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Dissertations / Theses on the topic 'Schools (Summer)'

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Published: 28 July 2024

Last updated: 31 July 2024

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1

Arnold, Kari. "Summer School: Perceptions of Summer School Teachers in a Northeast Tennessee School District." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1122.

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The requirements of various educational reform movements such as No Child Left Behind and Race to the Top have left public education systems searching for ways to make sure students are reaching their highest potential. Because of the importance of accountability issues to school systems, it is important to examine ways to help students reach their potential. One tool school districts use to aid in improving student achievement is summer school. This qualitative study provides an overview of the history of summer school. Additionally, it offers a synopsis of various types of summer programs and populations often targeted by summer school. The researcher also offers a review of literature on student learning loss over the summer months. The purpose of this study was to examine the perceptions of pre-K through third grade summer school teachers’ about the summer program in which they taught. The study emphasis was on preparation for summer school, analysis of teacher effectiveness, evaluation of the program, and teacher attitudes toward students. The participants in this study were 10 summer school teachers from a school system in northeast Tennessee. The analysis of data collected in this study introduced several themes and common patterns. Participants expressed the importance of being able to see changes in students over the course of their time in school. The value of participating in a summer school program that is different from the regular school year was found to be important to the teachers. Emphasizing that flexibility in pedagogy and fun for the students was important in making summer school successful. Participants reported that small class size aided in their ability to help the students reach their potentials. Summer school teachers in the study were found to value not just the academic activities but also enrichment activities for students during the summer program. Participants also related antidotal stories and shared situations in which summer school was helpful for particular students. These responses illustrate the significance of seeking teachers’ perceptions of the work they are doing.

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2

Story, Irene Novick. "Pre-kindergarten summer school an intervention for kindergarten readiness /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594483041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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3

Zwiefelhofer, Chantel. "An analysis of the effects of summer school programs." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008zwiefelhoferc.pdf.

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4

Casey, David Matthew. "Summer activities and social competence of adolescents from low-income families individual, family, and neighborhood factors /." Thesis, Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036163.

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5

Pulliam, Cristen C. "Parent satisfaction with Marshall University's Summer Enrichment Program Year three /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=665.

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6

Blinn, Lawrence H. "Developing an administrator's manual for high school summer programs." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/497.

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7

Linder, Cheryl A. "Informing policymakers of the value of summer school in the recoupment of reading skills /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136432.

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Thesis (D. Ed.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-109). Also available for download via the World Wide Web; free to University of Oregon users.

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8

Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "In Brief, Summer 1999." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 1999. http://hdl.handle.net/10150/612218.

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9

Kreuger, Barbara. "Aftermath of a summer art institute : a case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30827.

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The purpose of this research was to examine the impact of a University summer institute, and to determine whether the participants felt it had changed their ways of teaching art, brought them greater success or encouraged them to share ideas about art education. This research also examined what factors are necessary for creating change for teachers and questioned whether a University institute would be able to provide enough of those factors to induce change. An investigation of the literature in the area of curriculum change revealed that teachers require a great deal of support and an extensive amount of time for change to occur. A University course such as the Institute cannot provide much support or time. Through questionnaires, interviews, and additional information provided through a recall session conducted with the participants of the institute, it was possible to determine that for the majority of participants there was a perception that their art classes had undergone change and achieved greater success. For some of the participants the Institute had also caused them to share more information about art education with colleagues. For some, this change was extensive and for others less so but this study indicates that a University institute can make a significant contribution to effecting change for teachers.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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10

Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.

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11

Nofsinger, Christy. "Retention of Academic Skills Over the Summer Months in Alternative and Traditional Calendar Schools." TopSCHOLAR®, 1999. http://digitalcommons.wku.edu/theses/736.

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Alternative calendar schools are increasingly popular alternatives to the traditional nine-month school year and a three-month summer vacation. One purported advantage of a shorter summer vacation is the greater retention of academic material because there is less time to "forget" what was learned. While alternative calendar schools appear to be increasing in number, little research has been conducted to actually measure academic differences in these schools. The purpose of this research was to systematically compare the retention of academic skills of students in traditional and alternative calendar schools over the summer months. Three county-wide school districts participated in this study. One of the school districts used a variation of an alternative school calendar and the other two used a traditional calendar year. A total of 749 students in the first, third, and fifth grades of all the schools were administered Curriculum-Based Measurement (CBM) probes in mid-May, and the same probes were administered to the same students (now in second, fourth, and sixth grades) at the end of August. CBM probes were used to assess the content areas of mathematics, spelling, written expression, and reading. Retention of academic skills in the traditional and the alternative calendar schools depended upon students' grade level and academic subject. The most striking differences between traditional and alternative calendar schools were found at the first grade level.

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12

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 21, No. 4 (Summer 1988)." College of Law, University of Arizona (Tucson, AZ), 1988. http://hdl.handle.net/10150/611315.

