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Dissertations / Theses on the topic 'Comprehensive school'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 March 2023

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1

Robinson, Carol Anne. "Cultural production within the comprehensive school." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321488.

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2

Bloomer, J. M. "Pastoral care in a comprehensive school." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355924.

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3

Classey, Eric. "The architecture of the urban school : London's comprehensive schools 1945-1986." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532874.

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Post-War educational policies were radical, but not radical enough for London's social educational agenda. The London County Council, the largest education authority in England, pursued a revolutionary type of education that led to a completely new type of secondary school, despite the urgent need to repair considerable war damage. The launching of the new comprehensive school was a daring operation involving the controversial closing of numerous established schools. Their policy was divisive, generating opposition from politicians of both sides, from the government and even within the council

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4

Miura, Tanuja C. "School climate: Development of a comprehensive definition." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28535.

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School climate is a complex and multidimensional construct that is an essential part of the school experience. Currently, there is no clear consensus on its definition or what specific dimensions it encompasses. The purpose of this study was to examine various ways that school climate has been defined in empirical studies and to establish consensus on the factors essential to the construct. To this end, we conducted a synthesis and analysis of school climate research followed by a Delphi poll in order to reach consensus among participating experts. Results indicated that school climate should

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5

Bertrand, Julie A. "New Brunswick approach to Comprehensive School Health: Healthy learners in schools and the community school." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28173.

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In this thesis, a multiple case study methodology and semi-structured interviews are used to identify and describe the barriers and facilitators to the implementation of a Comprehensive School Health (CSH) initiative, Healthy Learners in Schools (HLS), in two elementary schools within the same Francophone school district in New Brunswick, Canada. The first article in this thesis identifies five categories of factors that influence the implementation of HLS in the two schools. The second article provides evidence that another initiative, the Community School, is an effective way of implementing

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6

Macfarlane, Amanda. "An ethnographic study of school leavers in a southern comprehensive school." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/79966/.

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This thesis is an ethnographic study of white and West Indian-origin girls and boys attending a comprehensive school in the south of England during their final year of compulsory schooling. The study concentrates on gender, race and class effects on school experiences; attitudes towards school; career choices and early employment or training destinations. Ethnographic data comprise both classroom observations and discussions with 20 informants. These are supplemented by questionnaire data from the entire 5th form year. Chapter 1 outlines the nature of existing research in this field and argues

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7

Best, Lori Rachelle. "Implementation of comprehensive school health education in secondary schools, a process evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24647.pdf.

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8

Holby, Nicole. "School Counselors and Their Experiences Implementing Comprehensive Programs." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639077.

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<p> The following research study answered the following question: “What is the experience of high school counselors implementing an ASCA-based school counseling program?” School counselor experiences of the process were largely absent in the current and previous literature, as well as the profession’s representation in qualitative research. To fully understand the results and experiences they had, an education change theory was incorporated that not only benefitted the study, but was also bolstered and extended into another compatible profession. Generic qualitative research

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9

Robinson, Joy E. "Comprehensive needs assessment project for elementary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ48036.pdf.

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10

Gordon, Tamara Rae. "Comprehensive school programming, an assessment of adolescents' needs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49616.pdf.

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11

Watkins, Delmas Lee. "Implementing career academies ina large, comprehensive high school." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/delmas_l_watkins/watkins_delmas_l_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Charles Reavis. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 131-137) and appendices.

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12

Brown, Colin. "A Comprehensive Noise Characterization in a High School." University of Toledo Health Science Campus / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=mco1290020463.

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13

Myers, Sandra Campbell. "Comprehensive Sex Education in a Rural School District." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1391689957.

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14

Colbaugh, Nancy. "The development of leadership capacity within a school undergoing comprehensive school reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036815.

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15

Forrest, M. St J. "Classics teachers, comprehensive reorganisation and curriculum change." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234556.

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16

Gonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.

