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A climate assessment of working environments at a small midwestern public high schoolThompson, Nathan. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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Initial classmate acceptance reduces freshman year decline in sense of school belonging among urban high school studentsUrga, Phuong-Anh. January 2008 (has links)
Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Psychology." Includes bibliographical references (p. 29-31).
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The influence of the California Partnership Academy small learning community model on student outcomes in one suburban school district /Folan, Sheila Mary. January 2005 (has links)
Thesis (Ed. D.)--University of California, Davis, 2005. / Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Library does not have original title page. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)
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Attitudes toward parents and teachers and general adjustment of high school seniors in relation to school progress and acceptance among associatesThompson, Mireille Kester January 1951 (has links)
The objective of this study was to determine the association between the student’s general adjustment and his attitudes towards his parents and teachers and his school progress and the degree to which he was accepted by associates in social situations.
Seventy high school senior girls and boys living in a small town and the surrounding area furnished the date for this study. The data on these students were secured from five sources. Information on attributes towards parents and teachers, social acceptability, and socio-economic factors was obtained by the questionnaire method. The questionnaires were completed by the students during their homeroom periods. Information on personality adjustments was obtained by the use of the bell adjustment inventory which was completed by the students during their home-room periods and was augmented by the combined ratings of three teachers. Rating of I. Q. was obtained by the Otis Quick-Scoring Gamma test. Information on school progress was obtained from the permanent school records. / Master of Science
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Competing Stories of School and Community "Improvement”: Youth of Color's critical literacies and storytelling practices in a high school writing classDeLuca, Kelly M. January 2019 (has links)
This practitioner research study uses qualitative data collection and analysis methods to explore student engagement with critical and multimodal literacy curriculum in the context of a writing course focused on storytelling. This research addresses the issue of deficit framing in schools serving Youths of Color and the negative characterizations that lead to assumptions about their learning capability based upon their racialized identity. As a result of these deficit discourses, Youths of Color are often positioned as at risk by educators, an assumption which often results in schools that lack intellectually robust and culturally relevant learning opportunities.
In an effort to surface and disrupt deficit discourses, I looked to literacy theories such as critical, multimodal, and community literacies, which seek to expand the literacies valued in schools serving youth of color. To frame my inquiry, I asked:
(1) What are students’ perspectives and inquiries regarding race, class, gender, and other social framings, and how do these change over time? and (2) How does this research inform my growing understanding of what it means to teach well? Over the course of one school year, I engaged with a group of 10 students in a school labeled as “in need of improvement” in a critically focused, multimodal storytelling curriculum designed to allow student interest and engagement with social issues as a guide for planning learning experiences.
By collecting and analyzing student artifacts, discussion transcripts, interview data, and correspondence surrounding critical incidents over the course of the school year, I found that students used storytelling practices to critique social issues in both the surrounding city and the school community, displaying a plethora of Community Cultural Wealth which disrupts assumptions about Youths of Color. Despite this evidence of student Cultural Wealth, I found that the school culture was not a Culturally Sustaining atmosphere due to the over-reliance on compliance to district reform plans strictly aligned to discourses of standardization and accountability. These findings bridge the theory practice gap to help inform administrators, educators, and researchers alike by displaying the extensive daily effects societal education discourses have on students’ day-to-day educational experiences.
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School engagement in Latino high school students : ecological factors and academic outcomes /Jensen, Michelle Kirstina. January 2003 (has links)
Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.
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Collaboration in high schools : understanding cultures and overcoming barriers.Gardner, Margaret Anne, January 2004 (has links)
Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: James Ryan.
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School climate : a discipline view /Pang, Sun-keung, Nicholas. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1992.
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School climate a discipline view /Pang, Sun-keung, Nicholas. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1992. / Also available in print.
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Teacher and student perceptions of school environment and student disciplineEddy, Thomas M. McNeal, Larry. January 1997 (has links)
Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.
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