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Tesi sul tema "Students' Organization"

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Autore: Grafiati

Pubblicato: 25 luglio 2024

Ultima modifica: 31 luglio 2024

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1

Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations". Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.

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The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.

Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.

Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.

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2

Parlamis, Jennifer D., R. Dibble, K. Lo, Lorianne D. Mitchell e L. Henderson. "Teaching Students Organizational Behavior and Organization Development Using Service-Learning Pedagogy". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8320.

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3

Meyer, Alan E. "Servant Leadership Attributes in Undergraduate University Students". Thesis, Concordia University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572623.

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The objective of this research study was to ascertain if attributes of servant leadership were more fully developed in undergraduate students nearing graduation than in those students who recently embarked on their university program. The university at which the project was completed endeavors to make its undergraduate students servant leaders as publically stated in its vision, mission, and other public statements and documents. The results of the research indicate that of the five servant leadership attributes selected, the seniors indicated higher scores in two categories, lower in one, and showed no statistical difference in the other two. As a result of this study, therefore, it cannot be concluded that the upper classmen had stronger servant leadership attributes than freshmen. The implications of this result include the need for further study around the students’ environments and history, the institution’s curriculum and extracurricular content, and the culture of the university in light of its mission and vision.

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4

Martin, Benjamin Andrew. "Information, Organization, and Target Perceptions of Student Services for Community College Students". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1450.

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This study addresses several research questions. First, it explores methods for organizing information regarding health services so as to keep information accessibility at an optimal level. Second, this project identifies student perceptions concerning accessibility and organization of information about student services. This study also assesses students' awareness of the available services. The study combined qualitative and quantitative methodology, involving two distinct stages of data collection. Results suggest age is largely unrelated to a belief schools should provide student services but positively correlated with the knowledge of the location of student services. Nearly all student services were positively correlated with the use of services. For the most part, no group differences were observed in the use of services. However, first-generation college students seemed to be the best predictor of the use of student services. Content analysis concluded that contemporary students primarily use internet resources to obtain student services information.

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5

Oberstadt, Kayla. "The Youth Development Organization Needs of Students in Choluteca, Honduras". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429533642.

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6

Park, Julie Jinwon. "When race and religion hit campus an ethnographic examination of a campus religious organization /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835642901&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

Le, Cuong T. "Asian American students' adjustment to college : does membership in an ethnic student organization make a difference?" Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1284.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology

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8

Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.

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Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals. In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.

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9

Ehmke, Norman Dean. "The impact of school organization and transition on students' self-concept". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186394.

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This study evaluated the impact on the self-concept and self-assessed levels of anxiety of sixth grade students as they made the transition from elementary school to the middle school environment. In particular, the research focused upon the difference in the impact on students' self-concept and anxiety level as they transitioned from a departmentalized elementary instructional organization as compared to a self-contained elementary instructional organization. The research utilized a pre- post-test design. The Piers-Harris Children's Self-Concept Scale and the Revised Children's Manifest Anxiety Scale were administered in the sixth grade in schools in two separate, but similar, districts. The tests were administered in the fall of 1992 and the spring of 1993. The spring and fall data were interpreted and analyzed following the publisher's directions for scoring and interpreting the individual student responses. Comparisons of data for student self-concept and anxiety were made for each population and for gender and age between the two sample populations. The analysis of data as it pertains to the impact of school transition on student self-concept resulted in the following conclusions. (1) The instructional organization of sixth grade in the elementary school does not appear to have a significant impact on students' self-concept. (2) There is no significant difference in impact on self-concept between males and females. (3) There may be a more significant positive impact on the self-concept of 12 year old students than on 13 year old students. (4) The instructional organization of the sixth grade in the elementary school does not appear to have a significant impact on students' anxiety level. (5) The transition has a greater negative impact resulting in higher anxiety levels for 12 year old females than for 12 year old males, regardless of the instructional organization in the sixth grade. (6) There is no significant difference across age levels in the impact on anxiety levels between 12 year olds and 13 year olds regardless of the instructional organization in the sixth grade.

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10

Jackson, Princess D. Newsom Ron. "A program committed to the persistence of African-American males in higher education". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9082.

