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Parra, Robledo Richar. « Formación para el liderazgo escolar : Impacto del Plan de formación de directoras y directores en Chile ». Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670721.
Texte intégralLa presente tesis doctoral tuvo como objetivo evaluar el impacto del plan de formación de directores y directoras en la mejora institucional de los centros escolares de Chile. El estudio surgió de la necesidad de generar investigaciones en el contexto chileno sobre el impacto de los programas de formación para el liderazgo escolar y la influencia del personal de dirección en los resultados educativos y en las mejoras en los centros escolares. El diseño de la investigación es no experimental, transeccional y correlacional. El método de investigación es mixto en el cual se complementan los diseños cuantitativos y cualitativos. Las técnicas, instrumentos y estrategias para recoger información se configuran de cuatro encuestas, seis entrevistas y datos secundarios. La muestra del estudio se articula desde seis dimensiones consideras en la investigación: las personas formadas en el plan (n=290) y los programas formativos del plan (n=29). Para profundizar en los impactos se analizaron 6 centros escolares desde la perspectiva de la persona formada en ejercicio del cargo (n=6), desde la evaluación 90º de las personas colaboradoras (n=40) y desde los datos secundarios. Finalizado el proceso anterior, se acudió a 105 personas externas a las formaciones para desarrollo un perfil profesional. Todos los datos son articulados e integrados en la triangulación metodológica y de personas agentes. Los resultados se identifican en cuatro niveles. En el primer nivel, se aprecian tres impactos claves en las personas participantes respecto a la actualización profesional, tanto en conocimientos como en las competencias directivas; una mejora en temas de acceso y ascenso profesional, en especial, en las profesoras de aula, las cuales durante o posterior a la formación accedieron a cargos de coordinación académica o dirección escolar y, finalmente, la generación de redes de contacto y de intercambio profesional. En el segundo nivel, el diseño de las acciones formativas, se visualizan patrones comunes, atingentes a la coherencia interna, idoneidad docente del personal profesional y el uso de metodologías activas (trabajo participativo y colaborativo) para el desarrollo teórico/práctico de los aprendizajes y de las competencias directivas. En el tercer nivel, referido a la importancia de contar con el apoyo del profesorado, equipo directivo y del personal directivo superior para poder aplicar la formación en la organización escolar. En el cuarto nivel, se identifica un alto impacto de la formación en el ámbito profesional, en especial, en la mejora del desarrollo profesional y en las competencias directivas. El mayor impacto en la organización se aprecia en la motivación al personal colaborador para lograr una cultura de trabajo en equipo. Los menores impactos se determinan en los resultados académicos y en la mejora de la calidad de los aprendizajes del estudiantado. Entre las conclusiones, se determina el cambio de modelo de dirección escolar, desde una administración burocrática hacia un modelo de doble perspectiva, situado en el liderazgo en y para la justicia social/educativa y en el liderazgo pedagógico centrado en el aprendizaje para la mejora organizacional. El 94% de las personas formadas convergen en el cambio de foco del liderazgo escolar. Para llevar a cabo la transformación del modelo, se identifican tres prácticas directivas claves: visión estratégica compartida, desarrollo de las capacidades profesionales y liderazgo de los procesos de enseñanza-aprendizaje. Finalmente, se concluye que el desarrollo profesional y competencial en las personas participantes se produce de forma paralela, interrelacionada entre la formación y su aplicación en la organización escolar, generando una relación entre ambas. Además, se aprecia que el mayor impacto de los programas formativos se produce en el propio aprendizaje de las personas formadas y en su desarrollo profesional.
