Tesis sobre el tema "Relationships to school, schooling category"
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Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste". Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
The phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
Ebato, Michiko. "Agency and community participation in primary schooling in Mukono District, Uganda". Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246435.
Roche, Agnes Marie. "Encounters with schooling : Mien American families in an urban school district /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7518.
Riegle, Pamela B. "An analysis of the relationships between Indiana home-school families and public-school superintendents". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117118.
Department of Educational Leadership
Simons, Ronnie. "Classroom communication and schooling: a case-study of teaching and learning in a secondary school in Soweto". Thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/23628.
Edwards, Anna. "Collaborating and competing within the schooling marketplace : an exploration of inter-school relationships in an urban local authority". Thesis, University of Bristol, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.752768.
Young, Peter. "Non-shelter outcomes of housing : a case study of the relationships between housing and children's schooling /". Connect to full text, 2002. http://setis.library.usyd.edu.au/adt/public_html/adt-NU/public/adt-NU20030206.225025.
Young, P. "Non-shelter outcomes of housing a case study of the relationships between housing and children's schooling /". Connect to full text, 2002. http://hdl.handle.net/2123/479.
Title from title screen (viewed Apr. 28, 2008). Submitted in fulfilment of the requirements for the degree of Master of Philosophy to the Dept. of Architecture, Design Science and Planning, Faculty of Architecture. Degree awarded 2003; thesis submitted 2002. Includes bibliography. Also available in print form.
Kippax, Rodney A. "The institutional limits to, and possibility of, understanding young people diagnosed with 'mental disorders', within inclusive teacher-student relationships". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62023/1/Rodney_Kippax_Thesis.pdf.
Montmasson-Michel, Fabienne. "Enfances du langage et langages de l'enfance. Socialisation plurielle et différenciation sociale de la petite enfance scolarisée". Thesis, Poitiers, 2018. http://www.theses.fr/2018POIT5004/document.
At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents
Cozett, Dawn Colleen. "Determining the efficacy of the home school partnership programme (HSPP)". Thesis, 2015. http://hdl.handle.net/20.500.11838/1952.
This research project was conducted in 2010 and 2011 as a strategy to determine the effectiveness of a home-school partnership programme (HSPP) in a Grade R class. This study was an investigation into the empowerment of parents of Grade R learners in assisting the learning of literacy at home. Parents of Grade R learners attended a seven-week programme on ways of assisting their children. By attending the HSPP, parents and teachers were encouraged to form a link between home and school. The present study is grounded in Paulo Freire’s theoretical model of knowledge and acquisition as well as Bronfennbrener’s bio-ecological system. Reference is made to Costa’s sixteen Habits of Mind, which indicates how parents have grown in terms of their way of thinking. A qualitative approach was used. Focus group interviews, semi-structured questionnaires and footage from the local broadcasting studio were used to collect data. The sample size consisted of five participants who were interviewed during 2010 and five participants who were interviewed during 2011. These parents agreed to be part of the research programme. The key question of this study was answered: How can the HSPP assist parents with the learning of literacy at home? The results confirmed the positive impact that the programme had upon the parents. They wanted to assist their children at home but did not previously have the skills to do that. By gaining these skills, they became confident to use everyday objects to help their young children become literate. In conclusion, from the current research, it can be seen that if the home, the school and the community collaborate in a meaningful and sustained way, the future of our children’s education, especially in poverty-stricken areas where unemployment is rife, can be improved significantly in a constructive and long-term manner.
Wiley, Andrew L. "Relationships between school context and the academic and behavioral characteristics of students served under the category of emotional disturbance /". 2008. http://wwwlib.umi.com/dissertations/fullcit/3289605.
Cheng, Hui-San y 鄭惠珊. "A Study on the Relationships among the Math Cram Schooling, Math Learning Attitudes, and Math Learning Achievements of Students for Junior High School". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88120622368736585112.
明道大學
課程與教學研究所
102
Math Learning Attitudes, and Math Learning Achievements of Students for Junior High School Advisor : Mei-Hui Lin Ph.D. Author: Hui-San Cheng Abstract The purpose of this study was to investigate the relationships among students’ cram schooling, mathematics learning attitude, and mathematics test scores in Changhua County. A questionnaire of the “Math Cram Schooling and Math Learning Attitude Scale” was employed as a research instrument. A total of 630 subjects were sampled with cluster random sampling method from junior high schools in Changhua. The statistical methods for data analysis will be used including the average, standard deviation, t-test, One way ANOVA, Scheffé afterwards comparison analysis, Persons product-moment correlation, and stepwise multiple regression. The results of this study are as follows. 1. Mathematics cram schooling of junior high school students is positive. 2. Students who joined mathematics cram school performed better in mathematics attitude and achieved higher mathematics test scores than those who did not. 3. The learning attitude in mathematic “cognition “of male students is higher than that of female students. 4. The willingness of joining cram school for 9th grade is higher than that for the 7th grade 5. Students having parents with college degree performed the best among all analyzed sub-groups. 6. According to the result, the more hours students spent for cram schooling, the better scores they received. 7. Spontaneity for cram schooling in mathematics, and mathematic learning attitude in 「cognition」 and 「feeling」have high correlation with mathematics test scores. Keywords: mathematics cram schooling, mathematics attitude, mathematics test scores
Liao, Tiffany Min-Tzu. "Chinese immigrant children's first year of schooling : an investigation of Chinese immigrant parents' perspectives. This thesis is submitted in partial fulfilment of the requirements for the degree of Master of Education, UNITEC Institute of Technology [i.e. Unitec New Zealand] /". Diss., 2007. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1011&context=unitec_educ_di.
Koekemoer, Leonie. "Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng". Diss., 2018. http://hdl.handle.net/10500/26247.
Psychology of Education
M. Ed. (Psychology of Education)
Green, Jennifer. "Challenging disadvantage : the social outcomes of an early educational intervention within the family". Thesis, 2008. https://vuir.vu.edu.au/30100/.
Obayopo, Rofiat Omolola. "Parental involvement in primary schools : a case study of three socio-economic disparate schools in Ile-Ife, Nigeria". Diss., 2017. http://hdl.handle.net/10500/24438.
Educational Leadership and Management
M. Ed. (Education Management)