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11

Cline, Benjamin J. "REACHING OTHERS: THE RHETORIC OF PROSELYTIZING AND COMMUNITY OF A CHRISTIAN CAMPUS ORGANIZATION". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1121871871.

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12

Zhang, Biao. "Academic information-seeking behavior of graduate students in educational administration /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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13

Kobayashi, Futoshi. "The relationship between self-construal and preference for different types of classroom organization among Black, Hispanic, and White college students /". Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992839.

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14

Hershberger, Jane Boag. "Authentic field-based learning experiences for EdD students". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 134 p, 2009. http://proquest.umi.com/pqdweb?did=1818417441&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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15

Ryan, Helen-Grace. "Class matters the experiences of female college students in a Greek-letter organization /". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386718.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009.
Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4598. Adviser: George Kuh.

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16

Dyer, Christopher J. "Examining College Students' Perceptions of iPad Usage on Motivation, Organization, and Cognitive Skills". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371738900.

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17

Lay, Robert Warren. "COLLEGE STUDENTS’ MOTIVATIONS FOR PARTICIPATING IN HAZING RITUALS OF BLACK GREEK LETTER ORGANIZATION". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/599531.

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Educational Leadership
Ed.D.
Hazing in collegiate settings, both Greek and non-Greek, damages educational institutions’ reputations and creates liability as they seek to maintain the safety of their students. This study examines hazing activities that take place during the initiation process of Black Greek Letter Organizations (BGLOs). Utilizing qualitative research, it provides insight into the motivations of undergraduates who participate in BGLO hazing initiation rituals. Using National Pan-Hellenic Council (NPHC) and Pennsylvania State Law definition of hazing, this study focuses on an underexamined population generally overlooked by researchers in this field. Examining BGLO members’ familiarity with hazing prior to taking part revealed three levels of awareness: not aware, moderately aware, and very aware. Participants also indicated what kinds of dangers they were aware of, how they became aware of such dangers, and other facets of hazing they knew about prior to their participation in the activity. Members chose to join an organization where they believed hazing existed due to various factors: Confidence & Past Success, Intrapersonal Benefits, Societal Benefits, Perceptions of Hazing, Personal Relationships, Compatibility, Lack of Options, and Following Traditions. BGLO members’ willingness to undergo hazing sprang from the following factors: Long-term Benefits, Validation, The Bonds of Initiation, Personal Relationships, Acceptance, Perceptions of Hazing, Explanatory Justification. Finally, participants in this study indicated five roles that hazing plays in the initiation process of BGLO: Producing Better People, The Cycle of Re-Creation, Organizational Benefits, Validating Membership and Not Worth It. This project highlights the failure of higher educational institutions to play a key role in protecting students, specifically BGLO members, from the dangers of hazing and offers remedies for that oversight, including anti-hazing policies, hazing support services, membership intake processes, and fraternal organization advisement implications, as well as areas for future research on this topic.
Temple University--Theses

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18

SACKS, DAVID FREDERIC. "THE USE OF MEMORY STRATEGIES BY COLLEGE STUDENTS". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1060895239.

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19

Jackson, Princess D. "A Program Committed to the Persistence of African-American Males in Higher Education". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9082/.

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This qualitative study described and examined the characteristics, components and theoretical design of the Student African-American Brother (SAAB). The SAAB is a national program that seeks to increase the academic and social integration of African-American males in higher education to increase their potential to graduate with an undergraduate degree. The SAAB's academic and social integration strategies were compared to Bean and Bennett's conceptual model of black student attrition to determine the congruency between the organization's strategies and the theoretical framework. The methodology was case study. Thirty semi-structured interviews were held with past and current members of the organization to gain a broader knowledge of the SAAB strategies and interventions used to promote their academic and social integration. The research revealed the SAAB applies a three dimensional approach which consists of providing a supportive environment, supporting academic goals, and encouraging campus and community involvement. This approach increases the students' understanding of the organization and structure of the higher education setting to yield successful matriculation through a four year college or university.

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20

Hill, Ronald Dwayne. "Equipping students to reach a selected population within the contemporary culture". Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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21

Hagan, Robert Michael. "Academic achievement success for ESL students| An approach to school organization, leadership, and programs". Thesis, Fordham University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559465.