The objective of this doctoral thesis was to evaluate the impact of the directors’ training plan on the institutional improvement of Chilean schools. The study arose from the need to generate research in the Chilean context on the impact of training programs for school leadership and the influence of school personnel on educational results and improvements in schools. The research design is non-experimental, transectional and correlational. The research method is mixed in which the quantitative and qualitative designs are complemented. The techniques, instruments and strategies to collect information are made up of four surveys, six interviews and secondary data. The study sample is articulated from six dimensions considered in the research: the people trained in the plan (n=290) and the training programs in the plan (n=29). To deepen the impacts, 6 schools were analyzed from the perspective of the person trained in office (n=6), from the 90º evaluation of the collaborators (n=40) and from the secondary data. At the end of the previous process, 105 people from outside the training were approached to develop a professional profile. All the data is articulated and integrated in the methodological and agent triangulation. The results are identified at four levels. At the first level, there are three key impacts on the participants regarding professional updating, both in knowledge and in managerial skills; an improvement in issues of access and professional promotion, especially in the classroom teachers, who during or after the training agreed to positions of academic coordination or school management and, finally, the generation of contact networks and professional exchange . At the second level, the design of training actions, common patterns are visualized, related to internal coherence, teaching suitability of professional staff and the use of active methodologies (participatory and collaborative work) for the theoretical/practical development of learning and of managerial powers. At the third level, referring to the importance of having the support of the teaching staff, management team and senior management personnel in order to apply the training in the school organization. At the fourth level, a high impact of training in the professional field is identified, especially in the improvement of professional development and managerial skills. The greatest impact on the organization is seen in the motivation of collaborating personnel to achieve a culture of teamwork. The least impacts are determined in the academic results and in the improvement of the quality of the student learning. Among the conclusions, the change in the school management model is determined, from a bureaucratic administration to a double perspective model, located in leadership in and for social/educational justice and in pedagogical leadership focused on learning for organizational improvement. 94% of the people trained converge in the change of focus of school leadership. To carry out the transformation of the model, three key management practices are identified: shared strategic vision, development of professional capacities and leadership of the teaching-learning processes. Finally, it is concluded that the professional and competence development in the participating people occurs in a parallel way, interrelated between the training and its application in the school organization, generating a relationship between both. Furthermore, it is appreciated that the greatest impact of training programs occurs in the learning of the people trained and in their professional development.
Giarratano, Caryn D. « Criteria for evaluating personnel directors in Missouri public schools / ». free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988665.
Texte intégralPatrick, James Michael. « Virginia Athletic Directors and School Law ». Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.
Texte intégralEd. D.
Schwartz, Sandra. « Vocal Health of Middle School and High School Choral Directors ». Scholarly Repository, 2006. http://scholarlyrepository.miami.edu/oa_dissertations/52.
Texte intégralBarrientos, Piñeiro Claudio A. « El papel de los directores y directoras en la promoción de la participación familia y comunidad en las escuelas básicas. El caso de la comuna de Panguipulli - Chile ». Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/289708.
Texte intégralThis Thesis is focused on exploring, through a Study of Cases, about professional and personal skills of elementary schools of Panguipulli County, mobilized through practical and managerial strategies that offer, or not, promoting the participation of families and the community in schools and the main difficulties of the context to which they have to face, such as the valuation that community agents make of them. This way, such information was contrasted with the findings and meaning of teachers, education assistants, parents and representatives of the community. Considering this, we can answer questions such as: Does the policy of practice encourage the participation of families and the community in the educational work of the students? How the principals promote the participation and what strategies are they using? What are the required skills the Principals must have to promote the participation in their schools? What are the main institutional and environmental barriers that determine the effective participation of families and the community in schools? And, How do the families value and the community institutions the Principals work to promote the participation? With this idea in mind, the executive management is set as a center of interest and the role that Principals play in elementary schools in promoting participation.
Roche, Robert J. « Exploring Flow Amongst Experienced Middle School and High School Band Directors ». Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.
Texte intégralThe purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.
Thomson, Ashley, et Sylvie Lafortune. « Handbook of Canadian Boarding Schools ». Dundurn Press, 1999. https://zone.biblio.laurentian.ca/dspace/handle/10219/187.
Texte intégralAshley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury.
Laurentian University subsidized the research for this project.
Miller, Harlie G. « High School athletic eligibility policies a mixed-methods study of the perspectives of Public School athletic directors / ». Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
Texte intégralSwanson, William Russell Kennedy Larry DeWitt. « Perceptions of Illinois high school athletic directors relative to the effects of Proposition 48 upon selected elements of the academic preparation of Illinois high school athletes ». Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918626.
