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Thèses sur le sujet « Social Function of School »

Auteur : Grafiati
Publié le 2 juin 2025
Mis à jour le 31 juillet 2025

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1

Ordonez, Maria Alicia. "Prevalence of bullying among elementary school children as a function of the comprehensiveness of anti-bullying policies and programs in the school." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344194.

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This study identified research-based components for an effective anti-bullying policy and arranged them according to Bronfenbrenner's (1989) ecosystemic framework. It was hypothesized that the prevalence of different types of bullying was lower in elementary schools with a greater comprehensiveness of anti-bullying policies. Independent variables included the rated presence of anti-bullying components in school policies at four ecosystemic levels: microsystemic, mesosystemic, exosystemic, and macrosystemic. Dependent variables consisted of students' self-report of the occurrence of four types
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Blades, Barry Anthony. "Deacons School, Peterborough, 1902-1920 : a study of the social and economic function of secondary schooling." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020417/.

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Martins, Wagner Augusto da Silva. "O cumprimento da função social da escola na visão de alunos do ensino médio /." Franca, 2019. http://hdl.handle.net/11449/183092.

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Orientador: Genaro Alvarega Fonseca<br>Resumo: O meio educacional sofre uma influência direta das alterações ocorridas na sociedade de um modo geral e desta forma o cotidiano das escolas brasileiras sejam elas privadas ou públicas é constantemente marcado por questionamentos intrigantes e desafiadores, aos quais as escolas precisam superar para que possam exercer sua função social de forma efetiva. Caminha-se no entendimento de que a escola possui duas funções básicas: A primeira está ligada à formação escolar de seus alunos, através da disseminação das aprendizagens acumuladas ao longo do tem
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Sanchez, Sindy. "What’s the Function? Assessing Correspondence between Functional Analysis Procedures." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7361.

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In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conduct
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Watson, Amanda J. "Individual Differences in Inhibitory Control Skills at Four Years of Age." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56968.

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Inhibitory Control (IC), a vital facet of childhood development, involves the ability to suppress a dominant response, as well as the ability to suppress irrelevant thoughts and behaviors. This ability emerges during the first year of life and develops rapidly during the preschool years. A variety of tasks have been developed to measure IC in this age group and, recently, research has demonstrated important differences in task performance according to various distinctions among these tasks. One under-researched distinction is that of whether an IC task requires the child to give a verbal or a
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Cordeiro, Fabiane de Oliveira. "A FUNÇÃO SOCIAL DA ESCOLA: RELAÇÃO FAMÍLIA-INSTITUIÇÃO E SUAS TENSÕES NA AÇÃO COMPARTILHADA." Pontifícia Universidade Católica de Goiás, 2018. http://tede2.pucgoias.edu.br:8080/handle/tede/4041.

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Submitted by admin tede (tede@pucgoias.edu.br) on 2018-10-01T18:41:10Z No. of bitstreams: 1 FABIANE DE OLIVEIRA CORDEIRO.pdf: 2724174 bytes, checksum: 5b82751a755f8b340a096a7fbe47a5fe (MD5)<br>Made available in DSpace on 2018-10-01T18:41:10Z (GMT). No. of bitstreams: 1 FABIANE DE OLIVEIRA CORDEIRO.pdf: 2724174 bytes, checksum: 5b82751a755f8b340a096a7fbe47a5fe (MD5) Previous issue date: 2018-08-13<br>The aim of the present study, registered in the Education, Society and Culture research line of the Post-Graduation Program in Education of PUC Goiás, is to research the social function of the
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Monson, Kimberly Davis. "The Effects of Class-Wide Function-Related Intervention Teams in Two Middle School Art Classrooms." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8561.

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Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This was initial investigation examining the effects of CW-F
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Sabey, Christian V. "The Effects of Brief, Localized, Intensive, Social Skills (BLISS) Training on Social outcomes for Students With Autism Spectrum Disorder in Inclusive School Settings: Form and Function." DigitalCommons@USU, 2015. http://digitalcommons.usu.edu/etd/4596.

