Log in

Relevant bibliographies by topics / First years of school / Dissertations / Theses

To see the other types of publications on this topic, follow the link: First years of school.

Dissertations / Theses on the topic 'First years of school'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'First years of school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Giraldo, Regina. "Individual growth analysis of children's reading performance during the first years of school." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1271105470.

Full text

Abstract:

Thesis (M.Ed.)--Cleveland State University, 2010.<br>Abstract. Title from PDF t.p. (viewed on April 27, 2010). Includes bibliographical references (p. 37-41). Available online via the OhioLINK ETD Center and also available in print.

APA, Harvard, Vancouver, ISO, and other styles

2

Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

Full text

Abstract:

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).

APA, Harvard, Vancouver, ISO, and other styles

3

Marryat, Louise Jane. "Modelling social, emotional and behavioural development in the first three years of school : what impact do schools have?" Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/6302/.

Full text

Abstract:

Social, emotional and behavioural aspects of development are key to children’s overall development. A failure to develop normally in any one of these areas can have far reaching consequences, affecting the child’s ability to learn and to develop relationships with peers, potentially leading to fewer educational qualifications, a lack of future employment, poverty and a range of other outcomes including difficulty forming relationships, mental health issues and increased criminal behaviour (Tremblay et al., 2004; Woodward & Fergusson, 2000; Ttofi, Farrington, & Lasel, 2012; Hodgins, Larm, Ellenbogen, Vitaro, C Tremblay, 2013; Pingault et al., 2013). In Glasgow City, a large proportion of children live in disadvantaged circumstances, including living in households and areas suffering from multiple deprivation, living with parental substance misuse and witnessing domestic and community violence (Glasgow Centre for Population Health, 2013; Taulbut & Walsh, 2013). These risk factors can all impact on children’s social, emotional and behavioural development (Margolin & Gordis, 2000a; Gennetian, Castells, & Morris, 2010; Chronis et al., 2003). Children also tend to be clustered in schools with other children who may share similar demographic characteristics and who have similar levels of difficulties, which may compound or ameliorate the individual’s strengths or weaknesses. This thesis aimed to explore the levels of children’s social, emotional and behavioural difficulties at the start of Primary School (age 4-5) and at Primary 3 (age 7-8) in Glasgow city and to investigate the stability of these over time. Analysis was carried out using a brief behavioural screening questionnaire, Goodman’s Strengths and Difficulties Questionnaire (SDQ)(Goodman, 2013b), which had been completed by nursery staff and class teachers. The thesis also aimed to examine whether Glasgow City is different in its levels of social, emotional and behavioural difficulties compared with other areas of Scotland and the UK. Clustering of difficulties within schools is analysed in order to explore the relationships between peer difficulties and demographics, individual difficulties over time and ultimately, whether schools have an effect on the development of social, emotional and behavioural difficulties during the first three years of school. The results of this study indicate that, between preschool and P3, levels of Conduct Problems, Emotional Symptoms and Hyperactivity/inattention increased, whilst levels of abnormal Pro-social Behaviours decreased and Peer Relationship Problems remained relatively static. Both means and prevalence rates for children in Glasgow City demonstrated similar patterns to UK norms, though levels of Hyperactivity/inattention problems at P3 were higher than in UK 5-10 year olds. Data from the Growing Up in Scotland study were used to investigate whether a ‘Glasgow Effect’ (i.e. an amount of variation that could not be explained solely by demographic differences in the population) existed in children’s social, emotional and behavioural difficulties at preschool age. Children in the Glasgow sample did have higher rates of social, emotional and behavioural difficulties compared with children in the rest of Scotland. However, this difference in difficulties appeared be entirely accounted for by the difference in demographics within the populations in the different areas. There are various factors which might explain this: sampling issues, such as having to use a Greater Glasgow and Clyde sample rather than Glasgow City, may mask any Glasgow Effect, whilst it may be that differential attrition in the GUS