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Dissertations / Theses on the topic 'Boarding school, girls' school story'

Author: Grafiati

Published: 24 April 2022

Last updated: 30 July 2025

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1

Rogers, Jessica. "Boarding School Business: The Voices of Aboriginal Girls Attending Boarding Schools." Thesis, Australian National University, 2016. https://openresearch-repository.anu.edu.au/handle/1885/139177.

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Internationally, there is a paucity of research concerning boarding school experiences of Indigenous peoples (Smith 2009). Few studies have primarily addressed Indigenous girls’ experiences in contemporary boarding schools in Australia or Aotearoa New Zealand. This research was developed to amplify the voices of Indigenous girls regarding their contemporary boarding school experiences. This work sits within Indigenous studies, and reflects the multidisciplinary nature of Indigenous research. Drawing on Indigenous research methodologies, arts-based research and education, this study looks at tw

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2

Sneddon, Sarah J. "The girls' school story : a re-reading." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/14883.

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The very mention of the genre of the 'girls' school story' tends to provoke sniggers. Critics, teachers and librarians have combined throughout the century to attack a genre which encourages loyalty, hard work, team spirit, cleanliness and godliness. This dissertation asks why this attack took place and suggests one possible answer - the girls' school story was a radical and therefore feared genre. The thesis provides a brief history of the genre with reference to its connections with the Victorian novel and its peculiarly British status. Through examination of reading surveys, newspapers and

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3

Humphrey, Judith Ann. "Liberating images : a feminist analysis of the girls' school-story." Thesis, Open University, 2000. http://oro.open.ac.uk/19005/.

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The thesis uses a synthesis of feminist and literary theory to analyse the way in which girls' school-stories challenge and subvert traditional societal constructs and provide images of liberation for girls and women. The literary implications of a woman-centred universe are addressed in a study of plot and character. The texts provide a challenge to traditional literary representations of passive femininity, replacing them with images of active girls and women. There is tension between the domestic discourse and the discourse of adventure, but this is overcome by stress on character. The use

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4

Eichelberger, Hilary Sylvia. "Case Story of Transformational Teachers in an All-Girls School." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270613.

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<p> <b>Purpose.</b> The purpose of this study was to identify key transformational teaching practices in an all-girls school. Teachers and administrators value the development and utilization of successful teaching practices. Teachers may adopt transformational leadership practices to cultivate transformational characteristics in pedagogy. There is a need to identify transformational teaching practices to implement training and modeling for teachers in girls’ schools. Identification of these leadership practices currently used by teachers in girls’ schools will aid in teacher devel

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5

Humphrey, Judith Ann. "Liberating images : a feminist analysis of the girls' school-story." [n.p.], 1999. http://ethos.bl.uk/.

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6

Margrett, Emma Louise. "Staff experiences of pupils' self-harming behaviour in an independent girls' boarding school : an IPA analysis." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/68112/.

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In recent years there have been a number of pieces of research published which suggest that the phenomenon of self-harm in adolescence is increasing (Hall & Place, 2010, Beauchaine et al.,2014, Garcıa-Nieto et al., 2015). Heath et al., (2006) found that a majority of school teachers shared this view. In their study, 74% of teachers reported a first-hand encounter with self-injury. The subject of self-harm is also receiving more media coverage in mainstream newspapers and magazines (Dutta, 2015 & Money-Coutts, 2015), suggesting a rise in public consciousness about mental health issues such as s

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7

Humberg, Kerstin. "Boarding school education for tribal girls in development projects lessons learnt from a geographic field study in India." Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/98797436X/04.

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8

Trimingham, Jack Christine. "Kerever Park : a history of the experience of teachers and children in a Catholic girls' preparatory boarding school 1944-1965." Phd thesis, School of Social and Policy Studies in Education, 1997. http://hdl.handle.net/2123/6641.

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9

Kanyerere, Joyce Robertson Ng'oma. "Exploring factors that influence learners' use of sanitation facilities and personal hygiene practices in a girls' boarding school, Zomba District, Malawi." University of the Western Cape, 2016. http://hdl.handle.net/11394/5591.

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Magister Public Health - MPH<br>Background: Millennium Development Goal 7 was to ensure environmental sustainability by aiming to halve the proportion of people without sustainable access to basic sanitation and safe drinking water by the year 2015. The 2015-MDG Report estimated that the use of improved sanitation rose from 54% to 68% globally, but the target of 77% was not met, and that implies slowing the progress in the health and education sectors. Although Malawi has made significant progress in increasing access to safe water and improved sanitation in comparison to other Sub-Saharan Afr

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10

Brewer, Sandy Eleanor. "The hope of the world : the story of Jesus and its influence in the formation of identity in working class girls in Britain 1900-1945." Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322290.

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11

Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.

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<p> All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.</p

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12

GIULIACCI, LAURA. "Dall'educandato monastico al collegio: trasformazioni istituzionali e modernizzazione pedagogica nell'educazione femminile tra periodo napoleonico e restaurazione." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/141.

