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Dissertations / Theses on the topic 'School experience'

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Published: 4 June 2021

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1

Price, Suzanne Phillips. "The black student medical school experience /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.

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Thesis (Ed.D)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).

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2

Tate, Monique. "Investigating How Families Experience School Criminalization." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.

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Public school students across the United States have been criminalized for minor youth behavior issues such as truancy, defiance, and minor fighting incidents. The presence of law enforcement is expanding in school spaces, increasing the likelihood of young students facing court systems for minor offenses. Criminalization of students is counterproductive considering schools are designed to promote student growth and development. Little is known about how students and parents experience school criminalization. The purpose of this multi-case study, based on Freire's conceptual framework of critical consciousness, was to investigate how a small group of families experienced school criminalization. Three families of youths who had been criminalized for minor school offences were recruited using community partners as referral sources. Interviews were conducted with parents using a semi-structured protocol, and data were also obtained from school and court records provided by parents. Data were triangulated, summarized as case descriptions, member checked, and then cross-theme analyzed based on Gibbs and Taylor's approach for emergent themes. Study results demonstrated that these families felt trapped between two institutions and experienced fear and frustration trying to deal with both systems. Participants also recommended ways parents and schools might improve discipline for minor offences. This study will influence social change by informing school and juvenile justice discipline policy reform about working with two systems in managing student behavior concerns. In addition, the interview protocol can be used by human services professionals to help improve understanding of clients faced with school criminalization issues.

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McQuillan, Paul, and res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.

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4

House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.

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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.

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Parker, Jeanne D. "The African-American student experience in the independent school /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).

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6

Hartline, Stephanie Kane. "The H.G.A. experience an overview of Holy Guardian Angels School /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1988.
Source: Masters Abstracts International, Volume: 45-06, page: 2770. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaf 31).

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7

Leary, Riley. "Understanding the Hybrid High School Student Experience." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.

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Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.

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Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.

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stjernstrom, anna-karin. "Students´Experience of School Support in Dyslexia." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29293.

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The purpose of this study was to research the experience of support in school for five students with dyslexia. Based on the above, the type of support the students received was examined, their individual experience with their learning difficulties, digital technology and their views about themselves and their individual learning. The study was based on a special educational and socio-cultural perspective.Support in the form of individualized teaching of special educators or specialist teachers has been the method that has historically been used the longest and all students testified to such support in the earlier years. Recently, digital tools have begun to be used more and the studies conducted in this field show that the effect is positive.The study was conducted using qualitative method based on personal interviews of five students in age 14 and 15. The results of this study showed that a majority of the students were positive about the support they received in school for their dyslexic difficulties. The teacher was an important factor in having the dyslexic student’s learning to be most effective. It appears that support for their dyslexic difficulties can contribute to the students feeling more involved in the school, which leads to increased motivation. However, detailed requirements for implementation and support are required for digital learning support to work most effectively. The teacher and their competencies are of great importance when working with students with dyslexia related to the use of digital technology.The school is facing a dilemma as special support can be perceived as a stigma and at the same time it is the prerequisite for the student’s experience of inclusion at the school. It also became clear that several students experienced the level of technology support inadequate.In a future study, the school should review the organizational structure and the specialist teacher’s role as the one who has the key responsibility and assists in the implementation of digital tools in the continuous support for their students.

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TEPEDINO, CRISTINA AZEREDO LOPES. "SCHOOL, SOCIO-CULTURAL TRANSFORMATION THE EXPERIENCE OF THE STELLA MARIS SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10741@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Inserida no contexto dos estudos sobre diversidade cultural e educação, esta pesquisa focaliza o processo de mudança que o Colégio Stella Maris passou nos últimos anos. Esta instituição de ensino, uma tradicional escola confessional da cidade do Rio de Janeiro, ao longo dos seus 65 anos atendeu às classes média e alta do Rio de Janeiro. No ano 2000, devido a diferentes circunstâncias e a uma opção da congregação religiosa responsável pela escola, passou a atender prioritariamente à população de seu entorno geográfico, os moradores da favela do Vidigal. O objetivo central da investigação foi identificar as implicações da mudança de clientela na instituição escolar e na prática cotidiana dos professores e professoras. As principais estratégias utilizadas na pesquisa de campo foram: análise documental, observação e entrevistas com os principais atores. Na análise dos dados, especial atenção foi dada às implicações das questões estudadas à diversidade sociocultural na dinâmica pedagógica da escola.
The present research is inserted in the context of Cultural Diversity and Education studies and intends to focus on the changing process which the Colégio Stella Maris, in Rio de Janeiro has been through these last years. This teaching institution, a traditional and confessional school, educated Rio de Janeiro´s high and middle classes for 65 years. In 2000, the school experienced a transforming process, due to different circumstances and also to a choice made by the religious congregation responsible for the school. It began to assist primarily the low class population living in the neighborhood, the inhabitants of the Vidigal favela. The main purpose of this investigation was to identify the implications of this clientele change to the school itself and the differences in the teachers´ behaviour and in their pedagogical practices, not only theoretically but also when facing daily life problems. The strategies used in the field research were: document analysis, observation and interviews with the main subjects. In the data analysis, special attention was given to the implications of the studied questions to the social and cultural diversity in the pedagogical dynamic of the educational institution.

