Dissertations / Theses: 'School phobia - Case studies'

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Solberg, Carole. "A case study of the use of hypnosis for school refusal." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28296.

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The intent of this research is to demonstrate the effectiveness of hypnosis as a treatment for school refusal. The research design is a single-case study employing an A-B Follow-up format. The 10 year old male subject completed measures of personality (The Children's Personality Questionnaire), self-concept (The Piers-Harris Children's Self-concept Scale), identified stressors, and anxiety. The baseline period was two weeks and therapy lasted four weeks. Follow-up data was collected on the same measures ten months later. All post-therapy results indicate change in a more adaptive direction. The subject showed increased self-concept, lessened anxiety, greater ability to cope and he returned to school with little or no of the previous psychosomatic complaints evident. The follow-up results show that the subject has maintained his gains. Hypnosis is seen as an effective, fast method of treatment for school refusal, a syndrome which needs to be dealt with quickly since consequences can be severe for the child.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Bergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.

Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.

Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.

Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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Bergstrom, Teresa Michelle. "Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5910.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch’s (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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Leung, Moon-chuen, and 梁滿泉. "Perception of school climate on a local newly established secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961101.

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Newman, Mairette T., and n/a. "Practitioners' Meanings of School Leadership: Case Studies of Jamaican High School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040910.144727.

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Guided by the symbolic interaction premise that meaning is found in the interaction of individuals with their world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their meanings of leadership are modified by the contexts of their work. To gain insight into how Jamaican principals conceptualise and experience leadership the study adopted a qualitative, collective case-study design. A purposeful sampling strategy was used to select four exemplary high school principals such that gender, school location and organization were varied. Data were sourced from semi-structured interviews, non-participant observation sessions and integrative diagrams as well as from school, principal and official Ministry of Education, Youth and Culture documents. Within-case and cross-case analyses were conducted using grounded theory modes of analysis, specifically the systematic processes referred to as open and axial coding. Findings from the within-case analysis are presented as four individual cases that communicate the salient features of each principal's leadership and context. In the first case entitled Mother of the Poor, the principal defines school leadership as the pursuit of excellence within a framework of valuing and caring for students. The principal at the centre of the second case, The Reculturing Principal, portrays leadership as transforming school culture so that it is receptive to change and committed to growth and improvement. The principal featured in the third case understands leadership as a response to students' social problems, diminished self-concept and dysfunctional community relationships - hence the title The Principal as Social Architect. The final case presents The Community Principal who conceptualizes leadership in terms of building caring, co-operative relationships among all involved in the schooling process with a view to developing community connectedness. Findings from the cross-case analysis are presented as two broad themes that characterize the principals' conceptualization and interpretation of school leadership. The first theme - 'Leadership as values-driven' - identified care and respect, social justice and excellence as the common values that defined the principals' leadership, permeating their interactions and informing their decisions. The second theme - 'Leadership as responding to and acting on context' - revealed that dynamics related to personal, school-community and policy contexts also entered into and interacted with their understandings of leadership. While all four principals in this study were guided and informed by common values, they applied them to their leadership in individual ways, modifying their approaches and emphases in response to a range of contextual elements that were both dynamic and unique. Generally, the principals conceptualized leadership as a moral undertaking, and values together with context emerged as powerful influences on how they defined, interpreted and enacted school leadership. Findings from this study contribute to local knowledge about principals and school leadership. Currently, perspectives on what constitutes school leadership depend on frameworks developed for other environments even though the extent to which these are applicable to a Caribbean context is unknown. Furthermore, in the context of recent shifts in policy, it is important to understand what and how principals think about leadership. In this respect, the findings may serve as a guide for future decisions about leadership training and professional development for principals and aspiring principals.

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鄭啓員 and Kai-yuen Cheng. "School guidance in Guangzhou: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196073X.

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Ravid, Chagit. "Bible studies in a secular school : a case study." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.

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This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.

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Chung, Wing-keung, and 鍾永強. "A study on whole school approach to discipline in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B43893806.

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Chan, Shuk-mei Pearl, and 陳淑薇. "Implementation of whole school approach to guidance in a primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959970.

