Dissertations / Theses on the topic 'Durkheimian school of sociology'
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Mundy-McPherson, Stuart, and n/a. "Alcohol in society and education : Durkheimian perspectives." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.155006.
Full textRiley, Alexander Tristan. "In pursuit of the sacred : the Durkheimian sociologists of religion and their paths toward the construction of the modern intellectual /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9970840.
Full textPage, Pereira Lucas 1987. "Maurice Halbwachs : reminiscência sociológica." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279807.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-24T01:15:14Z (GMT). No. of bitstreams: 1 PagePereira_Lucas_M.pdf: 78122115 bytes, checksum: bfc43164197a2b792a5da5f592ec74db (MD5) Previous issue date: 2013
Resumo: A presente dissertação tem como objetivo o estudo do conjunto da obra de Maurice Halbwachs, buscando apreender seus principais movimentos e conformar uma apresentação que possibilitasse ao público brasileiro situar seu pensamento e se situar em seu pensamento. Nesse sentido, após uma breve introdução genealógica, ela é composta por um primeiro capítulo voltado à biografia de Halbwachs, um segundo destinado à sociologia das classes sociais, um terceiro focando-se na psicologia coletiva da memória e, por fim, um quarto capítulo em que se traça, a partir de suas análises do suicídio, uma reflexão sobre alguns dos deslocamentos de Halbwachs em relação a sociologia de Émile Durkheim
Abstract: This dissertation¿s aim is to study the whole of Maurice Halbwachs's Works, seeking to understand its main movements and to elaborate a presentation that would allow the brazilian public to situate his thoughts and place themselves in it. Thereby, after a brief genealogic introduction, the first chapter is focused on Halbwachs's biography, the second examines his sociology studies of social classes, the third one looks at his collective psychology of memory and, finaly, the last one analyzes through the Halbwachs¿s suicide perspective, his detachments from Durkheim¿s sociology
Mestrado
Sociologia
Mestre em Sociologia
Dixon, Jason Oliver. "A Durkheimian sociobiology?" [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/903.
Full textTitle from electronic submission form. ETSU ETD database URN: etd-0510104-122531. Includes bibliographical references. Also available via Internet at the UMI web site.
Carter, Eric Michael. "Failing at success: a Durkheimian analysis of anomie and deviant behavior among national football league players." Diss., Kansas State University, 2006. http://hdl.handle.net/2097/223.
Full textDepartment of Sociology, Anthropology, and Social Work
Robert K. Schaeffer
This exploratory research project has utilized a mixed-method (Seiber 1973; Creswell 1994, 2005; Jick 1979; Dexter 1970) approach to examine why some NFL players participate in deviant, and sometimes law breaking, behavior and others do not. Using Dexter’s (1970) qualitative technique of elite and specialized interviewing along with Schatzman’s and Strauss’s (1973) naturalistic field method, access was gained into an exclusive group of current and former NFL players. The qualitative findings in conjunction with Durkheimian theory provided the conceptualization of a quantitative instrument. Through a nonprobability snowball sample (Babbie 1986; Berg 2001), 104 NFL players were interviewed. A series of quantitative analyses were run to describe and assess relationships within this study group. In essence, this study has entailed a series of steps that could be represented as a cumulative progression. From the qualitative data, the three core themes that emerged were (1) deviance, (2) anomie, and (3) social ties. Within the study group, a substantial number of players had prior experience with deviant and illegal behaviors. Many reported problems coping upon entering the NFL and sought to find personal fulfillment and happiness despite wealth and fame. It appeared that some level of anomie was present in a number of these players’ lives. However, players that had strong ties to various social groups appeared less likely to succumb to anomie and deviance. Supporting the qualitative data, the quantitative findings revealed that anomie was one of the significant predictors of law breaking players. It would therefore appear reasonable to suggest that some of the players were involved in behaviors that could be labeled anomic deviance. Furthermore, the findings supported the primacy of social ties/support in combating anomie and deviance in the lives of NFL players in the study group.
Clute, Jacob L. "Middle School, School Culture, Parental Involvement, and the Academic Index." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.
Full textMaduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.
Full textSeale, Elizabeth Kelley. "The Policing of Gender in Middle School." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12132005-122850/.
Full textPainter, Matthew A. II. "High school employment and adult wealth accumulation." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400069572.