cohort may mean that children with problems are missing from the sample. It could also be that sleeper effects are at work, which may emerge in the form of difficulties later in childhood, or that what we are seeing is a ‘Scottish Effect’ rather than a Glasgow Effect, given that most of the previous research in this area compared Glasgow with demographically similar English cities. At this stage however, it appears that results from Glasgow may be generalisable to other areas, once demographics are controlled for. Multilevel modelling of Strengths and Difficulties Questionnaire (SDQ) data from Glasgow City schools was then used to explore what factors were associated with longitudinal increases in SDQ scores between preschool and P3. Results showed significant differences between schools in the unadjusted models, accounting for 11% of variance in change scores. The adjusted model found that having worsening social, emotional and behavioural difficulties in the first three years of school was associated with being male, being from a White-UK background, and having had Looked After status (been under the supervision of the state) by preschool. Being in a school with a small school roll was also associated with an increase in difficulties over this time. School effects were only reduced slightly in this final adjusted model, accounting for 9% of variance between schools, suggesting that variation in the development of social, emotional and behavioural difficulties may differ somewhat between schools during the first three years. It should be noted that numbers of pupils within schools were small in some cases, leading to wide confidence intervals and possibly reducing significance of the results. Having social, emotional or behavioural problems at P3 (above the cut-off on the SDQ for likely difficulties) was also related to a range of factors. Again in the unadjusted model, there was a statistically significant difference in levels of difficulties between schools. The strongest predictor of such problems was having had an abnormal score at preschool. Also important was being male, having been Looked After by preschool and being in a school with a higher proportion of children eligible for free school meals, which is likely to be a proxy for income deprivation. However, once these characteristics were controlled for, there was no statistically significant difference between schools. The ability to identify a group of children prior to the start of school who are at risk of continued social, emotional and behaviour difficulties raises questions about whether a preschool mental health screening test should be put in place. It would be hoped that this would allow children to access the support they need in order to optimise their development, with a suggestion that a universal screen for these types of problems could double or treble the traditionally low numbers of children receiving help (Goodman et al., 2000). However, there are also difficulties with a screening tool of this nature, including the potential for false identification of difficulties, the potentially negative impact of labelling children, the additional burden that this may place of services and finally the current lack of evidence around a potential effective intervention for children of this age (Goodman et al., 2000; Sayal et al., 2010; Wichstrom et al., 2012). In conclusion, children in Glasgow City have similar prevalence rates of social, emotional and behavioural difficulties at preschool, compared with children in the rest of the UK, but these difficulties are markedly worse in Glasgow City by the third year of school. However, the difference in these scores may just be due to Glasgow City having a more disadvantaged population, which in turn impacts on levels of difficulties. Whilst schools were found to make a difference in relation to children moving up or down the spectrum of difficulties in the first three years of school, there was no evidence that schools contributed to the likelihood of children having an ‘abnormal’ score at P3, though again, this lack of significance could be related to the small numbers of pupils within some schools, as well as the over-riding impact of having difficulties earlier in life. More research is required with larger numbers of students within schools in order to see if the lack of variance seen between schools at P3 is real or whether it is a sampling issue related to small numbers and therefore wide confidence intervals within schools. Qualitative work around the outliers and some of the unusual findings, e.g. that children in smaller schools appear to fare worse, would be beneficial in interpreting the findings. It would also be of great benefit to follow these children up to the next stage of data collection at P6, in order to explore what happens to children’s social, emotional and behavioural difficulties by the end of Primary school.

