Purpose of the study. The purpose of this study was to determine the perceptions teachers in California's San Joaquin County have regarding collective bargaining. The problem. To determine to what extent teachers perceive that collective bargaining has had an affect upon wages, working conditions, communications, and morale. Furthermore, to determine to what extent teachers support statewide collective bargaining. In addition, to determine if teachers' perceptions of collective bargaining vary based on the number of years taught, gender, grade level taught, and current level of association involvement. Methodology. The research was descriptive in nature and employed a survey questionnaire which consisted of 34 items related to collective bargaining. The questionnaire was sent to a stratified random sample of 200 participants. 150 surveys were completed and returned. Frequency distributions and percentages of response were determined for all survey items. Chi-Square was used to determine if demographic factors affect responses. The level of significance was set at the.01 level. Findings. In analyzing the level of agreement and disagreement for each of the thiry-four items on the questionnaire the consensus of teachers agreed with eighteen (18) of the items. There was no consensus of opinion on five (5) items. Furthermore, teachers disagreed with five (5) of the items. Teachers were evenly divided between their agreement and disagreement on five (5) items. On one (1) item teachers were evenly split between disagreement and uncertainty. "Current Level of Association Involvement," was the only demographic factor which influenced a teacher's perception of collective bargaining. The demographic factors of "Gender," "Experience," and "Grade Level Taught" produced no significant variance in responses. Recommendations. (1) It is recommended that follow-up research be conducted to determine why teachers responded to certain items. Specifically, why do active association members believe that collective bargaining has improved instruction and working environment? (2) Additional research is recommended to compare the perceptions of teachers in different counties, states, and regions of the United States toward collective bargaining. (3) Additional research is recommended to compare the perceptions of teachers, administrators, and state level union officials toward collective bargaining. (4) Teacher associations should develop strategies to educate teachers, specifically, new teachers, about the benefits of association involvement and should seek ways to more actively involve their membership.

No description available.

No description available.

This study is a qualitative, autoethnographic study documenting the process of writing and submitting a charter school application in Post-Katrina New Orleans. The focus of the study is my professional journey to this point, and the journey the charter team. The school's mission and curriculum is unique and centered on special needs students who are "at-risk" for learning due to language and learning differences. Particular aspects of curriculum and instruction, climate and culture, professional development, student achievement goals, administration, and operational issues were developed by this team. The aim of the study is for this investigation to contribute to the body of knowledge about educating "at-risk" learners and designing innovative schools. The focus of the study is on the epistemological, methodological, and political insights encountered. The primary question for this investigation is: What are the components of a successful charter school for "at-risk" students? Secondary questions include: How do we determine who is "at-risk"? How do we balance state demands with best practice teaching for these "at-risk" students? Where does appropriate funding come from for such a project? Hopefully this narrow based study will lead to specific program improvement and evolvement.

Thesis (Ed.D.)--Boston University

This thesis investigates the emerging policy vision and assumptions underlying the promotion of school self-evaluation (SSE) as an innovative strategy for school improvement in Kenya, and the ways in which they are understood and practiced by various stakeholders. My professional involvement in SSE policy development led me to think that too little was known about its practice. Therefore, I specifically explored the acceptability, feasibility and effectiveness of this evaluation process, focusing on social interaction and contextual factors at the school/community level through an exploratory qualitative case study and continuous professional reflection. By critically questioning linear, top-down policy assumptions, I sought multiple stakeholder viewpoints within contextual specificities in order to capture and understand the realities – complex, diverse and organic processes – on the ground. Accordingly, I employed interactionist and constructivist paradigms, and utilised interviews, observations and documentary analysis as sources. The findings suggest that there is a considerable gap between SSE policy expectations and its practice on the ground, while also highlighting some positive experiences and future potential. Stakeholders at all levels largely understand and accept the idea of participatory, inclusive and democratic SSE conceptually, but they have not yet embraced it practically. The education authority's monopoly on the power to evaluate schools is identified as a key systemic bottleneck that effectively restricts meaningful SSE practice on the part of school-level stakeholders who follow instructions from above in a regime of professional legitimacy. Conversely, study findings indicate that both collective and individual SSE approaches promoted in Kenya are feasible, policymakers' paternalistic concerns notwithstanding. Teachers were found to demonstrate their collective ability to apply the prescriptive SSE tool to fit their unique contexts and assess school quality. They also successfully engaged with individual SSE (action research) which, the thesis contends, can initiate a ‘positive spiral of change' through which teachers build their confidence based on small but real successes, transform perspectives and professional attitudes, and ultimately engage in self-reflective practices for school improvement. However, the thesis concludes that the Kenyan policy assumption of evidence-based school development remains largely theoretical, schools tending to engage in ad-hoc improvement through unsophisticated planning in the absence of systematic SSE. Overall, I argue that it is important to acknowledge and utilise the education authority's power and influence (i.e. the leadership of the Ministry of Education, and its Quality Assurance and Standards Directorate) in a positive manner that will lead to a more realistic and pragmatic approach to SSE promotion. Contending that institutionalising a ‘culture of learning' is the way forward, I present a scenario whereby SSE may lead to sustained school improvement with two key strategies: (i) merging individual and collective SSE; and (ii) combining internal and external school evaluation. Moreover, I argue that the education authority's monopoly on school evaluation should also be tackled so that an integrated system for quality improvement can be realised in Kenya. Based on the study findings, the thesis presents a number of policy recommendations including formal utilisation of the SSE tool; substantial stakeholder participation; enhanced teacher training; external quality assurance to validate SSE results; strengthened district-level peer learning and school leadership; and improved policy coordination and dissemination. Finally, I reflect on my professional position with renewed commitment to contribute to the achievement of quality education for all children.

