Dissertations / Theses: 'Maladjustment of the school environment'

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Griew, Pippa. "The school environment and children’s school-time physical activity." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573400.

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Background & study aims: Physical activity during childhood is associated with health benefits across the life course. The school setting is important for children's physical activity, yet we do not know whether the school a child attends is related to their sedentary and moderate-to-vigorous physical activity. This study aims to assess: (1) patterns in sedentary-time and MVPA during school-time, (2) the extent to which these vary between schools and, (3) which characteristics of the school physical and social environment are related to children's sedentary-time and MVPA at school. Methods: Participants were 707 children (boys n=340) aged 10-11 years old from 17 schools in Bristol, UK recruited between September 2006 - July 2008 as part of the PEACH project (Personal and Environmental Associations with Children's Health). The percentage of time spent sedentary «100cpm) and in MVPA (~2000cpm) during lesson and free-time at school were assessed for boys and girls with Actigraph accelerometers. Perceptions of peer, teacher and school support for physical activity were assessed via a computerised questionnaire, a school grounds survey was conducted to assess the school physical environment and weather variables were recorded at each school. Between school differences in children's physical activity and associations with school environment characteristics were investigated using multilevel analysis (MLwin 2.22). Results: Children spent an average of 8% (32 (SO 14) minutes) of school time in MVPA and 65% (250 (SO 31) minutes) sedentary. Boys were significantly more active and less sedentary than girls over the total school day. These gender differences were greatest during free-time with boys achieving 43% (8 minutes) more MVPA and 27% (11 minutes) less time sedentary. Boys were least sedentary at schools with longer free-time duration (~-0.44, (SE: 0.12)), high peer support (~-3.52, (SE: 1.11)) and the least rainfall (~0.67, (SE: 0.24)) and achieved most MVPA at schools with longer free-time duration (~0.105, (SE: 0.077)), larger campus size (~0.007 (SE: 0.004)), high peer support (~2.22, (SE: 1.06)), the least rainfall (~-0.926, (SE: 0.212)) and colder temperatures (~-0.408, (SE: 0.143)). Girls were least sedentary at schools with longer lesson-time duration (~-0.16, (SE: 0.06)), high quality playground markings (~-3.06, (SE: 1.00)), high school support (~- 1.83, (SE: 0.76)), the least rainfall (~0.31, (SE: 0.12)) and highest temperatures (~-0.36, (SE: 0.12)). Girls achieved the most MVPA at school with longer lesson-time duration (~0.06 (SE: 0.03)), larger campus size (~ 0.04, (SE: 0.02)), less playground equipment (~- 0.23, (SE: 0.10)) and highest temperatures (~0.16, (SE: 0.05)). Conclusion: Opportunities to increase MVPA and reduce time spent sedentary exist within school-time, particularly for girls. Significant differences in sedentary-time and MVPA occur between schools that can largely be explained by characteristics of the school environment. Environmental modifications may, therefore, provide effective intervention. However, intervention strategies will need to consider the differing school environment characteristics associated with physical activity for boys and girls.

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Chan, Lai-kwan, and 陳麗君. "School behavioral problems and family environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956270.

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Chan, Lai-kwan. "School behavioral problems and family environment." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554074.

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Shipley, Lisa D. (Lisa Dale) Carleton University Dissertation Sociology. "Mediation in the elementary school environment." Ottawa, 1992.

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Williams, Heather Jeannine. "The principal's role in school climate." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.

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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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Boman, Eva. "Noise in the school environment - Memory and Annoyance." Doctoral thesis, KTH, Civil and Architectural Engineering, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3731.

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Objectives.The general objectives of this dissertationwere to examine the effects of acute exposure to meaningfulirrelevant speech and road traffic noise on memory performance,and to explore annoyance responses to noise exposure in theschool environment for pupils and teachers in different agegroups.

Methods. The thesis comprises seven papers, representingdifferent methodological approaches: experiments, surveystudies and interviews. In the experiments, reported in PapersI-V, 288 pupils and teachers participated in the age groups,13-14 years (n=96), 18-20 years (n=96), 35-45 years (n=48) and55-65 years (n=48). The subjects were randomly assigned to oneof three conditions: (a) meaningful irrelevant speech, (b) roadtraffic noise, and (c) silence. The equivalent sound level inthe noise conditions was set to 66 dB(A). A test batteryreflecting episodic and semantic memory were used. The surveystudies, reported in Paper VI and VII, included 207 pupils(M=13.5) and 166 teachers (M=45.9). Two separate questionnairesmainly comprising items about annoyance, noise sensitivity andstress symptoms were administered. Paper VI presents results offocus group interviews (n=16) treating the main topics:disturbing sounds, emotions, ongoing activity, and suggestionsconcerning future changes. Results. The overall findings showedthat both noise sources affected episodic and semantic memoryto the same degree for all age groups. The results indicatedthat the similarity of semantic content between noise and thetask at hand was not the only suitable explanation model, sincea non-speech noise impaired memory as much as speech.

