Dissertations / Theses: 'School closure'

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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 Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this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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Morton, Robert J. "School closure: Through the eyes of teachers." Diss., Wichita State University, 2009. http://hdl.handle.net/10057/2384.

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This phenomenological study examined eight teachers in Kansas, who experienced school closing within the past three years. The results of this research indicated themes of death and dying, organizational culture, change, and emotion. The research further identified five distinct categories for each of the themes during interviews. The five categories were communication, political, community, transition, and student. Unlike traditional empirical research design, phenomenological research focused on descriptions of experience as an expression of one’s unique meaningful experience rather than a learned response to stimuli (Polkinghorne, 1989). Data were analyzed using the general processes of Moustakas (1994) and van Kaam (1959, 1966). Analysis used an eight step techniques to identify essential characteristics of the experience. Teachers recommended that district leadership staff conduct clear communication with school staff, implement an organized school closure process, and provide support for physical and emotional needs.
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership

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LeBlanc, Natalie Elizabeth. "In/visibility of the abandoned school : beyond representations of school closure." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/56189.

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This research is an artistic form of inquiry in which knowledge is generated from a closed school because it is a de-institutionalized and de-commissioned place that has not yet legally been re-zoned, re-sold, or repurposed. Much of the research on the topic of school closure suggests that its aftermath wreaks havoc on cities and neighborhoods. The abandoned school, marginalized and forgotten, enters into a process of neglect and decline (Chambers, 2007). This research demonstrates how acts of ‘re-territorialization’ (Smith, 2010) in the context of the socio-political state of the closed school, holds pedagogical possibility. To complete this project, I photographed multiple closed schools in cities across Canada and I spoke with principals, students, board directors, faculty, and community members about their experiences with school closure. For one of the final stages of my inquiry, I projected images of the inside of the decommissioned school onto the outside’s physical structure and invited the public, community members who experienced the closure of the school, to take part in an immersive experience in which they could project their own stories and imaginations onto the artwork. Encounters with the abandoned school are brought forward in five ‘concessions,’ articulated here as a virtual spatial practice that explores the abandoned school through photographic images and text, provoking readers/viewers to (re)imagine relationships between space, time, place, and memory. I articulate how this inquiry acts as an intervention — an experience that occurs because of art and because of the artist who is working as a catalyst within the context of the everyday. Drawing attention to the architecture of the closed school as an archive — a repository of memories (both individual and collective) that has been locked off from the community in which it exists, the abandoned school brings forth a possibility (however partial) to (re)construct, (re)store, and (re)present stories of the past with our own existing narratives. Conceptualized as a work of art, this exegesis challenges the more traditional dissertation structure. Rather than answering or advancing a hypothesis, it asks that you look at artistic inquiry in a new way, perhaps even provoking a shift in thought itself.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Cheung, Hoi-yan, and 張凱欣. "Effectiveness of school closure during an epidemic flu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45171324.

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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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Delp, Cynthia Dawn. "Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73217.

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The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990). A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories. School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study.
Ed. D.

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Glenda, Toneff-Cotner E. "Transformation or Tragedy?A Retrospective Phenomenological Study of School Closure." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1433316650.

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Ranganathan, Aruna. "Professionalization and market closure : the case of plumbing in India." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82270.

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Thesis (S.M. in Management Research)--Massachusetts Institute of Technology, Sloan School of Management, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 29-31).
While professionalization has long been understood as a process of establishing market closure and monopoly control over work, this paper presents a case where professionalization erodes rather than establishes occupational closure. Using the case of plumbing in India, I demonstrate how the Indian Plumbing Association (IPA), a newly formed organization of internationally-trained plumbing contractors and consultants, is using the rhetoric and structures of professionalization to threaten pre-existing ethnicity-based closure enjoyed by traditional plumbers from the eastern state of Orissa. By employing a discourse of professionalism and by instituting codes, training and certification programs, professionalization in this case is hurting Orissan plumbers by changing the basis of plumbing knowledge and opening entry to outsiders. This paper concludes by suggesting that professionalization is a modern trope that does not necessarily imply monopoly benefits and higher job quality for all the members of a given occupational group.
by Aruna Ranganathan.
S.M.in Management Research

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Nelson, Chad M. "Neoliberalism and the Rhetoric of School Closure in Latina/o Detroit." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1546444881229694.

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Yip, Fung-ming, and 葉鳳鳴. "Teacher stress and coping strategies during the closure of a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27723537.

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Porsö, Matilda. "Skolnedläggning i Uppsala : En fallstudie om Brantingsskolans nedläggningsprocess." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-217769.

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Martinez, Dayna Lee. "Non-pharmaceutical Intervention Strategies for Pandemic Influenza Outbreaks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4146.

