Dissertations / Theses on the topic 'Atlanta Public School System'
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Chukumah, Vincent. "After-School Activities Policy and the Atlanta Fulton Public Library System." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2801.
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Public libraries are evolving from their traditional role as promoters of literacy to a new role as providers of community resources, including after-school activities for teenagers. A policy mandate for such activities appears to be lacking though, which might impact negatively their effectiveness. The purpose of this study was to get a better understanding of the existing policy and implementation mechanisms of after-school activities offered by the Atlanta Fulton Library System in Georgia to at-risk teenaged patrons. Moore's theory of innovation and public value provided the theoretical framework for the study. An embedded case study research design was used to explore the perceived role of the public library, guiding policy framework, and factors constraining the implementation of after-school activities in 3 of the system 20 branches serving at-risk youth; semi-structured interviews with 21 participants comprising teenagers engaged in after-school activities, parents, librarians, library managers, and members of the Friends of the library; observations of teenagers' behaviors in the library setting; and publicly available document on the subject. The data were inductively coded and then subjected to a content analytical procedure, which revealed 5 after-school themes: bridging a digital divide, teen and community needs, public policy, and public service. The key finding of this study indicates an absence of a system-wide formal policy in how after-school services are provided across library branches for at-risk teenagers. The study concludes with recommendations to reexamine the existing after-school programs in a way that better incorporates the unique needs of library patrons and to align policies with these needs in order to better serve at-risk youth within the context of their communities.
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Leaphart, Wilbur T. "The perceived effectiveness of the advisement process in selected high schools in the Atlanta public school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/292.
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This study was to determine the perceptions of the Advisement Process held by administrators, teacher-advisors, and student-advisees and how these perceptions relate to student career development and planning, advisor-advisee relations, and the extent of training in the Advisement Process in ten selected high schools in the Atlanta Public School System. The research design for the study was a descriptive research design. The high schools from a metropolitan Atlanta school district were selected as a sample for the study. A questionnaire was used to collect the data needed for analysis. An Analysis of Variance (ANOVA) was used to analyze all data collected. An analysis of the data showed that there was no significant difference in the perceptions of the effectiveness of the Advisement Process held by administrators, teacher-advisors, and student advisees. Also, there was no significant difference in the perceptions held by these groups regarding career development and planning of students or advisor-advisee relations. The conclusions of the study were that many guidance and counseling functions are significantly enhanced through the use of an advisement system utilizing teachers to deliver such services. Also, the Advisement Process was very favorably reported by those who participated in the process. The implications were that interpersonal skills and relations are improved through a system of advisement. The role of the advisor broadens the functions of the teacher.
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Jessie, Alfonso L. "A study of a school improvement model and its effects on school development scores, as perceived by teachers in selected schools in the Atlanta public school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3391.
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The purpose of this study was to determine if experimental schools which practiced the components of a school improvement model will have greater school development scores than control schools as perceived by teachers . The major hypothesis of this study predicts that there will be no significant difference in school development scores between experimental and control schools with relationship to the variables teacher time in school, time in the system, grade level, age, and sex.
Six Atlanta Public Schools were selected for this study based on their involvement with a school improvement model. A questionnaire was administered to a population of sixty teachers to collect data on their perceptions of the principal's leadership and supervisory practices. Three schools that regularly practiced behaviors of the school improvement model and regularly attended training sessions made up the experimental schools . The three control schools received orientation only on the school improvement model.
Results from a statistical analysis of the data collected revealed that : (1) there was a significant difference between experimental and control schools in mean school development scores; (2) that there was no significant
difference between school development scores and teacher time in a school or grade level; {3) that school development scores were not placed in the same factor as experimental and control schools.
It is recommended that more schools be exposed to and trained in the implementation of the school improvement model, with a pre and post assessment made along with a comparison of test scores to document the success or lack of the same. It is further recommended that Atlanta University seek the cooperative support from metro school systems in the implementation of the model.
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Neely, Annie W. "A comparative analysis of the effects of a school improvement project on student achievement in selected inner-city schools in the Atlanta public school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3786.
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Thomas, Inez D. "The impact of Georgia's revised gifted education policy on placement and instruction of gifted and talented students in the Atlanta Public School System." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/1249.
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The purpose of this study was to determine if Georgia's revised gifted education policy resulted in an increase in the number of students placed in the program for gifted and talented students. Further, the study sought to determine if significant differences occurred in the instructional program after the revised policy was implemented.
This study was based on the premise that the revised policy, with its broadened definition of giftedness and changes in eligibility requirements, would result in significant increases in the number of students placed in the program. Additionally, it was theorized that the new guidelines would bring about changes in the instructional program as it relates to instructional strategies, curriculum, and assessment.
This was a quantitative study that involved the causal comparative method. To determine if the policy resulted in increases in the number of students placed in the program, the researcher collected data from the Atlanta Public School System's Department of Research, Planning, and Accountability and compared the figures for the three years before and the three years after the revised policy was implemented. In order to determine if the instructional program changed significantly, a survey was administered to teachers who taught in the gifted program under both policies.
The research examined thirteen hypotheses to determine the main effects of the independent variables of the initial and the revised gifted policy upon the number of students placed in the program and the instructional program overall. The findings revealed that, of the thirteen hypotheses, nine were accepted and four were rejected. While there were increases in the number of students in the program, these increases did not constitute a significant difference. The major changes in the instructional program were found in the curriculum, assessment, and the strategies used at the elementary level. Since nine of the thirteen null hypotheses were accepted, it was concluded that no significant difference can be attributed to the implementation of the revised policy.
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Ogbuagu, Arunma B. Christy. "Factors affecting high school graduation rates in metropolitan Atlanta public schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2011. http://digitalcommons.auctr.edu/dissertations/214.
