Švietimui kaip socialinei institucijai postmodernizme keliami uždaviniai, kurie sąlygoja esminius edukacinių procesų pokyčius. Ypatingas vaidmuo tenka mokyklos vadovui (Jucevičienė, 1996; Fullan, 1998; Kornør, Nordvik, 2004; R. H. Hofman, W. H. A. Hofman, Guldemond, 2001). Dažnas novatoriškas mokyklos vadovas stengiasi transformuoti mokyklos kultūrą (Želvys, 2003), o švietimo institucijos bendruomenė verčia jį prisitaikyti prie susiklosčiusių per dešimtmečius normų ir tradicijų (Žvirdauskas, 2006; Cibulskas, 2006; Katiliūtė, 2005; Sergiovanni, 2005). Moksliniai tyrimai atskleidė, kad mokyklos veiklos efektyvumas susijęs su švietimo subjektų – pedagogų ir ugdymo institucijos vadovų, ugdytinių ir jų tėvų / globėjų – bendravimo kultūra (Targamadzė, 2006; Hargreaves, 2000; Davies, Ellison, 2006). Atskleista, kad vadovavimas ugdymo institucijai sąlygoja mokyklos bendruomenės energiją, kai suprantama, jog organizacijos kaitą lemia ugdymo institucijoje puoselėjamos vertybės (Sergiovani, 2005), rūpinimasis asmenų tarpusavio santykiais (Kepalaitė, 2005; Kardelienė, Kardelis, 2006). Be to, nustatyta, kad vadovo nuostatos dėl elgesio su pavaldiniais (Šaparnis, 2002) ir pedagogų nuostatos dėl bendravimo organizacijoje (Fominienė, Kardelienė, Kardelis, 2006; Bagdonas, 2004; Engvik, 2006; Šaparnis, Šaparnienė, 2004; Meškinienė, Liniauskaitė, 2003) turi įtakos pedagoginio darbo rezultatams (Kepalaitė, 2005a; Rupšienė, Gustienė, 2005; Gailienė, Marozaitė, 2003), nes autoritarinis valdymas... [toliau žr. visą tekstą] / Education as social institution is evoked in the determination of changes of essential educational practice in the post-modern epoch. The key role is devoted to a director of the school (Fullan, 1993; Juceviciene, 1996; Kornør, Nordvik, 2004; R. H. Hofman, W. H. A. Hofman, Guldemond, 2001). A innovative school director frequently attempts to transform its culture (Zelvys, 2003), as well as community of educational institution makes the director to accomodate long lasting inhabited norms and traditions of such community (Zvirdauskas, 2006; Cibulskas, 2006; Katiliute, 2005; Sergiovanni, 2005). Some studies disclosed that the efficiency of school activities is related with the communication culture of subjects of education, namely educators and directors of educational institutions as well as pupils and their parents or foster-parents (Targamadze, 2006; Hargreaves, 2000; Davies, Ellison, 2006). It was acknowledged that the impact for results of educational work could be depended (Kepalaitė, 2005; Rupšienė, Gustienė, 2005; Gailienė, Marozaitė, 2003), on the director’s approach to subordinate personnel (Saparnis, 2002) and educators‘ attitudes to organization of communication within the institution (Fominiene, Kardeliene, Kardelis, 2006; Bagdonas, 2004; Engvik, 2006; Saparnis, Saparnienė, 2004; Meskinienė, Liniauskaite, 2003). It was recognized also that autocratic style management, the centralization of decision-making, psychological freeze (Grinceviciene, 2002; Juceviciene... [to full text]

This research was initiated as a response to a request for assistance from a group of students at the Nelson R Mandela School of Medicine who had reported feeling unprepared to prescribe medicines. This led to an interest in the level of competence shown by students in making prescribing decisions and the extent to which they were confident of their prescribing judgments. Student prescribing competence and confidence were assessed using quantitative and qualitative methods. The quantitative assessment comprised a test where students were asked to rate their confidence in some of their responses. A stratified sample of 10 of these student interviewed, where they were asked to choose treatment for four paper cases. Prescribing skills were found to be lacking, with test results averaging 47%. appropriate treatment selected for only 4 of the total of 40 paper cases. Upon reviewing the literature, it became apparent that poor prescribing skills, leading to the problem of irrational prescribing was a worldwide phenomenon The study aimed to address areas of weak prescribing skill using a short intense intervention comprising of several different learning strategies. Student change in confidence following the course was assessed using an evaluation form where students rated their perceived changes in key competences. Students showed improved confidence for each of the prescribing abilities measured. These findings have been compiled into 3 research publications, the texts of which are bound together as they were submitted together to comply with the research requirement of an M.Ed. The findings are reported in a paper titled Building successful therapeutics into a problembased medical curriculum in Africa in the South African Journal of Higher Education (see Appendices). I was also interested in how prescribing ability builds as students develop new prescribing skills. The student interviews provided an opportunity to explore the variation shown between the students relating to the