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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.10000-01-01
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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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Tivenius, Olle. "Musiklärartyper : En typologisk studie av musiklärare vid kommunal musikskola." Doctoral thesis, Örebro University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2487.
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Tivenius, Olle (2008): Musiklärartyper: En typologisk studie av musiklärare vid kommunal musikskola. (Music Teacher Types: A Typological Study of Music Teachers at Municipal Music Schools.) Örebro Studies in Music Education, 230 pp.
The aim of this study is to establish a typology for instrumental music teachers at Swedish municipal music schools, and to describe different types, generated from questionnaire-answers, regarding how their attitudes and valuations in matters concerning democracy in broad sense are reflected in their pedagogical activity.
I address the following concrete questions.
• From where do music teachers at Swedish municipal music and culture schools get their attitudes and valuations, what circumstances lie behind, and are there specific circumstances that explain attitudes and valuations that are not embraced by most of them?
• How can different types of music teachers be described?
• How do the attitudes and valuations differ between different types?
• How are the attitudes and valuations of the different types reflected in their respective work?
In the first place I try to answer the questions by using questionnaires which I analyse with methods including factor and cluster techniques. In order to generate intelligible pictures of the types I also interpret, by mean value and correlation analyses, quantitatively dependent data with hermeneutical tools.
The population is about 5 000 individuals, represented by 834 informants.
The results show that each subject (singing, strings, brass, etc.) has its own inherited culture, with its own set of attitudes and valuations These attitudes and valuations are, in the first place, transmissioned within the subjects.
The questionnaire answers have generated eight different types: MISSIONARY, GATE KEEPER, MUSIC MAKER, MASTER TEACHER, MUSIC DIRECTOR, REFORMIST, ANTI-FORMALIST, and PEDAGOGUE. Each of them has their own set of attitudes and valuations, which are based on the four factors MISSION, FEELING, FOUNDATION, and STUDENT-FOCUS. The eight types and their significant qualities, can be described, in reasonable and recognized ways. Different discourses can also be discerned.
Most types seem to have a given position at music school. THE REFORMIST, however, appears to be dissatisfied. He or she is rooted in classical music, but wants to teach the children to play music of their own, although he or she is lacking the didactical tools for this kind of teaching. THE REFORMIST constitutes 19 % of the population and is thereby the largest group.
Among other things, one conclusion drawn from the discussion is that the conservatory discourse is a cement keeping together the whole field of music education, and without it the structure and organisation of music school as well as college of music would collapse into a messed-up activity beyond defini¬tion. Another conclusion is that education of music teachers must be reformed with the starting point in democracy and philosophy, if discoursive isolation of music school should not become total—with fatal consequences for music school. These two conclusions stand for opposite poles, which must be balanced to each other.
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Jaramillo, Ana Maria. "The link between HVAC type and student achievement." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50565.
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Researchers and practitioners have found that the type of mechanical system utilized to thermally condition a space impacts the noise level for occupants. Indeed, in schools, air conditioning systems are by far the largest contributors to room noise (Bradley, 2002; Nelson et al., 2005; Siebein et al., 2000). Studies have also demonstrated the impact of noise on youth\'s cognitive performance. The problem is worsened in non-native speakers and children with hearing loss (which can be temporary due to colds and allergies or permanent). No studies yet have bridged those two widely-supported findings: if the type of mechanical system impacts (and often dictates) the noise level in the room, and if the noise level in the room impacts the performance of the student, might there be a correlation between mechanical system type and student achievement? An examination of 73 elementary schools in a single Orlando, Florida school district suggests that, for schools populated with students of similar socio-economic background, schools cooling with the noisiest types of mechanical system, with both a compressor and fan exposed to the room, underperformed on standardized student achievement tests relative to those with quieter types of systems. Also, schools with the highest percentages of low socio-economic level children are more likely to get the noisiest type of cooling system. Mechanical system data was gathered through an online survey answered by facility maintenance managers and school percentage student achievement scores on the Florida Comprehensive Assessment Test (FCAT) were obtained from public online data for years 2003 to 2010 for third grade only. This is the earliest students are tested by the FCATs and studies show a larger impact of noise at an early age. This study examined as well the extent to which teachers believe noise from mechanical systems has an effect on student learning and under what conditions. Results from an online survey sent to third grade teachers in the same schools show that teachers generally judge noise levels in their classroom to be sufficiently quiet and do not consider noise to be a problem that needs addressing. However, in open-ended questions teachers demonstrated an understanding of the effects of noise in children\'s concentration and classroom speech communication.Ph. D.
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Martinez-Culpepper, Rosaline Jane. "School Nurses' Role in the Management of Children with Type 2 Diabetes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3801.
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An estimated 215,000 children and adolescents younger than 20 years old were diagnosed with Type 1 or Type 2 diabetes in 2011. Management of children with Type 2 diabetes requires 24-hour care provided by health care providers, parents, and school nurses. Guided by the health belief model (HBM), the purpose of this qualitative case study was to explore and describe beliefs, attitudes, and practices of school nurses who manage children with Type 2 diabetes. A pilot study with 2 nurses was conducted to finalize interview guide. Volunteer school nurses were recruited through an e-mail announcement from their school district. Face-to-face, in-depth interviews with 10 female school nurses were conducted. School nurse work experience ranged from 4 to 20 years, selected from 4 school districts, including 8 European, 1 Asian, and 1 Hispanic American. Transcripts from digitally recorded interviews were analyzed using NVivo software version 11. Thematic analysis led to 5 themes of communication, education, management, perceived barriers (multiple schools assigned/student demand), and enablers (school aides). Individually and collectively, themes reflect a synergistic positive attitude in management of children with Type 2 diabetes. HBM constructs elucidated school nurses' behaviors and attitudes regarding severity and susceptibility to illness, benefits students received from preventive care, and barriers they encountered. The positive implications for social change include recommendations for increasing the number of school nurses per district to meet the demand in managing children with chronic diseases, and intensification of positive attitude interventions in diabetes management.
