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1
Martin, Stuart. "Choice of secondary school : the experiences of eight urban families." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261357.
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Trolian, Teniell Leigh. "Considering the influence of high school experiences on students’ college aspirations." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5867.
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This study considered whether participation in several out-of-class experiences during high school influenced the odds that a student will aspire to earn at least a Bachelor’s degree. Additionally, this study considered whether these experiences, considered together, had a cumulative effect on the odds that a student will aspire to earn at least a Bachelor’s degree, and whether the influence of these high school experiences on college aspirations was moderated by a student’s race/ethnicity or socioeconomic status. Results of the study revealed that several high school experiences, including participation in science-related school programs, participation in extracurricular activities, sitting in on or taking a college class, searching the Internet or reading college guides for college options, and talking to a school counselor about going to college, increased the odds that a student would aspire to earn at least a Bachelor’s degree. Additionally, results revealed that participation in four or more of the high school experiences examined in this study had a cumulative, positive influence on students’ eleventh grade college aspirations, and that the relationship between participation in these high school experiences and students’ aspirations to earn at least a Bachelor’s degree was not moderated by race/ethnicity or socioeconomic status.
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Masuelele, Oreeditse Patrick. "Social cohesion in school Choir competitions: the experiences of conductors and adjudicators." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80469.
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In this qualitative study the researcher investigates how school choir competitions in South Africa contribute to creating platforms for social cohesion. The study examines the experiences of conductors and adjudicators in two main South African school choir competitions, namely the ATKV-Applous and ABC Motsepe (previously known as SASCE). This study was inspired by the contribution of the rising choral music platform in post-apartheid South Africa to national regeneration from tensions created by past disparities and how choral music contributes to social cohesion in society. Phenomenology is used to investigate the experiences of conductors and adjudicators and whether participation in choral competitions contributed to advancing social cohesion in a transforming South Africa. Data were collected through semi-structured face-to-face interviews, the review of documents and the analysis of journal notes taken during the study. The Transformative Learning Theory (TLT) was applied as framework to contextualise deliberate reflection involving increased social knowledge and openness among respondents. In this study, choir conductors and adjudicators reflected on their experiences in choir competitions and how cohesion could be achieved through choir competitions. From the study the researcher concluded that competitive platforms such as choir competitions provide an opportunity for role players to test their strength as individuals and as part of a team. The study found that, regardless of many challenges hindering social cohesion, choral music competitions offer an environment for bringing people closer and establishing harmonious collaboration. Learning from others, sharing and reciprocating experiences lead to new partnerships that promote social cohesion. However, the conditions set out in the rules and policy requirements of the competitions could inhibit social cohesion by exclusion and conditions that may hinder interest. Although many studies focus on the value of choral activities and its contribution to social cohesion, this study fills the gap of exploring the role of choir competitions in fostering social cohesion. Recommendations include the need to foster an awareness of the role of school choir activities, which includes the selection of music, in encouraging nation-building. Furthermore, school choir competition policy should include clearer guidelines on social cohesion. It is recommended that training opportunities for conductors and adjudicators should be expanded and implemented to include musical development, but also focus on fostering a sensitivity to the complexity of cultural diversity and the power of choral activities to enhance nation-building and social cohesion in South Africa.<br>Thesis (PhD)--University of Pretoria, 2020.<br>pt2021<br>Humanities Education<br>PhD<br>Unrestricted
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Duszka, Christopher Damian. "School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.
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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools.
The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years.
The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound.
The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates.
This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.
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Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.
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Mwipopo, Marko. "Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20498.
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DISSERTATION ABSTRACT
Marko J. Mwipopo
Doctor of Philosophy
Department of Education Studies
June 2016
Title: Secondary School Graduates’ Personal Experiences in the Context of English-only
Language of Instruction Within and Outside the School Setting in Tanzania
This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967.
The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for?
This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.
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Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.
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Jensen, Strandberg Emelie. "Using Students’ Interests and Experiences in English Teaching : A Study of Teachers’ Approaches and Attitudes to the Choice of Content in English Language Learning." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29882.
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This study examines teachers’ approaches and attitudes towards their choice of content in English language teaching and learning. The study identifies if, and in what amount, teachers use students’ interests and experiences in English language learning. To examine this, interviews with teachers, material and lesson plan analysis and ethnographic observations focused on the teachers’ actions were conducted. The results reveal that some teachers attempt to use students’ interests and experiences when planning English lessons, but in diverse amounts. Because of the time constraints of the English subject in Swedish primary school, the aspect of using students’ interests and experiences is often set aside.
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Severe, LeTania. "Access to Better Education: The School Choice Experience of Families Served by Low-Performing Elementary Public Schools in Miami-Dade County." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1618.
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Public school choice education policy attempts to create an education marketplace. Although school choice research has focused on the parent role in the school choice process, little is known about parents served by low-performing schools. Following market theory, students attending low-performing schools should be the primary students attempting to use school choice policy to access high performing schools rather than moving to a better school. However, students remain in these low-performing schools. This study took place in Miami-Dade County, which offers a wide variety of school choice options through charter schools, magnet schools, and open-choice schools.
This dissertation utilized a mixed-methods design to examine the decision-making process and school choice options utilized by the parents of students served by low-performing elementary schools in Miami-Dade County. Twenty-two semi-structured interviews were conducted with the parents of students served by low-performing schools. Binary logistic regression models were fitted to the data to compare the demographic characteristics, academic achievement and distance from alternative schooling options between transfers and non-transfers. Multinomial logistic regression models were fitted to the data to evaluate how demographic characteristics, distance to transfer school, and transfer school grade influenced the type of school a transfer student chose. A geographic analysis was conducted to determine how many miles students lived from alternative schooling options and the miles transfer students lived away from their transfer school.
