Thesis (Ph.D.)--Jewish Theological Seminary of America, New York. William Davidson Graduate School of Jewish Education, 2005. / Bibliography : p. 377-393.

The number of children and adolescents diagnosed with bipolar disorders has increased dramatically since the mid-1990s, while the treatment literature has failed to keep pace. Few studies have explored any aspect of the educational functioning of this population, and no empirically supported educational interventions have been identified. As a result, school psychologists have little guidance regarding how to effectively serve these students. In this study, case study methodology was utilized to explore the effectiveness of placement in a therapeutic day school as an educational intervention package for eleven (n=11) children and adolescents diagnosed with bipolar disorders. Both quantitative and qualitative data were utilized, and within- and cross-case analyses were conducted. Academic performance was examined in the areas of reading, mathematics, writing, science, and social studies. Behavioral/social-emotional performance was explored in the areas of on task/work completion, compliant (i.e., following instructions), and physically aggressive behaviors, as well as social skills and coping skills. Results indicated that a majority of students with bipolar disorders at least sustained performance in areas of relative academic and behavioral/social-emotional strength, improved performance in areas of relative academic and behavioral/social-emotional weakness, achieved positive immediate educational outcomes (e.g., upper levels of school's behavior modification level system, re-integration into home schools), and ameliorated referral concerns. Interestingly, all students in this study exhibited relative weaknesses in social and coping skills. Nearly all students demonstrated a relative weakness in mathematics. Another important finding of this study was the identification of two distinct patterns of physically aggressive behavior: a "spike" pattern and a "low levels" pattern. All students exhibited one of these two patterns, either in full or emerging form. In general, placement in a therapeutic day school was determined to be an effective educational intervention package for students with bipolar disorders. However, degrees, rates, and patterns of success were variable. Future studies should attempt to parse out the treatments that comprised this study's intervention package in an effort to find effective treatments for children and adolescents with bipolar disorders.

PAVLÍKOVÁ, J. The Rolle of the teachen in German all-day school. Praha: Faculty of Education, Charles University in Prague, 2011. 198 pp. Doctoral Thesis. The doctoral thesis examines the role of the teacher in German all-day school, as a specific educational institution with many representative features. The theoretical part describes the context of the role of the teacher in the German all-day school. It is defined all-day school in Germany and described its characteristics. The doctoral thesis briefly outlines the history of all-day school in Germany as well as current history in each of the German lands. The theoretical part further defines social role, role of teachers and summarizes current knowledge on the profession of teacher in the German all-day school. The empirical part tackles the qusetion of the role of the teacher in the German all-day school, its characteristics and the context in which it takes place. The research is carried out qualitative strategies, using grounded theory. A concrete result of the research is grounded substantive theory of the role of teachers in the German all-day school. It is also compared with existing theories of the role of teachers. Keywords: role of teachers, German all-day school, grounded theory.

This study is an evaluation of collaborative relationships between K-12 public and private day schools in Virginia when serving students with special needs. Research on the conditions and barriers of collaborative relationships in the educational setting is mostly centered around the dynamic between general education teachers and special education teachers when serving students with special needs. The purpose of the study was to determine the main factors that differ between collaborative relationships that are perceived as strong to those perceived as weak. The study is guided by two research questions: (1) What factors contribute to strong collaborative relationships between K-12 public and private day schools in Virginia? (2) What factors are identified as areas of concern regarding weaker collaborative relationships between K-12 public and private day schools in Virginia. The literature review explores prior research on educational collaboration while methodology addresses the research design and study procedures. Participants were 43 public school special education directors and private day school administrators across the Commonwealth of Virginia. Demographic information was provided by all participants. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa. Responses were recorded from each of the eight regions delineated by the Virginia Department of Education (VDOE, n.d.). Statistical analysis did not reveal any statistically significant differences between the two groups of participants. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services. / Doctor of Education / This study evaluated the collaborative relationship between public and private day schools in Virginia when serving students with special needs. Supporting research on the conditions and barriers of collaborative relationships in the educational setting is included. The study was conducted to determine the difference between relationships that are perceived as strong to those that are perceived as weak. The participants were 43 public school special education directors and private day school administrators across the Commonwealth of Virginia. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa. The study did not reveal any significant differences between special education directors and private day school administrators. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services.

