Thesis (Ph. D.)--Open University. BLDSC no. DXN015774.

The Local Education Development Fund was established by the Kaohsiung City Government according to the Compilation and Administration of Education Expenditures Act in 2003 and was operated as affiliated unit budget. Affiliated unit budget, which has the autonomy of distribution and flexibility of the execution, tallying with school-based management which are influenced by the educational reform trend, therefore was generally approved by educational administrators. However, according to the research¡¦s analysis, there was no significance on the encouragement of raising funds and there was difference between deposition of the accumulated surplus into the normal cost and the general financial concept. What kind of system on earth is the implementation of Kaohsiung Local Education Development Fund at the school managers, the principals¡¦ points of view? Furthermore, are their opinions changing with time? Has the affiliated unit budget exerted any influence on school management¡HHow can the merits of the affiliated unit budget be used to coping with the shortening of educational budgets after the combining of Kaohsiung City and Kaohsiung County and to exalt the spirit of school-based management and to promote civils¡¦ education. These are issues worth those people¡¦s discussion who care about civils¡¦ education and these are also the concerns of the research. The research adopted nature research and grounded theory to interview seven principals in primary schools and junior high schools in Kaohsiung City. The research explored interviewees¡¦ cognitions and opinions on Local Education Development Fund and their strategies and measures based on their experiences, and inquired the influence of Local Education Development Fund (which is based on affiliated unit budget), on school managements by means of Atlas.ti techniques. According to the research¡¦ analysis, though Kaohsiung Local Education Development Fund possesses the meaning of school-based budgeting. The practice can help the municipal avoid invest excessive capital in schools which has surplus of budget with the aid of controlling the cumulation on surplus budgets. Furthermore, in the interaction of administrative departments, there are strategic changes in financial execution which are less related to the types of budgeting, but more related to School Budget Evaluation implemented by the Educational Bureau. Besides, the budgeting has little effect on encouragements to increasing income and decreasing expenditure but enlarges gaps among schools and causes disadvantages to remote small schools. To sum up, the distribution of educational budget is more important than budgeting.

This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Local Education Foundations (LEFs), non-profit organizations that are closely associated with and in support of their local schools, have become a key resource in meeting the needs of today's students in public education. The purpose of this case study is to examine two LEFs in suburban Philadelphia, identify keys to their success or failure, and discuss their impact on and struggles in helping students in their communities. The theoretical frameworks of Overlapping Spheres of Influence and the Ethic of Community are applied to gain further insight into LEFs and will support the literature and research findings. The research questions that were answered are what is the perceived impact of Local Education Foundations on students and what are key indicators of a successful Local Education Foundation. Literature regarding the origins, goals, structures, and methods of fundraising, how their funds are distributed, outcomes, benefits, and limitations is examined. Pertinent documents about selected LEFs were gathered, observations of LEF board meetings were made, and interviews were conducted with many stakeholders, including LEF members, school district personnel, families, and donors. Based on the collected data, both LEFs embodied the three traits of a successful LEF as identified in the literature. Both have also made an impact on their community through scholarships and programs. / Educational Administration

This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Essa pesquisa situa-se no âmbito da problemática da formação continuada de professores da educação básica, especialmente daqueles que trabalham nas séries iniciais do ensino fundamental. Considerando a importância da educação continuada e a diversidade de modelos e espaços de formação de professores, que são oferecidos pela Secretaria Municipal de Educação de São Paulo, a pesquisa propõe-se a investigar experiências diversas que nesse sentido foram desenvolvidas no período pós LDBEN 9394/96, tendo por objetivo principal compreender a contribuição de tais cursos para a profissionalização e a melhoria da competência docente. A metodologia é de natureza qualitativa, envolvendo dois tipos de coleta de dados: (a) documentais: textos oficiais e outros produzidos no âmbito dos programas analisados; e (b) depoimentos orais colhidos por meio de entrevistas gravadas com um grupo de 5 professoras polivalentes do Ensino Fundamental I da rede municipal de ensino de São Paulo. A análise dos dados se respalda em vários autores que sob diferentes