The findings of the interview data illustrated that parents’ perceived needs are not being adequately addressed by state policy and county programs. The statistical analysis found that students from higher socioeconomic social groups were not more likely to transfer than students from lower socioeconomic social groups. Additionally, students who did transfer were not likely to end up at a high achieving school. The findings of the binary logistic regression demonstrated that transfer students were significantly more likely to live near alternative school options.
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Mamoe, Ati Henry. "The Impact of Marketisation on Pacific Islands Secondary School Students: A Christchurch Experience." Thesis, University of Canterbury. Pacific Studies, 1999. http://hdl.handle.net/10092/998.
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This research examines the impact of marketisation on Pacific Islands students in Christchurch high schools. Specifically, this study targeted the Tomorrow's Schools policy released in 1990 with particular interest in the changes in zoning laws. These changes theoretically allowed the consumers of education (the parents and students) equal access to all secondary schools by breaking down the zones and creating a free market where 'choice' and competition reigned supreme. However, this study along with others found that in actual fact it was the 'popular' schools with enrolment schemes who had the power to choose what students they preferred. Schools were left to compete for those students deemed' undesirable' by popular schools. This study found that a dis-empowerment of the schools' enrolment schemes needs to occur in Christchurch. Obviously, on the other hand, an empowerment of Pacific Islands parents and students through the increase of information also needs to occur. Although the government has made small steps toward making the problem more visible, more definitive work needs to be done in this area. This study also examined the achievement of Pacific Islands students at a national and at a sample level and discovered that has been very little improvement in this area over the time the Tomorrow's Schools policy has been in operation. Therefore, this study ventures into an analysis of this problem and suggests possible remedies. Again, this study argues that students must be actively empowered by teachers, schools, the government, and by their own people, in order to break down the physical, mental and even spiritual battles that Pacific Islands students face in the New Zealand education system.
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Sewter, V. M. "A study of pupil' choice, expectation and experience of optional science courses in the upper secondary school." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356753.
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Hasan, Rafia. "Islamic Schools vs. Public Schools| A Case Study of the School Choices of Muslim Parents and the Social and Academic Experiences of Students and Young Adults." Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689851.
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<p> The purpose of this study is to look at the school choices of Muslim parents in New Jersey and the social and academic experiences of Muslim students and young adults. The participants included 90 Muslim parents, 126 Muslim young adults, and 52 Muslim students currently attending a public, private, or Islamic school. Participants completed surveys, and a few were administered interviews that included questions pertaining to the purpose of this study. Findings showed that Muslim parents who choose Islamic schools do so to teach their child (children) about Islam and to surround them with other Muslims; whereas, Muslim parents who chose public schools do so for the quality of education. Overall, this study demonstrated that most Muslim students in either Islamic or public schools didn’t encounter social challenges any different than other students; in addition, an overload of schoolwork was reported as an academic challenge.</p><p>
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Yoder, Sarah Elizabeth. "A PHENOMENOLOGICAL STUDY OF CHARTER SCHOOL STUDENTS AND PARENTS IN ONE RURAL SCHOOL DISTRICT: WHY THEY GO, THE NATURE OF THEIR EXPERIENCES, AND WHY SOME CHOOSE TO LEAVE." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449550.
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Educational Administration<br>Ed.D.<br>Two coinciding trends in education have given rise to this study: the political cycle of school reform and the heterogeneous nature of the charter school landscape. Since Minnesota became the first state to pass a charter law in 1991, the dramatic increase in the number of charter schools has provided opportunities for researchers to try to categorize the success of charter schools. Although the number of charter schools have almost doubled from 3,689 to 6,004 from 2005-2006 to 2012-2013, an average of approximately 500 charters have opened and more than 160 charter schools have closed per year during these eight years of the available data. However, students who attend charter schools do not have a monolithic educational experience. The purpose of this paper is to examine the perceptions of students and parents in relation to enrolling in a specific brick and mortar and several cyber charter schools, and if applicable, leaving said schools. This qualitative study explores the lived experiences of students and parents who reside in a rural public school district and chose to attend a cyber charter or brick and mortar charter school. Survey responses and information gathered from interviews of students and their parents/guardians were analyzed to illuminate the research questions. While the results will not be generalizable, this study has led to an understanding of what led these students to enroll in charter schools and if applicable, why they chose to leave. More specifically, three themes emerged from the data: (1) Family members, primarily mothers, significantly impacted students’ decisions to employ choice to enroll in charters; (2) The lack of extra-curricular activities in charters had a substantially negative impact on students’ experiences and (3) Educational quality was the foremost characteristic named in the determination to transfer out of a charter school. While there has been research on charter schools separate from studies on perceptions of school age children with respect to education programming, this examination indicates the need to unite charter research and student voice aspects within the realm of educational research.<br>Temple University--Theses
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Yoder, Sarah E. "A Phenomenological Study of Charter School Students and Parents in One Rural School District| Why They Go, the Nature of Their Experiences, and Why Some Choose to Leave." Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273282.
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<p> Two coinciding trends in education have given rise to this study: the political cycle of school reform and the heterogeneous nature of the charter school landscape. Since Minnesota became the first state to pass a charter law in 1991, the dramatic increase in the number of charter schools has provided opportunities for researchers to try to categorize the success of charter schools. Although the number of charter schools have almost doubled from 3,689 to 6,004 from 2005-2006 to 2012-2013, an average of approximately 500 charters have opened and more than 160 charter schools have closed per year during these eight years of the available data. However, students who attend charter schools do not have a monolithic educational experience. The purpose of this paper is to examine the perceptions of students and parents in relation to enrolling in a specific brick and mortar and several cyber charter schools, and if applicable, leaving said schools. </p><p> This qualitative study explores the lived experiences of students and parents who reside in a rural public school district and chose to attend a cyber charter or brick and mortar charter school. Survey responses and information gathered from interviews of students and their parents/guardians were analyzed to illuminate the research questions. While the results will not be generalizable, this study has led to an understanding of what led these students to enroll in charter schools and if applicable, why they chose to leave. More specifically, three themes emerged from the data: (1) Family members, primarily mothers, significantly impacted students’ decisions to employ choice to enroll in charters; (2) The lack of extra-curricular activities in charters had a substantially negative impact on students’ experiences and (3) Educational quality was the foremost characteristic named in the determination to transfer out of a charter school. While there has been research on charter schools separate from studies on perceptions of school age children with respect to education programming, this examination indicates the need to unite charter research and student voice aspects within the realm of educational research. </p>
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Giovannone, Carrie Lynn. "A Longitudinal Study of School Practices and Students’ Characteristics that Influence Students' Mathematics and Reading Performance of Arizona Charter Middle Schools." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1288808181.
