In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.

The problem addressed in this study was the inability of certain schools in a rural school district in Florida to achieve adequate yearly progress (AYP) in comparison to a neighboring school district where students consistently made AYP. Research has shown a positive relationship between student achievement and principal leadership skills. The purpose of this study was to identify patterns in elementary teachers' perceptions of their principals' leadership skills related to student achievement and elementary principals' perceptions of their own leadership practices and compare those perceptions. The conceptual framework for this qualitative case study design was instructional leadership. Twelve teachers of Kindergarten to Grade 5 from 3 high-achieving elementary schools volunteered to participate and provided data through 2 focus groups with 6 primary grade teachers and 6 intermediate grade teachers respectively. Principals at the same 3 high-achieving elementary schools provided data through semistructured interviews. Open coding and thematic analysis yielded 4 themes from the principals' responses, including instructional leadership, hands-on leadership, communication and collaboration, and management by visibility. The teachers' responses resulted in the themes of high expectations for student achievement, a supportive learning environment, consistent collection and review of student achievement data, and an overall positive school climate to promote exemplary instructional practices and student success. A positive social change that can stem from this study is implementing principal leadership practices related to the findings in low-achieving schools. This may result in gains in student achievement, leading to increased academic and economic opportunities.

Multicultural competence (MCC), despite its integral part in school counseling and the school setting, is not applied within the American School Counselor Association (ASCA) national model (NM). Rather, the ASCA NM is a guideline that is expected of school counselors with limited opportunity for deviation. Without incorporating multicultural practices in the school setting, student performance may suffer. Student performance affects everyone who is learning, working, or has a child who is or will be at the middle school level. The purpose of this study was to identify if perceived MCC, as measured by the MCCTS-R, and/or adherence to the ASCA NM, as measured by the SCPIS, could predict student performance and if there was a relationship between the perceived MCC and adherence to the ASCA NM. The school counseling and multicultural counseling theories were used together as a lens for the study. Florida middle school counselors (N = 115) were invited to participate electronically. Results were compiled in PsychData anonymously and transferred into SPSS. Multiple linear regression and Pearson correlation statistics revealed that perceived MCC and adherence to the ASCA NM collectively predict students' GPAs. Recommendations for future research include expanding to different educational levels and states. The results indicate that the ASCA NM would benefit from multicultural concepts within the guidelines, implicating positive social change for future learning, school counseling practices, and educational practices.

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mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

<p>&nbsp / This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.

The purpose of this study is to examine how school meals are organized in a selection of Stockholm's secondary schools and to examine the relationship between school meals and the different parameters that indicate each school's symbolic capital and educational capital. By looking at the statistics from each school on the basis of the final grade average, percentage of pupils with foreign background and gender, I examine whether it is possible to see a relationship between how schools organize meals and which pupils attend the school.  In my study, I systematically went through each school's website and tried to identify how school meals at each school are organized. To increase the validity of the study, I have also conducted a questionnaire survey by mail addressed to school principals.   In order to analyse and understand my results and put them in relation to my current knowledge about the schools in my sample, I am using Bourdieu's theoretical tools that a given aid, both in methodological and analytical purpose. Based on Bourdieu's theories of symbolic capital, cultural capital and educational capital, I can understand and analyse school meals are organized and focused as part of schools' symbolic assets in competition with other schools.   The first part of the study shows that there are four different organizational models for school meals, fully equipped kitchen and canteen, heating kitchen and canteen, school meals in restaurants and school meal card.    In the second part, I have examined the relationship between the type of organization for school meals used and the symbolic resources available at the school. I can conclude from the results that it is difficult to find a correlation between the symbolic resources and the different categories. But even though it is not possible to see all the schools' symbolic assets equally clear, there are still some very telling examples. In many ways, these examples can be seen as polar opposites to each other based on Mikael Palme’s concepts ”goal rational” and ”education oriented” schools.

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mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

<p>&nbsp / This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>