Thèses : « Stanford University. School of Education »

1

Long, Shelly Danette. « The perceptions and experiences of principals in increasing student achievement on the Stanford 9 Achievement Test at the middle school level ». Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2550.

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The purposes of the study were to: (a) examine the perceptions and experiences of principals in increasing student achievement on the SAT 9 at the middle school level; (b) identify how middle school principals, whose schools had met student achievement growth targets and were eligible for the Governor's Performance Awards Program had influenced the growth process at their school sites; and (c) determine whether or not principals were using any specific document, person, program, or other source, to guide their efforts. This was a series of multiple case studies that utilized interviewing as its primary method of collecting data. The researcher interviewed middle school principals whose schools had met their 2000 growth targets on the SAT 9 and were eligible for the Governor's Performance Awards Program. A discussion of the results emphasized the findings of the study. This study found that in the environment of standards-based reform, educators must identify the strategies and techniques that will increase student achievement. To accomplish this, principals must lead their staff to discover and implement researched-based, best practices, and accompany these new skills with ongoing professional development. Likewise, they must institute a data driven evaluation process of all that occurs at their school sites. This evaluation process should be based on the academic growth of all students. Through the use of multiple measures, such as benchmark assessments and SAT 9 scores, the data on student growth, in all areas of school life, should be collected, monitored, and evaluated over time. The results of this data should then be analyzed to identify areas of strength and weakness and to guide curriculum, instruction, intervention, and other changes at the school site. The relationship between this study and prior research was also included in the discussion section. This study provided school administrators with recommendations on how to increase student achievement on the SAT 9 at the middle school level. Suggestions for additional research were also offered.

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Sosinska, Olga Halina. « School-university partnerships for math and science education ». Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-122252/.

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3

Naman, Katya. « Pepperdine University Graduate School of Education and Psychology ». Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.

Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.

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Hohenbrink, JoAnn. « The influence of collaboratively teaching : university and school / ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975356523.

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Lynch, Jill C. « Community as Difficult Labor : Building Sustainable School-University Partnerships ». The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392383645.

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Wood, Daisy Bertha. « School-university partnerships : An exploration of the relationship ». W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618700.

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The purpose of this study was to investigate the accuracy of a particular model for collaboration when applied to a successful school-university partnership. A specific framework for establishing and maintaining successful school-university partnerships, proposed by Frank Wilbur of Syracuse University, was identified in the literature. Wilbur's model was selected as the conceptual framework for this study since it contains critical elements supported by at least four other researchers studying and writing on collaborative endeavors and was, in fact, the most comprehensive of any of the suggested conceptual frameworks. The answer to one overall research question was sought: to what extent does Wilbur's model for school-university partnerships fit when applied to a highly successful school-university partnership? Answers to questions pertaining to Wilbur's nine most important factors (e.g., leadership; economics; governance and communication) positively impacting interinstitutional alliances were explored in an existing school-university partnership known as the Center for Collaborative Advancement of the Teaching Profession.;Historical documents regarding the Center, including the initial grant proposal, interim and final reports, and published articles, were reviewed for content and consistency in answering the main and subsidiary research questions. Individual, paired, and focus group interviews were conducted with persons felt to be most knowledgeable of the Center's activities.;Evidence that particular elements of successful partnerships were considered and included in the design, implementation, and maintenance of the collaborative effort was sought to determine the extent to which Wilbur's model could be applied to this partnership. The nine factors included in Wilbur's conceptual framework for creating successful school-university partnerships were evident, in varying degrees, in the establishment and maintenance of the Center for the Collaborative Advancement of the Teaching Profession. However, the data indicated that the success of the Center may also be attributable to a tenth factor which Wilbur's model does not include.

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Kucuk, Tugba. « University Preparatory School Students&#039 ». Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610789/index.pdf.

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This study aimed at investigating university preparatory school students&rsquo
and teachers&rsquo
perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dimensions of the student questionnaire. Repeated measures ANOVA and paired-samples t-test were employed to define the priorities of the students within the dimensions of each subscale. MANOVA was used to investigate whether there were significant differences among students&rsquo
CALL environment perceptions with respect to certain background variables.Descriptive statistics were used to analyze students&rsquo
and teachers&rsquo
perceptions of computer&rsquo
s role and teacher&rsquo
s role in CALL environment and to analyze all participants&rsquo
responses to the open-ended questions.The study indicated that students perceive the computer&rsquo
s role with respect to (1)language skills, (2) overall effect of computer and (3) motivation
teacher&rsquo
s role with respect to (1) teacher assistance, (2) teacher guidance and (3) teacher presence
students&rsquo
expectations from the teacher with respect to (1) laboratory activities guided by the teacher and (2) overall guidance. According to the students&rsquo
perceptions, language skills,teacher assistance and lab activities guided by the teacher were found to be the most effective dimensions.Descriptive statistics showed that both students and teachers are undecided about the effectiveness of CALL, and they believe that teachers are effective in CALL environment.