Resultsalso indicated that attention effects did notmediate the obtained noise effects and that the noise effectsdid not differ between age groups. Therefore, it seemedunlikely that different memory and attentional capacities stoodout as explanatory factors of the memory effects. Sinceperformances of both episodic and semantic memory tasks wereimpaired, the explanation based on level of access to long-termmemory was also ruled out. However, the episodic memory task,reading comprehension, stood out to be most impaired by noise,suggesting that complexity of the task to perform was ofimportance. For reading comprehension there was also adifferent noise pattern obtained. Participants performance wasin this task, more impaired by meaningful irrelevant speechthan by road traffic noise. This effect indicated thatmeaningful irrelevant speech might reduce the availablecognitive resources necessary for learning the text. Theannoyance models derived from the survey studies indicated thatsensitivity acted as a mediator between hearing status andannoyance, with stress symptoms as an outcome. Whetherannoyance arises or not was also determined by control andpredictability of the noise. In the interviews a differentannoyance pattern was found, in that stress symptoms appearedto be a determinant of annoyance. To be involved, respected,take own responsibility and respect others were suggestions onhow to change the environment to become more silent.

Conclusions.For both pupils and teachers acute exposureto meaningful irrelevant speech and road traffic noiseinfluenced both the achieving and providing of knowledge. Acommon annoyance pattern was also found for pupils andteachers, where individual and situational factors were ofimportance. To achieve a more silent school environment in thefuture, the pupils pointed out that the interaction betweenthemselves and their teachers was of importance.

Key words:Noise, meaningful irrelevant speech, roadtraffic noise, memory, age groups, school environment, pupils,teachers

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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Lisa, Lundgren. "An educational programming environment for the Swedish school." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149534.

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Programming is currently being introduced as an obligatory part of the K-9 education in Sweden with the aim to strengthen pupils’ digital competence and prepare them with skills adapt for the 21st century. The challenge is now to successfully integrate programming as a tool for teaching and learning within existing practices. Teachers are expected to support their pupils learning about programming despite their own limited chance to acquire knowledge on the subject. The Swedish National Agency for Education (Skolverket)has given some guidance but research on this area is rather limited and a lot is left to the teachers to decide and educate themselves in. Educational programming environments (EPEs), especially aimed at novices, can support teachers in this integration but needs to be suitable for the objectives from the Swedish school to not unintentionally direct the way teaching is done. This study aims to answer how an EPE should be designed to fit within the Swedish school context with a focus on the teachers’ perspective. To study this, seven interviews were conducted with educators in middle school with experience of working with programming in the classroom, followed by two observations during lectures with EPEs. The results provided implications that were used to form design guidelines for an EPE aimed at the Swedish school.

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Leung, Moon-chuen. "Perception of school climate on a local newly established secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184835.

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Graham, Archie. "School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166058.

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The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.

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Nelson, Rachel A. "Cultivating a Healthy School Environment: Evaluation of a Virginia School Nutrition Training Program." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98470.

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The Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework was used to evaluate the impact of the Virginia Department of Education's (VDOE) implementation of the USDA's Team Nutrition training program on Virginia elementary schools from 2017-2020. The VDOE provided training for school nutrition directors (SNDs) at workshops in June 2018 and September 2019 and continued technical assistance to help SNDs improve the school food environment within their divisions. SNDs' perceived support, self-efficacy, and intention to implement changes to the school food environment was measured through pre- and post-training surveys and quarterly check-ins. Implementation was measured using lunchroom environment observations and strategic plans created at the workshops. SNDs representing 83.9% of Virginia elementary students (512,953 students) in 111 divisions attended at least one of the workshops. Within effectiveness, perceived support from cafeteria staff was highest among all stakeholders for both the 2018 and 2019 trainings, though it significantly decreased from before to after the training for both workshops. Average perceived support did not significantly change over time. Self-efficacy was significantly higher following the 2018 training workshop only. The intervention was adopted by 84% of divisions and both intention to implement and actual implementation were highest for strategies related to Farm to School, a VDOE priority. Effectiveness and implementation are expected to improve as it takes up to years for changes to occur in schools. Despite RE-AIM not being part of the initial evaluation plan, 62% of indicators were assessed. With some adaptations to improve effectiveness, the intervention should continue and be expanded.
Master of Science
Interventions to improve the dietary habits of children are often conducted in schools, as most children attend school and children consume up to two meals while at school. USDA's Team Nutrition initiative trains school nutrition staff to serve healthy school meals and provides materials to implement nutrition education for students. The Virginia Department of Education implemented the Team Nutrition program statewide through two training workshops for school nutrition directors (SNDs), June 2018 and September 2019, and technical assistance between the trainings. This study examined the process of implementing the intervention, as well as the outcomes. Overall, 84% of Virginia elementary students were represented by SNDs at the training workshops. SNDs were most likely to intend to implement and implement changes in their divisions related to Farm to School programs and least likely change their culinary skills trainings for staff. It can take up to two years after a training for changes to be implemented in schools, therefore it may be too early to know the full effect of the training. The results showed that the intervention was widely adopted, with 84.1% of divisions in Virginia attending at least one of the training workshops. Although participation was high in-person, less SNDs participated in the intervention activities outside of the trainings. Overall, the intervention was successful in reaching many students and had a small positive effect. With some adaptations to improve the effectiveness, the intervention should continue to be implemented and expanded to the rest of the state.