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17

Healey, Jean B., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Violence and bullying in schools : new theoretical perspectives and the Macarthur model for comprehensive and customised intervention." THESIS_CAESS_EEC_Healey_J.xml, 2004. http://handle.uws.edu.au:8081/1959.7/755.

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Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a su

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18

Zanzali, Noor Azlan Ahmad, Abdul Halim Abdullah, Norulhuda Ismail, Aziz Nordin, and Johari Surif. "Comprehensive indicators of mathematics understanding among secondary school students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83216.

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19

Thomas, P. "Academic selection in a comprehensive school : A case study." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355927.

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20

Dingle, Angela Mary. "How did a school improve? : a study of a north-eastern comprehensive school." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299665.

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21

Taylor, Cynthia Lee. "CACREP's Relevance to Effective Implementation of Comprehensive School Counseling Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2427.

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Comprehensive School Counseling Programs (CSCP) are data driven programs utilized by school counselors to ensure the students they serve receive measurable benefits in academic, career, and personal/social development. The purpose of this study was to better understand if differences existed in the perceptions of graduates from school counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and non-accredited programs regarding effective implementation of CSCP. This study is relevant to counselor educators, university administr

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22

Taylor, Andrew A. "Impact of access, ability, and attitude on teacher and administrator use of data for comprehensive planning." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009taylor_a.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.<br>"A Doctoral Research Project presented to Associate Professor Dr. James Butterworth Doctoral Research Committee Chair, School of Education, Sage Colleges." Suggested keywords: strategic planning; data-driven-decision making; Comprehensive District Educational Planning (CDEP); accountability; assessment; No Child Left Behind (NCLB); data; planning; school planning; school improvement; systems thinking; Data Analysis Technical Assistance Group (DATAG); state data; district data; data planning; data use; data access. Includes bibliographical reference

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23

Riddell, Sheila I. "Gender and option choice in two rural comprehensive schools." Thesis, University of Bristol, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480553.

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24

Zimmer, Diane Marie. "A Comprehensive School Counseling Training for Seasoned School Counselors: A Single Case Research Design." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556275821441157.

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25

Goshen, David. "Improving school culture : an organizational constructional model of leadership." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324409.

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26

Peters, David A. "A comprehensive analysis of the Naval Postgraduate School Bookstore operations." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA302825.

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27

Healey, Jean B. "Violence and bullying in schools : new theoretical perspectives and the Macarthur model for comprehensive and customised intervention." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/755.

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Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a su

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28

Taylor, Julia V. "The Experiences of School Counselors Who Integrate Yoga into a Comprehensive School Counseling Program: A Phenomenological Approach." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4386.

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The purpose of this phenomenological qualitative study was to explore the experiences of school counselors who implement yoga into a comprehensive school counseling program. Over the past decade, yoga has gained popularity as a prevention and intervention tool in public school settings. Prior to this study, the role of the school counselor in this process has not been explored. This study investigated the lived experiences of 10 school counselors who integrate yoga into a comprehensive school counseling program. Through data analysis, five significant themes and subsequent subthemes emerged: 1

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29

Stephens, Jennifer Anne. "Development of a comprehensive reporting system for a school reform organization: The Accelerated Schools Project." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3100.

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Given the conflicting research results on the effectiveness of whole-school reform models (Nunnery, 1998; Stringfield & Herman, 1997; American Institutes for Research, 1999; U.S. Department of Education, 2004), there is a need to focus on the evaluation procedures of whole-school reform organizations. Because the ultimate goal is to improve school performance, it should also be a goal of each whole-school reform organization to design a comprehensive data collection system to evaluate each schoolÂs performance. A comprehensive reporting system was developed for a school reform organization, t

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30

Chitty, Clyde. "The great debate : the politics of the secondary school curriculum, 1976-1988." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018968/.

