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Morris, Hope Jackson. "An analysis of retention factors that influence Georgia's secondary career and technical education teachers to remain in the teaching profession." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/summer2006/marsha_h_morris/Morris_Hope_J_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 123-131) and appendices.
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Hardaway, Tawanda. "Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.
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Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.
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Jackson, Ronnie. "A Study of the Relationship between Key Influencers as Motivators to Attendance, Behavior, Engagement, and Academic Achievement among Middle School Students in Metropolitan Atlanta Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/4.
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This study examines middle school students’ perceptions of the relationship between key influencers on student attendance, student behavior, student engagement, and academic achievement. Three hundred (300) survey participants were used in this mixed methods design, which consisted of an analysis of the independent variables affecting overall student motivation operationalized as Student Attendance, Student Behavior, Student Engagement, and Academic Achievement of eighth grade students. The survey participants were composed of two urban middle schools in a large public school system and a private middle school in the same county. African-American male students were isolated to analyze correlation relationships among variables. Findings of the study indicated that among other outcomes, African-American male students have definite perspectives about teacher quality and the impact of parental involvement.
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Medlock, Robyn E. "The Effectiveness of Afterschool Programs in Improving Fifth Grade Academic Performance: A Case Study of Two Select Metro Atlanta Afterschool Programs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/9.
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The purpose of this qualitative case study was to research strategies of successful afterschool programs and their effectiveness in promoting student achievement and closing achievement gaps. Many afterschool programs have boasted of their ability to improve student achievement. Some students who participated in afterschool programs have shown an increase of improved academic performance. However, studies have indicated that students are still performing below grade level on national and state curriculum standards. Data have shown that fifth graders across the state ofGeorgiaare struggling in math, social studies, and science. Effective academic afterschool programs may have assisted struggling students in raising their Criterion Reference Competency Tests (CRCT) scores. Afterschool programs have the ability to help students socially, emotionally, culturally, behaviorally and academically. The variables addressed in the study are (a) program effectiveness, (b) student motivation, (c) parental involvement, (d) successful program structure, (e) student attendance, (f) student involvement/ socialization, (g) climate of the program, and (h) student expectations. Data were gathered using observations, face-to-face teacher interviews, document analysis, teacher questionnaires, and student questionnaires.
The sample was 24 (18 students from school A and 6 students from school B) fifth grade students in two select afterschool programs whose CRCT data were compared to students in the same school but do they did not attend the afterschool program. The comparison group was 18 fifth grade students from school A and 15 fifth grade students from school B. The CRCT test data revealed how well students may perform on standardized tests even if they do not attend the afterschool program. Although CRCT test data were used to help determine the effectiveness of the afterschool program in improving academic achievement in fifth grade students, there may be other factors that contributed to student success. The fifth grade students were selected because they are mandated to takeGeorgia’s standardized CRCT. In mostGeorgiacounties, if students do not pass all parts of the CRCT, they will not be able to move on to the next grade level.
The results revealed that students in the study enjoyed attending the afterschool programs. After review of the CRCT data, it was determined that most of the study participants and the non-study participants mostly met or exceeded in reading and math. School A had an adequate study group of 15 students. School B only had four students’ CRCT test scores. Two students in school B scored below grade level in math. The study also revealed that there may be other factors as to why students perform well on the CRCT.
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White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.
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Adams, Taiesha Marie. "Evaluation of the State of Georgia's School Instructional Extension Program (SIEP) at One Middle School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/99.
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This study examined the implementation of the State of Georgia's School Instructional Extension Program (SIEP) at one middle school in a rural school district. SIEP was adopted in this district in an effort to improve outcomes for students who demonstrate deficiencies in core-academic subjects. For the past 2 years, SIEP has been used at this study site to address low academic performance in the area of mathematics. However, to date, school leaders have not developed a system to evaluate the efficacy of the program. The purpose of this project study was to conduct a comprehensive program evaluation that addressed the program's strengths and weaknesses in terms of student achievement. Bandura's self-efficacy theory was used as a theoretical framework. The formative component of the evaluation used a concurrent, mixed-methods design to analyze data from program stakeholders through student surveys (n = 36), teacher surveys (n = 8), and a teacher focus group (n = 5). The summative component used 2 years' scores for the mathematics Georgia Criterion-Referenced Competency Test (GCRCT) to conduct 2-way ANOVAs that compared the SIEP students' mean gains scores to the mean gains score of low-performing students who qualified for SIEP but did not participate in the program. Summative findings indicated that the program did not significantly impact students' mathematics GCRCT gains scores. Moreover, formative data revealed suggestions for the program's insignificant impact including lack of teacher preparation time and program schedule time. Implications for positive social change that should follow program reform include: (a) improving student achievement in mathematics, (b) making evidence-based decisions regarding best practices for teachers, and (c) using data to implement effective academic programs.