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Ambrose, Janet Kathryn Buczek. "Case studies of learning disabled high school completers in a Maryland school district." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134652/.

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Jones, Irving Cornelius Sr. "Case Studies of Students Transitioning From an Alternative School Back Into High School." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28981.

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The purpose of this study is to identify critical elements that impact the transition of students who return from an alternative program back into their high school. In order to address the purpose of this study the following research questions have been investigated: a. What are the critical elements that are reported as having impacted students' success or failure in making the transition from an alternative program back into high school? b. What types of intervention strategies occur when students return to high school from alternative programs? c. How are students returning from alternative programs achieving in terms of their grades, attendance and behavior? In this study students and parents, along with administrators, counselors and teachers, share their understandings about the value of interactions and interventions. Their descriptions will help explain why some students achieve success and why some experience failure when they return to high school from an alternative setting.
Ed. D.

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Schippers, Lucas James. "Standardization of Practice in a High School Social Studies Department: Three Case Studies." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194660.

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This study explored high school social studies teachers' perceptions of the degree of standardization of practice within their department. The three participants were members of a social studies department in a large, urban high school. One teacher was the department chair. The school administration had introduced professional learning communities (PLCs) during the year of the study, and the number of department meetings had been reduced to accommodate these PLCs.This was a qualitative study, using interviews to create case studies for each participant. The researcher used a three-part interview design developed by Seidman (2006). Five research questions served as a framework for data analysis.Participants believed teaching practice was not standardized within their department. They identified the following means to increase standardization of practice: develop a departmental philosophy, align the curricula of subject matter groups, share teaching techniques in department meetings, implement common assessments, increase the number of department meetings, make department meetings more professional, establish peer observations, and improve or replace the PLC model.The participants also identified a number of barriers to standardization of practice: the size and complexity of the school, weak leadership by school administrators, poor professional development, time constraints, ineffectiveness of the PLC model, interpersonal conflict within the department, uncertainty regarding the department's future composition, needs and limitations of students, lack of consensus on social studies content and assessment, teacher isolation and autonomy, ambiguity of teaching outcomes, and teacher fatigue.The type of standardization of practice envisioned by the participants reflected their desire for collegial, professional relationships. The methods of standardization they described would preserve teachers' freedom to conduct their practice according to their personal preferences.Barriers to standardization of practice identified by the participants were attributable to structural and cultural elements of the school site and to characteristics of social studies as a school subject. As such, they may prove difficult to overcome.The researcher concluded that modifications to department structures may promote the development of effective micro-PLCs. However, structural modifications should be framed so as to complement department work and teachers' professional standards.

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Chung, Lui-pong Gavin, and 鍾呂傍. "A principal's views on school-based management: implications for school management in aided secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960832.

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Tang, Yat-mun, and 鄧逸敏. "Managing change in a prevocational school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960467.

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Godes, David Bradley. "Use of heterogeneous data sources : three case studies." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/61057.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1989.
Title as it appears in the M.I.T. Graduate List, June 1989: Integration of heterogeneous data sources--three case studies.
Includes bibliographical references (leaf 159).
by David Bradley Godes.
M.S.

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Mak, Mi-wah Maria, and 麥美華. "The relationship between leadership and school effectiveness in a HongKong secondary grammar school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959714.

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Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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Seamster, Delores Stubblefield. "Effective Teachers in an Effective School: A Case Study." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278219/.

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The purpose of this investigation was to describe the behavior of effective teachers working within the context of an effective school. The study focused on both the content and techniques of instruction utilized by the teachers. In addition, the research examined teacher behaviors that were external to the classroom setting, including teacher-to-teacher relationships, teacher-to-parent relationships, and teacher-to-principal relationships. A qualitative research design was selected for this study. The site was an inner city elementary campus. Data were collected from eleven K-3 teachers using participant observation and interviews over a seven-month period. Documents were also used as a source of data. The analysis of data was ongoing and cyclical based on the constant comparative method. The final analysis of data resulted in nine themes based on recurring patterns of teacher behavior. The findings suggest that a caring school culture plays an important role in a school's success and the effectiveness of its teachers. Furthermore, there does not appear to be a universal description that fits all effective teachers. Instead, effective teachers in an effective school function as autonomous decision makers in their classrooms, choosing the curriculum and techniques that work best for them and their students. They tend to focus on basic skills, especially reading and mathematics, using explicit direct instruction methods. However, these teachers frequently digress from their planned lessons to teach life skills and test-taking strategies. Findings for this study also support the creation of structured school and classroom environments for low-income inner city students. Student self-esteem and parental support are not negatively impacted when firm discipline is administered fairly in a caring, supportive school climate. The conclusions of this investigation have implications for teacher staff development and campus administrator training. The findings also suggest further research in the areas of school culture, direct instruction, student discipline, and classroom management.