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McFadzen, Kathryn, and University of Lethbridge Faculty of Education. "What makes school a positive experience for 12 junior high school students?" Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001, 2001. http://hdl.handle.net/10133/135.

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This study examined the perceptions and needs of junior high school students considering the question, What makes school a positive experience for 12 junior high school students? Previous research indicates that many students view school negatively (Bibby & Posterski, 1992). This conclusion is an alarming statement considering the significant number of years students spend in school. Using student written responses and interviews, this study explored the peceptions of junior high school students in relation to school. Qualitative research method was used as it allowed the researcher to collect and document rich data that helped to shed light on students' views of junior high school. Twelve students, 2 males and 2 females, from each of the three junior high grades (7,8, and 9) participated in the study. The students were asked to respond, in writing, to five prompts: 1) Junior high school is...2) What do you think can make junior high a positvie place to be? 3) What do you think can make junior high a negative place to be? 4) The best thing about my school is...5) The worst thing about my school is... . Those same students then met in grade level groups for an interview used to clarify and expand upon the themes that emerged in their written responses. The final data-gathering technique was for the students to reflect upon what the ideal school might look like. Overall, the results of this study indicate that students value relationships with both teachers and peers and wish to belong to the safe and student-centered community of school. The insights of junior high school students about their schooling experience will assist in the organization of programs designed to meet the needs of adolescents within an educational setting.
vii, 154 leaves ; 28 cm.

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12

Crable, Timothy. "The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2476.

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U.S. school bus drivers witness bullying on their buses on a regular basis but are often not consulted on how to prevent bullying or how to maintain a safe environment. Over 24 million U.S. student passengers ride school buses daily, yet the voices of bus drivers have been inadequately represented in the development of school bullying policies. The purpose of this phenomenological study was to examine the lived experience of 12 active school bus drivers and their perceptions of bullying on the bus, driver training programs, school antibullying policies, and other mandated procedures developed for bus drivers. The conceptual framework combined Bandura's social learning theory and Bronfenbrenner's social ecological systems model. Data were sorted into 14 themes from semistructured interviews that were coded and analyzed using Moustakas's methodology of bracketing personal opinion, horizonalization, and privileging rich textural description in participants' language. Findings indicated that these bus drivers do feel supported by school administrators, but they lack continuous training, rely on experience over training, are subject to intimidation and threats by students and parents, and seek greater communication with student support groups. Positive social change implications include recommendations to school district administrators to develop driver antibullying training which takes into account all components of passenger safety. Findings support development of administrative policy mandating a direct, ongoing channel of communication between drivers and school administrators to assure antibullying policy implementation fidelity.

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13

Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25176.

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This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored. Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence.
Dissertation (MEd)--University of Pretoria, 2008.
Educational Psychology
unrestricted

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14

Hollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Lam, Wai-nam. "Learning for environmental sustainability : the green school experience /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35081296.

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Gardner, Kimberly D. "Investigating secondary school students' experience of learning statistics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-153308/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Christine Thomas, committee chair; Stephen Harmon, Pier Junor-Clark, Lynn Stallings, committee members. Electronic text (122 p.) : digital, PDF file. Description based on contents viewed August 11, 2008. Includes bibliographical references (p. 109-115).

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Gardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.

