Dissertations / Theses: 'Closing schools'

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Stark, Glen H. "The consolidation of three small high schools into one medium-sized high school." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38012.

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Johnson, Stacy Eugene. "Closing the minority achievement gap in Georgia middle schools principals' perspectives /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/stacy_e_johnson/johnson_stacy_e_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 178-188) and appendices.

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Benkovitz, Jen Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through academic emphasis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1510.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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Muttillo, Anthony J. Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through collective efficacy /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1522.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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Urban, D. Thad Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through faculty trust /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1758.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.

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Frink-Lawrence, Vicki D. "Closing the achievement gap : the implementation of direct instruction in Whiteville City schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/frink-lawrencev/vickifrink-lawrence.pdf.

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Spanner, Morrow Minerva. "A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio." Ashland University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516.

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Amerson, Gordon D. Jr. "NARROWING THE GAP: EXPLORING THE CHARACTERISTICS AND PRACTICES OF URBAN SCHOOL PRINCIPALS CLOSING THE ACHIEVEMENT GAP." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/117.

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The purpose of this phenomenological study was to critically analyze the experiences and practices of Inland Empire urban school principals as they work to close the African American achievement gap. The achievement gap begins in elementary school and continues to persist throughout elementary and secondary schools producing differences in high school graduation rates, college and career attainment, and ultimately socio-economic differences in income between various racial and ethnic groups. We know the impact of school principals on student achievement is significant. The literature demonstrates that school principals play a key role in developing the structures and systems necessary to improve the outcomes for urban schools and more specifically African American students. Ten school principals from a large urban Inland Empire school district participated in the study and served to provide their lived experiences while leading diverse schools. Findings indicated three emergent themes: (1) relationship builders, (2) caring environments, and (3) courageous leadership were influential in principals establishing and maintaining a school that was sensitive to the needs of African American students. Another major finding from the study demonstrated the impact that race still plays within the public school setting. Several of the study participants expressed their struggles with providing overt support of African American students. Implications of these findings underscore the need to build principal capacity to effectively meet the needs of African American students. Additionally, the findings demonstrate the importance of building organizational sensitivity to culture and diversity in an effort to build equitable schools.

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Diamond-Caravella, Monica L. Diamond-Caravella. "Reopening a Dialog on Open Airways for Schools: Closing the Educational Gap Using a Multi-Site Academic-Practice Partnership." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1512210590712455.

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Gonzales, Michael V. "Closing the academic achievement gap: Perceived responsibilities and practices of site level administrators from high -achieving, high poverty schools." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2488.

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The academic achievement gap in the State of California has been a persistent problem. In California the achievement gap is defined as the disparity between the academic performance of white students and other ethnic groups as well as that between English learners and native English speakers, socioeconomically disadvantaged and non-disadvantaged students, and students with disabilities as compared with students without disabilities (CDE, P-16, 2008, p. 11). Jack O'Connel, State Superintendent of Public Instruction, has identified closing the achievement gap as one of the primary goals for the State of California. Research has consistently shown that children of color and children of poverty have not experienced the academic success of their white peers. Utilizing the meta-analysis of research data from Mid-continent Research for Educational Learning (McREL), this study is a quantitative review of the 21 Leadership Responsibilities and Best Practices identified by school leaders from Ceres Unified School District, more specifically, from leaders in nine high-achieving schools within the district. The nine identified schools and leaders have experienced academic success with children of color and children of poverty based on their Academic Performance Index Similar Schools Rankings. In the study, two levels of surveys were conducted. The first survey reviewed the leadership responsibilities identified by McREL and asked the study participants to rank the leadership responsibilities based on the responsibilities that they perceive to have the most significant impact on student academic achievement. Employing the results of the first survey, a second survey utilized the top five leadership responsibilities identified by the study participants. Under the umbrella of the top five responsibilities, five best practices were listed and again ranked by the participants based on their perceptions of the leadership practices that have the greatest effect on increasing student achievement. The results of this survey identified the best practices perceived by leaders of high-achieving, high poverty schools. Additionally, a questionnaire was completed by the participants to provide additional demographic data. The study results support the findings that best pedagogical practices are complimented by effective leadership. Effective leaders and leadership practices do have a positive effect on student academic achievement.

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Joyce, Liam J. "Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/554.

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Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

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Bathgate, Jeanne M. "School Closure – A Case Study." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1777.

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This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.

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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.

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Doctor of Education
This case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.

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Pereira, Camila Casteliano. "A política de fechamento de escolas no campo na Região Metropolitana de Curitiba." Universidade Tuiuti do Parana, 2017. http://tede.utp.br:8080/jspui/handle/tede/1273.