Full textUngetheim, Brandon. "High School Teachers' Perceptions of School-Related Violence: Effects on Fear of Victimization and Perceived Risk." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/706.
Full textFeldmann, Robert L. III. "Same-Sex Parenting's Effect on Adolescent School Connectedness." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381489080.
Full textKellison, Dennis William. "The renovation and restoration of John Handley High School Winchester, Virginia." Thesis, Shenandoah University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700945.
Full textThe need for public school construction and the cost of funding that construction has been the source of considerable concern and debate as far back as the late nineteenth century and has carried forward through the first decade of the twenty-first century. Although it is estimated that the United States has spent almost $750 billion on school construction since 1900, studies have also pointed out that only six percent of the schools were built since 1980. Numerous studies since 1990 to the current day have placed estimates as high as $322 billion needed to meet current needs for renovation, repair, and new construction.
The need and cost for funding public school construction is also within the context of how these costs are funded in the United States. Most school construction, with some exceptions, is heavily dependent upon local government, in other words the local taxpayer as the source of funds for the needed construction. This study focused on the needs of Winchester, Virginia, a small city located in the Northern end of the Shenandoah Valley. Winchester Public Schools and the local government were faced with $50 million in local school construction needs for its only high school, a historic building of iconic stature. The prevailing thought among many was that this figure was too high, or exceeded the fiscal capacity of local government. When the estimated cost began to rise, local decision makers were faced with the dilemma of what to do. The conclusion was to take the unheard of step of conducting a capital campaign to raise funds in order to assist in the renovation and restoration John Handley High School.
The methodology used was to conduct semi-structured interviews of persons, purposefully chosen, who were involved in the decision-making or in some way were involved in the capital campaign environment. The intent was to explore attitudes and beliefs about the school and the fundraising effort. The results reveal a fascinating story about the school’s original benefactor and the forces of social capital and attachment to the school that occurred over its history. These forces ignited the effort to raise private funds to renovate and the restore the school that resulted in the donations of funds in excess of six million dollars and has yet to come to a conclusion. The study reveals not only the beliefs and attitudes of the individuals involved, but also the attachment that an entire community has for its beloved school and the community spirit it symbolically represents.
Pigott, Christina. "School Resource Officers and the School-to-Prison Pipeline| Discovering Trends of Expulsions in Public Schools." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163309.
Full textThe school-to-prison pipeline is a phenomenon that is occurring in public schools across the country. This study investigates if the presence of a School Resource Officers (SRO) has an effect on the rate of expulsions experienced in schools. My data is from a secondary data set from the 2009-2010 School Survey on Crime and Safety. I use the presence of an SRO or security personnel, percentage of white student enrollment, school urbanicity, and percentage of students that score below the 15th percentile on standardized tests as independent variables. My dependent variable is expulsion rates for disobedient behavior. I create one model using OLS regression to run the dependent variable against all of the independent variables. The results yielded that the presence of security personnel or an SRO has increased the rate of expulsions due to disciplinary infractions. I also found that race decreased the expulsion rate; this means that as the percentage of white students goes up, the expulsion rate goes down. These findings suggests that the disproportionate amount of African Americans in this country’s prison system could be starting in our school systems.
Shariat, Yasamin. "High School Seniors' Plans After Graduation: The Decision to Go to the Military, College, a Trade School, or Work." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/478.
Full textRule, Jennifer Y. "Year-Round School Calendars Versus Traditional School Calendars: Parents' and Teachers' Opinions." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1831.
Full textTaylor, Howard. "Child work and school attendance in urban India." Thesis, SOAS, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299990.
Full textNEVES, FAGNER HENRIQUE GUEDES. "KNOWLEDGE, SCHOOL AND CULTURE: SOCIOLOGY TEACHING AND INTERCULTURAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24416@1.