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Eddy, Thomas M. McNeal Larry. "Teacher and student perceptions of school environment and student discipline." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819892.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.

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Busch, Rebecca. "Wisconsin school counselor perceptions of school climate experiences of gay and lesbian youth." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006buschre.pdf.

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Schroeder, Colleen. "The responsive classroom /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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Harburger, Noah Z. "The new school of Orlando a multiple intelligence environment /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2324.

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Thesis (M. Arch.) -- University of Maryland, College Park, 2005.
Thesis research directed by: School of Architecture, Planning and Preservation. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Preston, Terry. "Music, cognitive development, and success in the school environment." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Preston_TMITthesis2009.pdf.

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hollowell, martina. "Kenyan elementary school teacher's strategies in a multilingual environment." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121780.

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This qualitative study looks into some Kenyan school teachers strategies in the multilingual environment they work in. The school of this study uses a foreign language as the medium of instruction, instead of the mother tongue culturally spoken by both teachers and students. It presents some of the strategies observed and at the same time looks closely into the possible positive and negative outcomes it has on the students learning. It also looks into the reason for why the medium of instruction is another than mother tongue and the cultural effects of this. By observations and interviews data has been collected and presented aiming to show the teachers thoughts about their working situation, and also their thoughts about their role in the classroom.

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Macrae, Vera. "Young people with low level literacy skills in the school and post-school environment." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/799993/.

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Wilson, Morgan Lorna Novlette. "The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/452.

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The Influence of School Leadership Practices on Classroom Management, School Environment, and Academic Underperformance by Lorna Novlette Wilson Morgan MSc, Florida International University, 2006 BSc, University of Technology, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Walden University April 2015 School leadership requires the collaborative efforts of principals, teachers, parents, students, and other community members to achieve academic success. The purpose of this correlational study was to examine the influence of school leadership practices on classroom management, school environment, and academic underperformance in Jamaica. The research was based upon distributive leadership theory. The School Leadership, Environment, Classroom Management Assessment Questionnaire (SLECMAQ) was developed for this study and was used to collect the data. Prior to data collection, a pilot study was conducted with 12 experts to evaluate the reliability and validity of the SLECMAQ. A total of 148 complete responses were collected from principals, vice principals, grade coordinators, classroom teachers, special education teachers, and others. Pearson's correlation coefficient and linear regressions were used to determine possible correlations between the influence of school leadership practices on classroom management, school environment, and academic underperformance. The results indicated significant, positive relationships between the independent variable perceived school leadership practices of principals and teachers and the dependent variables perceived classroom management and perceived academic performance. A significant, positive relationship was also found between perceived school leadership practices and perceived school environment. The findings will contribute to a positive social change by supporting policies to implement leadership frameworks at underperforming primary schools and thus improving the quality of education in Jamaica

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Zerbo, Michael J. Gustin Scott A. Brinkerhoff Eri W. Govea Ernest. "Cost avoidance analysis, Safe Schools Environment Program City of Salinas, California /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Dec%5FZerbo%5FMBA.pdf.

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Thesis (M.B.A.)--Naval Postgraduate School, December 2003.
"MBA professional report"--Cover. Joint authors: Scott A. Gustin, Eri W. Brinkerhoff, Jr., Ernest Govea. Thesis advisor(s): Kenneth J. Euske, Mary A. Malina. Includes bibliographical references (p. 37-38). Also available online.

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Ha, Shalane. "Teachers' Awareness of the School Nutrition Environment in the Champlain Region." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31287.

