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Dissertations / Theses on the topic 'Practices/school experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

LaMontagne, Landon R. "Religious Music in Public School Choir: Attitudes, Practices, and Experiences." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560359050058863.

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2

Mohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.

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3

Brett, S. E. "Pupils' experiences of authentic voice and participatory practices in a special school." Thesis, London South Bank University, 2018. http://researchopen.lsbu.ac.uk/2749/.

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This qualitative study seeks to examine the experiences of pupils identified with special educational needs and disability (SEND) in a London special school, and better understand what constitutes authentic voice and participation. The research focuses on pupils labelled as having Complex Mixed Needs (CMN) who may be considered "harder to reach" (Porter, 2009, p. 349) because of their speech and communication difficulties, learning disabilities or complex health needs. I was motivated to undertake this research by the introduction of Education, Health and Care plans (EHCp) proposed by the Chil

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4

Haufiku, Anneli Ndapandula. "Teachers’ experiences and practices of support for school-going teenage mothers in Namibia." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86504.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study

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5

Anderson, Michael H. (Michael Hansford). "A study of the federal government's experiences with commercial procurement practices in major defense acquisitions." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10535.

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6

Yi, Youngjoo. "Immigrant students' out-of-school literacy practices a qualitative study of Korean students' experiences /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118856037.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 311 p.; also includes graphics (some col.) Includes bibliographical references (p. 297-311). Available online via OhioLINK's ETD Center

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7

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

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

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8

Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

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9

Minor, Jill S. "Elementary School Counselors’ Professional Experiences and Practices Working with Students Identified as Gifted: A Qualitative Study." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447689387.

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10

McAllister, Stefanie L. Lyman Linda L. "Women administrators' perceptions of the contribution of competitive sport experiences to their career paths and leadership practices." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134081&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705818&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Linda Lyman (chair), Amee Adkins, Diana Jones, Dianne Gardner. Includes bibliographical references (leaves 177-197) and abstract. Also available in print.

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11

Ashley, Betty Diane. "The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1091.

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12

Travieso-Parker, Lourdes Lucia. "Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26593.

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The purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the policy of the No Child Left Behind Act (NCLB) (2001) with the pedagogy of the English as a Second Language (ESL) and content area teachers, and the practices employed by teachers to enable students to acquire a second language in an academic setting. This enabled the researcher to examine t

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13

Jones, Asia Roche'. "Practices and Procedures that Influence African-American Males to Drop Out from Public School." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26761.

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The African-American male national on-time graduation rate data are evidence that systemic changes must occur to address the academic failure they experience. A significant gap in achievement exists when compared to the on-time graduation rate of their White male peers. It is possible that some students do not graduate on-time due to retention that may occur after they have entered the ninth grade. The African-American male students in this study failed to graduate on-time because they did not persist to successfully complete their twelfth grade year; instead, they dropped out. While fact

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14

Earle, Simon Yohann. "An examination of the experiences of five African American male students with regard to school discipline practices." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001624.

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15

Lentz, Charles E. "An investigation of the relationship of advisory program implementation to student perceptions of advisory-based guidance practices and school experiences /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9901312.

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16

Spain, Carolyn. "Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33204/.

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The purpose of this study was to investigate high school policies and procedures that address educator sexual misconduct. High school principals completed an online questionnaire which addressed administrator knowledge of state and federal laws and regulations; knowledge of district policies and procedures; experience with educator sexual misconduct; training and communication available in their schools and school districts for staff, parents, and students; the policies and procedures in place in secondary schools to prevent educator sexual misconduct; and related problems that are reported to

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Millican, Deborah. "Perceptions of Restorative Practices by Male Students of Color in Middle School." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703366/.

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Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when the

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18

Smith, Gillian May. "'Teacher voice' and the struggle for recognition : investigating new teachers' experiences, values and practices in a school in special measures." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15817/.

