Dissertations / Theses on the topic 'New School (Abbotsholme, England)'
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Zhou, Joe Xiongwei. "Chinese immigrant entrepreneurs in New England area." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44438.
Full textMore and more Chinese immigrants came to the U.S. to start a whole new life. Some of them became entrepreneurs. This study focused on Chinese new immigrant entrepreneurs in New England area, and analyzed what factors have the most effective impact of the Chinese new immigrants to become an entrepreneur. This is first survey to study the career choice and entrepreneurship experience of Chinese immigrants in the New England area. From 190 complete responses, 66 of them are entrepreneurs. In this survey study, we have gained valuable information of the well-educated Chinese immigrants in the New England area. Also, we studied the specific characteristics of these Chinese entrepreneurs, and tried to identify some features that are helpful to becoming a successful entrepreneur. Based on the survey result, (1) working in a small company, (2) having responsibilities relating to greater China, (3) holding a position in general management or sales and marketing, and (4) attending social activity at least once per month are positive factors contributing to Chinese immigrant entrepreneurs.
by Joe Xiongwei Zhou.
M.B.A.
Moro, Jessica M. "School Improvement Grants at Work| A Study of Urban, Public New England Schools." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600004.
Full textEducation policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background.
Just as it is naïve to believe that all students learn the same, it is also naïve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth.
This study focused on urban, public New England schools who received SIG funds between 2010 – 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.
Pope, Earl A. "New England Calvinism and the disruption of the Presbyterian Church." New York : Garland Pub, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15792178.html.
Full textTaylor, Chris. "The geography of the 'new' secondary education market and school choice in England and Wales." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30391.
Full textTate, Philip Alan. "A comparative study of school music between Central New Jersey U.S.A. and South East England." Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/18891/.
Full textSaville, K. G. "Bilingual education planning through free school reform in England : a case study of new institutional development." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565524/.
Full textWashington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.
Full textThis exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Williams, Molly K. "For God and Country: Scriptural Exegesis, Editorial Intervention, and Revolutionary Politics in First New England School Anthems." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511862418359819.
Full textChase, Steve. "Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
Full textTitle from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).
Chase, Steve. "Activist training in the academy : developing a master's program in Environmental Advocacy and Organizing at Antioch New England Graduate School /." Ann Arbor, Mich. : Pro-Quest, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
Full textThornton, Teresa E. "Human Dimensions of a School-Centered, Community-Based Environmental Monitoring Research (CBEMR) Project Focused on Private Drinking Water Wells in New England." Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/ThorntonT2011.pdf.
Full textSong, Chang-Jin. "Pianism in selected partsong accompaniments and chamber music of the Second New England School (Amy Beach, Arthur Foote, George Whitefield Chadwick, and Horatio Parker), 1880-1930." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325988.
Full textSchool of Music
Fenton, Catherine Meghan. "An assets based approach to health promotion with young people in England." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10920.
Full textGuardiano, Nicholas. "Transcendentalist Aesthetics in Emerson, Peirce, and Nineteenth-Century American Landscape Painting." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/914.
Full textCarroll, Peter Neil. "Puritanism and the wilderness : the intellectual significance of the New England frontier, 1629-1675 : a dissertation submitted to the graduate school [Northwestern University] in partial fulfillment of the requirements for the degree Doctor of philosophy, field of history /." Ann Arbor (Mich.) : University Microfilms International, 1992. http://catalogue.bnf.fr/ark:/12148/cb355242821.
Full textStanley, Emily L. "Monkey Brains and Monkey Bars: An ecological approach to the values of school recess." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1274047228.
Full textTitle from PDF t.p. (viewed July 22, 2010). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England (2010)."--from the title page. Advisor: Heidi Watts Includes bibliographical references (p. 218-226).
"Piano Chamber Music of the Second New England School: A Study Guide." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15970.
Full textDissertation/Thesis
D.M.A. Music 2012
Dore, Janice C. "Implementation of Information power the experiences of state library media consultants in New England /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/35179646.html.
Full textTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).
Edington, Pamela R. "Chief academic officers in New England community colleges: Leadership and regional collaboration." 2006. https://scholarworks.umass.edu/dissertations/AAI3215907.
Full textDrew, Carolyn. "Factors influencing New England boarding school students to attend specific colleges or universities." 1989. http://catalog.hathitrust.org/api/volumes/oclc/20002240.html.
Full textTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (45 leaves ).
Spence, Barbara Anne Dupont. "Self-perceptions of African-American female administrators in New England public schools." 1990. https://scholarworks.umass.edu/dissertations/AAI9035406.
Full textPeterson, Ann Mary. "New England state college health service nurse managers: Career choice, role perception, and job satisfaction." 1990. https://scholarworks.umass.edu/dissertations/AAI9100530.
Full textLim, Molly Mei-Ling. "Perceptions of teacher empowerment in a Turning Points school: A case study of teachers in a middle school in New England." 2007. https://scholarworks.umass.edu/dissertations/AAI3275775.
Full textMiller, Darlene Gail. "How did they get there? The career development of senior women academic officers in New England community colleges." 1996. https://scholarworks.umass.edu/dissertations/AAI9619413.
Full textAllaith, Zainab A. "Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers." Thesis, 2013. http://hdl.handle.net/1969.1/149385.
Full textTyler, John. "A Pragmatic Standard of Legal Validity." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.
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