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Farmer, Jean L. "Language choices of English L1 learners in a Western Cape high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2586.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2009.<br>This research focuses on the language repertoire, patterns of language use and language preferences
of learners from Afrikaans homes, who are registered in the English first language classes in a
particular Western Cape High School. Out interest is in how a profile of the linguistic resources of such
learners and the context in which their linguistic identity develops may contribute to a perceived
process of language shift in the bilingual/multilingual community where they learn and live. SCHOOL A
is multi-racial and multi-lingual, with a large component of "coloured" learners living in a nearby
predominantly-Afrikaans community. The thesis investigates the linguistic preferences and patterns of
language choice and language use of the selected group of learners across various domains, notably
at home, with relatives, at school, with peers and in their religious communities.
Data from various sources is presented and discussed in detail to illustrate the variety of language
skills of English L1 learners between the ages of 15 and 17 in Grades 10 and 11. This will give an
impression of how multilingual a given section of the local high school population is. The profile tests
whether home language or academic language has a greater influence on the later language choice of
learners whose parents use Afrikaans as home language and who have English as LOLT, meaning
that these learners possibly possess considerable skills in at least two languages.
The data was collected by means of limited access to school records, questionnaires filled out by
learners, interviews with a number of learners and a couple of parents of such learners. This gives a
very good impression of which languages learners know, which they used most, which they prefer
where the choice is between English/Afrikaans bilingualism, English only, Afrikaans only, or codemixed
Afrikaans/English). The thesis reports on the linguistic repertoire and preferences, and also on reasons
given by learners and parents for their selection of one or more of the various community languages in
the different domains. Consideration is given to the possible accommodation of these learners as first
language users of English which is largely a second language in the community, by other community
members and institutions such as school and church.
The critical interest of this thesis is to determine the nature and extent of perceived language shift in
this selected community of learners at a particular Western Cape high school, and to consider whether
such a shift is indicative of a more extensive process of marginalization of Afrikaans in a community
that historically had a strong Afrikaans identity.
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Cohen, Daniel Allen. "Relationships that create confidence understanding postsecondary academic choices of Mexican heritage high school graduates in light of influential relationships, self-efficacy, and mathematical experiences /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3355733.
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Thesis (Ed. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed June 23, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 139-144).
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Kitchen, Rebecca Jane. "How do ethnic minority students represent geographical knowledge? : exploring the stories that relate to representations and link with post-14 subject choices." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267923.
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Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.
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Lawson, John. "Why parents of disabled children choose special education : a study of the experiences of parents caring for a disabled child at home, who have chosen a special school." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/36403/.
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This study was concerned with establishing why parents caring for a disabled child at home chose special schools. The method used was to survey parents of disabled children attending one of the three special schools run by the Acorn Society. The survey identified two themes. These being, that there was a gender differential suggesting that mothers were most closely involved with the care of disabled children and, that the decision to send a disabled child to a special school was measured and balanced. This was contrary to the pre-dominant view put forward in relevant literature, so, the research set out to identify the reality behind the choice of a special school. A qualitative approach was adopted using semi-structured interviews, focusing on the issues arising from the initial survey. The interview data demonstrated that mothers were the primary providers of care, support, and assistance, for disabled children living at home. Special schools, it was concluded, provided a level of emotional support and practical assistance, which went some way towards substituting for the absence of support from other sources. However, the situation has to be considered within the context of the twin movements of inclusive education and disability rights. The conclusion was made that there was little evidence to suggest that parents' needs would be met by their disabled child being included in mainstream education. However, it was also concluded that the present system of special education failed to meet the developmental needs of disabled children and young people. The two positions were seen as being diametrically opposed. A way forward was suggested which would, (a) offer the opportunity for disabled children and young people to acquire a positive identity, premised on the concept of disability as a unique culture, and would, (b) offer parents an appropriate level of support.
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Alexandersson, Emma, and My Frost. "Individuell läsning som undervisningsmetod : En studie om lärares och elevers upplevelser." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76150.
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Studien undersöker den individuella läsningen som undervisningsmetod. Syftet är att åskådliggöra lärares och elevers upplevelser av individuell läsning, med fokus på utformning och kunskapsinhämtning, för att sedan jämföra och belysa relationen dem emellan. Studiens teoretiska utgångspunkter är konstruktivism och fenomenologi, vilka betonar vikten av elevernas intresse och motivation för att lärande ska uppstå, samt att individernas uttalanden om det studerade fenomenet är sanningsbärande fakta. Studiens material består av 15 ljudinspelningar, där två lärare och 13 elever intervjuats om deras upplevelser av individuell läsning. Materialet transkriberades och analyserades med hjälp av en innehållsanalys. Resultatet visar att upplevelserna av den individuella läsningens utformning i vissa avseenden skiljde sig åt mellan lärarna och eleverna. Eleverna upplevde att det inte läggs så stor vikt vid den individuella läsningen, en upplevelse som inte delades av lärarna. Litteraturen var en av de faktorer eleverna upplevde som avgörande för att den individuella läsningen skulle fungera som lärandeaktivitet. Eleverna upplevde att motivation var det viktigaste för att utveckla kunskaper och läsintresse genom individuell läsning. Lärarna upplevde att eleverna genom den individuella läsningen skulle få möjlighet att utveckla läsintresse, läsförmåga, läsförståelse samt språklig förmåga. Eleverna menade att de genom att läsa utvecklade språklig förmåga, läsförmåga, läsförståelse, föreställningsvärldar samt skaffade sig faktakunskaper genom litteraturen. Jämförelsen mellan lärarnas och elevernas upplevelser visar att de i många fall liknar varandra. Tankarna skiljde sig i att eleverna upplevde att de utvecklade faktakunskaper och sina föreställningsvärldar, vilket lärarna inte nämnde.