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13

Student, Bar Association College of Law University of Arizona. "Arizona Advocate, Vol. 22, No. 2 (Spring-Summer 1989)." College of Law, University of Arizona (Tucson, AZ), 1989. http://hdl.handle.net/10150/611304.

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14

Saltmarsh, Sue. "Complicit institutions representation, consumption and the production of school violence /." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/47477.

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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004.
Bibliography: leaves 310-325.
Introduction -- School violence: a brief overview -- What's in a name?: constructing an institutional identity in an educational market -- The discipline of gentlemen -- Parent consumers: tactical manoeuvres and institutional strategies -- Making the papers: Trinity in the news -- Games of truth: "everyone has their spin" -- Conclusions.
This study integrates sociological theories of social class with poststructuralist theories of subjectivity, representation and consumption, to consider the complex ways in which the representational practices of institutions and individuals are implicated in the production of violence in schools. This work draws particularly on a case study of incidents of sexual violence which occurred at an elite private school in Sydney during 2000, in which four students were charged with a range of offences committed against younger peers over a period of months. The assault incidents received widespread media coverage and sparked intense public debate, in response to which a media strategies consultant was engaged by the school to liaise with members of the press. This study demonstrates the extent to which the interrelationships between systems of signification (in particular, written and visual texts) and other social systems, (for example, families, schools, and political economy) function in the constitution of subjectivities and the production of meaning, and takes as its focus the interrelationship and functioning of texts, discursive practices and social practices which pertain specifically to the assault incidents described above. Data are derived from a range of sources and genres, including promotional materials, personal and general correspondence, media reports, and interviews, necessitating a variety of qualitative analytic methods. Informed by critical post-structuralist theory, in particular the work of Bourdieu, Foucault, and de Certeau, this work considers questions pertaining to the operation of power within social institutions, with particular emphasis on the constitutive function of discourse. The analysis extends current conceptualisations of school violence through a post-structuralist interrogation of, and linking of violence to, educational consumption, which has predominantly been theorised according to sociological or economic models. The argument is made that the market ideologies which pervade contemporary social and educative practice, together with the representational practices and disciplinary regimes of schools, function in the constitution of social subjects who occupy multiple ambiguous subject positions in the patriarchal hierarchies which characterise the power relations and institutions under consideration, thus implicating institutions in the production of violence.
Mode of access: World Wide Web.
vii, 325 leaves

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15

Wickert, DeAnna S. "English language learners: Does summer school make a difference in young children's literacy scores?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5305/.

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Many school districts consider literacy and oral language as a top priority for pre-kindergarten students. In the district under study, pre-kindergarten English language learner (ELL) students are encouraged to attend a special summer school program to increase their oral language ability in English. This study compared three groups of children: ELL students attending summer school v. ELL students not attending summer school v. English speaking students not attending summer school. The students' primary reading inventory scores from the end of pre-kindergarten to the middle of kindergarten in the areas of reading, writing and oral language were compared. As expected, ELLs who attended summer school showed significant growth in oral language development from the beginning of summer school to the end of summer school. While it was hypothesized that ELL students attending summer school would show more improvement in oral language than other children over time, there was no significant difference between summer school and non-summer school children's scores by the middle of kindergarten.

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16

Ware, Michael Todd. "Conducting a community-wide vacation Bible school and summer sports clinic a paradigm for racial reconciliation /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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17

Brookby, Silvy Ann Barger Rita. "Academic self-efficacy and social self-concept of mathematically gifted high school students in a summer residential program." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004.
"A dissertation in education and urban leadership and policy studies in education." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 143-151). Online version of the print edition.

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18

Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.

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19

Waldron, William Blain. "An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students an urban school district's approach /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085488036.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 143 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: N.L. McCaslin, Comprehensive Vocational Education Program. Includes bibliographical references (p. 112-116).

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20

Preusse, David N. "Studying the Impact of a Summer Training Course on Teacher Ability to Use and Integrate an Innovative Online Museum Curriculum in Secondary Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248522/.

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This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a selection of educators who took part in the pilot study and summer training sessions to determine the successes and challenges they faced as they sought to the implement the experimental digitally delivered arts curriculum. The results of the study should improve the field's understanding of how virtual environments and technology can influence teacher experiences and perceptions of their potential value for learning as they continue to take hold in public schools worldwide.

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21

Dalben, André 1984. "Educação do corpo e vida ao ar livre : natureza e educação fisica em São Paulo (1930-1945)." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274792.

