If success is judged by parents and students voting with their feet, charter schools are in demand as these people are practically running to guarantee their children's admission into charter schools across the nation. Although it is premature to rest on this slim evidence without other indicators of success such as student performance; parents and students are choosing charter schools for a variety of personal and situational reasons that ale highlighted in this case study. The charter school in this case study is located in a southern metropolitan area. The charter school demographics consist of mainly middle class African American families who have decided to select the charter school as their child's primary education agency. This year long case study reflects the perceptions of parents. students, teachers. and community members with respect to hen satisfied they are ninth the charter school. The case study sought out to examine this level of satisfaction based on the schools goals. The research question that guided the study was: Do charter school goals provide a framework to identify and measure stakeholder satisfaction? Four specific research questions were used to develop the response to this guided research question. as well as a theme as a result of participants' responses. The case study design relied on three research strategies to determine conclusions and findings. These three strategies included interviews. observations and analyzing documents A qualitative design was used to describe the voices, perceptions, and experiences of the participants The recurring themes that were found in this study included student-teacher engagement, teacher creativity development. participation of civic and values, teaching awareness of recycling, conservation, and protection of environment; and the development of local political decision making. The conclusions. findings, and implications derived from an analysis of the data, which strongly relied on themes found.

The influence of image over the success of organisation was analyzed in the Master’s degree dissertation. The theoretical scientific literature of foreign and Lithuanian authors was analyzed, the analysis of concepts of the organisation’s image, kinds if image and ways of forming were presented. The empirical research was performed. Factors influencing the image of Kėdainiai town general education schools were researched, the object of the work was achieved and the tasks were realized. The formulated hypothesis of the scientific research stating that the main factors forming the school’s image are the high quality of education, the close association of members of school communities and the formation of public opinion was partly confirmed. Conclusions, recommendations and means forming the positive image of a school were presented. On the basis of theoretical and practical results of the Masters degree dissertation, the paper on the subject “Means of Forming the Image of General Education Schools” was read in the Sixth Conference of Students’ Scientific Works “Urgent Problems of Economics and Management” on the 4th of May,2006.

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Childhood obesity is a prevalent subject of research currently, and many researchers have studied the effectiveness of school programs in battling obesity among students. This case study, utilizing ethnographic tools of observation, interviews, and investigation of artifacts, examines educators' perceptions of the role of the school in the prevention of this epidemic, how perceptions affect practices, and the barriers to prevention efforts. The lens of caring theory, social justice, and critical theory frame the analysis of how educators in a medium-sized elementary school contend with the problem of childhood obesity. Educators in this setting perceived their role in the prevention of childhood obesity as limited and tended to blame parents for the condition of obese students. Because of this perception, attempts at prevention were somewhat sporadic and individualistic in nature. Barriers included a lack of training in critical reflection and the stresses of mandated testing and budget cuts. Teachers and staff members cared for their obese students' well-being, but generally lacked the resources to help them. They were often uncomfortable discussing obesity with parents and tended to avoid the subject, and unfortunately, this conversation needs to occur in order to find help for their obese students.

This research was targeted on the primary school teachers in Ping-tung County and aims to look into the relation of organizational culture, teachers¡¦ organizational commitment and organizational citizenship behavior. The objectives of this research include: 1. The investigation on teachers¡¦ awareness of primary school organizational culture, teachers¡¦ organizational commitment and organizational citizenship behavior¡F 2. The interpretation on the difference of awareness among teachers of different background in terms of primary school organizational culture, teachers¡¦ organizational commitment and organizational citizenship behavior¡F 3. The discussion on teachers¡¦ awareness of the relation between primary school organizational culture, teachers¡¦ organizational commitment and organizational citizenship behavior¡F 4. The analysis on teachers¡¦ ability to predict the organizational citizenship behavior from the aware primary school organizational culture and teachers¡¦ organizational commitment¡F 5. The suggestions concluded on the basis of research results. All these are proposed for the reference of school administration management. Based on the discussion on relevant literatures, the theory, framework, and research tools adopted in this research are thus developed. In this research, 680 primary school teachers in 56 primary school Ping-tung County are targeted to fill in the questionnaires and 611 effective questionnaires are acquired. The research tools consist of ¡§Primary School Organizational Culture Scale¡¨, ¡§Teachers¡¦ Organizational Commitment Scale¡¨, and ¡§Teachers¡¦ Organizational Citizenship Behavior Scale.¡¨ The effective samplings are analyzed by t-test, On-way Analysis of Variance, Pearson Product-moment Correlation, and Multiple Regression. The conclusions are listed as follows: 1.The whole performance of the primary school organizational culture is good. Among the sectional scores, ¡§the dimension of development culture¡¨ was the highest. 2.The whole performance of the primary school teachers¡¦ organizational commitment is good. Among the sectional scores, ¡§the dimension of retention commitment¡¨ was the highest. 3.The whole performance of the primary school teachers¡¦ organizational citizenship behavior t is good. Among the sectional scores, ¡§the dimension of non-benefit-orientated¡¨ was the highest. 4.The elder, the high-educated, the senior, the administrator and the teachers of primary school in the megalopolis have a higher sense of the school organizational culture. 5.The elder, the high-educated, the senior, and the administrator have a higher sense of the school organizational commitment. 6.The elder, the high-educated, the senior, and the administrator have a higher sense of the school organizational citizenship behavior. 7.The clearer the school organizational culture will be, the better organizational commitment will be. 8.The clearer the school organizational culture will be, the better organizational citizenship behavior will be. 9.The clearer the school organizational commitment will be, the better organizational citizenship behavior will be. 10.Teachers¡¦ backgrounds ,organizational culture and organizational commitment had predicative efficacy for Teacher's organizational citizenship behavior. ¡§Organizational commitment¡¨ can predict teachers¡¦ organizational citizenship behavior best.