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The number of students with autism spectrum disorder is on the rise and more of these students are being served in general education settings. As a result, more school personnel need to be prepared to support students with autism spectrum disorder. Most students with autism spectrum disorder require social supports to function effectively in a general education setting. Previous research indicates that there is a need for efficient social skills interventions implemented by existing school personnel. This study examined the effect of a brief, localized, intensive, social skills training interv
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ZIVKOVIĆ, MARIJA. "INFLUENCE OF COGNITIVE, EMOTIONAL, COGNITIVE-MOTIVATIONAL, AND SOCIAL FACTORS ON MATH PERFORMANCE IN PRIMARY AND MIDDLE SCHOOL STUDENTS." Doctoral thesis, Università degli Studi di Trieste, 2021. http://hdl.handle.net/11368/2998971.

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La matematica si basa su diverse abilità cognitive (Passolunghi et al., 2008; Krajewski & Schneider, 2009; Geary, 2011) implementate da una vasta rete neurale nel cervello (Goswami & Szȕcs, 2011; Fias et al, 2013), e influenzato da aspetti emotivi: sentimenti di apprensione, antipatia, tensione, preoccupazione, godimento, speranza, orgoglio (Passolunghi et al., 2019; Krizinger et al., 2009; Goetz & Hall, 2013), cognitivo-motivazionali (autoefficacia e autostima), e sociali (es. norme culturali). La presente dissertazione mira a considerare il ruolo congiunto di fattori cognitivi (memoria di l
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Svensson, Christofer. "Läxans funktion i en skola anpassad för alla elever The function of homework in a school adapted for all students." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30375.

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Syfte och frågeställningarStudiens syfte är att bidra med kunskap om lärares och specialpedagogers syn på läxans funktion och dess anpassningar i en skola för alla elever. Studiens frågeställningar är: •Hur beskriver lärare och specialpedagoger läxans funktion i skolan? •Hur beskriver lärare att de arbetar med läxor i sin undervisning? •Hur beskriver lärare och specialpedagoger anpassningar av läxan till elevers förutsättningar?Metod och teoretisk ramStudien har en hermeneutisk ansats och bygger på semistrukturerade intervjuer med lärare och specialpedagoger i grundskolan. I studien görs en t
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Ruhukwa, Kudzai. "Cognitive & academic function after Traumatic Brain Injury in school aged children: Documen-tation within medical and school records on problems and recommended support : A Systematic Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43188.

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Background: Childhood Traumatic Brain Injury (TBI) has been identified as a crucial public concern, causing interrup-tion in children’s cognitive development, sometimes resulting in permanent impairment or even death. Hence documen-tation in health and school records regarding their functioning or environmental restrictions post injury, seems vital for the facilitation of communication between a child’s systematic and ongoing environment. Especially since children’s health has been described as a holistic construct comprised of psycho, social and physical well-being. Requiring continual inter-
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Molzhon, Andrea. "Exploring the Influence of Socioeconomic Status on the Executive Function and Theory of Mind Skills of Preschoolers." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4226.

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Executive function (EF) and theory of mind (ToM) skills develop rapidly during the preschool years and have been found to directly and indirectly contribute to school readiness. Evidence indicates that EF may influence ToM development, though this relation may not be consistent across children from different backgrounds. Additionally, socioeconomic status (SES) has been shown to affect preschoolers’ EF, while the literature is mixed regarding the effects – if any – that SES may have on ToM development. Though the relation between EF and ToM appears robust across the literature, the possible ef
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13

Sofarelli, Rachel M. "Teacher-Implemented Presession Pairing to Improve Classroom Behaviors in Public Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7645.

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Presession pairing is an antecedent intervention that has shown to decrease problem behavior of elementary school children with autism, whose problem behavior is maintained by social reinforcement. It has also shown modest increases in academic responding. However, the research on presession pairing has not examined its efficacy or acceptability in the natural classroom setting when implemented by the teacher. Therefore, this study used teacher training and a multiple baseline across participants design to test the potential efficacy of teacher-implemented presession pairing in increasing on-t
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14

Mehrotra, Shilpee. "An evaluation of the impact of introducing a breakfast club on nutritional status and cognitive function in lower social class primary school children." Thesis, Queen Margaret University, 2005. https://eresearch.qmu.ac.uk/handle/20.500.12289/7363.

