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Perceptions of public school a quantitative study comparing and contrasting the way current students and dropouts view school success factors /Rice, Phillip Bradley. January 1900 (has links)
Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Ulrich Reitzug; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jun. 7, 2010). Includes bibliographical references (p. 97-105).
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A portrait of Aboriginal elementary school classrooms : an exploratory study using elements of ethnographic research design /Abdulrehman, Haneef. January 2010 (has links)
Thesis (M. Ed.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Psychological Studies in Education, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on May 11, 2010) Includes bibliographical references.
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An assessment of educational resources in small rural agricultural public high schoolsSmiley, Earlean Collins. January 1992 (has links)
Thesis (Ed. D.)--University of South Dakota, 1992. / Includes bibliographical references (leaves 82-89).
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The effects of systematic consultation on teacher behavior and student achievement in rural deprived elementary schoolsOtillar, Doris M., 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.
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An assessment of educational resources in small rural agricultural public high schoolsSmiley, Earlean Collins. January 1992 (has links)
Thesis (Ed. D.)--University of South Dakota, 1992. / Includes bibliographical references (leaves 82-89).
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An investigation of the value congruence held by Illinois school board presidents regarding alternative schooling and the allocation of financial resources to support alternative schoolsDavis, James R., Pancrazio, Sally B. January 1995 (has links)
Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 19, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Dianne Ashby, Douglas Blair, Larry McNeal, Walter Warfield. Includes bibliographical references (leaves 68-74) and abstract. Also available in print.
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The schooling experiences of Fulani Muslim girls in the Fouta Djallon Region of Guinea forces influencing their retention in a rural secondary school of Dalaba /Baldé, Aissatou MBambé. January 2004 (has links)
Thesis (Ph.D.)--Ohio University, August, 2004. / Title from PDF t.p. Includes bibliographical references (p. 203-220)
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Celebrating African drumming and dance in a rural Montana classroomNicholls, Lisa Bossert. January 2007 (has links)
Thesis (M.A.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Aug. 27, 2007. Includes bibliographical references (p. 40-42).
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'n Kultuurhistoriese en opvoedkundige waardebepaling van plaasskole in die Overberg, in die lig van die uitfasering daarvanStrauss, E. M. (Elizabeth Magrieta) 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Due to the great differences of opinion regarding the exact area covered by the Overberg,
the following boundaries are stipulated for the purposes of this study: the Hottentots
Holland Mountains form the boundary to the west, the Riviersonderend and Langeberg
Mountains to the north, the Atlantic Ocean to the southwest and the Indian ocean to the
southeast. In the east the area stretches up to the Duivenhoks River near Heidelberg.
The history of education in South Africa is closely interwoven with the general history of
the country. Education in rural areas had to contend with various inhibiting factors during
the 18th and 19th centuries. Among these factors were the scarce population, large distances
between main centres and a shortage of well-trained teachers. In spite of such limitations,
education in farm schools blossomed after the initial period up to approximately 1940,
after which time there was a steady decline in the numbers of these schools.
The farm schools in the Overberg are not only important regarding the part they play in
contributing to the formal education and upbringing of rural children, but also for the
important contribution they make to cultural history. The child attending a farm school
experiences certain aspects of culture such as folk tales, rhymes, songs, games and the
close ties between culture and nature in a unique way, and this has an extremely important
influence on the general development and education of these children. In the rural
environment the parental horne and the church are two important allies of the farm school.
Although there are currently (1999) no formal policies in place for the purposeful phasing
out of farm schools, it is, however, a fact that they are forced to close their doors the one
after the other. The importance of the cultural contribution these schools make to the
upbringing of the child should be taken into consideration by the authorities before the
decision is made to close them down. / AFRIKAANSE OPSOMMING: Daar heers groot verskil van mening oor waar die grense van die Overberg lê en daarom
word die gebied vir die doeleindes van hierdie studie soos volg afgebaken: die Hottentots-
Hollandberge as die westelike grens, die Riviersonderend- en Langeberge as die noordelike
grens, die Atlantiese oseaan as die suidewestelike en die Indiese oseaan as die
suidoostelike grens. Aan die oostekant strek die gebied tot by die Duiwenhoksrivier naby
Heidelberg.
Die geskiedenis van die onderwys in Suid-Afrika is nou verweef met die algemene
geskiedenis van die land. Onderwys op die platteland het in die 18de en 19de eeu met
verskeie stremmende faktore te kampe gehad, byvoorbeeld die yl bevolking, groot afstande
van die hoofsentra en 'n tekort aan goed opgeleide onderwysers. Ten spyte van dié
beperkinge het onderwys in die plaasskole ná die vestigingsperiode 'n bloeitydperk beleef
wat vanaf ongeveer 1940 gevolg is deur 'n afuame in die getal plaasskole.
Die rol van die plaasskole in die Overberg is nie slegs belangrik as gevolg van hul bydrae
tot die formele onderwys en opvoeding van die plattelander nie, maar ook vir die
belangrike bydrae wat hulle lewer op die gebied van die kultuurgeskiedenis. Plaasskole is
'n goeie teelaarde vir die volkskultuur en die plaasskoolkind se belewing van sekere
aspekte van die kultuur soos byvoorbeeld die volkswoordkuns, speletjies, en die noue band
tussen bodem en kultuur, lewer 'n uiters waardevolle bydrae tot hulle algemene opvoeding
en vorming. In die plattelandse milieu is die ouerhuis en die kerk besondere bondgenote
van die plaasskool.
Hoewel daar tans (1999) nie 'n formele beleid bestaan deur middel waarvan plaasskole
doelbewus uitgefaseer word nie, gebeur dit wel in realiteit dat die een na die ander skool sy
deure moet sluit. Die belang van die kulturele bydrae wat plaasskole maak tot die
opvoeding en vorming van die kind, behoort in ag geneem te word voordat skole deur die
owerheid gesluit word.
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Collaboration in the rural schools of the Eden/Karoo District and the use of knowledge management toolsWebber, Zwelibanzi Samson 03 1900 (has links)
Thesis (MPhil (Information Science))--University of Stellenbosch, 2008. / Rural multi-grade schools are faced with many challenges when it comes to teaching
and learning. Educators at these schools are required to teach more than one grade at a
time with several learning areas. This research suggests that this problem can partly
be resolved by engaging educators in a kind of learning network where they will assist
each other when it comes to curriculum development and planning. The researcher
understands the conditions and the problems associated with these schools. Hence an
online collaboration process was put to the test.
It is argued in the literature review that the nature of the curriculum requires that the
educators should collaborate at a certain level. This has led the researcher to believe
that there is a need to provide an overview of collaborative software available in the
market. To this effect a decision was taken to test the suitability of Share Point (SP) as
collaboration software as well as the attitude of educators towards collaboration.
Emerging from the research is a visible absence and silence on collaboration in
schools. Although educators embrace the process of online collaboration there are
some problems that need to be taken care of first. Some of these relate to the
availability of computers, both at home and at work and the fact that some educators
are not computer literate enough to face the challenges of online collaboration. Other
shortcomings to the success of the research are also highlighted.
The research concluded by recommending the use of SP in schools to alleviate the
plight of rural school educators. The use of SP should also be accompanied by an
extensive training programme to ensure the optimum utilisation of the system. On the
whole the researcher is also of the opinion that online collaboration can work
provided that it is monitored very thoroughly.
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