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Shea, Tracey M. « Career education in the elementary school ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54959.pdf.

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Glass, Lindsey Heather. « A Case Study of an International Baccalaureate School within an Urban School District-University Partnership ». Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

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Walls, J., Patricia M. Vanhook et L. Odom. « School-Based Health : A University and Board of Education Partnership ». Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.

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Evans, Christine M. « An evaluation of a university-school elementary literacy partnership ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Price, Teresa Moore. « A study of the alternative school education program in Mississippi ». Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-07142004-131458.

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Seipel, Sandra Helene. « Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program ». Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.

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A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators—to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.

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Woods, Teresa Marie. « Growing scientists : a partnership between a university and a school district ». Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14992.

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Doctor of Philosophy
Department of Curriculum and Instruction
Jeong-Hee Kim
Precollege science education in the United States has virtually always been influenced by university scientists to one degree or another. Partnership models for university scientist – school district collaborations are being advocated to replace outreach models. Although the challenges for such partnerships are well documented, the means of fostering successful and sustainable science education partnerships are not well studied. This study addresses this need by empirically researching a unique scientist-educator partnership between a university and a school district utilizing case study methods. The development of the partnership, emerging issues, and multiple perspectives of participants were examined in order to understand the culture of the partnership and identify means of fostering successful science education partnerships. The findings show the partnership was based on a strong network of face-to-face relationships that fostered understanding, mutual learning and synergy. Specific processes instituted ensured equity and respect, and created a climate of trust so that an evolving common vision was maintained. The partnership provided synergy and resilience during the recent economic crisis, indicating the value of partnerships when public education institutions must do more with less. High staff turnover, however, especially of a key leader, threatened the partnership, pointing to the importance of maintaining multiple-level integration between institutions. The instrumental roles of a scientist-educator coordinator in bridging cultures and nurturing the collaborative environment are elucidated. Intense and productive collaborations between teams of scientists and educators helped transform leading edge disciplinary science content into school science learning. The innovative programs that resulted not only suggest important roles science education partnerships can play in twenty-first century learning, but they also shed light on the processes of educational innovation itself. Further, the program and curriculum development revealed insights into areas of teaching and learning. Multiple perspectives of participants were considered in this study, with student perspectives demonstrating the critical importance of investigating student views in future studies. When educational institutions increasingly need to address a diverse population, and scientists increasingly want to recruit diverse students into the fields of science, partnerships show promise in creating a seamless K-20+ continuum of science education.

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Brookhart, Susan M. « Collaboration and school culture : perceptions of university and public school educators in an era of educational reform / ». The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487599963593656.

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Karrh, Kristen D. « Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests / ». Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Frindt, Gertrud. « Bridging the gap between school and university : a case study of the University of Namibia's Access Programme ». University of Cape Town, 2002. http://hdl.handle.net/11394/6618.

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Doctor Educationis
Without neglecting the broader scope of the phenomenon of student access, this study focuses mainly on student academic access. An Access Programme, initiated by the University of Namibia, is used as a case study in order to gain a contextual understanding of such programmes, and to identify and critically analyse both those factors which contribute to its success and those which hinder it. Theoretical perspectives on student access are provided in chapter 1. These shed some light on different notions of access, on the multiplicity of entry paths, on the various forms of access, the targets of access initiatives and the factors driving the need for widening access provision. Attention is also given to access barriers whereby alternative approaches and strategies to illuminate such barriers are provided. Personal interviews, questionnaires, observations and statistical data on student enrollments and end-of-year results, contribute to a triangulation of research methods so that the situation can be viewed from more than one viewpoint by using both quantitative and qualitative data. The study reveals that Access Programmes are increasingly recognized as necessary, and the need for them is likely to increase in future. Findings also reveal consensus on the need for epistemological access which places emphasis on learner success and throughput rates rather than access that is limited to admission and entry. While the study is not an evaluation of the particular Access Programme, the study does contribute to understanding of what makes for an effective Access Programme within the Namibian context and beyond.