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Jomeen, Julie. "Choice in childbirth : psychology, experiences and understanding." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/3746/.
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Current policy (DoH 2004a), in response to critiques of the biomedical model of pregnancy, advocates choice and control for women within maternity care and promotes women as active childbirth consumers and decision-makers. This model equates choice to increased quality of experience, in the recognition that pregnancy and childbirth are both a physical and psychological experience. However to date the assumed psychological benefit of offering women choice remains unproven. The aim of this thesis is to explore women's psychology and experiences of pregnancy, and early motherhood, within the context of choice in contemporary maternity care. This will be achieved by assessing the impact of women's pregnancy and childbirth management choices on psychological well-being in the antenatal and postnatal periods and examining the ways in which women perceive and relate their experiences of pregnancy and childbirth and early motherhood in the context of their choice. This thesis argues that understanding of women's maternity experiences necessitates a need to go beyond traditional accounts. Whilst it is important to assess how women respond emotionally to pregnancy, childbirth and new motherhood, there is further a need to comprehend the meanings and understandings that women attach to their maternity experience. Hence, in an attempt to address its own critique, this study adopts a mixed methodology design and uses both a prospective cohort research design and a narrative approach within a single study. In doing so, it addresses the conflict inherent in the use of traditionally opposing methodological stances and argues for a pragmatic approach which aims to understand women's psychology and experiences through a multi-dimensional and integrated frame. Results revealed that no one care option revealed psychological benefit. The statistically significant differences observed occurred over time and exposed largely corresponding profiles across the groups. The mixed method approach promoted a powerful and illuminating interpretation of the concept of choice in maternity care. Women's narratives revealed the strong and powerful role that maternity influences and discourses play in constructing idealised identities, for women, across their maternity experience. These influences underpin and inform how women represent their psychological status and both facilitate and/or constrain maternity choices.
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Williams, Barika X. (Barika Xaviera). "Planning for school choice." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59771.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2010.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 66-71).<br>The image of the picturesque urban schoolhouse is increasingly becoming a thing of the past. City schools were viewed with fear or disdain. The urban school's image shifted to an unruly coop for 'dangerous' unteachable students. This stark juxtaposition reflects the gradual transition in the urban environment. Charter schools have emerged as a relatively new component available to meet urban families' education needs and provide a new image of the city school, yet to be formed. Planning has largely failed to acknowledge or address the changing urban education environment. We continue to plan our cities with the assumption of the old image of the neighborhood schoolhouse. However, through charter schools, the urban education environment is being redefined. This thesis analyzes the educational environment of students and school location in Washington, DC to assess to what extent charter schools revitalize the possibility of obtaining high quality, neighborhood schools. Through analysis of quantitative data, I compare three factors between neighborhood schools and area charter school options: student population characteristics, school academic results, and student mobility and access to the school. The analysis identifies three distinct school systems within the city, each with a different role for charter school. I suggest how urban planners might respond to city's new educational environment in order to repair the links between schools and neighborhoods.<br>by Barika X Williams.<br>M.C.P.
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Damera, Vijay Kumar. "Essays on school choice." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:4d713003-6586-4d40-9b60-41c794544bed.
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This thesis, written in a three-article/chapter format, explores several questions that are at the centre of the theoretical and empirical debates around school choice in developing countries. The implementation of India's national school choice policy provides the context for this inquiry. The policy (hereafter referred to as the 25 percent mandate) sets aside 25 percent of places in private schools for children from disadvantaged backgrounds with government paying the tuition fee to private schools. The empirical analysis in based on three primary datasets and several secondary data sources relating to the applicants to the 25 percent mandate (children aged 7-8 years) in the south Indian state of Karnataka.
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Henderson, Brian. "Parental choice of school." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/23984.
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The Education (Scotland) Act 1981 extended to parents the right to choose a school for their child subject to certain exclusions and restraints. This thesis examines such parents' decisions from the perspective of Expectancy theory. Three linked projects were carried out in Greenock and Edinburgh between 1982 and 1984. The first of these was a pilot study, which, although limited in scope and scale, clearly established the salience of the issue to parents. The second study was conducted by means of in-depth interviews with 45 parents within the catchment area of Ainslie Park High School in the North of the city of Edinburgh. For the third study, 110 parents from this, and an adjacent area were approached using a mailed questionnaire. The three studies in combination addressed the question of how parents were choosing to exercise their recently granted right. Parental choice as proposed by the Conservative government embodied certain assumptions central among which were that parents' desisions would be "informed" and of a sufficiently high quality to guide policy making at local levels. The research carried out in the three studies casts considerable doubt on this assumption. While parents' decisions could be successfully modelled using Expectancy Theory, its use was nevertheless shown to leave unanswered certain key issues within the process. The final model of parental choice proposed by the research attempts to both model and describe the process by which parents come to consider change, assess alternatives, and make their decisions. It does so using a synthesis of previously uncombined theoretical perspectives.
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Wikeley, Felicity Jane. "Parental choice of primary school." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244957.
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Jessee, Hazel H. "An overview of school choice." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164533/.
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Castillo, Quintana Martín Pablo. "School choice with random assignments." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/145181.
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Magíster en Economía Aplicada.
Ingeniero Civil Matemático<br>El objetivo de este trabajo es estudiar el problema de asignación escolar como uno de asignación probabilística y poder entender como diversos mecanismos de asignación escolar se desempeñan en términos de las probabilidades que le asignan a los alumnos de poder acceder a los colegios. Para éste fin se asume que el planificador central determina una función que les permite generar preferencias sobre loterías desde preferencias ordinales por los colegios, estás funciones se denominan extensiones.
