Dissertations / Theses on the topic 'Whole school approach'
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Chan, Yee-wah, and 陳綺華. "School self-evaluation: a whole school approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.
Full textWong, Kai-hung Peter. "Whole school approach to guidance : a pilot project in a primary school /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744628.
Full textWong, Kai-hung Peter, and 黃啓鴻. "Whole school approach to guidance: a pilot project in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249589.
Full textChu, Ka-fai Andy. "A study on whole school approach to discipline and guidance in a practical school." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706434.
Full textNhlapo, Velaphi Aaron. "A whole-school approach to facilities maintenance / Velaphi Aaron Nhlapo." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4772.
Full textThesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.
Lui, Chun-yin, and 雷鎮賢. "A study of the whole school approach towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958096.
Full textLui, Chun-yin. "A study of the whole school approach towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14038699.
Full textMiller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.
Full textChan, Shuk-mei Pearl, and 陳淑薇. "Implementation of whole school approach to guidance in a primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959970.
Full textChu, Ka-fai Andy, and 褚家輝. "A study on whole school approach to discipline and guidance in a practical school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961563.
Full textChung, Wing-keung, and 鍾永強. "A study on whole school approach to discipline in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B43893806.
Full textChung, Wing-keung. "A study on whole school approach to discipline in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811000.
Full textChan, Shuk-mei Pearl. "Implementation of whole school approach to guidance in a primary school : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057374.
Full textSquire, Amanda. "Promoting a whole school approach to healthy eating in two secondary schools in South Wales." Thesis, Cardiff Metropolitan University, 2013. http://hdl.handle.net/10369/5078.
Full textLam, Yee-wah Evelyn, and 林綺華. "Whole school approach to guidance in a secondary school in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B43893491.
Full textLam, Yee-wah Evelyn. "Whole school approach to guidance in a secondary school in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999540.
Full textLeurs, Martina Theodora Wilhelmina. "A collaborative approach to tailored whole-school health promotion the schoolBeat study /." [Maastricht] : Maastricht : [Maastricht University] ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=10532.
Full textCrowley, Joanne Elizabeth. "Using a whole school restorative approach : a realistic evaluation of practice in a city-based primary school." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4728/.
Full textRennie, Robert W., and res cand@acu edu au. "School Refusal: a Case study." Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp40.29082005.
Full textLeung, Yuk-wah, and 梁玉華. "The adoption of a whole school approach to guidance work in Hong Kong secondary schools: some case studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956609.
Full textAgius, Ferrante Charmaine. "A case study of inclusion and diversity : a whole school approach using the social model of disability." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/8772/.
Full textNemec, Michelle A. "Enhancing emotional literacy: A critical case study of multiple stakeholders' perspectives and effects of a whole-school approach." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/e92ed42654d215123e795ecc5ef722ed3614d6b7a7345b796a9645de34009f90/4306252/201409_Michelle_Nemec.pdf.
Full textJefferies, Willow. "Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2479.
Full textHovelroud, Lauren A. "Is literacy everyone's business? A case study exploring the enactment of a whole-school preparatory to Year 12 common language approach to literacy education." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98744/1/Lauren%20Hovelroud%20Thesis.pdf.
Full textHarper, Liesl. "Whole school approach to language immersion using augmentative and alternative communication for students with multiple disabilities and complex communication needs." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/198051/1/Liesl%20Harper%20Thesis.pdf.
Full textBlackmore, Adam J. "Light dawns gradually over the whole : models of integrated curriculum provided in middle schools within Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/203.
Full textNashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.
Full textHarris, Elizabeth Maria. "'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2866.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
Jeffries, Treva Elise. "A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.
Full textLai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
Full textLindo, William, and Josefin Skugge. "Finns det mål och mening med vår färd? : Hur lärare i grundskolan kan beskriva och resonera kring studie- och yrkesvägledning som ett ansvar för hela skolan." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104200.