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Although more students are taking courses in statistics before leaving high school, the research base on teaching and learning statistics at the high school level has not accumulated as rapidly (Garfield & Chance, 2000). Very little is known about how secondary school students learn statistics, how the misconceptions they bring to the subject impede their learning, and what should be taught or assessed (Watson & Callingham, 2003). Studies that have investigated these issues tend to focus on the K-5, undergraduate, and graduate levels of education (Groth, 2003). Therefore, more research is needed at the secondary level (Garfield & Chance, 2000). The purpose of this qualitative investigation is to examine how secondary school students' approaches to learning relate to how they assign meaning to statistics. Phenomenography (Marton & Booth, 1997) is the theoretical orientation that frames the study, and it examines the role human experience plays in learning, by reporting variations in the ways participants experience a phenomenon (Dall'Alba & Hasselgreen, 1996). The research questions for the study were: 1) What are the different ways high school students define statistics? 2) What are the different ways high school students learn statistics? 3) What are the different ways students experience learning statistics? The nine participants in the study were high school graduates who completed a course in Statistics or Advanced Placement Statistics while enrolled in high school in a suburban area in the southeast. Data sources were semi-structured interviews and journaling. Using phenomenographic methodology, students' descriptions of the experience of learning were analyzed and coded. An outcome space of the collective experiences was constructed. A hierarchical relationship between students' approach to learning and their learning strategies was found. Also, a hierarchical relationship between students' approaches to learning and the meaning they assigned to statistics was found.

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Lam, Wai-nam, and 林蔚南. "Learning for environmental sustainability: the green school experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014152.

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Murphy, Jennifer L. "School Psychologists’ Experience of Identifying Students With Specific Learning Disabilities In Urban Schools." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1605276941214278.

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Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.

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Thompson, Blake Barrett. "On What We Confront in Perceptual Experience: Old School Ontologies for New School Realists." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23102.

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The focus of this thesis is a certain family of ontological positions. These positions say that there is some class of objects and properties, to which both physical objects and properties reduce and which are the kinds of things we confront in perceptual experience. Though largely absent from contemporary discussions of ontology, there are various reasons to think they deserve consideration. Species of this family, and similar views, have a prominent role in early analytic philosophy. Though endorsement of these views has been systematically de-emphasized in historical work on the period, Ernst Mach, William James, and Bertrand Russell are among philosophers who endorse such views in their work. Their views were motivated by a number of different considerations.
Here, I set to the side the issue of what has motivated these views in the past. I bring them up only for the purpose of giving attribution. I make no claim to ontological novelty nor will I be giving them an all-out defense. Accordingly, many considerations relevant to choice of ontology are bracketed. Instead of an all-out defense, what I offer here is an explanation of how adopting such a view allows us to solve two related problems. This amounts to two related reasons for taking a view like this seriously. One is for those who think that intuitions of a certain sort are a guide to what we should believe is ontologically the case. The other is for those who find merit in a disjunctive theory of perception
Master of Arts

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Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).

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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.

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Penrose, Brown Judith. "An exploration of children's experience of work outside school." Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404648.

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Taylor, Gail. "The experience of school age mothers : a psychoanalytic perspective." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428894.

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Ighodaro, Macdonald. "Experience of Somali students in Metro-Toronto school system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27354.pdf.

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Richards, Carolee S. "Evaluation of the Marshall University School Psychology Internship experience." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=748.

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Ma, Li 1972. "Chinese immigrant parents' educational expectations and school participation experience." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98554.

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Recent years have witnessed the large number of Chinese immigrants in Canada. With the coming of those immigrants is the large number of school age children. Hence, immigrant families' educational expectations and parental participation in their children's schools become major educational concerns. This study focuses on recent Chinese immigrants' expectations of and concerns about their children's schooling.
Drawing from Bourdieu's cultural capital theory and Ogbu's social mobility theory, in this study, I used a qualitative interview methodology to explore the educational expectations and school involvement of five Chinese parents who had recently immigrated to Canada. The educational expectations for their children and school participation of these Chinese immigrants are deeply rooted in Chinese tradition and heritage and are also greatly shaped by their personal experiences in Canada. Their cultural values and beliefs and immigration experiences as visible minorities have had a great impact on their educational expectations. Language barriers and different cultural values between dominant mainstream and Chinese traditions are the two main factors that hinder immigrant parents' participation in school activities and hence in their children's schooling.

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Wright, Cecile Yvonne. "The school experience of pupils of West Indian background." Thesis, Keele University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276218.

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Li, Jen-Ying. "School experience in Taiwan : social class and gender differences." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10018167/.