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In case of a pandemic influenza outbreak, non-pharmaceutical interventions will likely be the only containment measure at the early stages of the pandemic when vaccines are not available. NPIs also oer an option for decreasing the probability of creating antiviral resistant viruses product of a mass prophylaxis campaign. In countries where there are not enough resources for vaccines and antivirals, NPIs may be the only mitigation actions available. NPIs have been increasingly used in preparedness plans. We can see recommendations and guidelines regarding the use of NPIs in countries, health departments and universities. Also, researchers all around the world have study the impact of NPI's in pandemic influenza outbreaks, most of them using simulation as their modeling tool. Our review of the aforementioned plans and literature shows that there is a lack of consensus in how to implement these interventions. They vary widely in the choice of key parameters such as intervention initiation threshold, duration and compliance. We believe that the lack of uniformity in NPI mitigation strategies arise from the uncertainty in the virus epidemiology and the current lack of scientic knowledge about the complex interactions between virus epidemiology with social behavioral factors and mitigation actions. In this dissertation we addressed this problem by modeling pandemic influenza outbreaks using an agent-based simulation approach. The model incorporates detailed popu- lation demographics and dynamics, variety of mixing groups and their contact processes, infection transmission process, and non-pharmaceutical interventions. Using a statistical experimental design approach we examine the influence of characteristic parameters of virus epidemiology, social behavior, and non-pharmaceutical interventions on various measures of pandemic impact such as total number of infections, deaths and contacts. The experimental design approach also yields the knowledge of the extent of interactions among the above parameters. Using this knowledge we develop eective NPI strategies and demonstrate the efficacy of these strategies on large-scale simulated outbreaks involving three dierent scenarios of virus transmissibility. The results show that signicant improvements in the NPI based pandemic mitigation approaches can be attained by the strategies derived from our methodology.

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Effiom, Claudius Bassey. "Principal Experiences In A School Consolidation." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5214.

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Abstract Educational leaders must operate in a complex political world that places a premium on skills and strategies involving consensus building, negotiations, and reciprocity. This dissertation is about the leadership struggles and tensions inherent in a school consolidation process. The principals highlighted in this study represent the leader of a metropolitan school which is closed and consolidated with another school in the same school district. The school district employs a defined and planned process to address many issues inherent in a school consolidation like guaranteed placement of displaced teachers in schools of their choice. I examined the experiences of three principals during the course of the school consolidation to determine if there are any advantages in using a pre-planned consolidation to ensure the success of the consolidation process. My experiences as a principal involved in a school consolidation experience without a defined and pre-negotiated consolidation protocols was used to draw contrasts when interview data was analyzed from the three school principals. To guide my data collection and analysis I used a conceptual framework based on the work of Mead (1934), Husserl (1965), Blumer (1969), Stryker (2002) and Merleau-Ponty (2004), Interpretivism with a case study paradigm based on the work of Hancock and Algozzine (2006), Creswell (2003), Yin (2003) and Miles and Huberman (1994) to guide my study which was aimed at understanding the experiences of school principals during a school consolidation. The initial findings of my study indicated that the experiences for most stakeholders impacted by a consolidation were consistent with those found in the literature concerning other consolidation experiences. There was some minimal reduction in the perceived levels of uncertainty and anxiety of staff members concerning their employment status. The principals had certain assignments related to the logistical planning and management of resource security and allocation removed from their agenda, but leadership experiences remained fraught with uncertainty and a sense of trial and error in navigating through the processes required for a successful consolidation experience. This study provided several insights that may be useful to school principals in managing and seeking appropriate assistance from district level leadership to improve the probability that the level of success in a school consolidation may affect various stakeholder groups impacted by the experience. The findings discuss several implications regarding how school principals and school districts may consider the overall impact of a school consolidation on their students and their stance regarding equity and social justice for all the school's communities. Finally, this study provides several recommendations for policy and educational practice.

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Cedering, Magdalena. "Skolnedläggningar på landsbygden : Konsekvenser för vardagsliv och lokalsamhälle." Licentiate thesis, Uppsala universitet, Kulturgeografiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168996.

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Living in the countryside can be complex and is often a matter of daily movements in order to make all activities fit into one’s life. The structure of everyday life is also about the interplay between political decisions and physical structures. This thesis shows the consequences of change to the rural landscape for daily life. In this case, the change was brought about by the closure of two rural schools in Ydre, Sweden. The aim of this thesis is to analyse the meaning of rural schools in the development of local society and identity, and how such meaning is based on people’s time-spatial everyday stories. The study focuses on how households interpret change and the problems that arise from the closure of rural schools. Studying this is accomplished through interviews with twelve households with schoolchildren of varying ages and is based on a time-geographical perspec-tive. In the spring of 2009, qualitative interviews were carried out concerning rural life and the possible effect of closure-threatened schools on their daily lives. In the autumn of 2009, the schools were closed, and the same families were visited and the household studies fol-lowed up with further interviews. Thus, the study investigates local circumstances, how householders adapt to structural changes, how this creates patterns in their everyday lives and activities, and how schools and private life are connected. One conclusion here is that the householders are concerned about their local community. They highlight the importance of the rural school, which they consider exclusive and not just a resource for the children but the community as a whole. Thereby, they highlight their hope that their area is seen as attractive by visitors; by people looking for somewhere to settle down; and also by themselves, the inhabitants. A school is not just a place for teaching; it is also an important place where parents can meet; it is a part of social life; and it is a place where social networks are created and decisions about everyday life are made. Through stud-ies of the school closures and people’s everyday experiences, some of the complexities of countryside life and problems appear in a more human-centred and everyday perspective.

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Hartney, Karlene. "A critical ethnography : young people's perspectives on the effects of the impending closure of their school on their education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15707/.

