Dissertationen zum Thema „High Schools That Work (Program)“
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Paine, Steven L. „The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia“. Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.
Der volle Inhalt der QuelleTitle from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).
Montes, Larry Ramon Jr. „Alcohol harm reduction program for high school students| A grant proposal“. Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522588.
Der volle Inhalt der QuelleThe purpose of this project was to design a school-based program, identify potential funding sources, and write a grant that would fund an alcohol harm reduction program for high school students. An extensive literature review indicated the need for a new innovative school based alcohol program, and provided information about evidence-based alcohol harm reduction programs that the grant writer then used to design a best-practices program. A search for potential funding sources via the Internet and a grant database resulted in the selection of the Robert Wood Johnson Foundation as the best funding source for this project. A grant was then written to support a school-based alcohol harm reduction program at Long Beach Polytechnic High School. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.
Hester, Sr Reginald J. „Experiences of High School Dropouts in a Work Force Development Program“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7545.
Der volle Inhalt der QuelleDoucette, Dean. „Effects of School-to-Work Programs on Cognitive Engagement: Examining the Students’ Perspective“. Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20376.
Der volle Inhalt der QuelleHlavnicka, Kara. „Domestic Minor Sex Trafficking Awareness Prevention Program for Middle and High School Students| A Grant Proposal“. Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262641.
Der volle Inhalt der QuelleThe purpose of this project was to write a grant proposal to raise awareness for one of the most lucrative and fastest growing social problems in the United States, Domestic Minor Sex Trafficking (DMST). The goal of this grant proposal is to promote awareness of DMST through a school-based prevention program where junior and high school students can be informed about the signs and risks of trafficking and ways in which help can be provided. The host organization is Western Youth Services (WYS) in Orange County, CA which is committed to advancing awareness, cultivating success and strengthening communities through integrated mental health services for children, youth and families. A potential funding source is provided along with staffing, implementation guidelines, and a budget. Implications for policy, practice, and advocacy are offered. Actual submission and/or funding was not a requirement for the completion of this project.
Olea, David Michael. „Life after high school| Experiences of adults with learning disabilities who participated in a work skills program in high school“. Thesis, Azusa Pacific University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133483.
Der volle Inhalt der QuelleThis case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super’s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.
Garcia, Mayra. „College preparedness program for high school students in South Los Angeles, California| A grant proposal“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584933.
Der volle Inhalt der QuelleThe purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program.
The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.
Nadeau, Roger. „Study of the Influences of a High School Career Exploration Program on the Adult Professional Lives of Former Program Participants“. ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/270.
Der volle Inhalt der QuelleHartman, Patricia. „A counseling-based dropout prevention program /“. Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.
Der volle Inhalt der QuelleIncludes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).
Licea, Oliva. „A college readiness program for low-income, racial and ethnic minority high school students| A grant proposal“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584938.
Der volle Inhalt der QuelleLow-income racial and ethnic minority high school students encounter barriers which prevent them from attaining post-secondary education. The barriers include insufficient parental and school support, lack of motivation and self-confidence, socioeconomic status, lack of social capital in high schools and colleges, and inadequate or insufficient resources. Previous research identified college readiness programs as a way to promote academic success and college attainment for low-income racial and ethnic minority high school students. The purpose of this thesis project was to write a grant proposal to secure funding for a college readiness program for low-income racial and ethnic minority students enrolled in Hawthorne high schools in Hawthorne, California. The purpose of the proposed program is to strengthen students' academic and personal skills and provided resources that enabled students to complete high school and move onto post-secondary education. Research on existing college readiness programs was used for the development of this proposed program. The submission and funding of this grant project was not required for the successful completion of this project.
Jackson, Sabrina Boone McCarty Toni. „The relationship between perceptions held by students with mild disabilities of transition services provided in high schools and their vocational program satisfaction, academic achievement, and school attendance“. Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720808.