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Soltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.
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Cowart, Michael G. "Demographic Associations of Tobacco Use Among Georgia Secondary Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/iph_theses/196.
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As in years past, use of tobacco remains the leading cause of preventable death in this country. Smoking has been associated with elevated risks of 15 other forms of and has also been identified as a major cause of such chronic conditions as cardiovascular disease, cerebrovascular disease, bronchitis and emphysema. In 2008, an estimated 8.6 million Americans suffered from smoking-related chronic conditions (American Cancer Society, 2010).
As 80% of tobacco use begins in adolescence (Villanti, Boulay & Juon, 2010), this age group has long been the focus of intervention efforts. Furthermore, animal studies suggest that the adolescent brain is at increased risk for developing an addiction to nicotine compared to an adult brain (Morrell, Song & Halpern-Felsher, 2011). Additional studies have demonstrated that the younger an adolescent begins smoking, the more likely he is to become a regular smoker and less likely to quit smoking (Brown et al., 2010). The public health opportunity for primary and secondary prevention intervention is clear.
To track adolescent risk-taking in the state, The Georgia Department of Education administers the Georgia Student Health Survey II [GSHS II] throughout all school districts. The purpose of this thesis study was to examine known smoking risk factors using the GSHS data in order to assess associations using an adolescent sample. Findings demonstrated that age, gender, and urbanicity were associated with smoking. Findings from this study provide insights for programming that can be tailored to meet the needs of adolescent subgroups that may be vulnerable to smoking initiation.
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Goodman, Todd William. "Part I--Night of the Living Dead, the operaPart II--How Music Sounds: A Comprehensive Guide to the Grammar of Music." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1501093066724373.
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Vega, Anissa Lokey. "Investigation of Alignment between Goals of Schooling Relevant to Georgia and the Georgia Performance Standards." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/55.
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Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society is a debate fervently argued when the founding fathers wanted to build a republic based on meritocracy. The problem this study addresses is the undefined relationship between the goals of schooling relevant to Georgia and the Georgia Performance Standards (GPS) which is a critical piece to creating a complete systemic view of public schooling in Georgia. The purpose of this study is to investigate the alignment between the GPS and schooling goals. The guiding question and sub-questions are: How well are the GPS, or the intended curriculum of Georgia schools, and each of the various stated goals of schooling aligned? How relevant are the eighth-grade GPS to the latent themes of each of the stated goals of schooling? How balanced are the latent themes of each of the stated goals of schooling in the eighth-grade GPS? Through a historical investigation of the literature and current policy the author establishes the currently relevant goals of schooling which serve as the latent goals for which the method will seek to find evidence within the Georgia Performance Standards. The study employs a quantitative content analysis of a significant section of the Georgia Performance Standards (GPS) looking for themes associated with various stated goals of schooling as indicated by the literature review. The manifest themes, developed from the latent goals of schooling, are incorporated as the dependent variables in the study, while the GPS serve as the independent variable. Neuendorf’s (2001) framework for content analysis is used to develop a new method for investigating the goal-curriculum alignment relationship through new measures of Curricular Balance, Curricular Relevance, and Manifest Theme Presence. This study presents a new visual model to compare a curriculum’s alignment to multiple goals of schooling called the Goal-Curriculum Alignment Measures (G-CAM) model. This study finds that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice. Evidence for these conclusions are discussed and related to the current socio-political literature.
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Rideout, Roxanne Sharon. "Partnerships in education : secondary/post-secondary collaboration /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.
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Frame, Laura N. "Georgia Environmental Advocacy Groups Health Education Needs Assessment." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/iph_theses/218.
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Georgia State University’s Institute of Public Health along with the Georgia Department of Public Health’s Chemical Hazards Program conducted a needs assessment survey to learn more about the concerns of environmental advocates and other community leaders in Georgia regarding exposure to toxic chemicals. The purpose of the Georgia Environmental Advocacy Groups Health Education Needs Assessment was to better understand community concerns, to identify hazardous waste sites that might warrant some degree of public health evaluation, to find community leaders and personnel interested in assisting the Chemical Hazards Program in implementing public health interventions, to inform the community about the services offered to the public by the Georgia Department of Public Health and to better understand the best methods for distributing health education material. This is the first time the Chemical Hazards Program has conducted an environmental advocacy group leader needs assessment. The results of this pilot study will help the development of future needs assessments conducted by the CHP.