Full textEste trabalho situa-se na confluência entre conhecimento, educação escolar, ensino de Sociologia e interculturalidade, um diálogo pouco explorado pela pesquisa educacional brasileira. Tendo como referenciais os estudos interculturais de Boaventura de Sousa Santos, Vera Maria Candau e Antônio Flávio Moreira, busca-se discutir como os professores de Sociologia lotados na escola básica compreendem as possibilidades de debates entre o saber sociológico escolar e a educação intercultural. Neste empreendimento, dois objetivos são visados: (1) identificar as representações de professores de Sociologia de escolas públicas de Niterói sobre as relações entre o conhecimento sociológico escolar vigente na escola básica brasileira e a proposta da educação intercultural e a (2) problematizar possibilidades de construção de currículos escolares sociológicos interculturalmente orientados no contexto de escolas da rede pública. Para tanto, foram desenvolvidas entrevistas individuais semiestruturadas com onze sujeitos licenciados em Ciências Sociais e atuantes no magistério estadual de Sociologia há pelo menos dois anos. Foram também analisados documentos curriculares oficiais voltados ao ensino médio e à disciplina de Sociologia. Mediante a articulação entre os dados obtidos através desses procedimentos e os referenciais teórico-conceituais enunciados, foi possível obter significativos achados. A despeito de diversas proposições favoráveis à educação intercultural nos documentos curriculares analisados, esta ainda é escassamente promovida na seleção de conteúdos e no desenvolvimento de práticas pedagógicas no ensino básico de Sociologia, conforme relatam os sujeitos da pesquisa. Nesse cenário, a construção intercultural do conhecimento sociológico escolar é uma meta a se cumprir, repleta de desafios a serem enfrentados pelo sistema escolar e os educadores.
This work approaches an unusual discussion in the Brazilian educational research, involving knowledge, school education, Sociology teaching, and interculturalism. Specifically, the work focuses the public high-school Sociology teachers opinions about the dialogues between the Sociology knowledge and the project of the intercultural education, considering the conceptions from Boaventura de Sousa Santos, Vera Maria Candau, and Antônio Flávio Moreira. There are two research goals: (1) to identify the high-school Sociology-teachers representations about the Sociology knowledge which is normally taught at the Brazilian Schools and its relationships with the intercultural education; (2) to propose some possibilities of creating Sociology public high-schools curricula under the intercultural concepts. Semi-structured interviews with eleven Social Sciences licensed-teachers who have been working at public high-schools in Niterói City (State of Rio de Janeiro) for at least two years were made. In addition, the official curricula documents concerning Sociology teaching and high-school education were analyzed. Linking the achieved data with the theoretical references, some important results were found. Although the analyzed documents point many propositions around the intercultural constitution of the Sociology teaching, content choices and the pedagogical practices are not usually affected by the intercultural education. At this scenery, building a high-school Sociology teaching under intercultural ideas remains as a non-reached goal, which is plenty of challenges to be faced by the educators.
Miamidian, Helen Marie. "Can Families Always Get What They Want? Families' Perceptions of School Quality and Their Effects on School Choice Decisions." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/116606.
Full textPh.D.
School quality and school choice are two hotly debated issues within current academic research, and the two topics are not wholly disconnected from one another. School quality literature includes debates over the most accurate definition, or definitions, of what constitutes school quality. Research addressing school choice often includes references to issues of school quality, albeit with different conclusions about the level of importance school quality plays in actual school choice decisions. In order to understand families' decisions about schools, one must recognize not only the ways in which perceptions of quality influence choices, but also that school quality and school choice are, at the same time, conceptually distinct topics. Therefore, the primary question guiding my research asks, is there a relationship between families perceptions of quality education and the school choices they ultimately make. More specifically, my research first explores how families determine what constitutes a quality school, and second, how that informs the schools they select for their children. I examine six distinct types of school choice options families may choose for their children: private, neighborhood public, magnet, charter, non-neighborhood public, or homeschooling. I investigate whether or not family assessments of quality vary along racial or socioeconomic lines and whether such variation explains some differences in families school choices by these sociodemographic characteristics. I explore families behavior during their search for their children school to determine if any racial or socioeconomic variation exists in how different families conduct this search. I also examine factors that may prevent some families from actualizing their ideals of school quality in their choices. In other words, are there obstacles to particular school choices for families from diverse social backgrounds? Data in this study comes from the Pennsylvania and Metropolitan Area Survey, collected with the Philadelphia Indicators project and Temple University Institute of Public Affairs. This survey includes households within five Pennsylvania counties; Bucks, Chester, Delaware, Montgomery, and Philadelphia counties as well as four counties in New Jersey: Burlington, Camden, Gloucester, and Salem counties. This sample includes only households including at least one school aged child (enrolled in grades kindergarten through twelfth grade) proving a sample size of N = 589 households. My findings demonstrate that significant variation by race and class exist in families perceptions of school quality, in specific school characteristics they report represent the most important indicator of school quality, in the number of school choice options families consider during the process of school choice decision making, in specific factors families report as most important for school choice decisions, and finally in the actual school choices families from diverse socioeconomic backgrounds make for their children education. Research about how families choose schools and how this decision making process differs by race and socioeconomic status can serve to inform discussions about increasing the amount of public choice schools such as magnets, charters, non-neighborhood public school transfer programs. This research has the potential to assist policy-makers in determining whether expanding such choice options may result in either an increase or a decrease in the ability of racial minorities and those with fewer financial means to attend quality schools. This research may also help determine whether current levels of school segregation along racial and class lines will improve or worsen as families ability to choose schools for their children expands. In Chapter 5 of my study, the unit of analysis for my sample size changes from families (N = 589) to the total number of school choices those 589 families made for their children, resulting in a sample size of N = 655 choices used only in Chapter 5.
