Middle schooling, although a contested phenomenon, has established its position on the huge landscape of secondary education. The philosophy of middle schooling claims that middle school has the best organisational structure for meeting the (educational, emotional, social and psychological) needs of adolescents1. This study is an attempt to see how successful schools of the Australian Capital Territory (ACT) are in implementing the middle schooling program with respect to the General Design for a Whole School Approach to School Improvement (Hill & Cr�vola, 1997), which is used as theoretical framework for the evaluation. The three schools selected through purposive sampling for this study are considered exemplary for their implementation of programming consistent with the essential elements of middle schooling. The literature has recognised that, during last two decades, policy makers, educators, innovative reformers, and private foundations have manifested enormous commitment and interest in favour of the middle schooling program. The findings of this study indicate that, with certain adaptations, each of the three sample schools are implementing the salient features and characteristics of effective middle schools identified in the General Design and discussed widely in the literature. Each sample school is making its best efforts to improve the teaching and learning environment better to meet the needs of adolescents and is implementing middle school philosophy in accordance with the design. It is unlikely that any school can achieve "perfection" in all of the areas identified in the selected design (Hill & Cr�vola, 1997), and the possibilities for improvement are always there. Certain significant issues related to students� security and connectedness are identified as requiring some attention by the school organisation. The main question of this study�how responsive middle school reforms are in the enrichment of the physical, social and emotional growth of adolescents�has largely been answered positively in this study. Based on the findings of this study it is concluded that the middle schooling program is not a wasted effort on the landscape of secondary education in Australia. The results of this study have certain implications for policy makers, educators and researchers. These include recognition of the need for teacher training programs to provide teacher training with a greater understanding of the teaching and learning needs of adolescents and the need for educators to make extra efforts in making the school environments safe, secure and inviting for adolescents. Longitudinal studies will be required to determine the long-term outcomes of the middle schooling program, as claimed by the proponents of the middle schooling movement.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 160-163). Also available in print.

<p>I denna undersökning har jag försökt ta reda på (1) om det är någon skillnad i lärares och elevers syn på varför man bortförklarar sig, (2) varför elever kan känna att de måste bortförklara sig inför sin lärare och (3) vilken som är den vanligaste bortförklaringen på instrumentallektionen. Tretton instrumental- och sånglärare på två olika kommunala musikskolor, en i södra och en i västra Sverige, och nio elever som går sitt sista år på estetiska programmet på en skola i västra Sverige, har deltagit i undersökningen. Enkäterna innehåller samma frågeställningar både för lärare och elever men skiljer sig från varandra på så vis att de är anpassade efter målgruppen.Svaren visar tydligt att tidsbrist är den bortförklaring som både lärare och elever använder frekvent på instrumentallektionen. Svaren på de båda andra grundfrågorna är i stort sett samstämmiga mellan lärare och elever med enbart vissa avvikelser i fråga om prioritering av anledningar.</p> / <p>The aim of this study is to examine (1) whether there is a difference between teachers’ and pupils’ opinions on making excuses, (2) why pupils feel that they have to make up excuses to teachers and (3) which is the most common excuse in the context of instrumental lessons. Thirteen instrumental and voice teachers from two different public schools of music, one situated in the south and the other in the west of Sweden, and nine seniors of the Arts Programme at one of the upper secondary schools in west Sweden, have participated in this survey. The questionnaire contains the same questions for both teachers and pupils but it differs in a way that it is adjusted to these two focus groups. The results highly indicate that a lack of time is the excuse both teachers and pupils often use at instrumental lessons. The results obtained from the other two questions are mainly identical, except for a small deviation concerning the priority of different reasons.</p>

Habilitation - Universität, Würzburg, 2005. / Includes bibliographical references (p. 332-349).

I denna undersökning har jag försökt ta reda på (1) om det är någon skillnad i lärares och elevers syn på varför man bortförklarar sig, (2) varför elever kan känna att de måste bortförklara sig inför sin lärare och (3) vilken som är den vanligaste bortförklaringen på instrumentallektionen. Tretton instrumental- och sånglärare på två olika kommunala musikskolor, en i södra och en i västra Sverige, och nio elever som går sitt sista år på estetiska programmet på en skola i västra Sverige, har deltagit i undersökningen. Enkäterna innehåller samma frågeställningar både för lärare och elever men skiljer sig från varandra på så vis att de är anpassade efter målgruppen.Svaren visar tydligt att tidsbrist är den bortförklaring som både lärare och elever använder frekvent på instrumentallektionen. Svaren på de båda andra grundfrågorna är i stort sett samstämmiga mellan lärare och elever med enbart vissa avvikelser i fråga om prioritering av anledningar. / The aim of this study is to examine (1) whether there is a difference between teachers’ and pupils’ opinions on making excuses, (2) why pupils feel that they have to make up excuses to teachers and (3) which is the most common excuse in the context of instrumental lessons. Thirteen instrumental and voice teachers from two different public schools of music, one situated in the south and the other in the west of Sweden, and nine seniors of the Arts Programme at one of the upper secondary schools in west Sweden, have participated in this survey. The questionnaire contains the same questions for both teachers and pupils but it differs in a way that it is adjusted to these two focus groups. The results highly indicate that a lack of time is the excuse both teachers and pupils often use at instrumental lessons. The results obtained from the other two questions are mainly identical, except for a small deviation concerning the priority of different reasons.

It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.

It has been argued, albeit with some degree of success, that the challenges facing the 21st century Canadian classroom are highly complex. A troubled economy riddled with cutbacks to the education system, ongoing enrolment decline and challenges in embracing a growth in the diversity of students are among the changes that have made classrooms increasingly difficult to navigate. Though the last assertion may be true, disciplinary policies and the tools used to address unwanted student behaviour have remained relatively unchanged within the education system. Using Critical Race Theory, the author examines the implications of school suspension and expulsion programs on students and provides an analysis of current literature on alternative disciplinary methods in public schools. Findings suggest that a mixture of strategies within various disciplinary programs can benefit some students, but more work must be done to address socioeconomic disparities plaguing the majority of students found in these programs.

This paper explores how education for environmental literacy can be integrated into America's public school system. It investigates the benefits of environmental education and how green school buildings, sustainable cafeterias, school gardens and environmental education curriculum can be used to teach for environmental literacy at all grade levels. Includes sample lesson plan.

This thesis explores three models of a good school: the Modified Academic Index Model, the Demographically-Adjusted Model, and the Equity Model. The Modified Academic Index Model uses test scores, from the Commonwealth Accountability Testing System 2008 and 2009 academic year, to measure good schools. The Demographically-Adjusted Model uses these test scores while controlling for certain demographic variables. The Equity Model uses standard deviations of these test scores to measure quality schools. Rankings of the 228 public high schools in Kentucky are developed for each model. The rankings of the models are then compared.