Survey development began in August of 2011 and Georgia State University Institutional Review Board approval was granted January 2012. Participants were selected due to their current leadership role of a Georgia environmental advocacy group/organization. Contact information was found for 137 environmental group leaders. Depending on available contact information, potential participants either received the survey through the mail or electronically via email. Surveys were distributed on January 13, 2012 and had to be returned by February 20, 2012.
Twenty-one Georgia environmental advocacy group leaders participated in the survey. A majority of participants cited protect/restore natural habitats as the main purpose of their organization, but the survey did reveal 10 environmental groups that focused on protecting human health. Seven of participants that were dedicated to protecting human health expressed interest in working further with the GDPH to develop or implement public health interventions. The survey was also successful in informing participants about the Chemical Hazards Program. Prior to the needs assessment, more than 80% of participants were not aware of the program. Many pertinent suggestions were also made to aid in the development of the brochure aimed at educating community members about the services offered by the CHP.
Although a variety of environmental health concerns were cited by the participants, water quality was most often mentioned. More participants reported they were very concerned about drinking water than any other environment. Ninety percent also reported being either concerned or very concerned about contamination in oceans, lakes and streams. A section of the survey also addressed hazards found within the home, unclean drinking water was selected by far the most often as being of greatest concern compared to all other indoor hazards. Many participants listed specific waste or industrial sites that are of concern among members of their community as a source of contaminants. A few contaminated environments were also listed including specific rivers and lakes. Though many did not list specific sources, the majority of participants cited water contamination as being a chemical contamination issue that has the greatest impact on human health.
The survey helped reveal specific community concerns regarding potential chemical contaminants and sites that may lead to the CHP conducting public health assessments/consultations and exposure investigations. The survey also revealed the need for general environmental health education and intervention activities based on concerns of the participants as well as the lack of concern by many. The survey was also successful in identifying individuals that may help the CHP gain future partnerships and identifying creative methods for distributing health education material. The CHP plans to follow-up with many of the participants and the survey will be further developed and used to survey other leaders, community members, and public health workers etc. to further investigate the needs and concerns of communities across Georgia.
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English, Rebecca Maree. "Internationalising Australian Secondary Education." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367966.
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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school.
Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few
Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct
privileged Australian school discourses were positioned positively.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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English, Rebecca M. "Internationalising Australian secondary education." Thesis, Griffith University, 2012. https://eprints.qut.edu.au/61416/1/Internationalising_Australian_Secondary_Education.pdf.
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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively. The data suggest that the majority of the Eastern Asian students were represented through negative discourses because they did not realise cultural capital that was valued at the schools. Findings of this study may assist schools to identify international students who may experience their Australian school education negatively. The findings may also contribute to assisting staff to better engage with international students.
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Harris, Darin Scott. "Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/42.
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This dissertation examines Tift College, formerly in Forsyth, Georgia, and the problems Tift faced as Georgia Baptist's women's college. Many of these difficulties were a result of the beliefs of Georgia Baptists on educating women and the fact that Georgia Baptists placed a greater value on education for males. This work also examines the role of feminism in a southern women's college. To complete this task, the dissertation examines the beliefs and attitudes of Georgia Baptists about education in general, and educating women in specific and how funding played a part in their education. The dissertation addresses Tift's struggle to remain a separate school for women and examines ideas of womanhood at Tift as determined by the curriculum imposed on the women, as well as documenting what Tift students felt about womanhood based on their statements in class papers, journal and newspaper articles, and various other archival sources. These data show how attitudes and beliefs changed over the years, and while a strong feminist spirit may not have been achieved, the changes that were evident affected the purposes of the college. As the student body became more diversified, students were no longer content to become genteel, southern ladies or "polished cornerstones." Going against traditional roles, many students argued for a curriculum that would allow them to compete with men in the job market.
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Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10686052.
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<p> The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.</p><p>
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Nzuki, Charles Kyalo. "Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4664.
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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya's Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits' theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke's thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study's findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya's progress toward universal access to secondary education.
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Gillis, Lawanda P. Liston Delores D. ""Courageous conversations" rural south Georgia teachers reflecting on the role of race and racism in the education of rural south Georgia students /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/lawanda_p_gillis/gillis_lawanda_p_200908_edd.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Delores D. Liston, major professor; Yasar Bodur, F. Erik Brooks, Hsiu-Lien Lu, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.170-181).
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Broussard, Jessie. "An Analysis of Corporal Punishment Practices in the State of Georgia." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622925.