Der volle Inhalt der QuelleTitle from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau, Toni McCarty (co-chairs), Kenneth Strand, James Thompson. Includes bibliographical references (leaves 110-139) and abstract. Also available in print.
Lyons, Kieran Mahoney. „Junior high ministry program development and its effect on adolescents and parish life /“. Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Der volle Inhalt der QuelleQuintero, Nayeli. „A life skills program to prepare Latino high school students for college and professional careers| A grant proposal“. Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523288.
Der volle Inhalt der QuelleThe purpose of this project was to write a grant proposal to develop and fund a Life Skills Program to educate Latino students regarding the college application process and professional careers to pursue a higher education. An extensive literature review was conducted to understand the needs of Latino students and interventions that can effectively assist them to improve their higher education enrollment. The S. Mark Taper Foundation was selected as the funder for this program.
The proposed program would be offered through Santa Fe High School, located in the city of Santa Fe Springs, California. If funded, the program will provide Latino students with the skills and information necessary to pursue a higher education, to be competitive in the workforce and have a prosperous life. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.
Siler, Eric. „Faculty perceptions of career and technical education and the school-to-work program at Lincoln High School in Wisconsin Rapids“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003silere.pdf.
Der volle Inhalt der QuelleGonzalez, Adolfo. „A mentoring program for Latino high school students to increase their awareness of opportunities through higher education| A grant proposal title“. Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10032306.
Der volle Inhalt der QuelleMany Latino immigrant families are often marginalized, making them vulnerable to facing academic, cultural, and economic barriers. Therefore, the purpose of this project was to develop a mentoring program for Latino youth at risk for not completing high school to increase their interest in pursuing higher education. The proposed program would provide one-to-one mentorship for Latino youth who are currently involved with activities at Youth Collective Speaks in San Fernando, California. The goal of this mentoring program is to improve students’ and their parent’s awareness of higher education availability and to help these youth and their families become more aware of financial resources for college. The potential funding source for this grant is the Charles Stewart Mott Foundation as this program coincides with the goals of this foundation. The actual submission and/or funding of this grant was not required for the successful completion of the project.
Roberts, Kelly Eileen Cahill. „An Evaluation of the Expect Respect: Preventing Teen Dating Violence High School Program“. Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242323117.
Der volle Inhalt der QuelleWaldron, William Blain. „An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students an urban school district's approach /“. Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085488036.
Der volle Inhalt der QuelleTitle from first page of PDF file. Document formatted into pages; contains xi, 143 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: N.L. McCaslin, Comprehensive Vocational Education Program. Includes bibliographical references (p. 112-116).
Stovall, Juliett Viola. „A study of the perception of elementary, middle, and high school principals on school social work consultation, collaboration and program development“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAIDP14675.
Der volle Inhalt der QuelleRoss, George. „A personal discipleship program for high school students of the Second Church of Christ, Danville, Il“. Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
Der volle Inhalt der QuelleKelly, P. Scott. „Designing a vocational guidance program to assist high school students of the Wildwood Baptist Church, Kennesaw, Georgia“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Der volle Inhalt der QuelleLong, Stephanie E. Ashby Dianne E. „The Secondary Transition Experience Program and its effect on the employment status of students with disabilities“. Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128281.
Der volle Inhalt der QuelleTitle from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Dianne E. Ashby (chair), George Padavil, Paul Baker, Margaret P. Hutchins. Includes bibliographical references (leaves 201-220) and abstract. Also available in print.
Tenneson, Katherine B. „San Antonio High School Food Justice Program: A Handbook and Evaluation of Edible Education“. Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/22.
Der volle Inhalt der QuelleKridler, Jamie Branam. „Impact of In-School Programs on High Risk Children“. Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/5860.
Der volle Inhalt der QuelleHinds, Drew Samuel Wayne. „Evaluating Alternative High Schools| Program Evaluation in Action“. Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.
Der volle Inhalt der QuelleAlternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.
This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.
The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.
