Tesi: "Relationships to school"

1

Watson, Tammy. "Parent, Teacher, and Administrator Perceptions of School Community Relationships". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3615.

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Abstract (sommario):

The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

2

Ng, Shun Wing Nat. "The process of development of home-school relationships in three primary schools in Hong Kong". Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248160.

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3

Dutt, Indira. "Rethinking Schools : school design and students' relationships with the natural world". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/30979.

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This thesis asks how are intermediate students’ relationships with the natural world mediated by the design of their school building? This question is explored by looking at students’ responses to two design features of their school building: the relationship of the school building to the school site and indoor/outdoor interfaces. In addition, students’ ideas about hypothetical school buildings that foster a relationship with nature were also investigated. The fieldwork for this project was conducted in the spring of 2009 at Bowen Island Community School, which is part of the West Vancouver School District, and located on Bowen Island, B.C. Data was collected from two focus groups using arts based inquiry as well as five semi-structured interviews, photographs and fieldnotes. Using thematic analysis, the research found that nearby nature and the presence of indoor/outdoor interfaces provided students with a sense of freedom, joy, social cohesiveness and aesthetic pleasure. In addition participants had valuable design ideas for creating a strong connection between students and the natural world at school. Results are discussed in terms of future school design and student impact.

4

Savidge, Elizabeth Ann. "The importance of relationships in the renewal process of one middle school". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5925.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.

5

Aghazadian, Megan Alicia. "Willing to go the distance relationships between school characteristics and school choice in DC public schools /". Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/455328804/viewonline.

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6

Chan, King. "Linking school and home parent-teacher association in Hong Kong secondary schools /". Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626470.

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7

Flores, Rodríguez Griselda. "Exploring dialectic tensions in teachers' relationships in school settings". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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8

Leung, Ho-ping. "On the road to collaboration : a case study of home-school relationship in a local secondary school /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876675.

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9

Williamson, Edward A. "Relationships among school size, self-esteem, and achievement in Missouri high schools /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904873.

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10

Harris, Alison Marie. "School-community relationships, a Namibian case study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29007.pdf.

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11

Morse, Lisa. "Relationships of Stakeholder Perceptions of School Climate". University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1478613417823174.

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12

Wong, Ho Wai-hing Nancy. "Student perceptions of the school climate : a case study /". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836705.

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13

Cohn, Gary David. "An analysis of school district strategic planning relationships with school action planning /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7658.

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14

Gray, Kimberly Anne. "Relationships| How Gender Impacts Relationships and Opens Opportunities to the High School Principalship". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10094615.

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Abstract (sommario):

The purpose of this study was to hear both female and male voices of high school principals specifically related to how they fostered and built relationships with five distinct affiliations (colleagues, family, superintendent, confidant or significant other, and self). Multiple studies have focused on examining the lack of female superintendents and the career paths to the superintendency (Coleman, 2001; Katz, 2005), whereas few have addressed the lack of high school female principals. The high school principalship is a stepping stone to the superintendency (Coleman, 2001; Katz, 2005). This notion was of interest to the researcher, a standing female principal, as she wanted to focus on the stepping stone of the high school principal to the superintendency.

“The absence of women at senior levels of administration, particularly the superintendency, in K-12 institutions means that women’s influence on policy changes, decisions, and practice in the field is limited” (Mahitivanichcha & Rorrer, 2006, p. 486).

15

Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships". VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

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16

Parks, Margaret Clare. "Teacher Relationships in an Australian High School Staffroom: Reconceptualising the significance of teacher relationships during non-contact time in a high school staffroom". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/371984.

