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The integrative school programme: a new challenge facing the blind student: an exploratory studyLai, Wing-sum, Vincent., 黎榮心. January 1981 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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The degree of educational planning in public schools in Nigeria: A case study of Edo StateOsazee, Osemwegie R. 01 May 1994 (has links)
No description available.
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Turnaround as an Experience: Using School Culture and Climate as the Driver for School TurnaroundWhyte, Paul Andrew January 2018 (has links)
The number of schools failing to prepare students for post-secondary life continues to increase; thus, school reform continues to be a pressing concern. Millions of dollars have been spent on school reform initiatives, particularly comprehensive reform such as complete school turnaround. Turnaround efforts include full closure, restarts, and transformation of schools that are currently failing. School turnaround requires the immediate disruption of past practices to establish new practices. These changes require the development of new habits of mind, a refocus on expectations and a re-examination of adult-adult, adult-student, and student-student relationships. For stakeholders, school turnaround is viewed as what happens to them rather than what happens for their benefit. The stakeholders who are the students and teachers within the school are affected in numerous ways by the disruption.
This study reviewed literature on turnaround endeavors and pinpointed the important organizational design, traits of leadership, culture and climate, and adult actions that can be leveraged to create comprehensive school turnaround that is sustainable. The findings of this study resulted in the development of a handbook that provides school turnaround leaders with the tools to design a comprehensive turnaround program. This Turnaround Handbook is built on the premise of stabilizing culture and climate within the school to drive change practices that lead to school success. This handbook takes into account the needs of students to have a voice, adults to be supported and developed, and practices to be sustained beyond a finite period of classification as a turnaround school. The significance of this research is that school turnaround leaders can design programs that are sustainable and can significantly improve the lives and educational experiences of those affected by the reform process.
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Decision making in a mathematics reform context : factors influencing geometry teachers' planning and interactive decisionsWohlhuter, Kay A. 22 May 1996 (has links)
This investigation of secondary geometry teachers'
decision making in a mathematics curricular reform context
examined the following questions: (a) What planning and
interactive decisions were secondary geometry teachers
making during this time of reform, and (b) what factors
influenced the decisions that these teachers made? In
addition, comparisons were generated between influential
factors identified during a mathematics reform context and
the stable context of previous decision making studies.
A multi-case study approach involving detailed
examination of five geometry teachers' decision making was
used. The data collected and analyzed included a
questionnaire, interviews, observational field notes,
audiotapes and videotapes of classroom instruction, and
written instructional documents. Teachers' profiles were
created describing geometry and teaching biographies, views
toward curricular change, the classroom, planning decisions
and influential factors, and interactive decisions and
influential factors. Findings were developed by searching
for similarities and differences across the sample.
Teachers' decisions generated descriptions of their
geometry courses. One teacher promoted geometry as a
mathematical system using predominantly a lecture approach.
The other four teachers advocated a multifaceted view of
geometry recognizing geometry as a mathematical system and
as a setting for developing communication and problem
solving skills. In addition, the four teachers' courses
included references to connections between geometry and the
real world. These four teachers used a variety of
instructional approaches that encouraged students' active
involvement in their geometry learning with an emphasis on
developing student understanding.
Factors influencing teachers' decisions included:
(a) past geometry experiences, (b) professional development
experiences, (c) articulated course goals, (d) advanced
planning decisions, (e) teachers' beliefs, (f) the geometry
textbook and other materials, (g) teachers' school
settings, and (h) students' needs and actions. Some
findings highlighted differences between this study and
previous decision making studies. All teachers in this
study appeared to be influenced by their beliefs about the
nature of geometry as a discipline. Teachers were also
influenced by whether they viewed the process of becoming
an effective teacher as a life-long process. For four of
the teachers, reform agendas were influential as another
source of curriculum ideas. / Graduation date: 1997
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Special educational needs and teachers' professional development : a study of the implications for higher education in the light of national policy initiatives.Fisher, Frank Graham. January 2002 (has links)
Thesis (EdD)-Open University.
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Grade span and its effects /Coombs, Keith, January 2001 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 133-138.
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Adoption as mediated action how four teachers implemented an innovation cluster /Schneiderheinze, Arthur, January 2003 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 273-289). Also available on the Internet.
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Interpreting data-driven decision making : a case study of one elementary school's exemplary use of data /Francis, Margaret Marie, January 2009 (has links)
Thesis (Ed.D.) -- Central Connecticut State University, 2009. / Thesis advisor: Karen Beyard. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 201-210). Also available via the World Wide Web.
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Adoption as mediated action : how four teachers implemented an innovation cluster /Schneiderheinze, Arthur, January 2003 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 273-289). Also available on the Internet.
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Education policy-making in Hong Kong: the political exchange relationship between the government and interestgroupsYeung, Sze-sze., 楊詩詩. January 1994 (has links)
published_or_final_version / Public Administration / Master / Master of Public Administration
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