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Orientador: Carmen Lucia Soares
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
Made available in DSpace on 2018-08-13T09:06:37Z (GMT). No. of bitstreams: 1 Dalben_Andre_M.pdf: 7112445 bytes, checksum: 667d0688e1b83c3f4684d025fa9eddb4 (MD5) Previous issue date: 2009
Resumo: A pesquisa procurou compreender e discutir os diferentes imaginários médicos, do início do século XX, em relação à natureza brasileira, assim como, as distinções feitas entre o ambiente urbano e o rural. A partir, principalmente, das relações emersas entre os movimentos sanitarista, higienista, eugenista e a Educação Física, observou-se a consolidação, no Brasil, de um imaginário que concebia a natureza como ambiente ideal, tanto para a cura e a prevenção de doenças, quanto para o fortalecimento e a educação do corpo, por meio de exercícios físicos como a ginástica, o esporte, os jogos e práticas terapêuticas como a helioterapia, a hidroterapia e a climatoterapia. Seguindo os caminhos de tal concepção de natureza, o Departamento de Educação Física do Estado de São Paulo, órgão subordinado a Secretaria da Educação e Saúde Pública, sobressai-se, uma vez que foi responsável, já na década de 1930, por importantes intervenções junto a duas instituições extra-escolares que mantinham proximidade com o imaginário da natureza curativa e educativa: os Parques Infantis e as Colônias de Férias. Quanto à instituição escolar, foi o Departamento de Educação Física do Estado de São Paulo responsável por criar e dirigir a Escola de Aplicação ao Ar Livre Dom Pedro II, a qual se conformou como uma instituição de ensino experimental localizada no interior de um parque público e que manteve como objetos centrais de sua pedagogia a Educação Física e a natureza.
Abstract: The research has sought after comprehending and discussing about the different medical imaginaries, from the beginning of the 20th century, in respect to Brazilian nature, as well as the distinctions drawn between the urban and the rural environment. Mainly from the emerged relations between the sanitary, hygienist, eugenist movements and the physical education, the consolidation in Brazil of an imaginary which conceived nature as an ideal environment was observed, for healing and disease prevention, as much as the strengthening and the education of the body, through physical exercises such as gymnastics, sports, games and therapeutic practices as heliotherapy, hydrotherapy and climotherapy. Following the ways of such a conception of the nature, the Department of Physical Education of São Paulo State, an organ under the Secretariat for Education and Public Health, stands out, once it was responsible, in the 1930s, for important interventions with two extracurricular institutions which kept nearness to the imaginary of healing and educational nature: the playgrounds and the summer camps. As for the school institution, it was the Department of Physical Education of São Paulo State responsible for creating and running the D. Pedro II School of Outdoors Application, which configured itself as an institution of experimental education located inside a public park and that kept nature and physical education as central objects of its pedagogy.
Mestrado
Educação Fisica e Sociedade
Mestre em Educação Física

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22

Frye, James. "Voices of Summer: Interviews with Middle School Students Repeating Academic Courses in Summer School." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2148.

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As the needs of society changed, states faced increasing pressure from the federal government to raise educational standards. States adopted rigorous standards, however many students failed to meet defined proficiency levels, necessitating summer school attendance or grade retention. Factors associated with academic failure have been extensively documented in the academic literature. The factors identified in the research can be organized into six categories, including motivation, age and ability, withdrawal from school, parents and guardians, school practices, and teacher practices. The purpose of the current study was to explore middle school students’ perceptions of factors which contributed to the academic outcomes necessitating enrollment in academic courses in summer school, and what factors they believe could have made a positive impact. This study focused on the following research questions: How did middle school students, enrolled in one or more academic courses in summer school, perceive (1) academic outcomes and to what these were attributed, (2) the relationship among ability, effort, and outcome, (3) sources and levels of motivation, (4) sources and levels of school bonds, (5) interactions and relationships with school personnel, and (6) the role and level of involvement of adults in their academic lives? A qualitative, ethnographic design, with detailed descriptions of the methodological considerations and rich, thick narrative, was used to explore the research questions. Seventeen middle school students, repeating academic courses in summer school, were interviewed. Emergent themes were identified from inductively coded interviews. The analysis revealed that participants primarily accepted responsibility for academic outcomes but also identified distractions as a contributing factor. Teachers were seen as playing a role in both creating and removing distractions. Participants perceived work ethic as positively correlated with intelligence, and perceptions of ability tended to be related to duration of exerted effort. Negative social bonds were perceived as adversely affecting participants’ academic performance, and participants reported few positive interactions or relationships with school personnel. Negative consequences were the primary means used by adults to motivate participants, and too little, too late characterized active adults engagement in participants’ academics. Perceived levels of effort exerted and concern exhibited by an adult paralleled academic outcomes.

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23

Robertson, Mark. "An Evaluation of a School-Based Summer Literacy Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18719.

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The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.

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Voss, Pamela J. "The Effects of Accelerated Instruction on Summer Regression." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703319/.

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The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The results showed that attending the 2018 summer accelerated instruction program had a statistically significant effect on STAAR reading and mathematics scores and a statistically significant effects on the MAP reading and mathematics scores. Three themes emerged from the teacher interviews as being benefits of accelerated instruction: administrative support, a growth focus, and social and emotional health.