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This research problematizes the schools closing in the Metropolitan Region of Curitiba (Parana State, Brazil). It aims to analyze the policy of closing public schools located in the countryside in the Metropolitan Region of Curitiba and understand which the motivations for this policy are. This research is based on historical-dialectical materialism using the method of quantitative-qualitative approach, with the following procedures: 1) collection of documentary data of the Metropolitan Region of Curitiba 2) documentary analysis of the documents that register the closing of rural schools, and the Guidelines of countryside Education, 3) bibliographical review, 4) theoretical discussion considering reference authors. The fundamental category of analysis is contradiction. It was observed that the closure of schools located in the metropolitan region is an expression of the concept of Rural Education, since it is carried out from the governmental sphere. It was observed the existence of educational policies that leads to the closing of schools and can be highlighted: the policy to consolidate isolated schools until the decade of 1985, the policy of school centralization and children transport to school. This situation is due to the existing field project, closely linked to the capitalist production structure. In this sense the closing of schools is the result of a field option, taking into consideration the concentration of land and wealth generates inequalities and express negative consequences to peasants. It can be seen that the policy of closing schools in the Metropolitan Region of Curitiba is marked by several motivations: political, social and economic. These include: the advance of capitalist agriculture, the promotion of children transport to school policy, the denial of peasant social practices, the lack of attention from the governmental sphere, the similarity with urban-centric pedagogical practices that deny the potential of a work focused on human formation, demobilization of community about school issues. We believe that in order to modify such relationships it is necessary to mobilize the subjects of the field. It is necessary to act from the context and reflect on it by democratically incorporating the social function of the school in dialogue, regarding the principles of countryside Education.
Esta pesquisa problematiza o fechamento de escolas na Região Metropolitana de Curitiba. Objetiva analisar a política de fechamento de escolas públicas localizadas no campo na Região Metropolitana de Curitiba e compreender como os determinantes dessa política se expressam. A pesquisa ancora-se no método do materialismo histórico-dialético com a abordagem metodológica quantitativa-qualitativa, com os seguintes procedimentos: 1) levantamento de dados documentais da Região Metropolitana de Curitiba 2) análise documental dos documentos de fechamento de escolas rurais, das Diretrizes da Educação do Campo, 3) estudo bibliográfico, 4) discussão teórica com autores que sustentam a construção teórica da investigação. A categoria fundamental de análise é a contradição. Constata-se que o fechamento de escolas localizadas no campo é uma expressão da concepção da Educação Rural uma vez que é realizada desde a esfera governamental. Coexistem políticas educacionais que forjam o fechamento de escolas, com maior expressividade a política de consolidação de escolas isoladas até a década de 1985, a política de nucleação de escolas e a política de transporte escolar. Esta realidade se efetiva mediante ao projeto de campo existente, intimamente ligado ao modo de produção capitalista. Nesta lógica o fechamento de escolas é o resultado de uma opção de campo, no sentido que a concentração de terra e de riqueza gera desigualdades e expressa consequências negativas aos camponeses. Constata-se que a política de fechamento de escolas na Região Metropolitana de Curitiba é marcada por diversos determinantes: políticos, sociais e econômicos. Destacam-se: o avanço da agricultura capitalista, o impulso à política de transporte escolar, a negação das práticas sociais dos camponeses, a falta de atenção da esfera governamental, a vinculação à práticas pedagógicas urbanocêntricas que nega a potencialidade de um trabalho voltado à formação humana, distanciamento da comunidade escolar. Acreditamos que para modificar tais relações torna-se necessária a mobilização dos sujeitos do campo. É preciso atuar desde a realidade e refletir sobre ela incorporando democraticamente a função social da escola em diálogo aos princípios da Educação do Campo.

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Mazur, Ivania Piva. "O processo de fechamento das escolas no campo em Itapejara D' Oeste/PR: o caso da Escola Estadual de Lageado Bonito e do Colégio Estadual do Campo Carlos Gomes." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/986.

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The research analyzed the closing process and closing attempts of schools in the field with the offer of the final years of Primary Education in the countryside in Itapejara D Oeste, Southwest region of Paraná State. The general objective was to analyze this process, as well as showing the resistances and challenges for school in the field. The specific objectives proposed were to identify the changes in the Brazilian countryside since 1950 and its determinations on the reduction of the rural population; contextualize and differentiate the concepts of rural education and field education on the national scene; understand the school closure processes in the rural area in the national and local context, describe the process of implementation and subsequent stop of offering final years/grades of Primary Education in the countryside from a closure and completion case and from a closing way case. From a qualitative approach in the perspective of historical-dialectical materialism, there was a case study, with the use of procedures semi structured interviews and documental analysis. It approached the changes occurred in the Brazilian countryside, due to the capitalism, as well as its effects that culminated in the reduction of rural population and consequently the reduction of enrollment of the schools in the countryside. It also addressed the rural education and rural school and, as a counterpoint, the Field Education in order to analyze the process of closing of these schools later on. The research showed that the offer of Primary Education in the countryside of Itapejara D Oeste both for early years as the final years was precarious and insufficient, proving the negligence of the authorities to the education of the rural population. The analysis of the implementation process, closing and attempts to the closing of the schools showed that the offer of the final years of Elementary School was not the result of a public policy designed in order to attend the country population, but the result of claims and mobilization of the communities, which in the same way resisted in face of attempts to close schools. The practice of closing schools was based in economic-quantitative justification, disregarding cultural aspects that are present in the issue of closing schools in the countryside. In short, the research reflects the great historical debt to the education of the countryside people, noting that it is not enough public educational policies. These should be linked to other public policies that guarantee better life expectancies in the country so that families want and can stay there.
A pesquisa analisou o processo de fechamento e tentativas de fechamento das escolas no campo de anos finais do Ensino Fundamental em Itapejara D Oeste, região Sudoeste do Paraná. O objetivo geral da pesquisa foi analisar esse processo para evidenciar seus determinantes gerais e específicos, bem como apontar as resistências e desafios para as escolas no campo. Como objetivos específicos, propôs-se a identificar as transformações no campo brasileiro a partir de 1950 e suas relações com a redução da população do campo; contextualizar e diferenciar as concepções de educação rural e de educação do campo no cenário nacional; compreender os processos de fechamento de escolas no campo no contexto nacional e no contexto local; descrever o processo de implantação e posterior cessação da oferta das séries/anos finais do Ensino Fundamental no campo a partir de um caso concluso de fechamento e de um em vias de fechamento. A pesquisa adotou uma abordagem qualitativa na perspectiva do materialismo histórico-dialético, como um estudo de caso, utilizando-se dos procedimentos entrevistas semiestruturadas e análise documental. Abordou as transformações ocorridas no campo brasileiro, por conta da expansão do capitalismo, bem como seus efeitos que culminaram na redução da população camponesa e consequentemente na redução das matrículas das escolas no campo. Enfocou a perspectiva da educação e escola rural e, como contraponto, a Educação do Campo, para posteriormente analisar o processo de fechamento dessas escolas. Evidenciou que a oferta do Ensino Fundamental no campo em Itapejara D Oeste, tanto em relação aos anos iniciais quanto aos anos finais, ocorreu de forma precária e insuficiente, o que comprovou o descaso dos poderes públicos com a educação da população do campo. A análise dos processos de implantação, fechamento e tentativas de fechamento das escolas evidenciou que a oferta dos anos finais do Ensino Fundamental não foi resultado de uma política pública para atender as populações no campo, mas sim resultado de reivindicações e mobilizações das comunidades, que da mesma forma resistiram diante das tentativas de fechamento das escolas. A prática de fechamento de escolas embasou-se em justificativas econômico-quantitativas, que desconsideraram aspectos culturais presentes no processo de fechamento das escolas. Em suma, a pesquisa traduz a grande dívida histórica com a educação dos povos do campo e destaca que não bastam políticas públicas educacionais. Estas devem estar atreladas a outras políticas públicas que garantam melhores expectativas de vida no campo para que as famílias queiram e possam permanecer no campo.