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Chau, Suk-ching Esther, and 周淑貞. "The role of middle managers in a primary school under School-based management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27738462.

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Witwer, Dianne. "Case studies of the School-Wide Positive Behavior Support approach." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602549.

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The purpose of this multiple case study described and compared practices utilized to implement the School-Wide Positive Behavior Support (SWPBS) approach at 3 purposely selected Central California elementary school sites. More specifically, this study described and compared: (a) school practices for defining and teaching school rules/expectations; (b) the reward systems being used; (c) systems for documenting and reporting office-managed student behavior violations; (d) systems for collecting and summarizing discipline referrals; (e) the priority given to improving behavior-support systems in school site plans; (f) school budget allocations for SWPBS; and (g) district support, financial and otherwise, for SWPBS at these schools.

This study did not attempt to prove a causal relationship between SWPBS and improved student achievement; rather, it focused on describing and comparing specific practices that these 3 schools were utilizing in relation to the SWPBS approach. The intention was thus to learn more about specific practices that might be replicated in other schools.

This research was qualitative in nature and utilized a multiple case-study methodology. Interviews, observations, and artifact reviews were conducted at 3 Central California elementary schools, all purposely selected because they had each implemented the SWPBS Framework for more than 1 year, had subsequently decreased negative student behavior, and had increased student achievement. 3 types of data were collected in order to understand each school‘s SWPBS practices and the level of support for the program. School principals, campus supervisors, and classroom teachers were interviewed; classroom and playground observations were conducted; and reports were reviewed by the researcher and the principal. The 3 types of data were triangulated for each school and compared.

The findings led to the conclusions that SWPBS is a systems approach that uses interventions to help students succeed in school. Furthermore, it has to have consistent, committed leadership in order to be successful. It has to be built on the foundation of implementing clear and precise rules that are embedded in all areas of the school. Lastly, SWPBS can be implemented without the district‘s assistance; however it is difficult to sustain unless the district fully supports the approach.

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Logie, Carol A. (Carol Ann). "School effectiveness : case studies of four elementary schools in Trinidad." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63284.

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Logsdon, Phyllis Landers. "Case studies of superintendent turnover in two Oklahoma school districts /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8721565.

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Cuttill, Casey. "High school siblings of children with disabilities : five case studies /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414962.pdf.

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Hope, Andrew Derek. "School Internet use : case studies in the sociology of risk." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3979/.

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This research uses observation, interviews and content analysis to examine the perceived and actual risks arising from Internet use in eight educational establishments. The majority of staff interviewed expressed concern about online pornography and the dangers of web based chat rooms. Additionally staff were anxious about the risks posed by hate engendering sites, websites encouraging experimentation, copyright infringement and threats to network security. In considering these school Internet risk narratives I make a distinction between concern that the student is "at risk" and that they are "dangerous”, posing a threat to the institution. I point out that in the primary schools staff talked about students solely as being "at risk", whereas in secondary schools this concern was tempered with the view that students misusing the school Internet also posed a danger to the institution. In the post-16 college Internet risks were almost solely expressed in terms of the "dangerous student". While only a sparse student risk narrative existed, with a few students anxious about on-line pornography, chat-lines and security there was non-verbal evidence indicating that students were worried about being punished for misusing the Internet. In assessing the "student- at-risk", I argue that exposure to pornography via the school Internet was not likely to pose an actual risk, while undesirable others in chat rooms, hateful websites and sites encouraging experimentation all posed actual, though statistically remote, risks. Considering the Internet activities of the "dangerous student", I found little evidence to suggest that the issues of school image, staff authority and copyright should be a source of great concern, although I note that school network security was an actual risk which deserves more attention. Finally, I consider institutional attempts to control Internet use and alleviate some of these perceived and actual risks through the use of rhetoric, exclusion and surveillance.