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…. the frank concession is that we live in troubled times, yet we are enabled with a sobering belief that a better way does exist (Rexhepi and Torres, 2011, p.683). Schools in England are in a constant state of change. This research is about change in one secondary school in particular. It is an investigation into what young people think and feel about the changes in their school as it moves towards closure in 2016 and the effects of this impending closure on their education. The research draws on the critical paradigm which examines the structure of education in England specifically at the secondary level of schooling, and how, in a bid to raise standards, these changes sometimes leave young people feeling anxious, disappointed and worried about their education and their future. The research recognises young people as individuals in their own right, deserving of spaces for their voices to be heard during times of change. The research champions ‘voices’ over ‘voice’ in recognition that young people experience change in different ways, and this should not be lumped together as ‘student/pupil voice’. Data gathering involved collaborating with ten young people from St Luke’s Church of England High School over 15 months, from April 2014 through to July 2015, through open-ended, group and individual interviews, surveys and observation, whilst scrutinizing progress and achievement data from 2011/2012 when they were in Year 7, until 2014/2015 (Year 10). Data analysis and presentation are guided by the interpretative framework of Clandinin and Connelly’s (2000) Three-Dimensional Narrative Inquiry Space, grouping themes and sub-themes to form 10 stories. The research concludes that the phased closure of St Luke’s had a profound impact on each of the young people. The phased closure proved challenging for all the participants in different ways and could, at some point, impact negatively on all their future aspirations. The main conclusion of the research study is that subject options were being reduced and thus the young people’s life chances were being curtailed in ways that they did not anticipate.

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Cedering, Magdalena. "Konsekvenser av skolnedläggningar : En studie av barns och barnfamiljers vardagsliv i samband med skolnedläggningar i Ydre kommun." Doctoral thesis, Uppsala universitet, Kulturgeografiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269585.

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Many rural village schools have closed over the years, both in Sweden and internationally, because of urbanisation, centralisation and the quest for efficiency. This study shows the impact of two school closures in the rural area of Ydre, south-east Sweden, and describes the reactions of children and families concerned. The aim is to analyse what rural village schools mean for everyday life and how such meaning is based on time-spatial everyday stories. How the children and families view the school closures emerges in the time-geographic perspective, on their own terms, given their opportunity to demonstrate how they use different time-space components. This was studied by interviewing and sketching mental maps with 28 pupils of various ages, and by interviewing and drawing up weekly time schedules with 12 families. This also enabled the analyses to be extended, using the time-geographic conceptual framework, and in particular the interplay between structural changes and individuals’ day-to-day lives, and the interconnections between school and private life, to be clarified. One conclusion is that a school is no mere teaching venue. It is also a key meeting place for children, part of community life and a space for social networking and daily decision-making: a local community hub for the children and their parents alike. When a local school closes and the pupils need to travel further for schooling elsewhere, it affects their travel and activity patterns and social networks. Children’s drawings express their perceptions of place, time and distance. This study shows that the locations where children spend time and have their social networks, as well as how and how often they travel on particular routes, are crucial for their assessment of distance, both temporal and spatial. Describing the value of the closure-threatened school, parents express concern about their local village. They stress the importance of the village school, which they regard as excellent, unique and a resource for the family, but also for the community as a whole. Thereby, they highlight their hope that their community will be attractive to visitors, and also to themselves, the residents. The threats of closure upset them and provoke discussions on how to sustain a living countryside. Studies of children’s and families’ experience of school closures pinpoint the complexity of rural life and show it in a more human-centred, everyday light. Since children are absent from the municipal closure procedure, views of children’s participation are also discussed.

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Sandeman, Lauren K. "Racialised Discourses of Educational Opportunity: Neoliberal Education Reform and Community Resistance in Bronzeville, Chicago." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161909471708297.

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Cavanaugh, Rodney A. "Comparative effects of verbal and response card reviews during lesson closure on the academic performance of high school students in a ninth-grade earth science course /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034178465.

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Schmitz, Micheli Tassiana. "Análise histórica do fechamento das escolas localizadas no campo nos municípios que compõem o Núcleo Regional de Educação de Dois Vizinhos: o caso das escolas da Comunidade Canoas município de Cruzeiro do Iguaçu - 1980 - 2014." Universidade Estadual do Oeste do Parana, 2015. http://tede.unioeste.br:8080/tede/handle/tede/981.

