Rozprawy doktorskie na temat „Sociology, Theory and Methods|Education, Special|Education, Secondary”
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Kester, Joan Eleanor. "Exploring Interagency Collaboration in a Secondary Transition Community of Practice". The George Washington University, 2013.
Koebley, Sarah Cotton. "Dimensions of social capital among high school mathematics teachers". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618879.
This study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources.
The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as “Group Self-Knowledge”, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.
Eutz, Robin J. "The experiences of Recovery High School students| Using empirical phenomenology to garner knowledge". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631236.
The purpose of this qualitative phenomenological, epoche study was to explore the lived experiences of seniors who attended a Recovery High School and the phenomenon associated with transitioning from high school. No studies have been conducted on the lived experiences of seniors who attended Recovery High Schools. Data collection included three interview sessions. Participants of the study reviewed their final response before analyses began. The results of the study contributed scientifically by providing data of Recovery High Schools as alternatives and post continuum care resources for adolescences and young people who suffer with substance abuse disorders.
Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
Free, Jennifer Lynelle. "Inherently Undesirable: American Identity and the Role of Negative Eugenics in the Education of Visually Impaired and Blind Students in Ohio, 1870-1930". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353009941.
Byrd-Poller, Lynda D. "Exploring the Relationship between Role Conflict, Role Ambiguity and General Perceived Self-Efficacy| A Quantitative Study of Secondary Assistant Principals". Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557489.
Assistant principals enact a plethora of work roles within their single position. They are required to manage multiple work roles with constant contradictions of role expectations. The position of assistant principal "is acknowledged to be an important actor on the school scene despite the rather limited attention given to that role by educational researchers, administrator preparation programs, and professional associations" (Greenfield, 1985, p.7). This study explored the role conflict and role ambiguity assistant principals face in their multiple work roles and the relationship these variables have to the secondary assistant principal's general perceived self-efficacy. A social theoretical lens was used to examine identity theory and self-concept in order to gain insight into the paradoxical nature of the interrole conflict and role ambiguity of secondary assistant principals in two regions of Virginia's public schools. Role conflict (RC) and role ambiguity (RA) were measured using the Rizzo, House, and Lirtzman (1970) scale. The General Self-Efficacy (GSE) scale developed by Schwarzer and Jerusalem (1995) was used the collect data on the general perceived self-efficacy of assistant principals. The data indicated that there was a significant relationship between role ambiguity and general self-efficacy; there was not a significant relationship between role conflict and general self-efficacy; and that neither role ambiguity nor role conflict were predictive of general self-efficacy.
Keywords: role conflict, role ambiguity, general self-efficacy, secondary assistant principals, role theory.
Gross, Christine D. "Faces in the mirror: Exploring conflict styles of adults in school communities using the face -negotiation theory". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/705.
Escalante, Samuel. "When Does Race Matter in Music Education?: An Exploration of Race, Racial Hegemony, and Predominantly Latinx Secondary Music Programs through the Theory of Racial Formation". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609151/.
Werner, Lena. "It's who you know and what you know : exploring the relationship between education and prejudice in adolescence". Licentiate thesis, Umeå universitet, Sociologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-158134.
Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.
Cordi, Kevin Dean. "Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253364538.
Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations". University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.
Bernengo, Maria-Eva, i Kajsa Venström. "Ekonomiprogrammet 2011 - vad och för vem? : - En textanalys av gymnasieskolors broschyrer". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58856.
This study takes its point of departure in the ongoing debate on how upper secondary schools use marketing and information to attract future students. Career guidance is a profession that includes considerations about how information in schools’ brochures can relate to guidance support regarding educational choice. The aim of the study is, from a discourse-theoretical perspective, to illuminate how information in upper secondary school brochures of 2011 relates to educational choice, and also how upper secondary schools market themselves. By applying a text analysis model that focused on ideational and interpersonal structure, 52 brochures from schools in ‘Stockholms Län’ about the programme ‘Economics’ were analysed. Results show that not all upper secondary schools follow the national guidelines for how ‘Economics’ should be described in the brochures and that the descriptions of the programme varies. Conclusions of this study were that brochures of upper secondary schools appeal to different educational aspirations, and that students are seen as consumers to whom different intangibles are offered.
Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.
Finau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative". Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.
Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Atwong, Andrew. "Proximity to Children: A Geospatial Approach to Understanding the Relationship between Fast Food and Schools". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1362.
Agiro, Christa Preston. "A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools". Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.
Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions". Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Vidal, Marjorie. "Le capital social comme outil d’intervention : accès et mobilisation dans une école secondaire en milieu défavorisé et multiethnique". Thèse, 2016. http://hdl.handle.net/1866/19015.