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This study concerns teacher relationships in a high school staffroom in suburban Australia. It emphasises the emotional dimensions of collegiality as expressed and experienced by a professional staff group who occupy a single staffroom during their non-contact [that is, their non-teaching] times of the working day. The study seeks to identify and describe elements; physical, social, cultural, spiritual and micro-political that affects the emotional milieu of the staffroom. This focus is important because the role of staffroom relationships in the professional and personal well-being of a high school teacher is largely missing from the research literature. A qualitative research paradigm is used to investigate how participants felt about the emotional quality of collegial affiliations in the staffroom. The design of the study is social constructionist and participants talk about the relationships that they have with their colleagues and how they interact with the space that they as a staff group occupy. A case study methodology is adopted as the data originate from a single high school. Seventeen staff volunteers participated in two informal interviews conducted over approximately six months. The researcher was employed at the school during the time of data collection and had a personal and professional relationship with the participants. The ramifications of these relationships are acknowledged and discussed in the study. Analysis of the transcribed interview data uses an interpretive paradigm so that each participant has a voice concerning how they negotiate relationships in the staffroom setting provided for them. The two dominant themes that emerge from this study are that of the influence of space and the role of relationships, both collegial [lateral] and hierarchical, on staffroom relationships. Participants reveal a strong sense of purpose for the staffroom in their daily lives. There are multiple perspectives, both positive and negative, that highlight the importance of the staffroom space and the adult interaction contained within it. The size and design of the staffroom materialised as an important contributor to the emotional quality of daily life for these teachers. The size, configuration and equipping of the staffroom influenced the emotional understandings and interactions that take place between colleagues. Staffroom relationships are regarded positively and there are several interlocking factors, such as friendliness, trust and the use of emotional labour, that affect the quality of the relationships that are formed and maintained there. Although not resident in the staffroom, managers have a noticeable impact on how staff members feel about themselves and their colleagues; the influence of managers has a noticeable impact on staffroom collegiality. The objective of the study is to promote a change in the way the non-contact component of a high school teacher’s working life is comprehended and appreciated. Such an understanding is sought for the teachers themselves and for those who do not occupy a high school staffroom but whose decisions affect how a staffroom operates. The study draws on literature concerning teacher emotion in schools and builds on the recent research reports that show unequivocally that how teachers feel about the relationships that they have with their peers and managers influences their sense of individual fulfilment and professional efficacy. This study is important because research on the role of staffroom relationships on the professional and personal well-being of a high school teacher is largely missing from the research literature.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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17

Bateman, Cynthia L. "Relationships among empowerment, organizational health, and principal effectiveness /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946242.

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18

Zimmer, Jodi. "Parents' perceptions of the role of the school counselor at the high school level". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008zimmerj.pdf.

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19

Finch, Peter Dallas. "Superintendent perspectives on learning-walks a study of the perspectives of twelve public school superintendents in Washington State regarding the presence of principals in the classroom /". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/p_finch_042409.pdf.

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20

Segredo, Mirta R. "The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.

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Abstract (sommario):

The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

21

Mitcham-Smith, Michelle. "RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4320.

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ABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education

22

Byrd, Stenette III. "Middle school students' participation in extracurricular activities: Relationships to school identification and achievement". W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618632.

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This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose of this study was to determine the impact of extracurricular activity participation and school identification upon one another and their combined and individual contributions to the goal of student achievement.;The study was conducted using archival data from the 2009-2010 school year along with data from a survey that target extracurricular activity participation and school identification. Data were analyzed for a sample of 314 students out of a population of over 900 in Grades 6, 7, and 8 from two different middle schools. Students were given a survey at the start of the 2010-2011 school year, after being promoted to Grades 7, 8, and 9. The survey results provided the researcher with a school identification and extracurricular activity participation score for each student. These scores were compared to achievement data comprising the end-of-year grade point average and the mathematics and reading Virginia Standards of Learning scaled scores.;The results of the study indicated that there was a mild relationship between students' participation in extracurricular activities and their identification with their school. The findings revealed no significant relationships between students' participation in extracurricular activities and any of the achievement measures, or between student school identification and academic achievement.

23

Constantino, Steven M. "High School Student Perspectives on the Interaction Between Family Involvement and Peer Relationships on Their Own School Engagement Practices". Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27155.

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A review of research concludes that a high proportion of high school students are disengaged from their learning and that the adolescent peer culture demeans academic success. Parents are just as disengaged from school as their children. The overall guiding question for this study was: How do high school students vary their engagement with school when influenced by the interaction of family involvement practices and peer relationships? Subordinate questions were: (a) Do high school family involvement programs influence individual student engagement? (b) What is the ability of high school instructional and noninstructional programs to positively influence student engagement practices? and, (c) What effects do parental influences have over the relationship between individual students and their peers. The research methodology used in this study was a case study analysis of 20 high school students at a large, comprehensive high school. An analysis of in-depth interviews and a review of available documents were the preliminary methods of investigation. Results indicate that the varied engagement practices of high school students are not directly affected by overlapping influences of peers, family, and school, but that these overlapping influences are a catalyst for five forces for engagement that emerge from these intricate relationships.
Ed. D.