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Kristin, Blair. "Stress adaptation in school-aged children hospitalized with type 1 diabetes mellitus." Connect to resource, 2008. http://hdl.handle.net/1811/32225.
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Mead-Brillowski, Katie Marie. "THE INFLUENCES OF SCHOOL TYPE AND SOCIAL CONTROL PROCESSES ON JUVENILE DELINQUENCY." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1335879993.
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Daggolu, Prashant Reuben. "DIELECTROPHORETIC CHARACTERIZATION OF ABO BLOOD TYPE, FREQUENCY AND AC FIELD STRENGTH OF ERYTHROCYTES." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-09042007-085829/.
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This research investigates the role of ABO blood type of erythrocytes in their dielectrophoretic response. The dielectrophoresis of erythrocytes of positive ABO blood types was studied at 5 V (peak to peak) and 1 MHz frequency AC field. The study revealed that the ABO blood type had an influence on the dielectrophoretic motion of the erythrocytes, particularly separating AB+ and O+ blood types. This is of particular significance since AB+ is a universal acceptor and O+ is a universal donor for blood transfusion purposes. The influence of field parameters, namely field strength and frequency of the AC field, was also studied for erythrocytes of positive ABO blood types. This research revealed that erythrocytes of each blood type respond differently at various frequencies and field strengths.
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Bakir, Hasibe Ozlen. "The Relationship Of After School Care Arrangement, Maternal Work Status, And After School Activity Type With Loneliness And Social Dissatisfaction Of Elementary School Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609300/index.pdf.
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The purpose of the study is to investigate the level of loneliness and social dissatisfaction among third, fourth and fifth grade elementary school students considering three variables: maternal work status, after school care arrangement type, and after school activities.
The sample of the study consisted of 732 (third, fourth and fifth grade) elementary school students in three public elementary schools in Ankara. In the present study Loneliness and Social Dissatisfaction Scale (Asher &Wheeler, 1985) and the information form was used. The information form included questions about gender, age, sibling status, after school care arrangement, maternal work status, people/ place they spend their after school time, and activity types done after school. The results of analysis of variance showed that there is no significant difference in loneliness and social dissatisfaction level of students depending on their after school care arrangement types as relative care, non relative care, sibling/self care, and center care. Moreover, no significant difference was found among loneliness and social dissatisfaction level of students who have working mothers and stay-at-home mothers. Additionally, analysis of the activity types students are involved after school, namely, active, passive and adult supervised/preprogrammed activities, revealed no significant difference in terms of loneliness and social dissatisfaction level. Independent from the analysis done, gender or age differences of students were examined considering their loneliness and social dissatisfaction level. However, no differences were found among the groups.
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Dennis, Melinda Mullis. "The relationship between teacher personality type and burnout in rural middle school teachers." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/melinda_m_dennis/Dennis_Melinda_M_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."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. 113-118) and appendices..
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Turner, Scot Bruce. "Teacher's Perceptions of Leadership Characteristics of Public High School Principals Associated with Student Socioeconomic Status, Community Type, Race, and Student Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26127.
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This causal comparative study examined the relationship of the school demographic
factors of ethnicity, socioeconomic percentages, academic performance, and school
location (urban versus rural) on principal leadership with data analyzed when schools
were placed into groups ex-post-facto.
One-Hundred and sixty-nine teachers representing six public high schools located in
Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of
leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and
Classroom Instruction; (III) Collaboration and Shared Leadership; (IV) Family and
Community Involvement; (V) Effective Management.
Quantitative data were analyzed (means, frequency, ANOVA, Tukey-Kramer HSD) with
school results placed into demographic groups and locations to examine group
differences in perceptions of principal leadership. Significant differences were found
when schools were grouped according to location and demographic factors. A model of
the contextual elements on the role of principal leadership was developed, and
implications for research and future studies were presented.Ed. D.
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Anderson, Linda K. 1950. "An Investigation of School Administrator Personality Type and Gender to Leader Effectiveness, Flexibility, and Years of Experience." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278788/.
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The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.
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Sheffer, Sarah. ""R. U. A. HEALTHY KID?"- NON-INVASIVE SCREENING FOR RISK FACTORS FOR TYPE 2 DIABETES AT VIENNA GRADE SCHOOL." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/285.
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AN ABSTRACT OF THE THESIS OF Sarah Sheffer, for the Master of Science degree in Food and Nutrition, presented on September 3, 2009, at Southern Illinois University Carbondale. TITLE: "R. U. A. HEALTHY KID?"- NON-INVASIVE SCREENING FOR RISK FACTORS FOR TYPE 2 DIABETES AT VIENNA GRADE SCHOOL MAJOR PROFESSOR: Dr. Sharon Peterson It is estimated that 1 in 3 children born after the year 2000 will develop some form of diabetes (CDC, 2007). Through Public Act 92-0703, the state of Illinois has started requiring screening for T2DM at the 6th and 9th grade school physicals following the ADA guidelines (IDHS, 2006). The ADA recommends screening children ten and older with a BMI ≥ 85th percentile for two additional risk factors for T2DM (ethnic minority, positive family history of T2DM, hypertension, acanthosis nigricans) (ADA, 2000). While much research has been done, few studies in the U.S. have looked at traditionally "low risk" populations (Sinha 2002, Whitaker 2004, Arslanian 2005). Our study sought to further understand the prevalence of risk factors in a predominantly Caucasian elementary school (K-8 grade). Our study (N=299) found approximately 67% of students to have 1 or more risk factors for T2DM and classified 17 students "at risk" for T2DM. Following Illinois Public Act 92-0703, only 1 student would have been identified "at risk" for T2DM. When comparing "at risk" status, all risk factors except ethnicity were found statistically significant (p< 0.001). Hypertensive "at risk" students were more likely to be morbidly obese (p< 0.001). Our study also found more risk factors as BMI increased.