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This thesis can be described as an in-depth study of the politics of the secondary school curriculum - and, in particular, of the comprehensive school curricu.1unl - 1r: the twelve-year period from 1976 to 1988. It is, in effect, a contribution to contemporary history - an analysis of the Great Debate in education which began in 1976 and ended officially in 1977 while, in reality, continuing unabated in the succeeding years. The eight chapters of the thesis consider: the evolution of the comprehensive school curriculum from 1944 to 1976; the increasingly harsh criticisms of the comprehensive s

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31

Perrello, Elena. "Factors That Influence Implementation of Comprehensive School Counseling Programs among Elementary School Counselors in Maine." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PerrelloE2009.pdf.

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32

Mason, Bryce. "Achievement effects of five comprehensive school reform designs implemented in Los Angeles Unified School District." Santa Monica, Calif. : Rand, 2005. http://www.loc.gov/catdir/toc/fy0606/2005453275.html.

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33

Griswold, Michael R. "Community Schools: Catalyst for Comprehensive Neighborhood-Based Initiatives?" University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1400081530.

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34

Mason, Erin Chase McCarty. "The Relationship between School Counselor Leadership Practices and Comprehensive Program Implementation." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/26.

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Reform initiatives in education since the introduction of No Child Left Behind (NCLB) call for all educators to develop strategies to increase student achievement and improve school climate. School counselors are charged by their professional organizations to act as agents of change in their schools and to demonstrate the effectiveness of their programs. To garner support for school counseling programs that cultivate positive results for students and schools, school counselors need to adopt a leadership mindset. The purpose of this exploratory study was to assess leadership practices of school

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35

Greenfield, Christopher. "The teaching and learning of citizenship in an English comprehensive school." Thesis, University of Bristol, 1996. http://hdl.handle.net/1983/13083606-7e19-41e9-b590-66c595234c4c.

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36

Bertram, Vince M. "Dual credit in Indiana high schools : a comprehensive study of opportunities and barriers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336617.

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The purpose of this study was to report opportunities available to all Indiana high school students to access dual credit through AP, IB, and Indiana colleges and universities. In addition, this study attempted to identify potential barriers facing schools and students which may limit access to dual credit programs, as well as the attitudes and perceptions of Indiana high schools principals with respect to dual credit. This study further provided data for school leaders and policymakers to consider as efforts continue toward implementation and expansion of dual credit programs in Indiana high

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37

Pennington, Bennie L. "Student achievement in relationship to comprehensive school reform and selected teacher behaviors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/2751.

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As a result of low student achievement in a large school district in Georgia, the decision was made to implement a comprehensive school reform (CSR) model in each failing school so as to enhance the capability of teachers to increase student achievement. This study examined the extent to which student achievement was improved by a comprehensive school reform (CSR) model used in a large, independent school district in Georgia when controlling for selected school and teacher variables. A questionnaire was administered to 266 teachers at the schools that were implementing the CSR model. The depen

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38

McGuffey, Amy R. "Validity and Utility of the Comprehensive Assessment of School Environment (CASE) Survey." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1417510261.

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39

Slade, Vatara Copeland. "The Impact of the Professional Development Component of Comprehensive School Reform on the Mathematics Achivement of Third and Fifth Grade Students Attending Selected Title I Schools in Virginia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29039.

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The purpose of this study was to determine the impact of the professional development component of Comprehensive School Reform on the mathematics achievement of third and fifth grade students attending selected Title I schools in Virginia. A qualitative research design was used to examine data from a focus group of four technical assistance providers, six principal interviews, and thirteen teacher surveys. This study involved participants of the 2003 cohort of the Comprehensive School Reform process during a 3-year period from 2003 through 2006. A set of questions was developed for each grou

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40

Shlomo, Tzafrir. "The introduction of the six-year comprehensive school in ORT schools in Israel : overcoming problems of integration." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31019.

