Dissertations / Theses: 'School environment'

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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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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2445.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

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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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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14538.

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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

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

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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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Kelly, Paul. "School and classroom environment of a small Catholic secondary school." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/547a1f6b12cad648a619f6d5d0f644714182b48d1c64abfb8a4fab43db7e17da/1661037/64948_downloaded_stream_173.pdf.

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This thesis reports research which employed quantitative data collection methods to investigate the classroom and school environment of a small Catholic inclusive secondary school. By drawing on literature on Catholic and inclusive schools, learning environment research and stakeholders perceptions of the dimensions of classroom and school environments, two instruments were developed and validated to gather the perceptions of students, teachers and parents in this school. The What is Happening in this Classroom (WIHIC) instrument was modified to be more suitable for this school's students by having 35 items to assess perceptions of the classroom environment. Four outcome scales were added to this instrument to gather data on the connections between classroom environment and outcomes. The school environment instrument was developed from existing instruments and several items were written to complement these scales. In 2008, the school associated with this research had 230 students, 103 of whom were special needs students. A total of 152 students and 12 teaching staff voluntarily participated in the collection of classroom environment data. For the assessment of school environment, 41 teaching staff and 40 parents volunteered their perceptions. Statistical analyses revealed statistically significant differences between different groupings of students, and between students and teachers in the classroom environment. Similar differences were also reported for the school environment between parents and teaching staff, teachers and learning support staff and different groups of teaching staff. Students generally had positive perceptions of classroom environment, but the teaching staff were more positive. Statistical analyses also revealed associations between students' perceptions of classroom environment and teacher mastery goals, teacher performance goals and student academic efficacy.;Using data from this study, a model was developed that linked appropriate classroom environment scales to outcomes. This research clearly demonstrates the positive perceptions of classroom environment held by students and teachers and the influence these perceptions have on students' outcomes. The school environment was perceived positively by parents and teaching staff.

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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.

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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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Gayton, Elaine DellaMea. "What is the relationship, if any, between the teacher-perceived school climate and the state accreditation status of elementary schools in West Virginia?" Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=863.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 102 p. Vita. Includes abstract. Includes bibliographical references (p. 86-97).

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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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Symonds, Jenny. "Constructing stage-environment fit : early adolescents' psychological development and their attitudes towards school in English middle and secondary school environments." Thesis, University of Cambridge, 2009. https://www.repository.cam.ac.uk/handle/1810/223866.

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This longitudinal multiple methods study used an ethnographic approach to examine the development of early adolescents' psychology during pubertal and school transitions. It explored potential associations between attitudes to school, perceptions of school life and transfer, home and peer relations, and puberty over the course of a school year. It compared two groups of UK 11 and 12 year olds (Year 7), one in a middle school (age range 8-13 years) without transfer at age 11, and the other in a secondary school (11-16 years) where transfer from primary school had just occurred. Pupil attitudes to school were surveyed across the Year 7 cohort in each school at the beginning (N=252) and end (N=262) of the school year. The initial survey facilitated selection of two matched groups of target pupils (N=20) who were engaged in an active participation method designed to improve validity. Data on perceptions of school and growing up were gathered in 80 interviews, 40 audio diaries, 42 hours of participant observation and by 63 targeted observations across three school terms. An end of year survey assessed the attitudes of the target pupils and their year groups. Qualitative data were analysed inductively using grounded theory coding procedures which uncovered early adolescent needs that mismatched with many design features of secondary schooling. Of particular developmental offence were impersonal teachers and lessons that were non-practical, without opportunity for independent learning and unsupervised skills building and that were irrelevant to adolescents' career identities. Analysis of the quantitative survey data using multivariate procedures identified attitudinal factors congruent with previous research. Overall attitude to school was best predicted by perceptions of teachers and enjoyment of lessons rather than by adolescent developmental factors. Cluster analysis identified four pupil types validated by the target pupil findings. Of these the autonomy seekers had the most freedom outside of school and the greatest decline in attitudes across the year. The findings assisted generation of new theory incorporating concepts of maturity status markers and focal contexts. School transfer was found to impel an ecological transition across multiple developmental contexts which increased pupils' maturity self-perceptions, yielding mixed developmental implications. Using Bronfenbrenner's (1979) ecological systems framework as an analytical tool facilitated interpretation of the emergent themes in relation to Eccles & Midgley's (1989) US-based theory of 'Stage-Environment Fit'. The findings support the application of a modified Stage-Environment Fit theory in English schools.

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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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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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Thompson, Nathan. "A climate assessment of working environments at a small midwestern public high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009thompsonn.pdf.

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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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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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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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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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Giles, Rhiannon Mignon. "Learning Environment and Attitudes in Middle School Mathematics." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/75948.

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With a sample of 221 year 9 students from South Australia, six aspects of classroom environment (student cohesiveness, teacher support, involvement, task orientation, cooperation and equity) were related to several aspects of students’ attitudes to mathematics. Two different methods of analysis identified moderate and positive associations between classroom environment and attitudes. In particular, classroom involvement and task orientation were linked with students enjoying mathematics more and having more-positive attitudes to mathematical inquiry.