24

Long, Vida. "School, family, community partnerships creating real world context for learning in school /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Long_VMIT2010.pdf.

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25

Meloro, Phyllis C. "Do high school advisory programs promote personalization? : correlates of school belonging /". View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188841.

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26

Girdwood, Jill Lynette. "Towards authentic family-school relationships: Engaging families through early years transition-to-school programs". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/378154.

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How early years transition-to-school programs have been used to engage families and foster family-school relationships is the focus of this study. Understanding how family-school relationships are created can inform future school engagement practices and ensure that all families are empowered to support their child’s educational outcomes. A review of literature suggests that families in low socio-economic and diverse communities are often perceived by schools as lacking interest or ability to play the role schools expect. Further, the cultural values, beliefs, and economic circumstances of these families are identified as affecting the ways they engage with schools, which may impact on the educational outcomes for children. A paucity of information was evident on how schools go about engaging families from different cultural, linguistic, and economic backgrounds. Early years programs have been shown to provide support for families as children transition to school, but how all families in a community can be engaged through such programs has not been clarified. An aim of the current study is to provide a rich description of how two Australian schools situated in diverse communities set about engaging all families in authentic relationships. A qualitative approach, using a multiple case study design, was used to examine how schools engaged parents through early years transition-to-school programs. Participants included school personnel and mothers of children who attended the programs – a playgroup and a pre-Prep program at one school, and a pre-Prep program at the other. Volunteer sampling was used to select parents for the study. Data were collected in focus group discussions and interviews, supplemented by researcher observations and publicly available school documents. Social capital theory provided a theoretical frame for the examination of findings and discussion. Findings suggest the cultural and linguistic diversity of the communities was not represented by the families who attended the early years programs. Both schools were seen to hold deficit perceptions in relation to community families and family resources. The purpose of engaging families in the transition-to-school period became one of addressing the inadequacies perceived in parents’ capacity and children’s development in terms of preparedness for school. As school leadership has an important influence on the development of family-school relationships, including more in-depth interviews with school leaders may have provided further insight. This research makes a useful contribution to the area. It provides a rich description of how schools in culturally and linguistically diverse communities go about engaging families in relationships and by framing thinking using social capital theory, shows how a school could shift deficit thinking to acknowledge the skills and resources families possess, and potentially engage all families. The study suggests that working in a collaborative manner with community stakeholders could enhance educational outcomes. Additionally, the adoption of a strengths-based approach is suggested as essential if schools are to develop authentic family-school relationships through early years transition-to-school programs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text

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Mettille, Jennifer A. "Faculty perceptions of the role of a school counselor". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005mettillej.pdf.

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28

Freeman, Miriam B. "Looping at One Elementary School: How Successful Was It?" Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27151.

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Abstract (sommario):

A current educational practice in grouping students is looping. Looping involves teachers remaining with the same students for two or more years. This practice was implemented in the elementary school in this study. This is an evaluation of looping in the first and second grades. The study has both qualitative and quantitative components. An administrator, teachers, and students in four looping and four non-looping cohorts were participants. Criterion variables were attendance; achievement in English, mathematics, science, and history and social science; instructional time; relationships among students; and relationships between teachers and students. A t-test was used to test for differences between looping and non-looping cohorts for attendance and achievement. Teachers used a log to record instructional time spent reviewing previously learned skills and teaching new skills in mathematics. Observations were conducted to describe the relationships among students and between teachers and students. There were no differences between looping and non-looping cohorts in attendance, instructional time, and achievement, except in history and social science, for one of the years studied. In that year, students in the looping cohort scored higher on the Standards of Learning test in history and social science than students in the non-looping cohort. Relationships among students were better in looping cohorts, and relationships between teachers and students appeared stronger in non-looping cohorts.
Ed. D.

29

Finn, Margaret M. "Relationships between central office administrators and building principals in effective school districts /". Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809053.

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30

Jarzabkowski, Lucy M., e n/a. "The primary school as an emotional arena : a case study in collegial relationships". University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.

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Abstract (sommario):

The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace.

31

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.

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32

Chen, E. Yegin (Elmer Yegin). "The economics of university-industry research relationships". Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/13149.

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33

Herriman, Mark E. "The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.

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Abstract (sommario):

A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student relationship was and what they thought were the strategies for teachers to start and maintain such a relationship. These data facilitated the construction of a comprehensive framework, the Student-Teacher and Relationship Formation Framework (STARF), to document strategies for starting and maintaining teacher-student relationships as articulated by key stakeholders.

