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Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 100-103).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 100-103). Also available in print.

The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group. / Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective. / by Michelle L. Goldberg. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Please read the abstract (Summary) in the section, 00front of this document / Thesis (PhD (Education Management))--University of Pretoria, 2008. / Education Management and Policy Studies / PhD / unrestricted

This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.

The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies.The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. / Further Teacher Education / D. Ed. (Education Management)

Problem. The purpose of this study was to assess the effectiveness of elementary school teachers who had received intensive training in the Essential Elements of Instruction model, a teaching methodology composed of specific teacher behaviors. Teacher effectiveness was measured by analyzing student achievement results in reading. Procedure. Elementary teachers at specified grade levels in two selected school districts were divided into two groups: Group A, teachers who had received training in the Essential Elements of Instruction, and Group B, teachers who had not received this training. In School District I, a student population of approximately two hundred and twenty-five students was selected as the treatment group and a student population of approximately two hundred and ten students was selected as the control group. In School District II, a student population of approximately one hundred and forty-five students was selected as the treatment group and a student population of approximately one hundred and forty students was selected as the control group. The Gates-MacGinitie Reading Test (Form A-E) was used as the post test measure of achievement for all students. This test was used to determine if a teacher's training in the Essential Elements of Instruction model would result in greater student achievement gains as measured by the selected reading test. Results. The analysis of variance treatment of the data indicated that there were significant differences between the reading scores of students whose teachers had received training in the Essential Elements of Instruction model and those students whose teachers did not receive this training. Thus, the data did allow for the rejection of null Hypothesis 1. The analysis of variance treatment of the data indicated that there were no interaction effects of teacher training and student reading achievement by the grade level of the student, the socioeconomic level of the student, or the interaction of student grade level and student socioeconomic level. Thus, the data did not allow for the rejection of null Hypothesis 2, null Hypothesis 3 and null Hypothesis 4.

M.Ed. / Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.