APA, Harvard, Vancouver, ISO, and other styles

4

Gore, Elaine Clift. "Houston's High School for the Performing and Visual Arts : a history of the first 25 years, 1971-1997 /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

6

Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Fok, Oi-yiu Eleanor. "Beginning teachers' opinions of induction practices in Hong Kong aided schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037768.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Watkins, Thomas S. Hines Edward R. "A comparison of student achievement after the first two years of one rural high school's implementation of a modified 4 x 4 block schedule." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087878.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed October 19, 2005. Dissertation Committee: Edward R. Hines (chair), Darryl A. Pifer, Albert T. Azinger, Norman Durflinger. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

11

Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.

Full text

Abstract:

Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two divisions provides a mentoring program for new teachers, and the principals in that division view the program very favorably. On the other hand, the principals in this study also expressed concerns about several aspects of evaluation. Principals' concerns focused primarily on having too little time to spend observing and subsequently meeting with new teachers as part of the evaluation process.<br>x, 103 leaves ; 29 cm

APA, Harvard, Vancouver, ISO, and other styles

12

De, Jesus Cristina Gililland. "Principal induction and training within conversion charter schools." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906681&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Brandt, Shannon Lindsey Boyd Pamela C. "A life preserver for the "Sink or Swim" years an investigation of new teacher obstacles and the impact of a peer support group /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/BRANDT_SHANNON_34.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Easter, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Wong, Lai-king Hester, and 黃麗琼. "Beginning teachers in a prevocational school: their teaching problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195831X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kingsley, Laurie Hawkins. "An examination of how extended field experiences, integrated coursework, and school partnerships influenced the development of four first year teachers' literacy beliefs and practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4731.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (September 26, 2007) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

17

Warner, Barbara Jean. "A description and analysis of the Sacramento Model Technology Schools: The first four years." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2943.

Full text

Abstract:

The purpose of this study was to identify the strategies necessary and the problems encountered in integrating technology into the educational environment on a large scale basis. Using the methods of qualitative research, specifically an adaptation of educational criticism, the study described and analyzed the first four years of implementation of the Sacramento Model Technology Schools (MTS). Data used in this study came from historical documents, the memories of the Project Director, and the information gathered in guided interviews with 33 representatives of the key stakeholders in the project. The Sacramento MTS, one of six projects funded by the State of California at $500,000 per year for five years to study the integration of technology into schools on a systems level, was used for this study. The Sacramento project called for school-wide computer and video networks with a variety of technologies available to students, staff, and the community in a variety of configurations. Hoping to weave communication and critical thinking skills throughout the curriculum, the project staff planned to disseminate technology-enriched curriculum units in the latter years of the project. The major components of the implementation process included planning and leadership, facility retrofitting and hardware installation, staff development, curriculum development, and research and evaluation. The findings in this study focused on (1) the need for strong leadership at all levels, (2) the negative effects of staff turnover, (3) the need for clear and effective communication with in-district participants as well as those outside, (4) the need for flexibility in project plans as well as facilities, (5) the use of a wide variety of staff development strategies in response to school culture and staff needs, (6) the provision of adequate time, (7) the need for planning beyond the project years, (8) the difficulties encountered in doing research in a changing environment, and (9) the personal growth achieved by many participants. Based on the findings, the study offered several implications for similar projects and concluded by sharing some suggestions for future study.

APA, Harvard, Vancouver, ISO, and other styles

18

Muller-Kimball, Dominee Sue. "An examination of how first year high school assistant principals assess their schools' organizational cultures." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2522.

Full text

Abstract:

While some attention has been paid to organizational culture, there has been a paucity of research relating specifically to: (a) how first year assistant principals in the high school setting describe and assess their schools' organizational cultures, (b) how they utilize the information gained from their assessments of their schools' cultures, and (c) their perceptions of how they know whether they have been successful in adapting or assimilating into their schools' cultures. The purpose of this research study was to identify how first year high school assistant principals describe and assess their schools' organizational cultures and how these administrators utilized the information gained during this assessment. Data were gathered through a total of eleven interviews of assistant principals who completed their first year in 2002/03 and whose high schools were located in Regions Three, Four, Seven, and Nine, as designated by the Association of California School Administrators. Data analysis was conducted simultaneously during and after the data collection process. During the data analysis, the researcher attempted to identify common themes among the data gathered from the interviews. In summary, all of the assistant principals indicated that they described and assessed their schools' organizational cultures during their first year. Nine out of the eleven indicated they utilized the information gained from their assessments. All but one of the assistant principals reported that they had adapted and/or assimilated into the schools' organizational cultures during their first year. It is this researcher's contention that first year assistant principals need to be able to describe and assess their schools' organizational cultures so that they can better fulfill the roles and responsibilities of their positions. Mentor and staff development programs need to address not only why it is necessary for assistant principals to describe and assess their schools' organizational cultures, but also how to use the information gained from the assessment.

APA, Harvard, Vancouver, ISO, and other styles

19

Watson, Barbara. "Facilitating independent learning early in the first year of school." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2438.