Texte intégralTitle from title page screen, viewed October 12, 2005. Dissertation Committee: Larry Kennedy (chair), William Piland, Kenneth Strand, Joel Thirer, William Tolone. Includes bibliographical references (leaves 218-228) and abstract. Also available in print.
Parkinson, Nancy S. « Educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors, and nutrition training of Indiana school food service directors ». Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1319832.
Texte intégralDepartment of Family and Consumer Sciences
Grisamore, Amber A. « Food recall attitudes and behaviors of school foodservice directors ». Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16223.
Texte intégralDepartment of Hospitality Management and Dietetics
Kevin R. Roberts
The purpose of this study was to explore United States school foodservice directors’ attitudes about food recalls and to determine recall practices in school foodservice operations. An online survey was used for data collection and consisted of three sections: attitudes, self-reported behaviors, and demographics. Content validity of the instrument was measured by three experts who examined the survey prior to pilot testing. The survey was pilot tested with 14 school foodservice directors and state agency personnel. Statistical analysis was completed using SPSS (v. 20.0). Internal consistency of the attitude scale was measured using Cronbach’s Alpha. All scales had a reliability coefficient greater than 0.70. The survey was randomly distributed to 4,049 school foodservice directors across the U.S. A total of 690 school foodservice directors (17%) completed the survey, with 567 being usable. Respondents rated attitudes on a 5-point scale, strongly disagree (1) to strongly agree (5). Principle components factor analysis was used to identify two factors: perceived importance and perceived likelihood of possessing a recalled product. Perceived importance was rated very high (M=4.8, SD=0.5), while perceived likelihood of possessing a recalled product was rated much lower (M=1.7, SD=0.8). Self-reported behaviors were evaluated on a 5-point scale, never (1) to very often (5). Overall, respondents reported positive behaviors related to responding to a recall. When dividing behaviors into three factors, behaviors regarding communication with state agency and vendors about food recalls (M=4.1, SD=0.6), use of recall systems (M=3.6, SD=1.0), and practices of responding to a recall (M=4.7, SD=0.4) were frequently reported. Multiple regression analysis was used to explore relationships between attitudes and behaviors of school foodservice directors towards food recalls, and their demographic characteristics. Predictors of attitudes were found to be certification, work experience, and prior experience with a food recall. Predictors of behaviors were found to be perceived likelihood of possessing a recalled product, educational level, prior experience with a food recall, and size of district. Federal and state agency personnel can use the results of this study in developing programs to improve food recall practices as well as school foodservice directors for improving recall practices in schools.
Williams, Jr Scott Michael. « Texas Middle School Choral Directors’ Beliefs About Repertoire Selection ». Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103409/.
Texte intégralWhitmore, Gregory Xavier. « Inspired Practice| The Values of High School Band Directors ». Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273951.
Texte intégralThis study investigated the ways in which early middle to mid-career high school band directors (minimum of five years of experience in the field) operationalize their values for music education through the many musical experiences, artistic opportunities, and educational curricular goals for their students. This study sought to investigate deeper than the operationalization of high school band director values to investigate the values themselves and their inspiration as principally drawn by participating music educators. Participants described that their current set of values for their high school band programs are forged through a variety of influences, most notably music educator identity, and the influences, inspiration, and experience imprint made during their high school and collegiate music career. Other external factors that determine the values of a high school band director are influences of collegiate and high school music educators, and socialization within the undergraduate cohort.
Data analysis found that music educator values undergo an evolution throughout the career in the classroom, especially as the music educator becomes more certain of his own system of values and music educator personhood; and distances oneself from previous exemplar teachers whose influences cast a long shadow early in one’s career. This study found that the values of high school band directors are established and conflict against the realities and expectations of school administration, community influences, and the norms and expectations of expected common curricular practices for high school bands in a particular region. This study found that high school band director values are under strain from internalized pressures by the band directors themselves, as well as pressures that stem from the need to have one’s work accepted by colleagues.
