Gotowa bibliografia na temat „Boston. Girls' High School”
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Artykuły w czasopismach na temat "Boston. Girls' High School"
Chapnick, Max L. "Girls’ High School and the “Wild Facts” of Race in Pauline Hopkins's Of One Blood". New England Quarterly 95, nr 2 (1.06.2022): 192–228. http://dx.doi.org/10.1162/tneq_a_00941.
Pełny tekst źródłaKidd, Jeremy D., J. Lee White i Renee M. Johnson. "Mental Health Service Contacts Among Sexual Minority and Heterosexual Girls in Boston Public High Schools". Journal of Gay & Lesbian Mental Health 16, nr 2 (kwiecień 2012): 111–23. http://dx.doi.org/10.1080/19359705.2012.653907.
Pełny tekst źródłaFischlin, Daniel. "Adaptation as Rite of Passage: A Shakespeare Pageant". Canadian Theatre Review 111 (czerwiec 2002): 74–75. http://dx.doi.org/10.3138/ctr.111.013.
Pełny tekst źródłaWu, Alexander, Kate Ackerman, Michelle Barrack i Adam Tenforde. "DESCRIPTIVE STUDY OF INJURIES IN MIDDLE SCHOOL CROSS COUNTRY RUNNERS". Orthopaedic Journal of Sports Medicine 8, nr 4_suppl3 (1.04.2020): 2325967120S0024. http://dx.doi.org/10.1177/2325967120s00242.
Pełny tekst źródłaMcLain, Larry G., i Scott Reynolds. "Sports Injuries in a High School". Pediatrics 84, nr 3 (1.09.1989): 446–50. http://dx.doi.org/10.1542/peds.84.3.446.
Pełny tekst źródłaPike, Kathleen M. "Bulimic Symptomatology in High School Girls". Psychology of Women Quarterly 19, nr 3 (wrzesień 1995): 373–96. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00081.x.
Pełny tekst źródłaGau, Justin, Ruth Arlow i Will Adam. "Singh v Aberdare Girls' High School". Ecclesiastical Law Journal 11, nr 1 (10.12.2008): 126–27. http://dx.doi.org/10.1017/s0956618x09001872.
Pełny tekst źródłaKlein, Thomas. ""Facing History" at South Boston High School". English Journal 82, nr 2 (luty 1993): 14. http://dx.doi.org/10.2307/819697.
Pełny tekst źródłaKlein, Thomas. "Facing History at South Boston High School". English Journal 82, nr 2 (1.02.1993): 14–20. http://dx.doi.org/10.58680/ej19937904.
Pełny tekst źródłaPowell, John W., i Kim D. Barber-Foss. "Sex-Related Injury Patterns among Selected High School Sports". American Journal of Sports Medicine 28, nr 3 (maj 2000): 385–91. http://dx.doi.org/10.1177/03635465000280031801.
Pełny tekst źródłaRozprawy doktorskie na temat "Boston. Girls' High School"
Byrne, Gregory A. "High school dropouts in Boston". Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71403.
Pełny tekst źródłaArcher-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls". [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.
Pełny tekst źródłaLong, Christina G. "Riverfront Girls Making the Transition to High School". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.
Pełny tekst źródłaEd.D.
The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason based on school codes, the voices and views of students are glaringly absent. This study provides an in-depth account of seven girls as they make the transition to high school, employing the methodology and analytic techniques of ethnography. Situated in the context of class, the study explored how these girls and their families made decisions, and investigated their beliefs, feelings and behaviors during this critical year. The study found that the girls' lives and educational experiences sharply diverged after they left their neighborhood elementary school and spread out to various high schools. The girls who attended magnet and other selective schools increased their chances to realize their potential as these schools were far superior in terms of offering students curricular, pedagogical and environmental advantages that would prepare them for higher education and well-paying jobs. In contrast, the girls who went to neighborhood schools further increased the likelihood that their economic position would remain stagnant, as the schools they attended were poorer in every respect from teacher quality to curriculum and classroom environment. While the neighborhood negatively impacted the education of these working-class girls, the influence of their families varied. Families that had social and cultural capital transmitted many advantages to their daughters, while the poorest and most socially excluded families unwittingly perpetuated poorer life outcomes for their daughters.