Full text

Abstract:

This is a study of a) the nature and incidence of independent learning defined as "knowing how to generate and direct the processes of learning...*(see p.3) in new entrant classroom settings and, b) the nature of the teacher-child interactions associated with such independent learning. Systematic observation was used at school entry and three months later, to identify aspects of independent learning and the associated teacher behaviours. Six categories of child directed acts identified the range of behaviours from which independent learning could be inferred. Each category of teacher behaviour that appeared to facilitate independent learning in children was developed as a "mirror image" of each category of child directed acts. The teacher and four children in two new entrant classes were observed over the whole day for five days during two observation periods, one at the beginning of Term three and the other after 12 weeks. Each class was involved in normal classroom activities that covered the whole curriculum. The children were engaging in a considerable amount of independent learning on entry to school and three months later. Many facilitative teaching acts occurred in the interactive style that was demonstrated in all aspects of the curriculum. The teachers spent a considerable portion of teaching time assisting children in one-to-one teaching situations and in small groups, encouraging their responses and fostering and supporting independence in their learning. There was some difference observed between teachers in the attention given to different categories and in the facilitative behaviour occurring in one-to-one interactions and small group teaching interactions. A way of teaching emerges that differs from a teaching agenda determined by didactic, traditional instruction. The two teachers were deemed to be using the children's agenda to foster and support them in independent learning in the various curriculum areas. Some of the practical and philosophical features of the New Zealand education system that may contribute to this particular style of teaching are discussed. The theories of learning and teaching deriving from this study place a value on independent learning (as here defined) in new entrant children and on the teacher’s role in providing opportunities for it to develop. Independent learning a) ensures the continuation of learning at times when the teacher is directly engaged with other children, and b) derives from a teacher expectation that children will be able to actively process ideas and make some decisions about their learning. It engenders a power in children that sustains the momentum of learning.

APA, Harvard, Vancouver, ISO, and other styles

20

Gouge, Natasha Benfield. "Temperament-Language Relationships during the First Formal Year of School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1288.

Full text

Abstract:

The purpose of the current study was to investigate temperament-language relationships among school-age children and across a wider variety of SES. Head Start, Pre-K, and Kindergarten classes of 10 elementary schools located in rural Appalachia were sent information about the study and 35 children were consented to participate. Parents completed a short demographic survey and the Child Behavior Questionnaire Very Short Form (CBQ-VSF). Children were administered the Preschool Language Scale-4 (PLS-4). Participants were split into low and high SES groups so associations between the CBQ and PLS-4 scores could be compared at each SES strata. Both reactivity and self-regulation were associated with language outcomes, consistent with prior research. Importantly, socioeconomic status was not found to moderate observed temperament-language relationships, so prior temperament-language research findings do not seem to be an artifact of high SES samples.

APA, Harvard, Vancouver, ISO, and other styles

21

Riley, Jeni. "The development of literacy in the first year of school." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019226/.

Full text

Abstract:

