Dissertations / Theses on the topic 'Changing school'
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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.
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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.
2
Reed, Stuart C. (Stuart Carter). "Changing needs in executive education." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/111778.
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Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.
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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.
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.
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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.
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 textAbstract:
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.
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.
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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.
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.
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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.
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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/.
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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?
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.
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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.
11
Burns, Benjamin R. "Professional burnout in school psychology : impact of changing practices /." Connect to online version, 2010. http://minds.wisconsin.edu/handle/1793/38657.
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Mellor, Graeme J., and res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.
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The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962–1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of “inherited meanings” and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants’ construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context. A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.
13
Ogunsanwo, Olumide. "The changing competitive landscape of the smartphone industry." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/72854.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.Page 3 inserted twice. Cataloged from PDF version of thesis..
Includes bibliographical references.
Since the first truly portable phone was released in 1983, mobile phone usage has increased at unprecedented rates around the world. Despite this general industry growth, the smartphone subsector has achieved significantly lower levels of global penetration. As a result, there is a large scope for growth and a significant opportunity for players in the sector to seize in the future. The most widely used and supported smartphone operating systems today are iOS, Android, Windows Phone, Blackberry OS, and Bada. The thesis analysed each of these operating systems and examined ways in which their providers could adapt their current strategies to be better positioned to benefit from this upcoming market expansion. In conclusion, potential future scenarios resulting from changing market dynamics were investigated and compared.
by Olumide Ogunsanwo.
S.M.
14
Wulff, Kevin L. "The changing role of the school principal in Washington State /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7764.
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Griffin, Charles R. "The changing role and responsibilities of the independent school headmaster /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7875.
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Chancellor, Barbara, and barbara chancellor@rmit edu au. "The Changing Face of Play in Australian Primary School Playgrounds." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080414.120725.
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This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.
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Varano, Alberto 1963. "Changing the way of doing business : electronically enabled organizations." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9209.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Also available online at the DSpace at MIT website.
Includes bibliographical references (leaves 122-123).
Several forces are forging a new business environment. Among them are dramatic increase in communications, globalization of markets and supply chains, focus on customer needs, increased speed and competition. Companies adapt to this new, more challenging environment by changing their business model. The latest development of technology has enabled the creation of new business models, as well as forged radical changes in traditional ones. This thesis examines an organizational form, the Electronically Enabled Organization (EEO), which enables companies to implement a model that leverages technology in order to sense customer needs and respond quickly and effectively. Companies with successful implementation of the EEO concept have enjoyed both lower costs and higher customer satisfaction. The design of an EEO structure must align with other four elements: strategy, technology, people and processes and it is only limited by top management's traditional focus toward conventional business models and organizational structures. The real difficulty comes from the implementation, particularly where it affects people and their operating habits. Therefore large and well-established companies are at a disadvantage compared to smaller and younger organizations.
by Alberto Varano.
M.B.A.
18
Nelipa, Tanya, and n/a. "The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.
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This study researched three major areas of the school Principalship within the
Australian Capital Territory government school system. The three major areas of
research concern related to school Principalship were:
1. Changes in the role and responsibilities of the Principal
2. Skills Principals require to perform effectively within the role and responsibility.
3. How the education department may best facilitate and support effective
performance of its Principals.
An outline of the history of administrative and organisational restructuring within the
A.C.T. government education system during the past two decades has been presented
to provide the context of the study. A review of the literature also contributed to the
contextual understanding of the study by examining specific issues and understandings
within the literature. The specific issues and understandings related to:
context and the role of the Principal
concept of the role of the Principal
instructional leadership and the role of the Principal
administrative and organisational devolution and the role of the Principal
The research methodology used to examine the issues central to this study is
qualitative or descriptive in nature, reflecting a phenomenological perspective. The
data was collected through personal interviews conducted with senior administrators of
the A.C.T. government school system and written questionnaires completed by
Principals of the A.C.T. government school system. The data comprises the
perceptions, ideas and beliefs of the two defined groups targeted in the study.
