No description available.

Thesis (M.A.)--University of Bradford (Postgraduate School of Studies in Research in Education). / Includes bibliographical references (p. 115-139).

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed.D.)--Murdoch University, 2007. / Thesis submitted to the Divison of Arts. Includes bibliographical references (leaves 175-191).

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed March 16, 2005. Dissertation Committee: Clinton Bunke (chair), Mary Ann Lynn, John Brickell, Ned Lovell, John McCarthy, Clayton Thomas. Includes bibliographical references (leaves 176-184) and abstract. Also available in print.

Thesis (M.Ed.(Computer Integrated Education))-University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

The purpose of this study was to investigate the extent to which Integrated Quality Management System (IQMS) is implemented in schools in the Libode education district. The study focused on the existence of IQMS documents as evidence or proof that IQMS is being implemented. In addition, the study looked at the existence and functionality of structures and processes for the implementation of IQMS in the selected schools. Lastly, the study focused on the deliverables and outcomes arising out of the implementation of IQMS in schools. The pragmatic paradigm and the case study design were used to frame and focus the research. Data was obtained from sixty (60) educators who were surveyed, principals of the three (3) selected schools, and three (3) Education District Officials (EDOs) selected on purpose for interviews. Data thus obtained was analysed both quantitatively using descriptive statistics, and qualitatively through extraction of themes. The study draws conclusions on findings based on the attendance of IQMS workshops meant to capacitate teachers on the conceptualisation and practice of IQMS; the availability and quality of IQMS workshops; understanding of IQMS processes by teachers and the officials; IQMS evaluation processes underwent by teachers; alignment between School Improvement Plans and the District Improvement Plan, and the connection between individual growth and school improvement; the constitution and functioning of IQMS structures; and the form and content of IQMS deliverables and outcomes. This research makes recommendations for IQMS implementation and further research.

The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.

This qualitative practitioner research is set in a mixed, rural 11-16 Church of England Comprehensive School. It embraces reflective action enquiry into leadership and management of innovation in a turbulent period of national educational change. It is founded on the belief that if change processes are to be understood widely, practitioners must share experience emanating from reflective and analytical practice. This study is about "managing to learn" It embraces concepts of managing personal learning; managing colleagues' and students' learning; and managing processes leading to the emergence of the school as a "learning organisation" It is also about "learning to change" and espouses learning to promote personal change; learning to facilitate change in others; and learning to establish institutional change as a natural on-going characteristic of organisational life. This study is founded on a process of "reflection", as characterised by Schön (1983). Consequently, it employs a process of personal reflection on leadership roles in managing change and learning processes. It employs processes of reflection on cultural and political aspects of organisational life and resultant manifestations and implications of introducing, implementing, and institutionalising organisational and cultural change. This research utilises "refraction"- that is, convergence and divergence. Firstly, it promotes divergent and creative ways of organising which encourage and facilitate innovative processes. Secondly, it employs processes of converging, focusing, and concentrating on taken-for-granted "critical incidents" in the life of a developing school, to elicit meanings of events as understood by participants. Thirdly, it applies cultural and political prisms to school organisation, together with autocratic, bureaucratic, adhocratic, and reticular-democratic lenses in order to elucidate important cultural, political and organisational data. Finally this research is about "action" It is about doing, intervening, intending, committing, motivating, accomplishing, fulfilling and achieving. The essential concept and understanding of "action" is that it should be informed action.