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The increased number of English language learners (ELLs) presents a difficult task for middle school building principals. The challenge of ensuring the success of ELLs in future years will force schools to rethink educational practices. This study focused on how middle school building principals strategically planned, organized, and managed their schools to meet the needs of ELLs. The phenomenological study was based on the growing student population of English as a second language (ESL) in school districts in Eastern New York. Ten principals were interviewed and a triangulation of data was achieved through observation and collection of documents. The researcher found through bridging that middle school principals engaged in relationship building with parents, students, teachers, and community to create a sense of belonging in the school. As a result, principals are encouraged to provide professional opportunities for the faculty to become certified ESL teachers, accessible to community members, bilingual, and engaged in community building.

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22

Johnson, Troy A. "ISLAMIC STUDENT ORGANIZATIONS AND DEMOCRATIC DEVELOPMENT IN INDONESIA: THREE CASE STUDIES". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149190003.

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23

Torrejon, Edwin Howard. "No-pass/no-play: A policy analysis and examination of impacts on minorities/at-risk students". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186173.

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This dissertation analyzed the "no pass/no play" (np/np) policy and examined its impact on minorities and at-risk students. Philosophies, goals, objectives, and activities associated with the planning and implementation of the np/np rule were also reviewed. Using the parallel pairs model to evaluate data germane to the np/np rule allowed this researcher to study, sort, compare, and evaluate the data associated with the planning and implementation of the no pass/no play policy. Examination of this policy revealed differences between the anticipated results and the actual impact that the policy had on minority and at-risk students. The results of the study indicated that the np/np rule was implemented long before there was a clear understanding of its potential problems. While there continues to be a lack of consensus among educators and administrators as to the effectiveness of the np/np rule, most educators are aware of the negative impact on minorities and at-risk students.

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24

Mulloy, Michael John. "Improving the processes used to actively involve members in decision-making in a students organization". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ54586.pdf.

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25

Neveldine, Thomas B. "The influence of mentoring on beginning general education teachers providing instruction to students with disabilities". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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26

Ho, Ling-mun Joseph. "Student counselling an innovation in Hong Kong secondary schools /". Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626548.

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27

Hogue, Samuel F. "Perspectives of White/non-Hispanic male superintendents of majority-Hispanic school districts in Texas". 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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28

Jeffreys, Bradford Joseph. "Variables associated with cocurricular participation in vocational student organizations". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77806.

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Vocational Education, as a vital part of the secondary school curriculum, has relied upon student organizations as one activity that helps bolster and provide meaningful, practical, real life experiences within the classroom and the work place to secondary students. It was the intent of this study to investigate which personal and academic variables most accurately explained the nature and magnitude of participation in such vocational student organizations (VSOs). Furthermore, the study explained the effects, both direct and indirect, of the independent variables as implied by a causal model on subsequent participation in vsos during the senior year of high school. Independent variables investigated in the study were identified through a review of the literature and were as follows: ability scores, grade point average, hours worked per week for pay, sex, self-concept, race, socioeconomic status and sophomore (base) year participation. The study was an ex post facto research design and utilized the 1980 sophomore cohort in the national longitudinal study referred to as High School and Beyond. The analysis for this study utilized correlation, multiple linear regression and path analysis in determining the effects as implied by the causal model. Findings indicated that: (a) base year VSO participation was the only variable that provided a substantial effect on senior year VSO participation, (b) base year participation was also found to be the variable which best explains the nature and magnitude of the respondents participation in VSOs and (c) the variables of self-concept, sex, race, socioeconomic status, and base year participation indirectly affected senior year participation when mediated by ability scores, hours worked per week and grade point average.
Ed. D.

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29

Leung, Moon-chuen. "Perception of school climate on a local newly established secondary school". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184835.

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30

Macfarlane, E. J. "The organization and management of independent study with particular reference to one-year sixth-form students". Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332171.

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31

Allen, Keya R. "A comprehensne volunteer manual for volunteer managers of the Associated Students, at California State University, Long Beach". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526889.

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The purpose of this project was to develop a comprehensive manual for volunteer managers of Associated Students, at California State University, Long Beach. The volunteer manual will serve as a supplement to the Associated Students volunteer policy. The volunteer manual will also enable staff of Associated Students to efficiently and effectively work with student volunteers. In regard to volunteer staff, the volunteer manual could be utilized by any department within Associated Students. This project informs readers of the importance of recruitment, training, and retention of volunteers.