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The purpose of this study was to critically examine the graduation rate of students who enroll in high schools in Georgia, and to identif~’ the variables that may be impacting their graduation rate. The dependent variable was graduation rate and the independent variables were socioeconomic status (SES), class size, student attendance, teacher qualifications, teacher experience, school location, percent of students passing the Georgia High School Graduation Test (GHSGT) mathematics test, percent of student passing GHSGT social studies test, percent of students passing GHSGT English !language arts test, percent of students passing GHSGT science test, and percent of students passing GHSGT writing test. The quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS). The data are presented in two parts, the statistical distribution of the variables to observe the extent of their variations, and the results and analyses of the statistical tests in response to the identified research questions. All of the statistical procedures were tested at the (0.05) significance level. The data were collected from state department of education for 30 schools. In addition, there were two schools surveyed to collect data on teacher perceptions on the following factors: principal leadership style, teacher motivation, teacher instructional quality, and school climate and teacher workload. This data were compared to the school’s SES and graduation rate to see if there were descriptive patterns in the survey data and the schools’ graduation rates. A Pearson correlation was used to test for significant relationships of the dependent and independent variables collected from the state of education department, and a descriptive frequency analysis was used to analyze the survey data. The findings of this research suggest that graduation rate in Georgia are affected by ethnicity, gender, student with disabilities (SWD), teacher qualifications, and teacher experience, leadership style, and quality of instruction.
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Cook, Karen J. "Atlanta Public Schools (APS) Case Study: A Tale of Two Schools." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/anthro_theses/77.
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This study concerns the effects of public school redistricting on communities in Atlanta. It is based upon interviews with people in two neighborhoods which are part of the Atlanta Public Schools (APS) system directly affected by redistricting. All schools slated to close are located in low-income, minority areas and serve similar populations. Of the ten schools selected for closing, three were saved during the final APS board meeting in April 2012, and will remain open. I spoke with people who reside in a neighborhood where a local school is slated to close, as well as those in an area where a school was saved from closing. I asked informants why they felt their schools were identified for closure and how they responded to the threat of closing. I learned that both communities organized to save their schools but with different results based on available forms of social and cultural capital.
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Brown, Timothy Reid. "Moral self-concept of Public and Christian school teachers in an Atlanta metropolitan area county." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.
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Horsburgh, Fergus Bruce Norman. "Homeschooling within the public school system /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2357.
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Hunter, Lawrence Crittenden. "Public Relations: Its Importance in the Public School System." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1690.
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Literature was reviewed to determine the importance of a public relations program in the public school system. Information was retrieved from various published sources, including materials from the National School Public Relations Association, professional journals, books relating to public relations and a variety of other educational reports.
An analysis of the literature reveals the following components of a successful public relations program: A plan of action benefits the public relations program. Staff participants benefit the public relations program. Parent involvement is an important aspect of the public relations program. Community involvement is essential to a successful public relations program
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Bennett, Jennifer L. "Youth Risk Behaviors and an Assessment of ASK US in Metro Atlanta High Schools." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/iph_theses/27.
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Background: HIV is increasingly prevalent among youth in the US. Objective: To assess the impact of HIV/AIDS education on health-risk behaviors associated with HIV infection in the state of Georgia. Methods: Descriptive analyses of the 2005 Georgia Student Health Survey were conducted by cross-tabulating the presence of HIV/AIDS education and each of the health-risk behaviors of interest. In addition, a survey with a sample of metro Atlanta health educators that assessed ASK US was conducted and analyzed. Results: The percentage of Georgia high school students that had ever been taught about AIDS or HIV infection in school was 91.8% (n = 1,547).The only self-reported risk factor that appeared to have a relationship with HIV/AIDS education was binge drinking (p = 0.0060). Results of the health educator survey demonstrated that ASK US is a good HIV/AIDS education tool. Conclusions: Although HIV/AIDS education is widespread, the prevalence of various health-risk behaviors remain high and, therefore, different models of HIV/AIDS education may be called for.
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Smith, Westley Thomas. "A comparative study of the moral values and practices of Christian school and public school students within church youth groups in metropolitan Atlanta." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Witt, Kathy. "Consolidation in the Henry County Public School System." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29603.
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In the early 1970s, Henry County, Virginia experienced rapid growth but by the late 1970s the population began to decline. In 1982, talks of building a new high school to consolidate two smaller high schools began with the school to be built on the North Carolina boarder. Between 1993 and 2003 approximately 10,523 jobs were lost in Henry County. At this time Henry County operated 20 public schools. In 2000, Dr. Sharon Dodson became the superintendent of Henry County. She was hired to make schools more efficient by using the best available spaces and closing facilities in need of structural repair. In 2001 the school board voted to close three schools but the board of supervisors refused necessary funding for consolidation. During the 2003/04 school year, the school board had no other choice but to revisit the idea of consolidation. In the fall of 2004, reconfiguration occurred which eliminated four facilities with a fifth building closing in the spring of 2008. Today, Henry County operates 14 schools.
This study examined the politics associated with the consolidation process in Henry County and closure of five facilities. The literature associated with consolidation concerning divisions and schools within a division was reviewed to provide context and better understanding of the consolidation process. Historical case study methods where employed to conduct the study. Data were collected from primary sources and interviews were handled qualitatively. Triangulation verification techniques were used to describe and verify consolidation events in Henry County. The findings express the issues and challenges faced and met by Henry County during consolidation. The events that led to school closings and some course offerings and programs are described. The findings indicate that consolidation can be successful even when some stakeholders reject the idea and plan of consolidation. Continued research in the field of consolidation could possibly benefit educational and community leaders considering reconfiguration within a school division. Additional research comparing the cost of operating a division before and after consolidation of schools may provide insights that educational and community members should consider before embarking on consolidation.Ed. D.
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Whatley, Melvin B. "Life-cycle cost-benefit analysis of green roofing systems: the economic and environmental impact of installing green roofs on all atlanta public schools." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39623.