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After the introduction of the Ontario School Food and Beverage Policy (PPM150), Healthy Schools 2020 was initiated to facilitate the policy’s implementation in the Champlain region. Few studies have evaluated teachers’ awareness of school nutrition policies. The purpose of this study was to explore teachers’ awareness of the current activities in their school nutrition environment. A cross-sectional online survey was sent to elementary school teachers in the Ottawa and Renfrew school boards. Descriptive statistics were used to calculate the frequency of nutrition-related activities at schools. Pearson chi-square was used to test for associations between awareness of policies and school food practices, and the presence of nutrition committees and changes to catered lunches and fundraising activities. A total of 243 elementary school teachers completed the survey. Most teachers (83%) were aware of the PPM150 and 25% were aware of the Healthy Schools 2020 initiative. Those who were aware of the PPM150 were more likely to attend school meetings, work at a school where the policy was posted, learned about the policy through the school website, and heard about the policy during professional development days (p<0.05). There was no difference between being aware of the PPM150 or Healthy Schools 2020 with the use of food as a reward. Furthermore, the presence of a school nutrition committee was not associated with any changes to catered lunches and was significantly associated with using food for fundraising (p<0.001). The results indicate that awareness of the PPM150 and the presence of a school nutrition committee did not result in changes in the school nutrition environment. There is a need for more communication about nutrition policies to school members, collaboration between partnerships and services, and training for teachers to improve school-based programs in the Champlain region.

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Burgess, Stephen. "Adolescent smoking in Wales : the role of school smoking policies and the wider school environment." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/55836/.

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Acknowledging adolescent smoking as a current public health priority both in Wales and elsewhere, this thesis investigated the potential role of school smoking policies in moderating adolescent smoking behaviour. The study builds on a literature which suggests that certain characteristics of school smoking policies may be associated with lower adolescent smoking prevalence in schools, but which call for further research into policy contexts. Particularly, this builds on the work of Moore et al (2001) whose Wales-based study recommended the further investigation of policy contexts, particularly referring to policy content and enforcement. This study adopted a mixed-method approach in order to collect more rigorous data on school smoking policies than in many other studies to date. A teacher survey concerning school smoking policies was conducted in schools taking part in the 2001/2 Health Behaviour in School-aged Children (HBSC) study in Wales. Analysis of these data was used to inform interviews conducted with a local 'expert' on smoking policy in the same schools. Interview data were used to investigate key characteristics of smoking policies in schools. Indicator variables were then devised to discriminate between schools on the basis of these characteristics. These were analysed in association with pupil smoking prevalence data collected by HBSC. The multi- level analysis contradicted much of the existing smoking policy literature, discovering no significant association between any policy-level characteristics and pupil smoking. The study concludes that, by using more in- depth data than many other investigations, it has potentially highlighted that the effectiveness of smoking policies in moderating adolescent smoking may be over-stated in the literature or may have changed in recent years. Interview data revealed between-school variation in the prioritisation of smoking policy and the resulting extent to which policy and its enforcement promoted consistent no-smoking messages and suggested potential areas for future investigation and intervention

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Utne, John Stephen. "A relationship between student socioeconomic status, perceptions of school environment, academic achievement, and school attendance /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025655.

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Galloway, Cathleen. "The impact of alternative school intervention on subsequent student performance in the mainstream school environment." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4367/.

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The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two independent means was conducted on the attendance proportions. The results of the study indicated the following significant findings (p <. 05): the eighth-grade students' grade averages were significantly lower in the second post-treatment semester, the 7th-grade students had lower attendance in the first post-treatment semester, the 8th-grade students had lower attendance in the second post-treatment semester, and the 10th-grade students had higher attendance in the first post-intervention semester. The female students' attendance was higher in both post-intervention semesters and significantly higher in the second. A discussion of the dropout rate for this group and recidivism to DAEP was included.

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Anderson, Joshua David. "Disaggregated financial statement information in an unregulated environment." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100055.

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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 67-71).
This paper examines whether disaggregated financial statement information during the late 1920's reduced information asymmetry. After controlling for firms endogenously selecting their level of disaggregation, I find that disaggregation reduced the information asymmetry between market participants and between the firm and outside investors. Disaggregators had lower bid-ask spreads and short sellers paid lower loan fees for borrowing disaggregators' stocks. In addition, disaggregators were more likely to raise capital in the following year. These results are consistent with firms using high-quality financial reporting to reduce information asymmetry even in the absence of regulation as a bonding mechanism.
by Joshua David Anderson.
Ph. D.

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Chi, Zhihang. "Airline yield management in a dynamic network environment." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11735.