The analysis of responses presented the major findings regarding the perceptions, ideas
and beliefs of the Principals and senior administrators of the A.C.T. government school
system relating to the key research areas of this study. The major findings show that
the role of the school Principal has changed, with Principals requiring a broader array
of skills to effectively meet the challenges of the new role. The major findings discuss
how the education department may best facilitate and support effective performance in
the Principalship.
The conclusions of the study discuss how changes to the role of the Principal have
increased the Principal's workload, with Principals now required to utilise a broader
scope of often new skills to effectively perform their changed role and responsibilities.
The Principal respondents and senior administrator respondents suggest best ways that
the education department may facilitate and support effective performance of the
Principalship. It was also suggested that the amount of professional development and
training was inadequate to facilitate the performance of effective Principalship.
Respondents indicated that incentives such as sabbatical leave for Principals be
facilitated by the education department to ensure Principals' professional renewal.
Finally, the implications of the conclusions of the study address the ways in which the
education department may best assist Principals to acquire the necessary new skills to
effectively perform their changed role. The implications of the conclusions of the
study also address the ways in which the education department may best facilitate and
support Principals' professional renewal. The implications of the conclusions of the
study state that the responsibility for Principals' professional development and renewal
should be a shared responsibility between the school Principal and the education
department.
19
Cheng, Chan Pik-wa Gloria. "A study of the policy of schools in changing their medium of instruction." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626494.
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Martin, Jane. "The changing practice of parent-school relations : a tradition contested." Thesis, University of Birmingham, 2000. http://etheses.bham.ac.uk//id/eprint/5263/.
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This thesis explores the relationship between parents and schools in the context of reformed public policy. Following a loss of public confidence in the state system of schooling, reformed systems of school governance and arrangements for the involvement of parents in their children's schools have been introduced which champion the consumers of education rather than the producers. In order to understand the present relationship, the thesis argues that we need to understand its origins and how it has evolved over time. It is argued that current relations are shaped by a dominant tradition based on an alliance between the state and professional groups which kept parents at arm's length. The thesis uses structuration theory to explain how practices and beliefs inherent in the tradition continue to reproduce that tradition unless beliefs are challenged and new practices introduced into institutional structures which support parental agency. The thesis draws upon quantitative survey data and qualitative case-study data to investigate the parent as consumer, co-educator and citizen in comparison with the dominant tradition and draws the conclusion that there is evidence of practices and beliefs which support all of these but that the repositioning of the parent as 'active-consumer' provides evidence for a new emergent tradition.
21
Fitch-Blanks, Connee R. Fisher Robert L. "Elected teacher leaders' perceptions of teacher leadership in changing schools." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172877.
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Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed November 17, 2005. Dissertation Committee: Robert L. Fisher (chair), Allen E. Bearden, Albert T. Azinger, Barbara L. Nourie. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.
22
Garbo, Samuel P. (Samuel Paul). "Technology development and business strategy : a changing environment impacts practices." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10540.
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Goodwin, Rebecca H. "On the edge of chaos a Delphi study of the changing role of the secondary principal /." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2301.
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Thesis (Ed. D.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains viii, 263 p. Vita. Includes abstract. Includes bibliographical references (p. 187-211).
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Mitchelson, Hayley P. "Parent experiences of moving mainstream schools for their autistic child." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398097.
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It is well recognised that children with autism have poor educational outcomes, but recent reports have highlighted that it is not only the outcomes but also the experience of schooling that may be negative for children with autism. In Australia, where the research for this study took place, as many as four out of five children in are reported to experience numerous difficulties at school and half of secondary students with autism have changed schools. Despite this, research examining the experiences of parents who have considered changing schools for their child with autism is an underexplored area, with those studies that have been conducted focusing upon those who move away from the mainstream education system. This is therefore the first study to exclusively investigate parental concerns around their child’s mainstream placement that lead to consideration of moving to another mainstream school, as well as their decision-making process in choosing whether to stay or leave. A phenomenological framework was used to interview 10 parents, using a semistructured approach, with questions exploring areas such as their experiences with their child’s schools. Thematic analysis identified three major themes. Notably, this research found that the role of school principals, as well as the parents’ feelings of undermined agency and advocacy led to complex decisions around whether to stay or move to another mainstream school. This study therefore increases the understanding of school-based problems that lead parents to consider moving their child with autism between mainstream schools. It also identifies the importance of education departments in addressing issues that are occurring across mainstream schools.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2445.