School improvement in public schools remains a challenge in many developing countries, including Ghana. Many researchers have highlighted the need for strong headteacher leadership and the active participation of the community, including parents, in the efforts to improve public schools. Research in developed countries‟ education systems have brought to the surface some of the factors underpinning successful public schools, however in developing countries there has been a lack of research surrounding how headteacher leadership and community engagement with schools affect schooling outcomes. This lack of research has resulted in the use of recommendations tendered by global research regarding school effectiveness and school improvement to inform developing country policies on how to improve public education. In many cases, private schools have been used as the model for failing public schools, yet from national basic education certificate examinations (WAEC, 2012) it is evident that some public schools, even in disadvantaged areas, are managing to provide quality education. The key questions that this thesis explores are: What conditions prevail in high performing public schools serving disadvantaged communities? What has been the role of headteacher leadership and community participation in securing improvement of these schools? Thus, this study has sought to investigate the conditions prevailing in high performing public schools and what role school headteachers leadership and community engagement played in creating the environment conducive to effective teaching and learning. Using a qualitative case study research design data was collected through interviews, observations and documentary reviews to explore the views and experiences of headteachers, teachers and parents regarding the improvements in the schools. Results show that conditions, such as the existence of safe and protective classroom infrastructures, critical engagement of parents and community members in all aspects of the school‟s development, adoption of diverse proactive teaching and learning approaches; and the strong visionary and transformational leadership exhibited by the headteachers appear to have been driving forces in these successful schools. The thesis concludes with key recommendations for policy makers in developing countries on strategies that might be taken to turn failing public schools into more functioning schools. These recommendations include: • Targeting the beneficiaries of capitation grant to needy students or increasing the grant • Providing school infrastructure to take the burden from schools • Encouraging community participation in school improvement strategies • Enhancing competencies of headteacher leadership to influence school improvement strategies.

The purpose of this study was to determine the knowledge of United States Supreme Court decisions affecting education possessed by public school teachers, principals, superintendents, and board members; to determine if significant differences existed among these groups in their knowledge of Supreme Court decisions affecting education; and to determine if significant differences existed within each group depending on years of experience in education and level of education. Five hundred randomly selected subjects from the public school systems in Tennessee were asked to indicate their knowledge of Supreme Court decisions affecting education by completing the survey instrument, Supreme Court Decisions Impacting on Education. This instrument measured respondents' knowledge of Supreme Court decisions in five areas: (1) student rights; (2) employee rights; (3) church-state relationships; (4) race, language, and sex discrimination; and (5) school finance and organization. A total of 241 (48.2%) usable responses were returned. The data revealed that there was a general lack of knowledge of Supreme Court decisions affecting education. Significant differences were found to exist among the four groups in all areas except that of race, language, and sex discrimination. Superintendents scored significantly higher than teachers and board members in knowledge of Supreme Court decisions in the area of student rights. Superintendents and principals scored significantly higher than teachers in the area of employee rights. Superintendents scored significantly higher than all other groups in the area of church-state relationships. In the area of school finance and organization, superintendents and principals scored significantly higher than teachers. On overall knowledge of Supreme Court decisions affecting education, superintendents and principals scored significantly higher than teachers and board members. Years of experience in education was not found to be a significant factor within any of the four groups. Level of education was found to be a significant factor among superintendents. Superintendents with either a doctoral degree or a Master's degree plus additional coursework scored significantly higher than those with a Master's degree or an Education Specialist degree. Level of education was not found to be a significant factor within any other group.

The purpose of this study was the description of the instructional supervisory role in the state of Tennessee as perceived by county public school instructional supervisors. The description constituted a determination of differences which exist between the actual and ideal role perceptions of county instructional supervisors. The determination was thought to be essential for movement toward role congruency, enhancement of instructional supervisory behavior, and the heightening of teacher-student engagement opportunities.

The problem of the study was to measure how much students from other countries were satisfied with American education. The purposes of the study were to ascertain the extent to which international students perceived American education as satisfying their educational goals; to determine if any relationship existed between their perceptions of American education before and during their actual experiences with it; and to compare the perceptions of American education by students from one continent to those of other continents. A questionnaire which contained Part A and B was used in collecting the data. The contents of Part A included initial steps, communication, students' educational goals, orientation and the students' reactions toward their orientation and communication. Part B was concerned with textbooks, use of the library, classroom activities, public relations and international students' opinions concerning American education. Questionnaires were mailed to a random sample of 280 international students who were enrolled at regional universities in Tennessee during the Winter/Spring session of 1982. The students came from five continents. Completed questionnaires were received from 154 students, and this represents 55 percent return on the sample. When the data were analyzed, the results were as follows: Of those who participated in the study, 71 percent communicated with officials of their respective institutions before they entered the United States for an education which was a major goal for 93 percent. Forty-four percent were satisfied with their orientation, an 60 percent were satisfied with information they received about American education. Seventy-seven percent found American education to be what they wanted, and 83 percent were satisfied. American education would enable 83 percent of the participants to achieve their educational goals of being employed in their countries, and their employment would relate to what they studied in the United States according to 79 percent. Comments made by the participants were analyzed separately to show their positive and negative opinions about American education. Some of the negative comments were: high cost of tuition fee, non-disclosure of full information about the university and community at the time they were applying for admission, isolating foreign students by Americans, poorly organized orientation, discrimination and unfriendly attitudes by some American students. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI