This research project focuses on skillful conversation as a strategic tool for school success in the Zeerust Central Region. The project is located within the theories of school improvement. The research project set out to investigate the improvement of teaching and learning practices in secondary schools through skillful conversation. The research project is divided into five chapters. Chapter One focuses on the problems arising in schools when there is no skillful conversation. These problems demonstrate that when there is no skillful conversation in a school, it would be difficult for educators to improve their teaching strategies. Skillful conversation was then used in this research as a strategic tool to improve secondary schools. Chapter Two focuses on a literature review about skillful conversation in secondary schools. The main discussion is based on skillful conversation as a strategic tool in managing secondary schools. Reflection and inquiry, competitive advantage and skill conversation as ongoing processes are discussed. The literature review also considers the learning loop for educators and innovation for learner success. Other factors of importance in this research project are parental involvement and external and internal environments. Chapter Three concentrates largely on empirical design. A quantitative research method was used to study the opinions of the population studied. This research was conducted from schools randomly selected out of the 39 secondary schools in the Zeerust Central Region. Chapter Four deals with the analysis and interpretation of data collected from secondary schools. The main focus was on the reliability and validity of the research instrument, which was the questionnaire. The questionnaire consisted of 40 closed-ended items. The questions were designed to obtain the perceptions of educators and principals on skillful conversation as a strategic tool in secondary schools of the Zeerust Central Region. The questionnaire was divided into three sections namely: section A biographical details, section B, whereby each question started with the header ‘how important it is for educators to discuss’ and section C whereby each question started with the header ‘how often do the educators at your school discuss?Of the 40 closed-ended questions only two factors were realised namely, factor one, conversation with everybody and factor two, conversations with the principal. Chapter Five deals with the findings, recommendations and conclusion of the whole research project. / Prof. K.C Moloi

"The purpose of this report is to show as completely as possible how the principles of evaluation were applied in the development, organization, execution, outcomes, and plans for future improvement at one particular secondary school, the Valdosta High School located in Valdosta, Georgia"--Introduction. / "February, 1954." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 82-83).

No description available.

Thesis (Ed. D.)--University of Tennessee, Knoxville, 2007. / Title from title page screen (viewed on June 10, 2008). Thesis advisor: Vincent A. Anfara. Vita. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 150-160).

Thesis (M. Ed.)--University of Hong Kong, 1998.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 277-285). Available also in a digital version from Dissertation Abstracts.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 150-160). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Also available in print.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The purpose of this study was to investigate teachers‟ perception(s) of the relevance of performance indicators for school improvement and development in Namibia. The study employed a case study involving two school principals, two heads of department (HODs) and five teachers. Interviews were used to collect the data. The study found that almost all teachers acknowledge the importance of the PIs and believe that they succeed in improving the provision of quality education if they are properly implemented. The study also found that both school principals experience many challenges with the implementation of these PIs. The analysis was framed by interpretive theory as the study is exploratory. Performance indicators (PIs) have become the yardstick by which internal and external school evaluators can assess whole school performance. The focus of this case study was on Grade 10 school performance in the Katima Mulilo rural circuit and an urban secondary school in the Caprivi education region of Namibia. Grade 10 is one of the school levels in which low academic performance has been found to be common in the Caprivi region. The study included a literature review of studies on performance indicators in different parts of the world. / AFRIKAANSE OPSOMING: No Afrikaans abstract available