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Duszka, Christopher Damian. "School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.
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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools.
The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years.
The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound.
The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates.
This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.
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Guzel, Okan. "High School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608863/index.pdf.
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The purposes of this study were to explore students&rsquoperceptions of the extent to which constructivist approaches are present in chemistry classes at high school level in Turkey, to assess students&rsquo
perceptions of their chemistry teachers&rsquo
communication behaviours in their classroom learning environments and to investigate the learning strategies of students in chemistry classes considering school type, gender, and grade level differences. In this study, the Constructivist Learning Environment Questionnaire (CLES), the Teacher Communication Behaviour v Questionnaire (TCBQ) and the Motivated Strategies for Learning Questionnaire (MSLQ) were used as measuring instruments. In addition, the questionnaires included some questions for demographic characteristics of participants. The study was conducted in conveniently selected two schools (private and public) in Ankara with a total of 994 ninth and tenth grade students in the second term of 2006-2007 semesters. Data obtained from the administration of measuring instruments by using the analysis of multivariate analysis of variance (MANOVA) The results of the study indicated that school type, gender and grade level of the students had significant effect on perception of classroom learning environment, teacher&rsquo
communication behaviour and perceived use of learning strategies. For instance, students in private schools perceived their classroom-learning environment more constructivist than student in public school. In addition girls rated that, their learning environment and teachers&rsquo
communication behaviours more favourably than did boys. The study also showed that students use rehearsal-learning strategy mostly in their chemistry classrooms.
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Delehunt, Linda Brandi. "An examination of the relationship of leadership type to student academic performance in elementary schools of low to middle socioeconomic status." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2538.
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This research examined the relationship of student academic performance exhibited by American elementary-school students through the types of school leadership. The goal was to define a functional model of leadership that might support the academic achievement of students attending school in low- to middle-socioeconomic areas. Teachers on the staffs of 58 California elementary schools located in such areas completed the Task Relationship Change Questionnaire (Yukl, n.d.) to facilitate data collection. This survey instrument measured teacher perception of the leadership characteristics of principals. Three broad areas of leadership characteristics, as well as 14 leadership-behavior factors were measured and correlated. The study results supported the notion that the same type of leadership is generally effective in schools located in both middle- and low-socioeconomic areas. The findings also indicated that elementary-school principals serving these schools generally possess leadership characteristics that are blended between factors of change, relationship, and task. The academic performance of students attending low-socioeconomic schools is enhanced by principals that incorporate specific task and change behavior factors into their leadership styles. The findings also suggest that a more directive leadership style enhances the academic achievement of students attending such schools. Task-leadership behavior factors that facilitated this goal were found to be related to task monitoring. Leadership change behaviors producing the same enhancement included a strong visionary leadership and the ability to infuse dimensions of improvement into schools through new ideas and opportunities. This study also found that the academic performance of students attending elementary schools of low-socioeconomic status may be negatively impacted when principals incorporate certain relationship and change behavior factors into their leadership style. Potentially negative change factors included overly aggressive emphasis on efficiency and product by principals. Potentially negative related relationship factors were found to be equivocation by principals during the decision-making process, resulting in the engagement of teaching staff in extended debate over pivotal school issues. Overall, the results of this study were significant and represent a new approach to research in the area of leadership. The study illuminates the pivotal fact that certain leadership characteristics can indeed enhance student academic performance in elementary schools serving populations located in low-socioeconomic areas.
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Mombourquette, Carmen Philip. "A study of the relationship between the type of parent involvement and high school engagement, academic achievement, attendance, and attitude toward school." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-141506/.
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Icoz, Omer Faruk. "The Relationship Among Secondary School Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614736/index.pdf.
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The purpose of this study was to investigate the relationship among secondary school students&rsquoattitudes, motivation and self-efficacy beliefs toward chemistry lessons and to determine the effect of grade levels, gender and school type on each dependent variable. The study was conducted during fall semester of 2011&ndash
2012 academic year in four high schools which are general public high school, Anatolian public high school, vocational public high school, and general private high school in Ankara. Cluster random sampling method was applied and 813 students taking chemistry course participated to the study. Attitude Scale Toward Chemistry (ASTC), Motivated Strategies for Learning Questionnaire-Turkish Version (MSLQ-TV), and High School Chemistry Self Efficacy Scale for cognitive skills (HCSS) were used as measuring instruments. The collected data were analyzed with correlational analysis and with three-way analysis of variance (ANOVA) for each dependent variable. v The results of the analyses displayed that there were high correlations among students&rsquo
attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. Furthermore, the results showed that school type and gender of the students had ignificant effect on their attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. For instance, students in private public high school had the highest and students in vocational public high school had the lowest attitudes, and girls were more motivated than boys toward chemistry lessons. However, grade level of the students had no significant effect on their attitude, motivation, and self-efficacy beliefs toward chemistry lessons.
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Tribble, Debbie Helton. "A Comparison of Personality Types of Alternative and Traditional Campus Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277653/.
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The purpose of this study was to determine personality characteristics of students who are successful on traditional campuses and students who are successful on alternative campuses. With this knowledge, more students may be served on the traditional campus without the necessity for alternative education.