Sykes, Randolph Jr. „An Evaluation of the Chesapeake Public Schools Employment Program“. Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26552.
Der volle Inhalt der QuelleEd. D.
Fowers-Coils, Ashley. „Reading fluency interventions that work in high-poverty schools“. Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.
Der volle Inhalt der QuelleThis study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year to see if the intervention had a lasting impact on their overall reading fluency ability. Statistical analysis using a paired samples t-test revealed that reading fluency ability increases with the use of targeted intervention among second-grade students. A statistically significant relationship was discovered through the use of a paired samples t-test for students who receive targeted intervention in second grade and their third-grade IRI scores. This verifies that targeted reading fluency interventions are successful among students from high-poverty backgrounds. Individual and focus-group interviews were completed with teachers, para-professionals, and instructional coaches who provided reading fluency interventions to students. Themes emerged indicating a need for targeted intervention, meaningful practice, and instructional strategies in order for students to become fluent readers. Further analysis determined that schools that utilize classroom teachers rather than para-professionals to provide reading fluency intervention to struggling, high-poverty students achieved the most overall growth on the IRI. Another contributing factor to overall growth on the IRI was the amount of time students received intervention. Students that received at least forty-five minutes a day of additional intervention exhibited higher levels of growth. Lastly, several different reading curricula were used in the present study, revealing that instructional strategies and targeted intervention leads to greater acquisition of reading fluency skills regardless of the prescribed curriculum.
Huang, Ruen-Ting. „A program for teaching environmental issues in Taiwanese junior high schools“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.
Der volle Inhalt der QuelleThornton, Katrina B. „An exploratory study examining the relationship between child care programs and teen mothers' ability to complete their high school education“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1999. http://digitalcommons.auctr.edu/dissertations/1416.
Der volle Inhalt der QuelleSito, Mmapula Mary. „A preventative group work programme on HIV/AIDS for high school learners in a rural area / Mmapula Mary Sito“. Thesis, North-West University, 2004. http://hdl.handle.net/10394/624.
Der volle Inhalt der QuelleThesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2005.
Fitzgerald, Robert P. „An urban high school's mentoring program for Latino students“. Thesis, Boston College, 2009. http://hdl.handle.net/2345/bc-ir:107660.
Der volle Inhalt der QuelleThesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
Thesis advisor:
Thesis advisor:
Thesis advisor:
Manzini, Christel Khanyisile Slindile. „An appreciative enquiry into the life orientation program offered in high schools“. Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1243.
Der volle Inhalt der QuelleThe overall aim of this study was to enquire the effectiveness of the Life Orientation program offered in high schools; i.e. its benefits to its participants. The benefits could be students being able to understand, and accept themselves as unique and worthwhile beings, using skills learnt from the program and display attitudes and values that improve relationships in the family, group, and community. The research question of the study was how effective is the Life Orientation program offered in high schools, i.e. in terms of learner’s ability to meet the curriculum’s critical development outcomes after completion of the program? Life Orientation is the subject that was implemented as part of the Outcomes Based Education. It is an inter-disciplinary subject that is embedded in disciplines of Social Science, Arts, and the Humanities. The intention behind the program is promotion of the holistic development of, e.g. interpersonal skills, values, health, environment and religious education. The research was conducted at the University of Zululand in the Northern KwaZulu Natal province. The research design was qualitative in nature, and appreciative inquiry was used as an investigative tool. The study was conducted with the group of first year students that were registered for the academic year of 2009. Sampling was purposeful as the researcher’s specific criterion for participants were students who have attended the Life Orientation program in high school.
Hogue, Darryl Emery. „Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School“. Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.
Der volle Inhalt der QuelleThe purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: What is the perceived impact of the Community Involvement Program?
Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans?
This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming.
The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child’s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.
Hunter, Lindqvist Steven. „What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School“. Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63575.
Der volle Inhalt der QuelleThis thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.
