Relevant bibliographies by topics / Type of the school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Type of the school'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Type of the school"

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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "Influence of Location and Type of School on School Environment of High School Students." International Journal of Scientific Research 2, no. 12 (June 1, 2012): 136–38. http://dx.doi.org/10.15373/22778179/dec2013/45.

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Silva Portela, Maria Conceição A., and Emmanuel Thanassoulis. "Decomposing school and school-type efficiency." European Journal of Operational Research 132, no. 2 (July 2001): 357–73. http://dx.doi.org/10.1016/s0377-2217(00)00157-0.

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Bauch, Patricia A., and Ellen B. Goldring. "Parent Involvement and School Responsiveness: Facilitating the Home–School Connection in Schools of Choice." Educational Evaluation and Policy Analysis 17, no. 1 (March 1995): 1–21. http://dx.doi.org/10.3102/01623737017001001.

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School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children’s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents’ reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness.
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Bedi, Innocent Kwame, and Hasso Kukemelk. "Influence of Age and School Type on Reform Practices Performed by School Heads." Mediterranean Journal of Social Sciences 12, no. 5 (September 5, 2021): 82. http://dx.doi.org/10.36941/mjss-2021-0046.

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The purpose of this study is to examine the level of implementing reform practices and their resulting stress and to explore the influence of age, gender, school type and tracking type on performing reform practices and the perceived stress in implementing reforms among school leaders. A quantitative research design was used with respondents sampled from among senior high school heads. The data were analysed using multinomial logistic regression to examine the influence of demographic (age and gender) and school variables (school type and tracking type) on implementing reform and its perceived stressfulness. The findings showed that on implementing reforms and its inherent stressfulness, a majority of school heads ‘always’ perform reform duties and a greater proportion reported high-stress levels in implementing reforms from 'somewhat causes’ stress to ‘causes great’ stress. Regarding demographic and school variables, age was a significant negative predictor of implementing reforms, indicating that younger heads were more likely to perform reform functions than older heads while school type significantly influences stress level in implementing reforms, implying that heads in boarding schools were more likely to experience higher stress levels in implementing reforms than heads in day schools. The authors recommended continuous in-service training for school heads, the practice of distributive leadership style and provision of infrastructure to phase out the double-track (shift system) in some schools. Received: 4 June 2020 / Accepted: 20 August 2021 / Published: 5 September 2021
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Kumwenda, Ben, Jennifer A. Cleland, Kim Walker, Amanda J. Lee, and Rachel Greatrix. "The relationship between school type and academic performance at medical school: a national, multi-cohort study." BMJ Open 7, no. 8 (August 2017): e016291. http://dx.doi.org/10.1136/bmjopen-2017-016291.

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ObjectivesDifferential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes.MethodsThis retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking.ResultsStudents from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools.ConclusionsThis is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission.
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Jankowski, Paweł, and Małgorzata Rękosiewicz. "Type of social participation and emotion regulation among upper secondary school students." Polish Psychological Bulletin 44, no. 3 (September 1, 2013): 322–30. http://dx.doi.org/10.2478/ppb-2013-0035.

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Abstract The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s (2004) perspective on emotion regulation and Reinders’ and Butz’s (2001) concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school (n=266), technical upper secondary school (n=644), and specialized upper secondary school (n=241). The results of studies conducted with the use of Difficulties in Emotion Regulation Scale (DERS) and Social Participation Questionnaire (SPQ-S 1) indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type.
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Roker, Debra, and Michael H. Banks. "Adolescent identity and school type." British Journal of Psychology 84, no. 3 (August 1993): 297–300. http://dx.doi.org/10.1111/j.2044-8295.1993.tb02484.x.

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Renzulli, Linda A., Heather Macpherson Parrott, and Irenee R. Beattie. "Racial Mismatch and School Type." Sociology of Education 84, no. 1 (December 30, 2010): 23–48. http://dx.doi.org/10.1177/0038040710392720.

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Goensch, Iris. "Formal school or Koranic school? Determinants of school type choice in Senegal." Oxford Development Studies 44, no. 2 (December 21, 2015): 167–88. http://dx.doi.org/10.1080/13600818.2015.1119262.