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Made available in DSpace on 2017-07-10T16:28:06Z (GMT). No. of bitstreams: 1 Micheli Schimitz.pdf: 7235795 bytes, checksum: ba1de92e1c6c6731401564e77db16fd9 (MD5) Previous issue date: 2015-12-16
Fundação Araucária
This study investigated the process of closing schools located in rural areas of the municipalities that make up the Regional Center of Education of DoisVizinhos in the Southwest region of Paraná. From the data presented in the opinion 1011/10, DUDE / SEED / PR, which indicated that between the years 1990-1999 there was the closure of 3,948 schools in the field in Parana, the need for an investigation felt to understand the factors who contributed in reaching that amount. To this end it was held data collection by the Regional Center of Dois Vizinhos Education, Education Departments of Municipalities and Schools, about the number of schools and students, differentiating them from urban and rural, starting from the year 1980 until 2014. It was taken as a case study the closure of schools in Canoas community in the city of Cruzeiro do Iguaçu, the State School Field Canoas - Elementary School and the Municipal Rural School Santa Terezinha - Kindergarten and Elementary School. To understand the closure of these schools held interviews with members of Canoas community, staff, students and officials who held public office in the school closure period, it sought to documents, protocols and photos that could illustrate the historical construction and the process closings of these schools. The historic building naturalized the idea of the countryside as a delay of place where not made / make school education is required. The laws legitimized a dual education, where the children of the elite have comprehensive training and the children of the working class were formed to work. The modernization of agriculture allied with agribusiness has meant that small producers were expropriated the match, and their land stay with great owners. Thus it happened the emptying of the countryside and consequently the schools it decreased the number of students and have been and are being closed, without taking into account the socio-cultural context that these schools represent the impacts on communities and families. There are currently laws that ensure that schools be closed only after consultation with the community, or that schools be organized in alternative ways that meet students with quality, but these laws are not always implemented and many schools located in field find themselves threatened with fear of closing, or end up being closed.
O presente estudo investigou o processo de fechamento de escolas localizadas na zona rural dos municípios que compõem o Núcleo Regional de Educação de Dois Vizinhos, na região Sudoeste do Paraná. A partir dos dados apresentados no parecer 1011/10, DUDE/SEED/PR, que indicou que entre os anos de 1990 a 1999 houve o fechamento de 3.948 escolas do campo no Paraná, sentiu-se a necessidade de uma investigação para compreender os fatores que contribuíram para que se chegasse a esse montante. Para tanto, foi realizado levantamento de dados junto ao Núcleo Regional de Educação de Dois Vizinhos, Secretarias de Educação dos Municípios e Escolas, sobre quantidade de escolas e alunos, diferenciando-os de urbanos e rurais, partindo do ano de 1980 até 2014. Foi tomado como estudo de caso o fechamento das escolas da comunidade Canoas, no município de Cruzeiro do Iguaçu: a Escola Estadual do Campo Canoas Ensino Fundamental e a Escola Rural Municipal Santa Terezinha Educação Infantil e Ensino Fundamental. Para compreender o fechamento dessas escolas realizou-se entrevistas com membros da comunidade Canoas, funcionários, alunos e autoridades que ocupavam cargos públicos no período do fechamento da escola, buscou-se documentos, atas e fotos, que pudessem ilustrar a construção histórica e o processo de fechamentos dessas escolas. A construção histórica naturalizou a ideia de zona rural como um local de atraso, onde não se fazia/faz necessária a instrução escolar. As legislações legitimaram um ensino dual, onde os filhos da elite teriam formação integral e os filhos da classe trabalhadora eram formados para o trabalho. A modernização da agricultura, aliada ao agronegócio, fez com que os pequenos produtores fossem expropriados do campo e suas terras ficassem com grandes proprietários. Desse modo aconteceu o esvaziamento do campo e, em consequência a isso, escolas diminuíram a quantidade de alunos e foram e estão sendo fechadas, sem se levar em conta o contexto sociocultural que estas escolas representam, os impactos nas comunidades e nas famílias. Atualmente há leis que garantem que escolas só sejam fechadas mediante consulta à comunidade, ou que as escolas sejam organizadas de modos alternativos, que atendam aos alunos com qualidade, porém essas leis nem sempre são implementadas e muitas escolas localizadas no campo se veem ameaçadas, com medo do fechamento, ou acabam sendo fechadas.

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Petruny, Lucille Senger Elizabeth Smith. "Close, closer, and even closer introduction of the digital microscope into elementary (K5) enrichment and art classrooms /." Auburn, Ala, 2008. http://hdl.handle.net/10415/1440.

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Paul, Anne, and n/a. "Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher morale." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061031.143504.

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This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students

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Hauk, Christopher John, Scott Michael Houston, and Carri Jean Walker. "Technology in schools for the twenty-first century: Bringing one school closer to the future." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1112.

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Oncescu, Jacquelyn. "The impact of a school's closure on rural community residents' lives." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24094.

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In this dissertation, I use a single qualitative case study methodology, participant observation, focus groups, and semi-structured interviews to explore how a rural school’s closure influenced the lives of residents in one rural farming community: Limerick, Saskatchewan, Canada. Three “stand alone” papers comprise this dissertation. In the first paper, I investigate the impacts of the school’s closure on rural families. In the second paper, I explore the ways Limerick School’s closure affected adults without school-aged children. In the final paper, I assess school closure’s impact on gendered volunteer roles. Using social ecological theory and socialist feminist theory, I argue that the school’s closure had far-reaching implications for community members and that these implications varied depending on stage of life, gender, and roles within the family and community contexts. Together, these papers not only make a contribution to filling the gap in existing literature pertaining to rural school closures, but they also strengthen our scholarly understanding of the school-community relationship in the rural context.

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Jackson, Charlotte Rebecca. "The impact of school closures on the transmission dynamics of pathogens." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558364.

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McGill, Eric Andrew. "Optimizing the closures development process using the design structure matrix." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34858.

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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 Manufacturing Program at MIT, 2005.
Includes bibliographical references (p. 132-133).
Product development processes are inherently complex sets of activities that involve a vast number of connections between participants. Engineers, designers, marketers, financial analysts, and manufacturers all have to receive information, process it, and distribute their decisions back into the system. These paths create information loops that are hidden from the participants on a long time scale and generate non-linear feedback. An analysis of the closures product and process development tasks at a major US automaker prompted the creation of new tools to optimize the ordering, identification of coupled blocks, prioritization of interactions, allocation of resources, and modeling of multiple projects. Ultimately, the analysis predicted a reduction in the average completion time of [approx.] 80%, a reduction in standard deviation of [approx.] 95%, and potential savings of -[approx.] $5B. Unfortunately, many of the suggestions from the analysis run headlong into the organization's structural, political, and cultural environment. Structurally, the automaker is a matrix organization split along functions and program lines, constantly attempting to balance between being a strong component designer and a quality assembler. However, the functional divisions create trouble in viewing and communicating across the entire system, whether that system is the vehicle to be designed or the organization itself. Politically, the atmosphere is dominated by a strong functional orientation, authoritative traditions, and a rigid hierarchy. Culturally, the people seem to be jaded and somewhat fatalistic about the company's future.
(cont.) Managing change in this environment requires effort from the top and bottom of the organization, and must draw on those people inside the organization that can provide an outsider's perspective when addressing both the macro and micro challenges that will appear. Success will require using the organization against itself in order to create the initial changes that will ultimately bring about a long-term turnaround.
by Eric Andrew McGill.
S.M.
M.B.A.