quality of the treatment they prescribed for a given paper case. A sample of two sets of paper cases were assessed using a phenomenographic method, yielding two different perspectives of student experience. The research outlined above is the focus of the dissertation, which also includes an exploration of the teaching and learning issues which guided the design of the intervention and which I believe led to the positive finding of improved student prescribing confidence. Also included in the dissertation is an analysis of the quantitative assessment according to the cognitive categories of Bloom's Taxonomy, as well as qualitative data gathered from student interviews which revealed an understanding about prescribing abilities which predominated at differing Bloom cognitive levels for different students. In the second paper titled Undergraduate medical students' reasoning with regard to the prescribing process which has been submitted to Medical Teacher, (see Appendices) the range of student cognition associated with prescribing is explored. Each question from the quantitative assessment of prescribing abilities were grouped according to the Bloom Category it had been assigned, student scores according to each Bloom category were calculated. Students scored highest for the lowest cognitive category ('knowledge') and lowest for the highest ranked cognitive categories( 'evaluation' and 'synthesis'). These findings along with the qualitative findings and the phenomenographic assessment were reported here. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This study centred on factors contributing to the perceived organizational effectiveness within an educational service provider. The guiding assumption of this research was that the general public supports effective organizations because they are perceived as rendering an effective and efficient service. This results in a reciprocal relationship between the organization and its clients. The Kip McGrath Education Centres was studied since it is an organization that has been rendering educational service in South Africa since 1996. There are to date thirty-five centres operating in the country. However, while there has been phenomenal growth in terms of geographical expansion, no studies have been done to establish what has contributed towards this organization's perceived effectiveness. Literature sources informed this study of the indicators that characterize effective organizations. Some of these indicators of effectiveness were used in this research to determine whether the organization under study can be viewed as one such effective organization. The theoretical underpinning of this study is that there are inherent contradictions within models of effective organizations. As such, effectiveness should be determined according to a given model and relevant indicators. This study surveyed perceptions of the major stakeholders on matters pertaining to the organizational effectiveness of the Kip McGrath Education Centres at Newholmes. Both the qualitative and quantitative methodologies were used. That is, questionnaires were used to obtain information from large samples of educational stakeholders and interviews schedules and check-lists were used to collect qualitative data from small samples and observations of facilities and activities at the centre. The findings revealed that the organization under study was rendering an effective service that clients seem to have valued. This consequently led to their support of the organization which led to its growth in size, judged by student numbers. The conclusions derived from these findings were that an effective organization is one that is able to develop because it possesses salient features necessary for delivering an effective and efficient service to its clients, thus ensuring their continued support. A major finding was that parents were willing to pay for the services offered by the Newholmes KMEC because they felt they got their money's worth. This leads to the conclusion that when the public has confidence in an education provider, the public is willing and able to pay for the services. A recommendation arising out of this would be to determine the extent to which perceived effectiveness translates into genuine effectiveness judged by the quality of programmes offered by a number of private education providers. This would offer evidence and support for the role of the private sector in educational provision which can guide government policy and practice. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2001.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 102-105).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.S.)--Mississippi State University. Department of Psychology. / Title from title screen. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 72-75).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 72-75). Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Oregon State University, 2006. / Includes bibliographical references (leaves 57-64)