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Papadopoulos, George. "Summer School Versus Term-Time for Undergraduate Mathematics." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28459.

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At The University of Sydney, there exists evidence that students who undertook undergraduate mathematics units at Summer School achieved superior learning outcomes, benefited from higher teaching quality, and experienced better course satisfaction, when compared with standard term-time counterparts. This thesis continues and expands upon the scope of the initial pilot study published in 2009, whereby the authors presented data supporting the above claim. We explore a wide array of prevalent pedagogical issues, with far-reaching implications for Intensive Mode Delivery (IMD) teaching and learning in general. This thesis aims to inform best practices which improve the quality of teaching and learning of undergraduate mathematics, the successful completion of which is mandatory for STEM degrees at The University of Sydney and institutions worldwide. This can be problematic for students who have failed or are at risk of failing, which forms one focus of this research. Such students often have inadequate backgrounds in mathematics from high school, learning difficulties or phobias, or long absences from study. Quantitative and qualitative data, spanning 2007-2016, comes from student unit of study results, closed- and open-ended survey responses, and face-to-face interviews; analysis is performed using standard statistical, mixed-methods, phenomenographical, and grounded theory approaches. We make qualitative observations about students’ relative rates of progress and development of mathematical skills, as well as their observations and experiences of teaching and learning between the two delivery modes. Quantitative data about students’ relative performances and sentiments between term-time and Summer School is also inspected. Whilst discussing potential reasons for the differences between delivery modes, we place our findings within the contexts of modern theories of learning, such as threshold concepts, constructive alignment, and Biggs’ SOLO and 3P frameworks.

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26

Long, Courtney Rae. "Investigation of Information Sharing Between In School and Summer School: Programming Around Student Performance." Wittenberg University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors153659885337094.

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27

Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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28

Vecchione, Camilla. "Un'esperienza di formazione nell'interpretazione a distanza: la SHIFT Summer School." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/17721/.

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Over the last two decades the interpreting profession has changed considerably and remote interpreting started gaining ground. This dissertation aims at studying the characteristics of telephone conversations in order to analyse interpreting over the phone and its peculiarities, such as the lack of access to the visual channel and the feeling of “distance” from the interaction experienced by interpreters. Although scholars have pointed out that interpreting remotely is different from face-to-face interpreting, training in this interpreting mode is still uncommon in academic settings. This dissertation highlights the need for university training in remote interpreting and for this purpose it discusses the SHIFT project that specifically aims at closing the gap between the market demand for remote interpreting services and the lack of university training. SHIFT Summer School is the object of this study. Four learners’ telephone interpreting performances were selected and transcribed to be analysed with the main focus on the interpreters’ autonomous contributions (non-renditions) due to their remoteness in the interaction and the “communicative uncertainty” they supposedly felt. The particularly active role the interpreters played to regulate turn-taking, ensure the transmission of the message and facilitate the communicative flow with the main participants is discussed on the basis of examples. Then the learners’ perceptions of the Summer School – collected using a questionnaire – are reported with a focus on the challenges linked to remote interpreting and the strategies adopted by the learners to respond to them. Finally, their opinions on the organisation of the Summer School and their overall satisfaction with the training provided are illustrated in order to understand whether this Summer School might become an example to follow in providing training in remote interpreting, both for university students and professionals needing ad hoc training.

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Bergert, Aline, Jana Helbig, and Christin Nenner. "HIS – an international and digital summer school for STEM students." Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola", 2016. https://library.iated.org/view/BERGERT2016HIS.

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The teaching project HIS (Holistic International STEMs – Learning with case studies and real life industry experiences) is presented as part of the poster session. Experience shows that German (outgoing) and international (incoming) students have difficulties to communicate properly at the workplace in Germany as well as abroad due to language differences, especially in STEM terms. In addition, young professionals often do not have experience in working in international or virtual teams. All those challenges are current job requirements, not just in global companies. But: How to teach this in higher education? The classical formats of lectures or seminars are not suitable. Therefore, there is a need to develop and prove new teaching formats, within the curriculum as well as extracurricular. With focus on STEM subjects the presented project combines three current impacts on higher education: Internationalization, digitalization, and labor market orientation. The concept of the project is that STEM students from different countries will attend an international, virtual summer school (April to June 2016). They solve real-life job case studies together in small interdisciplinary teams. The participants are mentored by national and international industry partners and STEM professors. With such, the participants will improve language and communication skills, and apply and exchange their expertise as well as gain intercultural work experience. The concept was awarded by the “Stifterverband für die deutsche Wissenschaft” (Donors association for the promotion of humanities and sciences in Germany). The poster introduces the project and exemplary the three-dimensional assignments of one case study (occupational, lingual, and intercultural). At present, the project should be handled as a “project in progress”. Keywords: technology, teaching projects, STEM, internationalization, digitalization, labor market orientation, employability, job orientation, competencies, development of new curricula

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Hensley, Andrea L. "The effects of school entrance age for summer-born male students." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642374.

