Thesis (Ph.D. (Education)) --University of Limpopo, 2010 / This research was initiated and undertaken in 2004 as an attempt to address one of the developments in education, namely the introduction of the policy of inclusive education and training system in South Africa in general and the Limpopo in particular. The major concern of this study is the implementation of the policy of inclusion to schools for learners with a hearing impairment (SLHI) in the Limpopo Province. This policy attempts to alleviate the system of discriminating learners with a disability (LWD) by including them into one single education system. However, the paradigm shift from specialized education system to inclusive education model has possible challenges to the management and governance of SLHI because managing schools for LHI requires specific skills, expertise knowledge and training of stakeholders. .Managers and governors of SLHI do not normally have these skills. In order to fully prepare managers and governors of SLHI within the context of inclusive education, they need to be trained in all spheres of management, and to do this, training programmes are needed. The specific research problem of this study is the lack of training of stakeholders, insufficient resources, and infrastructures which impact negatively on the management and governance of SLHI within the context of inclusive education model. Many buildings and schools are not accessible to wheelchair users. Classrooms are not equipped with group system hearing aids to facilitate teaching and learning of LHI. The fact that many inclusive education programmes for the first term steps are not yet in viii visible places or explicit, in the Limpopo Province contribute to the problem of implementation of inclusive education in the Limpopo Province. An in-depth study of literature dealing with research methodology was undertaken. This was meant to determine suitable research methods for this study. Both the quantitative and qualitative research methods were used. The findings from the empirical research (interviews, spontaneous sketches questionnaires and focus group interviews) were fully substantiated by the literature review. This complied with the rule of triangulation and also enhanced reliability of this research. In view of the findings of the research, it became evident that there are definite challenges of management and governance of SLHI by the implementation of inclusive education model in SLHI in the Limpopo Province. Models to train teachers were suggested. It is hoped that if these models can be implemented in SLHI, management problems could be minimized. Training programmes for parents were suggested. These programmes are crucial because parents play the major role in school management since they are the most in stake as is required by governance. Because education is not static, further research in this field is recommended in order for stakeholders to move along with current changes and developments in education. The present researcher hopes that this study will contribute greatly to the attempt to solve the problems of educators, learners and stakeholders.

This case study of four multi-campus colleges in New South Wales combines both qualitative and quantitative research instruments in a multiple-case study methodology to investigate the reasons why the DET restructured 34 of its comprehensive high schools into 11 multi-campus colleges and to study the interplay of the structural and cultural dynamics in those colleges. The study is situated in the literature on organisational behaviour whose perspective recognises the close interconnectedness between structure and culture but emphasises reculturing as the essence of effective organisational dynamism. In particular, special attention is given to Pace’s (2002) dynamics model which was redesigned into the Dynamics Paradigm that underpins the data analysis in this thesis. Using 16 structural-cultural dynamics criteria, themes and patterns were identified in the data and through iterative, inductive analysis, they were categorised into the different elements of the Dynamics Paradigm for analysis. Contextual contingency, curriculum, opportunity, economic rationalisation, politics and policies of the DET, plus demonstration effects from other Australian States and Territories were the reasons for the restructuring of the comprehensive high schools. The study identifies 12 areas for further research, recommends 32 policy options which could lead to improved outcomes for students and teachers in multi-campus colleges, and proposes 11 potential applications of this thesis. / Doctor of Philosophy (PhD)

Abstract not available

Thesis (M.Ed.)--University of Hong Kong, 1983. / Includes bibliographical references. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

No description available.

Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves [133]-154.

The purpose of the study was to: 1) obtain rankings by black school superintendents of seventeen problems culled from the 1982 Gallup Poll, 2) ascertain commonality of agreement among respondents, 3) compare rankings of respondents with rankings of the public as identified in the 1982 Gallup Poll, and 4) develop a profile of the contemporary black school superintendent.Data collected by questionnaire from 65 of the 107 identified black school superintendents were analyzed using the Spearman rho to determine rank order correlation, Kendall's tau to determine agreement among respondents, and Hollander's statistic to test a null hypothesis. The .05 level of significance was established as the critical probability level for the hypothesis decision.Findings1. The foremost problem confronting schools as perceived by black school superintendents was lack of proper financial support. In rank order, parents' lack of interest, pupils' lack of interest, difficulty getting good teachers, and teachers' lack of interest were among the top five.2. Commonality of agreement between respondent superintendents regarding major problems confronting schools was observed.3. Black school superintendents and the public differ in perceptions of the major problems confronting schools.4. Respondents were overwhelmingly male, averaged 49 years of age, and most were married.5. Seventy percent held specialist or doctoral degrees from public institutions, located in the Northeast, with undergraduate and graduate majors in education and educational administration respectively.6. Tenure in education was 23 years, 17 in administration, 5.6 as superintendents. Respondents were appointed largely from within the district currently served, and length of contract averaged 3.1 years.7. Districts administered were located in communities with populations of 10,000 or more, sixty percent or more of the civil populations were comprised of blacks.8. Nearly 80 percent of black school superintendents served in districts with 60 to 100 percent black student bodies and professional staffs.Conclusions1. Lack of proper financial support poses a major problem for black school superintendents.2. Commonality of agreement regarding major problems confronting public schools exist among black school superintendents.3. Different views are held by black school superintendents and the public responding to the 1982 Gallup Poll regarding major problems confronting public schools.

The purposes of the study were to identify persons who had primarily influenced selected educational decisions made in Indiana between January 1, 1982 an December 31, 1985 and to develop a composite profile of the personal characteristics of the primary influentials. Further purposes were to identify sources of power and methods utilized by the primary influentials to affect the educational decisions.A survey of selected educational leaders was utilized to identify the selected educational decisions. A Delphi technique consisting of a series of four sequential surveys of selected educational leaders, and elected and appointed state officials was utilized to identify the primary influencers, sources of power, methods of influencing, and to develop a composite profile of the primary influentials.The following are selected findings:1. Seven persons were identified as constituting an inner core of the power structure, however, none were identified for all five of the selected decisions and nonprimary influentials were identified in the peripheral of the power structure for each decision.2. In three of the five selected decisions two persons were invested with the primary power of decision-making, with three and four persons invested for each of the other selected decisions.3. Politics, money, power, selling self and improving education were the primary factors impacting educational decisions.Data collected supported the following conclusions:1. A pyramidal power structure exists in Indiana and functions to influence educational decisions.2. The inner core of the power structure consist of positional leaders; the Governor, Governor's Aide, and Chairmen of powerful legislative committees; Senate Finance, House Ways and Means, and House Education committees.3. The power structure does not include females, non-whites, minority party members, lower income persons, nor residents of Southern Indiana.4. Education of students is a secondary consideration by many influentials regarding decisions impacting K-12 public education in Indiana with Party politics and money considered more often than educating students. 5.Educators are devisive and do not play a primary role in the decisions impacting K-12 public education and are not a part of the power structure.