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Educational attainment has been a central debate in the field of educational research for a long time. Moreover, regarding inequality in educational attainment, social research has been dominated by questioning the association between educational attainment and gender, ethnic and social class inequalities. When considering social class inequality, one universal conclusion can be drawn: the higher family social status, the better academic attainment. This is also true in Taiwan, as is the case elsewhere. However, I want to ask: does social status influence other educational outcomes in addition to academic attainment, and if so, how? With respect to this question, I argue that beside educational attainment, students’ school experiences can be considered as an important educational outcome; furthermore, it may be influenced by social status and gender. The aim of this research is to investigate the experiences of year 8 students in Taiwan: what are their perceptions of school experiences?, and more specifically, what extent family social status and gender are associated with different students’ perception of parents’ educative capital and their own educational habitus, which in turn influences pupils’ school experience. Indeed, this study intends to expand the relationship between social status/gender and education; moreover, to examine a dynamic structure between family social status/gender influence and personal perception. After the process of data analysis, many meaningful findings are examined. Family socioeconomic status did not make direct impact on students’ relationship with peers and teachers; and parents’ educative capital did not affect educational attainment directly either. In addition, surprisingly, gender difference made no difference on all measured aspects. By holding such information, it will be possible examine the phenomenon of youth development and secondary education in Taiwan.

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Wood, Julie E. "Predicting School Success From A Disruption in Educational Experience." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543.

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Gardner, Alison. "The experience of school belonging : an interpretative phenomenological analysis." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1994/.

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This thesis explored the lived experience of 'belongingness' with three boys identified with persistent literacy difficulties in mainstream education. Belongingness has been described as a fundamental human need (Baumeister & Leary, 1995), and this research takes a multiple perspective on the construct. Belongingness in school has been linked to many positive psychological and academic outcomes (Furrer & Skinner, 2003; Osterman, 2000), and also to many negative psychological, academic, and behavioural outcomes (Baumeister & Leary, 1995; Lee & Breen, 2007; Sargent et al. 2002). Thus a strong sense of belongingness may be especially important for pupils with literacy difficulties (Solomon et al. 1997). This study addressed the gap in the empirical research field, seeking to understand the 'lived experience' of belongingness in school. Data was collected from three semi-structured interviews and discussion during the drawing tasks, and the findings were analysed using interpretive phenomenological analysis (IPA) (Smith, 1996) Five super-ordinate themes were identified along with accompanying sub-themes; 1. 'interpersonal relationships', 2. 'teacher practices', 3. 'emotional equilibrium', 4. 'physical illness', and 5. 'self-exclusion and disengagement'. Descriptions are presented with corresponding subordinate themes. Physical illness emerged as an unexpected master theme, and the 'importance of personal leisure time' as a sub-theme to the 'emotional equilibrium' master theme, both as yet unexplored in the belongingness domain. Although the boys' experiences of belongingness had similarities, there were also very clear differences in their accounts. These results are discussed with relevance to previous literature, and the epistemological stance of the study. The implications are discussed and recommendations for researchers and professionals in the education field are outlined. An action plan for the site school is provided. The study provided a valuable insight into the personal experience of belonging, and makes an original contribution to the body of knowledge in this area.

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Ferguson, Daniel Bruce 1969. "The Escuela experience: The Tucson Indian School in perspective." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291911.

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This study has three primary, interrelated themes. First, this thesis will show that creating native Christian leadership was a fundamental goal of the Presbyterians who ran the Tucson Indian Training School (1888-1960). Second it will be shown that this pursuit by the Presbyterians, when combined with the motivations and goals of the students and their families, often times expressed itself in Escuela students who were adept at cooperation and cultural brokering. Finally this thesis will address the fundamental difference between federal Indian schools and mission schools to show that a goal of creating Christian leaders was more easily achieved in the mission school environment after the turn of the 20th century. Primary and secondary sources, as well as interviews with Tucson Indian School alumni are used to place this particular Indian boarding school in historical, cultural and personal perspective.

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Richards, Eleni A. "An Exploration of School Counselors' Experience with Restorative Practices." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839989.

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The main purpose of this qualitative study was to explore school counselors’ experience with restorative practices including their knowledge and skills, role, and how they incorporate restorative practices into their comprehensive school counseling program. The results of this research will contribute to the growing body of literature suggesting the negative effects of current zero tolerance discipline practices while suggesting the implementation of restorative practices as an alternative practice within the educational system because of the potential positive outcomes it has on student development and success. Five school counselors were interviewed with open-ended questions to gather data on the research questions presented. This data was analyzed using Interpretative Phenomenological Analysis. Results of this research have the potential to inform future research, training needs, and best practices for school counselors working in schools where restorative practices are in place.