Se elabora una nueva noción de equidad (estabilidad) la cual generaliza nociones previas tanto en la literatura de asignación escolar como en la de asignación probabilística. El resultado principal de éste trabajo corresponde a la caracterización, bajo supuestos razonables en las preferencias, del conjunto de asignaciones probabilísticas estables. También se desarrollan nuevos resultados de existencia de asignaciones probabilísticas estables y eficientes, se presentan resultados de mecanismos probabilísticos compatibles en incentivos y se evalúan los mecanismos de asignación escolar Boston, Deferred Acceptance, Top Trading Cycles y Fraction Deferred Acceptance en términos de eficiencia, estabilidad e incentivos.<br>Este trabajo ha sido parcialmente financiado por MIPP
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Martin, Michael. "School Choice and Teacher Efficacy." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.
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Mills, Jason Daniel. "School choice in America and Indiana?s Choice Scholarship Program." Thesis, University of Colorado at Colorado Springs, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249522.
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<p>This is a comprehensive study researching the existence of school choice programs in the country, concentrating on the Indian School Voucher program. Data was collected by examining existing case law, surveys and scholarly papers. The school choice programs in all 50 states and the District of Columbia was examined. Each state program was listed and any legal challenges associated with each program was identified. Further, the K-12 & School Choice Survey conducted by the Friedman Foundation in January 2016 and the 2015 Choice Scholarship Program Annual Report: Participation and Payment Data were examined to determine who is using Indiana?s Choice Scholarship Program and how registered Indiana voters perceive the program
The findings of this research suggest that most parents prefer to have some level of control over their children?s? education. This research also found that Indiana voters overwhelming support the program. However, it was also found that, although there is a favorable perception of Indiana?s voucher programs by low and middle-income families there is also a lack of participation by those same families.
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Farmer, William Dale Walls Kimberly C. "Relationships of dimensions of the meaning of the choral experience to high school students preferences for concerts vs show choir." Auburn, Ala, 2009. http://hdl.handle.net/10415/1869.
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Haywood, Helen. "Parents' experiences of their child's Higher Education choice process." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/389515/.
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This thesis considers a critical aspect of marketing: choice and decision-making in a context experiencing change and marketisation – HE. Its aim is to explore the HE choice process from parents’ perspective, at a time of increasing parental involvement. Much of the literature on choice and decision-making takes a quantitative approach with an underlying assumption that choices are rational. Contrastingly, there is a body of literature which looks at under-represented groups. My study responds to this by adopting an interpretivist approach, informed by aspects of phenomenology, which captures the accounts of 16 parents’ lived experiences of this choice process and of the meanings that they attribute to them. It examines their experiences holistically, recognising the situated and extended nature of this process and noting that it is a choice made with and for someone else. It also considers parents’ different approaches to involvement and the various roles they play. Participants experienced this process as parents, not as consumers. Choice in an HE context is about relationships and relationship maintenance. Participants described working hard to avoid conflict and trying to be persuasive and occasions when they worked as a team with their child. This relationship also often influenced the type and degree of involvement they had. Working with their child generated a range of emotions. This relational aspect is missing from much of the marketing literature which privileges individual choice. It matters because not only are many choices intra-relational, but also in the context of HE, assumptions are made that this choice is ‘rational’ and approached from a consumer perspective and that providing more information will result in ‘better’ choices. However, this is a highly complex experience which is all about the relationship at a crucial phase, resulting in parents working hard to maintain it, including by being prepared to compromise.
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Goggins, Kylie. "PUBLIC SCHOOL CHOICE AND THE PUBLIC-PRIVATE SCHOOL DECISION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/71.
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This dissertation is a compilation of three studies related to public school choice issues. Chapter 2 examines whether access to public schools of choice influences a household’s decision to choose private school for their child. I employ a multistate, individual-level data-set on students and their families — for which I have been granted access to restricted geo-code information. I supplement these data by matching students with their respective school districts using geographic information systems (GIS); I then examine whether relative measures of public school choice (PSC) in a school district influence the household’s public-private school decision. I find slight evidence that households respond to general measures of choice, though the implied effects appear to be trivial. Conditional on the presence of either PSC type of school in a district, I find more consistently significant crowd-out effects for competition measures from magnet schools, while charter school measures elicit stronger private-sector crowd-out effects, roughly three times those of the respective magnet school measures.
Chapter 3 examines the statewide educational policies and student, household, and school district-level attributes that influence the demand for interdistrict and intra-district public schools of choice. In the context of a multinomial probit model, I also estimate the demand for private school as a third alternative to attending an assigned school. I find evidence to suggest that households substitute between intra-district and interdistrict schools of choice.. I also find that mobility patterns may significantly increase the probability a household opts out of district.
Chapter 4 is an exploratory analysis that examines the qualities that distinguish school districts as net-losers, net-keepers, or net- gainers of students in their public schools. In particular, I examine how public schools of choice affect the net flow of students across the public sector. I find that charter schools appear to locate in districts that are net-losers of students, where students are opting into private school. I also find evidence to suggest that net-loser districts may signal better quality school districts with more diverse options available to facilitate positive student-school matches.