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Bart, Yakov 1977. "Determinants and consequences of trust in online environment." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/37564.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.
Includes bibliographical references (leaves 205-214).
The fundamental role of trust in numerous business transactions, and especially in customer relationship management, has been widely acknowledged by both industry and academia. The establishment of trust is a necessary condition for the long-term success of any business enterprise. This is particularly true in the Internet environment, where rapid technological advances accompany the rise and fall of many companies in a relatively short period of time. Previous studies have emphasized the significance of trust in Internet strategies; virtual experiences created by online systems eliminate or minimize face-to-face contact, but human trust is still essential for the experience to be effective. However, while the importance of trust in online environments is recognized, the determinants and consequences of customer trust have not been systematically investigated across a variety of industries, particularly in B2C context. This research is designed to investigate consumer perceptions of trust and the role of trust in consumer behavior in e-Business environments. It examines the following key research questions: What exactly is online customer trust? How is online trust different from offline trust? How does online trust affect customer behavior on a website? What are the antecedents and consequences of online trust? To address these questions, a model is developed that links consumer perceptions of website characteristics to perceptions of overall trust in a website, and perceptions of trust to consumer behavior related to the website. The proposed model identifies a number of factors that drive online trust, shows how website cues and online trust shape customer decision process, and identifies special role of online trust as a mediator in the link between website characteristics and consumer behavior. A large-scale empirical study is presented that applies this model across a variety of websites in various industries, using a structural equation modeling approach (LISREL), coupled with application of moderator/mediator analysis techniques. A holdout sample is utilized to test the validity of the model. Managerial implications for successful Internet strategies, incorporating appropriate usage of different website trust cues for different categories of customers, are presented.
by Yakov Bart.
S.M.

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Gudmundsson, Malin. "Environment in school : The schools work for a sustainable society." Thesis, Karlstad University, Karlstad University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-843.

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Environmental issues are highly topical today and most people are more or less concerned. It is important to start with environmental work and environmental studies in early ages, already in school. The purpose of this essay is to examine what a school can do for the environment and to see how a school can work with these issues. Furthermore, what is passed on to the pupils and how involved are they in the work for a sustainable future?

The study was conducted by the means of qualitative interviews with four teachers and the head of environmental questions at the school.

The school is new since fall 2006 and they have just started with the environmental work, says the ones I interviewed. But they all think it will be better in the near future. At this school both adults and children are very interested and involved in the environmental work. The school has several recourses to facilitate the practical environmental work, both children and adults are fully engaged. The recycling process is well developed at the school, they rather recycle than consume. The higher grade students have more classes about global environmental issues while the lower grades do concentrate on the nearby environment, on a level that fits the children. The lower grades at this school are more involved in the work for the environment than the higher grades.

At the school there is a good will to develop the environmental work and they have a great potential to do so.

Miljöfrågor är högst aktuellt och det är något som berör oss alla. Det är viktigt att vara medveten och delaktig redan i tidig ålder för att göra arbetet för ett hållbart samhälle vardagligt och det är därför viktigt att börja med miljöarbete och miljöundervisning redan i skolan. Syftet med arbetet är att få kunskap om vad en skola kan göra för miljön, hur en skolas miljöarbete ser ut, vad förmedlas till barnen och hur medvetna och delaktiga är de i skolans miljöarbete.

Undersökningen gjordes med hjälp av kvalitativa intervjuer med fyra pedagoger och skolans miljöansvarig.

Skolan är ny sedan hösten 2006 och har därför inte mer än kommit igång med sitt miljöarbete påstår de intervjuade, men alla är överens om att det kommer att se bättre ut framöver. På skolan är både vuxna och barn intresserade och engagerade i miljöarbetet. Skolan är utrustad med flera verktyg för praktiskt miljöarbete och dessa används både av personal och elever. Källsortering är ett väl fungerande system på skolan och de återanvänder istället för att förbruka. I undervisningen på högstadiet pratar man mer om den globala miljön än i de lägre stadierna. I de lägre stadierna arbetar de med miljö på barnens nivå, de pratar om och arbetar med sådant som barnen kan relatera till och som barnen kan vara med och påverka. De lägre stadierna är över lag mer engagerade i miljöarbetet jämförelsevis med högstadiet.

På skolan finns en vilja att förbättra miljöarbetet och det finns en stor potential för att genomföra detta.

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Smith, Bethany Virginia. "Use of Online Educational Social Networking in a School Environment." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-03252009-104050/.