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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.
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Otte, Guy Richard. "The changing role of public high school athletic administrators in Wisconsin /." ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.
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Fonseca, Chamorro Rocío. "Green business model : changing our home decoration according to our MOOD." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90239.
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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 68-71).
MOOD is a new concept for home decoration. The purpose of MOOD is to make sustainable design products for creative and modern people living in small spaces. MOOD creates high quality and fashionable reversible decorative home articles, such as rugs, pillows and blankets that transform a home's decorative style in one easy step, allowing our homes to reflect the way we feel, or to modify the decorating style according to our needs. MOOD has been designed to adhere to the principles of sustainable development, working in accordance with the triple bottom line: taking care of profits, people, and the planet. The main foundations of this business model that relate to sustainability are the creation of an up-cycling process using recycled fabrics, and working with skilled women in handicraft (loom, knitting, crocheting and patchwork) living in developing countries. During the first years, MOOD will design, produce and sell products in Chile. The strengths of MOOD relative to its competitors are associated with the exclusivity and quality of the products, the customer experience, and good service and relations with suppliers. The opportunities for MOOD compared to its competitors are related to trends, niche market, new technologies, distribution channel and social returns. As for all entrepreneurial business ideas, MOOD has challenges that have to be managed. The internal challenges include the go or no-go decision, the creation of a team, engaging suppliers and economic risks. The external challenges include market barriers, competitors' responses, and the availability of the raw materials used in MOOD's products.
by Rocío Fonseca Chamorro.
S.M. in Management Studies
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Maeve, Ryan. "Changing schools : a case study of the development of restorative approaches within a primary school setting." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729327.
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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14538.
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The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.
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Scott, Voloe Jefferson. "Changing Channels : a framework for communication planning in a media intensive society." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49767.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2009.Includes bibliographical references (p. 38-40).
In today's media intensive society, where consumers are well equipped to resist advertisers' strategies, creative and messages, it is becoming increasingly more difficult for advertisers to break through the concofany of noise to persuade the consumer that their product or service is worthy of a consumer's attention and eventual purchase. The purpose of this research is ultimately to suggest a framework for use in communication planning that is measurably successful in moving users up a succession of steps starting prior to awareness through purchase utilizing a combination of traditional and digital advertising tactics and techniques. We assume that in today's media intensive society, were traditional and digital advertising is thought to cannibalize one another, an integrated approach across multiple communication channels is the most effective way to reach and motivate the modern consumer whose media consumption habits are increasingly fractured. The framework proposed within the paper will contribute to a better understanding of how to leverage traditional and digital media tactics within communication planning.
by Voloe Jefferson Scott..
M.B.A.
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Kellogg, Katherine C. "Challenging operations : changing interactions, identities, and institutions in a surgical teaching hospital." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33414.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, June 2005."May 2005."
Includes bibliographical references (leaves 165-170).
If institutions are comprised of cultural and positional prescriptions for action and interpretation, then institutional change must depend at some point on thinking the unthinkable, acting in "inappropriate" ways, and convincing powerful others to give up their privilege. How does this happen? How do people come to question taken-for-granted beliefs? How do they decide to attempt the unacceptable in their interactions with others? How do they persuade those who benefit from the status quo to change? And how do they extend new understandings created in particular interactions into future situations? In this dissertation, I tell the story of surgical residents at ACADEMIC hospital who accomplished both institutional stability and institutional change in their interactions with one another in the wake of nationwide changes occurring outside their hospital. Using findings from a 15 month ethnography of this surgical teaching hospital, I demonstrate that institutional stability and change occur only insofar as they are negotiated in interactions between particular workplace members with particular reasons for wanting either to maintain or to challenge the status quo.