Research evidence (Donaldson, 1978; Wells, 1985a; Hughes, 1986; Tizard and Hughes, 1984) over the last decade and a half has confirmed the competence of the pre-school child. At school entry Donaldson (1989) writes "... that children are highly active and efficient learners, competent enquirers, eager to understand" (p.36). There is less evidence concerning the extent to which educators harness this astounding pre-disposition to learn. The aims of the research project studied the development of reading in the reception year of school in Part 1 by: 1. assessing the range of literacy development exhibited by 191 children on entry to school; 2. identifying the entry skills that most reliably predict success in reading by the end of the first year of school; and in Part 2 of the study by: 1. considering the extent to which reception teachers facilitate a mastery of literacy by both capitalising on, and teaching to, each pupil's prior knowledge Part 1 of the study In September 1987 and 1988, 191 children were assessed soon after school entry. The different aspects of functioning that were measured were: 1. General maturity and intellectual functioning 2. Literacy related skills 3. Adjustment to school. II At the end of the year in July 1988 and 1989 two aspects of the child's functioning were assessed. 1. General maturity and cognitive functioning 2. Assessment of both written and spoken language. These data were collected over two years. In 1987/88 and 1988/89 thirty-two classes were studied in sixteen primary schools in the Local Education authorities of Oxfordshire, Berkshire, the former Inner London Education Authority and the London Boroughs of Harrow and Haringey. The data were pooled and extensively analysed using both descriptive and parametric statistical techniques. The main findings are: 1. Children arrive at school with a possible range of five years in their functioning regarding literacy related skills and intellectual ability. 2. Pearsons correlations, multiple regression and discriminant analyses confirm that the ability to identify letters of the alphabet and write one's name at school entry are the most powerful predictors of successful reading by the end of the year. This confirms the findings of earlier studies of the importance of these abilities (Tizard et al, 1988; Wells & Raban, 1978). 3. Understanding of the conventions of print, although weaker, has a positive relationship with reading. 4. An explanation of these data is that there is a developmental pathway to fluent reading. The child develops through the emergent literacy phase, with the accretion of an understanding of print and text through to the phase of beginning conventional reading. Progression takes place through the transition phase of whole word processing, Fnth's (1985) logographic stage to the alphabetic stage into conventional reading. Arriving at school able to identify the letters of the alphabet and able to write one's name indicates a more refined processing of print needed for this transition phase. 5. Children who do not adjust to school are four times less likely to be able to read by the end of the year. In Part 2 of the study A sample of reception class teachers was investigated through a postal questionnaire survey. The questionnaire examined: 1. The extent to which reception class teachers are aware of the most predictive entry skills; 2. The ability of reception class teachers to identify the skills in their new school entrants; 3. The use that reception class teachers made in their teaching of reading of the most valuable entry skills with which children arrive at school. Teachers involved with Part 1 of the study were recruited, and an additional group were circulated by the postal questionnaire, in the geographical areas of Oxfordshire, Berkshire, Haringey, Harrow, Lewisham, Westminster, Camden, Hillingdon, Southwark and Greenwich. Sixty-two teachers completed the questionnaire. The main findings from these data showed that: 1. The majority of the reception class teachers surveyed ranked the importance of the entry skills in the reverse order to those found to be most valuable in Part 1 of the study. 2. Reception class teachers use approaches to reading that develop understandings of print and its usefulness. They foster the enjoyment of books. However, they do not appear to value the importance of orthographic awareness in the child's repertoire of strengths at school entry. The teachers are therefore ill-placed to closely match their teaching to the child's existing knowledge. The main recommendations are that this study indicates the necessity for dissemination of these research findings The new school entrant is very competent and due apparently to insufficient awareness of the most crucial entry skills reception class teachers are unable to fully capitalise on the child's prior knowledge. It is vital that initial and in-service teacher education address this gap.

APA, Harvard, Vancouver, ISO, and other styles

22

Gouge, Natasha B., and Wallace E. Jr Dixon. "Temperament-Language Relationships During the First Formal Year of School." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4920.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Kelly, Charles E. "Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School during the First Seven Years." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1566509282795011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Doyle, Sara L. "Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:85.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Peled, Anat. "Support for beginning science teachers : developing a support programme for elementary school science teachers during their first years of teaching." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323524.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Peck, David Raymond. "New teacher experiences in two rural Washington school districts a phenomenological study /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/D_Peck_041508.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Witt, David J. Scribner Jay Paredes. "An exploratory study of professional development experiences for new middle school science teachers in a suburban school district." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6162.

Full text

Abstract:

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 17, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

28

Piercy, Garth Eugene Klass Patricia Harrington. "Illinois secondary school teachers' perceptions of 1988-89 induction year activities." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105740.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 21, 2005. Dissertation Committee: Patricia H. Klass (chair), Joseph H. Braun, Ronald L. Laymon, Mary Ann Lynn, Patricia O'Connell, Sally B. Pancrazio. Includes bibliographical references (leaves 122-128) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

29

Quintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.

Full text

Abstract:

The thesis explores sociolinguistic issues facing pre-adolescent English-as-second-language learners. Topics covered include literacy issues, communicative competence issues at the intermediate and advanced English language development (ELD) levels, language and power relationships that affect pre-adolescent English language learners, politeness as a sociolinguistic tool, and the benefits of students acquiring the language of cooperative learning. The implications of these topics culminate in the development of a social studies curriculum unit designed for the middle-school classroom.