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This thesis considers the relevance of Recognition Theory to school education and contributes to the development of a body of empirical research in this field. Recognition has been defined as an essential component of a just society and a central concern of this study is the promotion of a humane form of schooling which embodies the principles and practices of a just and democratic society. The empirical data were gathered in a focus group and interviews with three new teachers working in a school in special measures. Their experiences and their stories of recognition and misrecognition are an

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19

Thomas, Terrez R. "A Case Study Exploring the Impact of Trauma-Sensitive Practices on High School Graduation Rates in an Urban Public School." Xavier University Leadership Studies & Human Resource Development / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xulead1626985861669408.

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Hooker, Steven Dale. "Closeted or Out? Gay and Lesbian Educators Reveal Their Experiences about Their Sexual Identities in K-12 Schools." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275920091.

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21

Papazahariou, Maria George. "A touch of Leri the beliefs, attitudes and perceptions of an elementary student in Cyprus about his experiences in different music-making and learning practices /." Diss., Connect to online resource - MSU authorized users, 2008.

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22

Runnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component o

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Olds, Kelley Yvette. "Lived Experiences of School Counselors Who Address Mental Health Needs Through Evidenced-based Educational Programs." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4954.

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The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and tra

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24

Engelberg, Marcel Francis D\'Angio. "A invenção cotidiana do aluno: relações de poder, experiências escolares e possibilidades de existência." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11112010-162524/.

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O aluno é uma invenção. Nem sempre existiu na história essa categoria que entendemos por aluno. A partir apenas do final do século XIX é que se pode falar em sua emergência. Assim, é também a partir daí que se inicia o processo de produção de uma nova subjetividade das crianças e dos jovens. A escola, instituição responsável por acolhê-los, é o principal agente dessa produção. Fabricar alunos torna-se sua especialização. O presente trabalho procurou discutir, ao mesmo tempo, dois aspectos dessa questão: a) a invenção do aluno como algo não acabado e definitivo, sendo produzida diariamente no c

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25

Leialoha, Deborah Nalani Ukpokodu Omiunota Nelly. "The perceived impact of professional development school reflective and inquiry experiences on teacher candidates' practice." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2004.<br>"A dissertation in education and social sciences consortium." Advisor: Omiunoto [i.e., Omiunota] Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 27, 2006. Includes bibliographical references (leaves 139-153 ). Online version of the print edition.

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26

Richards, Eleni A. "An Exploration of School Counselors' Experience with Restorative Practices." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839989.

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<p> The main purpose of this qualitative study was to explore school counselors’ experience with restorative practices including their knowledge and skills, role, and how they incorporate restorative practices into their comprehensive school counseling program. The results of this research will contribute to the growing body of literature suggesting the negative effects of current zero tolerance discipline practices while suggesting the implementation of restorative practices as an alternative practice within the educational system because of the potential positive outcomes it has on stu

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27

Chandler, C. Lee. "Students' perception index of the MUGC school psychology practicum a correlation of course work with practicum experiences /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=340.

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28

Evans, Kirsty Marie. "Primary school teachers' experiences of well-being : how can well-being be supported by schools and educational psychologists?" Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7087/.

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With the additional responsibilities that come from the new SEND Code of practice and a government focus on supporting the mental health of children, the well-being of teachers was deemed a relevant and useful focus of research. This study aimed to elicit teachers’ experiences of well-being and the factors that support well-being, considering the role for the school and the Educational Psychologist. Data was collected from five Key Stage Two teachers in the same local authority using semi-structured interviews and analysed using Interpretative Phenomenological Analysis (Smith, Flowers and Lark

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Vail, Teresa M. "Teachers' professional development experiences: Implications for teaching practice." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/28.

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The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The g

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30

Peddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.

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31

Richardson, Katherine. "The primary-secondary school transition for languages : pupil and teacher experiences and beliefs." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66738/.

