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A qualitative study of the influence of urban elementary teaching experience on the career decisions of beginning teachersWaddell, Jennifer Helen, Thompson, Sue Carol, January 2005 (has links)
Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005. / "A dissertation in urban leadership and policy studies in education and education." Advisor: Sue C. Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 13, 2007. Includes bibliographical references (leaves 232-260). Online version of the print edition.
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Cross purposes Catholic disunity and the decline of Youngstown's parochial elementary schools, 1964-2006. /Welsh, Thomas G. January 2009 (has links)
Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Natasha Levinson. Keywords: Urban education; private religious schools; Catholic schools; nonpublic schools; minority groups and education. Includes bibliographical references (p. 446-471).
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Administration of large city art education programsMeyer, Richard Carl, Hoover, Francis Louis, January 1966 (has links)
Thesis (Ed. D.)--Illinois State University at Normal, 1966. / Title from title page screen, viewed Aug. 5, 2004. Dissertation committee: F. Louis Hoover (chair), Donald M. Prince, Perry M. Ragouzis. Includes bibliographical references (leaves 331-334). Also available in print.
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The class struggle : a study of disruption in schools in the Aberdeen areaSanders, David January 1990 (has links)
This study reviews the conventional wisdoms of home and school being the main causal factors of disruption in schools, by researching the views and perceptions of pupils, teachers and parents with regard to disruptive behaviour. The 67 primary and 15 secondary schools of Aberdeen city were selected because they provided a large sample population covering the full socio-economic spectrum. From these schools 1776 P7 and 1303 S2 pupils were surveyed by questionnaire for their perception of themselves, school and home background. The propensity of these pupils for disruption was measured by teacher questionnaire. Separately all schools provided information on their behavioural policies and their view of disruption. Two socially contrasting areas, including 2 secondary and 7 primary schools, were selected for research on the standards of pupil behaviour. From these schools 724 parents of pupils from P1, P7, S1 and S3 were surveyed by questionnaire for their views on parental/school liaison. The exclusion record for all schools was examined and a sample of 10 excluded pupils were surveyed by questionnaire and interview. Exclusion rates and measurement of pupil behaviour showed that disruption had increased during 1983 to 1989 particularly amongst boys. The results from the pupil survey indicated a close relationship between pupil self-esteem and their perception of home, school, themselves and disruption. Significant variations of the standard of pupil behaviour according to their year group were also evident. These extend previous findings by showing the importance of home, school and pupil characteristics in influencing disruption. Thus it is suggested that inter-related multi-causal factors lead to disruption in school. These factors provide a key to the earlier prediction of pupils with a potential for disruption and demonstrate the need for improved parental/school liaison. Finally, recommendations for future research and policy development are summarised.
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Preparing to stay a quantitative examination of the effects of pre-service preparation on the retention of urban educators /Lyons, Kimberly Barraza, January 2007 (has links)
Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 159-171).
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A study of teacher stress and principal leadership styles in private urban schools /Klanderman, Sandra Jen Eiker. January 1985 (has links)
Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: A. Harry Passow. Dissertation Committee: Ann Lieberman. Bibliography: leaves 87-90.
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A systems study of education program components in selected Illinois public schoolsVan de Voort, Everett, McGrath, J. H. January 1974 (has links)
Thesis (Ed. D.)--Illinois State University, 1974. / Title from title page screen, viewed Nov. 2, 2004. Dissertation Committee: J.H. McGrath (chair), Elwood Egelston, Clayton Thomas, Kenneth James, William Zeller. Includes bibliographical references (leaves 235-244) and abstract. Also available in print.
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A case study of an urban elementary school's transition from failing to distinguished school statusRoss, Carla Brice. January 2008 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Dan W. Rea. ETD. Includes bibliographical references (p. 226-232) and appendices.
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Numeracy performance of Grade 3 learners in rural and urban primary schoolsTshabalala, Phillip Masibi. January 2009 (has links)
Thesis (M.Ed. (Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.
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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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