APA, Harvard, Vancouver, ISO, and other styles

30

Stubenberg, Patricia Anne. "Descriptions of Clinical Teaching Excellence in the First Two Years of Medical School: The Views of Academic and Community-Based Preceptors." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4780.

Full text

Abstract:

The changing dynamics in patient care, along with the increasing role of early clinical experiences and community-based teaching models, can be a catalyst in furthering important research and training for clinical teaching excellence. Curricular challenges as well as limited scholarly work generate educational possibilities for study. Embracing a strong educational doctrine of teaching excellence in undergraduate medical education will help shape the future of health care and ultimately enhance patient care. This grounded theory study (a) described and explained descriptions of teaching excellence among first and second year academic and community-based preceptors in the Longitudinal Clinical Experience (LCE) program at the University of South Florida (USF), Morsani College of Medicine and (b) generated theory related to the explanation of the phenomenon of clinical teaching excellence. The single site study drew upon preceptors in the Longitudinal Clinical Experience (LCE) course who were nominated for a teaching excellence award by second, third, and fourth year medical students through a voluntary, online survey. Based on these surveys, 17 academic and 17 community-based preceptors who represented someone who had gone above the student's expectations in providing an exceptional learning experience were nominated. From the list of 34, 13 eligible preceptors were invited to participate in the study and a sample of eight (four academic and four community-based preceptors) were interviewed. The semi-structured, one-hour face-to-face interviews were conducted between April and December 2012 using an interview process. All interviews were located in the preceptor's academic, hospital, or practice setting except one, which took place in the preceptor's private residence. Interview questions were distributed to participants in preparation of the meeting. After obtaining written informed consent by the participants, interviews were tape recorded and lasted an average of 60 minutes. Data analysis was completed using a complimentary, manual and electronic coding method to categorize and develop initial concepts and themes. Data were continuously tested with field notes, observations of the interviews and settings, and thoughts from the researcher's journal, supporting the fluid and constant comparative analysis of grounded theory. The following four thematic categories, supported by preceptors' reflective and reframing practices, emerged from the presentation of data for theory development: (a) preceptors have an awareness of, and adapt to, each student's readiness to learn; (b) preceptors demonstrate an intrinsic commitment to teaching; (c) preceptors create supportive learning environments; and (d) preceptors utilize sound pedagogical practices. As a result of an in-depth, reciprocal analysis from the selected categories and descriptions of clinical teaching excellence, a higher-order construct (theory) was generated, and suggested transforming and implementing adult learning principles and strategies into early clinical education experiences can have a positive influence on medical education and strengthen student learning. Recommendations for practice and future research include (a) utilizing findings in curriculum planning, (b) expanding the study to increase awareness of the value of reflection and reframing in clinical teaching, (c) investigating the impact of clinical teaching excellence on patient care practices, and (d) expanding the study to compare primary care and specialty disciplines. Professional development programs should include designing activities based on preceptors' instructional needs, sound pedagogical practices, and in compliance with continuing medical education requirements.

APA, Harvard, Vancouver, ISO, and other styles

31

Holley, Kerry Kathleen McGee. "Examining and Characterizing Changes in First Year High School Chemistry Curricula." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30468/.

Full text

Abstract:

Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teachers. Chemistry textbooks from 1930 to the current 2002 Texas state adoptions were analyzed for inclusion of these topics. The only textbooks that were missing topics were from the 1930s. All others contained the topics. In general, textbooks have been increasing numbers of questions and problems for each topic, with the number of quantitative problems increasing at a greater rate than qualitative problems. Analysis of interview transcripts revealed that the main reason for omission of topics by less-experienced Texas chemistry teachers is that these topics are not assessed on the Texas Assessment of Knowledge and Skills science exam. Omitted topics were both qualitative and quantitative; the common factor is that they are not tested. School administrators reportedly reinforce this practice. Archival data regarding textbook usage by general chemistry students showed that students' course grades are not correlated to the amount of time they spend using their textbook. With topics included in textbooks, and no relationship between textbook usage and student grades, observed changes in chemistry courses must be due to changes in classroom instruction. With new course standards adopted by Texas for chemistry and the development of end-of-course exams, these changes should produce graduates who understand chemistry concepts as well as they solve mathematical chemistry problems. Repeating this study in 5 years may show that increasing the amount of chemistry tested will produce students entering college with a better conceptual background in chemistry.