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The purpose of the current study was to understand if there are any longitudinal behavioral or academic effects for boys who are the youngest in their class, who have birthdays near or at the cutoff date for starting school and enter school at the beginning of the succeeding semester. The current study compares retention rates, behavioral records, and grade averages of boys who were born in the months of June, July, or August and are the youngest in their class in a state where the cutoff date for school enrollment is September first to those same variables in boys whose birthdates are in all other months of the year. The current study addresses whether boys who began school at a younger age ultimately struggle with academics or behavior once they are in high school, ninth through twelfth grade. The current study adds to the body of knowledge that currently exists regarding the practice of holding students back a year, known as academic redshirting. The current study employed non-experimental quantitative research methods using ex post facto analysis of existing data. The results of the current study show no significant longitudinal behavioral effects for boys who are the youngest in their class; however, there may be longitudinal academic effects for boys who are the youngest in their class. The results of the current study show non-summer born boys had a statistically significantly higher mean overall grade average than the summer born boys. Since the academic effects found in the current study were slight, the results of the current study support the argument that the phenomenon known as academic redshirting is not necessarily a useful practice when the decision to hold the child back is based solely on the student's summer birthdate.

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Polca, Melissa S. "Socioeconomic status and summer regression in reading performance." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1275050581.

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Hollenbach, Michael P. "Predictors of plebe summer attrition at the United States Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FHollenbach.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.
Thesis advisor(s): Alice Crawford, Linda Mallory. Includes bibliographical references (p. 67-69). Also available online.

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Williams, Matthew J. "Program evaluation of the Practicum I summer program from a student's perspective." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=354.

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Sharp, James C. "Summer Credit Recovery and Middle Grade Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2272.

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The purpose of this study was to examine the difference in student success by retained students who participate in the Hamblen County (Tennessee) Credit Recovery Program [HCCRP] in the year prior and following their participation. HCCRP is an alternative intervention for students who have been retained in the middle grades of Hamblen County School System. Student success was defined and assessed in the areas of academic proficiency, discipline, and student absenteeism. Student information regarding each area was obtained from the Hamblen County School System, coded, and analyzed through quantitative testing. This study was guided by 8 research questions and 8 corresponding null hypotheses. Five of the null hypotheses were tested for significance using a paired sample t tests, 2 were tested using a chi square testing, and 1 was tested using a single sample t test. The population of this study was 94 students who had participated in the HCCRP in the 2010- 2012 school years. The analysis of data showed no significant difference in student science scores, number of discipline referrals, or absenteeism in comparing the year prior and the year following the students’ participation in HCCRP. The paired sample t test did reveal significant increases in both student math and reading/language arts scores. A chi squared test showed a significant number of low socioeconomic students within the population. Additionally, a single sample t test showed a significantly higher number of days students missed prior to attending HCCRP and the acceptable level of absenteeism. The result of this study indicates that students who have attended HCCRP as an alternative to grade level retention benefited academically in math and reading/language arts.

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Snyder, Kermit. "The Effects of a Summer Math Program on Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2459.

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The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the struggling students in the program. A quasi-experimental design was used to address whether the math scores improved for the participating students (n = 145) and whether the participating students experienced a smaller summer loss in academic achievement than the students who did not participate (n = 457). Ex post facto data included pre- and post- math assessments. The math instruction and assessments were administered to third through fifth grade students as part of the school district's academic program during the 2012, 2013, and 2014 summer schools. A dependent samples t test was used to analyze the data to determine if the students' achievement scores improved for those attending summer school. The results did not indicate any significant improvement. An ANOVA was then used to determine if the summer math program decreased summer loss of learning in participating students. Participating students experienced significantly less summer loss than did non-participating students. Therefore, recommendations for the summer math program include more instructional time and moving the program closer to the beginning of the school year to avoid any summer loss. This study will have a positive social impact as it influences decisions made by the school district to improve the summer math program and produce students who are better prepared for postsecondary school options.

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Young, Victoria Jewel. "Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4492.

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Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields.

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Ferrebee, Melissa L. "Program evaluation of Practicum III Marshall University's summer enrichment program from a school psychology student's perspective /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=359.

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Wilson, Robert John. "The Patterns and Practices of Rural Middle School Students in a Voluntary Online Summer Reading Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280858983.

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Fradley, Katie. "The effect of a summer school literacy program on the reading attitudes of elementary school struggling readers." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002315.

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Warner, Jane Moss. "Evaluation of the College Bound Summer Program for High School Students with Disabilities." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29420.