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The purpose of this mixed-methods research study was to investigate the use of a closed social network, utilizing Ning, in an online educational environment. The research question driving this study was, does a student-centered online tool, such as Ning, foster knowledge construction through discussion boards more than a class-focused online tool, such as a traditional CMS? The participants were students enrolled in one of two online graduate education courses, one in a traditional Course Management System (CMS), and another class that utilized Ning for their discussions. Discussion Board postings from the Ning group were categorized based on the Interaction Analysis Model (IAM) developed by Gunawardena, C. N., Lowe, C., & Anderson, T. (1997), to assess knowledge construction. Survey instruments and interviews were conducted to provide additional insight into the use of a social network in an educational context.

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Sethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.

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Malikaew, Peerasak. "The relationship between school environment and childhood traumatic dental injuries." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395942.

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Graham, Heather Danae. "The school environment : possibilities for the promotion of child health /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Goldwire, Ida W. "Social Environment as Related to School Achievement in Early Childhood." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/326.

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Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start programs do perform better than their disadvantaged peers on such global measures of school success as passing each grade, staying in regular school tracks, and graduating from high school.

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Mkosi, Ntombizanele Gloria. "Managing a full-time school within a correctional services environment." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/36791.

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The objective of this study was to investigate and analyse the educators’ experience in managing a full-time school within a Correctional Services environment. Provision of education in the South African Department of Correctional Services is in terms of Section 29 (1) of the Constitution of the Republic of South Africa (Act No.108 of 1996) which stipulates that “everyone has a right (a) to basic education, and (b) to further education, which the state, through reasonable measures, must make progressively available and accessible.” “This constitutional imperative for schooling is not a right that is curtailed by incarceration” (DCS, 2005:137). The researcher used qualitative research inquiry. This is a case study of the educators’ experience in managing a full-time school within a Correctional Services environment. To obtain an in-depth understanding and gain more insight on the research topic, this study focused on one full- time school within the South African Department of Correctional Services. Literature reveals that “correctional centres are bureaucratic institutions that are characterised by a number of factors that can potentially encourage or impede education programme success” (Sanford &Foster, 2006:604). The environment makes learning difficult as there are frequent lockdowns, headcounts and hearings that disrupt the consistency of classes and interrupt the education process (Schirmer, 2008:29). Few learners attend classes and whilst in class they are not really listening, instead, they would be sleeping and unproductive. In most cases, learners would be present because they were forced to be in the education programme (Wright, 2004:198). In this study, the researcher used semi-structured one on one interviews, and document analysis as data collection strategies. Purposeful sampling was utilized to select respondents. A total of six respondents who are full-time educators employed by the Department of Correctional Services were interviewed. The study reveals that managing a full-time school within a Correctional Services environment seems to be challenging because education is not respected and not prioritized. This finding appears to be consistent with literature which reveals that the uniqueness of correctional centre culture with a correctional centre management characterized by a focus on security measures such as lockdowns and head counts constraints the possibilities of learning (Watts, 2010:57). Based on the findings in this study, the researcher recommends that educator development should be prioritized within the Department of Correctional Services and school management should be informed about learners that are released from the correctional centre. This study concludes that managing a full-time school within a Correctional Services environment is challenging due to Correctional Services environment being not conducive for teaching and learning and inadequate resources.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted

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Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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Morilly, Cheryl J. "Adolescents’ lived experiences of sexual harassment in the school environment." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4489.

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Magister Artium (Social Work) - MA(SW)
This study aimed to gain a deeper understanding of the lived experiences of adolescents with regard to sexual harassment within the school environment. It was considered in the light of actual cases reported on the Cape Flats in the Western Cape where adolescent girls sought counselling after being sexually harassed over a period of time, and were eventually sexually assaulted on their school grounds, by their peers. A qualitative methodological approach was utilised, and the sample was made up of nine adolescent females and one adolescent male between the ages of 15 and 17 years, who were asked to participate on a voluntary basis. Their selection followed purposive sampling at two selected high schools on the Cape Flats in the Western Cape. The research instrument used was an unstructured interview with an open-ended question to allow the participant to share openly and freely. Sound ethical considerations were taken into account throughout the study. Phenomenology was used as a theoretical framework and the data was analysed using Interpretative Phenomenological Analysis (IPA). The four key themes, or essence of the adolescents’ lived experiences, that emerged for the study were: (1) boys don’t respect girls’ sexuality, (2) boys demonstrate power over girls, (3) girls who are sexually harassed at school are publicly humiliated, (4) reporting procedures at schools are inadequate. From the themes I concluded that for the girls, key principles relating to human rights within the South African Constitution were being violated; namely, the right to non-discrimination, the right to human dignity and the right to a safe school environment. Recommendations were made that address the role of the national and regional education departments as well as that of social workers.