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Schmitz, Madelene. "Den stora skoldöden : Om nedläggningar och omorganisation i Stenbrohults, Göteryds och Virestads kommuns skolor åren 1954–1970." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84507.

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This is a historical study of the political process connected to closures and reorganizations of schools in the rural municipalities Stenbrohult, Göteryd and Virestad in Sweden during the years 1954-1970.The main source material used in the study are protocols from meetings with the city councils and the local education committees. Articles from the newspaper Smålänningen are used as a complement to the protocols. The study shows that all three of the municipalities went through big changes when it comes to education and schools during the period. The number of schools were reduced from 20 in 1954 to 7 in 1970. The main reasons that the schools were reorganized was that old school buildings were in bad condition, the number of students in rural areas were diminishing and small schools with only a few students were too expensive. Urbanization and centralization seem to have been important factors that contributed to the closing of many schools.

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Kleidon, George William. "Principals' Instructional Leadership in Title I Schools| A Closer Look." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829301.

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The students in Title I schools remain the most vulnerable in our education system. Principals in these schools must be exceptional and well prepared. However, principals have been trained in a universal approach that is not sufficient for those who lead schools with high poverty rates as well as culturally and linguistically diverse learners. The purpose of this mixed-methods descriptive study was to gain insight from principals about instructional leadership in Title I schools. Thirty-two principals described their perceptions about the preparation, supports, and challenges necessary to develop instructional leadership, including cultural proficiency for Title I schools. The findings in this study highlight the complexity of the principal role with a specific focus on Title I schools. While principals reported positive experiences as well as support from their leadership preparation programs and school districts, neither was sufficient to fully prepare them to be instructional leaders in Title I schools. Recommendations include a comprehensive, cohesive district coaching and mentoring program that considers elements necessary to build well-prepared and exceptional leaders for Title I schools.

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Kim, Eliza. "New Leaders of Charter Schools Who Close Achievement Gaps in Urban Public Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842678.

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This dissertation studies 7 high-performing middle school principals’ leadership styles and programs as measured by their student achievement on the California Assessment of Student Performance and Progress or CAASPP. The qualitative research includes interviews of these identified school leaders about their self-reported strengths that account for their students’ success. While Kouzes and Posner’s set of leadership practices is the theoretical framework behind this study, the primary investigator developed two themes evident in both the high-achieving schools and its highly effective principals: strong people skills, and the ability to create and implement programs that affect a group who have been prejudicially described as low-income and low-performing. The participants’ lived experiences as charter school leaders who work with underserved communities add to a very limited body of research of urban education and how charter schools bridge the proverbial academic achievement gap.

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Genlott, Emma. "The effects of school closures due to Covid-19 on parental labor supply : evidence from the United States." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447163.

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The spread of Covid-19 led to social restrictions of various kinds, of which closing schools was one. This paper studies the effect of school closures on parental labor supply. To this end, I use repeated cross-sectional data on households at the monthly level from the US Current Population Survey (CPS), and employ a difference-in-differences methodology where I compare the labor market outcomes for parents to school-aged children that require supervision with parents to slightly older children, before and after March 2020. The results show that there is a significant reduction in the labor supply of parents to younger children as a result of school closures, and that the effects are larger for mothers than for fathers.

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Waasdorp, Tracy Evian. "Coping with relational aggression within children's close friendships." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 152 p, 2008. http://proquest.umi.com/pqdweb?did=1605136941&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Smith, Kali. "Primary school closures in the Marion corridor : an analysis of the community consultation process and the impact on families and communities /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09ars653.pdf.

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Morgan, Lyndsay Marie. "LEADERSHIP EFFORTS TO CLOSE THE ACHIEVEMENT GAP FOR HISTORICALLY UNDERPERFORMING SUBGROUPS (HUS) IN ELEMENTARY SCHOOLS (K-6): HOW ONE SUBURBAN SCHOOL DISTRICT IS ADDRESSING THE ACHIEVEMENT GAP." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/519423.

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Educational Administration
Ed.D.
The achievement gap has been identified as a significant challenge faced by school districts across the nation and has been an item on the national agenda for quite some time. Students that are part of the identified disaggregated groups are not achieving at the same rate as their White and Asian counterparts. While urban schools have had to deal with disparities in student achievement across racial lines for decades, suburban districts are now faced with greater numbers of students who are not demonstrating success and achievement academically. As a result, school districts are challenged to design programs to meet the needs of students that have fallen into the gap; and they must come up with ways to fill the academic gaps that individual students have in order to demonstrate progress. In response to the achievement gap, districts are designing interventions and programs that specifically address the needs of these students. Data driven decision-making is a direct result of the progress that school districts and schools must show for every student and student group. This study identifies how the Ganton School District, a suburban district outside of Philadelphia, Pennsylvania, is addressing the achievement gap through district-level and building-level leadership. Efforts evidenced through programs and initiatives are identified that are having an impact on the success and academic achievement of black students that have fallen into the gap in the Ganton School District.
Temple University--Theses

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Snell, Jean Louise. "A philosophical inquiry into the promise to close the achievement gap : rhetoric or resolution? /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7648.

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Stokes, Kimberly. "A Closer Look: Uncovering The Reasons Schools And Businesses Partner And How The Partnerships Shape Curriculum And Pedagogy." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228339564.

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Bennett, Rosario. "Like Daughter, Like Mother? A Closer Look at School Policy Implications on Child & Adult Consumption Behavior." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/782.

