Relevant bibliographies by topics / Changing school

Academic literature on the topic 'Changing school'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Changing school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Changing school"

1

Orpinas, Pamela, Arthur M. Horne, and Deborah Staniszewski. "School Bullying: Changing the Problem by Changing the School." School Psychology Review 32, no. 3 (September 1, 2003): 431–44. http://dx.doi.org/10.1080/02796015.2003.12086210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brown, Martin, Gerry McNamara, Joe O’Hara, and Shivaun O’Brien. "Exploring the Changing Face of School Inspections." Eurasian Journal of Educational Research 16, no. 66 (November 15, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.66.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dvořák, Dominik, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek, and Ondřej Šmíd. "Changing places, changing tracks: Inter-school mobility among Czech secondary students." Journal of Pedagogy 11, no. 1 (June 1, 2020): 83–105. http://dx.doi.org/10.2478/jped-2020-0005.

Full text
Abstract:
AbstractMost of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.
APA, Harvard, Vancouver, ISO, and other styles
4

Holmes, Mark. "Changing School Programs." Curriculum Inquiry 27, no. 3 (January 1997): 259–66. http://dx.doi.org/10.1111/0362-6784.00054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Holmes, Mark. "Changing School Programs." Curriculum Inquiry 27, no. 3 (January 1997): 259–66. http://dx.doi.org/10.1080/03626784.1997.11075492.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Borich, Gary D. "Changing Schools: School Reform and Teacher Productivity." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1076. http://dx.doi.org/10.1037/031266.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

George, Rosalyn. "Urban girls' ‘race’ friendship and school choice: changing schools, changing friendships." Race Ethnicity and Education 10, no. 2 (July 2007): 115–29. http://dx.doi.org/10.1080/13613320701330643.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kennedy, Aileen, Donald Christie, Joan Forbes, Christine Fraser, Ann MacDonald, Ian Menter, Grace Paton, and Lesley Reid. "Changing Teachers, Changing Scotland?" Scottish Educational Review 39, no. 1 (March 27, 2007): 60–71. http://dx.doi.org/10.1163/27730840-03901006.

Full text
Abstract:
Teacher professionalism and development are central to the study of education across the globe, and in particular, are central to concepts of educational reform and change. This article explores the centrality of teacher professionalism and development to the three substantive networks of the Applied Educational Research Scheme (AERS) in Scotland, examining how they feature within discussions about: school management and governance; schools and social capital; and teachers as learners. The article explores each of these contexts in turn concluding with consideration of how the work of the three AERS networks might help to understand and inform an agenda for change.
APA, Harvard, Vancouver, ISO, and other styles
9

Amatea, Ellen, and Mary Clark. "Changing Schools, Changing Counselors: A Qualitative Study of School Administrators' Conceptions of the School Counselor Role." Professional School Counseling 9, no. 1 (October 2005): 16–27. http://dx.doi.org/10.5330/prsc.9.1.w6357vn62n5328vp.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Amatea, Ellen S., and Mary Ann Clark. "Changing Schools, Changing Counselors: A Qualitative Study of School Administrators’ Conceptions of the School Counselor Role." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900101.

Full text
Abstract:
This qualitative study utilized a grounded theory methodology to assess the conceptions about the school counselor role held by 26 administrators employed in public elementary, middle, or high schools. The study was designed to build a deeper understanding of how school administrators conceptualized the school counselor role. Four distinctive role sets were found. They were differentiated in terms of primary work activities valued, extent of counselor-staff work role coordination, and type of specialized knowledge required. Findings suggest that there is a need for a more conscious development of counselor leadership skills and role expectations by counselors themselves and by counselor preparation programs.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Changing school"

1

Monogue, Dana E. "Changing Student Demographics and Suburban School Leadership." Thesis, The University of Wisconsin - Milwaukee, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3709161.

Full text
Abstract:

Principals and superintendents serving in four suburban school districts in Wisconsin experiencing significant increases in the numbers of students who identify as Hispanic or African American were studied to identify how these leaders were working to meet the needs of all learners in increasingly diverse public school contexts. This study aimed to answer three primary research questions: What resources, supports and strategies are employed by principals in suburban school districts experiencing significant demographic changes related specifically to increases in the number of students who identify as African American or Hispanic that helped them be successful in their roles? What do these school leaders need from their superintendents in order to successfully deliver on the promise of creating school environments within which all students succeed? How are superintendents in these suburban contexts increasing their competencies and supporting principals in proactively leading through racial demographic shifts in a society that has typically marginalized such groups of students? Leadership dispositions, knowledge, skills, and resources identified by building administrators necessary to successfully meet the challenge of actualizing success for all students are discussed and include growth mindset, a deep understanding of change management, a willingness to confront and disrupt, and a reliance upon peer collaboration. The superintendent/principal relationship is analyzed for relevance and impact on principal effectiveness and issues currently faced by district administrators serving in increasingly diverse suburban school districts are outlined. Results of this study illuminate opportunities for future research and implications on current practice in the field of educational administration.