(cont.) I draw on these findings, in combination with identity theory and symbolic interactionism, to develop a relational, identity-based framework for understanding processes of institutional stability and change. Members negotiate institutional stability and change as they shape their actions in particular situations according to their sense of self in relation to the situation, their own personal narrative, and their judgment of the likely response of their interaction partner to their various actions. What looks like institutional stability or change in the abstract is, in fact, constituted through the culturally and politically-charged daily contests between organization members interacting with one another to either protect or change their way of life and the persona and authority associated with it. At first pass, these daily contests between one action or another in familiar situations may seem obvious, even unimportant. But it is in these simple contests around habitual issues that the institutional order is constructed. The institutionalized values, positions, and beliefs that shape the patterned action of large numbers of people across decades are built up and torn down in these daily contests between challengers and defenders of the status quo and the varied positions of privilege and senses of self that that this status quo provides.
Katherine C. Kellogg.
Ph.D.
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Peterson, Avarisse R. "The changing role of the classroom teacher in response to school violence /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1317338551&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Magnusson, Mary C. "The role of professional learning communities in changing high school educator behaviors and high school student outcomes." UNIVERSITY OF MISSOURI - COLUMBIA, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3492990.
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Hamilton, Grey. "The changing classroom and school environments as a single-sex boys' school undergoes the transition to coeducation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2124.
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In order to test conflicting research findings about the effects of coeducational
versus single-sex schooling, F5, F6 and F7 students of a single-sex boys' school
assessed their classroom and school environments before and after their senior
school's transition to coeducation. Data gathered in 1991 and 1992 from the
administration of the Classroom and School Environment Survey developed by
the author indicated a drop in student attitude t?wards classroom system
maintenance (order, organisation, rule clarity, teacher control and innovation)
after the transition to coeducation. However results showed clearly that
attitudes students held to classroom atmosphere and their school environment
characteristics (school facilities, school relationships and school emphasis)
improved significantly in the coeducation situation while other characteristics
(classroom goal orientation and interpersonal relationships) showed little or no
improvement at all. The results of this study tended to support other research
findings where differences favouring single-sex over coeducational classrooms
were greatest in their respective authority structure. Overall the evidence
gathered in this study indicated a better social and emotional climate in this
school's new coeducational setting.
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Stratford, Robert John. "Pupil mobility in the primary school : the problems for teachers and pupils of children changing school frequently." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277606.
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Mellor, Graeme J. "Reimagining the Catholic school: An exploration of principals' responses to changing contexts of the contemporary Catholic school." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/3ddb92b85ed8b5e5136d12dbe659a8d2917e297028cb5d1e918e8192f3111e82/2288620/64999_downloaded_stream_224.pdf.
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The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962-1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of 'inherited meanings' and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants' construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context.;A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.
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Ozokoli, G. "Changing role of the school inspector and adviser in England and Wales." Thesis, Middlesex University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568396.
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Van, Tamelen David Rouse. "Educational restructuring and the changing role of the school principal in Alberta." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39616.pdf.
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Cooper, Julie A. "Changing the Traditional High School Photography Curriculum: Integrating Traditional and Digital Technologies." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/68.
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This thesis presents a photography curriculum for a beginning high school level photography class. It is designed as a teaching guide to structure a photography class that incorporates both film photography and digital photographic technology. One of the biggest challenges for teachers of photography is how to structure a curriculum with a limited number of enlargers and space in the darkroom, while incorporating digital technology with limited computer access for students. The curriculum presented here includes three major parts: a traditional photographic film component, a digital photography component, and a concepts component where students will experiment with different photographic techniques of manipulation as well as tackle photographic history, criticism, and visual literacy.
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Mannion, Gregory B. "Children's participation in changing school grounds and public play areas in Scotland." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/88.
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The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.
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Coffin, Dawn E. "Teacher perceptions of the changing role of the secondary middle school principal." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002316.
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Laux, Katie. "Changing High School Science Teacher Beliefs on Student Voice Through Action Research." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7838.