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Changes in the Israeli educational system, since 1968, have led to the conversion of 46% of High Schools to six-year Comprehensive Schools which incorporate two sections, junior-high and high school, each with its own principal. The research is concerned with the problems of integration faced by these six-year schools from the perceptions of principals, teachers and a selection of pupils. The research deals with three central, conceptual and empirical areas: the arguments for and against integration, the management style of the principal and the school culture. This research project is in two

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41

Fechtelkotter, Cody J. "A comprehensive study of the relationship of athletic participation to high school dropout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fechtelkotterc.pdf.

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42

North, R. F. J. "Curricular, administrative and management adaptions within secondary schools following reorganisation along comprehensive lines." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380244.

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43

Healey, Jean B. "Violence and bullying in schools : new theoretical perspectives and the Macarthur model for comprehensive and customised intervention /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060509.152137/index.html.

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Thesis (D.Ed.)--University of Western Sydney, 2004.<br>"Portfolio submitted in satisfaction of the requirements for the Doctorate in Education, University of Western Sydney, 2004." Vol. 4 : binder containing loose leaves and CD. Includes bibliographical references, glossary and appendices.

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44

Yeung, Kwan-yu Frederick, and 楊君儒. "Teacher and student perspectives of the "comprehensive dance project"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B27586911.

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45

Midgette, Ekaterina. "The effects of comprehensive text structure strategy instruction on students' ability to revise persuasive essays." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 279 p, 2007. http://proquest.umi.com/pqdweb?did=1397899531&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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46

Mailandt, Werner, and University of Lethbridge Faculty of Education. "Comprehensive guidance : student and parent perceptions of junior high student needs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/190.

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A needs assessment was conducted to identify top priorities for the development of a Comprehensive Guidance Program (CGP). The assessment was given to junior high students (grades 7-9) and their parents. This thesis is a comparison of students' and parents' perceptions of the needs of students in junior high school setting. The findings indicate the parents and students shared similar views on themes of support for career and future plans, concern for more information on health issues, and concerns of what servics the school should provide. However students' and parents' individual needs were

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47

LEE, TIEN-HSING, and 李天興. "Study on school-based management in comprehensive high schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/04443026818216217771.

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碩士<br>國立臺灣師範大學<br>教育研究所<br>91<br>The study aims at understanding the current situation and future ideal model of how school-based management works in comprehensive school in this country. Besides, based on the results of this study, suggestions will be proposed for the implementation of school-based management in comprehensive school. The objects of this study are the high schools and vocational high schools that have ever reorganized to be comprehensive school from the academic year of 1996 to 2001 in this country. There are twenty-one schools in total. Questionnaires of 414 copie

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48

Lindsay, Audrey Eloise. "The comprehensive high school in Jamaica." 2002. http://purl.galileo.usg.edu/uga%5Fetd/lindsay%5Faudrey%5Fe%5F200205%5Fedd.

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49

CHOU, CHIH-YUEH, and 周志岳. "The Transformation of Vocational High School to Comprehensive High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/80989174611898181229.

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碩士<br>國立中正大學<br>教育研究所<br>96<br>The Transformation of Vocational High School to Comprehensive High School A Case Study Abstract In Taiwan, comprehensive high school system made its first debut in 1996 school year on the trial basis. Ten years later, for the first time in 2006 school year the number of schools which transformed to comprehensive high school was decreasing compared to previous school years. National Chia-Yi Senior Commercial Vocational School （CYVS）, the case study school in this paper, was the only vocational school that was permitted to adopt comprehensive high school syste

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50

Yang, Hao-Sen, and 楊豪森. "Program choice of comprehensive high school students." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/83810523920114366630.

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碩士<br>國立彰化師範大學<br>工業教育學系<br>88<br>The purpose of this research was to examine the program choice and tracking of comprehensive high school students, including students’ preparation prior to program choosing, consideration factors, satisfaction of choices in courses and program of work, and the suggestion of course selections and program choices. Gathered researching findings, summed up conclusions, and presented related suggestions to be the references for administrative institutions, comprehensive high schools, and parents of students. The first step was gathering and investig

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