Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 11, 2009). Includes bibliographical references (p. 135-155).

Thesis (Ed.D.)--Texas Christian University, 2008. / Title from dissertation title page (viewed Feb. 26, 2009). Includes abstract. Includes bibliographical references.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 119-122). Also available via the Internet.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age). / 2031-01-01

School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.

The purpose of this research was to identify the logistical, conceptual, educational, and attitudinal factors that affect elementary school teachers’ implementation of school gardening in the curriculum. This research also sought to qualitatively describe the current application of school gardening by the study population in the elementary school curriculum, and to identify avenues in which the horticultural community can assist teachers in implementing the use of this teaching strategy. The target population consisted of elementary school teachers who taught at schools that had received a Youth Gardening Grant from the National Gardening Association in either the 1994/95 or 1995/96 academic years. Data were collected using a School Gardening Survey which was sent to an accessible population of 315 elementary schools. From this mailing, 236 usable responses were received for analysis. The results of the survey were confirmed, and expanded upon, by personal interviews conducted with 28 teachers from the test population who used school gardening in their curriculum and taught in the Commonwealth of Virginia. Survey and interview responses provided data for statistical analysis using the computer statistic package, Statistical Analysis System (SAS). Chi-square correlations did not provide significant relationships between factors; however, frequencies, averages and mean and mode information provided insight into the use of school gardening and the needs of teachers who are using this teaching strategy. Survey data indicated that the most important factors that need to be present for the successful use of school gardening were logistical factors. The most essential factors were a person, or persons, who take on the responsibility for the gardening program, the availability of a site to grow plants, and adequate funding for gardening materials. In addition, the availability of gardening equipment and the support of the principal were stated to be very important to school gardening success. Interview data indicated that the most crucial factors that need to be present for the successful use of school gardening were educational factors. Student ownership of the gardens and the integration of school gardening into the curriculum were seen as more important to school gardening success than the logistical features of school gardening. There was survey and interview consensus, however, that the lack of preparation time for school gardening activities and the lack of instructional time for learning using school gardening were factors that influence the use of this teaching strategy. There was also agreement that the logistical factors of a growing site, a water source, the availability of gardening equipment, adequate funding, and a person who is responsible for school gardening were important to the successful use of school gardening. Essentially all of the interviewed and surveyed teachers (99%) use school gardening as an interdisciplinary teaching method. It is the interdisciplinary nature of gardening and growing plants that allows school gardening to be used successfully within the elementary school curriculum. Study results also indicated that school gardening is used to teach students in all grade levels found in an elementary school including students in prekindergarten, special education, and 3English as a Second Language2 classes. School gardening is often used to benefit students beyond standard academic achievement. Teachers use school gardening for such goals as social development, therapy, recreation, environmental awareness, community relationships, exploring diversity, and the arts. School gardening is also seen as a teaching strategy that can occur both indoors and outdoors. Teachers are not limiting their concept of gardening to an activity that must occur in the out-of-doors. Teachers indicated that they depend primarily on their own knowledge of gardening when gardening with their students. They also rely more on their gardening knowledge than on their knowledge of science when using school gardening within the curriculum. However, these same teachers expressed a need for further education and information on the integration of gardening into the curriculum, and the horticultural aspects of gardening that can be implemented within the educational, time, facility, funding, and legal limits placed on a school situation. Teachers also requested that this education be provided as in-service training, Master Gardener training, or graduate and/or continuing education classes provided through the local institution of higher education. The survey and interview respondents indicated that school gardening is a very effective, interdisciplinary teaching method. These teachers find that use of school gardening assists students in learning and understanding new ideas, and that student learning improves when using school gardening in the curriculum. In addition, interviewed teachers indicated that students obtain a more positive environmental ethic when gardening is used in the curriculum. Elementary school teachers may use school gardening to improve student academic and social achievement, to provide a hands-on learning experience that reaches across the curriculum, to furnish a forum that provides opportunities to learn such positive social qualities as nurturing life and responsibility, and to encourage students to expand their appreciation for the living world around them. The interdisciplinary nature of school gardening shows promise as a teaching strategy that can be used to enhance student learning, and to expose students to the expanse of learning available through the process of growing plants. / Ph. D.

"The ten counties, namely, Calhoun, Jackson, Gulf, Bay, Washington, Holmes, Walton, Okaloosa, Santa Rosa, and Escambia were surveyed with the purpose of finding out what type of relationships existed among the superintendent, the school board members and the members of the board of trustees. Another purpose of the study was to find out how policies governing the administration of the school programs were formulated and who are responsible for recommending these policies for adoption. The writer was interested in seeing how uniform the administrative practices were in these counties and how they correspond with the provision of law and State Board Regulations. The writer was also interested in finding out how broad the participation was of those who are connected with the school programs in these counties in formulating policies, preparation of the school budget and school calendars and other related phases of the school program"--Introduction. / Typescript. / "June 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 47).

Many factors enter into and influence the operation of modern public schools. Whether the operation is smooth, onward going and successful or rough, static or retrogressive and unsuccessful is determined in large measure by the kind of person who occupies the administrative position. The school of today is complex and is so much a "big business" that a well qualified administrator is a requirement. The day of the stern old school master whose word, implemented by a rod and facial expressions of approval or disapproval, was law, and whose only required qualifications were the ability to keep order and see that students learned what was between the covers of the textbook is no more. / Typescript. / "August, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 37-38).

The concept of design of secondary school in Barcelona responds to an existing build - up area, topography, to what was here, but sthe school system is different. The diversity of the environment I translate into surrounding of school, in every corner is taking place a different activity, a different movement.

In recent years, school resource officers (SROs) and their role in the context of school safety have become a popular topic of research. In this study, I analyze data from 31,156 students from over 100 schools in Kentucky to better understand how students perceive SROs and the impact of SROs on their perceptions of school safety. The findings reveal that males, students who liked having an SRO at their school, students who saw their SRO at several locations on campus during the typical school day, and students who viewed their SRO as more than a law enforcer felt safer at school and had a higher opinion of the SRO working at their school. Interestingly, school-level variables had no impact on these relationships. Implications for policy and future research are also discussed.