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A study of assessment policies and practices of directors in pre-kindergarten programs in West VirginiaDozier, Janet. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2005 / Title from document title page. Document formatted into pages; contains x, 193 p. Vita. Includes abstract. Includes bibliographical references (p. 157-170).
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A study of the relationships between the revenue and expenditures of suburban school districts and four measures of fiscal capacityReimer, Roger Lee, January 1971 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Empowering adolescents in a morally ambiguous world : an exploration of middle school character education programs /Bowers, Jill R., January 2006 (has links) (PDF)
Thesis (M.S.)--Eastern Illinois University, 2006. / Includes bibliographical references (leaves 140-145).
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Understanding teachers' and administrators' perceptions and experiences towards computer use in Kenyan classrooms a case study of two schools /Wabuyele, Lusike C. January 2003 (has links)
Thesis (Ph.D.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 186-205)
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Effect of parent involvement on math and reading achievement of young children evidence from the early childhood longitudinal study /Begum, Nurun N. January 1900 (has links)
Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
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Performance and potential: How state and district education leaders perceive the current performance and potential role of educational collaboratives in MassachusettsMcKenzie, Anne Stewart 01 January 2010 (has links)
The Massachusetts Department of Elementary and Secondary Education (DESE) and the Governor of Massachusetts have identified the need to strengthen the state’s education system through the development of regional centers of support. In 2007, DESE drafted a proposal for a Massachusetts system of support to improve student performance. The proposal called for the establishment of educational service cooperatives to provide targeted assistance to schools and districts and to serve as intermediaries between the Department and school districts. In 2008, the Governor’s office assembled the Readiness Finance Commission and charged it with presenting a variety of alternative means to achieve sustainable education funding for current and future needs. The Commission recommended strategies that include significant restructuring measures to realize cost savings and efficiencies. These measures specifically delineate the enhanced use of educational collaboratives. This study examines the perceptions of education leaders at the state and local level regarding the current performance of educational collaboratives in Massachusetts and the potential role educational collaboratives could play in state and district efforts to improve educational effectiveness and increase efficiencies. Interviews and the Collaborative Evaluation Survey were used to analyze the programs and services that school districts purchase from educational collaboratives and the perceived quality and cost-effectiveness of collaborative programs. In addition to interviews with school superintendents, data from interviews with collaborative directors, state education agency leaders, and a state legislator were analyzed to explore the potential role that educational collaboratives could play in state and district education improvement efforts. The study found: (1) school districts in Massachusetts continue to use educational collaboratives for the same purposes as they did when collaboratives were first created; (2) the majority of school district leaders have positive perceptions of collaborative programs and services; (3) school district input, perceived cost-effectiveness, and collaborative responsiveness are major factors that influence school district utilization of educational collaboratives; and (4) unstable funding and the absence of a structured statewide network constrain the capacity of educational collaboratives. The study also identified the need for more research on the cost-effectiveness and impact of programs educational collaboratives offer. Without additional research, policy makers in Massachusetts risk creating duplicative regional systems of support. State leaders also risk assuming that collaboratives have the capacity to address problems when evidence may indicate otherwise.
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Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicosGonzalez, Eric Ivan Figueroa 16 February 2016 (has links)
<p> Esta investigación estudió las estrategias de solución de problemas y estrategias sociales que utilizan estudiantes de nivel elemental cuando resuelven problemas matemáticos. Además, se analizó el proceso que siguen los estudiantes al resolver problemas de matemáticas. En el estudio participaron seis estudiantes de la Escuela Elemental de la Universidad de Puerto Rico. Cada estudiante resolvió cuatro problemas; dos de manera individual y dos en pareja. Se utilizaron tres diferentes fuentes de recopilación de información: los trabajos escritos por los estudiantes, las observaciones directas del investigador y entrevistas a los estudiantes inmediatamente después de la solución de los problemas. Algunos de los hallazgos más importantes son: (1) los niños vieron diferentes estrategias de solución de problemas y al no encontrar solución con una cambiaban rápidamente a otra, en esto muestran diferencia con los adultos, quienes insiste en la estrategia seleccionada. (2) Las estrategias que más utilizaron los estudiantes al resolver los problemas fueron el uso de operaciones básicas y la asociación con problemas previos. Se observó que frecuentemente los estudiantes integran ambas estrategias para desarrollar un proceso de solución que le permita obtener la respuesta. La operación básica que más utilizaron fue la suma, en la modalidad de sumas repetidas. Otras estrategias que utilizaron los estudiantes para resolver problemas fueron: análisis, cómputo mental, tanteo y error, representaciones icónicas, patrones, uso de modelos concretos y uso de representaciones visuales. Otros hallazgos fueron: (3) Los estudiantes tienen la capacidad de establecer asociaciones de estrategias que les permiten resolver problemas atípicos de diferentes formas. (4) Los estudiantes utilizan diversas estrategias sociales al resolver en pareja problemas de matemáticas. (5) El proceso típico que sigue el estudiante al resolver problemas es el siguiente: (a) lee y comprende el problema formulado, (b) pone a prueba alguna de las estrategias de solución que conoce, (c) verifica si el resultado obtenido concuerda con el contexto del problema, (d) si le parece razonable, acepta su resultado, de lo contrario lo rechaza y pone a prueba otra de las estrategias que conoce. A la luz de estos hallazgos se sugiere invertir el proceso de enseñanza de forma que el maestro comience la clase con la presentación de un problema que contenga subyacente los contenidos que se pretenden estudiar. De esta manera el niño tiene la posibilidad de reflexionar sobre su propio conocimiento y cuando descubra la solución podrá hacer, de una manera más sencilla, las conexiones esperadas.</p>
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The grant maintained status policy : self management and diversity: limits and possibilitiesDeakin Crick, Ruth Elizabeth January 1996 (has links)
No description available.
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School ethos : an hermeneutic phenomenological analysis of secondary school students' experiencesGraham, Archie January 2011 (has links)
The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.
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The academic motivation of Hong Kong secondary school students : a developmental perspectiveLee, Kai-man, Clement. January 2007 (has links)
Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.
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