This study employed qualitative methodology centered by interviews of 13 research participants. The interview methodology employed was informed by the research methods of Kvale (2007), who espouses that the participant’s everyday world should be the focus of the researcher. Elements of case study methodology were also employed to determine emergent themes, as well as compare participant responses and high school band programs across the cohort of participants.
Strauser, Matthew Lynn. « The classification of language of high school choral directors ». Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8335.
Texte intégralTypescript. Includes vita and abstract. Includes bibliographical references (leaves 128-132). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Coulter, Cynthia McInnes. « Information Power and district library media directors / ». Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.
Trouver le texte intégralBesgrove, Ashlee R. « A qualitative study school nutrition policies and the perspective of school food service directors / ». Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1199766815.
Texte intégralBesgrove, Ashlee Renae. « A Qualitative Study : School Nutrition Policies and the Perspective of School Food Service Directors ». Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1199766815.
Texte intégralWilliamson, Brad A. « A study of Ohio high school band directors' perceived preparation for teaching high school marching band through participation in a collegiate marching band, marching band technique classes, and methods courses ». Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243463233.
Texte intégralBean, Michael Patrick. « Using computer models in directors and officers underwriting insurance negotiations ». Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13312.
Texte intégralParulekar, Marc Samir. « Determining Criteria for the Evaluation of High School Band Directors : A Survey of High School Principals and Band Directors in the State of Ohio ». The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397579689.
Texte intégralAnderson, L. Paul. « Role, job scope, and status of high school athletic directors in South Dakota ». Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159143.
Texte intégralDepartment of Educational Leadership
Dixon, Decia N. « Perceptions of school based mental health services by directors and supervisors of student services ». [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002079.
Texte intégralReed, J. M. « Perceptions and Hiring Practices of Tennessee Superintendents and Directors of Schools Relating to the Desired Technological Skills of High School Principals ». Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2769.
Texte intégralPiercy, Marcia L. « Leadership practices and stress of Indiana special education directors during 2005-06 ». Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344445.
Texte intégralDepartment of Special Education
Herring, Michelle Limor. « Middle School Choir Directors’ Perceptions and Applications of Multicultural Music Education ». Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804861/.
Texte intégralWright, Courtney Nicole. « Assessment and Grading Practices of Exemplary High School Concert Band Directors ». Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1205897167.
Texte intégralHitt, Robert James Jr. « A National Survey of Planetarium Directors Operating Public-School-Owned Planetaria ». Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/40377.
Texte intégralEd. D.
Welch, Heidi. « High School Band Directors' Experiences Using Social Media in the Classroom ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6956.
Texte intégralDavey, Diane F. « Perceptions of Graduate Courses and Competencies Associated with High School and Junior College Athletic Administration ». Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500291/.
Texte intégralThompson, Jay C. (Jay Charles) 1946. « Role Expectations of the Athletic Director as Perceived by Athletic Directors, Superintendents and Principals in the State of Texas ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332205/.
Texte intégralCiccone, Richard Rex. « Athletic Director’s Budgets of Ohio’s State Sponsored Schools A Comparison ». Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1207592396.
Texte intégralMaloney, Nancy A. Fischer Amster Susan Frederica. « A Delphi study Illinois art administrators' identification of needs for quality art programs in K-12 schools / ». Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203033.
Texte intégralTitle from title page screen, viewed December 12, 2005. Dissertation Committee: Susan F. Amster (chair), Jack A. Hobbs, Thomas C. Fitch, Angela G. Paterakis. Includes bibliographical references (leaves 61-63) and abstract. Also available in print.
Szabo, Kenneth A. « THE CURRENT STATE OF HIGH SCHOOL FOOTBALL STRENGTH AND CONDITIONING ACCORDING TO OHIO HIGH SCHOOL ATHLETIC DIRECTORS ». University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501622891057784.
Texte intégralWilliams, Melanie. « Desired personal and professional traits of newly certified school psychologists as reported by directors of special education ». Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998williamsm.pdf.
Texte intégralSamford, Brent R. « Band Directors and Hearing : Measuring School Bands for Potentially Hazardous Sound Levels ». Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500663/.
