This qualitative case study was designed to explore how a group of 15 faculty and administrators in a non-tenure-track school within a tenure track environment develop and implement a diversity, equity, and inclusion (DEI) initiative. This study is based on the following premises: (1) non-tenure-track schools within a tenure-track environment face challenges in accessing resources and benefits; (2) the faculty and administrators of the non-tenure-track school need to manage politically charged and complex systems; (3) without the proper governance, advocacy, and influence, the non-tenure-track faculty must resolve to act independently to achieve its DEI goals via the creation of formal and informal groups, including committees. A key finding of the study was that participants learned in informal ways to implement the DEI initiative in the context of power and politics through dialogue and critical reflection. Two overarching recommendations resulting from this study are: (1) faculty and staff in academic institutions with a non-tenure-track school in a tenure-track university will need to proceed with added caution due to the political complexity that exists between the two distinct institutional structures; and (2) the researcher strongly recommends that information available on the state of non-tenured faculty should be raised by the non-tenured faculty with senior leadership at their academic institution. For example, the academic institution should resolve to address the various ways in which non-tenured faculty lack governance, pedagogical and professional development, equitable compensation, and job security. The factors stated are critical to the work environment and climate, including the classroom experience for students.

Discussion of the best practices for school administration. / Typescript. / "January, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Includes bibliographical references (leaves 48-51).

This qualitative case study explored with a sample of first-generation students the factors that aided or impeded their pursuit of a degree before the pandemic, factors that impacted them during the crisis and any differences in their experiences at elite vs. non-elite schools. The rationale for the study was based on the researcher’s objective to uncover ways to help these students navigate through higher education. The researcher assumed increased understanding of the reality of a first-generation student during the pandemic would help universities design better supports to meet these students’ needs. The sample was composed of 27 first-generation undergraduates who attended 15 public and private universities across the U.S. The data collection methods were interviews and a focus group, including demographic and statistical data supplied by the participants. The data from the interviews and focus group was coded and organized according to the research questions. Analysis, interpretation and synthesis of the findings were organized by 2 analytic categories based on the conceptual framework: a) supports and barriers influencing first-generation students’ pursuit of a degree before the crisis and b) the relationship between first-generation students’ needs and their ability to pursue a degree during the pandemic. This research revealed that factors, such as how they prepared for college, environmental influences after enrollment and personal traits, either enabled or impeded first-generation students’ pursuit of a college degree before the pandemic. During the crisis, these students reflected on the value of a degree, in relation to the availability of college support services and their level of satisfaction with online education. Therefore, many participants reported their struggles during the pandemic helped them learn how to succeed. Finally, selectivity of the universities and availability of public funding had no material impact on how they met the needs of first-generation students during the pandemic. Recommendations are offered for universities and education policy makers to provide advisory services over 4 years, family workshops and mentors to assist with social supports. Recommendations for students and their families include guidelines for how students can achieve more effective two-way communication with their universities. Recommendations for future research are also included.

No description available.

Call number: LD2668 .T4 1938 H32

The current situation in South-African education warrants a rethink on how we use our leadership expertise and skills. It is a statistical fact that women are under-represented in positions of educational leadership in our schools. Society needs to acknowledge that all our resources must be utilised: women being one of our major resources in the field of education. Experiences from this study show that there are many intrinsic and extrinsic barriers to the progress of women in educational management. These barriers amount to beliefs, assumptions stereotypes, socialisation, organisational constraints and value systems. These beliefs and assumptions have cast women into teaching roles rather than educational leadership roles. The cxpenences of the women principals who were involved in this study suggest that women have the capacity to manage effective schools. Furthermore, these women have the willingness and desire to involve all stakeholders in the process of education. The data indicates that it may be worthwhile to start professional and educational training programmes to empower women to take their place in school leadership. Training sessions need not only to bring women to consciousness but, also to critically analyse these barriers and constraints. An awareness of these imposed limitations will give rise to improved practice and self-driven professional development. / Educational Leadership and Management / M. Ed. (Education Management)