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Moseley, Robert C. "Efficiency and effectiveness factors of small schools in Missouri /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974667.

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Barnabé, João Carlos da Silva Rodrigues. "O reordenamento da rede escolar: um estudo sobre um centro escolar de nova geração." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15573.

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Nos últimos 30 anos tem vindo a verificar-se uma clara aposta política e um enorme investimento na reorganização do sistema educativo português e na melhoria das infraestruturas escolares, para tornar o sistema educativo mais equitativo no acesso à escolaridade, pretendendo-se atenuar os efeitos resultantes das clivagens sociais, económicas e geográficas. Neste seguimento, foram abertos novos Centros Escolares, por outro lado, muitas escolas sem condições físicas e pedagógicas foram encerradas. Esta dissertação é reflexo da investigação feita num novo Centro Escolar, o do Bacelo, em Évora, inaugurado em 2009, abordando diferentes aspetos da política de modernização e reestruturação da rede escolar. Combinando abordagens quantitativas e qualitativas, tentou-se constatar se a abertura dos centros escolares de nova geração potencia, ou não, o direito a uma justa e efetiva igualdade de oportunidades no acesso e sucesso escolares, tal como defende o ponto 2 do Artigo 2.º da LBSE; ABSTRACT:In the last thirty years there has been a clear political and financial investment in the reorganization of the Portuguese education system and the improvement of the educational infrastructures, consequently turning the educational system more equally accessible, intending to reduce the resulted effects of social, economic and geographical differences. In this process, new schools were open however as others, physically and pedagogically deprived, were shut down. This dissertation is reflected on the investigation of a new school, in Bacelo, in Évora, inaugurated in 2009, addressing different aspects of politics behind the modernization and restructuration of the educational network.

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Samson, Ward William. "School closure and consolidation in two small rural communities in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25884.pdf.

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Griffiths, Anna. "Closing the gap : young people's views on learning at school." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5217/.

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The UK has been criticised for its inequitable education system, as student outcomes are strongly linked to parental socio-economic status. Children and young people experiencing poverty are less likely than their better off peers to leave school with good grades, which can perpetuate disadvantage in later life. The attainment gap between children and young people experiencing poverty and their better off peers in the UK is widening, despite an increasing media and policy focus in this area. Poverty-related educational inequality is a complex area and there is no conclusive evidence in what works to reduce its effects. While there is a plethora of research on the impact of poverty on education, very little of it includes the voice of children and young people and/or the psychological impact of poverty on learning. The importance of hearing the views of children and young people is central to educational psychology, as is social justice and facilitating access to the curriculum for all students. The barriers presented by the experience of poverty to learning are thus vital for educational psychologists to address. This study used qualitative methods to explore the learning journey of Key Stage 3 (age 12-13) young people experiencing poverty in an English coastal borough. Questions from the Little Box of Big Questions 2 were used as a tool in semi-structured interviews, in addition to questions devised by the researcher. Young people discussed aspects of their lives that enabled them to learn at school, and aspects that presented barriers to learning. The research used Positive Psychology, taking a strengths based approach to explore the skills young people thought they brought to education, skills they would like to develop, and how they could be supported in this. The study has highlighted themes that, if addressed, could potentially raise the attainment of children and young people experiencing poverty.

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Porter, Jenise. "Closing the Classroom Door: Denying the Political, Embracing the Moral." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194360.

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This dissertation examines the ways in which elementary school teachers view their job as political. I asked teachers to reflect on how they construct their identity, inside and outside the classroom; their relationship with the community, inside and outside the educational institution; and what behavior they consider political.Teachers' identity is constructed through personal ideology and through societal influences such as historical context and popular culture. Radical pedagogy and feminist theory are the ideological lenses by which I measured the attitudes of teachers.Using grounded theory I found that elementary school teachers characterize their actions as moral rather than political, what they called "doing the right thing." This research is important for looking at ways that political involvement on the part of teachers can be reframed as moral behavior. It includes implications for the relationship of elementary school teachers' pedagogy and a democratic society.

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Gonzalez, Lara. "Achievement Gap-Closing School Superintendents| Challenges Faced, Strategies Used, and Collaboration with School Boards." Thesis, Hofstra University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814846.