Texte intégralWalsh, Robyn. « The Experiences of School Counseling Directors in Relation to Job Satisfaction and Leadership ». VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5308.
Texte intégralSilva, Nilson Robson Guedes. « A participação da comunidade escolar como fator de influencia na reeleição/não-reeleição dos diretores de escola : (um estudo realizado nas Escolas Tecnicas do Centro Paula Souza) ». [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252385.
Texte intégralTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T05:20:16Z (GMT). No. of bitstreams: 1 Silva_NilsonRobsonGuedes_D.pdf: 976721 bytes, checksum: 69e7b3ac3a54399954a90a1600b0425f (MD5) Previous issue date: 2006
Resumo: Este trabalho teve como principal objetivo analisar a participação da comunidade escolar na gestão de unidades de ensino cujos dirigentes buscavam ser reeleitos, e a influência dessa participação no resultado final da eleição. Para tanto, trabalhou-se com cinco Escolas Técnicas do Centro Estadual de Educação Tecnológica Paula Souza, sendo que em três delas os diretores foram reeleitos e nas demais venceu as eleições outro candidato. Percorrendo a história da humanidade, partiu-se dos primeiros agrupamentos humanos, nos quais já se percebe a participação do homem nas decisões fundamentais tomadas pelo grupo, e chegou-se às características específicas desse tema na sociedade contemporânea. Discutiu-se, ainda, a democratização da educação e da gestão escolar, segundo as normas legais, os estudos promovidos por nossos educadores e a participação da comunidade nasem nossas instituições de educação básica brasileiras. Finalizando, apresentam-se dados que possibilitam avaliar a participação de tal comunidade escolar durante a gestão dos diretores cujos mandatos ocorreram no período de 2000 a 2004 e analisar critérios e justificativas utilizados pelos eleitores para a reeleição ou não do diretor-candidato, levando a uma reflexão sobre a questão inicialmente proposta
Abstract: This work had as main objective to analyze the participation of the pertaining to school community in the management of units of education whose directors searched to be re-elected, and the influence of this participation in the final result of the election. For in such a way, one worked with five Schools Techniques of the State Center of Technological Education Paula Souza, being that in the three of them directors they had been re-elected and in excessively another candidate won the elections. Covering the history of the humanity, it was broken of the first human groupings, where already if it perceives the participation of the man in the basic decisions taking for the group, and arrived it the specific characteristics of this subject in the society contemporary. It was argued, still, the democratization of the education and the pertaining to school management, according to rules of law and the studies promoted for our educators, and the participation of the community in our institutions of basic education. Finishing, they are presented given that they make possible to evaluate the participation of this pertaining to school community during the management of the directors whose mandates had occurred in the period of 2000 the 2004 and to analyze criteria and justifications used for the voters for the re-election or not re-election of the director-candidate, leading to the one reflection on the question initially proposal
Doutorado
Politicas de Educação e Sistemas Educativos
Doutor em Educação
Canfield, Jennifer Leigh Kirkland Walls Kimberly C. « Middle and junior high school choral repertoire directors' criteria for selection, quality, and appropriateness / ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1814.
Texte intégralPisano, Joseph M. « A description of high school band directors' hearing functions and exposure to sound pressure levels ». [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1197327790.
Texte intégralTitle from PDF t.p. (viewed Mar. 31, 2008). Advisor: Linda B. Walker. Keywords: music, hearing, band directors, teachers, audiology, spl, musicians. Includes survery instrument. Includes bibliographical references (p. 171-182).
Terban, Jessica L. « Strategies Used by Women High School Band Directors to Meet the Challenge of Balancing Career and Family ». Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300125561.
Texte intégralSousa, Victor Fernando Abrantes de. « Liderança na escola. Identificação do perfil do líder e do tipo de liderança. Um estudo sobre os directores de escola ». Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/11858.
Texte intégralBowman, Chris. « A study to determine whether there is a difference between high school head coaches' and non-administrative athletic directors' perception of the role and function of non-administrative athletic directors ». Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000bowmanc.pdf.
Texte intégralWoolery, Danielle. « Correcting Technical Deficiencies in High School Clarinet Sections : A Resource for Band Directors ». Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/528.