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Leung, Ka-ling Catherine, and 梁嘉齡. "Accountability versus school development: self-evaluation in an international school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B42577366.

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Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.

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Sewell, Martha H. "The organizational change process analysis through two case studies." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15324.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1985.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 149-155.
by Martha H. Sewell.
M.S.

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Ward, Randolph Adah Louise. "A historical analysis of an urban school a case study of a northern de facto segregated school Champion Avenue School: 1910-1996 /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940665434381.

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Patrick, Diane Porter. "The Response of a Public School District to Charter School Competition: An Examination of Free-Market Effects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2434/.

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The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.

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Mann, Peter J. "Environmental perceptions : a case study of Fish Hoek Senior High School." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/13890.

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Bibliography: leaves 134-143.
The study was initiated as a result of a growing concern of the researcher at the apathy prevalent amongst his students at Fish Hoek Senior High School towards environmental activities which took place out of'school hours. Linked to this was a perceived lack of understanding of environmental issues and very little commitment towards positive environmental actions such as recycling. These were students in the final phase of their secondary education at a school situated in a valley bounded by mountains and two oceans and serving a community which is continually involved in disputes over environmental issues. It was therefore disturbing that the environmental experiences both inside and outside the school had largely failed to produce environmentally-committed students. The purpose of the study was to gauge student perceptions and feelings concerning a wide range of environmental concepts and issues both globally and locally. In addition, it was an attempt to establish the level of personal commitment of the students towards a variety of positive environmental actions.

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Montgomery, Alcynthia R. (Alcynthia Rose). "The Launching of an Accelerated School: A Case Study." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278629/.

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The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.

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Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.

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Ng, Kar-wai Vivien, and 吳家慧. "Teachers' conceptions of liberal studies teaching in a case study school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209524.

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This study is a qualitative case study which aims to investigate teachers’ conceptions of Liberal Studies teaching in a case study school after Liberal Studies became compulsory in the Senior Secondary curriculum. A list of aspects of teaching were compiled based on previous research studies and were used to identify teachers’ conceptions. Data were collected from three participating teachers with two research tools, namely, lesson observations and semi-structured interviews. The teachers came from different educational backgrounds but they taught students at the same secondary level. The findings reveal that participating teachers possess multiple conceptions and there are discrepancies between what they think Liberal Studies teaching should be and their real classroom practices. They also do not have complete understanding of what an issue-enquiry approach is. The reasons participating Liberal Studies teachers gave in response to the formation of their conceptions are found to be related to their major subject taught or major subject completed at a degree level. It is also found that when they attended Liberal Studies related training courses, they tended to use their educational background to selectively pick up teaching strategies introduced in the courses.
published_or_final_version
Education
Master
Master of Education

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Irwin, Allan R. "Researching the use of historical case studies in secondary school science." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326818.

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Loop, Patti Gaskins Jr. "Case Studies of Exemplary Elementary School Guidance Programs in Southwest Virginia." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29664.

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The Virginia Board of Education mandated that, by the Fall of 1989, all public elementary schools in the Commonwealth should establish elementary school guidance programs and employ an elementary school guidance counselor for every 500 students. Since that time, eight years have passed, and a review of successful programs was in order. The purpose of this research was to describe exemplary elementary school guidance practices and programs in Southwest Virginia. Based on the recommendations of three counselor educators from Virginia Tech, three elementary school divisions were identified for inclusion in the study. Rural, urban and suburban school divisions were chosen, so that the results would reflect a broader spectrum of exemplary elementary school guidance practices and programs. Specific school sites were selected by the school superintendent or guidance supervisor. During the Spring of 1997, the process of collecting data began. School counselors were asked to complete a questionnaire. Next, the researcher conducted site visits to each school, during which time ten structured interviews took place with those people who had interactions with the elementary school guidance program. While on the site, documents related to the elementary school guidance program were reviewed. Research results were presented in case study fashion. The most frequently cited examples of exemplary elementary school guidance practices and programs were summarized. Results showed that rural, urban, and suburban elementary school guidance programs had striking commonalities. All three elementary school guidance programs reported strengths in fifteen areas, which were grouped into three categories: (1) focus on student development and achievement, (2) staff collaboration, and (3) focus on parents and volunteers. A detailed description and discussion of each exemplary elementary school guidance practice and program concluded the study.
Ph. D.

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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.

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Doctor of Education
This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.

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Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.

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Subjinski, Amanda. "A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801878/.

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The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.

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Ekeberg, Lea Kristin. "A case for a performed culture curriculum for high school Chinese programs." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406880122.

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黃美玲 and Mei-ling Emily Wong. "Leadership in a technology enriched school: an exploratory case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256491.

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Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.

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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.

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Yuen, Suk-kwan, and 袁淑筠. "School-based curriculum development: a case study in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35520383.

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Taplett, Amanda Kingston. "Technology development productivity : case studies in technology transition." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39687.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2007.
Includes bibliographical references (p. 79).
Development of new technology is critical to the growth and success of technology-driven companies. New technology is generated in a number of ways, one of the most important being the company's own internal research and development department. This thesis examines the transfer of technology developed in an internal R&D group into product development groups across multiple business units of the company. An analysis of the company's documented development process activities and metrics will establish the context in which technology is transferred. The company's organizational structure is a central R&D group that supports two market-focused business units, each with their own technology development group. A series of five case studies tracking technology that was developed in the central R&D group and transferred to the business units will illustrate the way technology development activity occurs in the organization. The R&D organization is structured to support research, applied research, and development activities that drive both incremental and radical innovation, and it is managed to support a balance of short term and long term strategic goals.
(cont.) The case studies highlight the fact that project definition should include attention to the goal the project is intended to achieve, the type of innovation used to achieve that goal, recognition of the phase or maturity of technological research in that area, and how those aspects of the project should shape the development process and plans for communication and collaboration.
by Amanda Kingston Taplett.
S.M.
M.B.A.

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Loncaric, Mladen A. "What is the meaning of disengagement as lived by students who left school without graduating." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27189.pdf.

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Watson, Freda S. "Shyness in the Context of Reduced Fear of Negative Evaluation and SelfFocus: A Mixed Methods Case Study." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/78.

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This mixed methods case study examined the effect of reduced fear of negative evaluation and self focus on behaviors related to shyness in a church environment. A sample of 239 members, regular attenders, and visitors completed a survey, consisting of the Brief Fear of Negative Evaluation-Straightforward (BFNE-S) Scale; two checklists measuring perceived acceptance and levels of comfort in situations known to be difficult for shy people; and extended response questions regarding thoughts, feelings, and behaviors in six church situations. Confirmatory factor analysis revealed the BFNE-S (General and Context-specific) had acceptable fit compared with previous studies, and descriptive statistics were similar to those of previous studies. Lower self-reported levels of fear of negative evaluation and higher levels of perceived comfort, but not acceptance, in the church setting were found to be statistically significant, although the effect size was negligible. A repeated measures ANOVA revealed no statistically significant difference for gender or race for individuals in the church setting compared to the non church setting. A multiple regression failed to reveal a statistically significant relationship between depth and breadth of involvement in church activities and reduced fear of negative evaluation. The Clark-Wells (1995) model of social phobia explained 62% of self-reported behaviors, thoughts, and feelings of individuals with high levels of shyness when in social situations in the church setting. A statistically significant difference was found between focus of attention and quality of thought scores for individuals with minimal to low levels of shyness and high levels of shyness. To explore further the validity of scores obtained with the BFNE-S, it would be useful to conduct a study in different environments and seek to understand individuals in those environments with high and low fear of negative evaluation. Future research regarding the church setting should utilize a sample with fewer long-term members and regular attenders. Additionally, future studies could probe how religious beliefs help people cope with difficult situations, in particular shyness.

