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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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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.
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Showing 21 to 30 of 31 (0.052 seconds)| 21 |
An Analysis of Purchasing Practices in Small School Systems of TexasShields, Mayron 08 1900 (has links)
The purpose of this investigation is to make a study of practices in the purchasing of school supplies in small school systems of Texas. The specific purposes are to measure the efficiency of supply purchasing in these school systems, and, secondarily, to develop purchasing procedures that can be used as a handbook in the purchase of school supplies.
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The Home Room as a Factor in the Guidance Program of the Small High SchoolHowell, Eugenia Donalson 08 1900 (has links)
The purpose of this study is to analyze the home room as a factor in the guidance program of the small high school.
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Let's see a show of hands: How participation in school reform affects teachers' workOlszewski, Brandon Troy, 1978- 06 1900 (has links)
xv, 224 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Arguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students. / Committee in charge: Caleb Southworth, Chairperson, Sociology;
Kenneth Liberman, Member, Sociology;
Robert O Brien, Member, Sociology;
K Brigid Flannery, Outside Member, Special Education and Clinical Sciences
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A Study Of Student Achievement In Florida High Schools Receiving Department Of Education Smaller Learning Community Grants 2006-2009Armbruster, Michael Dennis 01 January 2010 (has links)
The focus of this research was to analyze the impact of the United States Department of Education‟s Smaller Learning Communities (SLC) Grant Program on student achievement in 17 schools in the state of Florida that were issued three-year grants during the school years 2006-2009 as compared to 17 similar schools in the state of Florida that did not receive grant funding. Base-line data for each of the 34 schools consisted of student performance in 2006, one year prior to SLC schools receiving the grant. Student achievement data from the base-line through the three-year grant period for the 17 grant recipients were compared with that of 17 similar Florida schools that were not grant recipients in 2006. Student data were collected from the Florida Department of Education. The data subjected to analyses were comprised of student achievement on the ninth and tenth grade Florida Comprehensive Assessment Test (FCAT) in the areas of reading and mathematics, the graduation rate, and the dropout rate. The data showed an overall improvement in the SLC schools‟ student achievement based on the six areas analyzed. The data collected were then compared to the 17 similar schools to identify any significant differences in the achievement gains in those schools. Although both the SLC schools and the control schools showed overall improvement, no statistically significant relationship was discovered in the achievement of students in SLC schools versus students in similar schools that did not receive the grant dollars during the defined time periods. The overall trend for all 34 schools was similar improvement in student achievement.
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Ředitelé málotřídních škol / Principals of small schools with composite classesPechačová, Michaela January 2018 (has links)
The thesis is about principals of small schools with composite classes. The aim is to explore activity areas of principals of small schools in Ústecký region. Questionnaire survey was used to explore the principal activities and their specifics. The results showed that the principals mostly deal with areas related to administrative, pedagogical process, communication and economic agenda. Administrative activities are rated by principals as their least favourite activity. The pedagogical process and focus on pupils is the highest priority for the principals however they would like to have more time for this activity. The work of small schools' principals can be specified by family environment of the school and close contact with teachers, pupils and parents. And more, there are specific conditions for pedagogical activity in the classes, principals are usually overloaded and they need to be versatile.
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Optimalizace spádových obvodů základních škol ve správních obvodech ORP Prachatice a ORP VimperkKRINEDLOVÁ, Dominika January 2018 (has links)
Districts Prachatice and Vimperk could be marked within Czech Republic as peripheral territory with decreasing population. These losses are especially noticeable in mountain areas of these districts. Decreasing of numbers of inhabitants and schoolchildren leads to disappearance of local elementary schools and to reducing the number of pupils in these schools, and also to transformation of full elementary schools to incomplete elementary schools, mostly in form of small village schools with one or two classrooms. Diploma thesis monitors territorial distribution of elementary schools, territorial arrangement of their school catchment regions, territorial distribution of schoolchildren, availability of elementary schools with school buses and trains, takes stock of fullness of elementary schools and their classrooms, that all with goal to optimize territorial distribution these schools and their school catchment regions. Moreover, analysis of facilities elementary schools and their space and building characteristics are contained in diploma thesis. A separate attention is dedicated to elementary schools in Šumava part of study area, where solutions to sustain these schools even with small number of pupils are sought.
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Small learning communities versus small schools: Describing the difference in the academic achievement of African American high school studentsOwens, Carol L. 01 January 2010 (has links) (PDF)
In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the No Child Left Behind Act of 2001 (NCLB). NCLB had as its purpose, the closing of the gap in academic achievement between White students and the historically underserved student groups of African American, Hispanic/Latino(a), and low-income. Recently, there has been a lot of interest in how small learning environments effect the academic achievement of historically underserved students. In addition, several school districts, e.g. Chicago Public Schools, New York City, and Sacramento City Unified School District, have reformed their schools into comprehensive high schools with Small Learning Communities (SLCs) and small schools. Determining which of these two small learning environments is most effective in improving academic achievement can then be used to inform education policy regarding school design. This study used quantitative methods to determine if there is a difference in the academic achievement of African American high school students attending large urban high schools with small learning communities and those attending small urban high schools with student populations under 500. Independent samples t -tests were performed to determine if there was a statistically significant difference in the English Language Arts and Algebra 1 California Standards Test scores between African American high school students attending SLCs and African American high school students attending small schools. Additionally the research focused on the difference in the graduation and dropout rates between the two small learning environments. In none of the four measures of academic achievement studied did African American students in the large high schools with small learning communities outperform students in small schools. Based on the findings of this research—lower dropout rates, higher CST scores, and higher graduation rates in the small schools, school districts might consider creating small schools rather than breaking up large schools into SLCs.
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Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School SettingSharp, Charis Eirene 11 September 2008 (has links)
No description available.
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Characteristics of Contemporary U.S. Progressive Middle SchoolsRussell, Jan Ware 26 April 2013 (has links)
No description available.
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We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern OntarioLandon, Rocky 17 December 2012 (has links)
The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews.
This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research.
There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and
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were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers.
This study offers some suggestions on how to improve the practice of educating First Nation secondary students.
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