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Walters, Christopher R. "School choice, school quality, and human capital : three essays." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81048.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 173-180).<br>This dissertation consists of three essays covering topics in the economics of education. Two common threads connect these essays: first, a focus on the inputs and practices driving variation in effectiveness across educational programs; and second, an interest in the relationships between students' preferences, characteristics, and returns to human capital investment. In the first chapter, I develop and estimate a structural model of school choice that links students' decisions to apply to and attend charter schools in Boston, Massachusetts to their potential achievement test scores in charter schools and public schools. This chapter is motivated by a growing literature that uses randomized entrance lotteries to show that urban charter schools, including those in Boston, substantially increase test scores and close racial achievement gaps among their applicants. A key policy question is whether charter expansion is likely to produce similar effects on a larger scale. To address this question, I use the structural model to predict the effects of charter expansion for the citywide achievement distribution in Boston. Estimates of the model suggest that charter applicants are negatively selected on achievement gains: low-income students and students with low prior achievement gain the most from charter attendance, but are unlikely to apply to charter schools. This form of selection implies that lottery-based estimates understate gains for broader groups of students, and that charter schools will produce substantial gains for marginal applicants drawn in by expansion. Simulations suggest that realistic expansions are likely to reduce the gap in math scores between Boston and the rest of Massachusetts by up to 8 percent, and reduce racial achievement gaps by roughly 5 percent. Nevertheless, the estimates also imply that perceived application costs are high and that most students prefer traditional public schools to charter schools, so large expansions may leave many charter seats empty. These results suggest that in the absence of significant behavioral or institutional changes, the potential gains from charter expansion may be limited as much by demand as by supply. The second chapter, written jointly with Joshua Angrist and Parag Pathak, seeks to explain differences in effectiveness across charter schools. Using a large sample of lotteried applicants to charter schools throughout Massachusetts, we show that urban charter schools boost student achievement, while charter schools in other settings do not. We then explore student-level and school-level explanations for this difference. In an econometric framework that isolates sources of charter effect heterogeneity, we show that urban charter schools boost achievement well beyond that of urban public school students, while non-urban charters reduce achievement from a higher baseline. Student demographics explain some of these gains since urban charters are most effective for non-whites and low-baseline achievers. At the same time, non-urban charter schools are uniformly ineffective. Our estimates also reveal important school-level heterogeneity within the urban charter sample. A non-lottery analysis suggests that urban charters with binding, well-documented admissions lotteries generate larger score gains than under-subscribed urban charter schools with poor lottery records. Using a detailed survey of school practices and characteristics, we link charter impacts to inputs such as instructional time, classroom techniques and school philosophy. The relative effectiveness of urban lottery-sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education, a package of policies that includes strict discipline, increased instructional time, selective teacher-hiring, and a focus on traditional skills. In the third chapter, I use data from the Head Start Impact Study (HSIS), a nationwide randomized trial of the Head Start program, to study the relationship between site-level treatment effects and educational inputs within Head Start. Studies of small-scale, intensive early-childhood programs, including the High/Scope Perry Preschool Project, show that such programs can have transformative effects on human capital and economic outcomes. Evidence for larger-scale programs like Head Start is more mixed. I use the HSIS data to ask whether Head Start centers using practices more similar to successful model programs produce larger short-run effects on cognitive and non-cognitive skills. My results show that while there is significant variation in effectiveness across Head Start centers, centers that are more similar to the Perry Preschool Project on observed dimensions are not more effective. Specifically, Head Start centers using the High/Scope curriculum, the centerpiece of the Perry experiment, do not produce larger gains relative to other centers. Other inputs often cited as essential to the success of the Perry Project, including teacher education, teacher certification, teacher/student ratios, instructional time, and frequency of home visiting, are also unrelated to effectiveness in Head Start. These results suggest that replicating the success of small-scale programs may be difficult, as the effectiveness of such programs may be due to idiosyncratic, unmeasured inputs. JEL Classification: 121, C51, J24<br>by Christopher Ross Walters.<br>Ph.D.
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Shi, Peng Ph D. Massachusetts Institute of Technology. "Prediction and optimization in school choice." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/105002.
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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2016.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 243-250).<br>In this thesis, I study how data-driven optimization can be used to improve school choice. In a typical school choice system, each student receives a set of school options, called the student's menu. Based on his/her menu, each student submits a preference ranking of schools in the menu. Based on the submitted preferences, a centralized algorithm determines the assignment. In Boston, New York City, Chicago, Denver, New Orleans,Washington DC, among other cities, the assignment algorithm is the student-proposing deferred acceptance (DA) algorithm, which can also incorporate a priority for each student at each school. These priorities may contain a deterministic as well as a random component. An advantage of this algorithm is incentive-compatibility, meaning that no student has incentives to misreport his/her preferences. The first research question of this thesis is how to optimize the menus and priorities so that students have equitable chances to go to the schools they want, while the city's school busing costs are controlled. The second question is how the assignment algorithm can be modified to keep the same assignment probability of every student to every school, while improving neighbors' chances of going to the same school. To answer these questions, I build a multinomial logit (MNL) model to predict how students will rank schools under new menus, and validate the predictive accuracy of this model out of sample. I also propose a simple plan for menus and priorities, called the Home-Based plan, and compare with other proposals using the MNL model. (As a result of this analysis, the Home-Based plan was adopted by Boston in 2013.) I then show how one can further optimize the menus and priorities under the MNL model, by developing a new theoretical connection between stable matching and assortment planning, as well as methodologies on solving a new type of assortment planning problem, in which the objective is social welfare rather than revenue. Finally, I show how to further optimize the correlations between students' assignments to improve neighbors' chances of going to the same school.<br>by Peng Shi.<br>Ph. D.
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Wilson, Joan. "Mobility and school choice in England." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019921/.
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State sector education policy in England aims to deliver raised standards of attainment and equality of educational opportunity through offering fair access to schools for all pupils from any background. Two initiatives of 'school choice' and `school improvement' have been specifically introduced for this purpose. Choice policies came about in the late 1980s. They propose to provide equal access through breaking the historical geographical link between the home and the school attended. Pupils can apply for admission to any preferred school from their current home location. An equal distribution of better standards in education is thought to be achieved through the scheme's creation of school competition for pupils. Improvement strategies took off in the early 2000s under the Academies Programme. The initiative targets the re-emergence of low-performing schools as viable competitors for pupils through a process of institutional reform. It aspires to raise standards and equality by providing more opportunities for all pupils to have access to better-quality schools. The National Pupil Database is an administrative annual census of state school pupils that allows enrolment-related activity in schools to be tracked. It is used here to address whether fairness is an outcome of the two education policies. Evaluation considers (i) if pupils of differing backgrounds gain access to popular primary schools without moving home under the choice system and; (ii) if failing secondary schools that convert into Academies remain accessible to all pupils. Evidence indicates that the connection between the school attended and home location persists partly because entry rules by popular schools reinstate school-home proximity as an admissions criteria. Meanwhile, there is exclusivity in entry to Academies, with proportionally fewer underprivileged, low-ability pupils featuring in the renewed schools. These outcomes suggest that education policy has a long way to go if fair access to schools is to be achieved.