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Obesity and overweight attributable deaths together are the second highest cause of death in the United States, according to the National Institute of Health. Obesity, diabetes, and heart disease also have an enormous economic cost to the American government and its citizens due to the rising cost of health care. The medical community agrees that preventive care, particularly diet, plays a crucial role in solving this health crisis. The Healthy, Hunger Free Kids Act of 2010 drastically changed the requirements of the National School Lunch Program in order to increase nutrition in school lunches. This thesis seeks to understand how improved health outcomes for children as well as adults. This paper analyzes previous research from the fields of Health and Behavioral Economics. It also conducts an empirical analysis of data from the California Health Interview Survey to understand the effects of the policy food on consumption of children and adults. Using theories from Behavioral Economics, the study hypothesizes that child and adult consumption of nutritious food increased following the implementation of this policy. The results of the empirical analysis do not entirely support the hypothesis that children’s and adult’s consumption of nutritious food increased. Food consumption is highly sensitive to a wide range of influences, and further empirical research accounting for these influences must be conducted to fully understand the potential benefits of public policy on health.

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Long, Kathleen. "Proclaiming truth through nonviolent dissent working to close the U.S. Army School of the Americas /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Sagdic, Ali. "A Closer Look Into Turkish Elementary Teachers Regarding Education For Sustainable Development." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615490/index.pdf.

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The main aims of the current study are five fold (1) to develop a valid scale for measuring beliefs about education for sustainable development, (2) to adapt the values on sustainable development scale to the context of Turkey, (3) to explore elementary teachers&rsquo
familiarity with and understanding of sustainable development, (4) to determine the elementary teachers&rsquo
values on sustainable development, (5) to investigate their beliefs about education for sustainable development. In addition, the barriers elementary teachers have perceived regarding education for sustainable development, teaching strategies they have used in education for sustainable development and the possible relationship between barriers they have perceived and their beliefs about education for sustainable development was examined. The data of this study obtained from 211 elementary teachers who enrolled in the Green Pack and the Eco-Schools projects via direct administration and web-survey data collection methods in May to September 2012. The results revealed that Turkish elementary teachers lack of sufficient understandings of sustainable development. On the other hand, elementary teachers have favorable beliefs about education for sustainable development and favorable values on sustainable development. In addition, lack of the knowledge about sustainable development and lack of the knowledge about teaching sustainable development were relatively common barriers for these elementary teachers. Lastly, negative correlation between elementary teachers&rsquo
beliefs about education for sustainable development and barriers they have perceived was found.

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Sorensen, Marjean. "A Closer Look at One Elementary School's Use of Informational Text in Classroom Instruction." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3364.pdf.

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Weinberg, Joanna Rose. "Does the Relationship Matter? A Closer Examination of the of Relationship Quality in Program Fidelity Research." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_theses/54.

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Program evaluations are increasingly assessing the impact of treatment delivery and program processes on outcomes. The current study examined the effects of program fidelity, measured across various dimensions, and relationship quality on behavior change and knowledge gained outcomes in 241 middle and high school students who were participating in Expect Respect, an evidence-based dating violence prevention program. Cross-level, hierarchical linear modeling (HLM) analyses found that program fidelity was not a significant predictor of participant outcomes. However, main effects for relationship quality were present for the knowledge gained outcome measure. Subsequent cross-level interactions provided further support for the importance of relationship quality in prevention program outcomes.

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Allen, Julia G. G. "The Extent to Which the School Leader Makes Efforts to Close Black Male Achievement Gaps that Promote Reconciliation of Value Differences within the School Organization." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258323.

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As a society, America has struggled to resolve some deep-seated differences over values. These differences are most visible and divisive in the historical White-Black dichotomy. In the realm of education, the Black male achievement gap is a vivid reminder of this previously legalized oppressor-oppressed relationship.

The Black male achievement gap is a particularly unique phenomenon in that Black male students surpass every other racial and gender category in educational achievement gaps (NCES, 2013a, 2013b, 2014a, 2014b; NAEP, 2011, 2013). This phenomenon is well-known and well researched. Many researchers point to a fundamental conflict over values that results in this lingering gap between Black male students and their peers. Though these value differences have been researched, how these differences are being reconciled in efforts to close Black male achievement gaps is not known.

Argyris and Schön’s (1978, 1989b) theoretical framework provides a practical way to engage the values of the school organization. This perspective allows social scientists to understand whether or not the values guiding the actions of the organization are enabling the organization to effectively meet its stated goals. This research study analyzes a school’s process of responding to the Black male achievement gap, focusing on the school leader’s efforts to close these gaps. The theory of action framework allows the school leader’s efforts to be mapped, distinguishing between espoused and in-use theories of action and understanding if and how the in-use theories are reconciling value differences within the school organization.

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Correia, Elis Santos. "O fechamento das escolas do campo em Sergipe : territórios em disputa (2007-2015)." Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/9208.

