Submitted in fulfilment of the requirements of the Masters in Education in the Department of Educational Planning and Administration in the Faculty of education at the University of Zululand, 2019. / The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders. Principals of public foundation phase school teachers delegated greater responsibility to Heads of Departments who had to ensure that teachers are professionally developed. The assumption was that teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Despite the belief that school-based Teacher Professional Development may have a positive impact, little is known about the challenges Heads of Departments’ of Tshivenda Language in a rural context face in managing teachers for them to promote quality teaching and learning. The aim of this study was to investigate the challenges that heads of departments face in managing the teaching of Tshivenda home language in rural primary schools of Dzindi circuit in Vhembe District. This study was positivist in nature following the quantitative research methodology. Self-administered questionnaires were used to collect data from 107 respondents from the 200 who were sampled through simple random sampling procedure. Several challenges that face the HODs were identified. These include the need to supervise teachers in the process of teaching to improve learning in schools. The study points to a strong need for workshops to fully capacitate HODs of Tshivenda in rural primary schools of Dzindi Circuit. However, the various management challenges that have emerged should be considered. Mentoring of Tshivenda Home Language teachers by HODs remains very crucial for the promotion of teaching and learning in rural primary schools of Dzindi Circuit. The study recommends a need for HODs to motivate teachers in their management process. / National Research Foundation of South Africa

This study examined the efficacy of a brief culturally and instructionally modified cognitive behavioral therapy program for five anxious Latino/a youths ages 8-11 years in an elementary school setting. Each student exhibited anxiety in a classroom setting as reported by their teachers and parents or guardians. A noncurrent multiple baseline design was implemented using A-B replications to assess the effects of baseline and treatment on daily self-report student distress ratings as well as daily teacher rated distress, academic engagement, and work completion. All participants completed the Revised Children’s Manifest Anxiety Scale-2 pre- and post-treatment as well as a Children’s Intervention Rating Profile post-treatment. The participants received a total of five sessions twice a week to teach skills. With the modified program, it was found that four of the five students benefited from the intervention on academic performance or engagement and three of the five also benefited on emotional regulation ratings. Additionally, all five students perceived the intervention as acceptable. Suggestions for future research include further assessment of student acculturation and acculturative stress, including more phone call check-ins and/or visits with parents, further assessment of the degree of teacher support of learned skills, and teacher acceptability of the intervention.

Sleep is a critical occupation that supports and promotes participation in occupational performance in all individuals (AOTA, 2014). It builds the foundation for cognitive development and supports learning in children (Ashworth et al., 2014; Schlieber & Han, 2018; Kurz et al., 2019). Children with poor sleep habits may exhibit dysregulation in their daytime activity level (Foitzik & Brown, 2018; Johnson et al., 2017). Consequently, sleep difficulties affect their academic performance and social participation at school (Taylor et al., 2012; Deliens & Peigneux, 2019). Sleep problems in autistic children are two to three times greater than in neurotypical children (Moore et al., 2017; Souders et al., 2017). Of further concern is that a significant increase in sleep problems in autistic children has been associated with the Covid-19 pandemic (Bruni et al., 2022). Occupational therapy practitioners (OTPs) in schools recognize the importance of sleep as an essential building block for learning (Beisbier & Cahill, 2021; Gronski & Doherty, 2020) and specialize in assessing sensory behaviors using evidence-based assessments (Kirby et al., 2019; Schoen et al., 2018). However, due to a lack of sleep knowledge and resources, many school-based OTPs do not address sleep problems during the assessment and intervention process (Gentry & Loveland, 2013). Sensory assessments can help to detect atypical sleep patterns and inform a proactive approach to nurturing a healthy lifestyle (Tauman et al., 2017; Reynolds et al., 2012). OTPs are encouraged to provide sensory-informed sleep health education and consultation to support autistic children in school-based practice. A literature review was completed based on current occupational therapy (OT) practice in sleep care. Several key findings suggested that (a) the teaching and clinical training in sleep health are lacking in formal OT educational programs, (b) teachers are unaware of OT scope of practice, and (c) most OTPs in school experience heavy caseloads and have time constraints which may hinder interdisciplinary collaboration and family partnership. Furthermore, research studies from OT, psychology, neuroscience, and education were identified and carefully reviewed to determine effective therapies that fall within the scope of OT practice. Through this doctoral work, an evidence-based educational program was developed for OTPs to fill this practice gap and address sleep difficulties in autistic children within the school setting. Sleep Practice in Occupational Therapy (SPOT) is a research-informed program for OTPs who provide school-based services to autistic children in Hong Kong. The main objective of this program is to extend OT school-based practice in areas of sleep assessment, intervention, interprofessional collaboration, and family partnership within this student population. This four-week online educational course consists of mini-lectures on the neurobiological evidence in sleep in autistic children, multiple group discussions regarding sleep health education, and individual work projects to build competence in sleep assessment and intervention. Upon completion, OTP participants will be equipped with evidence-based sleep hygiene resources and sleep health educational presentation materials generated by the program author. Qualitative and quantitative data will be collected for program evaluation and to inform the efficacy of this OT-led sleep health education program in school settings. It is anticipated that the SPOT program will advance our professional service delivery and advocacy within schools and, ultimately, improve the academic learning and quality of life of autistic children. Furthermore, this training program is applicable to school-based OT practice in other geographic regions of the world that advocate for an inclusive approach to serving children with diverse sensory needs.

