| dc.contributor.author | MacLellan, David Lorne. | en_US |
| dc.date.accessioned | 2014-10-21T12:35:54Z | |
| dc.date.available | 1994 | |
| dc.date.issued | 1994 | en_US |
| dc.identifier.other | AAINN98898 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55450 | |
| dc.description | The development of a new approach towards the evaluation of school systems comes at a time when questions of accountability are being directed at the public school system. District school boards and administrators are being pressured to ensure that school systems are responsive to the needs of those they are designed to serve; as a result, increasing demands have arisen for an evaluation process to provide advice and insight to administrators for improvement, change, and growth. | en_US |
| dc.description | This study posits a new approach to school system evaluation, the LINC interactive Model. The model is conceptualized from a review of the literature pertaining to evaluation and school systems: educational evaluation literature/models, organizational effectiveness literature/studies, school systems literature/studies, and effective schools literature/studies. Four domains (L.I.N.C.) of thirteen specific components, eclectically identified from the research and ranked according to their permanence, prominence, and frequency in the above sources, provide an evaluation process for assessing school systems. Each of the thirteen components is defined and a checklist/guide given to aid an evaluator in assessing a school system. | en_US |
| dc.description | An analysis and comparison of the new model with the evaluation models of leading theorists and its application to three of the twenty-eight Nova Scotia school system reviews conducted from 1978-1991 serve as a mirror by which this new approach can be tested. The uniqueness of the LINC interactive Model, is its focus on the school system as a fundamental social system, operating effectively as a collective entity of all of its interdependent and interactive components, highly specialized and functioning together for common goals. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1994. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Administration. | en_US |
| dc.subject | Psychology, Industrial. | en_US |
| dc.title | Towards a new approach for school system evaluation. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