APA, Harvard, Vancouver, ISO, and other styles
2

Reed, Stuart C. (Stuart Carter). "Changing needs in executive education." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/111778.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.

Full text
Abstract:
While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014). Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students. Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships? This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.
APA, Harvard, Vancouver, ISO, and other styles
4

Perry, Lee-Anne. "The impact of risk management on the changing nature of a principal's work." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16377/1/Lee-Anne_Perry_Thesis.pdf.

Full text
Abstract:
Risk has now become part of the common forensic vocabulary used in the new global culture to hold persons (such as principals) and institutions (such as schools) accountable. Thus, in a risk society (Giddens 2000; Beck1992), the nature of a principal's work is changing. Risk and its management have become integral parts of a principal's professional repertoire as the commonplace activities of schooling have become framed as risks to be managed. Tensions arise for school principals when external and internal pressures to measure performance threaten to overwhelm their responsibility for paying attention to the learning that is, or should be, occurring in their schools. A problem that emerges out of all this is the extent to which the nature and scope of contemporary accountability and audit regimes are underpinned by a negative logic that impacts directly on choices made by school leaders about the learning environment of their school. This dissertation addresses this problem by examining the impact of risk management on the nature of a principal's work and the implications of this impact for secondary school leadership. It does so through a series of nested publications and an empirical study, beginning with the testing of conceptual understandings through international and national journals, and moving to dissemination of key findings through professional journals and conference and workshop delivery. The strategy was one of moving from global feedback on a locally experienced problem, to national feedback and then to engagement with professional colleagues. This approach was chosen to verify the quality of the analysis and to target the dissemination of findings to professional colleagues, facilitating professional dialogue on the core issues both during and subsequent to the dissertation process, and, in so doing, contributing to improved professional practice of the principalship. The dissertation begins by addressing risk and its minimisation as a powerful rationality and organisational logic driving leadership practices in contemporary schools. It explores the impact of risk-consciousness on the work of school leaders with particular reference to the impact such risk-consciousness can have on their role in fostering a learning culture within schools. It then moves to examine how this risk-consciousness has fostered a new 'attentional economy' (Taylor, 2005) in which schools must be seen to perform, and to perform in ways that are measurable and rendered visible for all. Rationalities of risk now require principals as school managers to pay attention to, and require of others, the forensic work of making schools calculable (that is, auditable on pre-determined risk minimisation metrics). Such forensic work has its place in schools and, indeed, has improved professional practice in some areas, particularly related to student safety. The dissertation raises questions about the extent to which this calculability is becoming the dominant, even the only, leaderly imperative for school principals. The dissertation positions the school as a risk organisation, and the strengths and limitations of that positioning are carefully examined. Carol Dweck's (1999) work on performance and learning goals provides a basis for an empirical analysis of the demands of school leadership. This analysis reveals the dominance of performance goals and the struggle experienced by the author, a school leader, in maintaining a balance between learning and performance, between being a risk-taker and a risk-minimiser, between being both appropriately accountable and socially responsible. It provides further evidence for the view developed through the dissertation that the dominant and prevailing negative logic of risk can overwhelm broader ethical responsibilities. The author argues strongly that proactive engagement with risk management underpinned by a positive logic of risk and focused, not on the imposition of ever-increasing controls, but on refining and improving judgement, offers new and more promising possibilities. A model for risk management is then presented which has a robust, flexible and systematic approach to risk management built on informed trust in professional human judgement. Such an approach, it is argued, may not only make the school safer but it may also provide a greater capacity to respond to opportunities to dare and to grow. School leaders are encouraged to move beyond risk minimisation to an educative approach to risk management in the interests of a dynamic learning environment.
APA, Harvard, Vancouver, ISO, and other styles
5

Perry, Lee-Anne. "The impact of risk management on the changing nature of a principal's work." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16377/.

