441 |
An interpretive framework for understanding the politics of policy change.Mawhinney, Hanne B. January 1993 (has links)
The research design guiding the study emphasized the development of conceptual elements of policy change, which have been identified in the current policy literature, through the examination of two substantive educational policy changes. A methodology of theoretical sampling was used to develop a conceptual framework grounded in the phenomenology of change. In the first step of the three-stage research path, a number of problematic issues and themes were identified through a review of the literature on policy change. The conceptual trends which emerge from a review of current research on policy processes, identified the core elements of the IF developed in this thesis. Together, the trends identified in the literature suggest that policy change involves a dynamic interplay of ideas, institutional structures and political processes that are embedded in an historical-political context, which emerges from the ecology of interactions within policy communities and policy networks. These elements formed the basis of study's theoretical orientation, and established the direction for the research undertaken to develop the IF. Six research questions developed from the literature provided the framework for the second stage of empirical inquiry into issues surrounding two policy changes made by the government of Ontario, directed at Franco-Ontarian educational governance and funding of Roman Catholic schools. Bill 30, passed in June, 1986, extended full funding for Roman Catholic education to the end of secondary school. Bill 109, enacted in 1988, established a French-language school board in the Ottawa-Carleton region of the province. The politics surrounding these two policy changes were investigated by conducting interviews with 70 policy actors. Documents and newspaper coverage of the policy changes were used to confirm and extend the observations of policy actors. Analysis of the documents and of the taped and transcribed interviews provided the empirical basis for the third and final stage of the study. In this final stage of the research, the conceptual issues identified in the literature were analyzed in the context of the findings of the investigation of the two policy changes. This analysis, reported in two chapters of the thesis, developed the ideas and concepts of the Interpretive Framework (IF) for understanding the politics of policy change. (Abstract shortened by UMI.)
|
442 |
Impact de l'allocation et de l'utilisation des ressources éducatives en milieu scolaire.Niyongabo, Jacques. January 1993 (has links)
Abstract Not Available.
|
443 |
A MODEL FOR THE RECRUITMENT OF HIGH SCHOOL TEACHING PERSONNEL IN PENNSYLVANIA.APPELBAUM, STEVEN H. January 1972 (has links)
No description available.
|
444 |
Conflict resolution between principals and teachers in elementary schools.Treuhaft, Jack D. January 1992 (has links)
The purpose of this study was to test the Likerts' (1976) system 4T conflict resolution theory in an elementary school setting to assess its potential to explain constructive conflict resolution, and to test an extension to the theory based on the Graen and Cashman (1975) Leader-Member Exchange model. The study focused on teachers' perceptions of their principals' ability to constructively manage conflict. A Likert-type survey questionnaire was administered to 216 elementary school teachers from eastern Ontario and Quebec to assess their perceptions of the following variables: system 4T conflict resolution style, help with work, performance goals, technical competence, school effectiveness, satisfaction with problem solving, and loyalty to the principal. Constructive conflict resolution, a latent variable, was measured by school effectiveness, satisfaction with problem solving, and loyalty to the principal. For the extension of the theory, help with work was used as an indicator of in-group/out-group membership. Structural equation modeling and Lisrel VI (Joreskog & Sorbom, 1984) were used to analyze the two models which represented the system 4T conflict resolution theory and the extension to the theory. Three hypotheses were tested: Hypothesis one. The closer teachers' perceptions of the principals' conflict resolution behavior are to system 4T; and the higher the level of performance goals, help with work, and technical competence, the greater the level of constructive conflict resolution perceived by those teachers. Hypothesis two. Group membership, as measured by help with work, will be related to principals' system 4T conflict resolution behavior. Hypothesis three. Group membership, as measured by help with work, will be related to constructive conflict resolution. The following results were obtained from this study: (1) the Likerts' system 4T theory holds, however it may be overspecified requiring only the system 4T conflict resolution style factor and the technical competence factor; (2) constructive conflict resolution is not unidimensional; (3) perceptions of system 4T conflict resolution behavior have an effect on the satisfaction and loyalty dimensions of constructive conflict resolution more than the effectiveness dimension; (4) the group membership effect exists in educational settings; (5) group membership has an effect on teachers' perceptions of principals' conflict resolution behavior; and (6) group membership has an effect on teachers' perceptions of constructive conflict resolution.