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<p> Most research concludes that corporal punishment in schools does not lead to better student behavior, more respect for teachers, or higher scores on the Achievement Composite Test (ACT). In addition, some research points to the conclusion that corporal punishment of children is associated with Post-Traumatic Stress Disorder, which can include such symptoms as depression, and anxiety. One researcher has even identified a medical condition entitled Educationally Induced Post-Traumatic Stress Disorder, which, I concluded, was brought about by excessive corporal punishment. </p><p> This research study is a comprehensive analysis of corporal punishment practices in the state of Georgia. The research approach adopted in this comprehensive analysis of corporal punishment in Georgia includes the use of online literature, print literature, legal databases, and research database sites. </p><p> The findings from this research provide evidence that Georgia currently has many districts reporting high incidences of corporal punishment while other districts have either abolished corporal punishment by local policy or simply do not practice it. The main conclusions drawn from this study are that corporal punishment in Georgia schools is largely a nonurban phenomenon and that its use is not evenly distributed among districts but rather concentrated in smaller districts. Although overall incidents of corporal punishment have gone down in Georgia over the last several years, its use has actually increased in some districts.</p>
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O'Grady, Kevin. "Motivation in secondary religious education." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.
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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).
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McPherson, Mary E. "Organizing Women: Women's Clubs and Education in Georgia, 1890-1920." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/60.
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The rise of women’s volunteer organizations can be linked to the social changes that the United States was undergoing during the Progressive Era. The movement from an agrarian society to an industrial one, massive migration of Americans from rural areas to the cities, and increased immigration all contributed to social challenges in the United States in the late 1800s and early 1900s. Recently historians have begun to explore how women’s contributions helped to combat these challenges and this study shows how women’s clubs in Georgia were able to exercise their philanthropic power through their involvement in education. By 1860, the women’s club movement was well underway in the United States, with most of the activity in the Northeast, Midwest, and the West. The South, due to the devastation of the Civil War, did not see an emergence of women’s clubs until 1890. Southern middle class white women felt compelled to help those they perceived as less fortunate at a time when they themselves were trying to establish their own placement within the social structure of the Progressive Era South. Women, due to changing societal roles, were beginning to move beyond the home. They began to use the expertise they acquired through managing a household and applied this knowledge to social programs that would help those in need. Often times these social programs were focused on the education of young children and women. Women’s clubs in Georgia provide a lens for exploring how women were able to influence educational developments during the Progressive Era. Archival data show that the Georgia Federation of Women’s Clubs, the Atlanta Woman’s Club, and the Athens Woman’s Club played in important role in educational advancements in Georgia during the Progressive Era. Archival and primary source materials were used to support an analysis of gender, social class, and geographic differences on women’s roles in educational changes. This study analyzes how women were able to affect education in Georgia at a time when men dominated educational decision-making.
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Kallonen, Markko Samu <1972>. "Conflict affected peoples’ access to education: IDP pupils in Georgia." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6718/1/KALLONEN_Markko_tesi.pdf.
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This work seeks to understand what kind of impact educational policies have had on the secondary school students among internally displaced persons (IDPs) and their identity reconstruction in Georgia. The study offers a snapshot of the current situation based on desk study and interviews conducted among a sample of secondary school IDP pupils. In the final chapter, the findings will be reflected against the broader political context in Georgia and beyond. The study is interdisciplinary and its methodology is based on social identity theory.
I shall compare two groups of IDPs who were displaced as a result of two separate conflicts. The IDPs displaced as a result of conflict in Abkhazia in 1992–1994 are named as old caseload IDPs. The second group of IDPs were displaced after a conflict in South Ossetia in 2008. Additionally, I shall touch upon the situation of the pupils among the returnees, a group of Georgian old caseload IDPs, who have spontaneously returned to de facto Abkhazia. According to the interviews, the secondary school student IDPs identify themselves strongly with the Georgian state, but their group identities are less prevailing. Particularly the old case load IDP students are fully integrated in local communities. Moreover, there seems not to be any tangible bond between the old and new caseload IDP students. The schools have neither tried nor managed to preserve IDP identities which would, for instance, make political mobilisation likely along these lines.
Right to education is a human right enshrined in a number of international conventions to which the IDPs are also entitled. Access to education or its denial has a deep impact on individual and societal development. Furthermore, education has a major role in (re)constructing personal as well as national identity.<br>La tesi mira a comprendere l’impatto delle politiche educative su IDP (internally displaced persons, persone internamente dislocate) studenti delle scuole superiori in Georgia e sulla ricostruzione della loro identità. Lo studio offre un quadro della situazione attuale in base a un’analisi on desk e a interviste svolte con un campione di studenti IDP delle scuole superiori. Il capitolo conclusivo illustra i risultati alla luce del più ampio contesto politico georgiano. La ricerca assume carattere interdisciplinare e si basa sulla teoria dell’identità sociale.
