Tesis sobre el tema "Discipline policy"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Discipline policy".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
Gaston, Nkoh Lovonne. "Perceptions of Discipline Policy, Practices, and Student Incivilities Related to Senge's Five Disciplines". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/262.
Texto completoSnodgrass, Ronald E. "School violence policy initiatives : a study of the effectiveness of a zero-tolerance threats policy /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115592.
Texto completoMancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives". Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.
Texto completoThis applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.
The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.
Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.
Tamagni, Amanda Lee. "Discipline Policy and Preschool Special Education Students' Social Skills". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7085.
Texto completoKawashima, Nobuko. "Cultural policy research : an emerging discipline between theory and practice". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/58547/.
Texto completoLapperts, Desmond Michael. "Forms of discipline practised at two rural schools". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20109.
Texto completoENGLISH ABSTRACT: The study aims to research discipline in schools and I explored alternative forms of discipline. The literature indicates that alternative forms of discipline exist to the canings that were inflicted in the past, which have now been outlawed. However, effective alternatives to corporal punishment are not obvious. Before deciding on alternatives, it is advisable that teachers go through an experimental phase, and be prepared to make adjustments along the way. The literature also shows that classes with fewer behavioural problems have teachers who tend to use non-violent and child-centred approaches to classroom discipline. Studies show that the vast majority of disciplinary problems result from the circumstances in which such learners find themselves, which are characterised by problems at home, learning barriers, trauma, and ineffective teaching methods. I conclude that the application of corporal punishment aggravates such problems, rather than solving them. Present-day educators are required to fill a greater pastoral role than they did in the past, as learners nowadays tend to face many more difficult challenges than they used to do in the past and also are likely to experience less support outside the school. Most educational psychologists recommend that educators place learners, in cases of them suffering from emotional problems, child abuse, sexual abuse, HIV/AIDS, or alcohol and drug abuse, in an intensive process of counselling, with them being referred to experts in the fields of reference (Porteus et al., 2001:45). I conclude that attempts to improve classroom discipline can be effective if the whole school community is involved. One of the ways in which the whole school community can become involved in attaining a better discipline system is through the adoption of a code of conduct that is arrived at by means of consultation, persuasion and agreement with all role-players concerned. The maintenance of such a code is, however, only likely to be successful if it is strictly enforced and the appropriate sanctions are imposed against those who violate it.
AFRIKAANSE OPSOMMING: Hierdie studie doen navorsing oor dissipline in skole, en spesifiek alternatiewe vorme daarvan. Die literatuur dui op die bestaan van alternatiewe vorme van dissipline na die afskaffing van lyfstraf in Suid-Afrikaanse skole. Alternatiewe vorme van dissipline is egter nog nie duidelik sigbaar nie. Voordat daar besluit kan word oor alternatiewe vorme is dit egter raadsaam dat onderwysers eers eksperimenteer en die haalbaarheid van alternatiewe vorme probeer vasstel. Die literatuur dui aan dat klaskamers met min of geen dissiplinêre probleme, onderwysers het wat nie-geweldadige en kindergesentreerde benaderings volg. Studies dui aan dat kinders met dissiplinêre probleme uit huise kom met leerprobleme, trauma, en oneffektiewe onderrig metodes. My gevolgtrekking is dat lyfstraf sulke problem vererger, eerder as om dit op te los. Daar word van hedendaagse onderwysers verwag om meer as ooit tevore 'n pastorale rol te vervul. Sielkundiges adviseer dat leerders met ernstige dissiplinere problem eerder na deskundiges verwys behoort te word in plaas daarvan om dit in die klaskamer te probeer oplos. My gevolgtrekking is dat klaskamer dissipline kan effektief toegepas kan word indien die hele skool, ouers en gemeenskap betrokke word. Dit kan slegs geskied met 'n gedragskode wat deur wye konsultasie, beraadslaging en in ooreenstemming met al die rolspelers daar gestel word. Die handhawing van so ʼn kode kan slegs slaag indien dit streng toegepas word en indien daar strafmaatreëls in plek is vir diegene wat die kode verbreek.
Sellars, Desmond. "School discipline theory and practice : implications for policy development in an isolated, rural school setting /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47475.pdf.
Texto completoNardone, Sara Elizabeth. "HIGH SCHOOL DISCIPLINE POLICIES AND THE TEACHER-STUDENT RELATIONSHIP". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156700673853885.