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32

Johnson, Leila Nader. "Coordinating mechanisms used by special education administrators in public schools". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/184975.

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This study was designed to identify the processes and devices used by special education administrators to coordinate the work of principals in implementing programs for handicapped students. Based on literature of organizational structures and of school district administration, interview protocols were developed to elicit information about the use of coordinating mechanisms in schools. Data was gathered through field interviews with a stratified sample of ten special education directors and twenty-one principals in ten school districts in Arizona. The data were subjected to two iterations of analysis: computer assisted analysis yielding frequency distributions, percentages, and cross tabulations, and descriptive analysis. Four coordinating mechanisms were found to be used by directors in working with principals: commitment to common goals, direct supervision, standardization of processes, and mutual adjustment. The use of coordinating mechanisms varied in relation to school level, structural complexity, and environmental stability and complexity. The major mode of coordination was mutual adjustment, with both directors and principals relying on direct contact more than any other device for information sharing, decision making, and conflict resolution. The study revealed a surprising level of conflict surrounding the implementation of handicapped programs. This conflict was discussed in relation to various aspects of school practice, management, and governance. Implications of the findings for administrative training programs, public policy developers, and practicing administrators were discussed, and recommendations were made for further research.

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Vaino, Loide Mwasheka. "Transformation through engagement: developing Grade 9 leadership opportunities through activity system using change laboratory intervention in a secondary school in Omusati region of Namibia". Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61569.

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The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educational leadership theory. The motivation of this study was the need to understand the problems associated with learner leadership as identified by past research. In addition, this study hoped to address the gap in the literature by exploring learner leadership development opportunities developing agency in learners through a Change Laboratory (CL) intervention. This study was as a transformative case study, how the grade 9s in the case study school were involved in leadership, the constraining factors that hindered the involvement of grade 9 learners in leadership, the enhancement of learner leadership at school, the positive contributions of CL workshops to participants and the leadership growth brought about by an intervention. This study generated data through observation, questionnaires, semi-structured interviews, focus group interviews, and Change Laboratory Workshops. The findings revealed that the grade 9 learners were marginally involved in leadership at the school. The most substantial challenge relates to traditional and outdated views of leadership on the part of teachers and educational managers. Additionally, the findings from the Change Laboratory workshops revealed that despite grade 9 learners being the youngest at school, they have the potential to be learner leaders. Hence in addition to several practical recommendations, the study recommends a change of mindset towards learner leadership so that opportunities are provided to contribute to the growth and development of learners. Finally, these research study findings will help my professional colleagues and policy makers in education to better understand the significance role of learner leadership involvements in schools.

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Завражна, Олена Михайлівна, e Olena Mykhailivna Zavrazhna. "Досвід організації самостійної роботи студентів". СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6105.

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Hixenbaugh, Sonja C. "Examining Organizational Communication Strategies that Target and Engage Nontraditional Undergraduate Students". Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589925538611892.

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Gibson, Greg Camp William E. "School resource allocation in Texas public schools study of high-poverty, high performing schools and high-poverty, low performing schools /". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9927.

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Kantz, Kenneth Edgar. "Accepted the role of organization-public relationships and their correlations in enrollment management /". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250223942.

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Chan, Elic. "Team building by a new principal, the staff and students in a well established secondary school in Hong Kong : an action research /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810962.

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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко e Iryna Volodymyrivna Liashenko. "Developing undergraduate students’ motivation for study through distance learning". Thesis, Дрогобич: ТзОВ "Трек - ЛТД", 2020. https://essuir.sumdu.edu.ua/handle/123456789/82922.