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This research approached the closures of rural schools in Sergipe state from 2007 to 2015 and aimed to analyse the historical and social aspects that conducted this process. Our hypothesis is that there is an unequal dispute of development models that caused profound contradictions between the policies for rural development as a territory restricted to economic production and the Social Movements struggle for the construction of a new territory for life production in which education play a strategic role. In order to attain our objective, we sought to appropriate the historical and dialectical materialism method in order to elicit - in its own concreteness of this process - an analysis based on its totality in articulation with the singularity of the country development model with its contradictions, and the specificity encompassed in the closure of rural schools in Sergipe during period ranging. Our bibliographic study was accompanied by documentary research, statistical data from School Census (INEP) and interviews conducted by former municipal managers and leaders of peasant Social Movements in the state. Our results demonstrate evident withdrawal of the State’s role in relation to its offer with the closure of 404 rural schools, of which 296 were extinct and 108 were considered paralysed over the years in question. The closures were more evident in Sergipe’s High Sertão and Center South regions and the justification presented were: empty classrooms, lack of adequate structure at schools, pursuit for improvements in quality of education tied to the end of multigrades and a better financial management for municipal teachers’ payment. However, the peasant social movements’ analysis considers the closures as withdrawal of rights and as a way to empty the countryside. Our historical analysis enabled us to conjecture about this reality and to understand that economic policy on rural area are related to education policies and financing in it. In turn, they are guided by the overlapping of economic rationality over social demands of peasant population. Such comprehension enables us to assess that rural schools are territories in dispute and their closure is due to a policy that promotes the country as a territory restricted to economic production, opposed to the historical struggles for the construction of a counter-hegemonic peasant territory, where Rural Education is born and defended.
A presente pesquisa abordou o fechamento das escolas do campo no Estado de Sergipe entre os anos de 2007 a 2015 e objetivou analisar os aspectos históricos e sociais que conduzem este processo. Nossa hipótese foi a de que existe uma disputa desigual de modelos de desenvolvimento que provocam profundas contradições entre a política de promoção do campo como território apenas de produção econômica e a luta dos Movimentos Sociais pela construção de um novo território de produção da vida em que a educação tem um papel estratégico. Para alcançar nosso objetivo, procuramos nos apropriar do método do materialismo históricodialético, no intuito de trazer na própria concretude deste processo uma análise baseada na sua totalidade em articulação com a singularidade do modelo de desenvolvimento do campo com suas contradições, e a especificidade que se encerra no fechamento das escolas do campo em Sergipe no período estabelecido. Nosso estudo bibliográfico foi acompanhado de pesquisa documental, análise de dados estatísticos do Censo Escolar (INEP) e de entrevistas realizadas com ex-gestores municipais e lideranças de Movimentos Sociais camponeses do Estado. Nossos resultados demonstram a evidente retirada do papel do Estado em sua oferta com o fechamento de 404 escolas do campo, destas, 296 foram extintas e 108 se somaram ao status de paralisada ao longo dos nove anos em questão. Os fechamentos foram mais evidentes no Alto Sertão e no Centro Sul sergipano e as principais justificativas apresentadas foram: esvaziamento das turmas, falta de estrutura adequada nas escolas, a busca por melhorias na qualidade do ensino atrelada ao fim do multisseriado e a melhor gestão financeira para pagamentos dos professores municipais. A análise dos Movimentos Sociais camponeses entende os fechamentos como uma retirada de direitos e mais uma forma de esvaziar o campo. Nossa análise histórica nos permitiu estabelecer um olhar sobre esta realidade e compreender que a política econômica para o campo está em razão direta à condução das políticas e financiamento educacional para o mesmo. Estas, por sua vez, pautadas na sobreposição da racionalidade econômica às demandas sociais da população camponesa. Tal compreensão nos permite aferir que a escola do campo é um território em disputa e o seu fechamento se trata de um seguimento à política de promoção do campo como território apenas de produção econômica, oposta à histórica luta pela construção do território camponês contra-hegemônico, onde nasce e se defende a Educação do Campo.
São Cristóvão, SE

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Whiteoak, Daphne A. "Up close and personal : an investigation of headteacher departure from Anglican primary schools in England." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/29270/.

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Headteacher supply is of critical concern to policy makers and Governing Bodies in England as many schools continue to experience difficulties in recruiting school leaders despite succession planning and school organisation strategies at national and local level. Church of England schools appear to experience greater difficulties in recruitment and a lack of focus on leaders of Anglican schools in the empirical literature has resulted in little being known about the nature of Anglican school headship and why headteachers of this category of schools leave. This study focused on the scale and nature of headteacher departure of headteachers leaving Church of England primary schools in England during one academic year, examining the influences leading to headteachers' decisions to leave a post and exploring what might have persuaded headteachers to remain in post as Anglican school headteachers. In employing a sequential explanatory qualitative dominant mixed methods design, the study utilised data from two postal surveys and a number of semi-structured interviews with headteachers and Chairs of Governors in a complementary and negotiated manner. An inductive thematic analytical approach allowed a focus on the experiences and voices of headteachers which are heard through the conceptual framework of Wenger's theory of communities of practice. The haemorrhage of headteachers leaving Anglican school headship includes a group of headteachers not currently recognised in the discourse about headteacher supply: headteachers choosing to leave headship altogether and Anglican school headship in particular. Many headteachers leaving headship altogether are leaving with few or no plans and with no intention to return to headship at a later date. Of those headteachers leaving for a substantive headship many are electing to move to a non-Anglican school. Some of these are leaving with no intention of returning to headship of an Anglican school in a future career move. Headteachers experience dis-identification with members and/or the practice of four communities of practice (Professional, Nurture, Family, and Spiritual) as they negotiate meaning for themselves through relationships, mutuality of engagement, imagination, alignment and participation. This thesis argues that there are substantive issues associated with Anglican headship which influence headteacher departure. Anglican headship has a historical dimension which intersects with public and personal dimensions of headship in particular ways which reflect historical aspects of Christianity and Anglicanism, the history of Anglican schools in England and individuals' own faith perspectives. Five expectations coalesce in the experiences of headteachers as members of the spiritual community of practice which present challenges as headteachers negotiate meaning for themselves in their own identity work. The expectations can lead to 'dis-ease' and dis-identification with members and/or the practice of the spiritual community. It is this 'lack of fit' which can lead to a decision to leave an Anglican school, headship per se and Anglican school headship in particular. Personal faith can be a powerful influence in the lives of some headteachers and this study also concludes that experiencing a calling from God can influence headteacher departure. The thesis concludes with implications for policy and practice which would enable schools to reduce the haemorrhage of experience and expertise from Church of England schools.