Full textThe purpose of the study was to examine how teachers in elementary school think about, and describe how they work with, guidance and counselling within the confines of what the curriculum (Lgr 11) describes as a responsibility of the whole school. The study had a qualitative approach, where interviews with eight teachers in four schools within the county were conducted. The results showed that several of the teachers equated the guidance and counselling with the guidance counselor. Most of the teachers were not aware that they had a responsibility to the school's guidance and counselling, based on current policy documents. It could be said that the teachers felt that the purpose of guidance and counselling was to prepare students for future academic and career choices, although there were differences in how this was expressed and what the work could entail. Lack of time was reported to be an obstacle, and most found it hard to implement guidance and counselling to their subjects. The teachers were mainly influenced by their own experience of guidance and counselling, rather than their perceptions of the area could be attributed to the policy documents, information from the principal or education. The results were analyzed based on the theory of street-level bureaucracy in relation to the concepts of understanding, able and willing. It was found that there was a tremendous variation between teachers in terms of both ideas about the meaning and practical work. The results of the study in conjunction with a twenty year old PhD thesis may indicate that very little may have evolved in terms of teachers' attitude towards guidance and counselling as a whole school approach or responsibility.
Baker, Gabrielle A. "Gifted adolescent wellbeing: An Australian case study." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118724/1/Gabrielle_Baker_Thesis.pdf.
Full textTassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
Full textIngram, Jennifer. "Whole class interaction in the mathematics classroom : a conversation analytic approach." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49627/.
Full textNazikioglu, Zeynep. "Losing The Sight Of The Whole: Acritical Review Of Three Schools Of International Political Economy On Globalisation And The State." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605067/index.pdf.
Full textGillette, 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.
Full textShallcross, Anthony George. "Education as second nature : deep ecology and school development through whole institution approaches to sustainability education." Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252441.
Full textJefferson, Stephanie Sharon. "The impact of change : a whole school study to investigate if change in approaches to teaching writing has an impact on school culture." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367972.
Full textMnyaka, Nompumelelo Margaret. "Exploring the promotion of safe schools in the Eastern Cape: a whole school development approach." Thesis, 2006. http://hdl.handle.net/10500/1802.
Full textEducational Studies
M. Ed. (Education Management)
Murahwa, Sindisiwe. "Combining 'phonics' and 'whole language' approaches in teaching reading : a case study of Phenduka Literacy Project in an Alexandra school." Thesis, 2009. http://hdl.handle.net/10539/6033.
Full textLin, Li-ching, and 林麗卿. "The Effects of the Whole Language Approach on Elementary School Students'''' English Learning." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/88264575058539280082.
Full text呂美儀. "The evaluation of the energy education program with whole school approach in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/v2697f.
Full text國立臺灣師範大學
環境教育研究所
97
Delta Electronics Foundation and Earth Passengers cooperate with “Whole School Energy Education”.To guide participant schools by whole school approach is the program’s main axle. To assist participant schools solve energy problems, carry on the energy instruction, and establish energy conservation culture are the program’s main targets. This study is written by logic model. The target groups of this study are program and four participant schools. The study methods combine with qualitative and quantitative tools-interview, observation, related document, and questionnaire. The main findings of this study are as follows: 1. The program guides participant schools by customization measure. They are “counsel”, “energy education materials”,“electronic newspaper and the blog”,“ workshops”,“funds” and so on. 2. Although four participant schools have different focus, they have “team”, “check their environment”,“make purposes”,“take actions” by the same token. 3. After impelling, four participant schools have specific contents, such as energy education material, empirical datum, student's works, energy education planning for action and so on. 4. During the process, program and four participant schools have problems, they include “not many school members support the plan”, “cooperation problems”, “insufficient time” and so on. Finally, some suggestions are proposed to schools and teachers-“consult with the related institute”,“encourage teachers and students to work together on the program”,“reward”,“share resources or experiences”,“get support accepted by parents”.Besides, some suggestions are proposed to the future researches-“analyse single participant school how to impetus energy education and results deeply”, “continue to trace participant schools about future development”.