34

Barnett, Alan M., University of Western Sydney, College of Arts e School of Education. "The Impact of transformational leadership style of the school principal on school learning environments and selected teacher outcomes". THESIS_CA_EDU_Barnett_A.xml, 2005. http://handle.uws.edu.au:8081/1959.7/476.

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Abstract (sommario):

Much of the recent literature on effective schools has intuitively connected the leadership role of the school principal , and school learning environment, to the achievement of organisational outcomes such as those related to teacher performance. Transformational leadership theory has cast these relations in a new perspective, where advocates have claimed that transformational leaders are more able to manipulate environmental contexts so as to achieve their organisational objectives compared to transactional and laissez-faire leadership styles. This study examines the effects of different types of secondary principals’ leadership behaviours on aspects of a school’s learning environment, and selected teacher outcomes. A synergy was achieved by undertaking two studies drawing upon a multi-method approach. Results are significant for those who exercise leadership authority in schools, and are contrary to the findings suggested by transformational leadership literature. Practitioners will welcome the opportunity to tailor leadership behaviours to achieve specific school learning environment and teacher outcome objectives, while those involved in principal training will recognise the potency of the behavioural aspects of the transformational and transactional paradigms
Doctor of Philosophy (PhD)

35

Gonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /". Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.

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36

Siner, Pat. "UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188132.

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Abstract (sommario):

This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."

37

Lewis, Bridget Evelyn. "School boards in transition an examination of board member induction /". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/B_Lewis_081709.pdf.

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38

Le, Clear Elizabeth A. "Relationships among leadership styles, school culture, and student achievement". [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0013022.

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39

Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics". Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.

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40

Maddock, Mandy. "Home-school relationships : understandings of children's learning at home". Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249055.

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41

Le, Roux Philippa. "Interpersonal staff relationships and the healthy school : educators' experiences". Thesis, Stellenbosch : University of Stellebosch, 2004. http://hdl.handle.net/10019.1/1050.

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Abstract (sommario):

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: My study aims to ascertain whether interpersonal staff relationships have a role to play in the healthy development of a school as an organisation. My specific focus is on how educators experience these relationships, and how they impact on the educators' commitment to a particular school. My research design consisted of three case studies. I used a semi-structured questionnaire with each case and at a later date had a group discussion. My analysis of the questionnaires' data provided tentative themes for inclusion and further exploration in the group discussion. The combination of two data production phases resulted in the confirmation and expansion of the data. My study shows that various factors impact on interpersonal staff relationships within a school. These interpersonal staff relationships have a bearing on the continuance, moral and alienative dimensions of commitment, and impact on staff retention and job performance. They also impact directly on the health of the educators. Thus interpersonal staff relationships would seem to have an important role to play in the development of healthy schools. I conclude by acknowledging the limitations of this study, and recommending further research.

42

Crouse, Amy C. "Supporting Urban Elementary School Principals Through Positive Work Relationships". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337263964.

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43

Joyner, Rita Lashaun Malloy Carol E. "Adkin High School and the relationships of segregated education". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2287.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... n partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education Culture, Curriculum, and Change." Discipline: Education; Department/School: Education.

44

Haun, Dwight D. "Attrition of beginning teachers and the factors of collaboration, school level, and school setting /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091930.

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45

Hu, Jingfei, e 胡竞菲. "School-government relationships in the setting of decentralisation: two school voucher schemes in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44548825.

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46

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.