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G. Gallo, Rachel, Lisa Barrett, and Amelia A. Lake. "The food environment within the primary school fringe." British Food Journal 116, no. 8 (July 29, 2014): 1259–75. http://dx.doi.org/10.1108/bfj-04-2013-0091.

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Purpose – The school fringe environment (peripheral 400 m buffer) offers an important opportunity for young people to obtain food and drink. There is international evidence to suggest socio-economic influence on food outlet availability and healthfulness within these environments; however the situation in the UK is unclear. The purpose of this paper is to describe food outlet provision (frequency and type) within primary school fringes across the spectrum of deprivation. Design/methodology/approach – Ten primary schools in Newcastle upon Tyne were purposefully selected from a comprehensive list of all schools within the region. Two schools were chosen at random from each quintile of deprivation. A total of 400-metre buffer zones around schools were audited. School fringe food environments were classified using a Food Outlet Classification System. Access (i.e. frequency), and type of food outlets were compared to area level deprivation, obesity prevalence rates and area type. Findings – Food outlet frequency was highest in the most deprived school fringe area. Convenience stores and takeaways represented the greatest proportion of total food outlets across all school fringe environments. More total food outlets were observed in fringes with above national average obesity prevalence rates for children. Research limitations/implications – UK case study approach limits widespread and international applicability. Practical implications – Informs school, health and urban planning disciplines regarding current picture of UK school fringes. Originality/value – Provides evidence in UK context that area deprivation and Census 2001 Supergroup class show significant correlations with school fringe food environment.
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Dissertations / Theses on the topic "Type of the school"

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Schetzina, Karen E. "School-Based Type II Diabetes Prevention." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5026.

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Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.

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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.
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Jacquez, Amy Michele. "The relationship between teacher personality type and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3643.

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Reeder, Richard C. "Mainstream Success Following Placement in a Modified Type II Setting." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4753/.

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The topic of alternative schools is widely available in the literature; however, once a student has been labeled a "troublemaker" and has been placed in a District Alternative Education Program (DAEP), a Type II setting, there is limited information about the overall success of students upon their return to the mainstream. This study compared the success of students formerly placed in a modified disciplinary Type II setting, once they have returned to the mainstream, with their success prior to disciplinary placement. The purpose of the study was to examine if disciplinary measures that remove students from the mainstream environment negatively impact the variables that measure school success, despite legislative mandates such as No Child Left Behind, which advocates success for every student. The population for this study was 86 7th- through 11th-grade students assigned to a DAEP in Texas during the spring of 2003. A comparison of pre- and post-placement dependent variables measuring school success-attendance, passing core courses, behavioral achievement, standardized test score achievement, recidivism, and dropout rates-comprised this study. The independent variables-gender, ethnicity, grade level, socioeconomic status, and disciplinary offense-were used to compare and analyze each dependent variable. The dependent variables of attendance, passing core courses, and behavior demonstrated a decline in the measurement of school success across time. The only dependent variable that demonstrated improvement between the pre- and post-placement periods was achievement on standardized test scores. From the number of students who withdrew from the mainstream during the post-placement semesters, large recidivism and dropout rates were determined, which reflected the large percentage of students who were not successful in the district's mainstream. The comparisons of dependent variables by independent variables resulted in significance only in the analyses of attendance by grade level. This interaction was determined to be significant since p < .05. During both post-placement semesters, 11th-grade attendance increased by 20.2 points. Students in the 7th, 8th, and 9th grades maintained a slight increase in attendance between the pre-placement and first post-placement semester yet experienced an attendance decline in the second post-placement semester. This decline was seen in all three grade levels between the pre-placement and the second post-placement semesters. Attendance among tenth graders declined throughout all semesters of the study. The comparison of attendance by disciplinary offense resulted in a large effect size (eta2). The eta2 reported within 29.8% accuracy in variability when attendance was compared by disciplinary offense. Students placed for assault demonstrated a 27.7 point increase in attendance by the second post-placement semester. Despite the comparison of attendance by the grade level of students being the only significant result, and the comparison of attendance by disciplinary offense resulting in a large effect size, several specific conclusions were drawn from the analyses of the pre- and post-placement data measuring school success. All dependent variable measurements, with the exception of standardized test score achievement, resulted in an overall reduction of mean scores across time. This decline indicates that students do demonstrate a decline in school success following a removal from a mainstream setting.
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Taningco, Maria Teresa V. "Assessing the effects of parental decisions about school type and involvement on early elementary education." Santa Monica, CA : RAND, 2006. http://www.rand.org/pubs/rgs_dissertations/RGSD205/.