Orientador: Elisa Angotti Kossovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T09:22:22Z (GMT). No. of bitstreams: 1 Silva_InajaZaemda_M.pdf: 36898026 bytes, checksum: c9aa6a170a29363e0d4d458cc755f945 (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa investiga o brincar e sua ocupação no espaço escolar em uma escola municipal de ensino fundamental. Para tanto tem como questão central: como promover o uso dos espaços abertos para as brincadeiras na escola fundamental? As bases teóricas que fundamentam a pesquisa estão alicerçadas em autores como: Mayumi Souza Lima, Ana Lúcia Goulart de Faria, Viñao Frago, Escolano, Bencostta, Monarcha, Kishimoto, Brougère, entre outros. O objetivo é desvelar a relação das crianças, de professores, pais e funcionários com os espaços abertos da escola fundamental e com o brincar nesses espaços. Foi realizada uma pesquisa etnográfica, em uma escola de ensino fundamental da cidade de Campinas (SP), nos anos de 2008 e 2009. A escolha dessa escola justifica-se pela peculiaridade do terreno onde se encontra o prédio escolar, por sua arquitetura, e pelo empenho da comunidade escolar em aproveitar melhor os espaços da escola. Este estudo de caso exigiu uma extensa pesquisa bibliográfica, análise da planta do projeto arquitetônico, dos critérios para construção escolar, da legislação ambiental, da leitura do projeto político pedagógico e das fotos. Foram realizados questionários e entrevistas com alguns membros da equipe da escola e membros da comunidade escolar, participantes da C.P.A. (Comissão Própria de Avaliação). A categoria que auxiliou na compreensão da temática foi o espaço e suas diferentes particularidades: espaço como promotor social, como espaço inibidor, como espaço crítico, como espaço de passagem e como espaço para brincar. A escola estudada possui um espaço pequeno e vazio de materiais direcionados ao brincar, contudo este ocorre de qualquer maneira, as crianças transformam os elementos que possam lhes servir de entretenimento e fazer parte de seus jogos e de suas brincadeiras. Conclui-se que, ao se pensarem nas construções de prédios escolares para a educação fundamental, para a Escola de Nove Anos, também se pense na inclusão de elementos visuais, táteis e de equipamentos para a otimização das brincadeiras, dos jogos e da convivência da criança. Além de se constituirem parceiros no interior da comunidade escolar, os professores e gestores educacionais deveriam possibilitar uma aprendizagem mútua sobre a relação da arquitetura escolar com as atividades lúdicas e recreativas na escola fundamental. / Abstract: This research investigates playing and its occupation in the school space in an elementary school in the city of Campinas. The research has as a central issue: How to promote the use of open spaces for playing in elementary school? The theoretical basis that underpin the research are based on authors as: Mayumi Souza Lima, Ana Lúcia Goulart de Faria, Viñao Frago, Escolano, Bencostta, Monarcha, Kishimoto, Brougère, among others. The objective is to unveil the relationship of children, teachers, parents and employees with the open spaces in the elementary school and with the action of playing in these spaces. An ethnographical research was conducted in an elementary school in the city of Campinas (SP) in the years of 2008 and 2009. The choice of this school was made due to the peculiarity of the land where the school building is, its architeture, and the commitment of the school community to make better use of school spaces. This case study required an extensive bibliographical research, analysis of the architectural plant design, of the school construction criterion, the environmental law, the political pedagogical project and the photos. Questionaries were applied and some members of team from school and members of school community, participants for C.P.A. (Commission Own Evaluation) were interviewed. The category that helped in the thematic comprehension was the space and its different particularities: the space as a social promoter, as an inhibitor space, as a critical space, as a space of passage and as a space to play. The school studied has a small space that lacks materials directed to play, yet it happens anyway, children transform the elements that may serve for their entertainment and part of their games and their play. In conclusion, when the construction of school buildings for the fundamental education is thought of, the School of Nine Years (?), the inclusion of visual, tactile elements has also to be consider. As well as equipments to the optimization of children games and the children coexistence. Besides being partners within the school community, teachers and educational gestors should enable mutual learning about the relation between the school architecture with other playful and recreational activities in the elementary school. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

