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Dissertation

Education district office support for teaching and learning in schools: the case of two districts in the Eastern Cape

01 Jan 2013-
About: The article was published on 2013-01-01 and is currently open access. It has received 8 citations till now.
Citations
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TL;DR: Deming's theory of management based on the 14 Points for Management is described in Out of the Crisis, originally published in 1982 as mentioned in this paper, where he explains the principles of management transformation and how to apply them.
Abstract: According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

9,241 citations

Journal ArticleDOI

1,014 citations

Dissertation
01 Jan 2016
TL;DR: This paper aims to provide a history of research ethics clearance in the field of plagiarism and its application in the context of modern scholarship.
Abstract: .......................................................................................................................................................... ii Declaration on Plagiarism ............................................................................................................................... iv Declaration on research Ethics Clearance ........................................................................................................ v Dedication ...................................................................................................................................................... vi Acknowledgements ....................................................................................................................................... vii Table of contents ............................................................................................................................................ ix List of tables ................................................................................................................................................. xvi List of Figures ............................................................................................................................................... xvii Acronyms .................................................................................................................................................... xviii 1 BACKGROUND TO THE STUDY ....................................................................................................................... 1 1.

24 citations


Cites background from "Education district office support f..."

  • ...The concept originates from the view that local education offices are best placed to play a critical role in promoting quality teaching and learning (Mavuso, 2013), in a specific district....

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  • ...The District Education Team’s responsibility is to support schools, based on the view that local education offices are best placed to play a critical role in the enhancement of quality inclusive education teaching and learning (Mavuso, 2013)....

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Journal ArticleDOI
TL;DR: In this article, a qualitative approach located in an interpretive paradigm was adopted for this study while the requisite data were gathered by means of both individual and focus group interviews involving twenty participants from three primary schools in a single South African school district.
Abstract: This paper explores support in primary schools in a single South African school district. The literature suggests an increased need for educator support in South Africa due to a myriad of curricular changes in the aftermath of apartheid, as well as a teacher corps that is ill-prepared for the demands posed by curricular reform. Documented research showed educator support that is inadequate, leaving educators feeling unsupported and ill-equipped to face the challenges presented by the new education system. A qualitative approach located in an interpretive paradigm was adopted for this study while the requisite data were gathered by means of both individual and focus group interviews involving twenty participants from three primary schools in one school district. In addition, documents were requested from the schools, meetings were observed, and a cluster workshop was attended. The main finding of the study was that there is limited evidence of support for primary school educators in the South African school district studied. A key recommendation was that more curriculum instructors and heads of department be employed to increase the capacity of support for primary school educators. Keywords : educator support; professional development; organisational support; quality assurance; quality teaching and learning; teacher support

21 citations


Cites result from "Education district office support f..."

  • ...This finding is consistent with studies by De Clercq and Shalem (2014), Mavuso (2013) and Van der Berg, Taylor, Gustafsson, Spaull and Armstrong (2011), reporting that the visits of subject advisors and district officials tend to fulfil an almost exclusively monitoring role and are, therefore,…...

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Dissertation
01 Dec 2018
TL;DR: In this article, the authors present a survey of the background and scenery of the study of the Bible in the library of the University of Edinburgh, UK. But they do not discuss its contents.
Abstract: ........................................................................................................ iv LIST OF FIGURES............................................................................................... xi LIST OF TABLES ................................................................................................ xvii LIST OF PHOTOS ............................................................................................... xviii ABBREVIATIONS AND ACRONYMS ................................................................. xix CHAPTER 1: ORIENTATION AND BACKGROUND OF THE STUDY ................. 1 1.

17 citations

References
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Journal ArticleDOI
TL;DR: In this article, the authors provide guidance to help qualitative researchers use reflexivity to identify areas of potential bias and to bracket them so their influence on the research process is minimal, but the means by which this attempt was made often are not explained.
Abstract: Despite the realization that total objectivity is neither achievable nor necessarily desirable in qualitative research, researchers often are required to put aside assumptions so that the true experiences of respondents are reflected in the analysis and reporting of research. In many qualitative publications and conference presentations, researchers report that they have attempted this process, but the means by which this attempt was made often are not explicated. In this article, the author provides guidance to help qualitative researchers use reflexivity to identify areas of potential bias and to “bracket” them so their influence on the research process is minimal.