L’elaborato confronta due gruppi di IDP dislocati in seguito a due conflitti. Gli IDP dislocati a causa del conflitto in Abcasia nel periodo 1992–1994 sono denominati “prima ondata”. Il secondo gruppo proviene dal conflitto in Ossezia del Sud nel 2008. Si è inoltre considerata la situazione degli studenti tra i Ritornati, un gruppo di georgiani della prima ondata tornati spontaneamente in territorio abcaso. Le interviste indicano che gli IDP studenti delle superiori si identificano fortemente con lo Stato georgiano, ma le loro identità di gruppo risultano meno evidenti. Sono in particolare gli IDP della prima ondata a essere completamente integrati nelle comunità locali. Sembra inoltre non sussistere alcun legame tangibile tra la prima e la seconda ondata di studenti dislocati. Le scuole non si sono impegnate per preservare le identità degli IDP, non ottenendo un risultato che avrebbe probabilmente favorito la mobilitazione politica.
Il diritto all’istruzione è un diritto dell’uomo sancito da diverse convenzioni internazionali che si applicano anche agli IDP. Consentire o impedire l’accesso all’istruzione ha un profondo impatto sullo sviluppo dell’individuo e della società. L’istruzione svolge inoltre un ruolo primario nella (ri)costruzione dell’identità personale e nazionale.
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Kallonen, Markko Samu <1972>. "Conflict affected peoples’ access to education: IDP pupils in Georgia." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6718/.
Full textAbstract:
This work seeks to understand what kind of impact educational policies have had on the secondary school students among internally displaced persons (IDPs) and their identity reconstruction in Georgia. The study offers a snapshot of the current situation based on desk study and interviews conducted among a sample of secondary school IDP pupils. In the final chapter, the findings will be reflected against the broader political context in Georgia and beyond. The study is interdisciplinary and its methodology is based on social identity theory.
I shall compare two groups of IDPs who were displaced as a result of two separate conflicts. The IDPs displaced as a result of conflict in Abkhazia in 1992–1994 are named as old caseload IDPs. The second group of IDPs were displaced after a conflict in South Ossetia in 2008. Additionally, I shall touch upon the situation of the pupils among the returnees, a group of Georgian old caseload IDPs, who have spontaneously returned to de facto Abkhazia. According to the interviews, the secondary school student IDPs identify themselves strongly with the Georgian state, but their group identities are less prevailing. Particularly the old case load IDP students are fully integrated in local communities. Moreover, there seems not to be any tangible bond between the old and new caseload IDP students. The schools have neither tried nor managed to preserve IDP identities which would, for instance, make political mobilisation likely along these lines.
Right to education is a human right enshrined in a number of international conventions to which the IDPs are also entitled. Access to education or its denial has a deep impact on individual and societal development. Furthermore, education has a major role in (re)constructing personal as well as national identity.<br>La tesi mira a comprendere l’impatto delle politiche educative su IDP (internally displaced persons, persone internamente dislocate) studenti delle scuole superiori in Georgia e sulla ricostruzione della loro identità. Lo studio offre un quadro della situazione attuale in base a un’analisi on desk e a interviste svolte con un campione di studenti IDP delle scuole superiori. Il capitolo conclusivo illustra i risultati alla luce del più ampio contesto politico georgiano. La ricerca assume carattere interdisciplinare e si basa sulla teoria dell’identità sociale.
L’elaborato confronta due gruppi di IDP dislocati in seguito a due conflitti. Gli IDP dislocati a causa del conflitto in Abcasia nel periodo 1992–1994 sono denominati “prima ondata”. Il secondo gruppo proviene dal conflitto in Ossezia del Sud nel 2008. Si è inoltre considerata la situazione degli studenti tra i Ritornati, un gruppo di georgiani della prima ondata tornati spontaneamente in territorio abcaso. Le interviste indicano che gli IDP studenti delle superiori si identificano fortemente con lo Stato georgiano, ma le loro identità di gruppo risultano meno evidenti. Sono in particolare gli IDP della prima ondata a essere completamente integrati nelle comunità locali. Sembra inoltre non sussistere alcun legame tangibile tra la prima e la seconda ondata di studenti dislocati. Le scuole non si sono impegnate per preservare le identità degli IDP, non ottenendo un risultato che avrebbe probabilmente favorito la mobilitazione politica.
Il diritto all’istruzione è un diritto dell’uomo sancito da diverse convenzioni internazionali che si applicano anche agli IDP. Consentire o impedire l’accesso all’istruzione ha un profondo impatto sullo sviluppo dell’individuo e della società. L’istruzione svolge inoltre un ruolo primario nella (ri)costruzione dell’identità personale e nazionale.