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Lane, Scott Robert. "Stress type and leadership style in the principalship /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/preview?9977909.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Rui, Shuang, and Yiwen Yang. "Does type of high school program affect unemployment in Sweden?" Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28894.

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This paper is analyzing the unemployment duration difference of individuals under different high school programs in Sweden. The cause of the analysis has from stemmed from different fields of study and its effect on employment positions in the labour market. We see education as a factor of key importance. In addition to research on an education level, the type of study also plays an important role. Therefore, how different school programs affect unemployment duration becomes the central question we try to answer in this paper. To pursue a clear analysis structure, we start with previous studies on an education level and show the author’s interest into the research of the field of study’s effect on unemployment. Job search theory is applied to do analysis on the data. Then, an empirical analysis of unemployment duration is conducted. This is done through linear regression using the least-squares method. Finally, conclusions are made as well as some policy implications and ideas for further research.
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Smit, Nicolaas Andrias Johannes. "School-Initiated Type-2 Activities in Continuous Professional Teacher Development." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78496.

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Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework in South Africa and the quality management policies, there is a considerable lack of literature on the relationship between the professional development of teachers and school improvement. The purpose of this dissertation is to understand teachers’ experiences with the implementation of Type-2 Continuous Professional Teacher Development activities in public high schools. The data for this qualitative study were collected through semistructured interviews and policy document analysis. The coded data were analysed and emerging themes were identified. The participants of this study consisted of teachers and members of the School Management Team. However, the study found that teachers perceived that there is a gap in the focus of professional development programmes. Teachers felt that the type-2 developmental activities seemed only for the benefit and achievement of the school’s goals, and do not adequately address the developmental needs of teachers themselves. The findings of this study argue that a culture of shared responsibility and leadership in secondary schools do indeed improve the development of teachers and the successful academic achievement of learners.
Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted
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Conn, William John Thomas. "School phobia : in search of a syndrome ; an examination of the concept of school phobia and a search for groups displaying school phobic type reactions in mainstream schools." n.p, 1987. http://ethos.bl.uk/.

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Lee, Amy M. B. A. Massachusetts Institute of Technology. "Cost-optimized warehouse storage type allocations." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81004.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Global Operations Program at MIT, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 58).
Amazon's phenomenal sales growth and desire to maintain "Earth's Biggest Selection" have led to an increase in the diversity of product offerings that has resulted in a corresponding increase in complexity of Amazon's warehouse storage management. There is currently limited insight into the trade offs between the capital, fixed and variable costs of Amazon's storage related operational decisions, leading to inefficient warehouse storage type allocations and higher operational costs. The focus of this six-month LGO internship was to develop a cost model that takes into account all relevant costs to develop recommendations on warehouse storage type allocations for both existing and new fulfillment centers in Amazon's North America Fulfillment Center network. This thesis begins with an overview of Amazon and a description of their fulfillment center network. The overview is followed by a literature review of current warehouse design frameworks and storage optimization research. The following chapter analyzes the current inbound warehouse processes to identify what the relevant storage decisions are, where they are being made, and the current decision making process. Finally, through the development and implementation of a cost model and an analysis of key findings, the thesis provides recommendations for cost-optimized warehouse storage type allocations. The major recommendations are to replace floor pallet storage within existing fulfillment centers, increasing Non-Sortable product mix in select existing Sortable fulfillment centers, and optimized storage type allocations for new fulfillment centers. The expected scaled annual cost savings associated with these cost optimized warehouse storage type allocations within the existing fulfillment centers is 34% across the entire network and 62% for the select Sortable fulfillment center. The expected scaled annual cost savings associated with the optimized storage type allocations for the new fulfillment centers is 24% per new Sortable building and 11% per new Non-Sortable building. The methodology utilized within the cost model to compare fixed, variable and capital costs can be applied more broadly to assess the cost impact of different storage types in any warehousing design framework.
by Amy Lee.
S.M.
M.B.A.
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Books on the topic "Type of the school"

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Roussos, Louis A. LSAT item-type validity study. Newtown, PA: Law School Admission Council, 1998.