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Breakfast has been shown to increase the supply of glucose to the brain which improves short-term memory. On waking hepatic glycogenolysis is the major buffer against short-term (12-18 hrs) fasting. The higher ratio of brain weight to liver weight in the child (1.4 - 1.6 versus 0.73 for the adult) and the 50% greater metabolic rate per unit brain weight in the child, places a greater demand on the child's glycogenic stores during a short fast as compared to the adult. Few school breakfast studies have examined the effect of different breakfasts on cognitive performance. This study investigated
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15

Weber, Jacqlyne D. "Executive Function Predictors of Children's Talk." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/315.

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Relatively few studies have investigated the relationship between executive functioning (EF) and language development, and even fewer have researched hot and cool EF as a predictor language development. This study is an investigation into the relationship between EF and language development in preschool aged children. More specifically, the ability for hot or cool EF to predict language, this will be the focus of the study. It was found that hot EF was a better predictor of language development in preschool aged children.
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Hansen, Emily. "From 'humanist' to 'Godly'? : the changing social function of education in early modern English grammar schools." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/10120/.

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This thesis explores the social function of England’s grammar schools between approximately 1480 and 1640, and how this changed due to the influences of both humanism and religious reform. It explores the grammar school curriculum, including instruction in Latin grammar and in rhetoric, as well as the teaching of Greek, religious instruction, and the general ‘experience‘ of attending school in the early modern period; it also addresses the process of founding and administering a school, the role of the schoolmaster, and the overall purpose of grammar school education, and who within society wa
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17

Colacino, Aline Fernanda [UNESP]. "A função social da escola: convergências e divergências na expectativa da família e da escola na formação da criança." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/136478.

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Walters, Melissa Penaranda. "Establishing a Functional Analysis Protocol for Examining Behavioral Deficits using Social Withdrawal as an Exemplar." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3807.

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The purpose of this study was to establish a functional analysis protocol for examining behavioral deficits, using social withdrawal as an exemplar. A review of the Journal of Applied Behavior Analysis over the past 10 years found that although the current behavior analytic literature contains extensive studies that functionally analyze behavioral excesses, there is a limited amount of studies that analyze deficits. The rationale behind this study was the notion that although behavioral deficits are rarely studied, the fact that the participant is capable of the behavior yet fails to engage in
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Cardoso, Alessandra Espindola. "A educação financeira na educação básica pública de Goiás." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8237.

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Silva, Janaina Pereira da. "Função social da escola e o aspecto educacional do Programa Bolsa Família." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10436.

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Made available in DSpace on 2016-04-27T16:32:53Z (GMT). No. of bitstreams: 1 Janaina Pereira da Silva.pdf: 1251422 bytes, checksum: 3e1b8f22796cc301866e142fb319c92d (MD5) Previous issue date: 2014-02-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This paper bring forward the studies and results of a research about educational view of Brazilian Government Social Programme Support Bolsa Família and a possible reconfiguration about school s social function. This view is a legal consideration to receive this government support, that is to say, the families registered in p
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Meaker, Tashina M. "Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1334.

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Severe problem behavior may interfere with the education of children as well as cause serious injury to person and property. This study examined the correspondence of results obtained from trial-based and standard functional analyses for identifying function of problem behavior with high-school aged students. This study also examined the feasibility of school personnel conducting trial-based functional analyses within the classroom environment with procedural integrity. School personnel conducted four trial-based functional analyses with three high-school aged students referred for problem beh
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Souza, Rudson Edson Gomes de. "O papel da leitura nas aulas de ingl?s: uma an?lise segundo a percep??o dos professores do ensino m?dio de escolas p?blicas estaduais de Natal." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16188.

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Made available in DSpace on 2014-12-17T15:06:50Z (GMT). No. of bitstreams: 1 RudsonEGS_DISSERT.pdf: 693980 bytes, checksum: 4db0027764c6058847779caa435c199d (MD5) Previous issue date: 2010-03-27<br>This dissertation aims at investigating the teachers beliefs about the role of the reading ability in English at public state high schools in Natal and identifying the social value of the process of learning English for students of a foreign language. From the understanding of studies on reading, both in the field of Cognitive Psychology, as in Gibson & Levin (1975), as in the area of Psycholingu
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Ferreira, Solange Antonia. "Funcao social da escola e parcerias publico-privadas : avaliacoes de um projeto realizado entre 1998-2002." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/10488.

