The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on the Texas Assessment of Knowledge and Skills (TAKS) test. School district administrators, particularly district personnel administrators, are continually faced with the task of screening and hiring potential teacher applicants who are expected to influence student achievement outcomes directly. Efforts to make the screening, selection, and hiring process more efficient and effective have led to the use of certain teacher prescreening selection instruments that provide a research-based assessment of teachers’ affective attributes, which purportedly predicts teacher effectiveness. This study addressed this concern using a teacher screening and selection tool, the TI, design by the Gallup Organization. According to the Gallup Organization, the TI is a predictor of teacher affective attributes or talents. The state of Texas uses a student evaluation process called the TAKS to measure student academic gains in certain subject areas. This study examined the relationship between the TI and teacher effectiveness as measured by student academic TAKS change scores in mathematics in fourth and fifth grade. I used data obtained from a single school district in north central Texas. The specific targeted population consisted of 874 students enrolled in mathematics and 44 fourth- and fifth-grade teachers hired over a 3-year period (20082011). I applied a quantitative causal-comparative research design. Descriptive statistics for all variables were presented and bivariate relationships between continuous variables were examined. A two-level linear regression model was used to predict student performance on state-mandated assessments using teachers’ TI scores while controlling for relevant covariates. The statistical significance level throughout the study was set at α = .05. A major finding of this study revealed that teachers’ TI scores were not significant predictors of student achievement in the final model (p = .351). Moreover, the final model did not have significant predictive power when compared to the null model. The findings suggest that other factors not recorded in this dataset may influence student academic performance. Only student gender was a significant predictor of TAKS scores. However, the effect size indicated that student gender accounted for less than 1% of the variance in student achievement (R2 = .003). The findings of this study indicate that the TI alone should not be used as the sole instrument in predicting the quality and potential influence a teacher candidate will have on student performance on state-mandated assessments, and the selected school district should consider re-evaluating its use of the screening instrument for selecting teachers. Recommendations based on the results of the study are discussed and areas for future research are provided.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / Refer to document

Online learning is taking our nation by storm and changing the face of education forever. By 2014 we are projected to have 10 million students taking at least one online class (Nagel, 2009). The online revolution is one of the greatest changes the field of education has seen in the last 25 years (Greenway & Vanourek, 2006). This major shift in education also represents a major shift in how our teachers are prepared and what great teaching looks like in online settings. The online classroom is distinctly different than the brick-and-mortar classroom, and success in the classroom does not necessarily translate into the online environment (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Our students deserve the best online teachers to ensure the potential of online learning is fulfilled (Cavanaugh, Gillan, Kromrey, Hess, & Blomeyer, 2004). Top quality online teachers are those who have mastered or can demonstrate the ability to quickly learn the specific skills of technology, online instructional design and delivery, communication, and online learning professional development. This study will explore and analyze the impact of the website K-12 Online Staffing Solutions on the recruitment, hiring, and induction practices for K-12 online administrators. Using the research and development research model, developed by Borg and Gall (1989), the website will undergo a series of qualitative feedback and product revision cycles with participants. The results of the study showed that the website tool was easy to use and impacted the practice of virtual school administrators in Oregon. The results have implications beyond virtual charter schools in Oregon. Online learning is growing and administrators need practical, accessible, and research based tools to successfully meet the need for online K-12 options.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Since the introduction of the SA Schools Act in 1996 and institution of school governing bodies (SGBs), the Education Department began to experience serious problems regarding school governance. The incidents that happened in schools brought into question the legal role and authority of SGBs in the administrative actions they perform. This study aimed specifically at investigating the problems that arise in relation the appointment of teachers. Since SGBs play an important facilitating role in the process of staff appointments, their way of handling this duty was at the heart of the study. The research made use of literature studies, policy documents from the education department, viz. the SA Schools Act, Educators Employment Act, Education Labour Relations Council documents, and questionnaires and interviews with members of school governing bodies at a selection of local schools in the Western Cape Province. The findings led to the conclusion that most SGBs in the disadvantaged communities find it difficult to appoint new educators. Clearly SGBs are regarded as legitimate structures that should govern learning institutions and it is evident that one of their duties is to employ new educators, in line with the legal procedures stipulated in the various provincial education departments' policies. Perhaps the most important finding is that parents in the disadvantaged communities are illiterate. This is a significant problem because most of their duties require them to read documents from the education department so that they may know exactly how to perform their functions and responsibilities. Some of the problems encountered, however, are also caused by the ignorance and reluctance of parents to offer their services without being remunerated. These conclusions resulted in the formulation of specific recommendations for improving the role and implementation of SGBs. The recommendations are made for improving the role of SGBs as a whole as well as for specific capacity building relating to the needs of each stakeholder group. The overall emphasis of the study is thus on the recommendation for more effective training of SGBs. / AFRIKAANSE OPSOMMING: Sedert die instelling van die SA Skolewet in 1996 en totstandkoming van skoolbeheerliggame, het die Onderwysdepartement ernstige probleme ten opsigte van skoolbeheer begin ervaar. Die insidente wat in skole plaasgevind het, het vrae laat ontstaan rakende die wettige rol en gesag van die beheerliggaam in die administratiewe handelinge wat hulle uitvoer. Die doel van die studie was om probleme rondom die aanstelling van opvoeders te ondersoek. Die sentrale fokus van die studie was op beheerliggame as fasiliterende liggame. Vir die doeleinde van die studie is daar gebruik gemaak van: literatuurstudie, beleidsdokumente van die Onderwysdepartement (die S A Skolewet, die Opvoedersdienswet en dokumentasie van die Raad vir Arbeidsverhoudinge in die Onderwys [RAVO]), sowel as vraeslyste en onderhoude met lede van die beheerliggame byenkele plaaslike skole in die Wes-Kaap. In die bevindinge is daar tot die gevolgtrekking gekom dat die meeste beheerliggame in die benadeelde gemeenskappe dit moeilik vind om nuwe opvoeders aan te stel. Beheerliggame is die wettige strukture wat opvoedkundige instansies moet beheer en een van hul pligte is om nuwe opvoeders aan te stel in ooreenstemming met die wetlike voorskrifte, soos vervat m die verskillende beleidsdokumente van die Onderwysdepartement. Die belangrikste bevinding is dalk dat ouers in die benadeelde gemeenskappe meestalongeletterd is. Dit skep probleme, aangesien daar van hulle verwag word om die dokumentasie van die Onderwysdepartement te lees, te verstaan en daarvolgens op te tree. Verdere probleme word veroorsaak deur 'n mate van onkunde asook deur die onwilligheid van ouers om sonder vergoeding hul dienste aan te bied. In die lig van hierdie gevolgtrekkings, is spesifieke aanbevelings gemaak ten einde die rol van beheerliggame te versterk, sowel as om die suksesvolle implementering van hierdie strukture, in terme van kapasiteitsbou en aandeelhouerbemagtiging meer doeltreffend te laat funksioneer. Die besondere klem van die aanbevelings is 'n indringende versoek vir die ontwikkeling van sinvolle, doeltreffende opleiding van persone wat in skoolbeheerliggame dien.