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Craig, Alan Thomas. "Institutional responses to underprepared students at the University of Georgia| 1801--2001." Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251881.
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<p> This historical study explored and chronicled the history of institutional responses to underprepared students at the University of Georgia including its two primary historical branches, the State Normal School and the State College of Agriculture and the Mechanic Arts, from 1801 to 2001. This study examined the evolution of responses to underprepared students at the University of Georgia with a view to how these responses reflected the larger social, economic, and political context of Georgia history. Archival research was conducted at University of Georgia Hargrett Rare Book and Manuscript Library in Athens, Georgia, the State of Georgia Archives in Atlanta, Georgia, the Georgia Historical Society Library and Archives in Savannah, Georgia, and other archives or document repositories identified during the research phase of the study. The study revealed significant efforts throughout the history of the University of Georgia in support of underprepared students.</p>
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Simpson, Alvin Tyrone. "Household adults' attitudinal perceptions toward the homeless in Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/3139.
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The purpose of this study was to investigate the attitudes of household adults toward the homeless in a survey of residential subscribers to a major random digit telephone utility in the City of Atlanta, Georgia. The survey form for data collection used a Likert-type and thermometer-type instrument which was developed by the principal investigator and a panel of social scientists. Four dimensions were measured for the study: Attitudes, Cognitive, Sympathy, and Anomie.
The findings have revealed that, although most of the respondents in the study's sample (N=504) perceive homelessness to be a serious problem, the poor state of their knowledge of the problem led to some attitudes that work against a municipal, state, and federal solution. Further research is needed on public attitudes toward the homeless, the homeless themselves, and the relationship between the two.
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Archibald, Donna Lynn. "The roles and responsibilities of the Georgia Special Education paraprofessionals and the impact of the NCLB mandates an assessment by Georgia administrators, Special Education teachers, and Special Education paraprofessionals /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/donna_l_archibald/archibald_donna_l_200801_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 139-151) and appendices.
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Faust, Carolyn J. Pethtel. "Progressive education in transition an intellectual history /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/carolyn_j_faust/faust_carolyn_j_200701_EdD.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 116-127) and appendices.
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Blackston-Cail, Kelly C. "Issues of blondeness identity, education, and experience /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/kelly_c_blackstoncail/Blackston-cail_kelly_c_200708_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Walter S. Polka. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 184-193) and appendices.
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Hunter, Veronica T. Beasley. "Parental involvement in a northwest Georgia shcool district." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/veronica_t_hunter/hunter_veronica_t_200901_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2009.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 133-145) and appendices.
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Battle-Edwards, Amy. "An Examination of the Georgia Teacher Keys Effectiveness System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/102.
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This study examined the Georgia Teachers Effectiveness System and its effects on teachers’ teaching practices, including teacher motivation and teacher behavior. This was a mixed method study that included a focus group, surveys, and document analysis to address the independent variables: Teacher Assessment Performance Standards, Professional Growth, Student Growth Percentile, Student Learning Objectives and Teacher Effectiveness Measurement.
The researcher found that the teachers that participated in this study were intrinsically motivated and the Georgia Teacher Keys Effectiveness System is a tool used to provide additional support and guidance in the classroom. A conclusion drawn from the findings suggested that the Georgia Teachers Effectiveness System has had a positive influence on teachers’ teaching practices.
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Nash, Ashley. "Predictors of Human Papillomavirus Vaccination in Georgia." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4084.
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Although the human papillomavirus (HPV) vaccine has been approved by the Federal Drug Administration (FDA) and is available for males and females, completion of the 3-shot series in Georgia remains relatively low. The purpose of this study was to examine the predictors of HPV vaccination initiation and completion for male and female adolescents, ages 13 to 17 years old, in Georgia between 2013 and 2015. The theoretical foundation of the study was the structural model of health behavior which is an ecological model. Logistic regression was performed to determine if there was any relationship between the independent variables of parental knowledge, providers' recommendation, and physical access to vaccination sites, and the dependent variables of vaccination initiation and completion while controlling for and separately testing the impact of age, race, and gender. The data sets from the Centers for Disease Control and Prevention, National Immunization Survey-Teen from 2013-2015 were used. There was no significant difference in HPV vaccination initiation or completion for any of the 3 years that were analyzed related to parental knowledge, as indicated by a p-value.
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Frias, Ramon. "Science Scores in Title I Elementary Schools in North Georgia| A Project Study." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602785.
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<p> The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.</p>
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Schreffler, Virginia Louise. "Burial status differentiation as evidenced by fabrics from Etowah Mound C, Georgia." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260645213.