The research project explores the effect of empowerment to schools. All stakeholders should be empowered for improvement of quality education and school effectiveness. Two groups of schools were identified, that is, low performing and high performing schools. The aim of this research is to investigate why some schools performed better than others. The purpose of research is to prove that effective schooling can take place through empowerment and that school management can be successful where there is high commitment. The qualitative research method was employed. It refers to research that elicits participant's account and meaning, experience or perceptions. It also produces descriptive data in the participant's own written or spoken words. To gather empirical data, the following research methods were employed; literature study and focus group interview. The following categories emerged: -  Discipline  Lack of commitment and motivation in the learning environment  Management leadership styles applied in schools  Lack of support / Educational Studies / M.Ed. (Education Management)

This study examined the effects of a superintendent's use of mechanisms of control over principals in an urban school district. The study used the framework of Peterson's (1983) six mechanisms of control as a template to analyze the effects of a superintendent's use of these controls during an eight year period of time in one school district. A review of the literature discussed models of educational organizations, the evolution of the role of the superintendent, change theory, the superintendent as instructional leader and mechanisms of control. The research questions were: (a) Did this superintendent's mechanisms of control correspond with the theoretical framework proposed by Peterson; (b) how did the superintendent's use of controls mechanism impact the implementation of changes in the district; (c) how did the superintendent's use of mechanisms of control crystallize coalitions within the organization; (d) what were the perceived effects of the superintendent's mechanisms of control; and, (e) what changes have remained a part of the formal and informal structure of the organization during the year following the superintendent's departure? Verification of conclusions was reached through the process of triangulation. Based upon the findings of interview data, document analysis and participant observation, conclusions emerged which confirmed the correspondence between Peterson's (1983) mechanisms of control and this superintendent's use, with the superintendent in this study using tighter controls in three specific areas. The use of mechanisms of control provided the structure for successful organizational change to occur. The process used resulted in organizational and personal stress and led to coalitions which suspended one major change effort. The majority of the curriculum and instructional changes which this superintendent instituted have remained in place after his departure. Recommendations are suggested for continued study in the process and effects of the use of mechanisms of control; to conduct further study into the effects of controls on the use of principals' time and student achievement as Peterson has proposed; and the applicability of applying research findings to training of present and future superintendents.

This study was designed to identify the processes and devices used by special education administrators to coordinate the work of principals in implementing programs for handicapped students. Based on literature of organizational structures and of school district administration, interview protocols were developed to elicit information about the use of coordinating mechanisms in schools. Data was gathered through field interviews with a stratified sample of ten special education directors and twenty-one principals in ten school districts in Arizona. The data were subjected to two iterations of analysis: computer assisted analysis yielding frequency distributions, percentages, and cross tabulations, and descriptive analysis. Four coordinating mechanisms were found to be used by directors in working with principals: commitment to common goals, direct supervision, standardization of processes, and mutual adjustment. The use of coordinating mechanisms varied in relation to school level, structural complexity, and environmental stability and complexity. The major mode of coordination was mutual adjustment, with both directors and principals relying on direct contact more than any other device for information sharing, decision making, and conflict resolution. The study revealed a surprising level of conflict surrounding the implementation of handicapped programs. This conflict was discussed in relation to various aspects of school practice, management, and governance. Implications of the findings for administrative training programs, public policy developers, and practicing administrators were discussed, and recommendations were made for further research.

This research is an exploration of constructions of ability, especially 'greater ability' within four Maintained and Independent case study schools in Scotland, from a variety of group perspectives. It seeks to illuminate the commonalties and differences between and within schools in individuals' implicit theories of ability and explores the possible implications of such constructs. An analysis of policy and political debate provided the starting point for this research. This led into the empirical work in four case study schools. Data were gathered from semi structured interviews with headteachers, principal teachers of English, Maths, Art and music, class teachers, parents and pupils. In addition, non-participant observation took place for each subject area and class. Multiple perspectives helped to create meaningful layers of perceptions of ability while also making it possible to analyse the complexity of values and beliefs within each class and school. The research found that there were distinctions to be made between schools in both sectors which reflected contrasting viewpoints, echoing 'communitarian concerns' and the 'culture of self interest' (Ball, 1997). However, the experiences, judgements and choices of individuals presented a more complex pattern in which contradictory beliefs could lead to experiences of dissonance in maintained schools and highlighted the importance of the negotiated ability constructs being brought to bear by individuals within institutions.