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Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School ClosedDelp, Cynthia Dawn 23 April 2015 (has links)
The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990).
A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories.
School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study. / Ed. D.
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Green Schools - The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in VirginiaMarable, Steve Alexander 03 June 2014 (has links)
The purpose of this study was to examine the environmental education curriculum which has been utilized within Green Schools. For this study the researcher defined Green Schools as educational facilities with Leadership in Energy and Environmental Design (LEED) certification or United States Education Department (USED) Green Ribbon recognition. Currently, there is no set standard for the implementation of environmental education in Green Schools or for schools that utilize the building as a teaching tool for students. This descriptive study surveyed Green Schools in the Commonwealth of Virginia in order to better understand what common programs and curricula were being utilized. This study will also assist in establishing pedagogical best practices for environmental education while describing how LEED certified buildings are currently being used by educators as a teaching tool to support sustainable practices.
Overall, 14 Green Schools in the Commonwealth of Virginia agreed to participate in the study. Once principals gave consent for their school to participate in the study, they were asked to respond the survey instrument and invite teachers to participate in the Green Schools eSurvey also. The survey instrument consisted of 14 multiple choice and open response survey items. Overall, 98 principals and staff participated in the survey. Multiple choice survey questions served as the quantitative data for the research study. Quantitative data were examined to report descriptive statistics to provide parameters about the sample population. The frequency and percentage from each category, mean, and mode were also reported from each quantitative survey item. Qualitative data were examined by emerging themes according to pedagogical strategies and programs.
The findings from the study indicated that teachers are employing practices that are consistent with current emphases on environmental education. Data also supported that educators take pride in their buildings and incorporate the facility as a teaching tool in a variety of instructional practices throughout the Commonwealth of Virginia. / Ed. D.
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A Rural Community-School ProgramMiller, William J. 08 1900 (has links)
The problem of this study is to determine the type of program needed for a rural community school based on the needs of the children, the youth, and the adults, and on the available facilities.
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MANAGING INEFFECTIVE SECONDARY SCHOOLS AT LEJWELEPUTSWA DISTRICT IN THE FREE STATE PROVINCESeeli, F.D., Rambuda, A.M. January 2014 (has links)
Published Article / This study reports the findings of the masters studies on management styles that
are adopted in effective secondary schools and examined how the effect of
participative management styles could positively change the status of ineffective
secondary schools. Two hundred educators and five school principals were
sampled for the study. Questionnaires and semi-structured interviews were used
to collect the data for the study. The respondents argued that their school
principals adopted democratic, transformational, situational, and behavioural
styles of management. They further believed that the adoption of participative
management styles would positively change the status of ineffective secondary
schools. They argued that by adopting democratic, transformational, situational
and behavioural styles of management will encourage educators to: i) develop
effective teaching and learning in their classrooms as they will be highly
motivated; ii) adopt participative teaching methods that encourage learners to
take part in classroom activities with confidence; and, iii) adopt team teaching
which contributes to better performance in the classroom.
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Perceptions and Practice: An Investigation of Urban Teachers' Perceived and Observed Teaching DispositionsMiller, Carla Bernard 09 August 2016 (has links)
The importance of teacher dispositions has quickly become commonplace in the preparation of teachers. Unlike other well-established domains of teacher education, like knowledge and skills, the evolving concept continues to challenge those mandated to identify, nurture, and assess the dispositions of teachers. The purpose of this study was to expand the conversation on teacher dispositions by examining connections between perceived dispositions and dispositions-in-action using Argyris and Schön’s (1974) theory of action framework. Case studies of two experienced elementary classroom teachers working in high-needs urban schools provided information on how teachers perceive their teaching dispositions compared with dispositions evidenced in their classroom practices. Data for this multiple case study included a validated self-assessment disposition instrument, the Diversity Disposition Index, semi-structured interviews, and classroom observations. The study found evidence of congruence and incongruity between the participants’ perceived and observed teaching dispositions. While both teachers shared similar self-reported teaching dispositions, such an enthusiasm for content, importance of classroom management, and attention to expectations for students, their enactment of those teaching dispositions varied greatly in their classrooms despite similarities in context. Implications are provided for teachers working in high-needs urban schools who face unique challenges and for teacher education programs designed to prepare and support new urban educators.