Texto completoLo, Wai-ming Vivian y 羅慧明. "A review of the effectiveness of the discipline policy of the Royal Hong Kong Police Force". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965349.
Texto completoLo, Wai-ming Vivian. "A review of the effectiveness of the discipline policy of the Royal Hong Kong Police Force". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18596071.
Texto completoGilbert, Marie. "Drug abuse : self-regulation or discipline. The rhetoric of public policy /". Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arg465.pdf.
Texto completoMurray, Anthony G. "Strerss on Educators at a Discipline Alternative Education Program". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7106.
Texto completoWheeler, Anitra. "Middle School Teachers' Perceptions of Discipline". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.
Texto completoChan, Yin-ling Linda y 陳燕玲. "A study of the discipline policy in the Hong Kong Civil Service". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966123.
Texto completoChiu, Yin-wa David y 趙燕驊. "An evaluation of the personnel discipline policy of the Hong Kong government". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31964746.
Texto completoChiu, Yin-wa David. "An evaluation of the personnel discipline policy of the Hong Kong government". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023817.
Texto completoChan, Yin-ling Linda. "A study of the discipline policy in the Hong Kong Civil Service". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22050747.
Texto completoHau, Kwong-chi y 侯廣智. "An evaluation of the discipline policy of the disciplined services: a comparative study of the Hong Kong PoliceForce (HKPF) and the Fire Services Department (FSD)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31967176.
Texto completoHau, Kwong-chi. "An evaluation of the discipline policy of the disciplined services a comparative study of the Hong Kong Police Force (HKPF) and the Fire Services Department (FSD) /". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31967176.
Texto completoEvans, Haydn. "The impact of performance management policy on standards in schools". Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46891/.
Texto completoChristy, Donna. "The Influence of School Discipline Approaches on Suspension Rates". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5995.
Texto completoEtheredge, Corrie. "Willingness to Adopt Restorative Discipline in Schools: An Analysis of Northwest Justice Forum Pre-Training on Restorative Justice and Schools Survey Data". Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18550.
Texto completoBrown, Alyson. "Discipline and disorder in English prisons : aspects of policy and resistance 1840-1920". Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:8278.
Texto completoDashielle, Brante C. "The Impact of the Perceptions and Attitudes of Administrators on School Discipline Policy". Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/117.
Texto completoGreen, Alix Rivka. "Using history in public policy development". Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/13902.
Texto completoConley, Tom. "Economic discipline and global punishment : globalisation and Australian economic policy during the Hawke and Keating years /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phc7517.pdf.
Texto completoRogers, Christy Lee. "From Gautreaux to MTO: Racial Discipline and Neoliberal Governance in Housing Policy". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304703290.
Texto completoLittle, Alexis Patrice. "Voices of the Unheard: Black Girls and School Discipline". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591121132272033.
Texto completoCarstens, Carin. "Youth culture and discipline at a school in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
Texto completoBibliography
Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.
Lee, Chung-pak Richard y 李松柏. "An evaluation of social discipline as a factor in economicdevelopment". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974454.
Texto completoLee, Chung-pak Richard. "An evaluation of social discipline as a factor in economic development". [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12316945.
Texto completoLi, Tin-yiu y 李天耀. "An analysis of staff discipline policy in the Urban Services Department from 1996 to 1998". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966275.
Texto completoIrby, Decoteau Jermaine. "Understanding the Zero Tolerance Era School Discipline Net: Net-widening, net-deepening, and the cultural politics of school discipline". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/46813.
Texto completoPh.D.
School safety is widely recognized as an ongoing problem in United States public schools. Guided by the New Right, the school safety problem has been framed as an issue of school crime, violence, and student misbehavior that is best mitigated by zero tolerance policies. This stance has emerged as an agenda that has proven disproportionately detrimental to poor urban students of color who have experienced unforeseen levels of punishment since the Gun Free Schools Act of 1994 endorsed zero tolerance. Despite mounting evidence that zero tolerance approaches to discipline do little to deter school crime and violence or make schools safe, little ground has been gained in interrupting the ideology, policies, practices, and discourses of the zero tolerance agenda. The dissertation study theorizes and explores how ideology, cultural-politics, and discourse foster the tendency for policy creation and codification to legitimize the New Right's official knowledge of zero tolerance ideology and policy as a panacea for the school safety problem. To accomplish this, I conducted an ethnographic content analysis of codes of student conduct to examine the imbued ideologies, discourses, and policy changes that emerge from the cultural politics of managing school discipline over the last 15 years. Through this process, I lend empirical credence to the concepts of net-widening and net-deepening. With these guiding concepts, I push the field beyond the zero tolerance discourse on school safety and discipline to establish a generative alternative to understanding school discipline policies called the school discipline net framework. The results of the study establish a precedent for thinking more deeply and creatively about the perils and possibilities of school discipline policies. Major findings include the identification of several school policy changes that make the discipline experience both increasingly likely and potentially more punitive for students. Finally, through substantiating the school discipline net as a framework for discoursing, researching, guiding policy creation, and recognizing and locating sites of agency, this work establishes that it is indeed possible to engage issues critical in the field in ways that can transfer into the highly politicized school policy context dominated by New Right ideologies and discourses.
