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The Elementary and Secondary Education Act : History and changeSieren, Barbara. Unknown Date (has links) (PDF)
Thesis (M.S. in Education)--Shenandoah University, 2003. / Includes bibliographical references.
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Teaching a synchronous distance education course for elementary teachers one professor's perceptions /Hutchinson, Wanda. January 2003 (has links)
Thesis (Ph. D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.
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Making sense of teaching a holistic approach to teacher reflection about practice /Norris, Karen S. Wilhelm, Ronald Wayne, January 2009 (has links)
Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.
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Transforming the future : "quality" children and the Chinese nation /Woronov, Terry Ellen. January 2003 (has links)
Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August, 2003. / Includes bibliographical references. Also available on the Internet.
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'n Histories opvoedkundige studie van gesinsopvoeding in skoleHartell, Cycil George. January 2000 (has links)
Thesis (Ph.D.(Opv. Sielk.)--Universiteit van Pretoria, 2000. / Includes bibliographical references.
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Die invloed van 'n motories fundamentele vaardigheidsprogram op die fisieke en kognitiewe ontwikkeling van die graad 1 kindKruger, Elmien. January 2002 (has links)
Thesis (D. Phil.(Biokinetics, Sport and Leisure Sciences))--University of Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.
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1067 |
A study of the mental health knowledge and attitudes of preservice and inservice elementary school teachers /Morris, Edwin F. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 81-85). Also available on the Internet.
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A study of the mental health knowledge and attitudes of preservice and inservice elementary school teachersMorris, Edwin F. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 81-85). Also available on the Internet.
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Effects of a school-wide reading literacy plan on reading skills| A retrospective, quasi-experimental studyBicknell, Maria Gutierrez 24 June 2015 (has links)
<p> Students’ low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10<sup>th</sup> grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state’s high-stakes examination. This study used multi-year, successive 10<sup>th</sup> grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona’s high-stakes, criterion-based examination scores. A two-sample, one-tailed <i>t</i>-test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state’s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state’s high-stakes examination at a Title I urban high school in Arizona.</p>
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Mental models of diverse, high achieving elementary schools in TexasBenson, James Ray 28 August 2008 (has links)
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