Full text
Abstract:
Risk has now become part of the common forensic vocabulary used in the new global culture to hold persons (such as principals) and institutions (such as schools) accountable. Thus, in a risk society (Giddens 2000; Beck1992), the nature of a principal's work is changing. Risk and its management have become integral parts of a principal's professional repertoire as the commonplace activities of schooling have become framed as risks to be managed. Tensions arise for school principals when external and internal pressures to measure performance threaten to overwhelm their responsibility for paying attention to the learning that is, or should be, occurring in their schools. A problem that emerges out of all this is the extent to which the nature and scope of contemporary accountability and audit regimes are underpinned by a negative logic that impacts directly on choices made by school leaders about the learning environment of their school. This dissertation addresses this problem by examining the impact of risk management on the nature of a principal's work and the implications of this impact for secondary school leadership. It does so through a series of nested publications and an empirical study, beginning with the testing of conceptual understandings through international and national journals, and moving to dissemination of key findings through professional journals and conference and workshop delivery. The strategy was one of moving from global feedback on a locally experienced problem, to national feedback and then to engagement with professional colleagues. This approach was chosen to verify the quality of the analysis and to target the dissemination of findings to professional colleagues, facilitating professional dialogue on the core issues both during and subsequent to the dissertation process, and, in so doing, contributing to improved professional practice of the principalship. The dissertation begins by addressing risk and its minimisation as a powerful rationality and organisational logic driving leadership practices in contemporary schools. It explores the impact of risk-consciousness on the work of school leaders with particular reference to the impact such risk-consciousness can have on their role in fostering a learning culture within schools. It then moves to examine how this risk-consciousness has fostered a new 'attentional economy' (Taylor, 2005) in which schools must be seen to perform, and to perform in ways that are measurable and rendered visible for all. Rationalities of risk now require principals as school managers to pay attention to, and require of others, the forensic work of making schools calculable (that is, auditable on pre-determined risk minimisation metrics). Such forensic work has its place in schools and, indeed, has improved professional practice in some areas, particularly related to student safety. The dissertation raises questions about the extent to which this calculability is becoming the dominant, even the only, leaderly imperative for school principals. The dissertation positions the school as a risk organisation, and the strengths and limitations of that positioning are carefully examined. Carol Dweck's (1999) work on performance and learning goals provides a basis for an empirical analysis of the demands of school leadership. This analysis reveals the dominance of performance goals and the struggle experienced by the author, a school leader, in maintaining a balance between learning and performance, between being a risk-taker and a risk-minimiser, between being both appropriately accountable and socially responsible. It provides further evidence for the view developed through the dissertation that the dominant and prevailing negative logic of risk can overwhelm broader ethical responsibilities. The author argues strongly that proactive engagement with risk management underpinned by a positive logic of risk and focused, not on the imposition of ever-increasing controls, but on refining and improving judgement, offers new and more promising possibilities. A model for risk management is then presented which has a robust, flexible and systematic approach to risk management built on informed trust in professional human judgement. Such an approach, it is argued, may not only make the school safer but it may also provide a greater capacity to respond to opportunities to dare and to grow. School leaders are encouraged to move beyond risk minimisation to an educative approach to risk management in the interests of a dynamic learning environment.
APA, Harvard, Vancouver, ISO, and other styles
6

Hollands, Jill C. "The changing nature of the Catholic school community." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/162.

Full text
Abstract:
The role of the Catholic school, as outlined by Catholic leaders within dioceses around Australia and supported by Vatican documents, is to assist in the Church's role of proclaiming the message of Jesus Christ. Catholic schools aim to promote Gospel values within the daily life of their community. Integral to this expectation is the teaching of the traditions, doctrine, and practices of the Catholic faith, supported by the presence of Catholic educators. The shifting nature of Catholic schools has meant that in recent times, some members of the school community are not familiar with beliefs and practices of the Catholic faith. This growing world-wide trend indicates a changing community expectation of the role of the Catholic school, where dements of Catholic culture are at odds with the contemporary culture to which children are exposed in their daily lives. This portfolio examines the impact of the changing nature of the Catholic school community on the Catholic nature of Catholic schools. This impact is considered from both global and local perspectives. The Structure of the portfolio includes a document analysis of key literature related to this change, supported by a small, illustrative case study of four rural schools in Western Australia. Early chapters examine the structures of governance existing within both contexts and determine the extent to which these structures enable the Catholic school to fulfil the Church's mission. The portfolio outlines challenges faced by Catholic school communities in promoting the Church's Gospel value message through a Catholic values-based curriculum. The small investigation undertaken as part of the portfolio draws on both quantitative and qualitative data to determine the role played by the Catholic elements of schools in strengthening the promotion of the Gospel value message within the life of the school community. Conclusions are drawn to assist Catholic schools work toward strengthening the development of an authentic Catholic culture within the life of the school, and the implementation of a Catholic, values-based curriculum. These recommendations provide guidance for Catholic schools in developing a shared understanding of the Church's Gospel value message promoted within the life of the school community.
APA, Harvard, Vancouver, ISO, and other styles
7

Norwood, Woodrow E. "The Tulsa Association of Elementary School Principals, 1944-1985 dealing with changing superintendents and changing times /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8707517.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

McLean, Kayla M. "School counselors' perceptions of their changing roles and responsibilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mcleank.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cairns, Josephine M. "Changing perspectives on faith school cultures : practice informing policy." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020530/.