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Nella prima parte la tesi analizza la fondazione e i primi anni di attività dei quattro collegi femminili fondati in età napoleonica: il Reale Collegio delle fanciulle di Milano, il Collegio agli angeli di Verona, il Collegio san Benedetto di Montagnana e il collegio Maria Cosway di Lodi. Lo studio è stato condotto mediante una puntuale attività di ricerca negli archivi di stato di Milano, Verona e Venezia, e nell'archivio comunale di Montagnana. Il collegio di Milano fu il modello per gli altri collegi, ai quali fornì l'esempio dei regolamenti, dei programmi di studio e più in generale, dell'

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13

GIULIACCI, LAURA. "Dall'educandato monastico al collegio: trasformazioni istituzionali e modernizzazione pedagogica nell'educazione femminile tra periodo napoleonico e restaurazione." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/141.

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Nella prima parte la tesi analizza la fondazione e i primi anni di attività dei quattro collegi femminili fondati in età napoleonica: il Reale Collegio delle fanciulle di Milano, il Collegio agli angeli di Verona, il Collegio san Benedetto di Montagnana e il collegio Maria Cosway di Lodi. Lo studio è stato condotto mediante una puntuale attività di ricerca negli archivi di stato di Milano, Verona e Venezia, e nell'archivio comunale di Montagnana. Il collegio di Milano fu il modello per gli altri collegi, ai quali fornì l'esempio dei regolamenti, dei programmi di studio e più in generale, dell'

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14

Yesil, Sevim. "Unfolding Republican Patriarchy:the Case Of Young Kurdish Women At The Girls&amp." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/688036/index.pdf.

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The purpose of the thesis is to analyze the inclusion of the Kurdish women in the modernization and nation-building processes of Turkey, and to understand how they experienced these processes. Regarding the issue, although the literature reflects how the educated, urban, upper class, Turkish women experienced these processes, the experiences of women from different ethnic and religious groups and lower classes have not been studied yet. Therefore, this study aims to discuss the experiences of women from different ethnic-religious backgrounds with a feminist approach. In this thesis, I analyzed

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15

Ettwiller, Éric. "L'enseignement secondaire des filles en Alsace-Lorraine et dans l'académie de Nancy de 1871 à 1940." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG001/document.

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L’enseignement secondaire des filles existait en France avant les cours Duruy (1867). Il se définissait par une réalité sociologique, celle d’institutions pour les filles de la bourgeoisie. En 1871, l’Alsace et une partie de la Lorraine furent annexées à l’Empire allemand ; la plus grande partie de la Lorraine resta française (académie de Nancy). En Alsace-Lorraine, l’enseignement secondaire des filles était donné dans les écoles supérieures de filles. Ces écoles étaient publiques ou privées. Le meilleur moyen de connaître leur fonctionnement est la rédaction de monographies. Dans l’académie d

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16

Rogers, Jessa. "Boarding School Business: The Voices of Aboriginal Girls Attending Boarding Schools." Phd thesis, 2016. http://hdl.handle.net/1885/139177.

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Abstract:

Internationally, there is a paucity of research concerning boarding school experiences of Indigenous peoples (Smith 2009). Few studies have primarily addressed Indigenous girls’ experiences in contemporary boarding schools in Australia or Aotearoa New Zealand. This research was developed to amplify the voices of Indigenous girls regarding their contemporary boarding school experiences. This work sits within Indigenous studies, and reflects the multidisciplinary nature of Indigenous research. Drawing on Indigenous research methodologies, arts-based resear

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17

(7042811), Brittany A. Biesiada. "School-Time for Girls: The Depiction of Female Education in Late Nineteenth-Century American School Stories." Thesis, 2019.

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<p>This dissertation defines the literary genre of the American school story for girls from approximately 1845 to 1910. While recent critical studies have examined the American common school story or the women’s college novel, no scholar has surveyed the genre of American school stories for girls in the second half of the nineteenth century. Instead, the British school story tradition, such as the <i>Tom Brown’s School Days</i> series and twentieth-century girls’ boarding school stories such as those by Angela Brazil, has overshadowed the American genre. I also argue that the study of the girl

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18

"A vision for girls: A story of gender, education, and the Bryn Mawr School." Tulane University, 1997.

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The Bryn Mawr School (BMS) is an exceptional college-preparatory school for girls founded in 1885 in Baltimore and still thriving today. This dissertation outlines the history of BMS from its founding to the present, using the school as a lens for exploring the evolution of girls' education with focus on changing understandings of the purpose of single-sex schools and their relationship to ideas about women and their place in society BMS's founders (among them noted educator M. Carey Thomas) planned an education for girls which would equal that offered in the best boys' schools of the day, and

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19

Wang, Wen-Shiou, and 王穩琇. "The Quicksand in the Relationships-The Learning story of the out of School Among a School Counselor and Three Nonmainstream Adolescent Girls." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77383353107015595840.

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碩士<br>東吳大學<br>心理學系<br>94<br>This study is to explore the “quicksand” phenomenon in interpersonal relationship. “Quicksand”, a metaphor for the obstacles encountered in communication, implies that the nature of the difficulties is often implicit, subtle, vague, and dynamic. The motivation for this site-based research comes from the researcher’s feelings of uneasiness working with the adolescent girls as a school counselor. Five themes on the “quicksand” phenomenon in relationship are observed through the colleborative process of narrative life stories：(1) the fear of making mistakes; (2) compet

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20

Stiglingh, Marelize. "Die gebruik van groepterapie ter bevordering van interpersoonlike verhoudingsvaardighede by adolessente koshuisdogters." Thesis, 2002. http://hdl.handle.net/10500/1106.

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