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Murray, Kathryn Anne. "Georgia Agricultural Teachersâ Perceived Ability to Balance Family and Career." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03102010-140121/.
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The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. The research objectives included describing career and family responsibilities, exploring barriers to fulfilling career and family responsibilities, and perceived abilities of teachers to maintain the balance of career and family expectations. The study was conducted as a census of all Georgia agricultural teachers on an extended day/extended year contract via an online survey. It was determined that Georgia agricultural teachers are working an average of 57 hours per week and 39 days per summer, with both genders being similar in the amount of time spent on the job. Teachers carried out traditional gender roles in family responsibilities, with females handling the majority of the housework and childcare and males handling the majority of farm and yard work. Both males and females viewed their job responsibilities to be significant barriers to fulfilling family responsibilities and one third of respondents found it was always difficult to balance career and family. It was concluded that Georgia agricultural teachers are feeling torn between meeting job expectations and spending adequate time with their families, with females feeling the strain slightly more than males.
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Backman, Rodney James. "A case of year round education in two Georgia elementary schools." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/rodney_j_backman/backman_rodney_j_200801_edd.pdf.
Full textAbstract:
Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 105-114) and appendices.
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Grgurina, Nataša. "Computational thinking in Dutch secondary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.
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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.
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Alsaif, A. S. "Islamic Education in Saudi Secondary Schools." Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498390.
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Haney, Randall McGarey. "Secondary Student Perceptions of Vocational Education." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.
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The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%.
The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument.
This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.
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Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.
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The purpose of this research report is to investigate how Entrepreneurship is being taught in the classroom of secondary schools and to see if there is a vast difference between how it is taught across the income spectrum of the students.The research used a qualitative methodological approach. Questionnaires were sent out to respondents selected by the researcher (convenient sample). Then there was a follow-up in-depth interview with all the respondents. The respondents are all teachers who currently teach entrepreneurship at secondary schools and were divided into three groups depending on the school they teach at. There is the private school, the Model C School and the public school.The research revealed that there are vast differences in the way entrepreneurship is taught between the schools. Private schools have a large component of ‘beyond the classroom’. These include company visits, guest lecturers on entrepreneurial exercises. Model C Schools were very limited with the ‘odd’ guest lecturer and ‘fund raising’ poject. Public schools have no practical component to entrepreneurship what so ever. All the previous research suggests that a practical component to teaching entrepreneurship is vital. This research high-light’s that entrepreneurial education is seriously lacking at secondary school level in that a practical component seems to be missing.This research report looked at different schools to see if there was possibly a model that could be replicated across secondary schools that could bring in a practical element to teaching entrepreneurship. A model was found called, ‘R10 in ten days’. Students are placed in pairs and given R10 on a Wednesday. The following Friday they return the R10 and profit. They pay 20% to the school and keep the rest. This is a model that can be implemented in every school. Furthermore it creates a culture of ‘entrepreneurship’. Parents, relatives and friends get involved. A culture that encourages entrepreneurs is far more successful than one that doesn’t.<br>Dissertation (MBA)--University of Pretoria, 2012.<br>Gordon Institute of Business Science (GIBS)<br>unrestricted
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Acayo, Penina Christine. "Design Education for Ugandan Secondary Schools." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364638399.
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O'Neil, Kason M. "Innovative Assessment in Secondary Physical Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4041.
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Mizner, Jack H. "The secondary production dynamics of simulium taxodium and simulium lakei (diptera: simuliidae) in the Ogeechee River, Georgia." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/25222.
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Russell, Barbara Landis. "A comparison in academic performance between distance learning and traditional on-campus students in allied healthcare education at the Medical College of Georgia." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/barbara_l_russell/russell_barbara_l_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 101-108) and appendices.
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Wesley, Jennifer. "Examining Health Disparities and Childhood Obesity in Florida and Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4408.
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Childhood obesity is a major issue in the United States. The rates of obesity vary among racial and ethnic groups in the U.S. South. The purpose of this quantitative cross-sectional study was to investigate significant state health disparities differences in childhood obesity in the South region between Florida and Georgia. To steer this study, the social cognitive theory was used. The associations between neighborhood safety and support, physical activity, family health and activities on body mass index were examined in this study. Data was obtained from the National Survey of Children's Health 2011-2012 on 1,688 children aged 10-17 years residing in Florida and Georgia. Logistic regression models showed children in Georgia were 1.4 times more likely to be overweight/obese than children in Florida. Significant differences were found in Florida and Georgia for neighborhood safety and support, physical activity, and family health and activities with evidence to reject the null hypothesis for each state separately. There was no evidence to reject significant differences between Florida and Georgia on sociodemographics. Public health professionals could benefit from researchers studying the causes of racial/ethnic and socioeconomic health disparities in childhood obesity. Thus, professionals could use these results to develop programs targeted at minority populations at increased risk. Positive social change implications of these finding could provide more insight on childhood obesity in the South, where more research is vital. This could be achieved through creating state-specific policies, raising awareness, and implementing prevention programs to decrease childhood obesity.