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Sy, Wai-yin Jeffrey. "Territoriality as environment : St. Paul's Co-ed. College /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948131.

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Blatz, Michael J. (Michael Joseph). "Designing measurement systems in a manufacturing environment." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12721.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1993 and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1993.
Includes bibliographical references (p. 61).
by Michael J. Blatz.
M.S.

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Wong, Chi-pong Samson. "A new school : challenge from 2000+ /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948076.

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Hine, Paul. "Classroom environment and the transition to secondary schooling." Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12401.

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This study was undertaken to investigate changes in classroom environment as students move between upper primary and lower secondary school in selected schools in South Australia. A new instrument, the Middle School Classroom Environment Indicator (MSCEI), was devised to measure students' perceptions of particular aspects of classroom environment that were considered important in this transitional phase along the educational continuum. Actual and preferred versions of the instrument were used longitudinally with students in Grade 7 and again in Grade 8 in order to determine whether students perceived an improvement or deterioration in salient aspects of their classroom climate. Also, student satisfaction was assessed before and after transition. Quantitative data from the questionnaire were supported by qualitative data gathered through discussions with teachers, students and administrators, as well as classroom visits before and after transition into secondary school.Research questions were answered through numerous statistical analyses of questionnaire data: item analysis, factor analysis and analysis of variance for establishing the reliability and validity of the MSCEI; simple correlation and multiple regression analyses for investigating associations between student satisfaction and classroom environment scales; and paired t tests to compare and contrast perceptions of classroom environments in Grade 7 and Grade 8.The sample consisted of 311 students in six schools in Grade 7 and 575 students in six schools in Grade 8. The schools represented different enrolment profiles and 'distinctive settings. The schools involved were two single-sex boys' schools, one single-sex girls' school, and three co-educational schools. Five of the six schools in the sample had both primary and secondary classes in the school, while one school terminated enrolment as a primary school ++
in Grade 7 and students moved to a new secondary setting in Grade 8.Classroom environments in secondary settings were generally perceived less favourably, given rapid lesson turnover, multiple specialist teachers and larger school sizes, which were associated with a perceived increase in alienation. These findings seem generally consistent across the sample of schools involved in the study, although variations were evident in different schools with differing enrolment profiles and internal arrangements for catering for students moving from primary to secondary schooling. Satisfaction was closely associated with the classroom environment dimensions of affiliation and autonomy in Grade 7, and with affiliation, autonomy and teacher support in Grade 8.Given the extensive work undertaken by researchers and scholars in the area of middle schooling, this study holds significance for teachers and administrators who wish to promote effective and manageable classroom experiences for students as they move from upper primary to lower secondary schooling.

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Koopman, Thomas Michael. "Student reported school climate measurement is an overhaul needed? /." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218505757.

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43

Zetréus, Emma, and Moa Olsson. "To design security : A quantitative study of high school students security in the physical school environment." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40085.

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High school students' schooling is preparing for their future. It is therefore important that their school time is characterized by security and a good physical school environment. The purpose of this thesis is to investigate how the physical school environment outside the classroom affects the safety of high school students. The aim of the study is also to highlight a possible connection between how the design of various places in the school affects the safety of the students, connected to where the students mostly stay during the school day. Previous science and background facts about safety in the physical school environment emphasize how important it is with the school's design. There are numbers of relevant factors to consider when designing a school and how to promote security in the physical school environment. To be able to answer the issues of the thesis, quantitative surveys have been sent out to high schools students at a secondary school. Through bar charts, the result is presented and then analyzed based on the method bivariate analysis. The theoretical framework of the thesis consists of Simmel's sociological theory and the spatial theory perspective. The results of the study are analyzed on the basis of the theory perspective and compared with previous science and other background facts. The results of this study shows that students are safest in the dining room, the library and in the places where they mostly stay daily. The factors that contribute to security are mainly that people they feel safe with are there, open spaces and comfortable sound levels.

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Hudson, Heather M. "Parental gender and literacy in the home environment predict early childhood gender and literacy in the school environment /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_hudso_paren.pdf.

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Young, Robin Hayden. "The relationship between school climate and reciprocal trust in high schools." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009young_r.PDF.

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Thesis (E. Ed.) -- The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor of Education Connell G. Frazer, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Includes bibliographical references: p. 81-89.

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Gietz, Carmen. "Relations between student perceptions of their school environment and academic achievement." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36632.

