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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The Influence of Instructional Coaches on Improving Teaching and Student Performance

Simons, Mariella Hodges 09 December 2006 (has links)
Instructional coaching is emerging as a job-embedded professional development tool for schools to utilize in an effort to improve teaching practice and student achievement. Since there is a lack of understanding of the differing roles served by instructional coaches in schools and the functions they perform that influence teacher utilization of best practice procedures in teaching, this study concentrated on giving voice to teachers and administrators regarding their concerns and changes in teaching behavior. By listening to the assertions of educators employed within the schools housing an instructional coach, it is possible to gain an in-depth understanding of how the presence of an instructional coach influences, or does not influence, the efforts or initiatives undertaken by the school and district to positively influence student performance. The intent of this qualitative case study was to examine the roles played by instructional coaches in two schools in the third largest district within the state of Mississippi and how administrators, teachers, and students (the stakeholders) are affected by the presence of instructional coaches within this environment, inclusive of hindrances or problems perceived. Recommendations included: (a) school districts should locate funds to assign an instructional coach to every school, (b) train the principal of the school housing an instructional coach so he understands the roles, exclusions, and possibilities inherent in the position, (c) write a detailed job description for the coaching position and devise a list of tasks the coach is NOT to perform, such as substitute in classes and evaluate teachers, to clarify the expectations for the program and communicate the true mission of the position, (d) make certain through the principal that teachers are aware of the roles to be served within the school by the instructional coach, emphasizing the fact that the coach is not a supervisor and will not serve in an evaluative capacity (e) utilize coaches to educate stakeholders on the guidelines within current legislation that affects the school community, (f) train the coaches on strategies to use in teacher training sessions that are conducted ?just in time? at the local school (g) educate the instructional coaches on adult learning theory and brain based research, (h) provide coaches with a variety of strategies that can be utilized to train teachers that are in different career stages as such differentiation of training models what is expected in the classroom, (i) hire coaches that are effective classroom teachers, (j) employ instructional coaches within a school that are leaders and have organizational skills, (k) note that obtaining similar results contained within this study may only occur if that district provides the same level of support as is offered by the district in this study, (l) make certain that district and school level administrators are aware of the literature provided by various professional education organizations in support of the instructional coaching program, (m) prepare all stakeholders for the possibility that results of the instructional coaching program may not be noted in the first year of program implementation, (n) consider the climate of the school and the stylistic and technical skills of the coach applicants in selecting the right coach for the job, (o) support for the instructional coaching program openly from the district level, (p) schedule regular meetings with other instructional coaches so they can share frustrations, strategies, and challenges, (q) utilize the expertise of the coach to analyze test data, (r) require coaches to maintain a log of their activities across the entire school year and collate that information into percentages of time spent in various activities for sharing with stakeholders, (s) allow coaches to assist each other in their area of expertise, (t) investigate how other districts are using instructional coaches and how they have resolved any defined struggles, (u) make certain that the principal and all teachers within the building understand that the instructional coach is not a part of the evaluation team, (v) design time within the school day for teachers to access the expertise of the coach, (w) voice principal support of the instructional coaching program effectively so that teachers clearly understand that the school administrator expects cooperation and collaboration to happen between the coach and teachers, (x) communicate expectations for school improvement clearly through the voice of the principal and echoed through the instructional coach and the plans put into place by the school leadership team.
2

Factors that contribute to the successful turn-around of schools : A case study of a previously ''trapped school'' / R M Phalatse

Phalatse, R M January 2012 (has links)
The purpose of this study was to determine the factors that contribute to the successful turnaround of schools. This research was conducted in the Ngaka Modiri Molema District of the North West Province. The case study method was used and one school was purposefully selected from a number of schools in the district, because it had just recently managed to turn itself around. The participants in the study were the principal, six teachers (one of whom was Head of department) and fifteen learners. Data were collected by means of qualitative interviews and a written open - ended questionnaire. The data were analyzed by means of qualitative data analysis methods which involved first, transcribing the interviews verbatim and sorting the data into themes and categories. On the question, "What factors contribute to the successful turnaround of schools?" the study revealed that an effective leadership style constitutes one of the most important factors contributing to the turnaround of a school. In addition, communication and mutual relationship among learners, staff and parents is important for effective learning to take place. In order for a school to be successful, it is recommended that the principal demonstrates an appropriate leadership style which will involve all learners, SUB members, parents and teachers in improvement efforts in the school. Principals, teachers, learners and communities should work together to ensure the successful turnaround of their schools. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2012
3

Constructing change an analysis of the Missouri School Improvement Program /

Elder, Bill, January 2003 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 273-278). Also available on the Internet.
4

Constructing change : an analysis of the Missouri School Improvement Program /

Elder, Bill, January 2003 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 273-278). Also available on the Internet.
5

Talking heads : a critical analysis of the quality assurance relationship between secondary schools and an education authority

Cowie, Michael January 1999 (has links)
This thesis is set within a policy context, which contains inherent tensions and contradictions. These relate to changing systems of governance and control and to a Government driven 'Quality Initiative', which puts pressure on schools and education authorities. The implications of these changes for school improvement are explored by focusing on the relationship between secondary headteachers in Aberdeen and the Education Authority, and by considering concepts and theories drawn from the wider literature on quality and the research literature on accountability, power, organisation theory, school effectiveness and school improvement. Two sets of extended interviews were held with headteachers. The first set was conducted prior to the re-organisation of local government in Scotland in 1996. Second interviews were conducted in 1997. The interviews were recorded and transcribed. Analysis of the first data set, using analysis software, suggested that insufficient account is taken of the organisational context within which school improvement is expected. In a second set of interviews headteachers were therefore asked to comment on a series of vignettes depicting different forms of structural relationships. Emerging concepts were related to relevant concepts and theories in the literature. Extended interviews with the Director of the former Regional Authority, the Director of the new Authority and an Educational Officer with specific responsibilities relating to quality assurance provided insight into the perspectives of those in influential positions within the Authority. The findings question the extent to which control mechanisms are likely to support meaningful improvement, suggest a need for a radical shift in emphasis, and point towards an extended, collaborative and collegiate role for headteachers in formulating Education Authority policy on quality. In the final analysis, underlying managerialist assumptions about the rational nature of change are set against an alternative conception. This supports a process-based definition of quality.
6

Developing and testing a unified school improvement-school effectiveness framework for evaluating complex school improvement initiatives.

Ali, Amral Sidiq, January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Lorna M. Earl.
7

Implications of the Quality School Model as applied to technology education

Barlow, Douglas S. January 1998 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.
8

Finance at the school level actual use and intended use /

Tolman, Kelly D. January 2008 (has links)
Thesis (Ed.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on June 25, 2009). Includes bibliographical references (p. 100-111).
9

An analysis of resource use and instructional improvement strategies at eight Wyoming schools

Ayers, Alexander J. January 2008 (has links)
Thesis (Ed.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on June 23, 2009). Includes bibliographical references (p. 100-106).
10

Resource use and instructional improvement strategies at the school site

Tolman, Ronald D. January 2008 (has links)
Thesis (Ed.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on July 14, 2009). Includes bibliographical references (p. 101-115).

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