"A case study of the implementation of whole language in a remedial school." Thesis, 2012. http://hdl.handle.net/10210/5552.
Full textTraditionally schools for learning disabled pupils taught the language arts within a behaviouristic model where language was broken down into its component parts and sub-skills, which were then taught in a stepwise, sequential manner from the most simplistic towards the whole complex language. In the 1980's there was a grassroots, teacher-initiated movement away from this reductionist orientation towards the teaching of language in a meaningful, integrated manner. A variety of teaching methods developed which were consistent with this new whole language approach. The whole language approach became an inherent part of teachers, encompassing all aspects of a classroom and thus it was referred to as the whole language philosophy. This research focused on the process of a teacher changing from the behaviouristic approach towards the whole language philosophy. Although the research focused on one teacher, it had broader implications for the process of whole language implementation in all schools for learning disabled children. This process of a teacher changing towards the whole language philosophy was explored within the theoretical framework of a model described by Watson. The model presented three dimensions of philosophy formation. The dimensions were practice, theory, and beliefs which were inter-related and constantly evolving as the teacher's philosophy formed. The methodological format used to achieve the research aim was a qualitative single case study. The qualitative design allowed for the process of teacher change to unfold without constraints. It accommodated the explorative, flexible nature of the research and allowed for rich, interpretative descriptions of the process. The research was limited to a single case since the scope of the research allowed for only one teacher to be purposefully selected and educated. The researcher introduced the teacher to the whole language approach by providing suitable reading material, by building a trusting relationship with her, and consulting with her on the practical implementation in her classroom. Simultaneously with the researcher facilitating the change process in the teacher, the researcher collected data from various sources - interviews, documents and journal field notes. Data analysis was done using the content analysis procedure of open coding where manageable units of data were subjected to pre-determined criteria in order to code them into themes. The themes were then clustered into regularly occurring patterns for consolidation and interpretations were then made which led to the research conclusions. The findings of the study supported Watson's three dimensional model. Whole language philosophy formation began with the implementation of borrowed practices, which resulted in successful experiences and prompted the activation of a quest for the underlying theory. Theory activation led to the examination of previously held beliefs which altered with time towards the whole language philosophy. Added to this model, this study indicated that a teacher's whole language philosophy formation is a dynamic process. The process was facilitated by an agent of change and contextualised within the educational system where it required a supportive environment in order to develop. These findings suggested that the agent of change be added to Watson's model as the fourth dimension and that the entire process be contextualised within the educational system.
Yifeng, Tu, and 涂屹鋒. "THE APPLICATION OF THE WHOLE LANGUAGE APPROACH IN INSTRUCTION OF ENGLISH POEMS IN SENIOR HIGH SCHOOL." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/24099682853749586504.
Full text國立高雄師範大學
英語學系
92
The purpose of this present study is to investigate the application of the whole language approach in instruction of English poems in senior high school. Specifically, the students' attitudes toward English poems' reading and writing, their learning four language skills, their responses to the thematic poems, whole language activities, and their responses toward their portfolios were investigated. Thirty-seven first graders of Wen-Shan Senior High School in Kaohsiung County were recruited in this study. The project lasted for sixteen weeks, meeting once a week for fifty minutes. Data were collected from the researcher's observation records, students' questionnaires, interviews and their portfolios. Based on the analyses of both quantitative and qualitative data, the findings of the study are as follows: 1. The activities of the whole language approach helped motivate the students to learn English poems. Most of the students became more interested in English poems at the end of the study. 2. Most of the students confirmed that their four-language skills improved after the project. 3. The thematic poems that most of the students interested in were related to their lives or about the western cultures. 4. Most of the students held positive attitudes toward the activities of the whole language approach. They expressed that the activities helped them understand the poems better. Besides, they thought the classroom environment was pleasant, and the classroom library and the bulletin board provided them with more learning opportunities. 5. Most of the students considered the biggest problem they encountered in reading poems was that they had small vocabulary. Most of them would look up in the dictionary to solve the problem. 6. Most of the students thought the portfolios could help them reflect on their learning process. Based on the study findings, it is suggested that the English teachers in senior high schools bring English poems into reading curricula. In addition, English teachers can implement the whole language approach to help enhance students' English reading comprehension of poetry. Finally, English teachers can create a whole language learning environment for students to immerse themselves in English poetry learning. Though there is still room for improvement in this study, the results of this study provide English teachers with evidence that it is possible and necessary to apply the whole language approach in instruction of English poems in senior high school in Taiwan.