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The purpose of this dissertation research was to explore how engagement in action research influenced high school science teachers’ beliefs and classroom practices related to student voice and participation. This included exploring any affordances or obstacles they experienced with attempting to increase student voice and participation in their classrooms. I facilitated individual action research projects with the teachers, and they were able to discuss individual action research plans and share ideas with colleagues. Four high school science teachers began this research. While all four teachers were selected as cases, only two of the teachers designed and followed through with their action research plans. The teachers were provided with a hierarchy of student participation and examples of each of the four levels of the hierarchy in order to guide and design their action research. Collected data included transcripts from the action research group meetings, classroom observations, teacher journals, and interviews with teachers. A combination of direct interpretation and thematic coding was used to analyze the data. Direct interpretation involved writing narratives based on what I saw and interpreting events as I experienced them. The teachers either maintained their positive beliefs or formed new beliefs related to the inclusion of student voice. In addition, both teachers successfully used action research as a way to overcome obstacles and increase student voice and participation in their classrooms. This study has implications for teachers who want to use action research to better understand their teaching related to student voice, administrators and teacher educators who want to provide PD opportunities and support to meet individual teacher needs, and researchers who are interested in studying student voice.
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Weeks, Caoimhe. "Changing thoughts, changing practice : factors influencing the delivery of group cognitive behaviour therapy, by an educational psychologist in a school setting." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020660/.
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Promoting mental health and well-being for children and young people in schools has been central to contemporary government initiatives in the United Kingdom. Cognitive Behaviour Therapy (CBT) has been advocated as an effective intervention for psychological conditions such as anxiety and depression; its application for adolescents, through individual and group means, has been subject to increased focus. Most research has been clinically based and there is a need to expand this in order to facilitate the transfer of these methods to alternative settings with delivery by external service providers, such as Educational Psychologists (EPs). This study set out to explore what factors contribute to the outcomes of a group-CBT intervention, delivered by an EP in a school setting, for anxious adolescents. A social constructionist approach placed the focus on the participants' experiences within their social context. 19 girls aged 11-14 years participated in this study: 10 formed an experimental group and nine made up the control group. Quantitative measures were applied pre- and post-intervention in order to identify if there were any differences in changes between the groups. Qualitative measures were also used to elicit the views of all stakeholders (pupils, parents and school staff) and identify common themes. These consisted of: semi-structured interviews (for pupils and staff) and a focus group (with parents). Questionnaires were also administered as an evaluation of the intervention. Results from this mixed methods data collection highlighted the potential for EPs, with their unique psychological skills and knowledge of school systems, to contribute to the expansion of CBT services for young people through consultation, training and direct facilitation. Particular emphasis is also placed on the need to employ appropriate means of identification and assessment. The need to ensure therapist competence is maintained is also paramount. This study adds to the increasing evidence base for the application of group-CBT in a 'natural' setting (school).
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Perry, Russ F. Camp William E. "Funds budgeted for educational programs in Texas schools during a period of changing enrollment." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9051.
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Hojo, Hirofumi. "The corporate culture in a Japanese bank : study of the changing organizational world." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33557.
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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.Includes bibliographical references (leaves 112-113).
The environment surrounding companies is constantly changing. and that change forces companies into paradigm shifts. If a company cannot cope with change, it faces the distinct possibility of being be weeded out of the industry. Today, Japanese companies are facing dramatic environmental change. For example, the introduction of new global accounting rules is changing the behavior of equity holders. The long and deep recession following the collapse of the Japanese "bubble" economy continues to sap the economic energy of many Japanese companies, and most leaders of those companies still struggle to find new ways to exit from this dark tunnel. What is happening to corporate organizations in Japan in this changing external environment? To manage a corporate organization in today's changing world, one must understand that the dynamics of corporate culture are important. They are invisible but powerful, influencing peoples' business behavior and organizational business performance as a basic and vital factor of human activity. In this thesis, I analyze corporate culture dynamics in detail, and then develop a case study of the Bank of Tokyo-Mitsubishi, with special focus on Mitsubishi Bank's perspective.
(cont.) My purpose is not to evaluate the efficiency or effectiveness of any specific corporate culture but to understand how cultural problems occur during environmental change and the importance of culture management.
by Hirofumi Hojo.
S.M.
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Hodson, Paul. "From the Secret Garden to the Panopticon? : changing freedoms and the growing crisis in primary school headteacher recruitment." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/10649.