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Mendelsohn, Clare Ruth 1964, and Anirudha 1961 Pangarkar. "Case studies of how BP and Shell are approaching sustainable development." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8504.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.
Includes bibliographical references (leaves 146-149).
Firms in all industries must respond both to the changing dynamics of markets and to the expectations of stakeholders within those markets. Within the last two decades, nongovernmental organizations and other parts of the public have been increasingly active in shaping public expectations for firms to conduct their activities in ways that minimize undesired social and environmental impacts. These expectations for firms to balance their short terms goals of profitability with the long-term needs of the society and environment can be broadly referred to as corporate "Sustainable Development." The current day debate surrounding SD as applied to global corporations is complicated for many reasons, as this document explains. Large global oil and gas firms that are in the business of exploiting non-renewable yet strategic natural resources are by no means immune to these changing stakeholder expectations. These companies deal with the commodities that fuel both development and pollution. As a result, the debate surrounding SD affects their corporate strategy. Increasing global connectivity via the Internet has provided concerned citizens with the ability to apply pressure in a collective and immediate way. In the last decade, negative media has highlighted the impact these public pressures have had on oil and gas firms' image. It has also highlighted the potential scale to which these pressures can impact a company's future as a, profitable firm. We studied two oil and gas firms, Shell and BP. Both have re-positioned and re-branded themselves by taking proactive measures to meet and even exceed the expectations of their various stakeholders. By entering into dialogue with their constituencies, they have increased innovation toward sustainable practices, and in so doing, have boosted public trust. By analyzing live cases, we reveal their approaches in bringing the ambitious ideals of sustainable development into practice. Each case was successful due to its project-specific approach which catered to local needs. Additionally, each firm's history, organization and culture dictates its SD strategy - i.e, there is no universal approach. However, regardless of individual styles, "transparency" and "engagement with stakeholders" are vital ingredients to success in SD. But these must be learned through practice.
by Clare Ruth Mendelsohn & Anirundha Pangarkar.
M.B.A.

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Lewis, Taariq, and Bryan Long. "Case analysis studies of diffusion models on E-commerce transaction data." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49772.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2009.
Includes bibliographical references (p. 50).
As online merchants compete in the growing e-commerce markets for customers, attention to data generated from merchant and customer website interactions continues to drive ongoing online analytical innovation. However, successful online sales forecasting arising from historical transaction data still proves elusive for many online retailers. Although there are numerous software and statistical models used in online retail, not many practitioners claim success creating accurate online inventory management or marketing effectiveness forecast models. Thus, online retailers with both online and offline strategies express frustration that although they are able to predict sales in their offline properties, even with substantial online data, they are not as successful with their online-stores. This paper attempts to test two analytical approaches to determine whether reliable forecasting can be developed using already established statistical models. Firstly, we use the original Bass Model of Diffusion and modify it for analysis of online retail data. Then, we test the model's forecasting effectiveness to extrapolate expected sales in the following year. As a second method, we use statistical cluster analysis to categorize groups of products into distinct product performance groups. We then analyze those groups for distinct characteristics and then test whether we can forecast new product performance based on the identified group characteristics.
(cont.) We partnered with a medium-sized online retail e-commerce firm with both online and offline retail channels to provide us with online transaction data. Using a modified Bass Diffusion Model, we were able to fit a sales forecast curve to a sample of products. We then used k-means cluster analysis to partition products into similar groups of sales transaction-behavior, over the period of 1 year. For each group, we tried to identify characteristics which we could use to forecast new product launch behavior. However, lack of accurate, characteristic mapping of products made it difficult to establish confidence in cluster forecasting for some groups with similar curves. With more accurate characteristic mapping of products, we're hopeful that cluster analysis can reasonably forecast new product performance in online retail catalogs.
by Taariq Lewis [and] Bryan Long.
M.B.A.

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Liang, Chian Der 1961. "Recruiting and managing managers in China : supply and demand case studies." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/57761.

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Hong, Chi-keung, and 康志強. "The leadership of a transforming secondary school in Guangzhou, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962348.

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Dissertations / Theses on the topic 'School phobia - Case studies'

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