Nguyen, Thi Hong, und n/a. „Towards a professional development program for teachers of English in Vietnamese high schools“. University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Der volle Inhalt der QuelleMorrison, Marlene. „Teaching to time : supply teachers' lives and work“. Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/109194/.
Der volle Inhalt der QuelleJanssen, David. „A curriculum design manual for a high school released time program“. Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Der volle Inhalt der QuelleWorts, Nancy Headrick. „High school students perceptions of the educational program at their school as a result of the A+ schools program /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946314.
Der volle Inhalt der QuelleRud, Kory. „Why have four Wisconsin high schools adopted modular classrooms in their technology education program?“ Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999rudk.pdf.
Der volle Inhalt der QuelleLewis-Briggs, Stephanie Kay. „The effectiveness of small learning communities in program improvement schools“. Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1907248581&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
Der volle Inhalt der QuelleIncludes abstract. Includes bibliographical references (leaves 90-105). Issued in print and online. Available via ProQuest Digital Dissertations.
Manuel, Ann Marie. „The influence of principals in art program promotion in Newfoundland secondary schools“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28172.
Der volle Inhalt der QuelleEducation, Faculty of
Graduate
Foley, Wing Teri L. „Renaissance schools / academic achievement and value implications of a corporate-sponsored academic motivation program /“. Full Text accessible through UMI ProQuest Digital Dissertations, 1993.
Den vollen Inhalt der Quelle findenAhern, Thomas J. „Secondary school teachers rate CISCO's CCNA program the CISCO Networking Academy in Wisconsin high schools /“. Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003ahernt.pdf.
Der volle Inhalt der QuelleWoehrle, Kathleen Louise. „Interprofessional Practice of Social Workers and Educators: Factors That Influence The Coordination of The Safe and Drug Free Schools Program in Ohio /“. The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933245537055.
Der volle Inhalt der QuelleStott, Kathryn Ann. „An evaluation of a service-learning approach to assist in achieving the goals of a comprehensive guidance program /“. Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd858.pdf.
Der volle Inhalt der QuelleMacKay, Eileen Moir. „Female high school students' perceptions of the role of practical work in school science education“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30906.
Der volle Inhalt der QuelleEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Copman, Sandra. „An evaluation of the effects of a career development program for students with disabilities at transition from high school to adult life“. Thesis, Boston University, 2001. https://hdl.handle.net/2144/32749.
Der volle Inhalt der QuellePLEASE 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.
This study provided an evaluation of a career development program called the Health Education and Careers Network (HECN). Designed for inner city high school students with and without disabilities the program has been in existence since 1991, focusing on preparing students for education or careers in the allied health care industry. The program's overall goal was to increase the rate of positive high school outcomes, in particular for students at risk for high school drop out, unemployment and other negative post-high school outcomes. Based on anecdotal reports, the program appeared to facilitate successful student outcomes. However, no systematic analysis of the outcomes had been conducted. The researcher collected outcome data on 111 students with disabilities who had participated in the program since 1993 and who had left high school since 1995. She disaggregated the data and performed statistical analyses to evaluate whether there were any differences in outcomes based on race or type of disability. Additionally, she used case profiles of six randomly selected students to offer more insights about the complexity of providing transition services to inner city students with disabilities and the kinds of strategies that might be most effective. The analysis revealed that students with serious cognitive impairments had the highest rate of employment as compared to students with other disabilities, and that white students had the highest rate of achieving a certification and employment in an allied health care field as compared to students from other racial groups. Overall, data from the study revealed that students who participated in the program surpassed the local and national rates on the graduation of students with disabilities, and that independent of race or disability, the program's strategies effected positive transition outcomes for all students.
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Cardenas, Nancy. „Play therapy interventions and their effectiveness in a school-based counseling program“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2839.
Der volle Inhalt der QuelleJoubert, Nicola. „The classroom transferability of a university-based inset programme of workshops in practical work for senior high school Biology educators“. Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8213.