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An Evaluation of the Public Relations Programs of Selected Texas Public School SystemsKerr, Ralph Mouzon, 1911- 08 1900 (has links)
The purpose of this study was to evaluate the public relations programs in selected Texas public school systems. From this evaluation, criteria were developed which will enable the administrators, particularly those in smaller school systems, to maintain stronger public relations programs. These public relations programs were evaluated in terms of the elements of sound public relations procedures.
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An analysis of the relationship between administrators as advocates of change and administrative leadership, flexibility, and orientation in selected secondary public schoolsHardy, Donald January 1970 (has links)
Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01
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Fetishism and social domination in Marx, Lukács, Adorno and LefebvreO'Kane, Chris January 2013 (has links)
This thesis presents a comparative account of the theory of fetishism and its role in the social constitution and constituent properties of Marx's, Lukács', Adorno's and Lefebvre's theories of social domination. It aims to bring this unduly neglected aspect of fetishism to the fore and to stress its relevance for contemporary critical theory. The thesis begins with an introductory chapter that highlights the lack of a satisfactory theory of fetishism and social domination in contemporary critical theory. It also demonstrates how this notion of fetishism has been neglected in contemporary critical theory and in studies of Marxian theory. This frames the ensuing comparative, historical and theoretical study in the substantive chapters of my thesis, which differentiates, reconstructs and critically evaluates how Marx, Lukács, Adorno and Lefebvre utilize the theory of fetishism to articulate their theories of the composition and characteristics of social domination. Chapter 1 examines Marx's theory of fetish-characteristic forms of value as a theory of domination socially embedded in his account of the Trinity Formula. It also evaluates the theoretical and sociological shortcomings of Capital. Chapter 2 focuses on how Lukács' double-faceted account of fetishism as reification articulates his Hegelian, Marxian, Simmelian and Weberian account of dominating social mystification. Chapter 3 turns to Adorno's theory of the fetish form of the exchange abstraction and unpacks how it serves as a basis for his dialectical critical social theory of domination. Chapter 4 provides an account of how Lefebvre's theory of fetishism as concrete abstraction serves as the basis for a number of theories that attempt to socially embody an account of domination that is not overly deterministic. The critical evaluations in chapters 2-4 interrogate each thinker's conception of fetishism and its role in their accounts of the genesis and pervasiveness of social domination. The conclusion of the thesis consists of three parts. In the first part, I bring together and compare my analysis of Marx, Lukács, Adorno and Lefebvre. In part two, I consider whether their respective theories provide a coherent and cohesive critical social theory of fetishism and of the mode of constitution and the constituents of social domination. In part three, I move toward a contemporary critical theory of fetishism and social domination by synthesising elements of Lukács', Adorno's and Lefebvre's theories with a model of social constitution, reproduction and domination modelled on Marx's account of the Trinity Formula.
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An appraisal of naming patterns for school with reference to Dzumeri Community in Mopani District, Limpopo Province, South AfricaMabunda, Philadelphia Nomayanga January 2012 (has links)
Thesis (M.A. (African Languages)) -- University of Limpopo, 2012 / The purpose of this study is to investigate and examine the naming patterns of schools among the people of Dzumeri community, in Mopani District, Limpopo Province.
The study demonstrates the importance of naming and the patterns when naming a school. The study also reveals that there are schools named after the royal family, nick-names, and natural features and after an occurrence of events.
In the end, the recommendations were suggested for the naming of schools. This will help in coming up with school names that will be accepted by all.
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Det aktiva valets narrativ : En undersökning av valen till fristående skolor på grundskolenivåEngdahl, Kristoffer, Elmeroth, Petter January 2009 (has links)
<p><p>The aim of this study was to identify and analyze why parents choose independent schools for their children. The survey was carried out using a total survey addressed to all parents with children in three independent schools in a medium-sized municipality. Two of the schools have a specially oriented pedagogy, Waldorf and Montessori while the third school has general direction. Parents were asked to answer questionnaires with closed questions and calls for comments. We found three categories of reasons for the choice, namely the educational motives, social motives and availability. The social motives proved to be the most important but also pedagogical reasons had certain significance when parents searched for an independent school. The parents sought from that the public school the child would belong to had shortcomings. A major reason in this regard was that bullying occurred in the past. Comparisons between parents grouped in different ways shows that it is the differences between the parents at the various schools. When parents are grouped by income and education the difference between the groups are very limited. We cannot find that the parents received any information that they have been able to base their choice of school. Choice seems rational, but unfounded.</p></p> / Education, Rational Elections, School Choice, Private Schools, Effective Schools, Neoliberals, Welfare Criticizer, Ideology
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