enfoques têm teorizado sobre o trabalho e a profissão docente, dentre os quais, Nóvoa, Dubar, Tardif, Bourdoncle e Popkewitz. A articulação entre os dados empíricos e o referencial teórico foi feita por meio dos principais conceitos que orientam a investigação: profissão, profissionalização, desenvolvimento profissional, competência e saberes docente. A expectativa é a de poder contribuir com elementos novos a propósito da questão da formação continuada de professores e, também, sobre os diferentes modelos de formação propostos para a profissionalização docente, identificando as concepções que têm se incorporado à prática dos professores por meio desse processo. As análises permitiram concluir que a educação continuada pode ser um dos elementos constitutivos do processo de profissionalização docente, no entanto, sem outras ações conjuntas torna-se inviável a sua efetivação, pois esse processo está intimamente relacionado a uma gama de fatores sociais, econômicos e políticos e a níveis elevados de rigorosidade correlacionados à formação, organização e prestígio. / This study is about the problems related to continued teacher training on the basic education level, especially those teachers who work in first grades of elementary school. Considering the importance of continued teacher training and the diversity of models and instances of teacher training that are currently offered, the study intends to investigate a variety of experiences that have been implemented in the period after the passing of LDBEN 9394/96 (act of the guidelines and grounds of the national education). The main purpose is to understand how such training courses and programs offered by the Education Secretariat of São Paulo City have contributed for the professionalization and improvement of teacher competence. The methodological approach is qualitative, involving two types of data collection: (a) documents: official texts and other texts produced under the sphere of the programs being analyzed; and (b) oral testimonies obtained by means of recorded interviews with a group of five (5) female teachers from elementary schools of the education system in the city of São Paulo. Data analysis is based on several authors who have built different theoretical approaches about the teaching as a type of work and profession, including Nóvoa, Dubar, Tardif, Bourdoncle, and Popkewitz. The articulation between empirical data and theoretical references utilized the major concepts which guide this research: profession, professionalization, professional development, competence, and teaching knowledge. The intent is to contribute with new elements about continued teacher training and, also, about the different training models proposed for the professionalization of teachers, by identifying the conceptions which have been incorporated to the teachers´ practice through this process. Analyses allowed to conclude that continued education may be one of the constitutive elements of the teachers´ professionalization process, however, without other joint actions it is unfeasible to make it effective as this process is closely associated with a range of social, economic and political factors and with high levels of rigor related to training, organization, and prestige.

Essa pesquisa situa-se no âmbito da problemática da formação continuada de professores da educação básica, especialmente daqueles que trabalham nas séries iniciais do ensino fundamental. Considerando a importância da educação continuada e a diversidade de modelos e espaços de formação de professores, que são oferecidos pela Secretaria Municipal de Educação de São Paulo, a pesquisa propõe-se a investigar experiências diversas que nesse sentido foram desenvolvidas no período pós LDBEN 9394/96, tendo por objetivo principal compreender a contribuição de tais cursos para a profissionalização e a melhoria da competência docente. A metodologia é de natureza qualitativa, envolvendo dois tipos de coleta de dados: (a) documentais: textos oficiais e outros produzidos no âmbito dos programas analisados; e (b) depoimentos orais colhidos por meio de entrevistas gravadas com um grupo de 5 professoras polivalentes do Ensino Fundamental I da rede municipal de ensino de São Paulo. A análise dos dados se respalda em vários autores que sob diferentes enfoques têm teorizado sobre o trabalho e a profissão docente, dentre os quais, Nóvoa, Dubar, Tardif, Bourdoncle e Popkewitz. A articulação entre os dados empíricos e o referencial teórico foi feita por meio dos principais conceitos que orientam a investigação: profissão, profissionalização, desenvolvimento profissional, competência e saberes docente. A expectativa é a de poder contribuir com elementos novos a propósito da questão da formação continuada de professores e, também, sobre os diferentes modelos de formação propostos para a profissionalização docente, identificando as concepções que têm se incorporado à prática dos professores por meio desse processo. As análises permitiram concluir que a educação continuada pode ser um dos elementos constitutivos do processo de profissionalização docente, no entanto, sem outras ações conjuntas torna-se inviável a sua efetivação, pois esse processo está intimamente relacionado a uma gama de fatores sociais, econômicos e políticos e a níveis