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The thesis explores the experiences and beliefs of pupils and teachers for languages at the primary to secondary school transition in England. The academic aspects of transition (for languages and more broadly) are examined in the literature review and emerge as areas of concern and inadequacy with issues relating to progression, continuity, appropriateness of pedagogy and cross-phase communication and liaison. This exploratory case study adopts an interpretivist paradigm to investigate pertinent aspects of language learning including the perceived aims of Primary Languages; current provision,

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Fields, Justin R. "Implementing the Transforming School Counseling Initiative into practice the experience of TSCI-trained professional school counselors /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196284456.

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Nash, Erika Raissa. "Black female student's experiences in a predominantly white high achieving suburban school implications for theory and practice /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4101.

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Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.

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As a result of zero tolerance policies, a significant percentage of students who experience exclusions from schools also experience negative outcomes such as high dropout rates, academic failures, and encounters with juvenile justice agencies. While several researchers have found a relationship between unintended consequences of exclusions and juvenile delinquency, few have examined this phenomenon from the perspectives of juveniles who experienced exclusions. Guided by the framework of operant conditioning, the purpose of this phenomenological study was to understand how students experienced

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Sommer, Adam. "How Experiences Influence and Inform School Principals' Actions to Further Develop Teachers' Instructional Practice." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264583.

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<p> Previous research illustrated how principals effectively facilitate the development of teachers’ instructional practice through actions such as differentiating professional development, providing continuous professional development, establishing learning communities and using supervision/evaluations to help modify instruction; however, what is missing from that research is how personal/professional experiences influence specific principal behavior and actions in regards to facilitating the development of teachers’ instructional practice. </p><p> The idea of school principal a

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Rannard, Anne Christine. "Experiences of integration from language units to mainstream school for children with specific language impairment." Thesis, Liverpool John Moores University, 2001. http://researchonline.ljmu.ac.uk/5532/.

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The purpose of this study was to examine the experiences of children with Specific Language Impairment who had integrated from a Language Unit to mainstream school. The aim of the study was to explore the development of the children in the areas of language, academic ability, and psychosocial performance both during and after that period. Data was collected from 40 children in Phase 1 of the study by means of a structured interview schedule (Stone 1991). In Phase 2, the prospective second phase, 7 children were asked to complete the Pictorial Scale of Perceived Competence and Social Acceptance

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37

Proud, Gwendoline Anne. "Exploring the experience of young people involved in counsellor-led group work in secondary schools to inform the development of good practice in school-based counselling." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-the-experience-of-young-people-involved-in-counsellorled-group-work-in-secondary-schools-to-inform-the-development-of-good-practice-in-schoolbased-counselling(13097d1f-2e14-41f0-aa9e-b88e2dfef30c).html.

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This study is concerned with exploring counsellor intervention in the social and emotional development of ten Y8 students by means of conducting group work to implement SEAL in two secondary schools in the North East of England with the intention of upholding good practice. The aim of this research project was to explore how young people experience working in a group that is facilitated by the school counsellor and to give them a say on decisions that affect them. In order to achieve this, the study has been designed to listen to the voice of the young person to find out whether it contributes

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Valdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Cruise, Erin Gooding. "The Relationship of Education, Years of Experience, and School Nursing Practice to the Importance of School Nursing Knowledge." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52870.

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Problem: Because of the complex nature and autonomy of school nursing practice, multiple professional organizations recommend a Bachelor of Science in Nursing as the minimum level of education for entry into this specialty. Despite research demonstrating benefits to patients and nurses with this level of education, school nurses across the U.S. vary widely in their educational and experiential preparation for this critical role. Benner's Novice-to-Expert Framework emphasizes the importance of experience in nursing or in a specialty practice to developing the skill needed to provide expert nurs

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Brands, Frieda Grace. "Practical Wisdom in the Office of the School District Superintendent." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/43.

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The purpose of this study was to determine if practical wisdom can be recognized as one factor that may be attributed to the success of individuals sitting in the position of superintendent in a school district. Practical wisdom is defined as something developed over time through experiences and knowledge. It guides decision making on moral and practical issues. The changing political climate coupled with increased accountability and the increased rate at which superintendents have been retiring, have created the necessity to identify some factors that contribute to a superintendent’s success.