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Wersch, Anneke van. "A social-psychological model of interest in physical education : age, gender and school-type differences." Thesis, Queen's University Belfast, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261741.
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Jardim, Jessica-Jo. "Work-School Conflict and Working Students - The Impact of Type of Employment on Academic Outcomes." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/32759.
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The sustainable development of working students in tertiary education institutions is important for student retention and institutional success. As the number of working students is on the rise, it is imperative that the needs of working students are well-recognized to ensure academic satisfaction and engagement. As these students encompass the role of both an employee and a student, inter-role conflict is experienced when pressures from the workplace disrupt academic responsibilities and influence academic outcomes. Therefore, the aim of the present study was to examine the impact of type of employment (part-time employment and full-time employment) on university outcomes, namely academic satisfaction and academic engagement of working students. The study proposed that those working students in part-time employment would on average experience less work-school conflict, more academic satisfaction and more academic engagement than those working students in full-time employment. The study implemented a secondary crosssectional descriptive design, whereby secondary data was used. The study's sample consisted of working students (n = 482). Independent samples t-tests and mediation analyses were conducted to analyse the study's hypotheses. A significant difference was found between those working students who participated in part-time and full-time employment, in terms of their work-school conflict and academic satisfaction. However, no significant difference was found for the academic engagement outcome. The analyses revealed that work-school conflict mediated the relationship between type of employment and academic satisfaction, however mediation effects were not found between type of employment and academic engagement. The findings of the study have theoretical contributions and practical implications for university intuitions and researchers. Lastly, research contributions and suggestions for future research are presented.
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Obeda, Tabatha Lee. "Evaluation of the Effectiveness of an Established Glycemic Monitoring Program in a High School Setting for Adolescents With Type I and Type II Diabetes Mellitus." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5764.
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Adolescents with Type I and Type II diabetes need to monitor blood glucose and food intake, administer insulin, and participate in activities including physical education during school hours to maintain glycemic control. Glycemic management programs (GMPs) exist for the improvement of diabetes management during school hours. The purpose of this project was to evaluate a GMP in a school system in a rural area in the Southeastern United States. The goal was to determine if the existing GMP met objectives and to make recommendations for continuation, revision, or discontinuation of the GMP. The logic model provided the basic framework for the evaluation of the GMP by using a graphic flowchart depicting health outcomes prior to and after the implementation of the program. The review consisted of approximately 2,100 students from 9th to 12th grade, and out of those students there were 77 participants from 2010 and 89 participants from 2015 with diagnosis of diabetes. A t-test outcome evaluation found the updated GMP was associated with the lowering of hemoglobin A1c readings. Mean A1c in 2009 was 8.6% (180 - 190 mg/dl), with the mean decreasing to 7.2% (150 mg/d) in 2015. Changes in the program led to 1-to-1 care management based on children's individual needs and parental involvement. Findings show that the GMP improved glycemic management by empowering and individualizing care. This project contributes to positive social change by contributing to data from the Diabetes Prevention Program Research Group study showing that prevention of onset of Type II diabetes mellitus in adults and adolescents is successful through early detection of prediabetes in childhood.
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Johnson, Sharon K. "An analysis of counselor characteristics that contribute to successful results-based school guidance programs." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53537.
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The field of guidance is changing from one of providing services for students needing help to results-based guidance programs which provide knowledge, attitudes, and skills for all students. This shift in focus has resulted in different expectations of counselors who are responsible for implementing guidance programs in the schools. Some counselors who were successful in providing counseling services have been less successful in guidance programs. This study looked at selected counselor characteristics that contribute to successful results-based guidance programs. The question is asked, “Are counselor characteristics related to the success of a results-based guidance program?”
Data on student results were collected from high school seniors and eighth-graders at eighteen secondary schools. The counselors implementing the results-based guidance programs at these schools were assessed on selected personality characteristics using the Myers-Briggs Type Indicator. In addition, data were collected on demographic factors including sex, race, age, and length of service for each counselor. Additional qualitative data were collected from administrators, teachers, counselors, and students from a successful and less-successful school using an interview format.
Quantitative and qualitative methods were used to answer the research questions. Analysis of data included ranking schools based upon student mean scores in four guidance competency areas to differentiate successful from less-successful programs, a t-test was applied to four MBTI scores to determine significant differences between counselors implementing successful programs and those implementing less-successful programs, application of Kruskal-Wallis one-way anova test was used to analyze demographic factors and a stepwise, multiple regression was applied to personality factors to account for the amount of variance ascribed to each. Qualitative data were analyzed through the use of a cross-site, two variable descriptive matrix.
Findings indicated that the Thinking-Feeling preference on the MBTI differentiates at the p < .01 level between counselors implementing successful results-based programs and those implementing less-successful programs at the high school level. Using a student self-report format, it was possible to differentiate between successful and less-successful results-based guidance programs at the high school level. In an interview situation, administrators, teachers, students, and counselors articulated personality characteristics that contribute to a successful results-based guidance program in terms that related closely to the findings of the MBTI.Ed. D.
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Deckard, Allan Paul. "Potential motivational effects of altered compensation rates in comparison to other type incentives on building principal performance." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/588.