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This study explored the role of school superintendents and board of education trustees in closing the achievement gap, which can be defined as “the disparity in academic performance between groups of students” (Muhammad, 2015, p. 14). District leaders (superintendents and school boards) set the priorities in their school systems and have the power to promote or thwart educational equity (Skrla, McKenzie, & Scheurich, 2009). The purpose of this qualitative study was to highlight effective practices of superintendents and school boards that have prioritized closing achievement gaps and have succeeded in narrowing them. This study involved four case studies and made use of interviews, observations, and document review. The data revealed that the most formidable challenges to closing achievement gaps were increasingly diverse student needs, stakeholders’ deficit-thinking about students, lack of family engagement, and financial obstacles. In order to overcome those challenges, the researcher found that superintendents used various strategies, including setting a vision for equity at the district level, using data to drive decision-making, hiring quality teachers and leaders, using district funds resourcefully, providing rigorous curricula for students, and creating innovative academic and non-academic programs for students. Although there is academic literature on the challenges that school superintendents face in closing achievement gaps and the strategies that they have used to overcome them, there is a lack of research on how superintendents and their school boards collaborate to narrow achievement gaps. The aim of this study was to address that gap in the literature. Data revealed that district leaders collaborated to narrow gaps by setting district visions, goals, and policies, sharing information, and partnering on the budgeting and hiring processes.

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Witinski, Paul (Paul F. ). "Closing the loop : improving technology transfer by learning from the past." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59179.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Global Operations Program at MIT, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 57).
Technology transfer is a significant challenge within the highly regulated pharmaceutical industry. While much focus is put on the logistics and strategy of the process, less attention has been paid to how to change the soft, non-technical aspects of technology transfer program management, even though these cultural, communication, and perception aspects may be just as important for project success. The goal of this study was to provide recommendations on how to change these factors to improve the likelihood of project success for pharmaceutical technology transfers. The work was conducted at Novartis Vaccines and Diagnostics, a large pharmaceutical manufacturer, so the cases studied here were all transfers of complex vaccine processes and products. While the results were intended to be generalizable to intra-firm technology transfers within pharmaceutical companies, some types of possible transfers were not included in this study. The focus of this thesis was on examining different aspects of how companies manage technology transfer projects and correlating these with how successful those projects have been to look for statistically significant relationships. The approach was two-fold: high level surveys and interviews to qualitatively identify commonly seen issues and subsequent effects, followed by a more detailed quantitative survey of individual projects. The results of detailed surveys of individual project found no significant correlations between the studied project management factors and success. Since similar quantitative studies have succeeded in the past, the differences between this study and these previous studies were explored to determine why this particular study did not produce the desired results. Based on the qualitative interview and survey results, the following recommendations were made on how pharmaceutical companies can improve the likelihood of successful technology transfers: 1) increase face-to-face interaction between team members, 2) better align priorities between different functions, sites, and projects, 3) coordinate with corporate senior management to foster collaboration between Research and Technology Development, and 4) fully engage all necessary functions at the start of each project.
Paul Witinski.
S.M.
M.B.A.

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Boyd, Bryan Dennis. "Closing the Latino student achievement gap: Best practices of Title I school principals." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2353.

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This research examines the practices of Title I school principals. The purpose of this research is to examine schools with strong AYP scores to understand the reasons for their success, the teacher's roles, the principal's role, and the process of change initiated by each principal. The schools that have been included in the study are Title I Elementary/Middle Schools in Northern California with at least a 30% Latino population. The researcher was able to develop a working model for school improvement called the "Good School Functional Model" through extensive data analysis. This model identifies the common attributes of these schools that have enabled them to become successful.

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Holifield, Steven Lee. "Mathematics, technology, and gender: Closing gender differences with a high school web site." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1871.

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This project focuses on using technology to help motivate young females to make use of a high school web site to lesson anxieties and increase interest in mathematics and the use of technology. Additionally, it acts as a model to create an educational web site that brings about better communication within a community.

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Suggs, James. "Closing the achievement gap : a case study of one exemplary middle school in an urban school district /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609153701&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245263107&clientId=22256.

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Irizarry, Eric F. "The Hillcrest reading program closing the achievement gap before it starts /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/irizarrye/ericirizarry.pdf.

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Vitek, Mark Gerard. "The school of Bloom: Allan Bloom's inheritance, achievement, and legacy." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33584.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This paper assesses the legacy of Allan Bloom. Particular focus is given to Bloom's book The Closing of the American Mind, published in 1987. Chapter One discusses the scholarly and commercial appeal of The Closing of the American Mind. The chapter also raises the question that this paper attempts to answer-Is The Closing of the American Mind nothing more than a publishing success and what Sidney Hook described as a "noble failure," or is it a work of lasting significance that has implications for higher-education policy and reform? Chapter Two describes the climate of the University of Chicago that Bloom entered in the mid-1940s. The longtime president of the University, Robert Maynard Hutchins, and his colleague Mortimer Adler are profiled. The chapter also provides profiles of Bloom's mentor, Leo Strauss, and Strauss's disciples, the socalled "Straussians." Some works from Strauss and the Straussians are reviewed. Chapter Three provides an in-depth examination of four axial terms: 1) Reason, 2) Nature, 3) Eros, and 4) Soul. In this chapter, much of Plato's teaching and Bloom's analysis of Plato's teachings are discussed. Chapter Four is a thematic analysis of Bloom's book. Bloom's views on philosophy, poetry, and the permanent questions are examined. This chapter also delves into Bloom's arguments about education and character, and his views on democracy and its homogenizing effects. The chapter concludes with an analysis of Bloom's position on whether educational change is more a proposition of general reform or individual example. Chapter Five presents favorable and unfavorable reviews of The Closing of the American Mind. Key arguments are categorized under 12 sections that serve as indicators of higher-education disputes in America. Chapter Six is the conclusion, and it assesses the strength of Bloom's educational legacy. The study concludes that Bloom's arguments are still valuable, but attempts at educational initiatives will probably fail if they are perceived as "turning back the clock," rather than a movement toward shared core beliefs from which many contemporary educational initiatives have drifted.
2031-01-01

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Stessman, Martin Patterson Jean A. "Closing the economic achievement gap a case study of a successful Kansas secondary school /." Diss., Click here for available full-text of this dissertation, 2006. http://library.wichita.edu/digitallibrary/etd/2006/d003.pdf.