690 citations

Book
17 May 2005
TL;DR: This article argued that the evaluation of a narrative is socially the most important component of the narrative and that the achievement of agreement on the evaluation is the product of a process of negotiation, rather than simply provided by the narrator.
Abstract: a summary of the subject of the narrative); the orientation (time, place, situation, participants); the complicating action (what actually happened); the evaluation (the meaning and significance of the action); the resolution (what finally happened); and lastly the coda, which returns the perspective to the present. Labov and Waletzky (1997) argued that these structures are typically used by the teller to construct a story out of past experiences, and to make sense of those experiences both for himor herself and for the audience.Although not all narratives necessarily include all of these six elements, at a minimum a narrative must include the complicating action, i.e. a temporal component, while it is the evaluation that has been highlighted as crucial for establishing the point or the meaning of the story. A number of authors have argued that the evaluation is socially the most important component of the narrative (Linde, 1993; Polanyi, 1985). In a conversational setting, for example, the narrator must guard against the ‘so what?’ response to a story. This is accomplished by providing an adequate evaluation of the events that have been recounted (Polanyi, 1985). It is the evaluation that conveys to an audience how they are to understand the meaning of the events that constitute the narrative, and simultaneously indicates what type of response is required.The evaluation should not therefore be understood as simply provided by the narrator; rather the achievement of agreement on the evaluation of a narrative is the product of a process of negotiation. While the speaker can be understood as responsible for producing a narrative with an acceptable evaluation, the addressee or audience must collaborate by demonstrating that the evaluation has been understood. Labov and Waletzky (1997) have suggested that the evaluation is typically placed between the complicating action and the resolution, and in this position creates an element of tension and suspense in a well-formed narrative, as the audience wait to hear ‘what happened next’. However, subsequent writers have underlined that the structural analysis of narrative provided by Labov and Waletzky is in many respects too rigid. The evaluation may in some cases be explicit, and may be located prior to the resolution, but the expression of the evaluation within a narrative need not take this form. A narrator may communicate evaluative elements more implicitly.As Tannen (1980) has argued, not only do narratives make explicit evaluations of actions and characters but judgements can be communicated in more subtle ways as well. She suggested that lexical choice (i.e. the use of specific words) within the other components of the narrative is a clear example of this type of implicit evaluation. In addition, it could be argued that the very telling of a narrative represents an evaluative act. It suggests that certain events and decisions are reportable by virtue of their significance or their unusual or unexpected qualities. Obvious examples here would be stories about the death of a parent, or the birth of a child.Within modern culture, these events are understood to have an emotional significance for the individual that makes them worthy of recounting.Alternatively many conversational stories are centred upon a coincidence, which while relatively trivial is seen as sufficiently unexpected to make it interesting to relate. NARRATIVE AND NEW DEVELOPMENTS IN THE SOCIAL SCIENCES 9 Elliot-01.qxd 4/8/2005 11:57 AM Page 9

685 citations

BookDOI
01 Jan 2004
TL;DR: In this paper, the utility of dummy variables in regression models has been explored for the analysis of incomplete data in the context of social science data analysis, including the use of regression models for categorical information.
Abstract: Introduction - Melissa A Hardy and Alan Bryman Common Threads among Techniques of Data Analysis PART ONE: FOUNDATIONS Constructing Variables - Alan Bryman and Duncan Cramer Summarizing Distributions - Melissa A Hardy Inference - Lawrence Hazelrigg Strategies for Analysis of Incomplete Data - Mortaza Jamshidian Feminist Issues in Data Analysis - Mary Maynard Historical Analysis - Dennis Smith PART TWO: THE GENERAL LINEAR MODEL AND EXTENSIONS Multiple Regression Analysis - Ross M Stolzenberg Incorporating Categorical Information into Regression Models - Melissa A Hardy and John Reynolds The Utility of Dummy Variables Analyzing Contingent Effects in Regression Models - James Jaccard and Tonya Dodge Regression Models for Categorical Outcomes - J Scott Long and Simon Cheng Log Linear Analysis - Douglas L Anderton and Eric Cheney PART THREE: LONGITUDINAL MODELS Modeling Change - Nancy Brandon Tuma Analyzing Panel Data - Trond Petersen Fixed- and Random-Effects Models Longitudinal Analysis for Continuous Outcomes - Guang Guo and John Hipp Random Effects Models and Latent Trajectory Models Event History Analysis - Paul Allison Sequence Analysis and Optimal Matching Techniques for Social Science Data - Heather MacIndoe and Andrew Abbott PART FOUR: NEW DEVELOPMENTS IN MODELING Sample Selection Bias Models - Vincent Kang Fu, Christopher Winship and Robert D Mare Structural Equation Modeling - Jodie B Ullman and Peter M Bentler Multilevel Modeling - William Browne and J Rasbash Causal Inference in Sociological Studies - Christopher Winship and Michael Sobel The Analysis of Social Networks - Ronald L Breiger PART FIVE: ANALYZING QUALITATIVE DATA Tools of Qualitative Data Analysis - Raymond M Lee and Nigel G Fielding Content Analysis - Roberto P Franzosi Semiotics and Data Analysis - Peter K Manning Conversation Analysis - Steve E Clayman and Virginia Teas Gill Discourse Analysis - Jonathan Potter Grounded Theory - Nick Pidgeon and Karen Henwood The Uses of Narrative in Social Science Research - Barbara Czarniawska Qualitative Research and the Postmodern Turn - Sara Delamont and Paul Atkinson

681 citations

Book
12 Oct 2001
TL;DR: A Personal Introduction to Educational Reform and School Improvement and the Foundations of Authentic School Improvement.
Abstract: As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important. Yet, as David Hopkins argues in his book, many of the educational initiatives recently developed under the umbrella of school improvement are inadequate or unhelpful. Simply blaming teachers and delegating financial responsibility, he maintains, has little positive impact on classroom practice. This is the bleak context within which school improvement has to operate today. School Improvement for Real offers a genuine alternative: a strategy for educational change that focuses on student achievement by modifying classroom practice and adapting the management arrangements within the school to support teaching and learning. It outlines an approach to school improvement that has a medium term, systemic orientation, providing both principles and suggestions for better practice. The author's experience in the field of school improvement ensures that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.

580 citations


"Education district office support f..." refers background in this paper

  • ...In chapter two, school effectiveness was defined as focusing on leadership and school level processes (Hopkins, 2001)....

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Book
01 Apr 2002

575 citations