This dissertation explores Trauma-Informed Care (TIC) from the perspective of school-based occupational therapists (SB-OTs) to support students who may be negatively affected by adverse childhood experiences (ACEs). TIC focuses on creating an interpersonal culture of safety and respect and is becoming more well known in healthcare and education. Using the Nominal Group Technique (NGT), experienced SB-OTs from across the US participated in focus groups to identify priorities for delivery of TIC in school-based practice. Additionally, the 5 NGT focus groups (n=24) identified facilitators and barriers to effective TIC in schools. Drawing from these findings, the Pediatric Remediation Outcomes: Trauma-Informed Principles (PRO-TIP) program is proposed. PRO-TIP centers on refining fine motor skills through school-based occupations, guided by occupational therapy (OT) theory, and caters to educators and SB-OTs. The program is designed to support students, educators, SB-OTs, and improve the wider workplace culture. By offering fundamental priorities on TIC aspects, this dissertation serves as a valuable resource for entry-level occupational therapists (OTs), researchers, school staff, and administrators seeking to embrace a trauma-informed approach. The framework for the PRO-TIP program emerges as a practical, evidence-based tool designed to be further developed and piloted in elementary-school settings. With original research and a novel program design, this dissertation began with the end in mind: to help young, misunderstood learners with trauma related behaviors change their life trajectory for the better. / Temple University. College of Public Health / Health and Rehabilitation Sciences

The COVID 19 pandemic posed a great challenge to the education system in the United States. Although in person learning resumed, many challenges in the transition were observed in the school systems. Reports of high teacher turnover and burnout among school staff were reported in the media and new articles (Ozamiz-Etxebarria et al. 2021;Sunawan et al, 2021). Occupational therapists were also reporting difficulty managing job burnout due to a multitude of factors such as high caseloads, lack of school support and role ambiguity (Goffredo et al., 2022; Poulsen et al., 2012; Shin et al., 2022 ). Research focusing on school based occupational therapy burnout is scarce, however what has been published discusses a need to assist this population in the school systems. This issue has led to the creation of the Ready for School online program. The Ready for School online program is designed to assist school based occupational therapists, with 0–8 years of experience in the Southern California region, gain tools and access to manage the many factors that lead to burnout in the school based setting. The program uses evidence-based research to target the main factors that lead to burnout and create a support system to allow new and novice school based occupational therapy practitioners (OTPs) to thrive. OTPs have the important role of supporting students through their educational journey, therefore it is paramount to properly prepare and equip them and their mental health needs.