Sulz, Lauren Denise. "Health Promoting Secondary Schools: Implementation of a Self-Determination Framework : Project 1: The Experiences and Motivation of Key Stakeholders in the Development and Implementation of a Choice-Based Whole-School Health Model ; Project 2: Effectiveness of a Choice-Based Whole-School Model to Increase Students’ Motivation Towards Physical Activity and Healthy Eating ; Project 3: Evaluation of a School-Based Intervention to Increase Students’ Motivation and Enrolment in High School Physical Education." Thesis, 2014. http://hdl.handle.net/1828/5720.
Full textGraduate
Noon, Ted. "Barriers to effective educational outcomes in disadvantaged high school communities and the impact of a whole-person approach to schooling." Thesis, 2019. http://hdl.handle.net/1959.13/1403629.
Full textTeacher quality is the area most commonly referred to by recent Australian governments to explain why Australia’s performance in national and international educational comparisons do not meet expectations. Such an assessment is limited, as are the measures used to determine educational effectiveness. While teachers play a critical part in delivering educational success, many more factors influencing student growth and development are missed or ignored in current analyses. The aim of this thesis is to identify and aggregate the extensive and complex issues that act as barriers to effective educational outcomes. The focus of this thesis is on disadvantaged school communities, given persistent inequities in educational outcomes. In considering how outcomes might be improved, I focus on the relationship between school purpose and a connected, coordinated whole-person approach to schooling. Three studies were undertaken as part of the thesis: Study 1, a mixed methods evaluation of a pilot study to determine the impact of incorporating an experienced primary health nurse in a disadvantaged high school; Study 2, a cross-sectional analysis of the physical, social and emotional wellbeing factors associated with academic performance in a sample of students from four disadvantaged high schools; and Study 3, a qualitative study of the perceptions of principals from four disadvantaged high schools in relation to the purpose of schooling and the barriers and facilitators to achieving effective educational outcomes, using semi-structured in-depth interviews. The pilot study highlighted a significant number of health problems influencing student learning and provided evidence of the feasibility of adding a health nurse to a school learning team. The cross-sectional study provided insights into the complex relationships between social, emotional and physical elements of student development and academic outcomes. In Study 3, principals expressed a need to free-up the curriculum to expand the focus on a broad range of student outcomes and pointed to policy constraints on their capacity to work within a more equitable school system. This thesis has highlighted the compounding complex issues that need to be considered when assessing school, state and national educational purposes and objectives. The feasibility of adding integrated community-based support that includes health within an early years to post-school framework in disadvantaged high school communities should be strongly considered. It is recommended that further longitudinal research be undertaken in association with an interconnected community, whole-person approach to schooling, to meet our obligations as a nation regarding school purpose.
Larson, Colleen M. "A study of the commonalities and differences of the classroom environment in whole language and judicious discipline classrooms." Thesis, 1992. http://hdl.handle.net/1957/36243.
Full text王學靜. "A Practice of Whole Language Approach—One Case Study of Taiwanese Proficiency of the students, Class 2A, Qing-Qing Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76221107554492911130.