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Thesis (Ed.D.)--Wichita State University, College of Education.
"May 2006." Title from PDF title page (viewed on September 13, 2006). "Copyright 2006 by Martin Stessman." Thesis adviser: Jean Patterson. Includes bibliographic references (leaves 134-145).

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Willis, Renee T. "The Effect of a Dropout Prevention Program for Black High School Males in the Cleveland Metropolitan School District." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340288622.

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Shugerman, Susan Robin. "A Case Study of After-School Activities in one School that is Making Progress in Closing the Achievement Gap." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1111.

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Closing the achievement gap has been a national conversation for several decades and a priority for educators and researchers. By looking closely at one school which is showing exceptional success with closing the achievement gap for low income students and English language learners, this study seeks to understand how school personnel and parents view after-school activities and ways in which those activities may be impacting students who are making significant gains in spite of the achievement gap. After-school activities have been shown to bring many positive outcomes for students. That said, there is much that we do not yet know about what takes place at the intersection of schools and after-school activities. To maximize after-school opportunities for disadvantaged students and use or redirect existing resources most effectively, we need to ask and understand how schools perceive their role vis-à-vis after-school activities. We also need to explore how school personnel and parents perceive access and barriers to participation in after-school activities. Using secondary data from a large on-going study, this case study asks how one school understands engagement with after-school providers to bolster those students who may have the most to gain from such enrichment in the form of the many opportunities after-school resources can offer. This study will contribute to our understanding of how after-school resources can support success for low income and English language learners.

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Whitman, Robert. "Closing the achievement gap| Perceptions of faculty members and school leaders of small learning community implementation in an urban high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574904.

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Contemporary high school reforms are centered on small school size as an approach to ameliorate disengagement and underachievement of minority and economically disadvantaged students in urban comprehensive high schools. A common strategy is to reconfigure high schools into smaller subunits known as Small Learning Communities (SLCs). Although widespread research on SLCs has found this reform promising in helping educators increase students' sense of belonging in school, studies have revealed varying outcomes on the impact of SLC implementation in improving student achievement.

Using Invitational Theory as a theoretical framework, a single case study was utilized to examine the perceptions of faculty members and school leaders regarding strategies implemented within SLCs to improve student engagement and academic achievement. This study investigated an urban high school that demonstrated 4 years of sustained growth in student engagement (i.e., attendance, suspension, and graduation rates) and academic achievement (i.e., standardized test scores) through SLC implementation. This study underscored the promise of SLC implementation as a viable approach to increase students' sense of belonging in school and address achievement disparities among minority and economically disadvantaged students.

The findings pointed to an intentional vision and effort among professionals as the impetus for developing SLCs that summon students to recognize their unbounded potential. Furthermore, the findings corroborated the importance of several strategies found in the literature that foster a sense of community between students and adults and professional communities among staff. Recommendations are provided for policy and practice to sustain the efficacy of SLC implementation in urban high schools.

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Kinoshita, Kyle. "Critical inquiry, instructional leadership and closing the achievement gap : principal learning in a university-school district professional development program /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7820.

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Templeton, Major Nathan. "Closing the gap the relationship between instructional behavior management tools and the academic performance of African American students /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Marlow, Kimberly R. "Closing the achievement gap for English language learners a comparison of language arts/ESOL and one-way developmental bilingual programs /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002059.

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Hutchins, Jason. "Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6292.

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The goal of this Dissertation in Practice was to design a School Improvement Plan focused on improving reading performance of African American students at Suburban Middle School (SMS). The problem of practice was that African American students at Suburban Middle School have performed significantly lower than their White peers over the course of the 2009-2013 school years in reading performance. The reading deficiencies of African American students needed to be directly addressed in a new School Improvement Plan (SIP). The literature review of this study found that there are many different components that influence the reading performance of African American students. For this Dissertation in Practice, a new School Improvement Plan focused primarily on 6 different areas will be the end result. The components that will be examined are: 1) school climate, 2) utilization of data, 3) parental involvement, 4) professional development, 5) instructional strategies, and 6) collaboration. While these are the 6 key elements of successful models, there were also additional sub groupings within each element that also had an influence on student achievement levels. In addition to examining previous School Improvement Plans at SMS, the end result and final deliverable was a School Improvement Plan designed to close the existing achievement gap in reading between African American students and their peers at SMS. Suggested use for the new model of the School Improvement Plan was to focus specifically on the 6 key elements to address the reading performance of African American students.
Ed.D.
Doctorate
Education and Human Performance
Education

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Nichols, Windy. "Building Leadership Capacity for Instructional Improvement with Elementary School Formal Teacher Leaders; Closing the Knowing and Doing Gap." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614473.

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As a result of increased principal responsibilities in terms of complexity, accountability, and demands for improved student achievement, sources have concluded that in order for school districts to undertake transformations that improve teaching and learning, schools must be aligned to best practices, and have a functioning professional learning community and shared leadership (Copeland, 2003; Dufour, 1997; Elmore, 2004; Gronn, 2008; Lambert 2002; Murphy, Smylie, Mayrowetz, & Louis, 2009). Most elementary schools have only one principal; therefore, the impact on teaching and learning led by one person may not result in organizational reform even if that individual is an instructional leader, due to the multitude of responsibilities carried by that individual as a result of the influence of other leaders (formal and informal) within the organization (Lambert, 2002; Shivers-Blackwell, 2006; Spillane 2005, 2006, and 2010). Districts take a variety of approaches to address this challenge, ranging from efforts to improve the content knowledge of their leaders to setting up formal structures to distribute instructional leadership in the form of formal teacher leaders (Timperley, 2005; Sherer, 2008).