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The purpose of this study was to document relationships that exist between Indiana public-school superintendents and Indiana home-school families. The study examined if public-school superintendents' perceptions of home schooling and their perceptions of current Indiana home-school regulations influenced their relationships with home schoolers. Further, the study explored home-schooler perceptions of Indiana regulations on home schooling.For the superintendent questionnaire, the entire population of Indiana school district superintendents in office during the 1996-1997 school year was polled. Of the 297 superintendents polled, 192 responded to the initial mailing and three more to the follow-up resulting in a total of 195 responses- a return rate of 66%. The desired population for the home schoolers was all home-school families in Indiana. Based on the Indiana Department of Education estimate of 5500 home-school families registered with them, 550 questionnaires were mailed to home-school families with a 26% return rate.The following conclusions were drawn based on the findings in the study.1. Indiana public-school superintendents probably have a weaker relationship with the home-school parents in their school district than they believe. While nearly 65% of the superintendents believed they had at least a fair relationship with the home schoolers in their district, only 35.5% of the home-school parents believed their relationship with the superintendent was at least fair.2. Home schoolers desire more interaction with the public schools than they are receiving.Twenty percent of the home schoolers who did not have access to services at their local school wanted access to classes and textbooks from their local school district.3. Indiana superintendents are not knowledgeable about reasons parents choose to home school their children. Superintendents believed religion was a reason for home schooling in significantly larger numbers than the home-school parents (86% superintendents verses 55% of home-school parents). Superintendents did not recognize home-school parent concerns such as safety concerns, concerns with academics and problems with public schools.4. All Indiana public schools need a board-approved policy concerning home-schooled students in their district.5. There are children in Indiana receiving little or no education through home schooling.6. Home schoolers in the present Indiana study, for the most part, are representative of home schoolers across the United States.7. While the public perception of home schools has improved significantly in the last decade, superintendents' perceptions of home schools have changed little. Superintendents' perceptions of home schooling were virtually unchanged from the Lindley study completed in 1985. Superintendents believed home schools should have to participate in mandatory testing of students, certification of home-school teachers and should have mandatory registration with the state of Indiana.
Department of Educational Leadership

47

Wong, Ho Wai-hing Nancy, e 何慧馨. "Student perceptions of the school climate: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B43893351.

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48

TSAI, CHIN-LING, e 蔡金鈴. "The Relationships of Junior High School Students’ Perceptions of School Climate, Interpersonal Relationships, School Engagement". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/50936203994623452117.

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碩士
國立彰化師範大學
教育研究所
94
The purpose of this study was to examine the relationships of school climate perceptions, interpersonal relationships, school engagement and academic achievement among junior high school students in Changhua County. A total of 934 students responded to a set of instruments, including the School Climate Scale, the Interpersonal Relationships Scale, and the School engagement Scale. The descriptive statistics, one-way MANOVA, Pearson product-moment correlation, canonical correlation, and hierarchical multiple regression were used to analyze data. The results indicated that students’ perceptions of school climate tended to be humanistic. Students had higher levels of psychological proximity seeking and emotional quality with peers than with parents and teachers. Students’ academic engagement and belonging were better than average, but participation of classroom activities needed improvement. Significant differences were found among different grade levels on students’ perceptions of school climate. Students’ gender and grade level also influenced their interpersonal relationships and school engagement. There were significant correlations between students’ perceptions of school climate, interpersonal relationships, school engagement, and academic achievement. Finally, background variables, students’ perceptions of school climate, and interpersonal relationships could significantly predict school engagement; background variables, students’ perceptions of school climate, interpersonal relationships, and school engagement could significantly predict academic achievement.

49

Hsiao, Miao-Hsien, e 蕭妙仙. "School Climate, School Belonging, and Teacher-Student Relationships of Junior High Schools". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/34092689729996145671.

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碩士
大葉大學
教育專業發展研究所
98
The purposes of this study are to explore students’ perceptions of school climate, the sense of school belonging, and teacher-student relationships among junior high school students, to examines the difference on students’ perceptions of school climate, the sense of school belonging, and teacher-student relationships by analyzing the back-ground variables and the relationship among the three main variables, and to develop the multiple regression between criterion and predictors. Moreover, this study develops the structural equation model, which serves the purpose of illustrating the linear struc-tural relationships among the relevant variables. This study used investigation method to test 18 junior high schools in Changhua county, including 520 students, imposed by the personal background, " School Climate Scale ", " School Belonging Scale," and " Teacher-student Relationship Scale. " Some statistics methods were applied for the data analysis, using SPSS 12.0, and the good-of-fit of structural modeling and the relationships between dominant variables and observing data were investigated, using AMOS 5.0. The research results are that there were significantly differences in gender, grade, numbers of classes concerning school climate, school belonging and teacher-student re-lationships. School climate, school belonging and teacher-student relationships are significantly correlated. And the data, from school climate and school belonging, can predict the teacher-student relationships well. There was a good fit measure result and the teacher-student relationships in junior high school students had significantly affec-tions on school climate and school belonging.

50

Prolman, Sandra. "The organizational differentiation of the public elementary school : changes in collegial relationships /". 2000. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9990585.

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Tesi sul tema "Relationships to school"

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