Dissertations / Theses on the topic 'School experience'
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Price, Suzanne Phillips. "The black student medical school experience /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.
Full textTypescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).
Tate, Monique. "Investigating How Families Experience School Criminalization." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.
Full textMcQuillan, 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.
Full textHouse, 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.
Full textParker, 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.
Full textTypescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
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.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 2770. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaf 31).
Leary, Riley. "Understanding the Hybrid High School Student Experience." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.
Full textHybrid 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.
Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.
Full textstjernstrom, 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.
Full textTEPEDINO, 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.
Full textInserida 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.
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.
Full textvii, 154 leaves ; 28 cm.
Crable, Timothy. "The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2476.
Full textDu, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25176.
Full textDissertation (MEd)--University of Pretoria, 2008.
Educational Psychology
unrestricted
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.
Full textLam, 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.
Full textGardner, Kimberly D. "Investigating secondary school students' experience of learning statistics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-153308/.
Full textTitle 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).
Gardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.
Full textLam, 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.
Full textMurphy, 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.
Full textWood, 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.
Full textTitle 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.
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.
Full textHere, 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
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.
Full textTitle 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).
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.
Full textTitle 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.
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.
Full textTaylor, 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.
Full textIghodaro, 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.
Full textRichards, 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.
Full textMa, 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.
Full textDrawing 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.
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.
Full textLi, 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/.
Full textWood, 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.
Full textGardner, Alison. "The experience of school belonging : an interpretative phenomenological analysis." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1994/.
Full textFerguson, Daniel Bruce 1969. "The Escuela experience: The Tucson Indian School in perspective." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291911.
Full textRichards, 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.
Full textThe 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.
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.
Full textMozzocio, 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.
Full textREYES, MUNGUIA MILDRED GUISELLA. "CHILDREN’S SCHOOL EXPERIENCES DURING THE 2018 NICARAGUAN UPRISING." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1776.
Full textJohnson, 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.
Full textYearout, 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.
Full textEd. D.
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.
Full textSnowden, 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.
Full textHacker, Samantha R. B. S. "Interprofessional Education Experience and Professional Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819792890846.
Full textMushel, Jacquelyn C. "The relationship between kindergarten achievement and preschool experience." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mushelj.pdf.
Full textMcQuillan, 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.
Full textPaulin-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.
Full textHollis, 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.
Full textAbstract. 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.
Guadiana, Gerardo. "A Netflix experience : reimagining the direct-to-consumer platform." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126900.
Full textCataloged 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
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.
Full textPEREIRA, 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.
Full textThe 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.
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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