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Berry, Jami Royal. "Leadership Preparation through the Internship at Four Universities in the State of Georgia." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/17.
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This study examines educational leadership internship experiences at four public University System of Georgia universities. It is a qualitative multiple case study. The research presented contributes to the literature by providing information about leadership training through internship programs that was collected via interviews with program faculty and documentary analysis. Presentation of the data in this manner offers a comprehensive description of internship experiences at four universities within the state of Georgia. This description helps explain the linkages between classroom knowledge and its application as it relates to the internship experience. This study also utilizes cross-case analysis. Following the comprehensive presentation of each individual case, the four cases are considered together, and analyzed for similarities and differences. The purpose for analyzing the data in this manner is to provide both an in-depth analysis of each program and an understanding of the similarities and differences in internship experiences throughout the state of Georgia. The research presented in this inquiry contributes to the literature by providing information about internship programs through interviews with program faculty and data collected from the programs. The findings of this study could be of interest to university personnel as they examine and modify their criteria for designing internship experiences. Additionally, this investigation contributes to the literature by providing a comprehensive description of internship experiences at four universities. Through this study, the voices of the university personnel and information from the data collected provide insight into the overall experience of the educational leadership internship. Finally, this study provides insight into the correlation between classroom knowledge and the application of this knowledge within the field through internships.
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Kwan, Kam-por. "The educational costs of secondary schooling in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627255.
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North, Christopher John. "A self-study of outdoor education in secondary teacher education." Thesis, University of Canterbury. School of Sport and Physical Education, 2015. http://hdl.handle.net/10092/10926.
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As a teacher educator, I was concerned at the passive roles that pre-service teachers (PSTs) seemed to take in my outdoor education (OE) courses and I believed that more authentic (teacher-like) experiences would assist PSTs to take more active roles. Early in this research I developed a metaphor of PSTs as passengers on the long distance flight (their degree) to the destination (of teaching) to explain some of this passivity.
Using a self-study methodology, I examined a variety of ‘authentic’ learning experiences during a semester-long course. Guided by Schwab’s commonplaces, I accessed perspectives of learners, milieu, teacher educator and discipline to provide me with some certainty about the effects of my teaching.
The authentic learning experiences included my use of transparent teaching (open journaling and thinking aloud), modelling of proposed graduating teacher standards, fatality case studies and handing over control on an OE camp. As the research progressed, it became apparent that my initial framing of the problem of PST passivity was flawed. In particular, the most authentic experiences of teaching on the OE camp did not necessarily result in the active learning I had anticipated.
Through the self-study methodology, I came to realise that authenticity was impeding the learning of some students. I reframed my approach to teacher education and used Schwab’s eclecticism to also acknowledge the equal importance of passive learning, inauthenticity and teacher uncertainty. I argue that this eclectic approach provides a more nuanced and fuller understanding of teaching and learning in the OE course. Finally, I discuss the criteria within self-study for demonstrating improvement and representation of results.
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Stocks-Brown, Henrietta. "The perceptions of secondary school counselors and principals relative to consultation services in Georgia schools: implications for counseling." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/1521.
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The purpose of this study was to investigate the perceptions of high school counselors and principals regarding consultation services in Georgia schools. The Counselor as Consultant Inventory (CCI) was developed to assess selected dimensions of consultation services. Subjects for the study were selected by stratified random sampling techniques. Data were collected by the survey method. Frequency analysis and the t-test for independent samples were used in analyzing the data.
Results suggested that there was no statistically significant difference in the perceptions of secondary school counselors and principals relative to counselors as consultants with principals, parents, support staff members, and community agencies. However, the data indicated a significant difference in the perceptions of counselors and principals relative to consultation services with teachers and counselors functioning in traditional roles. Secondary school principals were more in favor of counselors as consultants wi th teachers than were secondary school counselors. In addition, secondary school principals were more supportive of secondary school counselors in traditional roles than were secondary school counselors themselves.
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Chankseliani, Maia. "Mixed-methods study of higher education access in Georgia : does location matter?" Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610636.
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Hill, Laurie Gertrude Counts. "The principles for education of the Social Reconstructionists and Critical Theorists a yardstick of democracy /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/laurie%5Fc%5Fhill/hill%5Flaurie%5Fg%5F200601%5Fedd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 239-253)