This study determined, through analyzing decision-making styles of lead teachers and their perception of their principals, principals were more participatory and less laissez-faire than lead teachers. In addition, lead teachers utilize many leadership practices; however, they do not utilize them equally or consistently. The theory of distributed leadership and literature reviewed conclude that when leadership is distributed, schools have the ability to build capacity and grow initiatives around instructional improvement. Distributed leadership implies interdependency of leaders sharing responsibility with followers (Harris, 2003). This study has provided additional information for future researchers to use as the academic community continues to define the behaviors and practices that support a distributed leadership model. Recent studies express the way leadership is distributed in schools, suggesting the question is not if teachers lead along with the principal and district officials, but how (Katzenmeyer & Moller, 2001; Margolis, 2008).

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Juneau, Gayle Ann Alexandra. "A case study approach of the transformation of Brown Barge Elementary School and the closing of A. A. Dixon School following Augustus versus Escambia County School Board." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000090.

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Konrad, Lubomyr Stefan. "CASCADING TURBULENCE: TEACHERS' PERCEPTIONS OF POLICY IMPLEMENTATION IN THE SCHOOL DISTRICT OF PHILADELPHIA DURING THE FALL OF 2013." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/525526.

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Educational Administration
Ed.D.
This qualitative, phenomenological study examined teachers' experiences of the policy context of the fall of 2013 in the School District of Philadelphia. It was an extremely turbulent time resulting from a cascading policy environment with origins in federal government mandates. The study focused on ten teachers' perceptions of policy implementation in one comprehensive high school. Each teacher was interviewed once in the summer of 2017. State, local, and school specific policy forces were examined. Turbulence theory anchored the study. Teacher interview data were used to construct a turbulence gauge for the school, shedding light on teacher perceptions of the magnitude of disruption. Events from 1997 to 2013 in the School District of Philadelphia provided evidence that policy forces from different governance levels and various contextual factors cascaded upon each other yielding a crescendo of policy implementation experienced by teachers in the fall of 2013. Findings indicated that teachers' perceptions of policy implementation during the fall of 2013 were traumatic, chaotic, and compliance-driven. Teachers primarily held the district responsible for the state of affairs, then the principal, and lastly, the federal government. A finding of severe turbulence was assigned to the school reflecting teachers' perceptions of policy implementation. This study informs school leaders in domains related to policy implementation, strategic planning, and impacts on human capital. Future studies should examine how policy implementation in the NCLB era manufactures an up-tempo change culture which converges on teachers and impacts their perceptions of efficacy and capacity to deliver instruction. Key terms: policy implementation, NCLB, Turbulence Theory, Philadelphia, affective, school closings
Temple University--Theses

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Holma, Marc E. "Reading, writing, and relinquish : the abandonment of historic Indianapolis schools, 1970 to 1997." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074549.

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This thesis has presented a comprehensive study on the abandonment of historic school buildings by the Indianapolis Public Schools system from 1970 to 1997. During this period, IPS closed or demolished sixty-four city schools representing nearly fifty-three percent of all Indianapolis public schools in 1970. The principal reason behind the facility closings was a dramatic decline in student enrollment beginning in 1967, but rapidly accelerating after 1970.Several factors contributed to this fall in public school rolls: lower birth rates, the unified government system (Unigov) that merged Indianapolis and Marion County administrative functions, and highway construction and urban renewal projects that cleared large areas of residential neighborhoods. The most significant factor, however, was court mandated integration of Indianapolis public schools in 1970, which led many white families to flee the IPS district and eventually resulted in one way, cross-district busing in 1981.The approaches adopted by Indianapolis Public School officials and the school board between 1970 and 1997, in response to the loss of student population, demonstrates an evolution of policy concerning historic school buildings in the city's inventory. During the early rounds of large scale closings, 1972-1975 and 1980-1981, IPS authorities specifically targeted older schools for closing. This policy changed during the last period of closings, 1995-1997, as some consideration was placed in closing decisions on school buildings' historic and architectural significance.Indianapolis Public School procedures governing the sale of surplus schools also went through a transformation between 1970 and 1997. Until recently, IPS was little concerned about the intended use of former schools by potential buyers. As a result, many historic school buildings were lost due to neglect or outright demolition. In 1997, however, Indianapolis school officials began to take responsibility for ensuring that historic schools leaving IPS's stewardship be preserved.
Department of Architecture

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40

Jones, Carrie Sloss Traci Wallace Janet. "Research-Based Best Practices for Closing the Achievement Gap between English Language Learners and Non-English Language Learners in Southeastern School District." Thesis, Lipscomb University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666879.

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The English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.

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Edwards, Tiffany G. "Closing the Gap of the Educational Needs of Homeless Youth| A Case Study of a Mobile School and Youth Learning Center in Los Angeles." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930468.

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The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness.

Using a socio-psychological lens, this case study examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included.

Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians, and legislatures, and educational researchers.

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42

Hines, Michael W. "Closing the gaps: An analysis of graduate students' preceived expectations and perceptions of services at a private historically Black College/University's School of Business." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/31.

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Satisfaction is the customers' evaluation of a product or service in terns of whether that product or service has met their needs and expectations. Failure to meet needs and expectations is assumed to result in dissatisfaction with the product or service. Evidence also have shown that customer satisfaction and service quality perceptions affect consumer intentions to behave in other positive ways--praising the firm (school), preferring the company (university) over others, increasing their volume of purchases (recommending/encouraging others to attend), or agreeably paying a price premium (Zeithmai & Bitner, 2000). Zeithmal and Bitner, in their research, cited a study that found there to be strong links between service quality and other behavioral intentions of strategic importance to a university such as students saying positive things about the school, planning to contribute money to the class pledge upon graduation and planning to recommend the school to employers as a place from which to recruit. This research examines the gaps of students' perception to their expectations by analyzing the correlations between five dimensions (independent variables), mean gap scores and the overall satisfaction of the students surveyed. Also, the mean gap scores and students' intentions to behave particularly related to the recommendation of the business school to others is also examined. Additionally, the paper discusses how the school's leadership, faculty. and staff can promote and continue to improve quality services to its students and a recommendation for the approach for improvement.