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Slaughter, Katherine Alice. « Mapping the transition : content and pedagogy from school through university ». Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7618.

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A study has been carried out at the University of Edinburgh in order to examine how physics students’ abilities and attitudes towards study change during their time at university. This is a large topic with numerous possible avenues of research, as a result the field has been narrowed for this thesis in order to focus on three main subject areas; how students adapt during the transition from school to university, how students attitudes towards studying physics change during an undergraduate degree and, finally, student data handling skills in the undergraduate laboratory with links to whether student perceptions of their data handling skills are consistent with their ability. It has been found that students may face difficulties going from school to university study. Students potentially face gaps in their prior learning due to differences in school leaving qualification syllabi, which is compounded by instructors having expectations of student ability that are higher than student actual ability. It has been seen that students become less positive in their attitudes towards study over the course of their first year of instruction, potentially due to a drop in confidence. In the subject area of attitudes towards study, longitudinal studies have been carried out in order to examine the expert-like thinking of students. Results gathered are suggestive of a selection effect with the most expert-like thinkers possessing levels of expert thinking similar to those of physics instructors, even when initially entering the degree program. Investigation of student laboratory work has shown that there is a large gap between student estimations of their own ability and the reality of such skills. This has been demonstrated by contrasting the results of surveys examining student perceptions towards practical work with data gathered from a data handling diagnostic test that has been designed and implemented as part of this thesis.

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Nailer, Sarah Eileen. « School-university partnerships in Australian teacher education in policy and practice ». Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/ca8b6ac48b8fe39d937d9bcd7a17b4eef346f15041b9b840be7f213b3bb500b5/1583038/Nailer_2022_School_university_partnerships_in_Australian_teacher.pdf.

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This thesis is a study of School-University Partnerships in Australian teacher education. I have explored School-University Partnerships in policy and practice drawing on several key Foucauldian concepts. I show that School-University Partnerships have been an enduring feature of Australian teacher education and that in the past two decades, they have increased in prominence, particularly in initial teacher education. I present evidence that the discourses of School-University Partnerships produce them as everything and nothing. I also argue that in the area of initial teacher education, School-University Partnerships are circulating as a “regime of truth” (Foucault, 1977/1980b, p. 131). From these findings, I identify the limiting effects on teacher education and argue for the need for further critique. This methodology utilised in this thesis is Foucauldian genealogy. I use Foucault’s notion of genealogy to construct a “history of the present” (1975/1991, p. 31) of School-University Partnership in Australian teacher education. The prominence of School-University Partnerships is identified as a problem of the present and genealogy is used to de-naturalize it. I engage in a form of poststructural policy analysis to identify the “problems” constructed in policy. I also conducted interviews with a purposive sample of thirteen participants in School-University Partnerships including teachers, teacher education academics, principals, and policy makers. My main claims are that School-University Partnerships have been discursively constructed as everything and nothing across teacher education whilst at the same time circulating as a regime of truth in initial teacher education. I identify the circulation of School-University Partnerships as a regime of truth in initial teacher education as a productive effect of power with subjectification effects. I argue that the discourses of the “real” and “experience” that are dominant in School-University Partnerships in initial teacher education, together with a policy context that sets partnerships up as “formal” and “agreed in writing” (Australian Institute for Teaching and School Leadership, 2015) create the conditions for a model of learning to teach that sees the solution as mere time in schools. This thesis contributes a theorisation of School-University Partnerships by identifying the discourses of partnership in policy and practice. I show that School-University Partnerships continue to function as an “empty signifier” and that attention is needed to an agreed and working definition in policy and practice. I identify the discourses of the “real” and experience as central to perpetuating School-University Partnerships as a regime of truth in initial teacher education. This thesis has contributed to knowledge of School-University Partnerships by identifying the way power circulates and showing the subjectification effects. This research shows that further critique of partnerships is needed and that a Foucauldian conception of power in partnerships offers theoretical tools for a productive future for School-University Partnerships.

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Mobley, Leigh Barrett. « An anatomy of an unsuccessful school bond election in a rural school district ». Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11012007-163605.

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Cuppett, Kevin S. « How Do Stakeholders Engaged in School-University Partnerships Create Value for their Own Organizations ? » Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613386.