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Made available in DSpace on 2016-04-27T16:33:02Z (GMT). No. of bitstreams: 1 Dissertacao SOLANGE ANTONIA FERREIRA.pdf: 1162504 bytes, checksum: 88ddac2c0cbf8df197fad00c904cf907 (MD5) Previous issue date: 2006-02-22<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This dissertation aims to describe and analyze legal devices and evaluations regarding a Project developed in partnership between a public school from São Paulo and national and international organisms, between 1998 and 2002, as well as their implications in relation to the social function of the contemporary scho
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Gomes, Alessandra de Oliveira Capuchinho. "A função social da escola: uma análise das significações constituídas pelos gestores, professores, pais e alunos de uma escola pública paulista." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16164.

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Made available in DSpace on 2016-04-28T20:56:49Z (GMT). No. of bitstreams: 1 Alessandra de Oliveira Capuchinho Gomes.pdf: 3713464 bytes, checksum: 703fa841a5a362d7cd8d0b0bbdac22f2 (MD5) Previous issue date: 2014-09-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aimed at analyzing the meanings produced by the management team, professors, employees, parents and students regarding the school&#8223;s social function. The theoretical reference adopted was that of Social-Historical Psychology. The research was performed at a State Elementary School in São Paulo loc
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Santos, Fábio Junio da Silva. "Escolarização e currículo: considerações no campo das deficiências." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16102017-111113/.

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Escolarização e pessoas com deficiência, transversalizada pelo currículo, constituíram-se eixos norteadores para a elaboração, construção metodológica e análise da pesquisa desenvolvida, a ser apresentada nessa dissertação. Circunscreveu-se tal análise ao ensino fundamental, etapa da educação básica que tem se configurado como a de maior acesso dessas pessoas, mas também aquela à qual as respostas da educação serão, de fato, exigidas, seja no acesso ou na permanência, sendo que, nessa última, a questão do currículo seja talvez a mais implicada, diretamente, com a escolarização propriamente dit
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Graciani, Graziela Dantas. "A função social da escola pública brasileira: um estudo exploratório." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19112015-133113/.

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A presente pesquisa teve como objetivo geral realizar um estudo exploratório sobre a função social da escola pública brasileira. O estudo recorreu à revisão da bibliografia especializada, à pesquisa documental e teve como base empírica os dados estatísticos do Programa Bolsa Família (PBF). Partimos do pressuposto de que a escola pública brasileira foi, gradualmente e de forma irreversível, assumindo funções para além de suas atribuições didático-pedagógicas e para as quais não existe, no país, uma sistemática de avaliação. A revisão bibliográfica e a análise documental demonstraram a limitação
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Sullivan, Kaitlin Sullivan. "Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6407.

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Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three
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Zhao, Sumin. "Learning Through Multimedia Interaction: The Construal of Primary Social Science Knowledge in Web-based Digital Learning Materials." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8376.

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This thesis is concerned with the construal and the recontextualisation of primary social science knowledge in hypermedia texts. More specifically, it provides an account for the relations between verbiage and image in web-based multimodal interactive leaning materials, known as Multimodal Interactives (MIs). Based on the linguistic description, the thesis offers insights into the ways in which knowledge is construed and recontextaulised in the emerging electronic multimodal discourses. The general theoretical orientation of this thesis is that of systemic functional multimodal discourse ana
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Deenihan, Deanna. "Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7777.

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This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum disorders participated in the study. The study examined the degree to which the classroom staff implemented the PTR intervention plan with fidelity and its impact on the students’ behaviors, using a multiple baseline across participants design. The resu
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Larson, Mark James. "The use of functional assessment and analysis to accelerate the social communication targets of children with severe multiple disabilities at home and school /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7796.

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Jung, Carine Ane. "“O que se ouve”, “o que se diz”, por que se diz? : classe trabalhadora e formação escolar de nível médio." Universidade Estadual do Oeste do Paraná, 2014. http://tede.unioeste.br/handle/tede/3656.

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Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-15T12:30:47Z No. of bitstreams: 2 Carine Ane Jung.pdf: 1720398 bytes, checksum: b7a03f5df629089286908afb79290d90 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-05-15T12:30:47Z (GMT). No. of bitstreams: 2 Carine Ane Jung.pdf: 1720398 bytes, checksum: b7a03f5df629089286908afb79290d90 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-12-15<br>This study makes a theoretical analysis about this content in the
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Castro-Guillen, Evelyn. "Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459416051.