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43

Jefferson, Linda Eanes. "The Perceived Impact of The Prince Edward County School Closing on One Family's Educational Achievements and Occupational Choices in Adulthood: A Study in Recollective Memory." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/52041.

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From 1959 -1964, the Prince Edward County, VA School Board closed down its public schools to circumvent the 1954 Brown v. Board of Education Supreme Court ruling declaring separate public schools for Black and White students "inherently unequal" and the 1955 Brown II ruling to desegregate public schools with "all deliberate speed." For five years, more than 1700 African American children received no public education in the county, as White children attended a newly-constructed and private Prince Edward Academy. While some students left Prince Edward to reside with relatives, others were placed with families by the American Friends Service Committee. However, the majority of Black children remained in the county without formalized public instruction. This study investigated the perceived impact of The Closing on adult self-directed learning, lifelong learning, occupational choices and success within a family with sixteen of its twenty-one children forced from school. Via audio-/video-taped interviews, three participants reflected upon their "lived experiences" during and since The Closing. Transcribed data were coded and analyzed based upon the major and underlying research questions guiding the study. Nine major conclusions were drawn from its findings: (a) The Closing perceivably impacted immediate educational goals of participants differently, (b) The Closing perceivably impacted specific and general long-range educational goals, (c) Participants have pursued educational goals via supportive spouses/family members and adult self-directed/lifelong learning measures, (d) Following the re-opening of schools, all respondents graduated high school, and two later enrolled in academic learning centers, (e) Self-directed learning has played an essential role in the lives of all participants, (f) All participants considered themselves life-long learners, (g) The Closing perceivably impacted the career plans of one participant, (h) Respondents acquired manufacturing and/or labor positions and were successfully employed throughout their adult lives, (i) Literacy assistance from family members, self-directed learning, on-the-job training and formalized coursework were perceived as having had a positive bearing on occupational success. The implications of this study suggested resiliency, family dynamics, family values, and narratological significance. Study participants, driven to live productive and successful lives, appeared to have emulated Adult Learning Theory tenets of self-directed, lifelong quests for formally-delivered and informally-acquired knowledge. Recommendations emerging from this study included investigations of School Closing survivors' motivations for adult learning, the role of faith in Closing survivors' lives, The Closing's perceived impact on the Next Generation, ancestral discourse, male birth order relationships, 1951 strikers' guilt, education vs. vocation and growth under adversity.
Ph. D.

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44

Jefferson, Linda E. "The Perceived Impact of The Prince Edward County School Closing on One Family's Educational Achievements and Occupational Choices in Adulthood: A Study in Recollective Memory." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52041.

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From 1959 -1964, the Prince Edward County, VA School Board closed down its public schools to circumvent the 1954 Brown v. Board of Education Supreme Court ruling declaring separate public schools for Black and White students "inherently unequal" and the 1955 Brown II ruling to desegregate public schools with "all deliberate speed." For five years, more than 1700 African American children received no public education in the county, as White children attended a newly-constructed and private Prince Edward Academy. While some students left Prince Edward to reside with relatives, others were placed with families by the American Friends Service Committee. However, the majority of Black children remained in the county without formalized public instruction. This study investigated the perceived impact of The Closing on adult self-directed learning, lifelong learning, occupational choices and success within a family with sixteen of its twenty-one children forced from school. Via audio-/video-taped interviews, three participants reflected upon their "lived experiences" during and since The Closing. Transcribed data were coded and analyzed based upon the major and underlying research questions guiding the study. Nine major conclusions were drawn from its findings: (a) The Closing perceivably impacted immediate educational goals of participants differently, (b) The Closing perceivably impacted specific and general long-range educational goals, (c) Participants have pursued educational goals via supportive spouses/family members and adult self-directed/lifelong learning measures, (d) Following the re-opening of schools, all respondents graduated high school, and two later enrolled in academic learning centers, (e) Self-directed learning has played an essential role in the lives of all participants, (f) All participants considered themselves life-long learners, (g) The Closing perceivably impacted the career plans of one participant, (h) Respondents acquired manufacturing and/or labor positions and were successfully employed throughout their adult lives, (i) Literacy assistance from family members, self-directed learning, on-the-job training and formalized coursework were perceived as having had a positive bearing on occupational success. The implications of this study suggested resiliency, family dynamics, family values, and narratological significance. Study participants, driven to live productive and successful lives, appeared to have emulated Adult Learning Theory tenets of self-directed, lifelong quests for formally-delivered and informally-acquired knowledge. Recommendations emerging from this study included investigations of School Closing survivors' motivations for adult learning, the role of faith in Closing survivors' lives, The Closing's perceived impact on the Next Generation, ancestral discourse, male birth order relationships, 1951 strikers' guilt, education vs. vocation and growth under adversity.
Ph. D.

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45

Lee, Brian. "A Matter of National Concern: The Kennedy Administration and Prince Edward County, Virginia." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1877.

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A MATTER OF NATIONAL CONCERN examines the Kennedy Administration’s contribution to the restoration of public education in Prince Edward County, Virginia, and determines if those actions support the dominant narrative of Kennedy’s overall civil rights record – a historical assessment generally generated from a few acute crises. For five consecutive years (1959-1964), in defiance of federal court orders, the county board of supervisors refused to levy taxes to operate public schools, marking Prince Edward County as the only locale in the nation without free public education. The county leadership organized a segregated private school system for the 1,400 white children, but afforded no formal education for the 1,700 African American students. The Kennedy Administration inherited the Prince Edward County school situation – a crisis that threatened to cripple a generation, and, if replicated, destroy public education. In the Prince Edward County school dilemma, the Kennedy Administration took proactive measures, proved sympathetic to the plight of African Americans, challenged Virginia’s congressional delegation, and appointed federal judges that supported President Kennedy’s civil rights agenda. The Prince Edward County story generally, and the federal government’s actions specifically, have been virtually overlooked by historians. A MATTER OF NATIONAL CONCERN challenges scholars to re-evaluate the Kennedy Administration’s civil rights record by including all of the civil rights events of the Kennedy years, thus developing a thorough, comprehensive assessment. A MATTER OF NATIONAL CONCERN is the product of the study of unpublished archival documents, oral histories, interviews, newspaper reports, and secondary sources. This work was created using Microsoft Word 2003.