Temple University--Theses
Graham, Joseph. "Race, resegregation and the school to prison pipleline in Mecklenburg County." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10239026.
Full textThis thesis explores the relationship between out of school suspensions and court-involvement for youth in Mecklenburg County. Critical Race Theory (CRT) and the concept of implicit bias serve to inform this examination, interpretation, and analysis of the school to prison pipeline. The research study includes the Charlotte Mecklenburg Schools’ suspension records from 2006-2013 for 21,690 youth and Mecklenburg County Sheriff’s Office data from those same years and same youth plus for 7,349/21,690 youth, their delinquency records. This sample was thus, divided into two groups: Non-Court-Involved (14,341) and Court Involved (n=7,349). Descriptive statistics indicate that African-American students are 3-8 times more likely to be disciplined by the use of out of school suspensions than their fellow White students. The results show that African-Americans miss 11 days more of school because of OSS than their White counterpart. In addition, the results indicate that approximately every 25 days of out of school suspensions accumulates to 1 arrest. The African-Americans in the Court-Involved group average 22 days of suspension. One specific contribution of this study is the unique collaboration and data sharing between the schools and sheriff’s office to examine and address this issue. The study results are consistent with similar research about school discipline and juvenile justice. Moreover, these findings can be used to increase awareness of the racial and ethnic disparities in educational disciplinary practices and policies in the Charlotte Mecklenburg School System and potentially, beyond.
Pinchak, Nicolo Paul. "Concentrated Neighborhood and School Poverty and Labor Market Outcomes in Adulthood." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557150378007065.
Full textColatat, Phech C. "Essays in the sociology of autism diagnosis." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90070.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 106-117).
My dissertation examines the social and organizational processes that influence the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD, as a research setting, presents a number of empirical puzzles which I investigate using organizational, economic and medical sociology and which generate theoretical insights with broad applicability to the management of organizations. Two sets of analyses are included. The first analysis is motivated by sharp differences in diagnostic rates across three specialized ASD clinics at Allied Health (pseudonym), a large health maintenance organization in the United States. I show that this difference is stable over time and cannot be explained by patient and pediatrician characteristics. Leveraging observation and interview data at each of the clinics, I characterize different approaches to diagnosis at each clinic, which originated in the training conditions of the initial clinic directors. These findings support developments to theory that explain how field-level changes typically expected to lead to adaptation and isomorphism can be moderated unintentionally by prior locally-institutionalized practices and result in stable practice variation. The second analysis examines the role of patients in medical diagnosis. Patients are increasingly taking an active role in medical decision making and exerting subtle influence on the decisions of their health care providers. While a greater balance of power and knowledge between patient and provider can be beneficial in many ways, there is a risk that the shifting balance may fail to leverage the subject-matter expertise of medical professionals. With the goal of better characterizing the influence of patients, I draw on data from two systems of care - Kaiser Permanente Northern California and the California Department of Developmental Service - to examine the role of patients in the diagnosis of ASD. Findings are consistent with prior research in identifying patient influence, but illustrate several new boundary conditions: (a) assertive and influential patients may represent only a fraction of the total population and (b) the magnitude of a patient's impact varies by the knowledge and role of the health care provider, and by institutional arrangements that create particular incentives.
by Phech C. Colatat.
Ph. D.
Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.
Full textTitle from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
Rippetoe, Sarah. "Teachers' and Students' Perceptions about the Roles of School Resource Officers in Maintaining School Safety." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1828.
Full textJohnston, Sarah Eowyn. "Gender, identity and academic subject choice at school and university." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301718.