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The effective schools research has repeatedly concluded that effective schools are characterized by effective administrators. The desire, then, of local school boards to improve administrator performance has emerged, based upon the assumption that as building principal performance improves, so does teacher performance, and ultimately, student performance. Merit pay has received a great deal of attention in education recently as a means to motivate administrators towards improved performance. Merit pay is supported by the "physical-economic" school of thought which believes that individuals are "economically motivated". In contrast, the "work itself" or "job satisfaction" school of thought believes that individuals are best motivated by factors which affect job meaningfulness. Merit pay is viewed as a "hygiene" factor which may decrease job "dissatisfaction" but does not necessarily result in increased motivation. This dissertation compared the "physical-economic" concept of altered compensation rates or merit pay, to the "job satisfaction" or "work itself" concept of increased job meaningfulness as a means to motivate principals towards improved performance. When given a list of incentives, principals were asked to choose between merit pay and other type incentives. Of the 312 principals surveyed, 244 responded for a 78% return rate with the following results: 28% preference for merit pay at the 5% level; 47% preference for merit pay at the 10% level; 63% preference for merit pay at the 15% level; and, 68% preference at the 20% level. Frequencies tallied and percents derived indicated a consistent preference for merit pay at the 15% and 20% levels irrespective of demographics. These results would seem to indicate that "work meaningfulness" incentives are desirable to principals, but when paired against ever increasing levels of "potential monetary compensation", they lose their attractiveness. Even though merit pay received a popular response from the principals surveyed at the higher levels offered, merit pay's track record is so poor as to suggest that better measurement methods need to be devised before such a program is initiated. According to the literature reviewed, it is doubtful that such an objective and equitable means of measurement is feasible without interfering in a principal's daily routine, thus reducing the principal's effectiveness.
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Graves, Sarah E. "Treatment acceptabilty of teachers of adolescents by level of intervention intrusiveness and type of disorder." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11052007-144308.
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Andersson, Cecilia, Anna Bursell, and Sara Halldin. "Skolsköterskans stöd till ungdomar med diabetes typ 1." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24875.
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I Sverige finns idag cirka 7000 barn och ungdomar med den kroniska sjukdomen diabetes. Ungdomar med diabetes typ 1 har ibland tendens att experimentera och ta risker genom att testa gränser för att utveckla sin kunskap. Risktagandet vid en kronisk sjukdom kan innebära medicinska konsekvenser för ungdomarna. En god vård är därför av betydande vikt. En systematisk litteraturstudie med deduktiv ansats genomfördes där syftet var att beskriva skolsköterskans stödjande insatser ungdomar med diabetes typ 1, utifrån Orems teori omstödjande och undervisande omvårdnadssystem. De vetenskapliga artiklarna eftersöks i databaserna Cinahl och Pubmed och sammanlagt hittas 16 artiklar som svarade mot syftet. Databearbetningen utfördes i form av temaanalys. Resultatet visade fyra kategorier av stödjande insatser som ungdomar med diabetes typ 1 är i behov av från skolsköterskan. Utifrån Orems teori om stödjande och undervisande omvårdnadssystem delas de in i: stöd – fysiskt och psykiskt, vägledning, undervisning och skapa en utvecklande miljö. Det fysiska stödet bestod av att ha en fysiskt närvarande skolsköterska som befann sig på plats och gav stöd åt ungdomarna när diabetesrelaterade problem uppkom. Det psykiska stödet bestod av att ha en god lyssnare som en som förstod ungdomarnas livssituation och deras känslor. Det vägledande stödet bestod i att ha en skriftlig vårdplan för att kunna hantera ungdomarnas diabetes i skolan. Stöd i form av undervisning till ungdomarna med diabetes, lärarna och övrig skolpersonal ansågs viktigt. För att ungdomar med diabetes ska kunna hantera sin sjukdom och egenvård krävdes en anpassad miljö. I en stödjande miljö fanns behov, tid och tillgänglighet av mat. Det var viktigt för att fler personal på skolan skulle ha kunskap och handlingsberedskap vid eventuella akuta situationer som kunde uppstå. Kunskapen som framkommit är viktig i skolsköterskans kliniska arbete, för att kunna ge ungdomar med diabetes typ 1 en trygg tillvaro under sin skoltid. Vidare kvalitativ forskning behövs för att förbättra skolsköterskans stödjande insatser till ungdomar med kronisk sjukdom. Metoder för att skapa en anpassad och säker miljö för ungdomar med kroniska sjukdomar behöver utarbetas.In Sweden there are currently 7000 children and young people with the chronic disease diabetes. Young people with type 1 diabetes have sometimes tended to experiment and take risks by testing limits to develop their knowledge. Risk-taking in a chronic disease may involve medical consequences for young people. A good health care is therefore of considerable importance. A systematic literature search with a deductive approach carried out where the purpose was to describe the school nurse support to young people with diabetes type1, based on Orem´s theory of supportive and educational care system. The research articles were searched for in database Cinahl and Pubmed and 16 articles were found who answered the purpose. Dataprocessing was carried out in the form of thematic analysis. The result showed 4 categories of support that young people with diabetes type 1 is in need of. Based on Orems theory of supportive and educational caresystem divided into: support -physically and mentally, guidance, education and create a developed environment. The physical support consisted of having a present school nurse who was situated at school and gave support to young people with diabetes related problems when they needed help. The mental support consisted of having a good listener who understood young people's life situation and feelings. The guidance support consisted in having a written care plan for young people to be able to manage diabetes in school. Educational support for young people with diabetes their teachers and other school staff was considered important. Young people with diabetes should be able to manage their disease and care required a developed environment. A supportive environment was necessary also time and availability of food. It was important that more staff at the school would have knowledge and preparedness in the event of any emergency situations that could arise. The knowledge that was found is important in a school nurse clinical work, to be able to give adolescents with diabetes type 1 safe environment during school time. Further qualitative research is needed to improve the school nurse´s supportive service for young people with chronic illness. Methods to create a customized and secure environment for young people with chronic illnesses need to be developed.