APA, Harvard, Vancouver, ISO, and other styles

32

Szetela, Michelle. "The need for first-year composition in the high school classroom." Thesis, Long Island University, The Brooklyn Center, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10590821.

Full text

Abstract:

<p> This thesis critically evaluates the essence of First Year Composition (FYC) and establishes the benefits a composition course would offer high school students. The intended purpose is to assess the feasibility of teaching FYC in the high school classroom and to consider views from the perspectives of students, teachers, and scholars in order to formulate a comprehensive conclusion. One key dispute in composition studies is whether students who write compositions as critical thinking assignmenfts actually become better critical writers and thinkers. Proponents argue that this method establishes better writing and thinking skills among college and university students, while critics argue that since these skills do not necessarily transfer to other courses and/or disciplines, FYC should either be abolished or largely revised. This thesis suggests that the benefits of FYC clearly outweigh the problems many have cited and that key mitigation measures can be used to improve FYC courses. </p>

APA, Harvard, Vancouver, ISO, and other styles

33

Smith, K. "Researching children as becoming writers in their first year of school." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14830/.

Full text

Abstract:

Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the children were reSconceptualised as ‘becoming’: creating and disrupting multiple connections and relations through their actions as writers and research participants. Narrative observations, field notes, photographs, video and artefacts were analysed rhizomatically and vignettes of data were formed into discursive assemblages. The findings indicate that children’s writing within openSended play in the classroom was a moving, overlapping and connective ensemble, utilising many different modes of expression (drawing, text making, map making, copying, etc.). The writing materials used in these encounters ‘mattered’ to children: their sensorial qualities, the histories associated with them, and the potential they had to be adapted. Writing activity, however, was often organised by adults into regular discreet phonics sessions where the children’s opportunities for material intraSaction, social interaction and links to other writing experiences, were limited. Alongside this, discourses surrounding writing in the classroom were reflective of the curriculum ‘ideal’, and certain modes of expression were privileged. The conclusions suggest that containing young children’s writing within representative acts driven by external outcomes limits the potential of writing to be a sensory, embodied, material, and connected activity. Adults in schools should foster children’s playful writing encounters where these elements exist. Effective practices are needed to encourage young children’s multiple modes of expression, enabling them to build the language associations needed for their writing to be meaningful and desirous.

APA, Harvard, Vancouver, ISO, and other styles

34

Yohn, Jason Lee. "The perceptions of Alabama high school principals on the key components of teacher induction programs." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/YOHN_JASON_24.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

McNulty, Rock Edward. "Mentoring the first-year superintendent in Texas public schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3127/.

Full text

Abstract:

This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. Recommendations for university administrative preparation programs and designing formal mentoring programs were made.

APA, Harvard, Vancouver, ISO, and other styles

36

Henricsson, Lisbeth. "Warriors and Worriers : Development, Protective and Exacerbating Factors in Children with Behavior Problems. A Study Across the First Six Years of School." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6926.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Campbell, Gary J. "Adjustment factors of middle school students who are in their first year at a new school." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999campbellg.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Lundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.

Full text

Abstract:

The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children. The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive. The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support. The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.<br><p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.</p>

APA, Harvard, Vancouver, ISO, and other styles

39

Podlubny, Kenneth D. "Support for success, a mentorship program for first-year school-based administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/NQ46957.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Martinez, Marcella C. "An Evaluation of Communicative Activities in First-Year High School Spanish Textbooks." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2397.

Full text

Abstract:

The study analyzed activities of Spanish Level 1 textbooks used in high school to determine the extent to which they incorporate some of the most respected theories of communicative language learning, in particular the theories of Krashen, Swain, Long and Nunan. Five well known Spanish books were chosen: Realidades, Exprésate, Así se dice, Avancemos, and Aventura. For each book, Chapter 2 and Chapter 5 were chosen to be evaluated by two raters. The activities in these chapters were analyzed according to four criteria derived from the abovementioned theories. Results suggest that textbooks may not be in alignment with major theories of how language is acquired. The majority of the activities may fall under the category of meaningless drills, which it is claimed do not contribute to acquisition of a second language.