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The purpose of this study was to determine how stakeholders engaged in school-university partnerships, specifically in the work preparing future school administrators, created and captured value for their own organizations. These case studies examined three partnerships that involved three school systems who all partnered with the same college, which allowed for multi-site and within site analysis. The study used the voices of key stakeholders, partnership documents, and observations of key events within the partnerships as data sources to focus on what stakeholders took away from the partnerships for their own organizations.

The review of literature included research on the role of school-university partnerships in principal preparation reform, and the impact of such reform on leadership succession in schools. In addition, the literature on collaboration provided a clear context for identifying, analyzing and interpreting the actions of stakeholders in these partnerships. The partnerships were examined using negotiated order theory as a conceptual and theoretical framework. This framework proved valuable for determining the actions stakeholders in regard to the preconditions and processes of collaboration, with specific focus on value creation and capture as outcomes.

The findings showed that value creation and capture were specific and significant for all organizations, although there was variance across the partnerships as to what and how value was created and captured. Recommendations were offered for organizations interested in creating school-university partnerships. Recommendations could also be broadly applied to many types of organizations in the social sector that are interested in partnering as a means of creating and capturing value for their own organizations.

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Brett, Armand George. « Stages of affirmative action and diversity policy in the California State University system ». Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2944.

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Demographic changes in California have made the goal of a more culturally diverse faculty extremely important to the future of higher education. Confounding issues associated with affirmative action policy seemed to be contributing to a stalling of progress. This study sought to identify a range of conceptions and approaches used in dealing with affirmative action and to assess the work of affirmative action directors regarding their dealings with faculty and the hiring process. Value conflict and political sensitivity discovered during preliminary research led to the use of a qualitative, key-informant, semi-structured interview approach with assurances of anonymity placed in the forefront. Interviews were conducted with five affirmative action directors and ten department chairs on five California State University campuses. The data were analyzed to develop categories then re-analyzed to test emergent theory. Four ideological stages associated with the evolution of affirmative action emerged from the data. This framework is used to organize the complex issues and show that some of the problem stems from divergent conceptions of affirmative action. Also found was a significant amount of miscommunication. Affirmative action directors did not seem sufficiently aware of the common ground they shared with faculty relative to solving the diversity problem. A range of sub-issues associated with the structure and culture of a complex university are also identified. These sub-issues illustrate three things: variations of purpose between affirmative action directors and faculty; views of affirmative action directors toward faculty; and a legitimacy problem which depends on the administrative placement of affirmative action directors, their administrative style and their credibility with faculty. The four stage framework helps to show that while faculty appear to be reconceptualizing quality to meet the diverse cultural needs of a drastically changing student clientele, affirmative action policy adjustments are failing to keep pace. For the purpose of minimizing conflict and streamlining transition, recommendations include changes in affirmative action directors' jobs. Also recommended is: use of the framework to study other universities; and alternation of the type of procedures used in this research with quantitative methods to refine the framework or develop others.

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Ablett, Sue. « The medical school of the University of Nottingham : origins and development ». Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304864.

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Fischer, John M. « Negotiating school and university relationships in the context of Polish Civic Education Reform / ». The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894437519.

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Weinstock, Del. « Patterns of LGBTQ+ victimization from high school to university ». Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1620499891141961.

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French, Paige Vereen. « The Roles of School Advisory Councils in School Improvement : A Case Study in Policy Interpretation ». UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/165.

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The Florida Legislature responded to the national call for education reform by passing four statutes in 1991, referred to as Blueprint 2000. One intent of the legislation was to encourage change in schools through local community involvement in School Advisory Councils (SAC). The SAC, composed of parents, community members, teachers, and students was responsible for guiding the school through the process of school improvement. The purpose of the study was to investigate the role of the SAC in the implementation of Florida school improvement initiatives. The study was designed to identify local factors affecting the interpretation of policy and to develop understanding of the members of the SACs defined their roles. Four elementary schools in Duval County, Florida, were selected for study. A case study approach over one year was used to gather data from written materials, participant observation, and interviews. The data were analyzed to develop understanding of the roles of the SAC from the participants' perspectives. Findings indicated that SACs were fulfilling their basic responsibilities as outlined in the legislation. Evidence showed that no decision was entirely site based and the extent of the SAC's influence was greater than intended. Members' perceptions of influence to implement change may be more potent than the actual authority given to the SAC by law.