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Bonnell, III Richard. "THE INFLUENCE OF MEDICAL EDUCATION ON THE FREQUENCY AND TYPE OF MEDICAL BOARD DISCIPLINE RECEIVED BY LICENSED FLORIDA PHYSICIANS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3781.
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It has been estimated that in the United States, between 44,000 to 98,000 patients succumb to medical errors each year. Due to a shortage of graduates of domestic medical schools, many graduates of foreign medical schools are practicing in the United States. The medical education received in foreign medical schools may not be equivalent to the medical education received in domestic medical schools, which are schools located in the United States, Puerto Rico and Canada. Differences due to the educational backgrounds of the foreign-schooled physicians may contribute to an increase in medical board disciplining. Furthermore, graduates of medical schools where the instruction is not conducted in the English language may receive increased medical board disciplining when compared to the graduates of medical schools where English is the language of instruction. Finally, domestic medical schools that are ranked low according to The Gourman Report, 8th Edition may provide a substandard medical education, causing their graduates to have increased rates of discipline when compared to peers who have graduated from higher ranked medical schools. This study examines the effects of undergoing foreign medical training as opposed to domestic medical training and receiving medical school instruction in the English language or another language, on the frequency and severity of disciplinary action taken by the Florida Board of Medicine against medical doctors licensed in Florida since 1952 (N = 39,559). Also examined are the effects of attending domestic medical schools that are ranked lower than other domestic medical schools on the frequency and severity of disciplinary action taken by the Florida Board of Medicine against medical doctors licensed in Florida since 1952 (n = 25,479). Control variables used in this logistic regression analysis include whether the medical doctor is specialty board certified or not, the specialty practiced and the medical doctor's race and gender. Archival data from the Florida Department of Health were used for this study. This study found that the graduates of medical schools where the instruction is not in the English language are more likely to receive discipline and are more likely to receive more severe types of discipline than graduates of medical schools where the instruction is in the English language. It was also found that medical doctors who are ABMS certified, are practicing either a surgical specialty, obstetrics, gynecology, psychiatry, emergency medicine, family medicine or diagnostic radiology, or are male have increased odds of being disciplined by the Florida Board of Medicine.Ph.D.
Other
Health and Public Affairs
Public Affairs PhD
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Rasmuson, Becky Jean. "Parents Advising Parents: Raising a Child with Type 1 Diabetes." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6964.
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Background and Purpose: Children diagnosed with Type 1 Diabetes face significant challenges in the day to day management of their disease. Parents play an important role in supporting children at every stage of their lives and helping them transition to independence in the management of T1D. The purpose of this study was to learn from parents who have raised their children with T1D to adulthood and identify strategies for parents who are currently raising a child with T1D. Methods: Using a biographical method, a qualitative design, two in-depth interviews with open-ended prompts were completed with purposively selected parents of children with Type 1 Diabetes (T1D) who have grown into adulthood (18 parents, 36 interviews). The first interview invited participants to share their experience raising a child with T1D. The second interview asked specific questions about challenges, things that went well, things that didn't go well and advice for parents currently raising a child with T1D. Qualitative content analysis was used. Results: Analysis of the data identified recommendations for parents currently raising children with T1D. Advice for the parents included, 1) Parental attitude toward diabetes will be reflected in the child – Keep it positive, 2) Learn as much as you can about diabetes, 3) Find a good diabetes provider – Make your endocrinologist your best friend, 4) Don't make diabetes the definition of the child – treat them as normal, 5) Empower self-management – Teach them along the way then step back and let them take over, 6) Be your child's advocate, 7) Find support – Formal or informal, 8) Listen to your child – Don't judge. Conclusions and Implications: Nurses and nurse practitioners can share strategies identified by parents that were helpful in raising their child with Type 1 Diabetes.
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Warburton, Brittney Roberts. "Parents' Perceptions of Bullying Prevalence, Type, and Intervention Efforts in Utah Schools." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2357.
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Bullying is a pervasive and disruptive issue in the schools (Stockdale, Hanguduambo, Duys, Larson, & Sarvela, 2002). It has been shown to have serious negative consequences for students who are frequently targeted, including lower academic achievement, lower self-esteem, and more interpersonal problems in adulthood compared to their non-targeted peers (Eisenberg & Aalsma, 2005; Olweus & Limber, 1999; Rigby, 2003; Smokowski & Kopasz, 2005; Yoneyama & Rigby, 2006). However, when parents are engaged as active members of the school community, significant benefits accrue for children, educators, and parents. Such benefits include improved grades and test scores for students, greater job satisfaction among teachers, and decreased likelihood that children will be involved in bullying behaviors (Christenson, 1996; Spriggs, Iannotti, Nansel, & Haynie, 2007). Despite the important role parents play in their child's success in school, there is little research concerning parents' perceptions of bullying behaviors in schools. This research project surveyed parents in order to understand their perspectives regarding bullying prevalence, type, and intervention efforts taking place in schools. This was done through a survey administered at a statewide Parent Teacher Association Conference in Provo, Utah, in May 2008. Because attendees at the conference were assumed to be fairly involved in the local schools, the results of this study were expected to represent the perceptions of parents who are involved in the school community. The findings indicated that almost half (42.9–48.1%) of these parents are hearing their child report about verbal and relational bullying at least once a week. Parents noted that they are personally intervening in bullying situations approximately once each school year. Parents responded that they believe students are most at-risk for being bullied between classes, during break periods, and after school, as well as on the playground, on the school bus, and in the hallways, bathrooms, and school cafeteria. Overall, parents rated the most frequently used interventions as somewhat effective in combating bullying in their child's school. Such interventions included counseling or talking with the bully, suspension, and time-out for the bully following an incident.
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Willette, Susan J. "The Relationship of Personality Type to Leader Style and Perceived Effectiveness among Dental Hygiene School Administrators." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etd/2826.
