Habilitation - Universität, Würzburg, 2005. / Includes bibliographical references (p. 332-349).

I denna undersökning har jag försökt ta reda på (1) om det är någon skillnad i lärares och elevers syn på varför man bortförklarar sig, (2) varför elever kan känna att de måste bortförklara sig inför sin lärare och (3) vilken som är den vanligaste bortförklaringen på instrumentallektionen. Tretton instrumental- och sånglärare på två olika kommunala musikskolor, en i södra och en i västra Sverige, och nio elever som går sitt sista år på estetiska programmet på en skola i västra Sverige, har deltagit i undersökningen. Enkäterna innehåller samma frågeställningar både för lärare och elever men skiljer sig från varandra på så vis att de är anpassade efter målgruppen.Svaren visar tydligt att tidsbrist är den bortförklaring som både lärare och elever använder frekvent på instrumentallektionen. Svaren på de båda andra grundfrågorna är i stort sett samstämmiga mellan lärare och elever med enbart vissa avvikelser i fråga om prioritering av anledningar. / The aim of this study is to examine (1) whether there is a difference between teachers’ and pupils’ opinions on making excuses, (2) why pupils feel that they have to make up excuses to teachers and (3) which is the most common excuse in the context of instrumental lessons. Thirteen instrumental and voice teachers from two different public schools of music, one situated in the south and the other in the west of Sweden, and nine seniors of the Arts Programme at one of the upper secondary schools in west Sweden, have participated in this survey. The questionnaire contains the same questions for both teachers and pupils but it differs in a way that it is adjusted to these two focus groups. The results highly indicate that a lack of time is the excuse both teachers and pupils often use at instrumental lessons. The results obtained from the other two questions are mainly identical, except for a small deviation concerning the priority of different reasons.

It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.

It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.

This paper explores how education for environmental literacy can be integrated into America's public school system. It investigates the benefits of environmental education and how green school buildings, sustainable cafeterias, school gardens and environmental education curriculum can be used to teach for environmental literacy at all grade levels. Includes sample lesson plan.

This thesis explores three models of a good school: the Modified Academic Index Model, the Demographically-Adjusted Model, and the Equity Model. The Modified Academic Index Model uses test scores, from the Commonwealth Accountability Testing System 2008 and 2009 academic year, to measure good schools. The Demographically-Adjusted Model uses these test scores while controlling for certain demographic variables. The Equity Model uses standard deviations of these test scores to measure quality schools. Rankings of the 228 public high schools in Kentucky are developed for each model. The rankings of the models are then compared.

The development of independent schools is a relatively new phenomenon, which has been increasing during the last 20 years. Most of the independent schools have been proliferated in the larger regions such as Stockholm, but are increasing more and more in smaller regions. This study aims to compare public and independent schools in the region of Sandviken and Gävle in order to analyse how the final grades are affected by different variables. From two different perspectives the focus is to see if location of schools and students makes any difference according to the distance decay and how important motivations are according to the choice theory and its ideas about motivation. This study is done by using statistics collected from the independent and public schools and also by a regression analysis. The conclusion is that there are no significant differences between the schools and students and the achievements, the location of the school, the relation between distance to school and achievements and there are no differences from a gender perspective. The schools themselves do also have an important role for good education as a good study environment may increase the students’ motivation for the education.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 108-112). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 121-126). Also available on the Internet.

Educational Specialist research project (Educational Specialist Degree)--University of Dayton. / Includes bibliographical references (leaves 44-46).