursing education to nearly 2000 nurses and, as such, make the major contribution to providing for the quality of the health care services. The colleges therefore have a double reason for introducing quality improvement measures, which start with a system for monitoring the quality of the colleges. In this study a quality audit system has been developed to address this need. There is no comprehensive internal audit system, which allows for quantitative measurement and acts as an empowerment strategy for institutional quality improvement in the nursing colleges in South Africa. The following research questions are relevant: • what should an auditing system for nursing colleges comprise? • what are the indicators of quality in a nursing college? • is the auditing system trustworthy? The overall aim of the study was to develop an audit system for the nursing colleges in Gauteng. This aim was supported by the following objectives: Phase one: to conduct a value clarification of quality within the nursing colleges in Gauteng, as perceived by the internal and external customers. Phase two: to explore and describe a conceptual framework for a quality audit system for nursing colleges in Gauteng. Phase three: a. to develop a quality audit system for the nursing colleges in Gauteng b. To pilot the audit system in one nursing college in Gauteng. A qualitative, exploratory, descriptive and contextual design was conducted within the nursing colleges of Gauteng in order to develop a contextual framework and a quality audit system for the nursing colleges. The content validity was tested by means of quantitative methods. The audit system that was developed included a tool for auditing the quality of nursing colleges as a means to identifY conformance to standards, criteria and indicators and to improve the quality of the structure, processes and results ofthe organization. The standards were developed on the basis of a value clarification of internal and external customers. Clusters ofindicators were developed for each of the standards. The value of this study is that a comprehensive audit system has been developed which empowers the staffand students ofthe college to improve the quality ofthe college. The same system can be used for purposes of accreditation, as an accountability mechanism and for institutional recognition.
3

The role of teams in quality assurance and improvement planning in two Illinois middle schools

Harper, John R. Baker, Paul J. January 1999 (has links)
Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, George Padavil, Glenn Schlichting. Includes bibliographical references (leaves 177-182) and abstract. Also available in print.
4

Desafios e possibilidades do processo de construção coletiva de projeto político pedagógico : o caso de uma EMEF paulistana / Challenges and possibilities of the collective construction process of a political pedagogical project : the case of a São Paulo city school

Oliveira, Sara Badra de 07 March 2013 (has links)
Orientador: Mara Regina Lemes de Sordi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T01:15:00Z (GMT). No. of bitstreams: 1 Oliveira_SaraBadrade_M.pdf: 1507268 bytes, checksum: 32692c77442537c6f9b4f85295ea4eb8 (MD5) Previous issue date: 2013 / Resumo: A presente pesquisa objetivou compreender a complexidade organizacional e a dinâmica interna de uma escola que tem protagonizado seus próprios processos de qualificação e de construção/implementação de Projeto Político Pedagógico. Que fatores influenciam a condução de processos de mudança por dentro da escola e a manutenção de iniciativas entendidas como inovadoras ao longo do tempo são perguntas que perpassam o estudo. Esta pesquisa pretende contribuir com o extenso escopo de investigação a respeito do papel ativo representado pelos atores da escola na construção da qualidade educacional, reforçando a importância do fortalecimento do coletivo da escola e de seus processos de participação e negociação como forma de lutar pela sustentação da qualidade negociada da educação pública no atual contexto político das "reformas empresariais". Elegeu-se como estudo de caso uma Escola Municipal de Ensino Fundamental da cidade de São Paulo, conhecida por implementar propostas alternativas para a organização do espaço e tempo escolar, para a dimensão do ensino e aprendizagem, bem como para a dimensão das relações e do trabalho coletivo ancorado na participação de diversos segmentos. Buscou-se compreender o movimento de mudança/manutenção dos pilares do Projeto Político Pedagógico desta escola, bem como as contradições do processo de construção coletiva ao longo dos anos, para o que procedemos à descrição do percurso histórico deste Projeto desde seu primeiro ano de implementação em 2004, a partir de um olhar atento aos conflitos e diferentes posicionamentos dos atores. As técnicas de coleta de dados utilizadas foram análise de documentos, como atas de reunião do Conselho de Escola; observação com anotação em diário de campo; e entrevistas semiestruturadas com pais, equipe gestora e professores. Concluímos que a mudança não pode ser estendida de um grupo que a elabora para um grupo que a implementa, o que é válido tanto para a relação entre o poder público e o nível local quanto para a relação entre grupos dentro da escola, sendo que inevitavelmente a mudança depende de como a escola como um todo conduz seus processos de participação e negociação e do quanto as condições internas e os diferentes atores são capazes de se apropriar da proposta e de empreender processos de qualificação. Isso significa que é necessário abrir para a comunicação, para a emergência dos conflitos, a partir de movimentos de participação e de negociação da qualidade. / Abstract: This research intends to understand the organizational complexity and internal dynamic of a school that has conducted its own processes of improvement and construction/implementation of Political Pedagogical Project. Which factors influence the conduction of change processes within the school and the maintenance of initiatives perceived as innovative over time are questions that motivate the study. This research aims to contribute to the broad scope of research about the active role that school actors play in the construction of educational quality, reinforcing that the direction of the school must belong to teachers, and emphasizing the importance of strengthening the school collective and its participation and negotiation processes in order to pursue the negotiated quality of the public education in the current political context of "corporate reform". As a case study, we have chosen a specific school (Escola Municipal de Ensino Fundamental) in São Paulo city which is quite famous because of its alternative proposals, related to organization of space and time, to teaching and learning process, and to social relations and collective work anchored in the participation of various segments. We aimed to understand the movement of change/maintenance of the Political Pedagogical Project guidelines of this specific school, as well as the contradictions of the collective construction process over the years. In order to do that, we have made a description of the historical course of this Project since its first year of implementation, 2004, through a focused look at the conflicts and the different viewpoints of the actors. In order to collect data we used document analyse (like records of the School Board), observation that we have recorded in a field diary, and semi-structured interviews with parents, teachers and management team. We conclude that change can not be extended to a group that conceives it for a group that implements it, which is valid both for the relationship between the government and local level and for the relationship between groups within the school; and that change depends inevitably on how the school as a whole conducts its processes of participation and negotiation and how the internal conditions and the various actors are able to take ownership of the proposal and to undertake improvement process. It means that it is necessary to open for communication, for the emergence of conflicts, through movements of participation and negotiation of quality. / Mestrado / Ensino e Práticas Culturais / Mestra em Educação

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