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Mamoe, Ati Henry. "The Impact of Marketisation on Pacific Islands Secondary School Students: A Christchurch Experience." Thesis, University of Canterbury. Pacific Studies, 1999. http://hdl.handle.net/10092/998.

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This research examines the impact of marketisation on Pacific Islands students in Christchurch high schools. Specifically, this study targeted the Tomorrow's Schools policy released in 1990 with particular interest in the changes in zoning laws. These changes theoretically allowed the consumers of education (the parents and students) equal access to all secondary schools by breaking down the zones and creating a free market where 'choice' and competition reigned supreme. However, this study along with others found that in actual fact it was the 'popular' schools with enrolment schemes who had the power to choose what students they preferred. Schools were left to compete for those students deemed' undesirable' by popular schools. This study found that a dis-empowerment of the schools' enrolment schemes needs to occur in Christchurch. Obviously, on the other hand, an empowerment of Pacific Islands parents and students through the increase of information also needs to occur. Although the government has made small steps toward making the problem more visible, more definitive work needs to be done in this area. This study also examined the achievement of Pacific Islands students at a national and at a sample level and discovered that has been very little improvement in this area over the time the Tomorrow's Schools policy has been in operation. Therefore, this study ventures into an analysis of this problem and suggests possible remedies. Again, this study argues that students must be actively empowered by teachers, schools, the government, and by their own people, in order to break down the physical, mental and even spiritual battles that Pacific Islands students face in the New Zealand education system.

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Mozzocio, John. "Parent Perceptions Regarding their Exceptional Child’s Experience in Cyber/Virtual School." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1628768618785185.

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REYES, MUNGUIA MILDRED GUISELLA. "CHILDREN’S SCHOOL EXPERIENCES DURING THE 2018 NICARAGUAN UPRISING." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1776.

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The purpose of this qualitative case study was to understand children’s school experiences during the 2018 Nicaraguan uprising. The main participants were 10 children from first through sixth grade (one per grade) who participated in phases one, two, and three, along with their parents and teachers. The research questions inquired into how the sociopolitical crisis impacted students’ experiences, their parents’ and teachers’ viewpoints and perceptions of the events in terms of their children’s school experiences, and the strategies the adults used to manage the children’s stress caused by the events. The study is based on a theoretical framework of justice and democracy developed by John Dewey (1963), Lev Vygotsky (1978), Paulo Freire (1974), and Urie Bronfenbrenner (1979). The study also examined the importance of cognitive development of children, as posited by Jean Piaget (1963), and its relationship with their school experiences during the 2018 uprising. The data were collected in a period of ten weeks from mid-June to mid-August 2019. Students drew images, took photographs (photovoice), and answered questions during three interviews to share their stories about the event. The data were analyzed using Johnny Saldaña’s (2011) coding process.The study found that the children had built up a positive relationship with their teachers and parents and had developed a negative relationship with the police. The findings also revealed that 18 months later, the children still did remember the socio-political crisis and that talking about it triggered sadness, fear, and nervousness. In contrast, their parents and teachers believed that the children’s learning experiences were not affected by the 2018 uprising. They blamed a faulty education system for the children’s reduced learning. Because of the findings, the study recommends including a dialog approach among students that encourage students’ self-reflection and critical thinking, reading and writing strategies that encourage students to write about stressful situations and contracting with counselors to provide a series of workshops to educate teachers and parents about students’ emotions.

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Johnson, Mark Steven. "The development of a professional learning community : one high school's experience /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7878.

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Yearout, Rebecca Lee. "The Experience of Co-teaching Elementary School Teachers in a Rural Public School District." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83390.

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As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom.
Ed. D.

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Turner, Deborah Nackley. "An exploratory investigation of school counselors' experience in school reform: Interviews with ten counselors." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154180.

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Snowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.

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42

Hacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.

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43

Mushel, Jacquelyn C. "The relationship between kindergarten achievement and preschool experience." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mushelj.pdf.

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44

McQuillan, Paul Terence. "The 'Limit" experience of senior high school students: A study across four Catholic high schools." Thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/76abe2869b990483c5c24fc67e79b327cbfb16a49abc850283418605122bb56d/2051690/64995_downloaded_stream_220.pdf.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as "an experience that reveals a reality of life beyond the self, beyond the here and now". It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.”