Full text
Abstract:
The study argues for a reassessment of the role of state supported faith schools in plural civic societies. In England, government policy supports their expansion. Problems associated with this policy are hard to resolve. A particular difficulty arises from OFSTED reports pointing to faith schools' apparently greater academic achievement and better experience in them of social, moral, cultural and spiritual development. Aiming towards a resolution of the problem the study addresses intellectually the concerns which such privileging of religion in education raises in modern times alongside developing an appropriate methodology to illuminate further OFSTED findings about faith schools. Here Lawton's hierarchical plotting of the beliefs, values and behaviours of a school culture has been formative, emphasising many aspects of life additional to goals and success or failure seen not only in terms of league table results. An empirical study of four Catholic schools in three countries aims to interrogate the educational cultures which sustain them. It combines Lawton's conceptual mapping with Flynn's self-review tool, devised to encourage students to clarify their beliefs, attitudes and values while studying in Catholic schools. The student voice is prioritised in evaluating a faith school education. It tells of cohesive and inclusive communities, their capacity to act for themselves in their 'worlds', from principled positions for the common good and the fit between personal, spiritual and academic goals and the school culture. The meta-narrative resulting from this study is offered as a potential evidence base through which citizens and politicians might involve themselves in a deliberative engagement with the policy question: Should plural societies operate common schools which will ensure the full educational entitlement of all students, from whatever social, cultural, ethnic or religious background or a plurality of schools, in which religious groups are accorded the right to their own schools?
APA, Harvard, Vancouver, ISO, and other styles
10

Gibbs, Lukisha Barrera. "Understanding Latino parental involvement in a racially changing school." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/3450.

Full text
Abstract:
Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 122. Thesis director: David Brazer. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 115-121). Also issued in print.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Changing school"

1

Doris, Jantzi, and Steinbach Rosanne 1942-, eds. Changing leadership for changing times. Buckingham: Philadelphia, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stoll, Louise. Changing our schools: Linking school effectiveness and school improvement. Buckingham [England]: Open University Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hans-G, Rolff, and Kleekamp Bab, eds. Changing the school culture. London: Cassel, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Roy, Lowe, ed. The Changing secondary school. London: Falmer Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Roy, Lowe, ed. The Changing primary school. London: Falmer Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

M, Beach Don, ed. Educational leadership: Changing schools, changing roles. Boston: Allyn and Bacon, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

F, First Patricia, and Walberg Herbert J. 1937-, eds. School boards: Changing local control. Berkeley, CA: McCutchan Pub. Corp., 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kennedy, Kerry J. Changing schools for changing times: New directions for the school curriculum in Hong Kong. Hong Kong: Chinese University Press, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Changing suburbs, changing students: Helping school leaders face the challenges. Thousand Oaks, California: Corwin Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Joyce, Bruce. Changing school culture through staff development. Alexandria, Va: Association for Supervision and Curriculum Development, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Changing school"

1

Richmond, W. Kenneth. "The Changing School." In The Free School, 93–117. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003262992-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dedering, Kathrin, and Moritz G. Sowada. "Changing Policies—Changing Inspection Practices? Or the Other Way Round?" In School Inspectors, 25–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Aow, Angeline, Sadie Hollins, and Stephen Whitehead. "Changing Landscapes." In Becoming a Totally Inclusive School, 173–207. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003231233-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

King, Ronald. "The changing sixth form." In School and College, 40–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Clark, Adele, and Jacqui Blades. "Feelings about changing school." In Practical Ideas for Emotional Intelligence, 22–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bingxin, Ji, Su Xiangrong, and Wang Conghua. "High School History." In Curriculum Innovations in Changing Societies, 217–27. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Townsend, Tony. "Changing Understandings of School Leadership." In Instructional Leadership and Leadership for Learning in Schools, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23736-3_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Darmody, Merike, and Selina McCoy. "Barriers to School Involvement." In The Changing Faces of Ireland, 145–63. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-475-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Edmond, Law Hau-Fai, and Xu Yan. "School-Based Curriculum Innovations." In Curriculum Innovations in Changing Societies, 333–50. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kane, Sharon. "Changing Relationships." In Teaching and Reading New Adult Literature in High School and College, 129–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221685-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Changing school"