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Roussos, Louis A. LSAT item-type validity study. Newtown, PA: Law School Admission Council, 1998.

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Raymond, Bordwell, ed. Building type basics for elementary and secondary schools. 2nd ed. Hoboken, N.J: John Wiley & Sons, 2010.

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United States. Department of Agriculture. Food and Consumer Service. Office of Analysis and Evaluation. Universal-type school meal programs: Report to Congress. Alexandria, Va.?]: Office of Analysis and Evaluation, Food and Nutrition Service, 1994.

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Building type basics for elementary and secondary schools. New York: J. Wiley & Sons, 2001.

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Building Type Basics for Elementary and Secondary Schools. New York: John Wiley & Sons, Ltd., 2002.

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Grouped by passage type: LSAT reading comprehension. Los Angeles: Traciela, 2010.

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Perkins, L. Bradford. Building type basics for elementary and secondary schools. 2nd ed. Hoboken, N.J: John Wiley & Sons, 2010.

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Lyga, Barry. Hero-type. Boston: Houghton Mifflin Harcourt Pub. Co., 2008.

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(Firm), Traciela. Grouped by game type: LSAT analytical reasoning. Los Angeles: Traciela, 2009.

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Book chapters on the topic "Type of the school"

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Nikolai, Rita, and Anne West. "School Type and Inequality." In Contemporary Debates in the Sociology of Education, 57–75. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137269881_4.

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Yoo, Julia H., and Daniel H. Robinson. "Myers-Briggs Type Indicator (MBTI), Multicultural Applications." In Encyclopedia of Cross-Cultural School Psychology, 652. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_269.

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Blossing, Ulf, Torgeir Nyen, Åsa Söderström, and Anna Hagen Tønder. "Six School Types." In Local Drivers for Improvement Capacity, 35–64. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12724-8_4.

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Koopman, Pieter, and Rinus Plasmeijer. "Type-Safe Functions and Tasks in a Shallow Embedded DSL for Microprocessors." In Central European Functional Programming School, 283–340. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28346-9_8.

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Klégr, Aleš, and Jan Čermák. "Neologisms of the ›On-the-pattern-of‹ Type: Analogy as a Word-formation Process?" In The Prague School and Theories of Structure, 229–44. Göttingen: V&R unipress, 2009. http://dx.doi.org/10.14220/9783862347049.229.

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Barker, Tom. "Type 10: Sexual Exploitation in Joint School Police and Community-Sponsored Programs." In Aggressors in Blue, 289–306. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28441-1_12.

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Han, Seunghee. "Frequency and Types of School Violence." In School Violence in South Korea, 13–33. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2730-9_2.

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Mamlok-Naaman, Rachel, and Daphna Mandler. "Education for Sustainable Development in High School through Inquiry-Type Socio-Scientific Issues." In Chemistry Education for a Sustainable SocietyVolume 1: High School, Outreach, & Global Perspectives, 69–78. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1344.ch006.

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Figueiredo, Sandra. "School Type and Resources: Predictor and Moderator Effects for Non-native Students’ Achievement." In SpringerBriefs in Education, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55819-6_1.

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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement, 197–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Conference papers on the topic "Type of the school"

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Cabrera-Munguia, Ivan, Mauricio Carbajal, Luis Manuel Montaño, Oscar Rosas-Ortiz, Sergio A. Tomas Velazquez, and Omar Miranda. "Complex-Type Factorization and Radial Oscillators." In Advanced Summer School in Physics 2007. AIP, 2007. http://dx.doi.org/10.1063/1.2825130.

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AHN, CHANGRIM, CHANJU KIM, and CHAIHO RIM. "APPLICATIONS OF REFLECTION AMPLITUDES IN TODA-TYPE THEORIES." In Proceedings of the APCTP Winter School. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799739_0001.

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Aziz, Haris, Serge Gaspers, and Zhaohong Sun. "Mechanism Design for School Choice with Soft Diversity Constraints." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/22.