APA, Harvard, Vancouver, ISO, and other styles

41

Ogletree, Susan L. "Student achievement in science and mathematics in urban professional development schools during first year of implementation." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04162007-173428/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2007.<br>William L. Curlette, committee chair; Gwendolyn Benson, Douglas Davis, Mary P. Deming, Roy M. Kern, committee members. Electronic text (139 p. : col. ill.) : digital, PDF file. Title from file title page. Description based on contents viewed Dec. 5, 2007. Includes bibliographical references (p. 117-127).

APA, Harvard, Vancouver, ISO, and other styles

42

Peterson, Rebecca. "Realities of the First-Year of Teaching Research on the Inspiration Behind, Reality of, and Effects of a First-Year Teacher." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/119.

Full text

Abstract:

The purpose of this research was to identify the factors which lend to and negatively impact student success, taking a specific look at the Pomona area and tracking the experiences of one first-year teacher and three of their students throughout an entire academic year in the charter school setting. Beginning with research on the experiences and beliefs which motivated an individual teacher to join the field of education, it then assesses how the academic and cultural backgrounds of three different students lend to their overall identity and school success. The latter research identifies factors within the city itself which affect school wide culture, testing performance, student and staff retention rates, and the overall student classroom experience. A final review of the individual teacher experience concludes that student growth directly relates to an increase in teacher understanding of lesson planning and classroom structuring, but factors such as administration, school culture, and low teacher retention will negatively impact student academic and emotional growth.

APA, Harvard, Vancouver, ISO, and other styles

43

Anderson-Michael, Julie L. "A study of the first four fiscal years of Eastern Illinois University School of Family & Consumer Sciences Child Care Resource & Referral /." View online, 1996. http://repository.eiu.edu/theses/docs/32211998764272.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Sargent, Brenda Lee. "Variables that correlate with success in first year algebra." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/71254.

Full text

Abstract:

First-year algebra is a course that has a high failure rate and because of this it has been a source of concern for educators, parents, and students. The regular algebra course and the decelerated algebra course have been the focus of attention regarding the placement of high school students. The purpose of this research study was to examine several available predictors in concert with early indicators of algebra performance to see if ensuing achievement in algebra could be predicted accurately. Four different criteria measuring layered achievement in algebra were used. Nine predictor variables were examined in various combinations. The predictors were: Algebra Prognosis Test, Study Habits, Previous Course, Previous ii Course Grade, SRA Math Concepts, SRA Math Computation, SRA Reading, SRA Composite, and First Nine Weeks' Algebra Grade. The study found that adequate and promising predictions can be made using combinations of the predictor variables. From these predictors, discriminant function equations were derived and placement into algebra from the use of these discriminant function equations was recommended.<br>Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

45

Jones, Marva Kay. "The Impact of Mentoring on First Year Principals." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421010561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Sandoval, Gloria T. "Ohio joint vocational school district superintendents' perceptions of the importance and level of implementation of PRAXIS III teaching skills and performance in beginning teacher assistance programs." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123693172.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 143 p.; also includes graphics. Includes bibliographical references (p. 137-143). Available online via OhioLINK's ETD Center

APA, Harvard, Vancouver, ISO, and other styles

47

Johnson, Michael D. Lynn Mary Ann Brickell John L. "An analysis of first and second year Illinois public school principals' perceptions of stress." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818714.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 8, 2005. Dissertation Committee: Mary Ann Lynn, John L. Brickell (co-chairs), Thomas W. Nelson, William F. Stimeling, Donald S. Kachur. Includes bibliographical references (leaves 123-128) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

48

Robinson, David N. "Moving in and moving through : a narrative interpretation of the first year at university." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288509.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Jacobs, Jay Nelson. "A qualitative study of first-year high school band directors and their mentors." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0019341.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Fitzpatrick, FinbarreÌ. "Language and interaction among young bilingual children in the first year at school." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359317.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!