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School-university partnerships for math and science educationSosinska, Olga Halina 17 July 2007 (has links)
Math and Science Programs for improving math and science education at K12 level through are analyzed in terms of a policy that establishes shool-university partnerships.
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The impact of ciminal background checks on the selection of school volunteers as reported by human resource professionals of selected Texas public school districtsSmith, Richard Kimball 29 August 2005 (has links)
The purpose of this study was to examine the impact of criminal background
checks on the selection of school volunteers as reported by human resource
professionals in selected Texas public school districts. Ninety Texas school districts
were randomly selected for this study, and results were categorized by the size of the
school district based on student population.
Survey responses were analyzed using descriptive and inferential statistics. A
Chi-square analysis was performed to determine if there were significant differences (p
? 0.05) in responses to research questions based on size of the school district.
Findings in the study included the following:
1. There was no difference in the school district approach to policy and
procedure development based on the size of the school district as it
pertained to criminal background checks of school volunteers.
2. There was no difference in response rate based on the size of the school
district regarding type of offense, number of offenses, adjudication process,
and type of criminal history data search.
3. There was a significant difference (p ? 0.05) in approach between largesized
and small-sized school districts regarding the acceptable timeframe
concerning recency of offense on a volunteer criminal history record.
4. There was no difference in response rate based on the size of the school
district regarding the effectiveness of criminal background check
procedures in eliminating potential volunteers who might pose a threat or
risk to teachers, staff, and students.
The following are recommendations for further study:
1. A similar study could assess the responses from teachers, staff, and/or
students to determine if these different education categories possess
different perceptions regarding the impact of criminal background checks
on school volunteers.
2. A further study could analyze the specific written policies of school districts
and determine the decision criteria for each level of offense.
3. This study focused on school volunteers. A research study could
specifically focus on the impact of criminal background checks on parent
volunteers, or conversely be more general, focusing on the impact of
criminal background checks on professional or auxiliary employees.
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The impact of a large automotive manufacturing plant on demographic expansion and educational changes in a Mississippi school districtMcGehee, Ronnie Lynn, January 2007 (has links)
Thesis (Ph.D.)--Mississippi State University. Elementary, Middle and Secondary School Administration. / Title from title screen. Includes bibliographical references.
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Warming up to the schools : connecting universities with teaching practice in Chicago /Sconzert, Karin J. January 2001 (has links)
Thesis (Ph. D.)--University of Chicago, Department of education, August 2001. / Includes bibliographical references. Also available on the Internet.
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Correlates of Texas standard AP charter campuses and how they compare with standard AP traditional public campusesGomez, Jason Diego. Fossey, Richard, January 2009 (has links)
Thesis (Ed. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.
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Implementing state-initiated reform : mathematics TEKS /Yanez, Darlene Ann, January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 204-209). Available also in a digital version from Dissertation Abstracts.
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From desegregation to resegregation : a case study of African American parent understandingsSoria, Hope Michele 29 April 2014 (has links)
The history and challenges regarding segregation, desegregation, and resegregation remain tangible and threatening to public schools today. Public support has shifted away from the gains made during the 1960s-80s through civil rights action and litigation and public policies now reflect a more laissez faire position toward racial and cultural interaction. The political movement of “dismantling desegregation” has been well documented by researchers (Steinberg, 1995; Orfield, 1996; Eaton & Orfield, 1996; Caldas & Bankston, 1998; Orfield & Yun, 1999; Peoples, 2001; Zhou, 2003; Eckes, 2004). But what can be added to the existing body of work is a greater understanding of the voices of those most directly effected by the current trends to resegregate. This study addresses the following questions: How do members of marginalized African American communities understand resegregation and how it will affect their children in public schools? In particular, how do African American parents respond to the educational shifts impacting their children? For the purposes of this qualitative case study, African American parents with school age children are the primary informants. Each participant volunteer responses to a series of interviews relating to educational issues concerning desegregation and resegregation, school quality, student and faculty ethnicity, and racism. Through the use of interviews arranged into four case studies and other data sources (school district records, state statistics, and newspaper articles), a clearer understanding of a marginalized community in a segregated, desegregated, and resegregated African American community is presented. The study offers an analysis of statistical data and a brief summary of case study themes. Six comprehensive findings are examined in the last chapter. Two implications conclude the study. / text
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Public school teacher attrition and organizational health: a comparative studyOsborn, Anthony 28 August 2008 (has links)
Not available / text
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An historical survey of public land and public education in the State of Arizona from 1863 to 1960Gladen, Frank H. January 1962 (has links)
No description available.
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The drama resource person: a position in Tucson Public Schools, District OneFrakes, Jack Dean, 1927- January 1972 (has links)
No description available.
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