In the western world the Protestant Christian Day School Movement is now a recognised element in education systems. It is a movement which has had phenomenal growth over the past twenty years and it continues to grow. Mostly, the parents of children who attend these schools were educated in a government school. This thesis seeks to find the reasons why parents are choosing Christian Schools and not government ones as they themselves attended. A variety of values are examined ; religious, academic and pastoral, and as the reader will discover, while it is not easy always to make a clear distinction between these values, some trends are so strong that the researcher believes that some valid conclusions may be drawn. A considerable amount of data was collected by the use of two surveys done at the Trinity Christian School at Wanniassa,and one survey conducted among parents of the O'Connor Christian School at Lyneham. The Biblical Values Survey provides an interesting over-view of the perceived achievement of a Christian School while the Choosing a School Survey clearly shows why these parents are dissatisfied with government schools and what they expect their child will gain from a Christian School experience. A computer analysis was done on one block of data which highlights the need for Christian School administrators to be aware of the various priority areas which do exist in the minds of the parents of their students.

A pesquisa objetivou traçar um perfil de alunos da educação de jovens e adultos (EJA) em duas escolas públicas municipais do Rio de Janeiro, de oferta diurna, na mesma região geográfica e administrativa, identificando e caracterizando os sujeitos e o significado do ensino diurno para o seguimento da escolarização. Os alunos, em maioria jovens, encontravam-se matriculados no Programa de Educação de Jovens e Adultos (PEJA). A natureza do objeto conduziu-me metodologicamente para um estudo de caso e, para desenvolvê-la, fiz uso de aplicação de questionário e, posteriormente, realizei entrevista semiestruturada com 25 alunos. Meu locus de pesquisa conectou-se a contextos mais amplos com os quais o campo da EJA dialoga, como acordos e documentos resultantes de Conferências Internacionais de Educação de Adultos (CONFINTEAs) e bases legais do direito à educação para todos no Brasil. A matriz teórica da pesquisa viabilizou um olhar investigativo sustentado pelo método de pensamento adotado, inspirado na teoria da complexidade. Meus resultados levaram-me a compreender que pensar a EJA diurna como mais uma oferta no sistema pode anunciar possibilidades de adequação às características dos sujeitos, mas pode, na prática, constituir novas exclusões intrassistemas e interdições a sujeitos julgados, continuadamente, como incapazes de aprender / The aim of this work is to draw up a profile of the EJA students in two public day schools in the municipality of Rio de Janeiro, located in the same geographic and administrative area, in order to identify and characterize the students as well as to define the significance of day school for continued school education. The students, most of them young, were matriculated in the Youth and Adult Education Program (PEJA). The nature of the object of study has led me to choose the case study method, a choice which demanded the application of a questionnaire and, later, a semistructured interview with 25 students. The locus of my investigation was situated within the broader contexts with which the field of EJA has maintained a dialogue, such as agreements and documents emerging from International Adult Education Conferences (CONFINTEAs) and the laws regulating the right to education for all Brazilian citizens. The theoretical framework of the investigation made it possible for me to develop an inquiring eye, supported by the line of thought adopted and inspired by the theory of complexity. Results obtained brought about the understanding that to think of EJA day school as one more alternative offered by the education system may point to a possible adaptation to the characteristics of the students, but may also, in practical terms, make for other intrasystem exclusions and interdicting students, by continuously deeming them incapable of learning

A pesquisa objetivou traçar um perfil de alunos da educação de jovens e adultos (EJA) em duas escolas públicas municipais do Rio de Janeiro, de oferta diurna, na mesma região geográfica e administrativa, identificando e caracterizando os sujeitos e o significado do ensino diurno para o seguimento da escolarização. Os alunos, em maioria jovens, encontravam-se matriculados no Programa de Educação de Jovens e Adultos (PEJA). A natureza do objeto conduziu-me metodologicamente para um estudo de caso e, para desenvolvê-la, fiz uso de aplicação de questionário e, posteriormente, realizei entrevista semiestruturada com 25 alunos. Meu locus de pesquisa conectou-se a contextos mais amplos com os quais o campo da EJA dialoga, como acordos e documentos resultantes de Conferências Internacionais de Educação de Adultos (CONFINTEAs) e bases legais do direito à educação para todos no Brasil. A matriz teórica da pesquisa viabilizou um olhar investigativo sustentado pelo método de pensamento adotado, inspirado na teoria da complexidade. Meus resultados levaram-me a compreender que pensar a EJA diurna como mais uma oferta no sistema pode anunciar possibilidades de adequação às características dos sujeitos, mas pode, na prática, constituir novas exclusões intrassistemas e interdições a sujeitos julgados, continuadamente, como incapazes de aprender / The aim of this work is to draw up a profile of the EJA students in two public day schools in the municipality of Rio de Janeiro, located in the same geographic and administrative area, in order to identify and characterize the students as well as to define the significance of day school for continued school education. The students, most of them young, were matriculated in the Youth and Adult Education Program (PEJA). The nature of the object of study has led me to choose the case study method, a choice which demanded the application of a questionnaire and, later, a semistructured interview with 25 students. The locus of my investigation was situated within the broader contexts with which the field of EJA has maintained a dialogue, such as agreements and documents emerging from International Adult Education Conferences (CONFINTEAs) and the laws regulating the right to education for all Brazilian citizens. The theoretical framework of the investigation made it possible for me to develop an inquiring eye, supported by the line of thought adopted and inspired by the theory of complexity. Results obtained brought about the understanding that to think of EJA day school as one more alternative offered by the education system may point to a possible adaptation to the characteristics of the students, but may also, in practical terms, make for other intrasystem exclusions and interdicting students, by continuously deeming them incapable of learning