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The purpose of this study was to identify personality types among dental hygiene school administrators and faculty and to determine if correlations existed between leader style, ideologies of leader style, perceived effectiveness, and personality type. Selected demographic variables were also examined. The dimensions of personality investigated were derived from the Myers-Briggs Type Indicator: extroversion, introversion, sensing, intuition, thinking, feeling, judging, and perceiving. The leadership behavior dimensions were the two dimensions of the real and ideal Leadership Behavior Description Questionnaires: consideration and initiating structure. Effectiveness was measured by a 39 item Likert-type instrument based on Tucker's (1981) categorical listing of chairperson activities and responsibilities. The study was conducted using a random sample of faculty and administrators from 32 dental hygiene programs across the United States. Thirty-two administrators and 148 faculty were surveyed. Responses were received from 23 administrators (71.9 percent) and 96 faculty (64.8 percent). Personality type was correlated with subordinate perception of leader style, ideal leader style, and effectiveness, with the strength of the relationships ranging from weakly negative to moderately positive. Among the correlations observed, those between real initiating structure and introversion, thinking and feeling were significant at the.05 level, as were the relationships between ideal consideration, and thinking and feeling. Relationships significant at the.05 level were also found between instruction and extroversion, introversion, sensing, intuition, and judging and between budget and resources and extroversion. Gender of the administrator and length of tenure did not account for significant differences in leader behavior ratings or effectiveness scores. Age of the administrator, however, was found to account for significant differences in leader behavior ratings, but not effectiveness ratings. A negative relationship was observed between amount of administrative training and effectiveness scores indicating that as administrative training increased effectiveness decreased. Ideal scores reported by faculty were significantly higher than real scores reported by faculty, but no significant difference was observed between the real and ideal scores reported by administrators. Administrators rating low on real consideration and real initiating structure received the lowest effectiveness ratings.
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Lewis, Susannah Joy. "Young people with type I diabetes mellitus : the influence of the school environment on self-care." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/31241.
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Type 1 diabetes mellitus is now the third most common chronic illness in children and young people in the United Kingdom, with a twofold increase in incidence in the last decade. Diabetes self-care is integral to the young person's survival, and significantly reduces the risk of cardiovascular disease and microvascular damage associated with the condition. Parental involvement and family support is known to promote adherence to self-care. However adolescence is a period strongly associated with poorer adherence, as young people separate from the influence of their parents and form closer relationships with peers. Young people spend increasing periods of time at school in the company of personnel and peers, but little is known of how the school environment influences self-care. A qualitative study was undertaken, using a grounded theory approach to examine the role of the school environment in the self-care. Nine young people with type 1 diabetes mellitus aged between eleven and sixteen years were interviewed, regarding their experiences of managing their diabetes at school. A core concept of negotiating threats to self-regulation emerged, both to homeostasis and to the self. Threats included stigma in relation to having diabetes and associated self-care, and also the threat of self-exposure through the behaviours associated with hypoglycaemic and hyperglycaemic episodes. Participants sought to manage threats through negotiating the disclosure of their diagnosis, and concealing or omitting self-care. School personnel peers, and school rules played a part in this dynamic and evolving process. Friends acted as advocates, moderating threats to self-regulation and promoting self-care. School personnel and the application of school rules also influenced threats to self-regulation.
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Dammer, Susan. "A post survey study of what type of information regarding personal finance is retained after participating in the Reality Store." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006dammers.pdf.
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Turley, Matthew Robert, and Matthew Robert Turley. "The Impact of Traumatic Event Exposure and Traumatic Stress Symptoms on Cognitive and Achievement Abilities of Youth with Type 1 Diabetes Mellitus." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623066.
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Lower performance on measures of neuropsychological and academic ability has been noted in adolescents with either Type I Diabetes Mellitus (T1DM) or exposure to traumatic life events. This present study looked to gather information on trauma exposure and symptoms in adolescents with T1DM. The first aim was to compare the neuropsychological and academic achievement performance of Type I Diabetes Mellitus positive adolescents who had experienced a traumatic event with those who had not. Second, the study explored if T1DM positive adolescent’s performance on neuropsychological and academic achievement could be predicted by the number and severity of traumatic stress symptoms they experienced. Finally, the study aimed to explore the nature of trauma exposure of its T1DM positive adolescent participants. Results found limited evidence participants who self-reported trauma exposure performed worse than those who did not on a measure of perceptual reasoning; those with parent-reported trauma exposure scored lower on a measure of visual perception and reasoning as well as an assessment of calculation ability than those whose parents did not. As trauma symptoms scores as reported by either self- or parent-report increased, participant scores on measures of general cognitive ability and attention decreased. As self-reported trauma symptoms increased, performance on perceptual reasoning and psychomotor ability decreased. As parent-reported trauma symptoms increased, vocabulary and verbal abilities decreased. In addition to the results noted for trauma symptom scores, the as the number of self-reported symptoms increased, executive functioning, vocabulary, and verbal abilities decreased. While parent-reported trauma symptoms were not associated with decreased performance on any academic measure, as self-reported trauma symptoms scores increased math calculation, reading comprehension, and writing fluency scores decreased.
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Lockhart, Jennifer Lynn. "The type and frequency of morphosyntax errors in children's narratives." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0326104-115425/unrestricted/LockhartJ041604f.pdf.
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Thesis (M.S.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0326104-115425. Includes bibliographical references. Also available via Internet at the UMI web site.
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Scales, Jimmy V. "The Relationships among the number of student transfers and the type of transfer on academic achievement, attendance and suspensions in Tulsa Public Schools' middle schools, 1987-1991 /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9213730.