(Uncorrected OCR) government? How do policy entrepreneurs lead a campaign and whip up public opinion? There is a perception that the HKSAR Government sometimes underestimates the power of interest group campaigns and even neglects their importance under the executive-led system. The legislation of SBM is an example. There are other examples such as the opposition to the enactment of the Article 23 of Basic Law, the July 1, 2003 rally, and the harbour reclamation issue. The study of interest group campaign and politics during the legislation process of the SBM Bill can help the government to understand the importance of manipulation of public opinions and be conscious of politics and interest group campaigns. Much of the discussion in this paper is sourced from face-to-face and telephone interviews conducted with heads of different interest groups and educators. In addition to interviews, information is obtained from the government and LegCo websites and newspaper clippings too. The organization of this dissertation is as follows: Chapter One: Introduction This chapter identifies the SBM legislation as a public policy issue and the objective of the study. Chapter Two: Introduction of the School-based Management This chapter provides a brief history of the implementation of the SMI in 1991 and the disputes of SBM legislation in 2004. Chapter Three: School Governance and School Administration This chapter provides a brief introduction of the development of SSBs and their importance to the education system of Hong Kong. Moreover, it gives a brief introduction of school governance and school administration in Hong Kong, and the changes after the SBM Bill came into effect. Chapter Four: Problem Identification This chapter identifies the problems caused the introduction of the SMI and SBM in Hong Kong. Chapter Five: The Politics of School-based Management Legislation This chapter identifies the policy actors and activities involved in the SBM legislation. It also examines how politics has influenced the policy decision. Chapter Six: The Importance of Policy Entrepreneurs in the Politics of School-based Management Legislation This chapter explains the importance of the role of policy entrepreneurs in the SBM legislation; how they worked with interest groups in the interest group campaign. This chapter concludes with lessons to be learned by the government from the SBM Bill issue. 6 Chapter Seven: The Implementation of School-based Management and Looking to the Future This chapter identifies the obstacles in implementing the SBM in Hong Kong. In tackling the wait-and-see attitude, the government putting in extra resources, including money incentives, to attract more schools to establish IMCs as soon as possible; a proposal that has angered the SSBs yet again. Note 1 Legislative Council, LC Paper CB (2) 2967/03-04 Report of the Bills Committee on Education (Amendment) Bill 2002, (Hong Kong: Legislative Council, June 30,2004), see http://www.legco.gov.hk/vr0203/english/bc/bc54/reports/bc54cb2-rpt-2967e.pdf. 2 Ibid. 3 Education Commission, Education Commission Report No . 7 Quality School Education, (Hong Kong: HKSAR Government, 1997), chap. 3. 4 Legislative Council, LC Paper CB (2) 2967/03-04 Report of the Bills Committee on Education (Amendment) Bill 2002, (Hong Kong: Legislative Council, June 30,2004), p. 4, see http://www.legco.gov.hk/yr0203/english/bc/bc54/reports/bc54cb2-rpt-2967e.pdf. 5 Education Commission, Education Commission Report No. 7 Quality School Education, (Hong Kong: HKSAR Government, 1997), chap. 3. 6 Legislative Council, LC Paper CB (2) 880/00-01(01) Recommendation of the Advisory Committee on School-based Management, (Hong Kong: Legislative Council, February 19, 2001), see http://www.legco.gov.hk/yr00-01/english/panels/ed/papers/880e01.pdf. 7 Ma Ngok, "Executive-Legislative Relations: Assessing Legislative Influence in an Executive-Dominant System," in Lau Siu-kai, ed., The First Tung Chee-hwa Administration: The First Five Years of the Hong Kong Special Administrative region, (Hong Kong: The Chinese University Press, 2002), pp. 351-352. 7 / abstract / Public Administration / Master / Master of Public Administration