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In the current education environment, students with disabilities may lack adequate transition planning in high school that may explain why these students often experience poor outcomes in higher education. The College Bound Summer Program was developed in 1999 as a supplement program within the state of Virginia to address transition issues and college success strategies for students with disabilities planning to attend college. The purpose of this qualitative study was to identify and assess the strengths and needs of College Bound. The intent of the evaluation is to provide data to guide the continuing development and improvement of the program. An adaptation of Schalock's (2001) outcome based evaluation model is utilized to provide a practical, problem-solving approach to gauge the quality and effectiveness of the program and to establish whether the program has produced its desired outcomes for participants. Sources of data included (a) interviews with 26 participants who attended the program in 1999, 2000, and 2001; and (b) extant documentation regarding program implementation. Data were analyzed qualitatively using constant comparative methods to derive findings that addressed eight categories related to College Bound's strengths and needs: (a) Learning Outcomes, (b) Experiencing On-Campus Living, (c) Attending Workshops, (d) Facilitating Personal Networks, (e) Marketing the Program, (f) Assessing Satisfaction, (g) Gathering Transition Information, and (h) Offering Suggestions. Findings from this evaluation suggest that the draw of College Bound for participants is concern regarding disability challenges in higher education. The data suggest that both parents and students are anxious about attending college and meeting the challenges of the collegiate environment. College Bound appears to be meeting the needs of the participants with programmatic strength in the following areas: (a) developing self-advocacy; (b) accessing college support services, and (c) networking with other participants, and (d) interacting with successful college students with disabilities.
Ed. D.

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Caldwell, Barbara Amster Susan Frederica. "An interdisciplinary arts dialogue talented students' interests, attitudes, and perceptions of the Illinois Summer School for the Arts, 1990 /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203040.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 16, 2005. Dissertation Committee: Susan F. Amster (chair), Barbara S. Heyl, Jack A. Hobbs, Eugene R. Irving, Patricia H. Klass, Fred A. Taylor. Includes bibliographical references (leaves 109-115) and abstract. Also available in print.

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Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.

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Robinson, Willie J. "The attitudes of the certified personnel of the Americus City Schools and the Sumter County Schools regarding merger." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/3002.

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The members of the Boards of Education and the Superintendents of the Americus City School System and the Sumter County School System agreed to begin a merger feasibility study of the two systems in 1934. Specific objectives were identified including an evaluation of the similarities and differences in the two school systems, an identification of the possible costs to both systems, an identification of the possible benefits to both school systems, and a summary of the legal issues involved in the merger of the two systems. This study was concerned with surveying the attitudes and opinions of all the certified personnel in the two systems regarding their perception of how the merger would affect the schools. Questionnaires were delivered to 201 certified personnel in the Americus City School System and 123 certified personnel in the Sumter County School System. These personnel were requested to complete and return the questionnaire within one week. The total number of responses from certified personnel in the Americus City School System was 177, which represented an overall return rate of 88 percent. The total number of responses from the certified personnel in the Sumter County School System was 104, which represented an overall return rate of 85 percent. This report is based upon the data obtained from the 281 questionnaires which were completed and returned.

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Del, Negro Silvia <1987&gt. "La Columbia Summer School a Ca'Foscari nel contesto dei programmi di studio americani in Italia." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/6456.

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La tesi consta di due parti. Nella parte prima viene introdotto il fenomeno dei programmi di studio americani in Italia: dove e in che modo si svolgono le lezioni, chi sono gli studenti coinvolti in questo fenomeno, chi sono i professori assunti da questi programmi. Questi dati sono stati estratti principalmente dalle ricerche di A.A.C.U.P.I., l'associazione dei college americani in Italia, che nel 2000 ha organizzato un grande simposio dove i rappresentanti delle più prestigiose università americane hanno descritto i loro programmi e discusso i pro e i contro delle diverse metodologie adottate. A.A.C.U.P.I ha fatto un grande lavoro di trascrizione di tutti gli interventi del simposio ed ha inoltre incaricato l'I.R.P.E.T. di svolgere due ricerche presentate nel 2000 e nel 2013 sul tema dei programmi universitari nord americani in Italia. Nella parte seconda viene invece dato spazio alla mia esperienza personale come tutor nel programma estivo denominato Ca’Foscari Columbia Summer School: il contesto, la lezione tipo, gli obiettivi, le varie fasi del corso e infine le osservazioni su ciò che ha funzionato e ciò che si sarebbe potuto fare diversamente. Il programma della Columbia Summer School sarà paragonato ad altri programmi estivi citati nelle ricerche A.A.C.U.P.I., così da creare un certo grado di continuità tra la prima e la seconda sezione.

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Bixler, Krista. "A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5769.

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The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement. It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive

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Caldas, Roseli Fernandes Lins. "Recuperação escolar: discurso oficial e contidiano educacional - um estudo a partir da psicologia escolar." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-15042010-150817/.