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Hermel, Bethany E. "The relationship between the type of discharge and family therapy involvement at the Hennepin County Home School." Online version, 2000. http://www.uwstout.edu/lib/thesis/1999/1999hermel.pdf.
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Spencer, Steven Vincente. "The Relationship Between School Type and Mental Health of Lesbian, Gay, Bisexual, Transgender, and Questioning Young Adults." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2584.
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Gay-straight alliance (GSA) clubs may positively affect mental health for lesbian, gay, bisexual, transgender, and questioning (LGBT) students, but little research has studied schools that primarily enroll LGBT students. Guided by neofunctional and sexual stigma theory, the purpose of this study was to determine if graduates of LGBT high schools have better mental health than LGBT and heterosexual graduates of mainstream high schools. A snow ball sample, of 183 graduates of high schools in the United States and 95 graduates from high schools in other countries, 80% who identified as LGBT, completed an online survey consisting of 5 short mental health assessments, measuring anxiety, depression, self-esteem, internalized homophobia, and life satisfaction. Including demographic variables as covariates, ANCOVA was used to test for significant difference in the mental health of former students who have attended high schools with GSAs (GSA+) compared with graduates of high schools without GSAs (GSA-). Research results found that U.S. graduates of GSA+ high schools had significantly higher self-esteem (p = .034) and life satisfaction (p = .026) than U.S. graduates of GSA- high schools. Graduates of non U.S. GSA+ high schools had significantly lower levels of depression (p =.016) than graduates of U.S. GSA- high schools. Students who identified as gender conforming had significantly higher levels of self-esteem (p =.004) and significantly lower levels of depression (p = .000) than students identifying as nongender conforming. The social change implications of these findings include urging school administrations across the country to support GSAs as they may improve the mental health of students who identify as LGBT or nongender conforming.
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Rice, John W. 1967. "Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799468/.
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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.
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Johnson, Teresa. "An examination of the relationship between the type of teacher certification of middle school teachers and student math, reading, and writing achievement /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3164080.
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Thesis (D.Ed.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 91-100). Also available for download via the World Wide Web; free to University of Oregon users.
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Hogan-Young, Christine L. "Standardized Testing of Special Education Students: A Comparison of Service Type and Test Scores." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1116.
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The purpose of this study was to determine if there was a difference in Tennessee Comprehensive Assessment Program Modified Academic Achievement Standards (TCAP MAAS) achievement test scores for special education students who receive their instruction in the resource classroom or in an inclusion classroom. The study involved third, fourth, and fifth grade special education students in an east Tennessee school district. The TCAP MAAS scale scores used were from the 2011-2012 school year. An independent samples t-test was implemented in this study. The dependent variable in the study was the TCAP MAAS scaled scores. The independent variable was student placement. Placement was regular education inclusion or special education resource class. The study included 11 elementary schools and 210 special education students’ scores. The results indicated significantly higher TCAP MAAS scaled scores of those students receiving their instruction in a regular education inclusion classroom in every analysis except for fifth grade Reading/Language Arts scores.
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Suri, Cazmon. "EFFECTS OF BACKPACK TYPE ON KINEMATICS OF THE LOWER BACK DURING WALKING AND JOGGING." UKnowledge, 2018. https://uknowledge.uky.edu/cbme_etds/55.
Full textAbstract:
Heavy backpacks have been suggested to have a pathogenic role in experience of low back pain among children. We have conducted a repeated-measure study to investigate the backpack-induced changes in lumbo-pelvic coordination of forty gender-balanced college age students when they walked and jogged on a treadmill with two different types of backpacks: normal and ergonomically modified. The backpack-induced changes in lumbo-pelvic coordination were larger when carrying an ergonomically modified vs. a normal backpack as well as when jogging versus walking. The larger changes in lumbo-pelvic coordination when carrying an ergonomically modified backpack were likely due to kinematic restraints imposed by rigidity and enhanced attachments devised in the backpack for increased comfort. Given the role of lower back biomechanics in low back pain, the effects of such larger mechanical abnormalities in the lower back when carrying an ergonomically-modified backpack on risk of low back pain among children requires further investigation.
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Restall, Leonard J. "The relationship between individual type, underachievement and the attributional motivation of secondary school science students : intervention approaches for underachievers." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9575.
Full textAbstract:
Relationships between underachievement, individual type and attributional motivation were investigated among 37 underachieving senior science students from a boys' college, a girls' college and a coeducational college in New Zealand. An adaptation of the Myers-Briggs type inventory was used to identify individual type, and attributional motivation was determined by using two questionnaires, based upon attributional constructs established by Weiner (1979). Students in the sample were also interviewed. Results show a significant difference, too great to be attributed to a sampling fluctuation, between the observed number of students and the greater than expected number of students, particularly for the ESFJ (Extrovert-Sensing- Feeling-Judging) and ISFJ (Introvert-Sensing-Feeling-Judging) individual 'types' within the sample of underachieving students. A difference also was found between the observed number of Function Pairs, derived from the Myers-Briggs descriptions, and the expected number of Pairs within the sample. These differences were also too great to be attributed to a sampling fluctuation.A general lack of motivation was found among the students, with 'lack of effort' being attributed as a major cause of underachievement. Differences in attribution trends were found between different 'types'. Most of the students indicated that they were passive learners and generally were unaware of how to use metacognitive strategies to improve their learning and motivation.Implications from this research suggest that intervention approaches should be made by educators to improve accountability and reduce underachievement by students. Recommendations for various approaches used by the author, and by others described in the thesis to reduce or overcome underachievement are suggested. These might be used for individual types who are prone to underachieve, and for ++underachievers generally.