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Evaluation of Professional School Counselor Led Interventions on Test Scores for Attachment, Engagement, and Empowerment with At-Risk Truant High School StudentsKurt, Layla 18 December 2012 (has links)
No description available.
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Cotidiano escolar: a Escola Profissional de Franca (1924-1942)Caraponale, Priscila Ferrer 30 March 2009 (has links)
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Previous issue date: 2009-03-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Created by the state of Sao Paulo government in 1924, the
Franca Professional School was part of a govern project that aimed
at the enlargement of the professional institut ions throughout the
state. In this research, dec i s i ve moments of the institution were
elected and topics such as events tha t d e t ermined the city of Franca
to get the institution, how its implantation occurred, how the
activities elapsed during its first years, and the way the scholar
quotidian went by were investigated. Through legal documents
from the State Government and from the school, we intended to
understand how the school absorbed the successive regulations
and the impacts they had on the practice of the institution , as well
as how the school served the local demands, therefore, it assumed
a t four moments selected by this research, speci fic signs , relatively
to its similar ones at the state. This research is linked to the
Project History of School Subjects and Didactic Book, to the
subproject Disciplinarization of Professional Knowledge that aims
to investigate the histori c processes by which the professional
knowledge was incorporated to school education, acquiring
singular aspects in it / Criada pelo governo do Estado de São Paulo em 1924, a Escola
Profissional de Franca fez parte de um projeto do governo que visava à
ampliação das instituições profissionais por todo Estado. Nesta
pesquisa foram eleitos momentos decisivos da vida da instituição e
investigados tópicos tais como os fatores que determinaram a escolha
da cidade de Franca para receber a instituição, como ocorreu a sua
implantação, como transcorreram suas atividades nos primeiros anos de
funcionamento, como transcorria o seu cotidiano escolar. Por meio da
documentação legal do Governo do Estado e da documentação escolar,
pretendeu-se compreender como a escola absorveu as sucessivas
regulamentações e que impacto tiveram nas práticas da instituição, e
como a escola atendeu às demandas locais e, por isso, assumiu, em
quatro momentos selecionados nesta pesquisa, caracteres específicos,
relativamente às suas similares no estado. Esta pesquisa vincula-se ao
Projeto História das Disciplinas Escolares e do Livro Didático, no
subprojeto Disciplinarização dos Saberes Profissionais, que tem como
objetivo investigar os processos históricos pelos quais os saberes
profissionais foram incorporados à educação escolar, adquirindo nela
aspectos peculiares
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Sto let historie vzdělávání v průmyslové škole ve Volyni v letech 1914-2014 / One hundred years of history of education at secondary industrial school in Volyně in period 1914-2014KOPKA, Ivo January 2015 (has links)
This diploma thesis deals with development of industrial school in Volyně in the last one hundred years (1914-2014). Due to such long and rich history of this industrial school, being the second oldest functioning school of this kind, we covered the last one hundred years. Division into chapters follows the changes of school name where such change reflects certain social situation. In this work you can find development of school, its capacity problems which could be solved by looking for and subsequent finding a suitable place for construction and following building of school grounds, problems with accommodation and boarding of students. We keep track of changes related to changes of political situation, changes of study length, fields of study, students´ activities etc. Certain space is related to presentation of school to public (competitions, exhibitions, seminars). In this work you can also find some interesting facts which characterize given period. Sources for this thesis were taken from the archive materials of State district archive in Strakonice, annuals and annual reports of school and school chronicles. This work should contribute to covering history of education system in Volyně.
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Počátky a vývoj vzdělávání v Jindřichově Hradci / The beginnings and development of education in Jindřichův HradecŠIMKOVÁ, Lucie January 2012 (has links)
The work deals with the origins of development of education in the town of Jindřichův Hradec (Neuhaus, Nova Domus). It briefly describes the history of the city, and it mentions the development of the school system in Bohemia. The study follows the development of educational facilities in Jindřichův Hradec from its beginnings in the Middle Ages up to the climax in the form of the University. The greatest attention is paid to the local pride of education - "grammar school" with its more than four hundred-year-old history - while trying not to miss any of the schools that arose in the town over the centuries. The study demonstrates the importance of Jindřichův Hradec as the school centre of more than regional significance.
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The impact of guidance and counselling on learning outcomes: A comparative of two high schools in Vhembe DistrictMuluvhu, Khathutshelo 21 September 2018 (has links)
MEd (Educational Psychology) / Department of Foundations of Education / This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings. / NRF
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