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There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a leader should play an important role in enhancing teachers' satisfaction. This study investigated the moderating effect of four leadership styles Directive, Supportive, Participative, and Achievement-oriented (D, S, P, A) on Instructional Leadership and teachers' outcomes (job satisfaction, job expectancies and acceptance of leader). The study used mixed methods, qualitative survey and quantitative focus group to develop a model based upon empirical data. The findings are based on a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across the Kingdom of Bahrain. The statistical and thematic analysis of the data shows that there is a direct and positive relationship between Instructional Leaderships and teacher's outcomes when moderated by the four leadership styles. The contribution of this study is the empirically tested relationships between Path Goal Theory and Instructional Leadership which shows that there are statistically significant relationships between D, S, P, A and the relationship between Instructional Leadership and the teacher's job satisfaction, job expectancy and acceptance of leader. Focus group finding shows that Leadership styles D, S, P, A transforms Instructional Leadership into a form that enhances the leadership role in Kingdom of Bahrain that Transactional Leadership influences Job expectancy, whilst Referent Power influences acceptance of leaders.

Uppsatsen centrerades kring ett accelererande problem- med konsekvenser även för skolan - nämligen de digitala kränkningarna. Syftet med själva projektet är att primärt belysa hur skolledning och skolpersonal dels uppfattar och dels hanterar möjliga digitala kränkningar, oavsett var och hur dessa kränkningar framförs.Uppsatsen bygger på intervjuer med nyckelinformanter i skolorganisationen i en kommun, från politisk nivå till verkställande nivå i form av rektorer m fl. Dessa intervjuer speglas mot svar från Skolverket, barnombudsmannen m fl. Intervjuerna - med nyckelinformanter – visade på vissa svårigheter med detta problemområde. En svårighet visade sig vara ansvarsfördelningen skola - hem. Informanterna upplevde att en dominerande del av kränkningarna sker på fritiden och ansåg i varierande grad att detta är hemmets problem och inte skolans. En åsikt som inte helt delas av de informanter som har anknytning till Skolverket eller Barnombudsmannen.

Magistro darbe yra išanalizuoti ir susisteminti įvairių Lietuvos ir užsienio autorių mokslinės literatūros šaltiniai apie organizacijos įvaizdžio konstravimo problematiką: įvaizdžio esmę, jo formavimo bei kūrimo principus; organizacijos komunikacijos charakteristikos reikšmę institucijos įvaizdžiui bei organizacijos įvaizdžio formavimo strategijų aspektus. Darbe atskleidžiama Joniškio miesto ir rajonų 10 – 12 klasių mokinių bei jų mokytojų nuomonė apie visuomenėje vyraujantį Joniškio ŽŪM įvaizdį, atskleidžiamas jo turinys ir nustatomas profesinės mokyklos įvaizdžio konstravimo kryptingumas. Patvirtinamos darbo autorės suformuluotos mokslinio tyrimo hipotezės, jog profesinės mokyklos įvaizdis yra operacionalizuojamas ir identifikuojamas konstruktas; profesinės mokyklos įvaizdis yra sąlygiškai neigiamas ir tai, jog perspektyviausia Joniškio ŽŪM įvaizdžio formavimo kryptis – kurti jaukios, saugios, sudarančios galimybių kokybiškai pasirengti profesinei veiklai, laiduojančios galimybę gauti pradinį startą kvalifikuotai darbo vietai gauti, atviros aplinkai, gerai aprūpintos bei profesionalios mokyklos įvaizdį. / This paper analyses and systematises the literature of diverse Lithuanian and foreign authors who discussed the problems arising when constructing the image of an organisation: the essence of image, the principles of its formation and creation; the impact of the communicational characteristic of an organisation on the image of an institution as well as the aspects of the strategies of the organisation's image creation. The paper covers the analysis of the opinions of Joniškis town and its districts' teachers and pupils from 10 and 12 forms about Joniškis Agricultural School’s image. The content of the image is disclosed and the direction of the vocational school's image building is determined. The following hypotheses set forth by the author are substantiated: the image of the vocational school is an operationalised and identified construct; the image of the vocational school is conditionally negative; the most perspective direction for the image creation of Joniškis Agricultural School - to create the image of a cosy, safe, providing possibilities of qualitative preparation for career, ensuring a possibility to gain the start that opens the gates to a qualified job, open to the environment, fully equipped and professional school.