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Paulin-Rosell, Ingrid. "School development based on the experience of a few teachers from Swedish Upper Secondary Schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33964.

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Vilka möjligheter har lärare att påverka inriktningen på utvecklingsarbetet på den egna skolan? Hur identifieras utvecklingsbehoven och av vem? Vilka verktyg förfogar lärarna över för att utveckla skolan? Syftet med studien är att ta reda på den syn några lärare på gymnasiet har på sin roll i skolutvecklingsarbetet. Syftet är också att ta reda på om det finns några gemensamma mönster i lärarnas sätt att resonera kring skolutveckling och sina möjligheter att påverka.I arbetet ges en bakgrund och några teoretiska utgångspunkter kring skolframgång, skolan som lärande organisation, skolutveckling, profession och ledarskap. Intervjuer med lärare på två gymnasieskolor i en skånsk kommun har genomförts. Det är i mötet med eleverna som utvecklingsbehoven identifieras och de viktigaste verktygen för utveckling är egen reflektion och dialog med kollegor samt fortbildning. I undersökningen betonar lärarna vikten av att skolledarna tar på sig rollen som pedagogiska ledare och att de formulerar en gemensam vision som bygger på en pedagogisk grundsyn. För att främja lärarnas känsla av sammanhang och delaktighet krävs närvarande och lyhörda skolledare som leder och deltar i ett levande pedagogiskt samtal

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Hollis, Lanny K. "Catholic schools and student academic performance Does the urban catholic school experience mitigate ethnoracial disparity? /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.

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Thesis (Ph.D.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on Mar. 11, 2010). Includes bibliographical references (p. 252-291). Available online via the OhioLINK ETD Center and also available in print.

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Guadiana, Gerardo. "A Netflix experience : reimagining the direct-to-consumer platform." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126900.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 111-131).
As the streaming wars intensify, Netflix cannot rely solely on its first-mover advantage to remain at the top and must continue to find ways to differentiate itself from competitors. While Netflix is known for having disrupted content delivery, there are still many innovations it can make to the content itself. By examining uses and gratifications research (i.e., the theory that audiences seek out media to fulfill certain needs), this paper identifies a set of needs for why audiences turn to media that consistently emerge across time and mediums; these needs, which will be referred to as the fundamental gratifications, drive consumer behavior. The paper then explores how Netflix, as a direct-to-consumer platform not constrained by some of the technological and storytelling-related limitations of traditional film and TV, can better fulfill some of the fundamental gratifications. Specifically, Netflix can better gratify the need for: · social connection by enabling features such as in-video comments and synchronous viewing. · immersion by enhancing the worldbuilding capabilities of the Netflix platform through the use of transmedia storytelling. · achievement by offering an Apple Arcade-like mobile gaming subscription on the Netflix platform. The successful execution of these ideas would make Netflix not simply a platform to watch content, but a place to interact with friends and an immersive home for exploring storytelling universes. In an age where consumers prefer experiences over material goods and services, Netflix has the potential to offer a true entertainment experience, while competitors get stuck behind providing simply streaming services.
by Gerardo Guadiana.
M.B.A.
M.B.A. Massachusetts Institute of Technology, Sloan School of Management

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Wong, Wang-fai Rochester. "Hong Kong teachers' experience on project work." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472595.

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PEREIRA, JULIANA E. SILVA. "THE SCHOOL-EXPERIENCE OF LOWER-CLASS STUDENTS: A RESEARCH AT A SCHOOL IN BAIXADA FLUMINENSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16706@1.