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This study examined the relation between student perceptions of their school environment (specifically safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and academic achievement. Participants were students in 969 elementary schools and 73 middle schools who took part in a province-wide achievement test and student satisfaction survey. Hierarchical multiple regression analyses were conducted to determine the amount of variance in student achievement explained by student perceptions of the school environment when controlling for family poverty. Results showed that perceptions of the school environment were significantly associated with academic success, above and beyond that of family poverty. These results are discussed with regards to previous and future research, limitations, and the importance of enhancing the school environment to maximize academic achievement.

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Buettner, Denise A. "The Effect of PBIS on the School Environment and Test Scores." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598020.

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Since the beginning of the Positive Behavior Interventions and Support (PBIS) program in the Study School District there has not been an evaluation of its effectiveness in reducing student discipline referrals and student suspensions and its success in promot-ing a positive learning environment leading to improved academic achievement.

This study determined the effectiveness of the Positive Behavior Interventions System (PBIS) in the Study School District. It focused on determining the fidelity and consistency of implementation of PBIS in the District, the effect of PBIS on reduction of office discipline referrals and student suspensions from school, teacher attitudes toward implementation of PBIS, teacher morale since inception of PBIS, and parent perceptions of the effectiveness of PBIS in promoting positive student behavior.

The results of this mixed methods study determined that there was a difference in the number of office discipline referrals during the four years since implementation of PBIS. The study also determined there was a difference in the percentage of referrals in the three major types of categories of office discipline referrals; school regulations, violent, and nonviolent. When the study analyzed the standardized test scores grades third through seventh and high school, did not evidence a measureable difference in student academic achievement based on ISAT performance during the four years following the implementation of PBIS. However, eighth grade did evidence a measureable difference in student academic achievement. Finally, the study determined there was not a measureable positive perception by staff and parents of PBIS with the exception of one statement on a Likert Scale survey.

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Figgs, Keith Christopher. "Perceptions about caring in an urban ethnically heterogeneous elementary school environment /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11354100.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Francis A. J. Ianni. Dissertation Committee: Margaret Terry Orr. Includes bibliographical references (leaves 210-218).

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Chu, Kai-wing, and 朱啟榮. "Implementing knowledge management in school environment : a principal's leadership-driven approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196543.

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Educators all over the world are facing the challenges brought by education reform. Schools need to become more aware how Knowledge Management (KM) can help them be more effective in leveraging organizational knowledge to improve organizational effectiveness to face the increasing requirements for school improvement. Although KM has been regarded as the advanced management strategy in the business world for leveraging their intellectual assets, few studies have been conducted in the school setting. The present study will shed light on how to implement KM in a school setting through the leadership provided by the principal. This study can be a model for those educators who would like to implement KM in their schools. Although KM researchers have identified that leadership is a critical factor in KM implementation, few studies have explored the actual impact of leadership in the process of KM implementation. Moreover, the literature review shows that leadership by the principal is the essential element for school success in KM. This study shows that a principal’s leadership-driven approach is necessary for KM implementation and explores its impact on the process of KM implementation for school improvement. The study uses insider action research to explore how the principal’s leadership can be incorporated into KM in a school environment and evaluate the effectiveness of this Leadership-Driven KM Implementation in a school setting, so that this study can offer practical advice and guidance to the principals who would like to try KM in their practice. In this study, KM was implemented in a school by starting with two basic approaches: Information-Based and People-/Interaction Based Approaches. The Principal’s Knowledge Leadership was integrated with the two approaches to strengthen the implementation of the KM strategies. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. Under the strong leadership of the principal, both the Information-Based and People-/Interaction Based Approaches have been implemented with achievements in sharing information/knowledge and nurturing a sharing culture and trust. The principal assessed teacher’ readiness, implemented Information-Based and People-/Interaction-Based approaches and strengthened knowledge leadership through the process. This study can serve as a model for implementing KM in schools. This study shows that the principal’s leadership was the key driver for KM Implementation. The principal performed his leadership with clear direction and thoughtful procedures of implementing Information-Based and People-/Interaction-Based Approaches, thoughtful allocation of the school resources, and shaping learning for staff. As a result, the school developed a Knowledge Base and a Digital Archive as knowledge repositories and Lesson Study and Communities of Practice as platforms for knowledge sharing. The School’s achievements in KM implementation were recognized through improvement in students’ testing achievements, appreciation by KM practitioners, and recognition and awards from government examiners and experts. This study recommends that Leadership-Driven Knowledge Management is of value in the implementation of KM in schools to help schools become learning organizations so they can better face the challenges brought by waves of education reform and societal change.
published_or_final_version
Education
Doctoral
Doctor of Education

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Yao, Minfeng. "Development of database and website for the School of the Environment /." Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/yao.pdf.

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Dissertations / Theses on the topic 'Maladjustment of the school environment'

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