Der volle Inhalt der QuelleChieh, Lin Chun, und 林俊傑. „The Influnce of the test-free senior high school admission program on junior high students' school work pressure“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/21949774400178269081.
Der volle Inhalt der Quelle國立中正大學
教學專業發展數位學習碩士在職專班
99
ABSTRACT The main purpose of this study was to investigate the relationship between "test- free senior high school admission program" and junior high students' school work pressure and whether this program is able to release their school work pressure. This study used questionnaire survey to census the 2nd and 3rd graders at Pu-zih (朴子) Junior High School in Chia-yi (嘉義) County. The total number of assigned questionnaires was 739, and a total of 712 questionnaires were returned, including 699 valid ones, with a 98.2% valid percentage. Data analysis used descriptive statistics, single sample t-test, one-way ANOVA(analysis of variance), Pearson Correlation, Scheffé's method and stepwise multiple regression in proceeding statistical inferential. The study conclusions are as below: 1. Junior high students supported the spirit of "test-free senior high school admission program." 2. Junior high students had the clear understanding of admission criterion, methods, contents and procedures both in "test-free general and vocational high school admission by application" and in "test-free general and vocational high school admission by recommendation," yet having an insufficient understanding of "test-free five-year junior college admission by application." 3. Study shows significant differences in how junior high students with variables of different backgrounds sensed the degree of lessening school work pressure. I. The degree of lessening school work pressure on 2nd-grade junior high students was higher than that on 3rd-grade ones. II. Junior high students whose mothers' teaching ways were laissez faire type apparently sensed high degree of lessening school work pressure, whereas their fathers` teaching ways had no effect on that at all. III. The degree of lessening school work pressure on junior high students with low social economic status was apparently high due to "test-free senior high school admission program." IV. The degree of lessening school work pressure on junior high students whose teachers' leading ways are despotic-like was apparently high due to"test-free senior high school admission program." V. The degree of lessening school work pressure on junior high students with medium and low academic achievement was apparently high due to"test-free senior high school admission program." 4. For junior high students, "test-free senior high school admission program" was unhelpful to lessening their school work pressure. The higher junior high students' supporting degree of "test-free senior high school admission program" was, the higher their awareness of the lessening school work pressure on various levels was; yet its related intensity was low positive; the higher respondents' understanding degree of "test-free senior high school admission program" was, the higher their awareness of lessening school work pressure on various levels was, and its related intensity was medium positive. Consequently, the practice of "test-free senior high school admission program" had no apparent assistance of lessening school work pressure on students. Key words: test-free senior high school admission program, school work pressure
Lin, Mei-hui, und 林美慧. „The Study on the Relationship between Teachers'' Work Stress and Teaching Effectiveness in Junior High Schools: Based on the Extended Open Admission Program“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/3mzy83.
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公共政策所
100
The purpose of this study is to investigate the current situation of junior high school teachers’ work stress and teaching effectiveness after the Extended Open Admission Program was carried out, and the relationship between teachers’ work stress and teaching effectiveness. The survey research method was adopted in this study , and the main research tool is the questionnaires of teachers’ work stress and teaching effectiveness. Survey data from 520 teachers of public junior high schools in Taichung City were collected. All data was distributed by means of frequency and percentage. Means and standard error, One-way ANOVA, t-test and Person’s product-moment correlation were used to study teachers’ work stress and teaching effectiveness. The brief results are as followings: 1. The level of work stress of teachers is averagely after the Extended Open Admission Program was carried out. 2. The level of teaching effectiveness of teachers is above average after the Extended Open Admission Program was carried out. 3. There are significant differences in work stress of teachers with teaching field, years of experience of teaching and job position. 4. There are significant differences in teaching effectiveness of teachers with gender, age, degree, teaching field, years of experience of teaching and job position. 5. There is significant positive correlation between teachers’ work stress and teaching effectiveness after the Extended Open Admission Program was carried out. 6. There is significant predictability on working pressure against teaching effectiveness of public junior high school teachers.