elevados de rigorosidade correlacionados à formação, organização e prestígio. / This study is about the problems related to continued teacher training on the basic education level, especially those teachers who work in first grades of elementary school. Considering the importance of continued teacher training and the diversity of models and instances of teacher training that are currently offered, the study intends to investigate a variety of experiences that have been implemented in the period after the passing of LDBEN 9394/96 (act of the guidelines and grounds of the national education). The main purpose is to understand how such training courses and programs offered by the Education Secretariat of São Paulo City have contributed for the professionalization and improvement of teacher competence. The methodological approach is qualitative, involving two types of data collection: (a) documents: official texts and other texts produced under the sphere of the programs being analyzed; and (b) oral testimonies obtained by means of recorded interviews with a group of five (5) female teachers from elementary schools of the education system in the city of São Paulo. Data analysis is based on several authors who have built different theoretical approaches about the teaching as a type of work and profession, including Nóvoa, Dubar, Tardif, Bourdoncle, and Popkewitz. The articulation between empirical data and theoretical references utilized the major concepts which guide this research: profession, professionalization, professional development, competence, and teaching knowledge. The intent is to contribute with new elements about continued teacher training and, also, about the different training models proposed for the professionalization of teachers, by identifying the conceptions which have been incorporated to the teachers´ practice through this process. Analyses allowed to conclude that continued education may be one of the constitutive elements of the teachers´ professionalization process, however, without other joint actions it is unfeasible to make it effective as this process is closely associated with a range of social, economic and political factors and with high levels of rigor related to training, organization, and prestige.

Philosophiae Doctor - PhD / This study was initiated while the researcher was still an educator at' a secondary school in Cape' Town, South Africa. This was the period of the mid-1990s soon after the first democratically elected government assumed power in -South Africa: During this period of transition, large-scale reforms were expected on', the, education- front. Educational management and specifically school management were an integral part of these reforms. In terms of school management the idea of parents taking. on a greater .role was receiving wide support. School governing bodies (SGBs) comprising various constituencies and with greater powers were supposed to be the instrument spearheading change in school management. .This study traverses three levels of policy development: national, provincial and local (that is, school). It seeks to understand how school governance policy is developed and implemented using the principle of contestation to guide the analysis. The following questions guided the research: What were the contestations which led to the development of school governance policy at national level? How was provincial school governance policy developed from national policy and what were the areas of contention between the two? • What were the contestations resulting from implementation of school governance policy at the school level? At all three levels the discussion of the contestations was limited to the powers and functions of SGBs. By shedding more light on the above questions, it was hoped that the nature of policy contestation would become clearer. This in turn could enhance the study of policy This study was primarily qualitative in orientation with the principal means of data-gathering being: documentary analysis, semi-structured interviews and observation. Documents produced at the national and provincial levels (Acts, Bills, Reports, White Papers and so forth) as well as submissions made by various organizations from different sectors in society were carefully analysed using specific criteria. Other documents analysed included circulars from the provincial education department, documents discussed Within the school governing body selected for the study, and articles from newspaper publications. Interviews were conducted with key informants at national, provincial and school levels. At the school level, observation of five governing body meetings were undertaken analysis and development. This study revealed that the key issues in SGB functioning that formed the focus for contestation were: the charging of school fees; the':·employment of additional staff; admission-; language-; religious observance policy;". and relative powers of the MEe/HOD/SGBs. One of the greatest immediate challenges facing the majority of school governing bodies in South Africa is the lack of capacity in terms of material, financial and human resources. This study provides recommendations about how to address some of these challenges, and also identifies some important areas for future research.