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Ware, Rebecca A. « An Evaluation of a Professional Development School : The School Teacher Education Partnership Project ». Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26300.

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The professional development school (PDS) has had a recent resurgence in teacher education. Professional development schools were designed to reform teacher education programs and revitalize K-12 education. The purpose of this study was to evaluate a professional development school: The School Teacher Education Partnership (STEP) at Elizabeth City State University (ECSU). STEP is a partnership between Elizabeth City State University and one elementary school in each of three participating school districts -- Edenton-Chowan, Elizabeth City-Pasquotank, and Gates -- in North Carolina. The study took place over two years. Participants from the 1998-2001 school years were the primary informants. Data were collected through extended interviews. Documentary data and end-of-the-year qualitative evaluations were used to substantiate interview data. The constant comparative method of Maykut & Morehouse (1994) was used to analyze the data. Data were unitized, coded, grouped, categorized, and compared for patterns and themes. The results of this evaluation were strong enough to recommend that a year-long internship be required for all prospective teachers at the university. The STEP graduates come from the program with strong pedagogical skills. The students are prepared to begin working with children from the first day of teaching. They can manage classes well handling routines with little difficulty. Mentor teachers were found to be primary contributors to the development of new teachers, and they are paid little for their efforts. It is recommended that they be paid an amount commensurate with their effort and contributions to the development of new teachers. This compensation should be an integral part of the budgets of the state, local, or university agencies responsible for the preparation of teachers.
Ed. D.

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Robertson-Smith, Misty. « Implementation of the American School Counseling Association National Model : readiness level of Mississippi school districts based on school counselor perceptions / ». Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-04042007-130742.

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Cuicchi, Federica. « Higher education branding : Nova School of Business and Economics and Bocconi University ». Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11862.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
In this thesis it is shown a comparison between two of the top thirty European Business School 2013 Ranking of the Financial Times: Nova School of Business and Economics and Bocconi University. The analysis is carried out focusing on the brands and the stakeholders perceptions by analyzing the findings of twenty-four in-depth interviews. These interviews were conducted to students and alumni from both universities in order to show the gaps in brand image. Findings indicate different impacts of two different realities stemming from their history, value and culture. The aim of this work is to show some tools business school can use to better manage and capture stakeholder’s value.

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Evanshen, Pamela, et Mary Myron. « Walking Tour of ETSU University School Kindergarten Through 4th Grade Learning Environments ». Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4385.

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Evanshen, Pamela, et Mary Myron. « Walking Tour of ETSU University School Kindergarten Through 4th Grade Learning Environments ». Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4388.

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Evanshen, Pamela, et Mary Myron. « Walking Tour of ETSU University School Kindergarten Through 4th Grade Learning Environments ». Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4382.

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Finlay, Ian. « Learning across university and workplace activity systems : the case of teacher education for post-school education ». Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423926.

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Skryabina, Elena. « Students' attitudes to learning physics at school and university levels in Scotland ». Thesis, University of Glasgow, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390762.

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Seabrook, Mary Angela. « Apprenticeship or university course ? : a study of change in one medical school ». Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/apprenticeship-or-university-course--a-study-of-change-in-one-medical-school(4745411e-4086-4ece-b4f3-c8e9d556aab1).html.

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Eagle, Jean F. « Realizing Shared Potential Through School/University Partnerships : Enhanced Opportunities in the Learning Community ». Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).

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Antworth, Roger Herbert. « Factors Associated With Public School Chronic Absenteeism ». UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/324.

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Chronic absenteeism is a problem that has plagued the public school system for a number of years. The cost of missed days of school can be counted in missed work, missed participation, and missed opportunities. The chronically absent student falls behind his/her peers academically which may lead to grade level retention and truancy. Truancy has been identified as one of the key indicators associated with students in public schools who drop out of school. Truancy can also be a predictor of illegal drug use by students (U.S. Department of Education, 2006). Researchers have attempted to identify the various characteristics of truant or chronically absent students. Some studies have indicated that student chronic absenteeism may be associated with certain racial/ethnic cultures and tend to occur at some grade levels more than others (Florida Department of Education (FDOE), 2002, 2004a, 2005a, & 2006a). Other studies indicated that socioeconomic status and enrollment in the exceptional education program may be indicators for chronic absenteeism (FDOE, 2004a). Still others have indicated that certain types of disciplinary action used in the school may also indicate the level of chronic absenteeism and truancy (Hoffman, Llagas, & Snyder, 2003). The present research identified variables that have the greatest degree of association with student chronic absenteeism in Florida public schools. The variables that were identified as having the greatest association with students who were chronically absent included students assigned to in-school suspension, out-of-school suspension, exceptional educational programs, and who have not been promoted to the next grade. The greatest common factor is out-of-school suspension.