Full textCondry, Gregory D. "Co-ordination, co-operation and control in pre-school services." Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/847326/.
Full textJohnston, William R. "The Roots of Opting Out: Family, School, and Neighborhood Characteristics Associated With Non-Local School Choices." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461043.
Full textCulture, Communities, and Education
Iong, Sio Hong. "Covert school bullying among school students in Macao." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2580075.
Full textHenley, Blair F. "Developing eLearning: A Case Study of Tennessee High School." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1843.
Full textKim, Hyejun. "Essays on economic sociology of innovation and entrepreneurship." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123583.
Full textCataloged from PDF version of thesis.
Includes bibliographical references.
This dissertation considers how innovation and entrepreneurship are developed, encouraged, and evaluated with the theoretical lens of economic sociology. The first chapter investigates who becomes an entrepreneur among the pool of general consumers. The process by which individuals become entrepreneurs is often described as a decisive moment of transition, yet it necessarily involves a series of smaller steps. By breaking down the transition stages of knitting hobbyists' transition to producers who sell their original design patterns, the study examines the distinctive characteristics that affect users' decision to (a) create new products and (b) commercialize them. The second chapter examines the role of social capital in revealing and encouraging entrepreneurship. To the question of how social capital benefits innovation and entrepreneurship, existing literature has provided one dominant answer: access to information and resources.
In this study, I suggest an alternative mechanism how social capital benefits an individual's entrepreneurial transition: social networks provide potential entrepreneurs self-confidence on the promise of their new ideas and encourages their entry into the market. Using a matched sample of potential innovators, I show that an individual's participation in a local group encourages her transition to an entrepreneur, especially for those who already have the necessary skills for the transition. The empirical analysis resonates with qualitative evidence that hobbyists make the transition to entrepreneurs when encouraged by their friends. The third chapter (co-authored with Pierre Azoulay and Ezra Zuckerman) considers commitment-based typecasting among knit designers. We show that "commitment-based typecasting" has two characteristic features: asymmetry in audience valuation and retrospective reevaluation.
When a novice performer experiences an "identity shock" that suggests that she is more committed to the audience for one category than another, "betrayed" audience tends to regard her as having always been less committed to the rival audience/category. We test this theory in the domain of knitting, where there is a divide between avant-garde knitters and traditional knitters, and we show that when a novice knit designer is first published in the publication associated with one category, this elicits a retrospective devaluation of her prior work by the audience of the opposing category.
by Hyejun Kim.
Chapter 1. Sharing or Selling: Multiple Stages of Entrepreneurial Transitions in the Hobbyist Community -- Chapter 2. Knitting Community: The Role of Social Capital in Revealing and Encouraging Entrepreneurship -- Chapter 3. Never Really One of Us: Commitment-based Typecasting among Knit Designers.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Sloan School of Management
Slaughter, Demetria M. "An examination of substance use and abuse among African American high school students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/2305.
Full textHope, Andrew Derek. "School Internet use : case studies in the sociology of risk." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3979/.
Full textHodgson, David. "Boys in and out of school : narratives of early school leaving /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.140656.
Full textDobey, Blane R. "Social capital and high school football: a game plan for the development of human and cultural capital." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/3068.
Full textSaporu, Darlene F. "Suspended Opportunities? A Multi-level Analysis of the Role of School Climate and Composition in Shaping Racial Differences in School Punishment." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343747420.
Full textEldridge, Edward J. "A Study of the Use of Data to Implement School-Wide Positive Behavior Interventions and Supports in a Large Elementary School." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282633.
Full textIn nearly every profession, there is a general understanding that decisions should be informed and driven by data. Even in situations where individuals may not have a clear understanding of what data are needed, people have an innate understanding that more information will normally result in a more desirable outcome. Nowhere should the promise of data-based, high-quality decisions be realized more than in public schools that have answered the call to provide school-wide positive behavior interventions and supports (SWPBIS).
The purpose of this study was to evaluate the role of data in the implementation of SWPBIS in a large elementary school in a Northern California school district. This study assessed school personnel’s ability to access and use student data contained in the district’s data system. The study also assessed the impact of providing training to school personnel focused on accessing and using student behavior, attendance, and achievement data available in the district’s data system. A mixed methods, embedded design of a primarily quantitative quasi-experimental, one-group pretest-posttest design supplemented by qualitative data comprised the methodology for this study.