Temple University--Theses
Leonard, John Ellyson. "History of a high school community: 1950-2000". Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
Miller, Jennifer A. (Jennifer Ann). "Spatial interpretation and statistical modeling of Boston high school dropouts". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/68736.
Pełny tekst źródłaParker, Pauline Frances, i paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005". RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Pełny tekst źródłaMeel, A. "Teenage pregnancy among high school girls in Mthatha, South Africa". Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006969.
Pełny tekst źródłaWhittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.
Pełny tekst źródłaParsons, Elizabeth M. "Sports participation, self-objectification, and instumentatlity among high school girls /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171198422.
Pełny tekst źródłaO'Loughlin, Anne, i n/a. "A Freirean perspective on a Catholic girls' school". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060822.144217.
Pełny tekst źródłaKsiążki na temat "Boston. Girls' High School"
1979-, Gorges Florent, red. High school girls. Toulon: Soleil, 2007.
Znajdź pełny tekst źródła1979-, Gorges Florent, red. High school girls. Toulon: Soleil, 2007.
Znajdź pełny tekst źródłaZulkarnain, Alex Leo. High School Girls. [Phila. PA]: the author, 2004.
Znajdź pełny tekst źródłaGreat Britain. Department for Education. Her Majesty's Inspectorate. Dr Challoner's High School for Girls, Amersham. London: DFE, 1992.
Znajdź pełny tekst źródłaSadoru, Chiba, i Harvey Leighann translator, red. School-live!,n2. New York, NY: Orbit, 2015.
Znajdź pełny tekst źródłaTessier, Greg. Chloe: The queen of high school. New York: Papercutz, 2017.
Znajdź pełny tekst źródłaBecker, Laurel. Pretoria High School for Girls: A picture portfolio. [Pretoria: Pretoria High School for Girls], 2002.
Znajdź pełny tekst źródłaSadoru, Chiba, i Harvey Leighann translator, red. School-live! New York, NY: Orbit, 2016.
Znajdź pełny tekst źródłaPascal, Francine. Three girls and a guy. New York: Bantam Books, 2000.
Znajdź pełny tekst źródłaDayton, Anne. Miracle Girls. New York: Faith Words, 2008.
Znajdź pełny tekst źródłaCzęści książek na temat "Boston. Girls' High School"
Pimenta, Ricardo. "High school girls’ basketball". W Positive Pedagogy for Sport Coaching, 107–11. New York : Routledge, 2019. | "[First edition published by Routledge 2017]"--T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429266300-13.
Pełny tekst źródłaPomerantz, Shauna. "“Where It’s At”: Rhetorical Performances of East Side High". W Girls, Style, and School Identities, 65–90. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612501_3.
Pełny tekst źródłaMosatche, Harriet S., Elizabeth K. Lawner i Susan Matloff-Nieves. "Preparing Girls for Engagement in STEM After High School". W Breaking Through!, 183–93. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233374-20.
Pełny tekst źródłaMygind, Erik. "Udeskole—Pupils’ Physical Activity and Gender Perspectives". W High-Quality Outdoor Learning, 135–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_7.
Pełny tekst źródłaCosme, Pommelien Da Silva. "Preserving local cultural heritage through capacity building for girls in the Moroccan High Atlas". W Agrobiodiversity, School Gardens and Healthy Diets, 185–92. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429053788-14.
Pełny tekst źródłaElliot, Diane L., i Linn Goldberg. "Athletes Targeting Healthy Exercise and Nutrition Alternatives: Harm Reduction/Health Promotion Program for Female High School Athletes". W Handbook of Prevention and Intervention Programs for Adolescent Girls, 206–39. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269848.ch7.
Pełny tekst źródłaPedersen, Mette. "The Questions to Be Investigated". W Normal Development of Voice, 1–2. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42391-8_1.
Pełny tekst źródłaSeneviratne, Oshani. "Making Computer Science Attractive to High School Girls with Computational Thinking Approaches: A Case Study". W Emerging Research, Practice, and Policy on Computational Thinking, 21–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52691-1_2.