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Grimland, Fredna H. "Characteristics of teacher directed modeling evidenced in the practices of three experienced high school choral directors." Thesis, connect to online resource, 2001. http://www.library.unt.edu/theses/open/20013/grimland%5Ffredna/index.htm.

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42

Giovannone, Carrie Lynn. "A Longitudinal Study of School Practices and Students’ Characteristics that Influence Students' Mathematics and Reading Performance of Arizona Charter Middle Schools." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1288808181.

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43

Kamchedzera, Elizabeth Tikondwe. "Education of pupils with disabilities in Malawi's inclusive secondary schools : policy, practice and experiences." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/55933/.

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Malawi is party to a number of international human-rights standards and frameworks that embrace the goals and values of inclusion and education for all. The country has therefore made promising start with inclusive education (IE) in basic education. The challenge now is to extend IE to secondary education and other levels of education. Located within the interpretative paradigm, this study aims to contribute toward knowledge development and transfer through the exploration of the extent to which IE policy initiatives in Malawi's secondary schools have appropriately responded to the context of

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Chapman, Angela. "An Investigation of the Effects of an Authentic Science Experience Among Urban High School Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4653.

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ABSTRACT Providing equitable learning opportunities for all students has been a persistent issue for some time. This is evident by the science achievement gap that still exists between male and female students as well as between White and many non-White student populations (NCES, 2007, 2009, 2009b) and an underrepresentation of female, African-American, Hispanic, and Native Americans in many science, technology, engineering, and mathematics (STEM) related careers (NCES, 2009b). In addition to gender and ethnicity, socioeconomic status and linguistic differences are also factors that can margi

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Cody, Tracey-Lynne. "Drama education in New Zealand schools: the practice of six experienced drama teachers." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/7545.

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This research investigates drama teaching practice in New Zealand primary and secondary schools, through a case-based qualitative inquiry into the practice of six experienced drama teachers. The study reveals that whilst drama education is couched within the Arts learning area of the national curriculum, the educational philosophy enacted by participants encompasses a broad vision for drama education, which extends learning beyond a technical knowledge of theatre and theatre-making towards the domains of social and personal meaning-making and emancipatory knowledge. Explored through the lens

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Uwah, Chinwe J. "A phenomenological exploration of secondary school counselors' experiences engaging in group work." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-10012008-122633/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. H. George McMahon, committee chair; Greg L. Brack, Jonathan J. Orr, Jennifer Esposito, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references.

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Chambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.

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In Ireland, formal mentoring as a mechanism for supporting student learning in the Teaching Practice (TP) phase of Initial Teacher Education (ITE) is at a developmental stage. The Irish Government appears to support mentoring initiatives in ITE, however, there is little evidence of a clear policy on student teacher learning, and the role of mentoring within it. This study investigates physical education teacher education (PETE) student learning on TP within a community of practice framework. Currently, the process of informal mentoring of PETE students during TP is undertaken by untrained coop

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48

Samara, Akylina. "The experience of critical thinking within upper secondary education : From theory to practice." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, 2003. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-93.

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49

Höjlund, Gunilla. "Vocational skills formation in communities of practice : experiences from primary school and the informal economy in Tanzania /." Stockholm : Stockholm Institute of Education Press (HLS förlag) : Department of Social and Cultural Studies in Education, Stockholm Institute of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1243.

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50

Swire, Jessica. "The exploration of children and young people's experiences of a school based mindfulness intervention : an interpretative phenomenological analysis." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/94959/.

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The literature into mindfulness in schools has begun to expand rapidly, yet is still in its infancy. Reviews of the research have concluded that mindfulness based interventions (MBI) show potential in schools for improving children and young people’s (CYP) educational, social and emotional outcomes (Felver, Celis-deHayos, Tezanos & Singh, 2016). This qualitative research has taken a social constructionist approach. It is exploring CYP’s experiences of an Educational Psychology Service delivered mindfulness intervention six-months later. Eight semi-structured interviews were carried out with a

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