The Research of Constructing School-based Curriculum Evaluation in the basis of ISO9001 : 2000 -- An Example of Kaohsiung Min-Chyuan Elementary School kuo¡A Chin-chan Abstract With the development of school-based curriculum, school-based curriculum evaluation viewed as part of school-based curriculum grows as well. ¡§Evaluation¡¨ contributes to quality control, Education value determination, administration accomplishment promotion ,and teacher .Specialization to perform the characteristics of school and create the value of school education. As a result, selection of the school-based curriculum evaluation model should be emphasized. The purpose of this research is to initiate ISO 9001:2000 quality control system constructing ISO 9001:2000 school-based curriculum evaluation model in order to effectively promote school-based curriculum quality, teacher profession, and administration accomplishment. Then, discovering the problem of each educational scene objectively to solve problem by internal criticism and external criticism. Furthermore, to prove the effectiveness and approval of ISO 9001:2000 school-based curriculum evaluation construction via international identification is expecting. First of all, this research adopt document analysis methodology to discuss not only the spirit and connotation of ISO 9001:2000 but also the difficulty and model of each kind of school-based curriculum evaluation for constructing the school¡Xbased curriculum evaluation structure. Secondly, to establish the ISO 9001:2000 organization in school curriculum development commit as the quality control system to process the implement at Kaohsiung Min-Chyuan Elementary School. Moreover, to edit one quality manual, seventeen procedure books and list as research implements to start the system, proceed school-based curriculum evaluation, and apply ¡§International identification¡¨ to complete this research. The conclusion of this research are as followings¡G 1. By the procedure: school-based curriculum evaluation concept composition¡÷establish ISO 9001:2000 organization in curriculum development commit¡÷adopt the spirit of PDCA¡÷build ISO 9001:2000 quality management system¡÷edit quality manual, procedure books, and lists¡÷system implement, will create the quality management system of ISO 9001:2000 school-based curriculum evaluation. 2. ISO 9001:2000 can inspect the quality problem of school-based curriculum and achieve the education goal effectively. 3. ISO 9001:2000 quality management system can promote teacher profession, and administration accomplishment. 4. Via ISO external criticism can find out the problem of each educational scene and solve problems totally. 5. Implying ISO 9001:2000 to construct school-based curriculum is effective. According to the result of this research, the four suggestions are made to provide resource of further research and implement for schools, administration, ISO institute. Keywords ¡Gschool-based curriculum development school-based curriculum evaluation International Organization for Standardization 9001¡G2000

The research dissects how to construct the setup of school-based curriculum management and to carry the plan into execution through studying a junior high school. The research helps the teachers grow in professional knowledge, encourages them to have professional teamwork and makes them innovate their teaching, so that they can elevate the quality of school teaching. The purposes of the research are as followed: 1. To dissect the theory of school-based curriculum management in junior high school, which can be the basis of constructing the school-based curriculum management. 2. To dissect how to construct the setup of school-based curriculum management in junior high school through action research. 3. To dissect the difficulties and stratagem of solving problems which the junior high school encounters in constructing school-based curriculum management. 4. According to the research result and practical experience, the research brings up conclusions and suggestions, which can be the reference of enforcing school-based curriculum management while junior high school puts nine-year curriculum into practice. In order to achieve the purposes of research, I take the ways of action research, literature reviews, participatory observation, individual interview, documentary analysis and so on. As to the ways of collecting information, I take notes, record in the interview, take notes in the meetings, and keep research diaries and keep analyzing information in all aspects. Through the continuous comparison, the research results show: 1. The process of action research is filled with uncertainties, which is a matter of deep concern to the success and failure of research, because the researchers can¡¦t have the chances of penetrating, communicating and coordinating about the uncertainties. 2. Action researchers should take the serious attitude towards researching ethical issues. 3. Such elements as the principle¡¦s philosophy of curriculum-based coordination, macroscopic ability of organizing and interacting the school administration, and the level of teacher¡¦s autonomy have great influence on the research results. 4. Administration¡X the professional teaching teamwork and team spirit have a lot to do with the success and failure of conducting school-based curriculum management. 5. Constructing the setup of school-based curriculum management in Chuan-Yang junior high school includes the setup of dispensing curriculum affairs, the setup of evaluating curriculums and teaching, the setup of evaluating school curriculum management and so on. 6. School teaching administration should hold ¡§the spirit of school-based curriculum management, ¡¨ so that school can enforce the affairs of school-based curriculum management effectively and specifically. 7. The group, which enforces curriculum management, not only accumulates practical experience and constructs systematic knowledge, but also encounters lots of difficulties and obstacles. Because the problems appear, the group keeps studying the solution of project and improving the problems. The procedure of solving problems is as followed: finding problems

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 110-116).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 110-116). Also available in print.