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O estudo propõe-se a discutir a recuperação escolar enquanto estratégia pedagógica de apoio e auxílio aos alunos que não aprendem, tomando como referencial teórico a Psicologia Histórico-Cultural. Como principais objetivos desta pesquisa destacam-se: a) estabelecer uma análise crítica, a partir dos conceitos da psicologia escolar, sobre a trajetória histórica da implantação de programas de recuperação na rede pública paulista e concepções de aprendizagem subjacentes, b) compreender repercussões dessa prática por meio dos sentidos pessoais atribuídos à recuperação escolar por educadores, pais e alunos. De cunho qualitativo, essa pesquisa, em moldes etnográficos, utilizou-se dos seguintes procedimentos: análise de documentos oficiais do estado de São Paulo e das Leis de Diretrizes e Bases da Educação Nacional (1961; 1971; 1996); observações participantes em duas salas de recuperação; entrevistas individuais com professoras, coordenadora, diretora e mães de alunos; entrevistas coletivas com dois grupos de alunos e análise de seus desenhos sobre a classe de recuperação, sendo todos os participantes vinculados regularmente a uma escola da rede estadual situada na zona sul da cidade de São Paulo. O levantamento documental realizado com o objetivo de compilar publicações oficiais revelou que inúmeros planos de recuperação escolar vêm sendo apontados como \"remédios\" aos problemas educacionais ao longo da história, tendo a investigação conduzido ao documento oficial do primeiro programa de recuperação escolar elaborado por Antonio D\"Ávilla, em 1936. A pesquisa de campo revelou grande distanciamento entre as propostas oficiais e sua concretização no cotidiano escolar. A busca do sentido da recuperação conduziu à conclusão de que esta prática configura-se muito mais como um espaço de impossibilidades do que de potencialidades. As classes de recuperação exercem em alunos e professores o pernicioso efeito de cristalização do \"não saber\" - professores destituídos de sua função de ensinar e alunos desistentes de suas possibilidades de aprender. A prática da recuperação indica camuflagem e pretensa compensação diante do não cumprimento, nas classes regulares, do principal objetivo da escola, o processo de ensino e aprendizagem. Foi consensual entre os participantes da pesquisa a concepção sobre a fragilidade e descrédito da função da recuperação, apontando o esvaziamento do sentido dessa prática pedagógica para todos os seus atores: professores, gestores, pais e alunos. Esta pesquisa põe-se como mais uma denúncia na direção da luta por educação de qualidade na escola pública brasileira e um anúncio da possibilidade de que a recuperação paralela e a recuperação contínua, propagadas pelos discursos oficiais como soluções, dêem lugar a outro processo que a autora se aventura a denominar de aprendizagem contínua, buscando por meio da mediação superar as dificuldades e possibilitar o desenvolvimento dos alunos dentro dos espaços das salas de aula regulares, não em espaços à parte, como as classes de recuperação.
This study has the purpose to examine Summer School as a pedagogical strategy to support and help students that do not learn, based on Cultural-Historical Psychology theory. We highlight as the main aims of this research: a) establish a critical analysis, grounded on the concepts of school psychology, on the historical course of the implantation of Summer school programs on the public system in São Paulo and underlying learning conceptions and b) understand the repercussion of this action through the personal sensations of educators, parents and students, attributed to Summer school. With a qualitative characteristic, this research, in ethnographic patterns, used the following procedures: analysis of official documents of the State of São Paulo and of the Law for National Education Guidelines and Basis (LDB) (1961; 1971; 1996); participative observations in two Summer school classrooms; individual interviews with teachers, coordinators, principal and the mothers of the students; collective interviews with two groups of students and analysis of their drawings about Summer School, being all the participants regularly connected to the state system placed in the south of the city of São Paulo. The documental research accomplished with the purpose of compiling official publications, revealed that numberless Summer school plans have been pointed as \"medicine\" to educational problems along the history, and the investigation led us to the official document of the first Summer school program elaborated by Antonio D\"Avilla, in 1936. The field research showed a huge distance between the official proposal and its fulfillment in school quotidian. The search for a meaning to the Summer School guided us to conclude that this practice configures more as a space of impossibilities than of potentialities. Summer school classrooms can cause in students and teachers, the harmful effect of the \"do not know\" crystallization, it results in teachers deposed from its function to teach and students that renounce their possibilities to learn. The Summer School practice indicates a camouflage and intended compensation before the non-accomplishment, in regular classrooms, of the main school purpose: the teaching and learning process. The conception about the fragility and discredit of the Summer School function was consensual among the participants of the research, pointing the annulling of the meaning of this pedagogic practice to all its actors: teachers, directors, parents and students. This study aims to be one more denunciation in the direction of the fight for quality education in the public Brazilian system and also an announcement of the possibility that parallel summer school and continuous recuperation, declared by official speeches as solutions, will give place to another process that the author ventures to call continuous learning, aiming, through mediation, to overcome difficulties and make possible the development of students inside regular classrooms, not in separate spaces, such as Summer School classrooms.