1

Boese, Susanne. "Changing Society — Changing Schools? School Culture(s) in Germany in the Current Context of Forced Migration." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574496.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bascia, Nina. ""Real School" and the Changing Realities of Toronto's Alternative High Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438672.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Budde, Lea, Daniel Frischemeier, Rolf Biehler, Yannik Fleischer, Dietrich Gerstenberger, Susanne Podworny, and Carsten Schulte. "Data science education in secondary school: how to develop statistical reasoning when exploring data using CODAP." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20305.

Full text
Abstract:
Data Science has become an emerging field at the intersection of statistics, computer science and application fields and this discipline requires “new skills” to be enabled to explore for example large and messy datasets, so-called Big Data. Because of this emerging relevance we started an interdisciplinary project between statistics and computer science education, which is initiated by Deutsche Telekom Stiftung, with the aim to concretize Data Science and its implications for schools. We offer an innovative and interdisciplinary approach on how to implement Data Science in secondary school under the consideration of the need of “new skills in statistics education”. In this paper we will report on an introduction into Data Science at secondary school with the focus on exploring multivariate data with CODAP.
APA, Harvard, Vancouver, ISO, and other styles
4

Dahir, Carol. "Finding Common Ground With School Leaders: School Counselor Perspectives on Changing School Counseling Expectations." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444270.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.

Full text
Abstract:
In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
APA, Harvard, Vancouver, ISO, and other styles
6

Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

Full text
Abstract:
In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
APA, Harvard, Vancouver, ISO, and other styles
7

Segarra, Ma del Pilar, Ma de los Angeles Ortiz, and M. Moreno-Bello. "Modern physics at the high school level: A joint project of university and high school teachers." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

VALLEAU, JOHN. "Monte Carlo: changing the rules for fun and profit." In Proceedings of the International School of Physics. WORLD SCIENTIFIC, 1998. http://dx.doi.org/10.1142/9789812839664_0005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Allan, D. J. "The changing world of T&D." In 15th IET International School on High Voltage Engineering and Testing 2008. IEE, 2008. http://dx.doi.org/10.1049/ic:20080526.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Radlick, Michael. "Can We Count on School Librarians Changing Nonacademic Outcomes?" In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572336.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Changing school"

1

Abdulkadiroglu, Atila, Parag Pathak, Alvin Roth, and Tayfun Sonmez. Changing the Boston School Choice Mechanism. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11965.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pratt-Williams, Jaunelle, and Tom Corcoran. Changing Classroom Practice: The Evaluation of the School Network Learning Project in Jordan. Consortium for Policy Research in Education, May 2015. http://dx.doi.org/10.12698/cpre.2015.jordan.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Betts, Julian, Andrew Zau, Karen Volz Bachofer, and Dina Polichar. Changing the Odds: Student Achievement after Introduction of a Middle School Math Intervention. Cambridge, MA: National Bureau of Economic Research, January 2023. http://dx.doi.org/10.3386/w30870.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shattuck, Paul T., Jessica E. Rast, Anne M. Roux, Kristy A. Anderson, Teal Benevides, Tamara Garfield, Elizabeth McGhee Hassrick, and Alice Kuo. High School Students on The Autism Spectrum. A.J. Drexel Autism Institute, March 2019. http://dx.doi.org/10.17918/nairhighschool2019.

Full text
Abstract:
Characteristics of teens on the autism spectrum have been changing over the past decade, driving the need for updated statistics to provide a current picture of the population. This report presents updated statistics on indicators of demographics, disability, education, and health. For many of the indicators, we highlight the experiences of low income and minority youth, examining differences in functioning, health, and experiences by household income and race/ethnicity.
APA, Harvard, Vancouver, ISO, and other styles
6

Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

Full text
Abstract:
The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
APA, Harvard, Vancouver, ISO, and other styles
7

Gordon, Nora. High School Graduation in the Context of Changing Elementary and Secondary Education Policy and Income Inequality: The Last Half Century. Cambridge, MA: National Bureau of Economic Research, May 2013. http://dx.doi.org/10.3386/w19049.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Willis, Larkin, and Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, January 2023. http://dx.doi.org/10.54300/756.774.

Full text
Abstract:
To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
APA, Harvard, Vancouver, ISO, and other styles
9

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
APA, Harvard, Vancouver, ISO, and other styles
10

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Changing school' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography