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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

The processes of the company owner¡¦s learning and promoting organizational learning ¡Vthe example of SH company

Lin, Hung-ming 11 September 2007 (has links)
The involvement of executives and the promotion time it takes are the key factors of organizational change. On many cases, failure results from program abandoned by executives too early just because it did not work as plan going. In the other hand, low of employees retention also cause the program not easy to sustain. This study is mentioned about how does the involvement of executives influence the changes of organization by case study approach: The first,why executives devote himself to the changes ? ¡]1¡^The change type of SH company is an enterprise need, have to respond an enterprise to beg continuously to beg to change lately. ¡]2¡^"Systems thinking" unties a dilemma of perplexing the SH company executive several years price war mire Nao, providing a different thinking method, promoting a SH company significantly, the executive fixs to practice continuously of motive. ¡]3¡^The executive would like to wait for because of the function of understanding"time delay", endure patiently.And feel five benefits which fix to practice by set oneself up as an example, even become one part of its value. The second,what are the factors disturbing the changes? ¡]1¡^ The biggest resistance comes from the executive oneself's mental models. ¡]2¡^ Time delay and time not enough influence. The third,what are the reflections of this study? ¡]1¡^From discipline to practice a beginning personally. ¡]2¡^Look for an of one mind friend, can keep on a deep ploughing. ¡]3¡^The structure suggestions which the fifth discipline to carry on.
12

The effects of being a reader and of observing readers on fifth grade students argumentative writing

Moore, Noreen S. January 2009 (has links)
Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Charles MacArthur, School of Education. Includes bibliographical references.
13

Beginning the year in a fifth-grade reform-based mathematics classroom : a case study of the development of norms /

Cheval, Kathryn Meador. January 1900 (has links)
Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 166-174). Also available on the World Wide Web.
14

The effects of character education on the behavior of 5th grade students /

Oxenberg, Lisa. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
15

Personality Adjustment and Achievement of Slow Learning Children

Burnside, Elisabeth Claire 05 1900 (has links)
The purpose of this study is to investigate the relationship between certain personality characteristics and achievement of slow learning children.
16

Student dyad evaluation of learning center activities organized by goal structure in a fifth grade open classroom /

Heigle, David Roy January 1981 (has links)
No description available.
17

Patterns of response to literature : a one-year study of a fifth and sixth grade classroom /

Hepler, Susan Ingrid January 1982 (has links)
No description available.
18

The influence of illustration on fifth graders' responses to the illustrated poem /

Sheldon, Allan Ellis January 1986 (has links)
No description available.
19

The effects of various televised adaptations of children's books on the long term reading interests and recall of fifth grade students /

Cramer, Kerry John, January 1986 (has links)
No description available.
20

Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia

Rowland, B. Keith 29 April 2005 (has links)
The primary guiding question proposed for this study is, what are the variations and commonalities in policies among the 132 school districts in the Commonwealth of Virginia that govern whether or not students who are educated at home have access to public school courses and extra-curricular activities? In order to obtain this information the study was conducted of two phases. The first phase consisted of a policy analysis in order to determine the scope and nature of home school policies across Virginia's 132 operational school districts, and whether they fall within the legal parameters established by state regulations and case law. The second phase involved ascertaining how school officials perceived local control of home schoolers' access to public school classes or extracurricular activities through a multiple case study. This phase involved interviewing the person designated to implement these policies from selected school districts. The intent was that the data analysis would provide the basis for recommending changes or perhaps no changes, in the state's role in governing home school access. / Ed. D.

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