隨著各縣市陸續成立地方教育發展基金附屬單位預算，使得國中小開始具有發展「學校本位財務管理」之契機。復因近來教育界也開始關切「學校創新經營」如何在國中小特色學校實施的議題。只是「學校本位財務管理」及「學校創新經營」都是一種經營管理的手段，因此本研究希望進一步探討其是否能達到提升「學校效能」之目的。 　　本研究採用文獻分析法、訪談法及問卷調查法進行研究。訪談法方面，發展出「地方教育發展基金附屬單位預算與國中小學校本位財務管理關係訪談大綱」作為研究工具，並採立意抽樣方式從臺北市、高雄市、新北市、桃園縣、基隆市等5個縣市抽取11位受訪者進行電話訪談。至問卷調查方面，則以「學校本位財務管理、學校創新經營與學校效能調查問卷」為研究工具，並以已成立地方教育發展基金附屬單位預算且獲教育部補助國中小特色學校經費之49個學校教職員作為研究對象，採簡單隨機抽樣方式進行問卷調查並剔除無效問卷，獲得有效樣本數802份。本研究除採用結構方程模式分析方法及LISREL8.72軟體分別驗證學校本位財務管理、學校創新經營及學校效能之內涵外，也進一步據以探討學校本位財務管理、學校創新經營及學校效能之間的關係。並且也透過平均數及SPSS13.0軟體來瞭解學校本位財務管理、學校創新經營及學校效能之現況。此外，更透過具潛在變項的路徑分析及Mplus 5.0軟體，來探討填答者的不同背景變項(包括性別、現任職務、教育程度、服務年資、服務地區、學校規模)是否分別對於學校本位財務管理、學校創新經營及學校效能具有預測效果。 本研究可獲得幾個主要研究結論如下： 一、「地方教育發展基金附屬單位預算」與國中小「學校本位財務管理」關係之訪談結果 　(一)簡言之，縣市政府成立地方教育發展基金附屬單位預算以後，其所轄國中小多能具備附屬單位預算之特性及優點，並有助於落實「學校本位財務管理」的理念。 　(二)地方教育發展基金附屬單位預算在相關制度規劃或授權方面的待改善之處 　　1.各縣市政府基於財政考量，仍對其地方教育發展基金附屬單位預算自訂額外的限制，有待逐步協調放寬之可行性。 　　2.非直轄市之地方政府認為宜成立專業、專責的會計單位，以處理地方教育發展基金附屬單位預算相關事務。 　　3.地方教育發展基金附屬單位預算之預算執行規定及作業方式經常變動，且業務相關人員異動頻繁，造成許多預算執行困擾。 　　4.「地方教育發展基金會計資訊系統」之開發過程並未充分訪談會計人員需求，且系統不夠穩定而功能不足，故仍有待改善。 　(三)多數(6位)受訪者較喜歡「地方教育發展基金附屬單位預算」的運作型態，另有3位認為還好(或各有利弊)，2位則相對傾向於較不喜歡。 二、學校本位財務管理、學校創新經營及學校效能之實施現況方面 　(一)成立地方教育發展基金附屬單位預算以後，國中小「學校本位財務管理」之實施現況尚屬略高程度(M=3.88)。 　(二)成立地方教育發展基金附屬單位預算之國中小特色學校，其「學校創新經營」實施程度很高(M=4.06)，且具有很高的學校效能(M=4.09)。 三、學校本位財務管理、學校創新經營及學校效能之關係方面 　(一)「學校本位財務管理」對於「學校創新經營」具有高度正向的直接效果(γ1=.78)，此顯示學校本位財務管理之實施程度越高，越有助於提高學校創新經營之實施情形。 　(二)「學校創新經營」對「學校效能」具有高度正向的直接效果(β1=.92)，此顯示學校創新經營之實施程度越高，越有助於提高學校效能。 　(三)雖然「學校本位財務管理」並不能對「學校效能」產生顯著的直接效果，但「學校本位財務管理」卻可透過「學校創新經營」來對「學校效能」產生間接效果(其效果量為.72)。亦即「學校本位財務管理」實施程度越高，越能透過促進「學校創新經營」實施程度之提高，進而間接提升「學校效能」。 四、背景變項對學校本位財務管理、學校創新經營及學校效能之效果方面 　(一)對於學校本位財務管理具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、服務地區(直轄市>一般縣市)、學校規模(12班以下>25班至48班)等4個變項。 　(二)對於學校創新經營具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　(三)對於學校效能具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　　最後，本研究並依據上述研究成果，提出各項具體建議。 / With the establishment of the affiliated units’ budget of local education development fund by many municipalities and counties, there are more and more opportunities to develop the “school-based financial management” (SBFM). And there were more and more researches stress the way to implement the school innovative management in specialist schools in the academic circles. However, the “school-based financial management” and “school innovative management” are both parts of the management methods. Therefore, the present study wanted to explore whether these two management methods can achieve the purpose of enhancing “school effectiveness.” 　　The present study adopted three approaches, including “literature review,” “interview,” and “questionnaire survey.” In terms of the interview, the present study designed “the outline of the interview on the relationship between affiliated units’ budget of the local education development fund and school-based financial management in junior high schools and elementary schools” as an instrument. The present study chose 11 participants from the county government and schools in the Taipei city, Kaohsiung city, New Taipei city, Taoyuan County, and Keelung city by purpose sampling. Eventually, the present study had interviewed those participants by telephone. In the aspect of questionnaire survey, the study designed the “questionnaire of the school-based financial management, school innovative management and school effectiveness” as the instruments. Teachers and staff from 49 specialist schools were the participants, and they were from schools that implemented the affiliated units’ budget of local education development fund. The present study distributed questionnaires by simple random sampling, and got 802 valid samples after gathering and deleting some invalid questionnaires. The study not only took structural equation modeling and the software of LISREL8.72 to confirm the contents of the school-based financial management, school innovative management, and school effectiveness respectively, but also confirmed the relationships of the school-based financial management, school innovative management, and school effectiveness. Moreover, the present study adopted means and the software of SPSS13.0 to understand the current situations of the school-based financial management, school innovative management, and school effectiveness. Furthermore, the present study adopted the path analysis with latent variables and the software of Mplus5.0 so as to understand whether the context variables of the subjects would have predictive effects on the school-based financial management, school innovative management, or school effectiveness. Those context variables included the sex, position, education level, seniority, district, and school size of the participants. 　　