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Winstead, Robert A. « The Road from Paraprofessional to Certified Teacher : A State, School District, and University Partnership ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2297.

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Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas. Prior to the establishment of the cohort between the Tennessee Department of Education and East Tennessee State University-Sevier County Schools in 2000, there had been little to no planning in addressing the challenge of teacher shortage, specifically teacher attrition, in East Tennessee for special education teachers (East Tennessee State University, 2009; State of Tennessee, Office of Research and Education Accountability, 2006). The challenge of teacher shortage is secondary to teacher attrition for many school systems. Reasons teachers leave the profession are family or personal reasons, school staffing issues including layoffs, school closings, reorganizations, and retirement (Shakrani, 2008). The cost of high teacher attrition is felt in many ways. Examples include loss of outlays from states and local school districts, the challenge school districts face searching for replacements; and most of all, the cost to the student (Carroll, 2007). This qualitative study investigated the experiences of 12 paraprofessionals who completed the first East Tennessee State University-Sevier County Special Education Cohort to earn special education teaching certification. The 2000 ETSU-Sevier County Cohort started with 16 3 members. Currently 13 are teaching in special education, one cohort member is deceased, and two cohort members moved so that the other members do not know of their status. Cohort members received a 100% grant subsidy to participate in the program of study. The goal of the grant was “to improve the quality of instruction to students with disabilities from birth to 21 by increasing the number of appropriately endorsed special education teachers in Tennessee” (ETSU Special Education Institute, 2010, p. 2). The most dominant findings were the experience and background of paraprofessionals as they made their way to becoming certified teachers. These experiences were helpful in a variety of ways. Examples include completing course work, developing instructional strategies, behavior management, coteaching, and providing training for their paraprofessionals. Another finding and a major theme was group bonding among the cohorts. This bonding provided a support group in meeting the course work demands. Having access to local administrators who were their instructors and mentors was a consistent theme. Members of the cohort were supported by a 100% grant that provided the financial support necessary to make their journey possible; the necessity of that support was a common theme. The increased stress level, additional paper work, and responsibilities of being a certified teacher were other emerging themes. Time management was a prevalent theme throughout their experience. Finally, the support and admiration from their colleges, professors, and family members were major themes in their completing the cohort and becoming certified teachers.

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Brahmi, Frances A. « Medical students' perception of lifelong learning at Indiana University School of Medicine ». [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297081.

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Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2007.
Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.

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Dupakoski, Sarah Elizabeth. « Education, toys and architecture utilizing educational products to derive principles for elementary school design / ». Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179168913.

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Scott, Joan Katharine. « The institutionalization of high school teacher education at the University of British Columbia ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.

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Marsh, Brian. « The evaluation of a university In-School Teacher Education Project in Science (INSTEP) ». Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7193/.

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The university In-School Teacher Education Project in Science (INSTEP) used interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol1 (IP) cameras and mounted microphones in school laboratories in six partner schools and the university teaching room, trainees and their tutors had access to live interaction with schools. This was a live feed of video and audio material, relayed from the school classrooms and reproduced on interactive whiteboards at the University. Image and sound processing software enabled users remotely to observe school classrooms and focus on particular features of pupil and teacher activity. Cameras and microphones placed at the University allowed links to function in both directions, enabling a variety of two-way interactions between teacher educators and student teachers at the University and teachers in schools. The INSTEP technology did not simply provide a single connection to a remote classroom: it created a number of opportunities for interaction within the teacher education classroom as the student teacher became part of a network of two-way connections enabling powerful and flexible learning experiences. In the course of university-based sessions structured around the contemporaneous observation of remote classrooms through the INSTEP video and audio links, student teachers were able to interact with classroom practitioners, tutors and with their peers. This thesis presents the findings of the internal evaluation of INSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes. However, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. INSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to INSTEP-type activities having the potential to enhance the development of trainees‘ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the linking of theory with practice and the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with primary data generated by part-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. The main findings point to INSTEP 1. Facilitating the link between theory and practice; 2. Enhancing and accelerating the professional knowledge of the trainee teachers through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy. Additionally there appears to be a number of missed opportunities, e.g. the recording of lessons, the professional development and training of mentors and the use for continuing professional development in schools that may have enhanced the trainee experience further. There are also issues arising from being an insider-researcher that are considered in this work. The research was undertaken in the context of complex relationships including: 1. Being an internal evaluator working closely with an external evaluator; 2. Role and identity duality – particularly with respect to the university tutor team. 1 An Internet protocol camera, or IP camera, is a type of digital video camera that can send and receive data via a computer network and the Internet.