Diversity impacts organizations, both internally and externally. Responses to changes in demographics come from legal and moral imperatives. As a reflection of the changes in the population demographics in the United States, universities have seen and sought increased diversity in their student enrollment. Many institutions have purposeful plans to increase representation of under-represented groups as well as those students from low-income families. Some schools also recognize the importance of having diversity represented within their staff and faculty positions as a way of creating a supportive environment that also promotes diversity of thought. As schools increase the diversity of their student population, at what level are they increasing diversity among their tenured and tenure-track faculty? The purpose of this study is to examine the impact on full-time tenured/tenure-track faculty diversity compared to enrolled student diversity at institutions that promote, require, or provide access to training for faculty search committees, including diversity/cultural awareness, legal compliance, and process training, and those institutions that do not appear to have any training requirement as documented on their websites. Only tenured/tenure-track faculty were considered as they are the permanent teaching/research positions and generally represent the core faculty of every department at a university.

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The purpose of this study was to analyze the differences in the criteria utilized and the criteria desired by various types of institutions for granting appointment, reappointment, merit salary increases, promotion in rank, and tenure, and to propose criteria based upon this analysis. This study reveals that institutions differ according to the criteria which they utilize and desire for appointment, reappointment, merit salary increases, promotion in rank, and tenure. For example, two-year and four-year private colleges and universities consider age, health, personal appearance, and religious activities while two-year and four-year public colleges and universities disregard religious activities and place little emphasis on age, health, and personal appearance. In addition, four-year public and private institutions stress more than two-year public and private colleges degrees from prestigious universities, research, publications, and the Ph.D. in English. Furthermore, four-year private schools give more attention than four-year public institutions to student evaluations, classroom visitations, curriculum development, academic advisement, and supervision of student activities The study also reveals that as four-year public institutions increase in size, their interest in research and publications increases proportionally.

MEDEM / Department of Curriculum Studies and Education Management

MPM / Oliver Tambo Institute of Governance and Policy Studies

21 March 1990 marked the turning point in the Ministry of Education's policy processes in Namibia when a culture of open debate in policy making commenced. Against this background, this study focused on the role of stakeholders in the policy process with particular reference to the role played by the Namibia National Teachers' Union (NANTU) in the formulation of the staffing norms policy in Namibia. The topic was investigated by means of a literature study and an empirical investigation using a qualitative approach. Data was collected by semi-structured interviews from a small sample of Union and Ministry officials. Findings supported the role of NANTU in what was traditionally perceived a management area of jurisdiction. The role of the teachers' union in policy making is more widely accepted due to professionalism. Findings stressed the significance of stakeholder involvement in policy processes and provided a better understanding of the complex nature of policy. / Educational Studies / M. Ed. (Educational Management)