The results presented in this study contribute to research literature on the use of data in schools to improve student outcomes by providing strong support for increased data training of school personnel. There was variability between participants’ ratings of data accessibility and usefulness. Additionally, there were significant increases in participants’ ratings regarding the accessibility and usability of data points related to student behavior, attendance, and achievement as a result of data-focused professional development.
Paugh, Mary Jo. "Predictors of successful school/business partnerships." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382636456.
Full textGirardi, Zelia. "Dropout among secondary school students in Brazil : an exercise in participatory research." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/844320/.
Full textvon, Hippel Paul T. "Are Schools the Problem? The Effects of School on Learning and Obesity." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277496211.
Full textChanda-Gool, Sofia. "Contrasting perspectives within South Asian communities on school and the wider society." Thesis, University of Bath, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288238.
Full textCroft, Alicia. "Who is Worthy of School Choice? Examining the Affects of State-Level Determinants of Charter School Access, 1991-2006." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292532748.
Full textCroft, Alicia S. "Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1434972502.
Full textIndelicato, Kimberly. "An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591947.
Full textMost schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students' experiences with harassment. The study included 208 middle school students. The results were compiled into three groups (lesbian/gay/bisexual, questioning, and straight) and compared. Findings indicated that LGBQ students experience significantly more harassment than straight students and questioning students are more likely to experience victimization than lesbian, gay, bisexual, and straight students. The findings support the need for middle school administrators and staff members to take steps to create more inclusive school climates for LGBQ students.
Seid, Claire S. ""Becoming Leaves Kids": Cultural Creation and Transmission in Alternatively Educated High School Youth." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors149274333601474.
Full textLiiv, Karin E. "Defiance, Insubordination, and Disrespect: Perceptions of Power in Middle School Discipline." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461057.
Full textCulture, Communities, and Education
Beorchia, Ace. "Culture Matters: Career and Life Expectations and Outcomes among Business School Alumni." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7255.
Full textIrby, Decoteau Jermaine. "Understanding the Zero Tolerance Era School Discipline Net: Net-widening, net-deepening, and the cultural politics of school discipline." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/46813.
Full textPh.D.
School safety is widely recognized as an ongoing problem in United States public schools. Guided by the New Right, the school safety problem has been framed as an issue of school crime, violence, and student misbehavior that is best mitigated by zero tolerance policies. This stance has emerged as an agenda that has proven disproportionately detrimental to poor urban students of color who have experienced unforeseen levels of punishment since the Gun Free Schools Act of 1994 endorsed zero tolerance. Despite mounting evidence that zero tolerance approaches to discipline do little to deter school crime and violence or make schools safe, little ground has been gained in interrupting the ideology, policies, practices, and discourses of the zero tolerance agenda. The dissertation study theorizes and explores how ideology, cultural-politics, and discourse foster the tendency for policy creation and codification to legitimize the New Right's official knowledge of zero tolerance ideology and policy as a panacea for the school safety problem. To accomplish this, I conducted an ethnographic content analysis of codes of student conduct to examine the imbued ideologies, discourses, and policy changes that emerge from the cultural politics of managing school discipline over the last 15 years. Through this process, I lend empirical credence to the concepts of net-widening and net-deepening. With these guiding concepts, I push the field beyond the zero tolerance discourse on school safety and discipline to establish a generative alternative to understanding school discipline policies called the school discipline net framework. The results of the study establish a precedent for thinking more deeply and creatively about the perils and possibilities of school discipline policies. Major findings include the identification of several school policy changes that make the discipline experience both increasingly likely and potentially more punitive for students. Finally, through substantiating the school discipline net as a framework for discoursing, researching, guiding policy creation, and recognizing and locating sites of agency, this work establishes that it is indeed possible to engage issues critical in the field in ways that can transfer into the highly politicized school policy context dominated by New Right ideologies and discourses.
Temple University--Theses
Moore, Dennis M. Jr. "Student and faculty perceptions of trust and their relationships to school success measures in an urban school district." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618717.
Full textKane, Jean Ewart. "School exclusions and pupil identities." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/6931/.
Full textAdamz, Grant Scanland. "The Effect of Elementary After-School Participation on the Transition to Middle School." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2668.
Full textWilliams, Lilly Jacqueline 1964. "Membership in inclusive classrooms: Middle school students' perceptions." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282410.
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