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Palmeiro, Alda Marília dos Santos. "Autarquias e escolas em meio rural." Master's thesis, 2011. http://hdl.handle.net/10400.26/8398.

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O reordenamento do parque escolar originou o encerramento de muitas escolas 1º ciclo com reduzido número de alunos. As zonas rurais foram as mais afectadas pois viram desaparecer a única esperança de sobreviverem à desertificação a que estão votadas. As crianças vão sendo integradas em escolas maiores, multiculturais, nas quais, não raras vezes, a uniformização educativa teima em persistir por falta de meios. A evolução da nossa sociedade, nos diferentes âmbitos que constituem a sua complexa estrutura, tem levado à necessidade de reflectir e redefinir o lugar da escola e da educação. A presente dissertação tem como objectivo compreender quais os pressupostos que estão na base da manutenção das escolas rurais, a análise das consequências do encerramento das pequenas escolas em meio rural: efeitos no espaço rural; resultados no processo educativo; nos valores e nas tradições. Pretende-se ainda conhecer qual a importância da relação escola/autarquia no que se refere ao desenvolvimento local e compreender a importância das escolas rurais na rede escolar. Falar de escolas rurais, é também, inevitavelmente abordar o problema da ruralidade e da interioridade, é também percorrer o caminho das especificidades, das tradições e do desenvolvimento local que passam, em grande medida, pela escola.
When the School Modernisation Programme was applied, it meant that many primary schools (in the 1st Cycle) with only a few students enrolled in them were shut down. The rural areas were the most seriously affected as they saw the only hope they had in surviving the desertification to which they were condemned, disappear. The children are being absorbed into larger multicultural schools in which, not infrequently, standardised education has persisted owing to a lack of resources. The evolution of Portuguese society in the different spheres making up its complex structure has made it necessary to think about and redefine the role of school and education. The present dissertation has the aim of seeking to understand what the presuppositions are, lying at the basis of keeping the country schools up and running, and studying the outcome of closing the small schools located in the countryside: their effects on the rural space; their results on the educational process, values and traditions. A further goal is to learn about what the importance is of the relationship between the school/local government with regard to local development and perceive the importance of country schools within the school network. When speaking about country schools is also inevitable to raise the problem of rurality and living deep in the heartland, as well as trace the path revealing the specific nature, the traditions and local development that by and large affect the school.

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47

Sutter, Amy Gorham. "Closing the achievement gap with family-school partnerships." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5505.

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Abstract:

The achievement gap is an important problem with serious consequences for the United States’ economy. A long history of oppression has contributed to a substantial gap in achievement between students of minority status or low socioeconomic status and their white or higher income peers. Large scale efforts to address this problem have been unsuccessful in substantially reducing the problem. As parent involvement has been linked to student achievement, capitalizing on strong family-school partnerships offers a valuable opportunity to target student achievement. Low-income and minority parents face many barriers to parent involvement. If schools embrace a more inclusive view of parent involvement and collaborate with parents to reduce these barriers, however, successful family-school partnerships may be formed. Themes for creating such partnerships include recognizing that parents care about their children’s education and want them to succeed, treating parents as equal partners in the educational process, and using innovative techniques to solve problems.
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48

Silander, Megan Reilly. "School Closure in New York City." Thesis, 2012. https://doi.org/10.7916/D8PZ5GXP.

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School districts and states have increasingly abandoned traditional school reform efforts in favor of simply closing low-performing schools. This movement reflects growing frustration among policymakers with the disappointing effects of previous school improvement policies, and the view that some schools may simply lack the capacity to undertake meaningful improvements. This paper focuses on arguably the most aggressive school closure policies in the nation--those in New York City. Over the past decade, New York City has closed over 100 schools. Using a longitudinal database of students and schools, I explore the implementation and effects of closure and reconstitution of middle schools in New York City, and assess the links between school closure and student academic development and behavior. My descriptive findings indicate that schools selected for closure have significantly lower school-average state test score exams and lower attendance rates compared to other middle schools for several years prior to closure, and that students who attend these schools are almost exclusively Hispanic and Black, more likely to come from low-income families, and more mobile than other middle school students in the district. I also find that students enter these middle schools already at a significant academic disadvantage. I examine characteristics of the reconstituted schools that replace the closed schools, and find that in terms of demographics, reconstituted schools enroll students similar to those served by the closed schools that they replaced. However, the reconstituted schools serve higher performing students with fewer absences and tardies in the year prior to enrolling in middle school. To assess the impact of school closure on student academic outcomes, I use propensity-score matching within a difference-in-differences framework. I find a small, positive effect of school closure on student test scores and rates of absences. As a robustness check, I conduct a second set of analyses using student fixed-effects models that produced similar results: students learn slightly less at chronically underperforming schools, compared to what would have happened had they attended an alternate school. School closure appears to be a somewhat effective in improving student academic outcomes. It is not clear, however, whether the policy is efficient given the small effects and the considerable disruption associated with the policy. Future research should examine the fiscal costs associated with closure, compared to costs of other policies with similar effects.

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"Closing the achievement gap: Breakthrough in the urban high school." UNIVERSITY OF SOUTHERN CALIFORNIA, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3355450.

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50

Lamar, Monica D. "A school for our children a case study of a school closing the student achievement gap /." 2009. http://digital.library.duq.edu/u?/etd,111405.

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Dissertations / Theses on the topic 'Closing schools'

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