This essay concerns the temperance movements Blue Ribbon and White Ribbon inNorrbotten, Sweden. Their ideas about alcohol, industrialisation, family, humanity andproductivity. The period examined is 1905-1985, which nearly covers the whole of themovements history. Swedish and international research on the subject reveals temperancemovements had a negative view on the industrial society during the late 19th and early 20thcentury. The perceived problems were alcoholism and predatory capitalism. The family wasvalued highly both in itself and through its importance for the future well-being of the nation.The same results applies to Blue Ribbon and White Ribbon in Norrbotten. In addition greedwas seen as problematic, as well as lost productivity due to alcohol consumption. Humanitywas seen as very important, both within and between countries.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains xiv, 159 p. : col. ill., col. map. + 1 video file. Vita. Includes abstract. Includes bibliographical references (p. 130-138).

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), Patricia H. Klass, Donald G. Hackmann, William C. Rau. "The Blue Ribbon Schools selected as the target population were those schools that received their recognition from the United States Department of Education during either the 1994-95 or 1996-97 school years"-- Abstract. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

With a focus on leadership, this study examines the leadership characteristics of principals in schools that are recognized as National Blue Ribbon Schools by the United States Department of Education. This mixed methodology study utilizes the causal comparative method to compare what teachers consider to be effective leadership characteristics of principals in National Blue Ribbon Schools to those of principals in matched sets of selected Non-Blue Ribbon Schools in Pennsylvania. The Audit of Principal Effectiveness is used to collect quantitative data and a survey protocol is used to identify confounding factors and extraneous variables. The research revealed significant findings in nearly all areas of the Audit of Principal Effectiveness. Principals in the selected matched-set schools were ranked higher than principals in National Blue Ribbon Schools. Additional analysis using a multiple regression showed that teachers perceive their principal as effective if the principal has good relations with them, employs and evaluates staff effectively, has high expectations, and does not exceedingly involve the community in the life of the school. / Educational Administration

The purpose of the study was to identify instructional leadership practices elementary principals in Blue Ribbon awarded public elementary schools in Virginia implemented to influence the instructional program. A mixed methods research design was used to collect and analyze data. Principals at eleven of the sixteen public elementary schools in Virginia who received the Blue Ribbon Award between the years 2013-2015 were interviewed. An interview protocol consisting of eleven questions was used to collect qualitative and quantitative data. From the data collected during the interview process, a list of fifty instructional leadership activities was developed by the researcher. The list of fifty activities principals performed were grouped into the following categories; teacher observation practices, providing feedback to teachers, collaborating with teachers to analyze data, implementing professional development, and promoting a positive learning environment. / Ed. D.

This essay aims to investigate the visual and symbolic language of banners and standards belonging to two Swedish temperance organizations, the Independent Order of Good Templars, and the Swedish Blue-Ribbon Movement. The examined material is 98 banners and standards from Folkrörelsearkivet för Uppsala län. Mieke Bal and Norman Bryson's semiotic starting point in the article "Semiotics and Art History" (1991), mainly based on Charles Sanders Peirce's semiosis, has been used as the method of analysis. Support has also been taken from Roland Barthes' semiotic concepts of denotation and connotation. Visual culture studies, with support from Nicolas Mirzoeff's Introduction to Visual Culture (1999) has been used as a theoretical and structural starting point of the essay. The analysis has shown a rich use of symbolic signs within the material, and that – and how – the use of said symbolic signs is both similar and different between the organizations. The analysis has further demonstrated the possibility to interpret meaning which were communicated through the banners and the standards visual and symbolic language. In the essay's discussion, these meanings have been divided into different themes which can be said to reflect the ideals, ideas, and activities of the organizations. The visual communication is understood based on the activities and religious history of the organizations, and on the political, social, historical, and cultural context of the collective symbols.

District and campus leaders face enormous challenges as they try to address the ever-widening achievement gap. With increased accountability, the achievement gap-- which exists between students of color and students of poverty and their White, middleclass counterparts--is becoming impossible to ignore. Nationally, demographics are shifting toward a society of color and school campuses are following suit. Students are not getting easier to educate. Yet while schools across the nation bemoan their student populations as 'hard to educate,' there are some notable districts consistently having success with these student populations. However, there is almost no research on these schools. Their successes are nearly unknown to the educational world. Therefore, this study sought to examine the practices utilized on these campuses and the role of district and campus leadership in guiding the teachers of these student populations. The theoretical framework was the deficit-thinking paradigm and the Effective Schools Correlates. The study investigated schools that (1) earned high ratings in their state accountability system (2) named Blue Ribbon Schools and (3) were Title I award winning schools because they had gone from low performing schools with few systems in place to high performing schools with many systems in place. The study focused on the Area Superintendent of Area 10 and two elementary principals. This study was a mix method qualitative and quantitative study that involved only one urban school district: Martin Luther King Independent School District, one of the fifteen largest districts in the southwest part of the United States. This was a case study, which is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community. The case is a bounded, integrated system (Stake, 1995; Merriam, 1998). Data collection included interviews, observations, and a reflective journal. Findings revealed that there are six prongs these schools had in common to go from low performing to high performing schools as well as earn distinction and awards. Acquiring these six prongs is called Creating a Culture of Success for Students of Color and Students of Poverty. There are also six conditions that permeate low performing schools; these schools once had these conditions on their campuses, but overcame them to become high performing. These conditions are called the Labyrinth of Solitude for Students of Color and Students of Poverty. As school districts and schools attempt to create a culture of accountability where high expectations and a sense of urgency prevail--conditions necessary to close the achievement gap and move from the deficit-thinking paradigm and its deleterious impact on achievement toward the Normed-Opportunity Paradigm--universities and school districts can use this research data to help superintendents, central office personnel, campus principals, teachers, as well as prospective teachers and administrators to move schools and school districts forward and help close the achievement gap. / text