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Little-Hunt, Catherine Cecchini. "Silent Policy Feedback Through School Choice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3949.
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Increasing numbers of Florida parents are withdrawing their children from traditional public schools in highly-rated school districts to enroll them in tuition-free, startup, charter schools. Since not all parents have equal access or are as equally motivated to elect school choice alternatives, the fiscal sustainability of the traditional public school system is at risk. Using Schattschneider's policy feedback process as a model, the purpose of this research was to gain an in depth understanding of the role policy perception plays on the decision-making process by parents. Data for this qualitative single-case study were collected through interviews with 8 charter school parents residing in a single top-performing Florida public school district. All data were inductively coded and then subjected to a thematic analysis procedure. Key findings indicated that participants elected school choice based on perceptions that diminished curricular rigor and diminished classroom safety are the direct result of the classroom compositions found in a general education classroom in a traditional public school. The participants opined that the inability of traditional public schools to adequately accommodate for the diverse abilities of students placed in general education classrooms in accordance with current policy results in higher-achieving students being disenfranchised. The social change significance is showing how parental perception of existing policy impacts school choice election, thus providing guidance to lawmakers about legislative reforms that could limit the school choice migration and secure the viability of traditional public schools for those children limited in school choice options.
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Graham, Justin W. "School choice : a discrete optimization approach." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127294.
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Thesis: S.M., Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, May, 2020<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 32-34).<br>An equitable and flexible mechanism for assigning students to schools is a major concern for many school districts. The school a student attends dramatically impacts the quality of education, access to resources, family and neighborhood cohesion, and transportation costs. Facing this intricate optimization problem, school districts often utilize to stable-matching techniques which only produce stable matchings that do not incorporate these different objectives; this can be expensive and inequitable. We present a new optimization model for the Stable Matching (SM) school choice problem which relies on an algorithm we call Price-Costs-Flexibility-and- Fairness (PCF2). Our model leverages techniques to balance competing objectives using mixed-integer optimization methods. We explore the trade-offs between stability, costs, and preferences and show that, surprisingly, there are stable solutions that decrease transportation costs by 8-17% over the Gale-Shapley solution.<br>by Justin W. Graham.<br>S.M.<br>S.M. Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center
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Ball, Annahita. "Parent/Guardian Empowerment & School Choice." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343488332.
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Davis, Casi G. (Casi Gail). "Public School Choice : An Impact Assessment." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279193/.
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The goal of this thesis is to understand the consequences of educational choice in the public school system. The research takes place in San Antonio, Texas. The research encompasses meaningful comparisons between three sets of low income students and their families: 1) those who chose to remain in their attendance-zone school, 2) those who enrolled in the multilingual program, and 3) those who applied to the multilingual program but were not admitted because of space limitations.
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Wenger, Matthew C. "Free-Choice Family Learning Experiences at Informal Astronomy Observing Events." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202938.
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This qualitative study is an exploratory look at family experiences at night time telescope observing events, often called star parties. Four families participated in this study which looked at their expectations, experiences and agendas as well as the roles that identity and family culture played in the negotiation of meaning. Two families who had prior experience with attending star parties were recruited ahead of time and two other families who were first time visitors were recruited on-site at the observing event. Data were collected at two star parties. At each event, one experienced family was paired with an on-site family for the purposes of facilitating conversations about expectations and prior experiences.The results of this study showed that learning is constantly occurring among families, and that star parties and family culture were mediational means for making meaning. Expectations and agendas were found to affect the families' star party experiences and differences were observed between the expectations and experiences of families based on their prior experiences with star parties. These data also showed that family members are actively negotiating their individual and family identities. These families use their cultural history together to make sense of their star party experiences; however, the meaning that families were negotiating was often focused more on developing family and individual identity rather than science content. The families in this study used the star party context as a way to connect with each other, to make sense of their prior experiences, and as raw material for making sense of future experiences.
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Parker, Christopher. "Lived experiences of 'choice', control' and 'success' in Housing First." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36205/.
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This thesis is concerned with notions of ‘choice and control’ in the Housing First model, and how these contribute to successful outcomes for multiply excluded homeless (MEH) adults. Housing First aims to overcome homelessness and prevent further exclusion by offering immediate, independent accommodation in the community. In doing so, the model seeks to provide a foundation for client centred support, guided by client choice, which enables recovery from the ‘multiple and complex’ needs most MEH adults face. The majority of Housing First literature has focused on the model’s very positive housing related outcomes. However, longer-term outcomes related to recovery and desistance have been less clear. The thesis centres on a qualitative, longitudinal evaluation of a Housing First service in Newcastle-upon-Tyne. Housing First is relatively new in England, and there has been only limited evaluation of the model’s effectiveness in this context. This study contributed to this gap in knowledge by following 18 MEH adults over 16 months in their Housing First tenancy. A mixed methods design was employed to explore participants’ ability to utilise the ‘choice and control’ offered in Housing First to achieve outcomes related to recovery and desistance. The methodology was informed by a situational approach that places the participant at the centre of analysis and explores both the personal and environmental factors that influence their choices, and resulting actions. Findings demonstrated the importance of participants’ biographies in determining their ‘starting point’ in Housing First, and their ability to make choices towards recovery and desistance. A key output of the study was a typology based on participants’ life histories that was predictive of their trajectories towards recovery and desistance. In general terms, those with less complex life histories were more able to take advantage of the foundation provided by Housing First.