In recent years, tightening budgets have forced school districts to find new ways to save money. One way that has become increasingly popular is to shorten the traditional five-day school week to only four-days a week. This change is budget friendly and may act through efficiency wage theory as a recruitment tool for better teachers. Despite the increasing prevalence of districts running on four-day weeks, many of the effects of the shorter week on students are still unclear. Utilizing district-level panel data from the Colorado Department of Education, Study One took a difference-in-differences approach to determine the effect of the implementation of the four-day week on various delinquency measures, including suspensions, expulsions, and juvenile arrest rates. No significant results were found with robust standard errors, but trends suggested that juvenile crime may be increasing while school related incidents may be decreasing in areas with four-day school weeks. To offset these trends, this paper also proposes a second study aimed at investigating the effects of different types of fifth-day programs on adolescent well-being, academic achievement, and problem behaviors. Schools using the four-day week that agree to participate will be randomly assigned to receive either a career-prep program, an academic program, a recreational program, a social skills/mentoring program, or no program at all. Students (N=XXX) will fill out a survey at the beginning and at the end of the program or school year, reporting their subjective well-being and recent engagement in problem behaviors. It is expected that students who participate in the social skills/mentoring program will show the highest levels of well-being and little engagement in problem behaviors. This study will help to advance the research on after school programming, particularly in rural environments.

Community day school graduates enter society with decisions about college, career, and work. Community day schools operate as a non-traditional education system that provides a separate and often unique education to many disenfranchised students, with lessened accountability protocols to assess whether these systems prepare graduates for life after high school. The number of community day schools and enrollment is declining, due in part to excessive changes within the law and stricter guidelines required to be met.

[pt] O prolongamento do tempo escolar é uma política atraente que os países de renda média vêm adotando. No entanto, apesar de um número crescente de trabalhos analisando o impacto do aumento do tempo de instrução no desempenho dos alunos, pouco se sabe sobre o spillover que esse tipo de política gera, apesar de seu alto custo para alunos pobres de países em desenvolvimento. Assim, avaliamos o impacto das escolas de período integral nas escolas públicas regulares (meio período). Para isso, analisamos o Programa de Ensino Integral (PEI) do estado de São Paulo para o ensino médio em um conjunto de dados com geolocalizações de escolas. Usamos uma estratégia dinâmica de diferença-em-diferenças para mostrar que as escolas de período integral alteram a composição de alunos e professores das escolas regulares vizinhas e afetam negativamente seu desempenho e evasão. Além disso, estimamos o impacto do PEI nas escolas tratadas removendo o viés de spillover e confirmamos que os spillovers são relativamente pequenos em comparação com os ganhos do programa. / [en] Lengthening school time is an attractive policy that middle-income countries have been adopting. However, regardless of an increasing number of works analyzing the impact of increasing instructional time on students achievement, little is known about the spillover that this kind of policy generates, despite its high cost for poor students from developing countries. Therefore, we evaluate the impact of full-day schools on regular public schools (part-time). To do so, we analyze the Programa de Ensino Integral (PEI) of São Paulo state for secondary education in a dataset with schools geolocations. We use a dynamic difference-in-differences strategy to show that full-day schools change students and teachers composition of nearby regular schools and negatively affect their achievement and drop-out. Furthermore, we estimate PEI impact on treated schools removing spillover bias and confirm that the spillovers are relatively small compared with the program s gains.