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Richardson, Lisa Kathryn. "The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312498.

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The purpose of this qualitative case study is to describe how students' talk unfolded during literacy learning experiences in an English Language Development (ELD) classroom of students in grades 9-12. NAEP data indicates that "less than 10 percent of 17 year olds, regardless of race/ethnicity or SES, are able to comprehend complex texts" (Lee & Spratley, 2010, p. 2 ). And if we look at the literacy practices of secondary school students in general, despite increasing attention on adolescents' literacy practices, there continues to be compelling evidence that there is little to no growth in literacy proficiencies in high school (Lee, 1995).This ten-week study was conducted using ethnographic methods of data collection to develop deeper understandings of students' literacy practices and participation as students of literature. Data for this study included classroom observations, which were analyzed using constant comparative analysis (Strauss & Corbin, 1990) and discourse analysis (Gee, 2005). The students in this study were all students for whom English was an additional language and who attended high school in a mid-size urban high school in the southwest. Data included 20 class periods of video clips. Findings indicated that students engaged in specific literacy practices during these small group interactions. Students' talk indicated that their practices included: metacognitive awareness and conversation, cognitive strategy use, and persistence with difficult text. This study extends the research by providing an illustration of what students do when they are offered the opportunity to make meaning of challenging text.

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Smith, Warren T. "Predictors of Academic Achievement among Students at Hillsborough Community College: Can School Engagement Close the Racial Gap of Achievement?" Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1778.

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In the United States today, significant gaps exist among the races along a variety of measures of academic success, including standardized test scores, grade point averages, and drop-out and graduation rates. In recent decades, social scientists and educators alike have sought to uncover the reasons for these gaps, and many have focused on the role of cultural and institutional factors within the school setting. In recent years, researchers have examined such factors as a students' school identification (Osborne 1997; Voelkl 1997), students' opportunities to learn and the classroom climate (Oakes 1985), students' sense of school belonging (Goodenow 1993), and of particular interest to this researcher, sense of school engagement (Fredricks, Blumenfeld and Paris, 2004). Using data drawn from the Community College Survey on Student Engagement (CCSSE) administered by Hillsborough Community College (HCC) in the spring semester of 2007, I explore (1) whether students' levels of academic achievement, as measured by grade point average, vary across racial groups, as much of the literature has shown; and (2) whether any of the observed racial differences in academic achievement can be explained by differing levels of school engagement. Results show that black students at HCC do, in fact, report lower academic achievement compared to their white counterparts, but that these racial differences persist even after controlling for levels of school engagement. In other words, school engagement predicts academic achievement for all students, blacks as well as whites. The strongest predictors of academic achievement for students at HCC are class attendance, quality of student-faculty relations, and hours spent studying.

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Stokes, Kimberly C. "A closer look uncovering the reasons schools and businesses partner and how the partnerships shape curriculum and pedagogy /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228339564.

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Baker, Carrie Denise. "Re-Thinking the Myth of Perugino and the Umbrian School: A Closer Look at the Master of the Greenville's Jonas Nativity Panel." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001968.

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Williams, Marrianne. "An Early Taste of College| A Closer Look at Dual Enrollment at Shasta College among Students at Anderson Union High School District." Thesis, University of California, Davis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706706.

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The percentage of students entering postsecondary education has steadily increased and college participation rates are currently reported at nearly 42% for persons age 18-24. However, the demand for a college-educated workforce continues to increase and various programs have been introduced to increase student success in college. One of those programs is termed "Dual Enrollment." The purpose of this study was to determine if a dual enrollment program implemented between the Anderson Union High School district and Shasta College increased students' perceptions of their own college readiness for reading, writing, and class participation. The results of the student assessment are compared with that of their peers who did not participate in the dual enrollment program. The participants were requested to complete a 20-question survey developed by the researcher. In the survey, participants were asked to assess their preparation in reading, writing, and class participation as well as provide responses to open-ended prompts. Participants were also asked to rate their overall preparation for college level work and to provide information related to outside factors that may affect college success. Finally, students' high school achievement data were used to provide background information related to student success. With a response rate of 31%, 92 of 301 students, the survey revealed that students who participated in dual enrollment assessed themselves as more prepared but in specific areas. Dual enrolled students felt more prepared in writing and an even greater difference for assessing themselves was revealed in their preparation for class participation.

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Riddle, Marsha. "A closer look below the bar : skills and patterns that characterize the reading of students who failed to demonstrate proficiency on the fourth grade reading section of the 1998 Washington State Assessment of Student Learning (WASL) /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7696.

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Åberg, Rasmus, and Magdalena Högberg. "An Ever Closer International Society? : A Social Constructivist Approach to Trans-Regional Migration between Africa and the EU." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11960.

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This thesis discusses the recent change in EU’s immigration policy. EU’s restrictive policies may be changed by the two proposals, COM(2007)637 and COM(2007)638, presented in October 2007. These proposals were formed during a process in which representatives from the African Union (AU) were present in discussions about migration. Using official documents from EU and AU, we study this inter-regional interaction process with the English School theories of “international society” and with a Social Constructivist ontological model describing the relationship between agents, structure and institutions/regimes. We find that the proposal changes the trans-regional migration regime, and by extension the structure and the trans-regional world order. This will probably lead to an increase in the number of African labour immigrants in the EU, which may enlarge the trans-regional “world society” and, in turn, the inter-regional “international society”.

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Dissertations / Theses on the topic 'School closure'

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