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A headteacher recruitment crisis continues in the primary education sector (Howson & Sprigate, 2011; Rhodes et al., 2008). This research offers a voice for an increasingly marginalised group and synthesises the experiences of 15 primary headteachers, including retired, experienced and new school leaders against the changing educational scenery of four decades. An extended metaphor describing a changing epistemological landscape is utilised (Pascale, 2011), including dramaturgical discourse (Goffman, 1974). The research assesses whether the lived experiences of school leaders evidence a supposed movement away from the ‘freedom’ of the ‘secret garden’ of the pre-National Curriculum era to a time of reducing freedoms for headteachers under a central panoptic gaze (Foucault 1979; Ball 2006) and then to a new ‘supported autonomy’ as suggested by ‘Education Excellence Everywhere’ (DfE, 2016). The thesis assesses the capacity of phenomenological methodology to address the research questions and distinctions are made between approaches to phenomenology. A case is made for ensuring critical rationalism within the methodology and difficulties of attaining ‘epoche’ and ‘phenomenological reduction’ are debated. Findings support the view that there have been significant changes to headship over time. Analysis of these changes does not support the concept of a linear movement from a time of freedom to a landscape defined by Panopticism. The research suggests that a new paradigmatic shift is significantly changing the nature of primary headship with new forms of executive leadership and structures for leadership progression. Recommendations call for a reduction in the frequency of change for school leaders, a simplification of the inspection grading system, provision of clearer pathways to headship and greater support for school leaders as local authority services decline and safeguarding for leaders from the growth of social media abuse. This research offers a unique insight into headship and addresses an identified gap in educational research.
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Cheng, Chan Pik-wa Gloria, and 陳碧華. "A study of the policy of schools in changing their medium of instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626494.
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Schümann, Anne. "Structural dynamics of GABAergic axons in the face of changing neuronal activity." Diss., lmu, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-151839.
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Mthethwa, Joel Mpikayipheli. "The management of educator appraisal in South African schools within the changing environment." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07272005-153832.
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Rho, Hye Jin. "Essays on changing nature of work and organizations : implications for the U.S. labor market." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120200.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references.
This dissertation examines how the changing nature of work and organizations has altered the U.S. labor market to influence employment outcomes for job seekers (1) in alternative work arrangements and (2) of different genders. The first essay describes recent developments in the labor market for nonstandard workers, that is, an increase in the variety of pathways through which nonstandard workers are assigned to work. I suggest that changes in the regulatory environment, the rhetoric around competition, and technological developments have shaped inter-organizational relationships and norms in the industry to bring about a very different system of labor markets than was traditionally understood. I contend that such a multifaceted employment model with a diverse set of exchanges among multiple actors has profound implications for the future of IR research. The second essay examines the "multi-layered labor contracting" structure in which the recruitment of nonstandard workers is outsourced to an intermediating organization, who then selects workers from a group of competing suppliers. Drawing on power-dependence theories, I examine the link between these new contractual relationships and economic outcomes for lead firms and workers. Using proprietary data from employment records of nonstandard workers in Fortune 500 firms, I find that an additional contracting layer between lead firms and workers is associated with higher returns to firms and lower returns to workers. The loss from an additional contracting layer is reduced when workers gain bargaining power through pre-existing relationships with the firm. The third essay addresses how interactional processes between employers and job seekers at an initial recruitment phase online influence gender sorting of job seekers. We use unique data from a field study and (Study 1) a field experiment (Study 2) of online job postings to test two distinct interactional mechanisms: gendered language (as experienced by job seekers) and in-group preferences (as exercised by job seekers). We mostly find support for our predictions that, compared to male job seekers, female job seekers are more likely to show interest in and apply to a job when the job is described using more stereotypically feminine words or by female recruiters.
by Hye Jin Rho.
1. A Multifaceted Model of Employment Relationship for Nonstandard Work -- 2. Multi-layered Labor Contracting and Distribution of Power: Evidence from Employment Records for Nonstandard Work -- 3. Language and Gender in the Online Job-Matching Process.
Ph. D.