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This study examines the relationship between environmental sustainability and green schools, seeking to highlight the benefits and determine the Net Present Value (NPV) installing vegetative roofs on all schools in the Atlanta Public Schools District. This study quantifies the costs and benefits of thin-layer, or extensive, green roof systems as they compare to typical flat roofs on Atlanta Public Schools. Quantifiable benefits are detailed and suggestions are made to create the means by which other social benefits may be quantified. The purpose of this thesis is to establish proof to the Atlanta Public Schools District that over a 40 year period there are more benefits associated with installing vegetative roofs on all of their flat roofs than there are costs. While some may argue that greens roof are more costly than traditional roof systems, this study provides evidence that the cumulative benefits over a 40 year life cycle associated with large scale green roof installations, such as on all Atlanta Public Schools, are greater than the initial costs incurred. Factors included in the analysis of benefits were reductions to energy/utility costs, reduced emissions, and avoided best management practices (BMPs). Other considerations include social benefits resulting from the mitigation of storm water runoff, reductions to the urban heat island, productivity level increases (students and teachers), and avoided regulatory fees.
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Wortham, Maxine A. Franklin David L. "The constitutionality of the Illinois public school finance system." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514788.
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Thesis (Ph. D.)--Illinois State University, 1985.Title from title page screen, viewed June 22, 2005. Dissertation Committee: David Franklin (chair), G. Alan Hickrod, Mary Ann Lynn, Ronald Laymon, Chris Eisele. Includes bibliographical references (leaves 184-188) and abstract. Also available in print.
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Houston, Fantara J. "Teacher perceptions of the factors which influence teacher attrition in three elementary schools in a metropolitan Atlanta school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/173.
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This study examined teacher perceptions of the factors which influence teacher attrition in a Metropolitan Atlanta school system. The nine factors examined in the study were : principal behavior, school climate, teacher responsibilities, teacher preparation, gender, salary, years teaching, discipline referrals, and relationships with colleagues. The study was based on the premise that teacher perceptions would provide a comprehensive understanding of how the factors attribute to teachers’ decisions to leave or move within the school system. A mixed method (quantitative and qualitative) design was utilized to explore the perceptions of teachers on the nine factors. The participants provided information that which the researcher was able to gain an in-depth understanding of how the factors influence teacher attrition. The researcher analyzed the perceptions shared by the participants and identified the emergent themes. The researcher used the findings of the study to identify implications and recommendations for policy, leadership practice and future research. The findings from this study will provide beneficial data for the Metropolitan Atlanta school system being studied to guide the development of strategies in the effort to decrease the high attrition rate.
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James, Jason Thomas. "Diversity in the use of technology in instruction and assessment strategies in one predominantly African-American Metro Atlanta public high school." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/764.
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The purpose of this sequential mixed method research study is to examine the effects of the technology in the classroom, and to understand why highly qualified teachers in metro Atlanta who teach minority, low income students and diversity in the use of technology in their lesson plans, assessments, instruction, expectations from students, and in-class student time. These teachers did attend mandatory in-service training where they were not only trained to use technology; they were cautioned they would be evaluated on their regular use of technology in their lessons. The participants are representative of teachers from Metro Atlanta who have been teaching about five years, about 5 1/2 years with high-risk students, but only about two years at their current school. Most participants have Master’s degrees and are certified to teach in their field of study. About 20 students are assigned to each of their classes. Of the 20 teachers invited to participate, 19-95%, accepted the invitation and completed the survey. Of that number, for unknown reasons, up to five participants skipped various questions repeated times. The first part of the survey was demographic and was tabulated by frequencies and percentages. In analyzing all the data from the surveys, one item showed significant for teachers: “Technology is important,” and that item is required by the school district as a condition of employment—the computerized grade book. No other item showed significant for importance. Liquid crystal display (LCD) projectors and Smart boards showed significant for nonuse.
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Hope, Howard Lee. "African American Males' College Readiness Through the Public School System." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5476.
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The problem in a Northeastern district is that African American (AA) males need enhanced support in the high school to improve college readiness thereby strengthening access and the opportunity for college success. The purpose of this study was to gather educators' and adult AA males' perspectives of the influence of connectedness, perception, and self-valuation. Using McClelland's need achievement theory as the conceptual framework, the study focused on educators' perspectives of college readiness and AA males' perceptions of goal-valuation, academic self-perceptions, motivation, and attitudes related to teachers and college readiness. This qualitative case study included interviews with 6 administrators and 1 focus group of 7 educators; all selected at the high school level. Additionally, 64 adult AA males completed the School Attitude Assessment Survey-Revised (SAAS-R). Data were analyzed by using the matrix approach to organize patterns and themes. An analysis of the findings revealed that teacher-student relationships are critical to promote learning, and lessons plans should reflect creativity and understanding of how to support male AA student learning. Themes from findings were promoting student engagement in the classroom setting, developing academic skills to be successful in the classroom setting, using instructional strategies with students, and academic preparation prior to the transition to college. A 3-day college and career readiness professional development project was developed for educators to promote effective college readiness for this population. Through the implementation of these strategies, educators will strengthen college readiness for AA males, thereby promoting improved access and opportunity for college success.
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Avalos, Deborah Anne. "Poverty and the public school system: Student persistence from elementary school to college graduation." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/18.
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Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.
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Davis, Casi G. (Casi Gail). "Public School Choice : An Impact Assessment." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279193/.
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The goal of this thesis is to understand the consequences of educational choice in the public school system. The research takes place in San Antonio, Texas. The research encompasses meaningful comparisons between three sets of low income students and their families: 1) those who chose to remain in their attendance-zone school, 2) those who enrolled in the multilingual program, and 3) those who applied to the multilingual program but were not admitted because of space limitations.
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Hamstra, Diane. "Designing and implementing a writing program in a public school system." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438703.
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The purpose of the study was to determine whether or not The Basic Communication Skills Program, a consultant developed and staff determined writing program, still had an impact on all program participants two years after its completion. The secondary aim of the study was to describe the strengths and weaknesses of the consultant developed and staff determined approach. The approach involved a consultant training teams of principals and teachers from sixteen elementary schools in the writing and writing instructional processes. The teams then determined a program for their staffs.There were four components of the study: team teacher surveys, principal surveys, interviews of school teams and professional consultants' surveys on inservice methods. Responses on surveys were tallied, percentages calculated, and interviewees responses categorized to verify assumptionsFindings1. More than half of the team teachers frequently or sometimes continued to use the writing program's ideas in their classrooms.2. Approximately half of the teachers affected by the team used the program ideas frequently or sometimes in their classrooms in the judgment of the team members.3. Sixty-three percent of the team teachers responded that their staff could not have developed a writing program without the assistance of a consultant, and eighty-six percent of the principals agreed.4. Professional consultants did not agree with team teachers and principals on the necessity of a consultant in helping a school to develop a writing program.Conclusions1. The use of a consultant to inform teachers and principals before they design their writing programs is beneficial.2. The consultant developed and staff determined approach can have a continuing impact on school teams and nearly half of their staffs.3. More than a team of a principal and two teachers from a school needs to participate in training sessions conducted by a consultant in order to have a continuing impact on the entire staff.
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Melnyk, Iryna. "Ukrainian bilingual education in the Montreal public school system, 1911-1945." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66098.
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Sutor, Richard H. "An Educational Executive information System Prototype for Public School District Superintendents." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/869.
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The goal of this research was to design a collaborative contract initiation system that protects sensitive information, and uses the ebXML service oriented architecture to provide web services, while utilizing the internal systems currently in place. The system was designed to use the Elemica trading exchange and to send CIDX Chern eStandard XML payloads across the Internet. The Elemica trading exchange was not permitted to store any sensitive data at their site, such as price, quantities or delivery dates. The contract initiation system was a combination of ebXML-based services that are executed utilizing intelligent agents. The use of software agents to implement the web services was an important component of the design. The integration with a back end ERP system at the buyer and supplier sites was specifically designed for use with SAP version 4.6. The design used the UNICEF ACT Modeling Methodology (UMM), which defines a series of steps to be followed in order to design public business processes. The public business processes were constructed to form a Business Process Specification Schema (BPSS). Once the BPSS was created the Collaboration Protocol Profiles (CPP) I Collaboration Protocol Agreements (CPA) were created. At this point the agent design took place based upon the public processes designed in the prior steps. The validation of the system relied upon: (a) The creation of test cases based on the use case scenarios; (b) syntax validation by generating XMI; (c) tracing of requirements to assure coverage; (d) a static and dynamic analysis of the model artifacts against the use cases, and (e) a walkthrough of the test cases. The development and implementation of the contract initiation system design would contribute to the elimination of the manual contract setup efforts and would significantly reduce the amount of time needed to build a trading partner relationship between a buyer and a seller. Implementation of the contract initiation process through the Elemica trading exchange can be used as a model for other trading exchanges or similar technologies.
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Rhoads, Shirley A. "An investigation of performance vs. compliance audits in the Pennsylvania public school system." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.Source: Masters Abstracts International, Volume: 45-06, page: 2959. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 105-106).
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Pearson, Christina Joanne. "First Nations parent involvement in the public school system : the personal journey of a school principal." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31452.
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The purpose of this study was to determine what factors are needed to guide the practice of non-Native educators to build a positive working relationship between a First Nations community and an elementary public school as well as encourage and support parent involvement. An elementary school in Powell River, British Columbia and the local First Nation were purported to have a good working relationship that had resulted in increased parent involvement. I wanted to determine what factors were contributing to the good relationship, and how these factors could be used in other settings to improve First Nations parent involvement. I conducted a qualitative case study of James Thomson elementary school, and Sliammon First Nation. The research methods included semi-structured interviews, group meetings and an examination of planning documents. A First Nations committee was formed, the Ho ho jo thot group, that became my guide and conscience throughout the study. Through narrative writing I experienced a personal journey of reflexive thought about my own relationship to First Nations people. The findings of this research clearly indicated that James Thomson Elementary and the Sliammon First Nation, had a good relationship that was based on four factors: making an effort; knowing the people; being welcoming, and being respectful. The research also indicated there was increased First Nations parent involvement but not as much as educators and parents wanted. When asked what discouraged involvement, the parents and educators identified the barriers to be: history; economics; racism; lack of skills; lack of school support, and traditional differences. When asked what factors they believed would increase parent involvement they said: personal contact by staff; family networks; non-threatening activities; teachers being more 'aware', and a school plan. What this study has contributed to the literature is in both theory and practice. First, it contributes a respectful process for a non-Native person to work with a First Nations community. The Ho ho jo thot group, was my guide and conscience who gave me advice and approval at each stage of the study. Second, this study provides new ways of thinking about involving First Nations parents in the public school system that causes educators to have personal insights and philosophical thoughts instead of 'techniques.' Finally, this study contributes a Handbook to be used by public school educators to improve First Nations parent involvement, that is based on a framework of understanding Aboriginal knowledge, having personal critical awareness, and working with purposefulness.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Gibbens, Trevor P. "The administrative impact of computers on the British Columbia public school system." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26476.
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This case study analyzes and evaluates the administrative computer systems in the British Columbia public school organization. Historic and contemporary policy developments are scrutinized. Research sources include interviews with twenty-three educational administrators representing the Ministry of Education, six school districts and five schools. Respondents from educational agencies and the commercial sector were also interviewed. Research documents range from policy statements and correspondence to financial data and internal studies.
Four closely related questions serve as the study's focus: 1.) What are the cost-benefits of computers? 2.) What is the impact of computers on managerial work? 3.) Is computerization associated with centralization in organizations? 4.) What is the relationship between organizational objectives and the design of computer systems?
After a twenty-five year history involving relatively slow development, computing facilities are undergoing a rapid transition at all levels of the British Columbia public school system. The transition is driven by rapidly advancing technologies, manufacturers' strategies, and policies fostered by Cabinet, the public service, and the Ministry of Education. Between 1980 and 1984, a significant expansion in the administrative use of computers occurred throughout the school system. The new school district computerization policy, while designed to enhance Ministry control over district finances by supporting a Planning, Programing and Budgeting System (PPBS), is in its implementation, considerably less centralized than many other public service electronic data processing systems (EDP).
The administrators experienced direct and indirect effects of computerization. Direct effects were noted at the lowest rank, where some vice-principals entered and retrieved data on microcomputers. At higher ranks, computer terminals were not observed in the personal offices of administrators. No educational managers senior to that of vice-principal operated a computer in their work. The largest indirect effect arose from increased central control. As the financial and educational performance of schools and school districts comes under increasing scrutiny with the assistance of large-scale computerized monitoring, administrative action at these levels becomes more constrained.
Centralization is enhanced by computers. The educational organization's current centralization program has t resulted in a degree of control not exercised by the Ministry since the 1950's. The use of computers at all levels of the school system leads to increased control at each of those levels, but the largest increase in control is exerted by the Ministry. Highly computer dependent monitoring systems, in the form of PPBS, and provincial examinations and achievement tests, are the chief control vehicles. Optimal solutions to the design and implementation of a provincial distributed data processing system are not manifested in the British Columbia educational organization. Hardware and software incompatibility among districts, and between districts and Ministry encumber electronic communications. Full networking and cost-effective development of system components cannot be realized within the present provincial configuration. Some financial information is presented as a basis for indicating the system's operating and capital costs.
Lack of a firm Ministry commitment to standardization resulted in redundancy, duplication of services, and an inability to exploit the potential of a large 1982-1985 investment. School district resistance to central direction in data processing spans almost two decades and has contributed to system fragmentation. Loss of Ministry of Education EDP professionals in the wake of the 1977 centralization of all government data processing facilities, and the 1983 imposition of financial restraint contributed to the Ministry's failure to take complete charge of the district computer project.
Parallel to, but unconnected with this project, teacher and school trustee organizations also introduced new central office systems. As administrators within these different precincts strove to decrease operating costs, computerization was viewed as a significant means of reducing expenditures and increasing organizational control.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Raso, Phillip. "Creating an integral approach to sustainability in the WA public school system." Thesis, Raso, Phillip (2014) Creating an integral approach to sustainability in the WA public school system. Masters by Coursework thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/26381/.
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Moving towards a sustainable future will require the involvement of all sectors of Australian society. In 2012, South Fremantle Senior High School, a public school in Western Australia (WA), successfully became the first officially certified carbon neutral school in Australia. This achievement has demonstrated that sustainable, low carbon schools could indeed become a reality and confronted with the challenges of climate change, population growth and increasing energy costs, a public school system premised on the principles of sustainability will become a necessity.
With sustainability strategies readily available, yet little progress being made to prepare schools in WA for these future challenges, it is proposed that on a societal scale the barriers to creating change are psychosocial, behavioural and cultural: a symptom of conflicting perspectives or worldviews with competing priorities. The guiding aim of this thesis has been to determine how these different worldviews can be reconciled so that a concerted effort to transform the WA public school system can become a reality.
The major research strategy that was adopted was a two part literature review beginning with an analysis of policy documents, scientific reports and contemporary publications to critique efforts to introduce sustainability into WA. Next, a review was undertaken of theoretical approaches to sustainable development. This analysis exposed a gap between the theoretical understandings of sustainability and practical application of sustainability in the WA context with further research from the field of developmental psychology able to provide insights as to why this has occurred.
The results of the study revealed a number of policy, funding and resource deficiencies in integrating sustainability into the WA public school system: each deficiency a consequence of competing value orientations and worldviews within the WA State Government, public schools and the Australian Sustainable Schools Initiative (AuSSI). By reassigning functions such as funding, regulation and innovation with the institutions they are most naturally suited to under an Integral worldviews model, efficient and cost-effective change becomes possible through the processes of ecological modernisation.
This research has implications for other sectors of government and society which seek to undertake transformative change. The premise for the organisational model proposed is easily transferrable and provides the blueprint to overcome the stagnation in efforts to address climate change and issues of sustainability by ushering in new cognitive abilities under an Integral worldview.
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Harris, Linda. "On the role of religious expression in the Swedish Public School System." Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384894.
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This paper is a case study in Religion in Peace and Conflict, in which the role of religion and religious expression in Swedish education is examined. The focus of this case study is on Swedish public schools. It begins with a literature review into the role of multiculturalism and cosmopolitan theories in Swedish government and policies with a discussion of how this extends into education. This is followed by an overview of the history of religion in Sweden and Swedish schools. The impact that different stakeholders, including teachers, students, administrators, and parents, might have within the Swedish school systems is excavated as well as the impact that the school space might have on integration. A field study in three different Swedish schools was conducted and is described in this paper. The results of the data suggest that there is a clear distinction between non-religious students and the religious students. The case study points to the overall finding that practicing religious students in the Swedish public school does not have the same freedom of conscience as the majority of students and that Swedish religion education is not neutral, as is the state intends. Some objections in regards to rights claims and majority-minority group dynamics are also explored and discussed.
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Longshore, Renee Michelle. "The rhetoric of state assessment: Educational politics in the public school system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2721.
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In this thesis I explore the rhetoric behind the assessment push nation-wide and, particularly, in California. I take a close look at what politicians, educators, and citizens say about public education and their views of the current educational reform: whether they are speaking in support of or opposition to the No Child Left Behind Act of 2001. I look specifically at the finances of public education in California, the impact and current outcome of NCLB, and propose new reforms as suggested by those intimately involved in education.
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Faulkner, Michael, and mikewood@deakin edu au. "Vision and rationalisation : A study of the school psychology profession within the Victorian Government school system." Deakin University. School of Education, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050719.083810.
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Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.
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Desroches, Julie Luce. "Aboriginal education programs in British Columbia's public school system and their relation to Aboriginal student school completion /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2131.
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McCord, Samuel. "A School of Choice: A Case Study of an Instructional Learning Model in a Public School System." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3372.
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This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the B-L Upward program. The understandings were formed from data collected through structured, face-to-face interviews. The questioning of the staff members assisted in determining an understanding of the instructional model of the B-L Upward program. The experimental nature of the B-L Upward program allowed students, primarily those graduating from eighth grade and heading into high school, to choose an alternative to the traditional secondary learning environment. The current case study is an examination of the B-L Upward program through the interview process involving the administrative and teaching staff with regard to program implementation and student academic growth. Four members of the administrative staff directly responsible for the management of the B-L Upward program and eight members of the teaching staff currently employed at the school were interviewed regarding their understandings of the BLU program. The case study approach provides a detailed picture of the understandings of these staff members. Recommendations for practice and for the continuation of further research were included at the study’s conclusion.
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Robinette, John Emerson. "Public School Funding and School Systems Meeting Adequate Yearly Progress in Tennessee." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1314.
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The purpose of this study was to determine if there was a relationship between level of funding and achievement of school systems in Tennessee based on the standards of the No Child Left Behind Act (NCLB) of 2001. This study focused on Tennessee school systems and their adequate yearly progress (AYP) status of "targeted" or "good standing" from 2007 through 2009. Federal, state, and local funding, as well as per-pupil expenditure, average teacher salary, and number of students, were used as variables. All data were gathered from the Tennessee Department of Education website.
The researcher performed 6 independent samples t-tests and one chi square analysis. The study showed significant differences in the means of federal, state, and local funding levels between targeted systems and systems in good standing. Targeted systems received more federal, state, and local funding than systems in good standing from 2007 through 2009. The study showed no significant difference in mean per-pupil expenditures between targeted systems and systems in good standing. The study showed a significant difference in the mean teacher salaries. Targeted systems had higher teacher salaries than systems in good standing from 2007 through 2009. The study also showed a significant difference in the mean number of students between targeted systems and systems in good standing. Targeted systems had more students than systems in good standing.
The findings indicate that targeted systems are receiving as much funding as systems in good standing. To help control for the number of students in each system, the two groups (targeted and in good standing) were compared using per-pupil federal, state and local dollars. The analysis indicated no significant difference between targeted systems and systems in good standing for federal money. The analysis did indicate a significant difference between the two groups for state and local money. However, for state money systems in good standing had the higher mean and for local money, targeted systems had the higher mean. Mean per-pupil expenditures were relatively equal between targeted systems and systems in good standing. System size, based on the number of students, showed a significant relationship with the NCLB status of a system. The mean number of students in targeted systems was more than 3 times as large as systems in good standing (17,656 to 5,284). Also, a group of systems with over 4,445 students had over 5 times the number of targeted systems than a group of systems with fewer than 2,094 students.
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Poole, G. Wesley. "An Analysis of Cyberbullying Policies In Virginia Public School Districts." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30086.
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The study examines the acceptable computer system use policies of each of the public school districts in the Commonwealth of Virginia, as well as the Virginia School Boards Association and the National School Boards Association policies as they relate to cyberbullying. Public middle school and public secondary school administrators across the Commonwealth were surveyed to determine to what extent cyberbullying is an issue in their schools, and to determine their views of their districts' current policies and procedures as they relate to cyberbullying. The study addresses the legal framework, based upon case law and statutory law that school districts must work within to balance students' free speech rights without abandoning the need to provide a safe and controlled learning environment. The study examines five arenas of students' First Amendment rights as they relate to cyberbullying with particular attention paid to Internet Service Provider liability, including: 1) form of the speech, political or obscene, 2) school-sponsored speech, 3) severity of the disruption caused by the incident, 4) site(s) of the incident, and 5) if the incident rises to the level of a true threat. The study evaluates existing school district policies in addition to public school administrators' perceptions relative to related statutory and case law in order to formulate a model policy that is legally defensible and would be appropriate for adoption by Virginia public school districts.Ed. D.
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Castillo, Marco Antonio. "Learning our lesson: A study on the state of public participation in the New York City public schools system." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Adams, Rebecca Clark White. "School system merger: A study of power and redistribution of resources." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618699.
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The purpose of this study was to examine the merger of the school systems of the City of South Norfolk and Norfolk County in the State of Virginia. The merger of these two geographical entitites was consummated on January 1, 1963. Norfolk County was formed in 1636 by the Virginia General Assembly. The cities of Norfolk, Portsmouth, and South Norfolk were carved from this county. A series of annexations by these cities between 1940 and 1960 cost Norfolk County thirty-three square miles of territory, 110,000 residents, and {dollar}1,881,000 in revenue.;In order to protect its viability, Norfolk County voted to merge with the small City of South Norfolk. The City of Chesapeake was formed. Since schools were a major issue during the pre-merger campaign, this study examined the merger of the two school systems with primary emphasis on the control of power and the distribution of resources for facilities in the newly formed city.;The research data included primary and secondary sources in the areas of documents, newspapers, oral history, quantitative records, historical texts, and relics. A number of major figures in the school system of that period were available for personal interviews.;The hypothesis that resources for facilities were distributed equitably to the former South Norfolk and Norfolk County areas was accepted. Equitable did not mean equal since South Norfolk schools were in much greater physical need at the time of the 1963 merger. Therefore, the new Chesapeake School Board provided a larger share of the 1963 bond revenues and other fiscal resources to the former South Norfolk schools.;The hypothesis that the power in the newly merged Chesapeake School System was unevenly controlled by former Norfolk County leaders and residents was accepted. While it is fair to conclude from a review of School Board minutes, newspapers, periodicals, and interviews that former Norfolk County leaders and residents controlled decisionmaking through the Chesapeake School Board and major central office leadership roles, there was no indication that this power was used unjustly. Research into sources of the period and extensive interviews indicated that the leaders genuinely wanted the best for the new school system.;The issues of power and distribution of resources examined in this dissertation must be considered in any merger of school systems. Research into other school system mergers would advance this study.
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West, Sandy J. "Native Hispanic long-term English language learners' experiences in the public school system." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242869.
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Educational psychology is concerned with increasing the efficacy of teaching and learning while questioning why students from under-represented groups persistently under-perform their peers academically. Students most at risk for poor academic outcomes and most at risk for dropping out of school are American-born students of Mexican origin. Native or second generation-plus Hispanics have the highest high school dropout rate of any U.S. born racial or ethnic group. The purpose of this study was to answer the research question, “How do native Hispanic male long-term English language learners describe the experience of schooling within the educational context of one public school system?” Examined were long-term English language learners’ salient psychological experiences of schooling within the independent and interconnecting contexts of one public school system. The four elements of setting based on Bronfenbrenner’s ecological structure of the educational environment were examined; roles and relationships, activities, place, and time. In addition, the valence of each participant’s experiences was examined. Three educational contexts were defined in this study: the English language development classroom (micro-system); the mainstream classroom (micro-system); and the school campus (meso-system). The body of empirical research relating to Hispanic students, English language learners, and long-term English language learners addresses the poor academic achievement of these students by focusing on isolated factors and is replete with quantitative studies. This study adds to the body of research through the application of generic qualitative inquiry methods. During the course of a single one-on-one in-depth interview with the researcher, participants revealed a world of reflections, thoughts, feelings, and beliefs about the outward experience of schooling from their perspective as a long-term English language learner. A self-selecting sample of eight participants originated from a population of native U.S. born, second-generation, male, long-term English language learners within the research site. Participants ranged in age from 18-22 years and had been enrolled in the English language development program between 6.5 and 12 years. Data were analyzed through the application of theoretical thematic analysis within- and across-educational contexts. Findings were presented as five overarching themes representative of the school experience of participants: denunciation of the identity/label of English language learner; the ascendancy of relationships; racial/ethnic and linguistic social stratification; ELD as the 21st century “Mexican” school, and school characteristics. Through the analysis and discussion of participants’ experiences in school, there appears to be an opportunity for psychological and educational practitioners to apply these research findings to improve the educational experiences of Hispanic long-term English language learners as well as all English language learners at all proficiency levels within the public school system.
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Beltz, Jeffrey R. "Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089.
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Carr, Edward Walter. "A study of equity and adequacy in the Virginia public school finance system." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618325.
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The purpose of this study was to analyze the Virginia system of school finance from 1979 through 1986 to determine the degree of comprehensive resource equity and funding adequacy for pupils and public school divisions. The study extends prior research by assessing the effectiveness of the current finance system on the basis of three principles of equity and two measures of funding adequacy. Five different years of financial data were analyzed and 13 different variables of educational resource inputs, outputs, wealth, and effort were gathered and measured. The financial data included in this study were drawn from 133 public school divisions and approximately one million pupils in Virginia public schools.;Three principles of equity were examined: horizontal equity, equal opportunity, and vertical equity. Adequacy was measured by examining the equal opportunity principle for school divisions and pupils grouped by local characteristics on a scale of urbanization and by comparing state funding efforts to ensure a sufficient educational program for all pupils. A unique application of discriminant analysis was used to isolate differences among urban, suburban and rural school divisions. The findings of these analyses produced the following conclusions: (1) that Virginia has not achieved a reasonable level of horizontal equity. Marginal, but consistent, progress was noted from 1983 to 1986 as state funding increased. (2) that Virginia does not provide equal opportunity in its funding efforts. The link between local wealth and educational expenditures, although declining, is still unreasonably high. (3) that Virginia has a particularly poor record in providing appropriate support for special need pupils. Vertical equity for disadvantaged and vocational pupils represents a serious deficiency in the state funding scheme. (4) that the legislative policy of encouraging teacher salary increases has triggered a decline in equity among school divisions. (5) that significant differences exist in educational resources between school divisions classified by urbanization. (6) that future studies concerning Virginia school finance should utilize the pupil unit of analysis in order to reflect more accurately the impact of financial alternatives.
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Gruenwald, Kim M. "The Ute Indians and the Public School System: A Historical Analysis, 1900-1985." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/5861.
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This thesis is a historical case study of the Ute Indians of eastern Utah. The purpose of this thesis is to examine how federal Indian education policy is implemented at the local level. Ute children attend school in the Uintah and Duchesne county school districts.
The thesis traces Ute experiences in public schools during crucial transitions in federal policy. From 1900 to 1930, the federal government sought to enroll Indians in public schools in order to teach them white ways. Indian enrollment increased in the 1940s and 1950s when federal funding made the attendance of Ute children lucrative to the school districts. After the reservation boarding school closed in 1952, nearly all of the Ute children attended public schools and faced a school system that was hostile to their culture.
A key transition occurred in the 1970s when federal policy shifted to one of self-determination. The Indian Education Act of 1972 made mandatory the direct participation by Indian parents in the implementation of federally funded programs. Many parents failed to grasp the new opportunity. The Ute Tribal Education Division became heavily involved in running Ute history and language classes in the public schools under Title IV of the Indian Education Act of 1972 and under Title VII of the 1965 Elementary and Secondary Education Act.
Despite the existence of a policy that advocated self determination, Utes were not really allowed to determine how federal money was spent. The 1972 Indian Education Act established an advisory role for parents rather than an administrative one. Local school districts still controlled the purse strings. Programs run under this act were not integrated into the core curriculum of local schools.
Federal Indian education policy changed from decade to decade but local attitudes remained essentially the same, blunting each policy's effectiveness. When the federal government desired assimilation, local residents and Indians fought that goal. When the federal government switched to a policy of self-determination, misunderstanding and outright hostility kept it from fulfillment at the local level. In addition to problems associated with local attitudes, federal legislation also proved unworkable because it gave Indians no real power to make the school districts listen to them.
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Ewing, Patricia A., and n/a. "Developmental profiles of mucosal immunity in pre-school children." University of Canberra. Human & Biomedical Sciences, 2000. http://erl.canberra.edu.au./public/adt-AUC20060707.154930.
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Previous studies of the ontogeny of the mucosal immune system have shown a
significant increase in salivary Immunoglobulin A levels occurring at about five years
of age. This study has monitored a group of 3 and 4 year old children during one year
of attendance at Pre-School to examine whether such an increase could be linked to
increased antigenic exposure associated with moving into a school like environment.
Saliva samples were collected at regular intervals and analysed for immunoglobulin and
total protein levels. Daily health records were maintained for each child, and a detailed
social and medical history was collected for each child at the beginning of the study.
The elevated mucosal immune response observed in previous studies involving children
in day care centres and attending school was not seen in this study. No significant
difference was observed between children who had previously attended Pre-School or
child care centres and those who were attending for the first time. However, a marked
seasonal increase in mean salivary IgA during the winter months was observed and this
increase correlated with an increase in respiratory infections. Hence, in studies of
developmental aspects of mucosal immune response it is essential that modifiers such as
season and infection be recorded.
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Nyarambi, Arnold, and K. Madison. "Behavioral Interventions to Mitigate Suspension and Expulsion of Young Children From Pre-School, Childcare and Public School System." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8266.
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Spurrell, Dana Claudette. "Parental satisfaction with the Newfoundland and Labrador kindergarten to Grade 12 public school system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36181.pdf.
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Gukovas, Renata Mayer. "Social networks and academic achievement: peer-effects within Sao Paulo\'s public school system." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-03042014-203652/.
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Human beings are social animals, and the relevance of the networks an individual participates throughout his or her life has already been proved by several studies. In this dissertation, the social networks of 107 schools in São Paulo\'s public System are described intensively but not exhaustively. Several characteristics are detailed. Some of the characteristics observed go in the same direction as the common sense, while others go against it. Then, it is evaluated if the program \"TEM$+$Matemática\" has had an impact over the structure of friendship in some of these schools. This program consists of extra mathematics classes, and during its implementation, interested schools were randomized to participate, allowing this evaluation. It was observed that the schools that participated in the program had, in general, less cohesive networks, with fewer bonds and clusters. Among these schools students, the most affected were those who were eligible but did not show interest in participating on the classes. These students became less connected and less central in the networks. These results indicate that low performing students that do not show motivation suffer some sort of segregation.O ser humano é um animal social e a relevância das redes nas quais cada indivíduo se insere, em diversos aspectos de sua vida já foi comprovada em vários estudos. Neste trabalho descreve-se intensa porém não exaustivamente as redes de amizades nas escolas estaduais de São Paulo. São detalhadas diversas características, algumas que confirmam e outras que vão contra o que diz o senso comum. Em seguida, é avaliado o possível impacto que o programa \" TEM +Matemática\" provocou sobre as estruturas de redes de amizades nos colégios. Esse programa é composto de aulas extras de matemática, e a aleatorização das escolas interessadas na sua implementação permitiu sua avaliação. Observou-se que nas escolas onde o programa foi realizado, as redes passaram a ser menos coesas de maneira geral, com menos conexões e clusters. Entre os alunos dessas escolas, aqueles que eram elegíveis e não demonstraram interesse em participar das aulas formam os mais afetados, com menos amigos e um grau de centralidade na rede menor. Esses resultados apontam para uma possível segregação de alunos com desempenho ruim que não demonstram motivação para melhorar.
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Perry, Michael Lee. "Analyzing the Demand for Instructional Personnel in the Virginia Public School System: 1999-2000." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26981.
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Converging demographic, societal, and political conditions are raising concerns among educational policy makers regarding Virginia's capacity to meet the demand for high quality instructional personnel. The variables affecting demand include shifts in student enrollments, efforts to meet Virginia Standards of Accreditation, retirement rate, efforts to increase diversity in instructional positions, efforts to reduce staffing ratios, increased technology in the classroom, legislative mandates, competition for instructional personnel, salary and other quality of life issues, rising licensure standards, and non-public school pupil enrollment.
This research is a quantitative study that combines descriptive and correlational research methods. One purpose of this study is to aggregate and summarize data from Virginia school districts that will provide important information for educational policy makers. The second purpose is to create a paradigm that will quantify and rank order the variables that affect the demand for educators in Virginia. The third purpose of this study is to place school districts into groupings according to variables that influence demand for instructional personnel. The k-means cluster analysis procedure was utilized for this purpose.
The Virginia Public School Systems' Instructional Personnel Profile: 1999-2000, a survey commissioned by the Virginia Department of Education, was sent to the 132 Virginia public school districts. A total of 126 school districts responded. This survey provided the data used in this study. This survey was developed because there is no uniform, statewide system to collect demographic data for PreK-12 instructional personnel in Virginia.
The results find that Virginia is experiencing shortages of instructional personnel. Special education, mathematics, science, and technology endorsement areas are expected to experience the most critical shortages. Competition from other Virginia school districts, retirement, efforts to reduce teacher to pupil ratios, and salaries are reported as the variables that most influence demand for personnel. Virginia public school districts are clustered into two groups using the k-means cluster analysis procedure.Ph. D.
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Kellersohn, Keith B. "Other Identities As Assumed: Job Descriptions Among Classified Employees in a Public School System." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804914/.
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The aim of this thesis is to investigate the current status of job descriptions at a Public School System, in [City], [State], USA, and to make recommendations for improvement in terms of job description content, format, and the creation and updated processes. This work covers job descriptions among classified employees and does not cover job descriptions for instructional staff (teachers, principals, etc.) or Executive Administrative Staff. The work begins by introducing the reader to the client and the current status of the client's job descriptions. The demographics of the subject population are discussed as well as the research methodologies. Findings are presented in light of research data and analyzed using Social Identity Theory, as well as business leadership principals. Finally deliverables are provided and recommendations are made. The thesis argues that application of Social Identity Theory and business leadership principals will support the ongoing job description processes by engaging employees in the process with supervisors leading the process
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Lemke, Hans David. "The implementation of an integrated pest management program in a Maryland Public School System." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3256.
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Thesis (M.S.) -- University of Maryland, College Park, 2005.Thesis research directed by: Dept. of Entomology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Ritter, Michael C. "An Evaluation of the Sexual Education Program in the Public School System of Athens County, Ohio." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1243987511.
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Bagley, Joseph Mark. "A meaningful reality the integration of the Opelika, Alabama, city school system, 1965-1972 /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Theses/BAGLEY_JOSEPH_10.pdf.
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Ward, Edith Burnette. "An analysis of the high school banking curriculum in a selected public school system in the metropolitan Washington, DC, area." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-05042006-164518/.
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