Full text國立臺灣師範大學
台灣文化及語言文學研究所在職進修碩士班
100
Language is the unique tool for human beings to express their cognitions and emotions. In order to obtain the overall concepts of a language, I think it is essential for students to learn from everyday life, and accumulate language experiences at the same time. Therefore, my colleague and I worked together help students discover and solve problems in daily communication and gradually improve their language abilities. Whole language approach is a teaching concept to contain students, teacher, learning and teaching in whole process. It emphasizes that listening, speaking, reading and writing are integral parts of any language learning(including Taiwanese). However, I found current Taiwanese courses in elementary school that are restricted to one session per week, which is inefficient for students to achieve the their goal of learning. First, I used action research on one elementary school in Taipei County, and had documented thirty-six second-graders’ Taiwanese whole language learning experiences for twenty-two weeks. I also employed classroom observation and conversations with quantitative and qualitative analysis in exploring the students’ effective learning performances in listening, speaking, reading and writing, as well as upgrading the teacher’s teaching growth and gain. Secondly, I shaped up the whole language learning management to stimulate advanced leaning. I found the results as follows: 1. Through whole language learning, the students have more opportunities for multi-explorations, and strengthen their motives and confidence in learning. 2. By extending whole language approach in other course learning, the students can improve their interactions and efficiencies in learning. 3. Although the students can benefit from whole language learning in Taiwanese listening, speaking, but they need more time to upscale writing and reading. 4. Then teachers can play their role in multi-dimensional ways and get more feedback from students. 5. All of student’s family unanimously gave testimony to the usefulness of whole language learning to mother-tongue education. Finally, I suggest some concrete constructive thoughts for teachers in course designing and course diversification, and for students in mother tongue usage frequency at home.
Lai, Chih Hui, and 賴至暉. "The Application of Multiple Intelligences and Progressive Whole Language Approach to English Remedial Teaching for Rural Junior High School Students: An Action Research." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/k4d333.
Full text國立政治大學
教育學系
104
This action research explored effective methods of English remedial teaching for rural junior high school students. A teaching model was built-up based on the application of multiple intelligences and progressive whole language approaches. This model was revised according to implementation effectiveness, students’ feedback, and instructor's self-reflection. Research participants included 12 Grade-8 rural junior high school students. One class meeting per week for a 12-week curriculum was conducted. Quantitative and qualitative analysis was employed to analyze data from students' self-evaluation, satisfaction checklists, learning sheets, portfolios, reflective notes, and messages on Facebook community, as well as from teacher’s interview with students, teaching records, and feedback information provided by peers. Research conclusions include: 1. The teaching strategies of the application of multiple intelligences and progressive whole language approach are effective when they are based on student-centered learning, superior ability among multiple intelligences, rich self-exploration, immersive language experience, collaborative learning, scaffolded learning, integrated curriculum, and alternative assessments. 2. The application of multiple intelligences and progressive whole language approach improves students' learning interests and self-confidence. 3. According to self-reflection of the instructor, habitual teaching should be changed and individualized teaching should be enforced. In addition, curriculum revision should focus on integration of "top-down" and "bottom-up" strategies, encouraging students to explore more potential intelligences and opportunities for impressive learning. 4. A "seven-i" English remedial teaching model, which emphasizes inspired, individualized, intersubjective, impressive, intuitive and incidental learning as well as self-identity, is built up after the action research. Finally, other potential strategies for scaffolding, alternative assessments and independent learning were discussed. It was suggested that teachers utilize their special ability to apply the "seven-i" model for English remedial teaching. Future studies can employ longitudinal observation, focus on influence from policies and teachers’ role transformation, sketch the whole image of class learning, and revise the performing ways of students' intrapersonal intelligence.
Zulu, Phindile Doreen. "Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal." Diss., 2014. http://hdl.handle.net/10500/19015.
Full textInclusive Education
M. Ed. (Inclusive education)