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Rudd, Amanda Lee. "Implementation of the Bully Prevention in Positive Behavior Support (BP-PBS) Program in an Urban Elementary School." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6139.

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The purpose of the study was to further examine the potential efficacy of the Bully Prevention in Positive Behavior Support (BP-PBS) program in addressing bullying in an urban public elementary school with a large and diverse student population, implementing school-wide positive behavior support with relatively low fidelity. Specifically, the study examined the extent to which BP-PBS could decrease target students’ bullying behavior across settings and increase appropriate active response to bullying of students being bullied. Changes in the students’ perceptions and attitudes on school safety
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Lee, Eun Yeop. "An Exploratory Analysis of the Ecological Validity of a Performance-Based Assessment of Attention." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3687.

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Executive functions impact everyday functioning. An individual’s ability to adapt to and navigate their physical and social environments is largely determined by the ability to organize oneself, to plan and to coordinate activities. Despite the wide variety of cognitive tests that assess various aspects of executive function, there has been little work to validate the use of these measures in predicting real world functioning (Sbordone, Seyranian, & Ruff, 2000), particularly in children where characterization of executive function is less specified. Evaluating the ecological validity of neurop
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Reyes, Sofia. "Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7906.

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This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct a
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Farooqi, Aijaz. "School-age outcomes of children born at the limit of viability : a Swedish national prospective follow-up study at 10 to 12 years." Doctoral thesis, Umeå : Department of Clinical Science, Umeå University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1031.

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Baldissera, Marco <1995&gt. "The functions of a tutor at school." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18795.

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This research work aims to understand if a group of students of the third year of a Middle School would agree to introduce a tutor in their Institute and which characteristics he/she requires. The main research problem is the fact that several authors have claimed that a tutor would be useful for the learning process and for the relational aspect, but in Italy this figure is not widely used. Indeed, tutors are present for short periods of time and they are not present in every scholastic Institute. This statement is demonstrated by the fact that a great percentage of the surveyed students have
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Du, Plooy (Mocke) Lucinda Lucille. "An ethnographic study of the learning practices of grade 6 students in an urban township school in the Western Cape: a sociological perspective." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2055.

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Magister Educationis - MEd<br>The study's main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: fi
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Penna, Marieta Gouvêa de Oliveira. "Professor de séries iniciais do ensino fundamental em escolas públicas estaduais de São Paulo: posições sociais e condições de vida e trabalho." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10601.

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Made available in DSpace on 2016-04-27T16:33:24Z (GMT). No. of bitstreams: 1 Marieta Gouvea de Oliveira Penna.pdf: 1577975 bytes, checksum: 90f75a15c1de5b0315589887a7cd372c (MD5) Previous issue date: 2007-07-23<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>The theme of this research is the teachers educational exercise from the early education of elementary school in public schools of the state of São Paulo, from a sociological perspective. Based on Pierre Bourdieu s theory of the action, the teaching profession is understood as a social function, with the objective of
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Franklin, Stuart. "Białowieża Forest : social function and social power." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367455.

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Research has concentrated on understanding social function and social power in Bialowieza Forest in northeastern Poland. It has attempted to analyse, from the standpoint of political ecology, the value that people, both locally and further afield, place (and have placed) on the forest. And it has struggled to understand how the machinations of power have enabled or disabled such values to be expressed. Over the past ten years Bialowieza Forest has been the site of a particular conflict concerning the enlargement of the existing national park to encompass the whole forest. For some who have mov
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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.

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Marcelino, Betsemens Barbosa de Souza. "A música e a sua influência na vida de jovens e adolescentes envolvidos no projeto Superhação : uma análise crítica do discurso." Universidade Federal de Mato Grosso, 2015. http://ri.ufmt.br/handle/1/207.

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Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-16T12:08:00Z No. of bitstreams: 1 DISS_2015_Betsemens Barbosa de Souza Marcelino.pdf: 2392509 bytes, checksum: a1c4e519bd64cd5fac8c3a52150b8163 (MD5)<br>Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-16T12:48:01Z (GMT) No. of bitstreams: 1 DISS_2015_Betsemens Barbosa de Souza Marcelino.pdf: 2392509 bytes, checksum: a1c4e519bd64cd5fac8c3a52150b8163 (MD5)<br>Made available in DSpace on 2017-02-16T12:48:12Z (GMT). No. of bitstreams: 1 DISS_2015_Betsemens Barbosa de Souza Marcelino.pdf: 2392509 bytes, checksum
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Hyatt, Ritter Anne. "Mindfulness in an Elementary School for Improving the Executive Functions." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670577.