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Walker, Lynn. « An evaluation of the Pre-University Summer School at the University of Glasgow, 1986-1993, and its effects on student performance ». Thesis, University of Glasgow, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321217.

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Alhadi, Esameddin. « Transforming School Museum Partnership : The Case of the University of Florida Harn Museum Teacher Institute ». Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.

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Smith, Susan Mary. « The Evolution of an Integrated School District in Southwestern Ohio : The Winton Woods School District, a Case Study ». Cincinnati, Ohio : University of Cincinnati, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=ucin1223302164.

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Thesis (Ph.D.)--University of Cincinnati, 2008.
Advisors: Leo Krzywkowski (Committee Chair), Marvin Berlowitz (Committee Member), Patricia OReilly (Committee Member), Eric Jackson (Committee Member). Title from electronic thesis title page (viewed May 9, 2009). Keywords: Education; School Integration; Winton Woods; Greenhills; Greenbelt Towns. Includes abstract. Includes bibliographical references.

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Keller, Patricia Ellis. « Donor Perceptions of Stewardship and Recognition Practices at the University of Toledo ». University of Toledo / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1207682733.

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Gunes, Cevriye. « Learning Style Preferences Of Preparatory School Students At Gazi University ». Master's thesis, METU, 2001. http://etd.lib.metu.edu.tr/upload/12605465/index.pdf.

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The purpose of this study was to determine the learning styles of preparatory school students from Gazi University and examine the relationship between students&rsquo
learning style preferences (LSP) and faculty students will study in, gender, proficiency level of English and achievement scores on listening, reading, grammar, and writing in the English Course. The instrument, Index of Learning Styles (ILS), was administered to 367 randomly selected students. As for the data analysis, descriptive statistics portrayed the frequencies, percentages, means and standard deviations, the t test was conducted to see whether students&rsquo
achievement scores differ according to their LSPs and the Crosstabs procedure was conducted to investigate whether the LSPs of the students at Gazi University differ according to faculty they will study in, gender and level of proficiency. The results indicated that there was no significant difference between students&rsquo
LSPs and faculty, gender, level and achievement scores.

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Dorji, Jigme Arisara Leksansern. « Factors affecting career aspirations of secondary school leavers in Bhutan / ». Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938011.pdf.

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Crabtree, William Nelson. « The reorganization of the School of Allied Health Sciences at Whitman University a case study / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215220.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1240. Adviser: Nancy V. Chism. "Title from dissertation home page (viewed June 19, 2007)."

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Scown, Andree. « School leader preparation in the Nazarene university system| A qualitative study of the role of emotional intelligence ». Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643041.

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The overall intent of the study was to understand the role of emotional intelligence in school leader preparation programs in the Nazarene university system. A qualitative exploration of the understanding and presence of emotional intelligence (EI) theory and associated concepts in two Nazarene university principal preparation programs was conducted along with an investigation of the need, hindrances, and solutions to including such topics in the universities' programs. Two educational leadership program directors from each university acted as participants by responding to semi structured interview questions about the topics.

The results revealed a perceived need for the inclusion of EI theory and associated concepts in the universities' principal preparation programs. Hindrances and possible solutions for including EI in the curriculum resulted in clear guidelines for incorporating the topics in the universities' courses of study. Implications for application of the results to other universities were discussed as well as the potential for development and implementation of training in EI for a broader set of educational leaders, including preservice and existing principals, teachers, education specialists, various levels of school leaders, and community partners in leadership roles affecting schools. Recommendations were made for further research extending the study of EI theory and associated concepts into universities outside the Nazarene university system as well as employing a quantitative approach to further investigate the ten themes which emerged regarding the relationship between EI and principal leadership. A comparison study using the same methods to explore the topic of servant leadership was also suggested.

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Thèses sur le sujet « Stanford University. School of Education »

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