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施偉賢 and Wai-yin Jeffrey Sy. "Territoriality as environment: St. Paul's Co-ed. College." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985439.

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Prey, Erin E. "Furry therapists school psychologists' perceptions of the advantages and disadvantages of animal therapy in Wisconsin schools /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008preye.pdf.

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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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Hine, Paul. "Classroom environment and the transition to secondary schooling." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/768.

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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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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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Amarant, Arlene. "An investigation into the environmental knowledge, attittudes and behavioural intentions of elementary school students." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/898.

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This study was designed to find out elementary students knowledge about the environment, their attitudes towards helping the environment and what they actually have done to help the environment. Specifically, during the northern spring of 2002 all grade-4 and grade-5 students in one public elementary school in Miami-Dade County, Florida were administered the Children's Environmental Attitude and Knowledge Scale (CHEAKS) instrument. In 2002, some students in both grade levels interviewed each other in pairs to determine why they answered the way they did on the CHEAKS instrument. In the interviews, students discussed what they had been taught in school, compared to what they had learned outside of school that was related to the environment. The following year, during the northern spring of 2003, all grade-4 and grade-5 students in the same elementary school were given the CHEAKS instrument. Students at the elementary school were also asked questions which they answered in writing. These included: Which questions on the survey did you feel were difficult?; what do you remember learning about environmental education in school, at home or elsewhere? In addition, some gifted grade-6 students, who attended the nearby middle school and other grade-6 students who were in heterogeneous ability classes also responded to the CHEAKS instrument.Analysis of the data showed that grade-4 students in this elementary school had a higher commitment to the environment than did grade-5 students and gifted students had more knowledge than regular students. Only the gifted students in grade-5 had a high commitment to the environment. Comparing independent t-test results in year 2002 between grade-5 regular students (n=105) and grade-5 gifted students (n=30), grade-5 gifted students were statistically less committed to the environment in terms of scores on the Verbal Commitment. There was no difference in knowledge or commitment in grade-6 students. Girls were more verbally committed to the environment than boys. Having knowledge about the environment did not necessarily mean students were committed to saving the environment or took action to solve environmental problems. The thesis concludes with explanations, discussions about the limitations of the study and suggestions for further research.

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Scully, William M. "The implementation of recommended practices and school climate in Missouri middle schools /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164541.

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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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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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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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Leung, Sau-kuen. "Organizational climate in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605088.

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

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Werblow, Jacob. "How the relationship between high school size and student outcomes is explained by dimensions of school climate /." Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453226621&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.

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Hope, Megan Samantha. "Developing strategies for creating an environmental focus in a school: narrating the change process." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1008093.

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Effective environmental education goes beyond raising environmental awareness and developing positive environmental values, to the encouragement of personal responsibility and action in response to contextual environmental issues in particular. The whole school approach has been advocated as the best approach to environmental education, based on the assumption that the values and attitudes espoused in the classroom need to be reflected in the day-to-day school practice. By practising what they teach, schools reinforce values with action. In contrast, inconsistencies between the formal and non-formal curriculum may lead young people to question the integrity of their teachers or condition them to accept such inconsistencies as cultural and social norms, which in turn may lead to apathy about the environment. Adjustments to the ethos of a school to foreground the environment, both within the curriculum , the management of the school and the behaviour of teachers, pupils and support staff, is not a straightforward undertaking. Institutional factors influence the change process in schools and each school presents a unique context. It is, therefore, difficult to develop a general strategy for the evolution of an environmental ethos. This case study narrates an attempt to implement a change towards an improved environmental focus in a school, and focuses on developing an understanding of how available resources can assist this process while engaging with complexity of change.

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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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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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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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Stevens, Serena. "How the use of a school garden learning environment with at-risk high school environmental science students impacts their connection to nature." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195716.

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The purpose of this research was to see if the use of a school garden to teach Environmental Science students about ecology could increase their connection to nature, and to reduce their fears of undesirable organisms. Students completed an online pre and post survey that measured by a mixed-method. The pre and post quantitative data was analyzed using a 5-point Likert scale to determine if there was a significant difference in scores. Qualitative data was analyzed by identifying frequencies of students that mentioned various aspects of connection to nature, fears of various organisms, and reduction of fears for these same organisms.

Most research in connection to the use of school gardens in an educational setting focus on elementary age students, and research related to connection to nature rarely focus on fears. Quantitative results showed a statistically significant change in empathy for organisms only. All other categories showed no statistical significant change. Qualitative data revealed more insight, by showing that several students associate nature experiences with enjoyment and gaining an understanding of the purpose to certain organisms reduced some student’s fears. The experiences also revealed that students gained a better academic understanding of ecological concepts.

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King, Joseph Dain. "The effects using positive statements in a discipline code on sixth grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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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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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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Dissertations / Theses on the topic 'School environment'

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