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Нещодавня ситуація зі світовим пандемічним колапсом породила низку освітніх проблем для університетів. Сучасний стан освіти відфільтрував фактичну готовність вищих навчальних закладів до гнучких змін у дистанційному навчанні. Викладачам довелося адаптуватися до закликів реалій, що переробляють освітні програми, на дистанційні курси, якщо вони не робили цього раніше швидко. Хоча тема дистанційного навчання посіла провідне місце в сучасних дослідженнях, багато університетів боролися з плавним переходом своїх студентів на дистанційний процес навчання. Дистанційне навчання лише набирає обертів, і ті університети, які розробили можливості для онлайн-навчання, швидко впорались із вимогами сучасності.
The recent situation with the world pandemic collapse has raised a series of educational challenges for universities. The current state of education has filtered the actual preparedness of the higher institutions for flexible adjustments in distance learning. The educators had to adapt to the calls of realia reshaping the educational programs to the distance courses if they hadn't done that before quickly. Although distance learning topic has taken the leading place in modern research, many universities struggled with the smooth transition of their students to the distance learning process. Distance learning has been just gaining momentum, and those universities who have developed facilities for online education have quickly managed to requirements of nowadays challenge.

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40

Wilson, Linda J. "The effects of parallel block scheduling versus surface scheduling on reading and mathematics achievement and on students' attitudes toward school and learning". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897467.

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One purpose of this study was to identify the relationship, if any, that existed between method of scheduling and achievement in reading and mathematics. A second purpose of this study was to identify the relationship, if any, that existed between method of scheduling and student attitudes toward school and learning. A third purpose of the study was to identify what teachers using parallel block scheduling perceived as positive and negative aspects of parallel block scheduling.Data from ISTEP (Indiana Statewide Testing for Educational Progress) scores, student questionnaires, and teacher interviews were used to compare the parallel block scheduled school and the surface scheduled school. ISTEP scores were compared using One Way Analyses of Variance to check equivalency of the two schools at the beginning and at the end of the study and Repeated Measures Analyses of Variance to test the hypotheses. Student questionnairesmeasuring student attitudes toward school and learning were compared for the two schools using Repeated Measures Analyses of Variance. Teachers at the parallel block scheduled school were interviewed to analyze their perceptions of parallel block scheduling.Statistically significant differences were found in mathematics achievement in favor of the parallel block scheduled school. No statistically significant differences were found in reading achievement between the parallel block scheduled school and the surface scheduled school. Statistically significant differences in students' attitudes toward school and learning between the two types of scheduling were found in three out of the four categories. Differences were found in students' beliefs about how well they were learning, students' attitudes toward themselves as learners, and students' beliefs about how others see them as learners in favor of the parallel block scheduled school. No difference was found in students' attitudes toward school. Responses from interviews of teachers using parallel block scheduling indicated that the teachers felt parallel block scheduling had benefitted students in terms of achievement, attitudes toward school and learning, and in their effectiveness as teachers.
Department of Educational Leadership

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Ankney, Barry Brickell John L. "The use of computer assisted instruction with educable mentally handicapped students implications for administrative decision making /". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806851.

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Thesis (Ph. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 19, 2005. Dissertation Committee: John L. Brickell (chair), David L. Franklin, Patricia H. Klass, John R. McCarthy, Lanny E. Morreau. Includes bibliographical references (leaves 128-136) and abstract. Also available in print.

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Ngaso, Khayalethu Edward. "An investigation of students' role within the governing structures of educational institutions". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003526.

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The question of the role of students in the governance of educational institutions has been an issue for decades in South Africa. It arose out of the desire and struggle by black students for a better sociopolitical environment in general and in education in particular. This demand gained momentum in the years 1976,1980 and 1985. The result was the establishment of Student Representative Councils, Parent-teacher-Student's Associations at schools, Broad Transformation Forums and Governing Councils at tertiary institutions. After 1994 the government of South Africa started the major task of reconstructing the country particularly education and its governance. Democratic governance was accepted as one of the fundamentals of education by the new department of education. The Schools' Act and the Higher Education Act were passed to give effect to this new spirit in 1996 and 1997 respectively. Students had a statutory right to be involved in all matters of governance in educational institutions. However, in the past two years i.e. 1997 and 1998 the issue of student participation has become controversial with tensions erupting amongst stakeholders particularly management and students. The bone of contention this time has not been whether students have to participate or not but how far should they be involved. The National Education Policy Investigation task team had recommended as early as 1992 for the systematic analysis of the roles of the various stakeholders within the governing structures to avoid the present situation to no avail. The aim of this study therefore was to investigate students' perceptions of their role within the governing structures and to assess the implications of such a role for the management of educational institutions. Central to this largely fact finding mission was an attempt to make a contribution engaging students in this debate and get to know them afresh, thereby understand their position, what their perception is about their role in the governance of their institutions. For this purpose the study used phenomenology as the method of research. The reason for that I wanted a methodology which will enable me to produce a report which would not be contaminated with my preconceived ideas about the phenomenon. The tool used for data-gathering was the interview. In-depth interviews were conducted with four student leaders. They were selected purposely due to the fact that they were involved in the governance of their various institutions. The study revealed the complexity of this phenomenon. It indicates that student involvement is crucial for harmonious relations to prevail and the creation of a climate of learning and teaching at educational institutions. Students saw their role as that of legitimising the process of decision-making. This is coupled with enforcing the management to be transparent, bringing back the rule of law, making sure that educational institutions are transformed, that students are empowered and capacitated and looking at the welfare of students. A recommendation that emerge from the study is that much investigation is needed on student participation. Areas which needed much attention are specified in the study.

