The thesis thinks over the town of Teplice and the architecture education from different points of view. First the author explores her own relationship to the town where she comes from. Then she focuses on primary grade pupils and surveys thein pre-concept concerning the town of Teplice. She also surveys how teachers handle the topic of town in the Art Education. Conclusions of these surveys are used as a basis for creating worksheets which interconnect the educational contents of Art Education, history, architecture and urban design. The objektive of the worksheets is to encourage pupils to reflect the town they live in. Author also proposes Art lessonss which correspond to the topic of the worksheets and she tests them in selected classes. The findings of test lessons are used to modify the content of the final vision of the worksheets. Powered by TCPDF (www.tcpdf.org)

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The communication of naturally complex issues like climate change, tipping points, socio-ecological systems, and their interaction with the hydrological cycle and water security is equally important as it is challenging. Beyond the complexity, the long-term and often delayed characteristics furthermore do not match with either political election cycles or quarterly business reports. Academic institutions are at the forefront to assess, reveal and understand such complex systems, but certainly more engagement is needed to effectively transfer the most urgent derivations in practice and policy on the one hand, but also invest into a continuing effort in creating a general understanding and susceptibility to crucial stakeholders of those characteristics on the other. Transformative interaction, and hence closing the gap between knowledge generation and best practice application needs to be eased down to an implementable level, but without any oversimplification. A prerequisite for such an approach in successful multilateral cooperation would be a common baseline – a mutual Water Culture among all stakeholders when addressing water security with meaningful climate adaptation measures.:Background Climate Change Water Security Chances in Multilateral Cooperation Session Summary Urban water security – assessment framework and application Contributions of higher education to climate adaptation and water security Call for transfer measures Commitments Speakers/Panel

This study was conducted to obtain the views and recommendations of urban high school principals regarding the principals themselves, their schools, students and communities, and the professional growth needs of the principals. The study will also serve as a resource for the National Association of Secondary School Principals' Urban Schools Committee as it develops programs and activities to assist urban high school principals. Eight hundred fifteen of 1,259 urban high school principals responded to a survey. Descriptive research methodology was used in the study of the principals from the one hundred largest cities, according to population, in the nation. The majority of the principals were white males who averaged 50 years in age. There are more black and female high school principals in the urban districts (26% and 22.1% respectively) than there are in rural and suburban districts (3.8% and 12% respectively). These principals view student absenteeism as the greatest hindrance to academic achievement. They believe they have moderate authority over what takes place in their buildings and tend to be satisfied with their positions. The urban principals believe their students' academic competencies are average to below average. They also believe 80% or more of the students are having their needs met by teachers who they consider to be above average. The majority (74.5%) are members of NASSP. The results of the study indicate NASSP should initiate professional growth programs that bring recognition to urban high school principals and meet their unique needs. / Ed. D.

The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. / by Leo Nesmith, Jr. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 192-211). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11922

This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.

The purpose of this study was to examine the perceptions of music teachers in urban elementary schools. Title-I public elementary schools (N = 135) in Miami-Dade County were surveyed for demographic information, and fifty-six of the music teachers from those schools participated in the survey designed for this study. The survey was intended to accumulate data regarding the independent variables of student demographics, teacher demographics, student/teacher demographic differences, teacher training, and teacher support; the dependent variables examined were teacher attitudes about urban elementary music teaching and teacher expectations of their urban elementary music students. Results demonstrated that demographic factors were correlated, and most of the teachers mismatched demographically with their students. Professional support and the percentage of students receiving free or reduced lunch correlated with attitudes. The variables did not correlate with expectations, but because of a strong correlation with attitudes, expectations may have been indirectly affected by support and the percentage of students receiving free/reduced lunch. Support was the single predictor for attitudes, and when computed as an independent variable, attitudes were the sole predictor for expectations. No significant main effects or interactions between the variables were found.

This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.

Thesis (Ed.D.)--Teachers College, Columbia University, 1995. / Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Francis Ianni. Includes bibliographical references (leaves 272-274).