There were some major conclusions made as follows: 1.The results of the interview on the relationship between “affiliated units’ budget of the local education development fund” and “school-based financial management in junior high schools and elementary schools” 　(1) In brief, junior high schools and elementary schools had most of the properties and advantages of the affiliated units’ budget after the municipality and county governments establishing the affiliated units’ budget of the local education development fund, and it’s helpful for the schools to implement the “school-based financial management.” 　(2) The deficiencies of the affiliated units’ budget of local education development fund: A. There are still some additional restrictions of the affiliated units’ budget of local education development fund made by the municipal and county governments, which should be loosened. B. Other county governments except for municipal governments suggest that they need to set up a professional special agency to conduct those affairs of the affiliated units’ budget of local education development fund. C. The regulations and operations of the affiliated units’ budget of local education development fund always change, and the staff redeploy too often, so that there are some problems in the process of practices. D. The interviews of the accountants’ needs are insufficient during the development process of “the accounting system of local education development fund”. Furthermore, the system is unstable and its functions are insufficient, so there is still room for improvement. 　(3) As for the preference degree of the affiliated units’ budget of local education development fund, most of the participants (6 participants) felt “like”, 3 participants felt “fair”, and 2 participants felt relatively “unlike.” 2.The current situation of the school-based financial management, school innovative management, and school effectiveness (1) The current situation of the school-based financial management belonged to the extent of slightly high (M=3.88) after establishing the affiliated units’ budget of the local education development fund. (2) The specialist schools’ practice extent of the “school innovative management” was very high (M=4.06), and their “school effectiveness” was also very high (M=4.09) after establishing the affiliated units’ budget of the local education development fund. 3.The relationships between school-based financial management, school innovative management, and school effectiveness (1) “School-based financial management” has far-reaching and positive direct effects(γ1=.78) on “school innovative management”. That is, the higher the implement degree of “School-based financial management” is, the higher practice degree of “school innovative management” will be. (2) “School innovative management” has far-reaching and positive direct effects(β1=.92) on “school effectiveness”. That is, the higher the practice degree of “school innovative management” is, the better the “school effectiveness” will be. (3) Although the “School-based financial management” has no significant effect on “school effectiveness”, “School-based financial management” has an indirect effect on “school effectiveness” through the “school innovative management” (the indirect effect size is .72). In other words, when the practice degree of “School-based financial management” is higher, the “school effectiveness” will be enhanced indirectly through the “school innovative management” 4.The effects of the context variables on the school-based financial management, school innovative management, and school effectiveness (1) 4 context variables have significant effects on the school-based financial management. These variables involve sex, position, district, and school size. (2) 3 context variables have significant effects on the school innovative management. These variables include sex, position, and school size. (3) 3 context variables have significant effects on the school effectiveness. These variables are sex, position, and school size. Finally, according to the results of the present study, there were some suggestions be proposed.