Pełny tekst źródłaCatarci, Tiziana, Barbara Polidori, Daniel Raffini i Paola Velardi. "A Greed(y) Training Strategy to Attract High School Girls to Undertake Studies in ICT". W Lecture Notes in Computer Science, 223–33. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35897-5_17.
Pełny tekst źródłaBaxter, Judith. "‘Do We Have to Agree with Her?’ How High School Girls Negotiate Leadership in Public Contexts". W Speaking Out, 159–78. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230522435_9.
Pełny tekst źródłaStreszczenia konferencji na temat "Boston. Girls' High School"
Sperling, Jenny. "Continuation High School Girls Disrupt the Deficit Discourse". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583001.
Pełny tekst źródłaGutica, Mirela. "Motivating High School Girls to Study Computer Science". W ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325589.
Pełny tekst źródłaRodger, Susan H., i Ellen L. Walker. "Activities to attract high school girls to computer science". W the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236583.
Pełny tekst źródłaJee, Young-Ju, i Kyoung-Nam Kim. "Factors affecting the problem behaviors of high school girls". W 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.09.
Pełny tekst źródłaJee, Young-Ju, i Kyungwon Jeon. "Factors Influencing the Eating Attitudes of High School Girls". W 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.9.10.
Pełny tekst źródłaPark, Youngah. "Korean Physical Society’s Physics Camp for High School Girls". W WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128385.
Pełny tekst źródłaGannod, Gerald C., Janet E. Burge, Victoria McIe, Maureen Doyle i Karen C. Davis. "Increasing awareness of computer science in high school girls". W 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044456.
Pełny tekst źródłaZohar, Doron, Ela Zur i Tamar Benaya. "ENCOURAGING GIRLS TO STUDY COMPUTER SCIENCE IN HIGH SCHOOL". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2406.
Pełny tekst źródłaWang, Chaoyi, Srikanth Vemula i Michael Frye. "Out-of-school Time STEM: Teach Programming Using Python for High School Girls". W 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397812.
Pełny tekst źródłaVartanova, Irina. "Motivation And Responsibility Of Boys And Girls High School Age". W ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.22.
Pełny tekst źródłaRaporty organizacyjne na temat "Boston. Girls' High School"
Busso, Matías, i Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, maj 2021. http://dx.doi.org/10.18235/0003247.
Pełny tekst źródłaMarchais, Gauthier, Sweta Gupta i Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), sierpień 2021. http://dx.doi.org/10.19088/ids.2021.053.
Pełny tekst źródłaBusso, Matías, i Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, lipiec 2021. http://dx.doi.org/10.18235/0003565.
Pełny tekst źródłaFrisancho, Verónica, Alejandro Herrera i Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, grudzień 2022. http://dx.doi.org/10.18235/0004609.
Pełny tekst źródłaCristia, Julian P., Nicolas L. Bottan i Paulo Bastos. Access to Preprimary Education and Progression in Primary School: Evidence from Rural Guatemala. Inter-American Development Bank, grudzień 2012. http://dx.doi.org/10.18235/0011437.
Pełny tekst źródłaLloyd, Cynthia B., Cem Mete i Monica J. Grant. The implications of changing educational and family circumstances for children's grade progression in rural Pakistan: 1997-2004. Population Council, 2006. http://dx.doi.org/10.31899/pgy2.1030.
Pełny tekst źródłaBeuermann, Diether, Andrea Ramos Bonilla i Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, grudzień 2021. http://dx.doi.org/10.18235/0003862.
Pełny tekst źródłaEl Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.
Pełny tekst źródłaMuñoz, Juan Sebastián. Re-estimating the Gender Gap in Colombian Academic Performance. Inter-American Development Bank, styczeń 2014. http://dx.doi.org/10.18235/0011529.
Pełny tekst źródłaBustelo, Monserrat, Verónica Frisancho i Mariana Viollaz. What Are the Gaps in Health and Education That Women Face Throughout Their Lives? Inter-American Development Bank, grudzień 2023. http://dx.doi.org/10.18235/0005344.
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