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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
51

The Prussian Volksschule, 1890-1914 a study of the social implications of the extension of elementary education /

Olson, James Milton, January 1971 (has links)
Thesis (Ph. D.)--New York University, 1971. / Includes bibliographical references (leaves 259-293).
52

Educational plans for Liberia an assessment of public elementary education during the decade of the sixties, with particular emphasis on planned goals and their achievement /

Carlon, S. Jabaru. January 1973 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
53

A comparison of the types of learning patterns of students in a self-contained and a multiunit elementary school

Joyal, Lloyd H. January 1973 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
54

Investigation of the application of selected elements of organization development to the elementary school

Nelson, Phillip Earl, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
55

RELATIONSHIP BETWEEN COPING BEHAVIOR AND ACADEMIC ACHIEVEMENT IN KINDERGARTEN CHILDREN (STRESS).

LARSON, JEAN GARTNER. Unknown Date (has links)
Thesis (Educat.D.)--Fairleigh Dickinson University, 1984. / Source: Dissertation Abstracts International, Volume: 45-08, Section: A, page: 2389.
56

The use of goals to influence student achievement

Sorensen, Dana M. January 2007 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on June 8, 2007). Includes bibliographical references.
57

L'éducation en matière de genre à l'école primaire au Rwanda: Des politiques à la pratique

Bigirimana, Valens January 2009 (has links)
Cette recherche visait à analyser le processus d'élaboration et de mise oeuvre de la politique d'éducation dans son aspect du genre à l'école primaire au Rwanda. De tradition qualitative, c'est une étude de cas effectuée dans deux écoles primaires au moyen de l'analyse documentaire, l'observation non-participante et les entrevues semi-structurées. Les faibles performances scolaires des filles, la supériorité numérique des femmes due au génocide de 1994 au Rwanda et le courant de la scolarisation primaire universelle ont influencé l'élaboration de cette politique dont les énoncés semblent utopiques et ambitieux. Malgre les sensibilisations et les récompenses aux meilleures performantes filles, les filles enregistrent encore de faibles résultats suite aux sollicitations aux travaux ménagers, à la pauvreté des ménages et aux croyances culturelles des parents. Pour l'atteinte des objectifs de cette politique, il faudrait bien la diffuser entre acteurs, élaborer les guides de sensibilisation et éradiquer la pauvreté dans les ménages.
58

Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System

Miller, Dawn E. E 20 June 2017 (has links)
In a move to address the persistently low literacy levels of primary schoolchildren, in 2009, the Jamaican Ministry of Education reclassified the Grade-4 Literacy Test (GFLT) to high stakes. Since then, students must pass the GFLT before they can be promoted to high school. In this thesis, I focused on students who failed their initial attempt at the test and retook it the following year. Then, I investigated the relationships between the probability of ultimately becoming eligible for promotion to high school, on the retake of the GFLT, and selected important child and school characteristics, including: student gender, school type, school examination-cohort size, and the socioeconomic level of the schools. To supplement and enrich the descriptive statistical analyses, I also included interviews and focus groups with a small sample of students, parents, and educators at three public-primary schools, in which they discussed their experiences with the GFLT. In the quantitative analyses, I used data on 15,287 students in 758 public-primary schools, who retook the GFLT in school year 2010/11. I used random-intercepts multilevel modeling to investigate the student recovery rate (probability of ultimately becoming eligible for promotion to high school) as a function of the selected student- and school-level variables. I found that recovery rates were modest, generally showing that 7 to 17 percent of students who had initially failed the GFLT were able to become eligible for promotion. I also found a consistent gender disparity in recovery rates, against boys, and found that students in small schools had lower probabilities of becoming eligible for promotion to high school than did their peers in larger schools, with the effect being particularly pronounced in schools in high-SES districts. Finally, even though no measures of student language were included in the provided administrative datasets that were the basis of my quantitative analyses, my qualitative interviews with participants suggested that students might be underperforming on the GFLT because their first language is Jamaican Creole. This is an ongoing debate in the country.
59

Représentations du rôle, des pratiques et du programme de formation initiale à l'enseignement par les formatrices et formateurs oeuvrant au niveau du transversal : analyse de trois contextes culturels.

Lebel, Christine. January 2002 (has links)
Nombreuses parutions traitant de la formation à l'enseignement de part et d'autre de l'Atlantique, ont permis de repérer quatre paramètres permettant de structurer les cursus de formation initiale à l'enseignement primaire dans une visée professionnelle. Par une analyse des représentations de formatrices et de formateurs oeuvrant au niveau de l'approche transversale dans trois institutions situées dans des contextes culturels différents, soit la France, l'Ontario et la Suisse, le présent projet s'attache à comprendre d'une part, comment ces derniers vivent les nouvelles tendances et restructurations qui s'opèrent en formation à l'enseignement en ce qui a trait à leur rôle, leur programme et leurs pratiques et comment ils donnent sens à leurs actes de formation. D'autre part, ce projet vise à découvrir dans quelle mesure les spécificités éducatives qui sont liées à l'histoire et à la culture propres à chaque pays et province, peuvent induire des façons autres de se représenter les programmes, dispositifs et démarches de formation. Dans cette optique, une série d'entretiens a été menée dans chaque site auprès des formatrices et formateurs. Les résultats obtenus montrent que les invariants émergeant de cette recherche sont relativement rares tant au plan des unités de sens émises qu'au niveau des personnes impliquées. Certes on constate qu'une majorité de participantes et participants issus des trois cultures, se représente les démarches comme étant plutôt socioconstructivistes et décrit l'attitude de la clientèle étudiante d'une manière relativement similaire, à savoir que celle-ci adopte une posture passive de consommateurs et demandeurs de recettes. Cependant, au regard de l'ensemble des catégories et sous-catégories étudiées, ces invariants semblent tout de même passablement limités. Ces constatations semblent dès lors soulever comme hypothèse qu'en dépit des nombreuses publications parues en faveur d'une restructuration de la formation initiale aux fins d'un accroissement de la professionnalisation, les spécificités éducatives qui sont fortement tributaires de l'histoire et de la culture de chacun des lieux impliqués, influent à degrés divers sur les façons de se représenter les rôles, les démarches et les programmes de formation. Ceci permet donc de questionner les possibilités réelles d'éclatement des frontières territoriales et de transcendance des diversités culturelles qui s'offrent depuis l'avènement des TIC.
60

An assessment of children's stress and a positive perspectives program with elementary school children.

Donohue, John. January 1994 (has links)
A quasi-experiment was performed to study the effects of a 10 week intervention program on the position thinking and self-esteem of elementary school children in Ottawa, Canada. Seventy students, ranging from grades three through six, at a local elementary school participated in the program. Pre- and post-test measures of positive thinking and self-esteem were collected, through the use of newly developed scales and the self-esteem inventory (SEI) of Battle (1981). Qualitative data on stressful events that the children experienced, positive thoughts they had, and negative thoughts they had were collected in logbooks, as well as the children's subjective ratings of stressful events and their emotional feelings to these events. No experimental effects were found on any of the quantitative variables, for a variety of reasons. The stressful events reported were categorised, fitting into previously identified categories of stressful experiences for children, along with ratings of the nature of the stress of these experiences. Categories were developed for the positive and negative thoughts, as no previous work in the area had been found. The strengths and weaknesses of the intervention and the measurement tools were discussed.

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