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Huang, Shanshan. "The Facilitative Role of A Community-based Non-profit Organization in First-year International Graduate Students’ Sociocultural Adjustment in A Midwestern University". Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274013121.

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Schmalzel, Patti Politte 1955. "PERCEPTION OF LEADERSHIP PURPOSES IN ARIZONA HOME ECONOMICS RELATED OCCUPATIONS STUDENT ORGANIZATION (HERO, VOCATIONAL EDUCATION, COOPERATIVE)". Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275431.

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Reinhart, Bonnie Lee Eisele Chris. "The development of historically grounded AIDS/HIV educational policy guidelines for the schools". Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323742.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 17, 2006. Dissertation Committee: Chris Eisele (chair), Wayne H. Ericson, David L. Franklin, Rodney P. Riegle. Includes bibliographical references (leaves 236-246) and abstract. Also available in print.

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Moeller, Juliana Lynne. "Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students". University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548256183261965.

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47

Saddler, Derrick. "Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways". Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5571.

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The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for more studies that examine the high school mathematics performance of students who learn from subject-specific and integrated course pathways. Data from a large scale observational study known as the High School Longitudinal Study of 2009 was used to compare relationships between the course pathways and students' performance on an assessment of algebraic skills. A pretest-posttest study design was used to statistically compare gain scores of high school students who learn from subject-specific course pathways to the gain scores of a comparable group of high school students who learn from integrated course pathways. Propensity score matching was used to reduce the threat of selection bias due to nonrandom assignment. The results revealed no statistical differences exist in the algebraic performance gains between high school students who learn mathematics from integrated course pathways and high school students who learn from subject-specific course pathways. Suggestions for future research are discussed.

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Ho, Ling-mun Joseph, e 何陵敏. "Student counselling: an innovation in Hong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626548.

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Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of this research was to evaluate the characteristics of effective high school Leaders of Color and White leaders for Latina/o students in secondary schools and to provide recommendations for further investigation. This study revealed findings related to culturally responsive school leadership for Latina/o student success, with leaders of Color and White allies reporting different perspectives on equity leadership.

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Burris, Mindy N. "A STUDY TO DETERMINE THE AGRICULTURAL PERCEPTIONS OF HIGH SCHOOL STUDENTS FOR THE “I LOVE FARMERS…THEY FEED MY SOUL!” ORGANIZATION". DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1059.

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The purpose of this study is to identify a target market of the “I Love Farmers…They Feed My Soul!” (ILF) organization and establish marketing techniques for the organization. ILF is a non-profit organization committed to connecting the younger generations with information about agriculture and how food is produced. This study thoroughly investigated the markets in three geographic areas throughout California. Surveys were administered to three high school’s English classes to gather data for analysis. The analysis identified the target market of the ILF organization and the associations between each target market and responses to questions regarding their agricultural knowledge, social media use, and grocery shopping preferences that will identify marketing strategies for the organization. The survey results have determined the preferences of the target market and associated marketing techniques that will help the ILF organization. The survey results also provided the ILF organization with data regarding the high school students’ general knowledge of agriculture. This information will help the organization better connect to the young audience and start a conversation about agriculture and how food is produced.

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