Temple University--Theses
Banjoko, Ajamu Abiola. "Restorative Discipline as an Alternate to Retributive Discipline within the Juvenile Court System: An Analysis of the Metro County Juvenile Court Community Restorative Board". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/61.
Texto completoHipondoka, Oiva Shuuveni. "Managing learner discipline : a case study of two secondary schools in the Khomas region, Namibia". Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/9477.
Texto completoThis study is concerned with how two schools in the Khomas Region manage learners' discipline. In particular, it seeks to determine why the two schools experience different states of discipline despite the fact that they have learners from similar social backgrounds. The study uses a case study approach. The qualitative methods comprise on-site observations, semi-structured interviews and a review of disciplinary and other policy documents. Interviews were done with the School Boards, the two principals, heads of department, teachers, Learners' Representative Council and learners. The study draws its conceptual framework from seven factors that are believed to influence school discipline: strategy, structures and procedures, school identity and purpose, school resources, parents and community involvement, leadership and management, and school culture. The study revealed that the two schools have many disciplinary practices in common. However, active teamwork, which falls under the school culture factor, and leadership and management were more pronounced in School B than in School A. Compared with School A, School B was characterized by fairly good discipline, and the study consequently attributed these factors, teamwork, leadership and management as the major cause of different levels of discipline in these two schools. It also emerged in the study that School B has a better academic performance in comparison with School A, which suggests that there is a positive relationship between academic performance and discipline.
Holley, Vera Veronica. "A Qualitative Study of How Students Experienced Exclusionary Discipline Practices". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2982.
Texto completoSingh, Marcina. "Engendering discipline : perceptions and practices of students and teachers in a secondary school in South Africa". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10780.
Texto completoThis thesis aimed to investigate whether there is a gender bias in the way teachers discipline boys and girls. The study was conducted in an affluent school in Cape Town and consisted of 113 participants, 97 students (48 boys and 49 girls) and 16 teachers and staff (6 males and 10 females). The data showed that although teachers assume they are being gender neutral in the way they respond to misdemeanors committed by boys and girls, in reality, this is not the case. However, even though the biases of the teachers are largely unconscious, the students were very much aware of the biased nature of the teachers. The data also revealed that male and female teachers react and respond differently when they discipline boys and girls and that male teachers focus more on serious offenses whereas female teachers focused on the less serious offenses.
Hemmeler, Megan Renee. "Social and Emotional Competency and Exclusionary Discipline". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.
Texto completoPapaleo, November Rose. "Digital Discipline: Institutional Ethnography of Educational Professionals in the Marana Unified School District". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301554.
Texto completoSooter, Isaac William. "The Relationship between School-Wide Positive Behavior Support Implementation and Office Discipline Referrals at the Secondary Level". Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645325.
Texto completoSchool Wide Positive Behavior Support (SW-PBS) is a current framework for schools to model their discipline strategies. SW-PBS has a framework built on identifying behaviors and predictors of their occurrence, routines to correct and prevent these problems, and implementation of these routines school wide to collect information to evaluate these strategies. Office discipline referrals were reviewed in the secondary school of Rural District 10 in Missouri from 2004-2013 to determine the significance between implementation of SW-PBS and the number of office discipline referrals. School climate was also studied in Rural District 10 as well as other secondary schools around the state of Missouri. A survey was sent to students, teachers and administrators from Rural District 10 and teachers and administrators from other districts around the state that have implemented SW-PBS for at least two years. The data revealed no statistically significance difference between the number of office discipline referrals before and during implementation of SW-PBS in Rural District 10. Based on the perceptions from the questions on the survey, teachers and administrators in Rural District 10 felt as though the climate and culture of the building overall was better compared to the perceptions of students in Rural District 10. Comparing Rural District 10 to other districts, Rural District 10 teachers and administrators felt as though the climate and culture of their secondary school was better, overall, as compared to other districts around the state of Missouri that have implemented SW-PBS for at least two years.