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Objectius: L’entrenament de la consciència plena és un mètode didàctic pràctic i acceptat, dirigit a millorar les funcions executives dels alumnes d’educació primària. Amb tot, els estudis de consciència plena realitzats fins ara sobre els alumnes d’ensenyament primari han estat dirigits majoritàriament per instructors externs, aliens a l’aula i a la seva rutina escolar. Calen més projectes de recerca sobre la consciència plena liderats per docents i integrats en els plans d’estudi. Mind Yeti és un programa d’intervenció basat en la consciència plena que compleix amb aquests requisits. En aque
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.

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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held ste
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Furmark, Tomas. "Social Phobia. From Epidemiology to Brain Function." Doctoral thesis, Uppsala University, Department of Psychology, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-546.

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<p>Social phobia is a disabling anxiety disorder characterized by an excessive fear of negative evaluation in social situations. The present thesis explored the epidemiology and neurobiology of the disorder. By means of a mailed questionnaire, the point prevalence of social phobia in the Swedish general population was estimated at 15.6%. However, prevalence rates varied between 1.9 and 20.4% across the different levels of distress and impairment used to define cases. Thus, although social anxiety is widespread within the community, the precise diagnostic boundaries for social phobia are diffic
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ELIASSON, ROBERT, and VEHN PONTUS TER. "Development study of KTH Social´sschedule function." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-136766.

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The usage of KTH Social increases and professors are to a greater extent moving towards KTH Social in order to manage their courses. The purpose of KTH Social is to provide all course relevant information visualised in one single platform. The purpose of this study is to evaluate whether there are development possibilities of the KTH Social schedule area and what these are. In a questionnaire, which was formed with theories of Human-computer interaction and Time management in mind, KTH students were to answer questions regarding the schedule area of KTH Social. Development suggestions were inc
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Lorimer, Angus F. "Social perception and executive function following stroke." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/29228.

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Components of social perception include the ability to recognise and interpret both verbal and non-verbal emotional cues, such as vocal tone and facial expression. Functional brain imaging studies have shown that the frontal cortex of the brain is more active during tasks involving social and emotional perception (Baron-Cohen et ah, 1994). Individuals with frontal lobe lesions have been shown to have acquired difficulties in emotional and social functioning similar to those in which social functioning deficits are frequently observed, such as people with autism (Baron-Cohen, 1985). Difficultie
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Malan, Stephanus Francois. "Social Classroom : symbol of function beyond programme." Pretoria : [S.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-12042008-094753.

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TONELLO, MARCO. "SOCIAL INTERACTIONS AT SCHOOL." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1669.

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Il lavoro tratta gli effetti delle interazioni sociali tra compagni di scuola o di classe (c.d. peer effects) sugli apprendimenti degli studenti delle scuole medie. Il periodo di frequenza della scuola media rappresenta un momento critico nello sviluppo dell’adolescente che passa molto tempo con i compagni (a scuola e fuori da scuola) determinando forti legami di amicizia che ne influenzano lo sviluppo. Nel primo e nel secondo capitolo si tratta dell’effetto delle interazioni sociali tra studenti nativi e non nativi sull’apprendimento. Il terzo capitolo analizza il comportamento di cheating
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TONELLO, MARCO. "SOCIAL INTERACTIONS AT SCHOOL." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1669.

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Il lavoro tratta gli effetti delle interazioni sociali tra compagni di scuola o di classe (c.d. peer effects) sugli apprendimenti degli studenti delle scuole medie. Il periodo di frequenza della scuola media rappresenta un momento critico nello sviluppo dell’adolescente che passa molto tempo con i compagni (a scuola e fuori da scuola) determinando forti legami di amicizia che ne influenzano lo sviluppo. Nel primo e nel secondo capitolo si tratta dell’effetto delle interazioni sociali tra studenti nativi e non nativi sull’apprendimento. Il terzo capitolo analizza il comportamento di cheating
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