Texte intégralJacobs, Jay Nelson. « A qualitative study of first-year high school band directors and their mentors ». [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0019341.
Texte intégralChavarin, Joya L. « Understanding School Readiness in Context| The Quality-Assurance Dilemma for Pre-K Directors ». Thesis, Mills College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257466.
Texte intégralA growing body of research suggests that any serious effort to eliminate the achievement gap in U.S. schools must address the school-readiness gap upon school entry (Sadowski, 2006). As a result, preschool programs remain the focus of public policy interests as a possible solution to address achievement shortfalls (Cannon & Karoly, 2007). The question of whether a child is “ready” for school is a dynamic one and depends on complex interaction between early experiences and child, family, and community characteristics. The purpose of this study was to examine the circumstances and conditions of school readiness and what it looks like in practice through the lens of the Head Start preschool director. Based on the results of program observation, interview, focus group, and child-outcome assessment data, a case for an ecological approach to school readiness was made. Furthermore, the results identified strengths, weaknesses, and challenges experienced by one Head Start preschool director striving to create a high- quality program for the purpose of getting young learners ready for school. Based on the findings, recommendations are made to make California’s early learning system more coherent and effective.
Ihas, Dijana A. « Teaching Behaviors of Middle and High School Orchestra Directors in the Rehearsal Setting ». Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12064.
Texte intégralThe purpose of this study was to investigate the frequency and the time that middle and high school orchestra directors engaged in seven specific teaching behaviors in a rehearsal setting. Of particular interest was the amount of time orchestra directors engaged in conceptual teaching behaviors operationally defined as verbal behaviors of orchestra directors in which they attempt to make students aware of, have an understanding of, and/or be able to transfer any musical concept. Participants ( N = 12) were full-time middle and high school orchestra directors teaching in Washington, Oregon, or California. Each participant submitted a video recording of two regular orchestra rehearsals. Video recordings of participants were divided into 20-minute segments and randomly selected for observation of seven specific and operationally defined teaching behaviors: (a) nonmusical behavior, (b) nonverbal instruction (direction), (c) verbal instruction (direction), (d) noninteractive listening, (e) nonverbal feedback, (f) verbal feedback, and (g) conceptual teaching. These seven teaching behaviors were analyzed using the Simple Computer Recording Interface for Behavioral Evaluation (SCRIBE) of Duke and Stammen (2007). The data were reported in the form of the frequency with which each behavior occurred, the average time for each behavior expressed in minutes and seconds, and the percentage of time used on each behavior. Findings on conceptual teaching were reported. The results indicated that, on average, orchestra directors spent slightly more than 5% of the observed rehearsal time on conceptual teaching. Most of the instructional time was used on nonverbal instruction (28.15%) and verbal instruction (27.76%). Orchestra directors observed in this study used the least amount of time (2.42%) on nonverbal feedback. The most concerning finding of the study was the time orchestra directors used on nonmusical behaviors (14.70%), and the most interesting finding of the study was that middle school orchestra directors used twice as much time (7.40%) as high school orchestra directors (3.21%) on conceptual teaching. The findings of this study provided suggestions for future research and implications for music educators.
Committee in charge: Dr. Frank Diaz, Chair; Dr. Phyllis Paul, Member; Dr. Eric Wiltshire, Member; Dr. Leslie Straka, Member; Dr. Julie Hessler, Outside Member
Ranney, Todd Edward. « Vocal Preparation For The High School Male (Preparing the High School Male Soloist for Contest/Audition - A Choral Director’s Guide) ». The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243865443.
Texte intégralYates, Joy O'Dell. « Women in Leadership Positions in Tennessee Public Schools : A Qualitative Study of Female Directors of Schools ». Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/992.
Texte intégralQualls, Barbara Ann. « A Study of the Factors Influencing Job Satisfaction Among Texas High School Band Directors ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331964/.
Texte intégralKincade, Marsha Croskey. « Women High School Band Directors’ Perceptions of the Relationship Between TheirGender and Professional Identities ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1623422316298846.
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