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Muito se fala sobre a crise da educação. Jornais, revistas, a mídia de forma geral vêm expondo os problemas pelos quais o sistema educacional vem passando. A quantidade de pesquisas envolvendo o tema é extensa, com estudiosos questionando a todo instante os motivos que levaram à crise, sua natureza, como superá-la. O processo de massificação e democratização da escola delineia-se como o ponto de viragem que marca o rompimento com o equilíbrio anteriormente estabelecido. Nesse processo, a escola passa a receber um contingente cada vez mais heterogêneo de alunos e, com eles, ambigüidades e paradoxos, permeados por uma diversidade de questões que desestabilizam a época das certezas. Sujeitos inseridos no contexto da crise da escola, professores e alunos não poderiam deixar de ser afetados por essas transformações. Autores como Bernard Charlot e Rui Canário afirmam que gradualmente foi ocorrendo um desencanto em relação à escola, que já não conseguia dar conta do prometido futuro profissional. Para os professores, os conflitos decorrentes dessa crise refletem-se diretamente em sala de aula, alterando suas condições de trabalho. Indisciplina, violência, dispersão seriam, certamente, sinais do desgaste, tanto para o professor quanto para os alunos. Diante desse contexto, o presente estudo buscou compreender qual seria o sentido da experiência escolar para jovens das camadas populares: qual a importância, qual papel a escola ocupa na vida desses jovens? Qual o significado da escola para seu futuro? Será que a escola ainda é percebida por esses jovens como esperança de mobilidade social? O que esses jovens esperam da escola? O objetivo maior dessa pesquisa foi justamente ouvir esses jovens, analisando quais seriam suas expectativas e angústias em relação à escola. Através de um estudo de inspiração etnográfica, de abordagem qualitativa - o trabalho de campo foi realizado em uma escola da Baixada Fluminense, periferia do Rio de Janeiro e baseou-se na observação das aulas, dos recreios e passeio pedagógico. Além disso, foi aplicado um questionário (buscando traçar um perfil socioeconômico dos jovens), e duas oficinas, em que os jovens relatavam e escreviam sua opinião sobre a experiência escolar – a presente pesquisa evidenciou que, mesmo diante de uma perda de legitimidade, a escola ainda representa para esses jovens oportunidade de ascensão social. A conquista de um diploma é o sentido da escola para eles. E é pensando no que esse diploma pode lhes proporcionar que vão à escola todos os dias. Para esses jovens a escola delineia-se como principal alternativa capaz de proporcionar uma sonhada mudança de vida. Dessa forma, o sentido da escola está associado ao futuro. No presente, o que mobiliza esses jovens a irem a escola seria a sociabilidade: o fazer amigos, o diálogo, as vivências. A escola seria o local de relacionamento com o outro, com a diversidade, lugar que possibilita troca de experiências, construção de identidade.
The education crisis has been an increasingly discussed current theme. Newspapers, magazines, all media, roughly speaking, has been exposing problems, which the education system has been going through. The amount of research on the topic is extensive - scholars have been incessantly questioning this crisis motives and its nature as well as possibilities to overpower it. The process of popularizing and democratizing school can be defined as the turning point, in which the rupture with the formely established equilibrium is characterised. It has been throughout this process that school started to admit a heterogeneous magnitude of students and, along with them, ambiguities and paradoxes loaded with a variety of issues that unsettled the age of certainties (reason). The ones inserted in the school crisis settings, for example teachers and students, are as a matter of course directly affected by such changes. According to authors like Bernard Charlot and Rui Canário, there has been a general gradual disenchantment concerning school - considering it does not account for the promisse of future professional success any longer. From the teacher‘s perspective, crisis-resulting conflicts are instantaneously reproduced in the classroom, thus altering their working condition. Presumably are indiscipline, violence and lack of concentrarion, signs of weariness from both teacher and student. Regarding the above depicted scenario, the present research implicates an attempt to the understanding of that what would be the meaning of schoolexperience to lower-class students. Namely, the answering of the following questions: Why does school matter? Which role does school play in these students lives? What does school mean to their futures? Do the students still perceive school as hope for social mobility? What do these students expect from school? The research main target involves listening to these students and then analysing their angst and expectations towards school. Inspired on ethnographics and with a qualitative approach, the fieldwork took place at a school located in one of the suburbs of Rio de Janeiro called Baixada Fluminense, where lessons, recreation as well as school excursions were attentively observed. In addition, the students have received an inquiry (for the drawing out of social-economic profile from the students) and took part in two workshops, where they were given the chance to write down and report their opinions on their own experiencing of school. The results evidence that, despite a certain loss of legitimacy, school still represents an opportunity of social assension to the students. Earning a school leaving certificate was revealed to be the meaning of school and it is with their thoughts on what this certificate could provide them in the future that they go to school everyday. All in all, school is portrayed as the major opportunity to reach a so desired “changing of life”. Therefore, the meaning of school is associated with the future. Presently, it is sociability that motivates students to keep going to school: making friends, conversations, experiences. Accordingly, school turns out to be the place where contact with others, with diversity - in other words, relationship - happens; the place where experiences are exchanged and identity constructed.

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Hickman, Lisa N. "Entry into kindergarten educational stratification at the beginning school experience /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150314337.

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