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Banks, E. Sharon. "The effects of the Lincoln National Corporation Business-Assisted Summer Employment Program upon the self-concept scores and select-job retention factors of high school students from low-income families." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/466395.

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The purpose of the study was to investigate the effects of the Lincoln National Corporation Business Assisted Summer Employment Program upon the self-concepts and selected job retention factors of junior and senior high school students from low income families in Fort Wayne, Indiana. Specifically, the study was designed to gather and analyze statistical data of participating B.A.S.E. students as compared to nonparticipating students.Literature regarding self-concept, business and education partnerships at both the national and state level was reviewed. Literature study revealed analysis and results of program evaluation, but limited research on program participant self-evaluation. Therefore, this study was undertaken to access the participant through a pre and posttest investigation.The sample of respondents numbered 166, but through attrition due to insufficient availability of data, the study was conducted with 154 students. All 154 students were administered the eighty-item Piers-Harris Self-Concept Children's Scale in May, 1985 and August, 1985. The (1) "yes" and "no" responses were reported, (2) grade, and (3) attendance pre an post data were reported. All data was hand scored by the author, and computed by the Ball State Computing Services Department utilizing multivariate and univariate analysis of variance tests.The responses of the participating and nonparticipating students yielded the following results:1. There was no significant difference between the mean scores of the participating and nonparticipating B.A.S.E. students based on the following variables: behavior, intelligence, anxiety, popularity, attendance, physical attributes, and happiness.2. There was a significant difference between participating and nonparticipating students based on grade point averages.3. There was a significant difference between participating and nonparticipating male students' pre and posttest mean scores based on grade point averages.4. There was a significant difference between participating and nonparticipating female students pre and posttest mean scores based on grade point averages. 5. The Lincoln National Corporation B.A.S.E. Program had benefited participants in improving the grade point average, developed a successful partnership with high schools, and fostered community growth through staff volunteerism.

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Richardson, Antoine Rafael Reed Cynthia J. "An examination of teacher qualifications and student achievement in mathematics." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Richardson_Antoine_8.pdf.

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Psaltis, Heather. "Summer school for the arts| A study of arts classes and creative thinking in urban teenagers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617707.

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This study examined the relationship between participation in an intensive summer arts program and creative thinking as measured by pre- and posttests using the Torrance Tests of Creative Thinking. It sought to examine the experiences of the teen apprentices in the summer Art Camp program. The purpose of this study was to compare scores on the Torrance Tests of Creative Thinking before and after a 7-week arts apprenticeship across arts disciplines with urban teenagers. A parallel explanatory research design was used. The two research questions were as follows: What is the relationship between the pre- and posttest scores on the Torrance Tests of Creative Thinking (TTCT) after participation in an intensive summer arts apprenticeship? And How do Art Camp apprentices describe the impact of the program and their experiences as apprentices? Findings show an increase in creativity as measured by the TTCT and largely positive impact on the apprentices. Implications for transformational leaders include support for collaborative community partnerships as well as for the use of summer arts programming as a way to boost cultural capital for economically disadvantaged teens.

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Ruck, Keene Hermione. "Taking part and playing parts : musical identities, roles, participation, and inclusion at Dartington International Summer School." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10050492/.

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Dartington International Summer School of Music (DISS) is an annual residential summer festival of predominantly classical musical learning and performance. Open since 1948 to amateurs, aspiring and established professionals, it represents an unusually diverse and multi-generational musical community. This study explores this Utopian vision of inclusive music-making through a qualitative ethnographic case study, utilizing unstructured interviews, observations, participant diaries and field notes. It addresses the following research foci: residents’ musical identities in relation to their musical background, expectations, and aspirations; playing roles at DISS; relationships with the act of making music and musical participation; and concepts of musical inclusion in the DISS context and beyond. Framed by conceptions of Utopia and the carnivalesque, and drawing on the sociology of work and leisure as well as theorisations of musical and dialogic identity, the study finds that DISS plays a significant role in the development and possible disruption of musical identity, allowing for creative risk-taking and the emergence of a ‘DISS identity’. Playing different musical roles – learner, teacher, performer, ensemble member, audience member - opens up the possibility of new, fluid, relationships with musical behaviours, as well as re-imagining and interrogating conceptions of musical talent. A ‘DISS pedagogy’ is discussed, which at its best draws on principles of dialogic teaching to include a diverse range of learners, whilst also presenting challenges in relation to teaching this mixed community. DISS is considered as a site for alternative performance practice in terms of audience-performer relationships, tutors as performers, and amateur-professional collaborations. Tensions between musical process and product, participation and ‘standards’ are revealed, as well as subtle hierarchies of socio-economic status and longevity of attendance. The potential of DISS as a site for musical inclusion is revealed to be richest in terms of inter-generational music-making possibilities.

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