Hoffler-Riddick, Pamela Y. "The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30442.
Texto completoEd. D.
Triplett, Nicholas Paul. "Does the Proportion of White Students Predict Discipline Disparities? A National, School-Level Analysis of Six Racial/Ethnic Student Groups". Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749986.
Texto completoRacial/ethnic disparities in school discipline have existed for decades (Children’s Defense Fund, 1975), and have had a disproportionately negative effect on the educational attainment, social/emotional well being and life chances of students of color. While past research has found that school racial/ethnic balance is amongst the most powerful predictors of the student-level risk and severity of school discipline (Rocque & Paternoster, 2011; Skiba, Chung, Trachok, Baker, Sheya & Hughes, 2014; Welch & Payne, 2010), only a handful of studies have examined how school racial/ethnic balance affects discipline gaps between students of color and their White counterparts (Freeman & Steidl, 2016; Thornton & Trent, 1988). However, careful analysis of previous scholarship suggests that students of color attending schools with higher proportions of White students may be particularly vulnerable to racialized and overly punitive discipline practices (Eitle & Eitle, 2004; Welch & Payne, 2010). The primary purpose of this study was to examine the relationship between school-level racial/ethnic disparities in suspension and the proportion of White students in a school. Regression analysis was used to analyze a nationally representative sample of K-12 schools for each U.S. Census designated student groups of color: American Indian/Alaska Native, Asian, Black, Latinx, Native Hawaiian/Pacific Islander, Two or more Races. Analysis was guided by critical race and intergroup threat theories, which explored the ways that structural racism and perceptions of intergroup threat can produce ideologies, dispositions and actions that deny historically marginalized youth the full benefit of public education (Ladson-Billings & Tate, 1995; Welch & Payne, 2010). Descriptive findings demonstrated that the problem of inequitable suspension rates was perhaps more acute and widespread than previously appreciated. This study provided some of the first empirical evidence of elevated risk of suspension for Asians, Native Hawaiian/Pacific Islanders, students of two or more Races, and students of color in predominantly-White schools. Inferential analysis offered support for two important emerging findings in the school discipline literature. First, analysis indicated that elementary schools tend to have consistently larger racial/ethnic discipline gaps than middle and high schools. Secondly, multivariate analysis showed that the best predictors of school level racial/ethnic discipline gaps were different from those that have best predicted student-level incidence and severity of discipline in previous scholarship. Collectively, results contributed empirical evidence that can help identify the school contexts in which students of color appear to be at elevated risk of suspension, what kinds of reforms might produce more equitable discipline outcomes, where such reforms should be implemented, and how stakeholders can mitigate the irreparable harm caused by racialized discipline policies and practices. Directions for future research are provided, along with recommendations for policy and practice.
Wallace, Karen Nicole. "The Intersection of Race, Gender and the School to Prison Pipeline: A Case Study on the Impact of Exclusionary Discipline on African American Girls". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4485.
Texto completoBillie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study". Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.
Texto completoHughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.
Texto completoTitle from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.
Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
Texto completoSinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline". Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.
Texto completoBibliography
ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.
Belcastro, Richard M. "An exploratory study of policy, procedures, and programs for students with special needs assigned to alternative schools in north central West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1710.
Texto completoTitle from document title page. Document formatted into pages; contains viii, 102 p. Includes abstract. Includes bibliographical references (p. 90-95).
Weissler, Hannah. ""Tinkering" with Student Rights: School Walkouts and the Implications of Discipline Practice and Policy on Students' Right to Protest". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1280.
Texto completoCosta, Luciana Pereira. "Disciplina jurídica do câmbio e política pública". Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/2/2133/tde-18112009-155041/.
Texto completoThis paper aims at discussing the legal framework of foreign exchange transactions in the Brazilian legal system and its relation with public policy. The exchange rate expresses the relation between the exchange of local currency and foreign currency. The rate is subject to the influence of several different factors other than the purchasing power of the relevant currencies (i.e. the terms of foreign international relations and economic policy acts of the respective countries), and does not reflect the notion of equivalence that is present in the determination of price in buy and sell transactions. When exercising the exchange rate policy, the Brazilian government shall act in accordance with the principles and fundamental roles provided for in the Federal Constitution, and shall endeavor the realization of the objectives determined as priority therein. Public policies are an important tool in the realization of those objectives.