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Chagares, Adam M. "Experienced Teachers' Stated Preferences Regarding Transferring From Well-Performing to Low-Performing Schools| A Discrete Choice Experiment." Thesis, Long Island University, C. W. Post Center, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10135066.
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<p> There is an enormous educational disparity among schools in the United States. One reason for this disparity is the teachers employed by well-performing schools and low-performing schools. This study reports the factors and financial tradeoffs that would influence well-qualified teachers to work in low-performing schools. Teacher employment is viewed as a set of discrete choices made over time and based on a finite group of factors. This study uses a multinomial discrete choice experiment to determine how the school-related factors (alternative-specific variables) and teacher-related factors (case-specific variables) influence the willingness of experienced teachers in well-performing schools to transfer to low-performing schools. A discrete choice experiment (DCE) using an optimal, fractional factorial, experimental design (D-efficiency = 96.5 and A-efficiency = 92.9) with an adequate sample (<i>n</i> =111) was employed. The data are analyzed using alternative-specific conditional logistic regression, nested logistic regression, and latent class conditional logistic regression. The latent class conditional logistic regression with 3-classes was deemed the best fit and its results were interpreted. The first class has high job satisfaction and generally stays in their current school. The second class is most likely female and does not value salary, but rather better student behavior and school climate. The third and largest class has similar values with Latent Class 2, but fiscal incentives could impact their decision. This study shows that teachers are willing to work in low-performing schools, but school- and teacher-related factors impact the overall attractiveness to well-qualified teachers.</p>
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Sibert, Courtney. "School Choice and Voucher Systems: A Comparison of the Drivers of Educational Achievement and of Private School Choice." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/106.
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Despite promotion by well-known economists and supporting economic theory, econometric analyses of voucher systems often find that they have been unsuccessful in improving traditional measures of educational success. This paper examines a possible explanation of this phenomenon by comparing the drivers of educational achievement and of school popularity by examining private school choice. The findings of this paper indicate that there is a disconnect between school success and school popularity, which adversely effects both the demand and supply-side benefits of voucher systems. Additionally, this paper reviews matching mechanisms that seek to efficiently match students with schools based on both student and school preferences.
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Chinn, Reneé P. "Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27067.
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The inability of school leaders to staff the classrooms with qualified teachers and to retain them in the classrooms is a major educational concern. The failure to retain teachers hinders learning, disrupts program continuity, and affects of expenditures for recruiting and hiring (Shen, 1997). Few research studies investigate why new teachers decide to remain in the teaching profession and fewer studies examine why experienced teachers have continued in the field. Little is known about what experienced teachers think about their profession and what internal or external factors persuaded them to remain in teaching. Insight gained can provide better understanding of what motivates them to stay, and it may prove effective in guiding policies for retention. Grounded theoretical investigation, examined why experienced teachers choose to remain in an exurban school district. Interview data were collected from 25 experienced teachers with 10 years of teaching experience in the school district. The results of the study revealed that experienced teachers are motivated primarily internally but need external approval; they perceive their self-image as a teacher from the success of their students, the collegiality of fellow teachers, and from the pride of their families; they believe that school leadership can positively affect teacher retention; they believe that in the school atmosphere, interactions with students and colleagues positively affect teacher retention; and they believe that professional staff development has a positive and negative effect on teacher retention. These findings lead to significant implications and recommendations for schools and school districts. At the school level, school leadership plays a major role in teacher retention. Teachers appreciate administrators who provide them with opportunities for self-fulfillment, growth, and development; time for teacher-student interactions; and collaboration with their colleagues. It is imperative that school districts provide teachers with continuous staff development, competitive salaries, and salary increases to meet the demands of the economy. It is also vital for schools and school districts to value the voices of experienced teachers as an avenue to recruitment and retention. The information gathered from this research may be instrumental in improving working conditions that may encourage teacher retention.<br>Ph. D.
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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06012009-172237.
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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25176.
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This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored.</p.> Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence.<br>Dissertation (MEd)--University of Pretoria, 2008.<br>Educational Psychology<br>unrestricted
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Manners, Lorraine S. "School experiences of successful students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21072.pdf.
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Wargo, Elizabeth Sue. "Hyperconnected school leadership| Shared experiences." Thesis, University of Montana, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256108.
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<p> Leaders remain perpetually connected to their work because of the rapid advancement of information technology. This research, using a qualitative approach, explored how increased connective technology is affecting school leaders with the central question: <i>How is hyperconnectivity experienced by school leaders?</i> Using personal interviews, the lived experiences of fifteen international middle and high school principals with one-to-one student-to-device programs were collected. Raw transcriptions of their experiences were analyzed using the descriptive phenomenological approach as outlined by Giorgi (2009). This approach allowed for the data to be reduced into a single narrative description shared by all participants indicating the essences of their lived experience as hyperconnected school leaders. </p><p> This shared narrative highlighted complex and paradoxical experiences associated with how these school leaders interact with technology. Their experiences indicated that work-life balance for hyperconnected leaders required strong personal boundaries and skillful use of connective technologies. Examples of effective leader development of self and community highlighted, paradoxically, the need to unplug to effectively deploy connected technology within their leadership practice. Conversely, this study also showed how leaders can be controlled by connectivity. They associated their roles as responsible school leaders with perpetual connectivity; in consequence, they fused their work and home lives, experienced increased stress, and struggled with work overload. These results imply that international school principals are impacted by increased connectivity in different ways. Findings from this study indicate those leading hyperconnected schools must pay attention to how connectivity is affecting themselves and members of their school communities. Principals must protect themselves from the increasing demands upon their attention that constant connectivity presents in order to make mental room for the self-reflection and creativity needed to provide novel solutions and approaches towards their leadership work.</p>
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McCree, Mel. "Practitioner experiences of Forest School." Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2066/.
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The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.
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Rittman, Joan Bernice. "Parent choice of public school alternative programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60267.pdf.
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