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We study the controlled school choice problem where students may belong to overlapping types and schools have soft target quotas for each type. We formalize fairness concepts for the setting that extend fairness concepts considered for restricted settings without overlapping types. Our central contribution is presenting a new class of algorithms that takes into account the representations of combinations of student types. The algorithms return matchings that are non-wasteful and satisfy fairness for same types. We further prove that the algorithms are strategyproof for the students and yield a fair outcome with respect to the induced quotas for type combinations. We experimentally compare our algorithms with two existing approaches in terms of achieving diversity goals and satisfying fairness.
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Takahara, Motoki, Tarek M. Mostafa, Ryuji Baba, Suguru Funasaki, Mahmoud Shaban, Nathaporn Promros, and Tsuyoshi Yoshitake. "Electric properties of carbon-doped n-type β-FeSi2/p-type Si heterojunction diodes." In International Conference and Summer School on Advanced Silicide Technology 2014. Japan Society of Applied Physics, 2015. http://dx.doi.org/10.7567/jjapcp.3.011101.

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Taillet, Richard. "Cosmology from type Ia supernovae." In Cargèse Summer School: Cosmology and Particle Physics Beyond the Standard Models. Trieste, Italy: Sissa Medialab, 2009. http://dx.doi.org/10.22323/1.049.0010.

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Mlčáková, Renata, and Jaromír Maštalíř. "ANALYSIS OF LEXICAL FLUENCY IN FIRST GRADE PUPILS AT SPEECH-THERAPY-TYPE PRIMARY SCHOOL AND AT PRIMARY SCHOOL OF COMMON TYPE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0978.

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Haryono, Bagus, and Susi Ningsih. "The Effect of Education, Materialism, and Prestige on the Job Type Transformation at Young Generation." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551607950800.

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Kiritsis, Elias. "Heterotic/Type-II duality and its field theory avatars." In The eighth mexican school on particles and fields. AIP, 1999. http://dx.doi.org/10.1063/1.1301387.

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Mikhailov, Vladimir M., and M. A. Smirnov. "Rotational dependence of Fermi-type resonance interactions in molecules." In 12th Symposium and School on High Resolution Molecular Spectroscopy, edited by Leonid N. Sinitsa, Yurii N. Ponomarev, and Valery I. Perevalov. SPIE, 1997. http://dx.doi.org/10.1117/12.267752.

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ASI, HUSAM, AVIRAN ITZHAKI, and IDO PERLMAN. "COLOUR MATCHING IN RED/GREEN CHROMATICITY TYPE HORIZONTAL CELLS OF THE TURTLE RETINA." In Proceedings of the International School of Biophysics. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799975_0024.

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Reports on the topic "Type of the school"

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Lloyd, Cynthia, Cem Mete, and Zeba Sathar. The effect of gender differences in primary school access, type, and quality on the decision to enroll in rural Pakistan. Population Council, 2002. http://dx.doi.org/10.31899/pgy6.1066.

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Attanasio, Orazio, Teodora Boneva, and Christopher Rauh. Parental Beliefs about Returns to Different Types of Investments in School Children. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25513.

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Holmes, George, Jeff DeSimone, and Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, May 2003. http://dx.doi.org/10.3386/w9683.

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Beaver, Jessica, and Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, July 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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Palmer, Michele A., and Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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Deming, David, Justine Hastings, Thomas Kane, and Douglas Staiger. School Choice, School Quality and Postsecondary Attainment. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17438.

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), September 1990. http://dx.doi.org/10.2172/6476803.

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Hoxby, Caroline. School Choice and School Productivity (or Could School Choice be a Tide that Lifts All Boats?). Cambridge, MA: National Bureau of Economic Research, April 2002. http://dx.doi.org/10.3386/w8873.

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Ellis, Christopher D., and Byoung-Suk Kweon. The Willow School. Landscape Architecture Foundation, 2012. http://dx.doi.org/10.31353/cs0330.

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Elacqua, Gregory, Fabio Sanchez, and Humberto Santos. School Reorganization Reforms: The Case of School Networks in Colombia. Inter-American Development Bank, August 2019. http://dx.doi.org/10.18235/0001844.

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You might also be interested in the extended bibliographies on the topic 'Type of the school' for particular source types:
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