|
445 |
A study to explore the bases of power of school district chief executive officers in the province of Newfoundland and Labrador.Jacobs, Willis C. January 1992 (has links)
This study examines the power bases of school district chief executive officers using a modified version of a conceptual framework of power proposed by French and Raven (1959). Their bases or sources of power are coercive, reward, legitimate, expert and referent. These five bases are extended to include information power and connection power. Significant differences exist among the three self-perceived power profiles, and among the perception-of-other power profiles for five of the independent variables. In the self-perceived power profiles, superintendents perceive themselves to use significantly more coercive power in their working relationships with school principals. In the perception-of-other power profiles, significant differences are found when data are classified according to (i) superintendents' years of experience in their current positions, (ii) age of subordinate personnel, (iii) age of superintendents, (iv) size of school districts, and (v) career-bound and place-bound superintendents who have 10 years or less experience. No significant differences exist for the independent variables (i) type of subordinate personnel, (ii) experience of subordinate personnel, (iii) gender of subordinate personnel, (iv) distance from central office, and (v) type of school district (Catholic or Integrated). No significant differences exist among the three self/other power profiles that compare the superintendent's self-perception with the perceptions of the three subordinate groups. The more experienced superintendents receive a significantly lower rating for legitimate power. The youngest superintendents receive a significantly lower rating for the information power, the older superintendents receive a significantly lower rating for the legitimate power, and the medium age superintendents in comparison to the younger receive a significantly lower rating for expert power. The oldest subordinates perceive superintendents to have significantly more legitimate power but significantly less referent power. Superintendents in the larger districts are perceived to use significantly less connection power and significantly more legitimate power. When district size is based on the number of schools, superintendents in the larger districts use significantly less connection power and significantly more expert power. For the perceived power bases of career-bound and place-bound superintendents with 10 years or less experience, the career-bound superintendents use significantly more coercive power. Expert and legitimate power bases always receive ratings that are higher than any of the other five power bases; the three intermediate bases are information, referent and reward power; and coercive and connection power always receive the lowest ratings. (Abstract shortened by UMI.)
|
446 |
Les adjointes et les adjoints d'enseignement oeuvrant auprès de l'enfance en difficulté : une étude de leur participation aux activités éducatives.Hamelin, Nicole. January 1991 (has links)
Abstract Not Available.
|
447 |
Une étude des phénomènes de la participation et de l'intégration en administration de l'éducation.Any-Gbayere, Sahou. January 1979 (has links)
No description available.
|
448 |
An interactive decision support system for course assignment.Mercier, Paul. January 1999 (has links)
This thesis proposes to assist administrators and instructors in their task of assigning instructors to courses while respecting resources, goals and preferences of the members of the academic unit and its students. The analysis of the different methods and models used to assign courses to instructors leads to the development of a new mathematical model that retains most of the advantages of previous ones while being simple and efficient enough to be implemented in a real administrative context. The new model is used to design a flexible, interactive and customizable decision support software to allocate courses to faculty members and maintain the derived selections. This decision support software relies on a database system with modelling and optimization capabilities. The methodology is applied to the course assignment problem faced each year by the Faculty of Administration of the University of Ottawa and reports actual course assignment exercises.
|
449 |
The implementation of transition planning and service coordination for special education students leaving high school in Ontario.Petruka, Dale R. January 2001 (has links)
Research has shown that developing a transition plan with students with disabilities while they are in high school helps to make the transition into adult life less stressful and more successful. This research examines the state of transition planning in Ontario in 1997/98 using Bronfenbrenner's (1972) ecological framework. A four phased, mixed methods design was employed. In phase 1, policies and documents pertaining to transition planning were requested from all English school boards in Ontario. Only 8 boards provided documentation suggesting that not many school boards had published documentation about transition planning in 1997. If transition planning was occurring, it was mostly in place for students with developmental disabilities. In phase 2, a questionnaire was mailed to 536 high schools across Ontario. The resulting data revealed that the majority of respondents believe they are doing most of the best practices for transition but many do not have a formal transition program in place for identified students. This part of the study showed that schools were not utilizing the services of community agencies to facilitate the process to the level of its potential. Furthermore, respondents indicated that the key to a successful program was the people in the school that managed it. The top barriers to transition programs were lack of money, personnel, resources, and time. The questionnaire was followed-up by 36 telephone interviews: phase 3. The interviews provided detailed information about the barriers that transition programs face, like transportation, community size, parental involvement, teacher training, levels of collaboration, money, time, and difficulties finding work placements. In phase 4, a week long case study of a highly collaborative transition program provided an example of how one region coped and overcame some of the barriers to implementing transition planning. This research provides a snapshot of transition planning in the province of Ontario in 1997/98 and suggests that the implementation process by the Ministry of Education needs to be improved if transition planning is going to be as effective as possible. Many issues were revealed that have potential implications for ongoing research and theory beyond the boundaries of Ontario.
|
450 |
Organizational consequences of evaluation as a function of strategic planning.Lysyk, Mary. January 2000 (has links)
Many organizations in both the public and private sector are turning to evaluation and strategic planning activities in order to generate systematic evaluative information about the, organization. It is often hoped that this process will help build a 'learning organization'. However, the relationship between evaluation/strategic planning activities and their organizational consequences have not been wail documented and empirical studies are needed to further explore this relationship. The present study examines within-organization perceptions of organizational teaming capacity (OLC) and the extent to which they are influenced by the strategic planning/evaluation (SP/E) process. These relationships are explored within the context of an organizational teaming conceptual framework. The framework is based on the results of over two decades of research in the areas of evaluation utilization, strategic planning and organizational teaming. Participation by organization members in the SP/E process and SP/E Utilization are cast as predictors of perceived OLC. These relationships are tested using retrospective survey data collected from 46 staff members at an Ontario children's treatment centre. (Abstract shortened by UMI.)
|
Page generated in 0.1643 seconds