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Artykuły w czasopismach na temat "Independent schools"
Frey, Donald E. "Independent schools, independent thinkers". Economics of Education Review 14, nr 1 (marzec 1995): 96–97. http://dx.doi.org/10.1016/0272-7757(95)90112-4.
Pełny tekst źródłaBeavis, Allan K. "The Governance of Independent Schools". International Journal of Learning: Annual Review 12, nr 7 (2007): 83–92. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45394.
Pełny tekst źródłaKane, Pearl R. "Independent Schools in American Education". Teachers College Record: The Voice of Scholarship in Education 92, nr 3 (marzec 1991): 396–408. http://dx.doi.org/10.1177/016146819109200309.
Pełny tekst źródłaMcCormick, John, Kerry Barnett, Seyyed Babak Alavi i Geoffrey Newcombe. "Board governance of independent schools". Journal of Educational Administration 44, nr 5 (wrzesień 2006): 429–45. http://dx.doi.org/10.1108/09578230610683741.
Pełny tekst źródłaSpiller, David, i Gillian Shakeshaft. "Libraries in UK independent schools". New Review of Children's Literature and Librarianship 3, nr 1 (styczeń 1997): 75–92. http://dx.doi.org/10.1080/13614549709510592.
Pełny tekst źródłaWest, Edwin G. "Public Aid to Ontario's Independent Schools". Canadian Public Policy / Analyse de Politiques 11, nr 4 (grudzień 1985): 701. http://dx.doi.org/10.2307/3550300.
Pełny tekst źródłaEsty, John C. "Independent Schools: What, Whither, and Why". Teachers College Record: The Voice of Scholarship in Education 92, nr 3 (marzec 1991): 485–90. http://dx.doi.org/10.1177/016146819109200308.
Pełny tekst źródłaBalossi, Matt, i Natalia R. Hernandez. "On Teacher Quality in Independent Schools". Peabody Journal of Education 91, nr 5 (22.08.2016): 672–90. http://dx.doi.org/10.1080/0161956x.2016.1227192.
Pełny tekst źródłaBee, M., i P. J. Dalton. "EDUCATIONAL PRODUCTION IN INDEPENDENT SECONDARY SCHOOLS". Bulletin of Economic Research 37, nr 1 (styczeń 1985): 27–38. http://dx.doi.org/10.1111/j.1467-8586.1985.tb00180.x.
Pełny tekst źródłaEdmark, Karin. "Location choices of Swedish independent schools". Annals of Regional Science 63, nr 1 (sierpień 2019): 219–39. http://dx.doi.org/10.1007/s00168-019-00933-y.
Pełny tekst źródłaRozprawy doktorskie na temat "Independent schools"
Decoux, Bruce Vernon. "Leadership in independent schools in Alberta". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22975.pdf.
Pełny tekst źródłaRoddy, Troy. "Frame Analysis of the Self-Perceived Leadership Orientations of Headmasters of the Independent Schools Association of the Southwest, Southern Association of Independent Schools, and the Association of Independent Schools of Greater Washington Member Schools". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1217.
Pełny tekst źródłaDettman, Pamela. "The accreditation model of whole-school evaluation in Australian independent schools". Thesis, Dettman, Pamela (1988) The accreditation model of whole-school evaluation in Australian independent schools. Masters by Research thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/40891/.
Pełny tekst źródłaParker, Jeanne D. "The African-American student experience in the independent school /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
Patti, Frank Anthony. "Branding in Independent Schools| Identifying Important Aspects of the School Branding Process". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608474.
Pełny tekst źródłaBranding in independent schools is a topic that has not been fully explored by researchers in the field of marketing and branding. Many factors have forced independent schools to begin to look at brand management as a way to respond to sudden enrollment issues. The recession of 2008, increasing quality of public schools, and the rising cost of an independent school education are three major factors that have prompted independent schools to think much more carefully about their images. Although there is some research on the ways that colleges and universities successfully apply branding strategies, K-12 independent schools have very little academic research on which to rely.
The purpose of this research project was to explore the branding process in K-12 independent schools through a case study of one independent school’s professionally led branding initiative. Research on college and university branding tells us that certain parts of the process are more important than others. The qualitative methods employed in this case study revealed that there are three aspects of the branding process that were particularly useful in the branding process of this independent school: understanding the social and political context of a school’s setting, engaging the faculty in the branding process, and developing clear and consistent brand messaging to the internal community. This study concludes by examining the implications of these findings for research and practice.
Chun, Cindy P. "Best practices of affinity groups in independent schools". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10247015.
Pełny tekst źródłaIndependent schools across the nation recognize the need to create inclusive communities for their students of color. Independent schools must embrace diversity and create communities in which students from all different cultures feel that they belong. The presence of diversity in the independent school environment is critical to the success of students of color. Many non-cognitive obstacles inhibit the success of students of color who attend predominantly white schools including institutional racism, oppositional identity, and internalized oppression (Fordham & Ogbu, 1986; Tatum, 2003). One of the many approaches that independent schools use to address inclusivity is the creation of affinity groups. The purpose of this study is to discover best practices of affinity groups in independent schools and how they are used to create a sense of belonging and inclusion for students of color. This qualitative study employs the Dynamic Narrative Approach to conduct interviews with diversity practitioners at independent schools that are members of the National Association of Independent Schools. Diversity practitioners were asked semi-structured interview questions through a password-protected wiki. A review of the literature and the findings from this study produced a list of best practices of affinity groups in independent schools, including possible downsides and how to overcome them. The findings of this study may be beneficial to independent school leaders and diversity practitioners who have not yet begun affinity group work at their schools. This study adds to the dearth of literature surrounding using affinity groups in independent schools to support students of color.
Naidoo, Gonasagarie Linda. "The management of teacher absenteeism in independent primary schools in Gauteng". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62895.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
Beauchamp, Pierre. "Teacher perceptions of the characteristics of effectiveness in Canadian independent schools". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22401.
Pełny tekst źródłaOf the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner.
In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.
Leatch, Michael J. H. "Inclusive education : attitudes of faculty in Canadian independent schools". Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437156.
Pełny tekst źródłaRhodes, Deborah L. "Resource development in the libraries of independent Black schools". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2507.
Pełny tekst źródłaKsiążki na temat "Independent schools"
Rock, Kane Pearl, red. Independent schools, independent thinkers. San Francisco: Jossey-Bass, 1991.
Znajdź pełny tekst źródłaDemocrats, Liberal. Independent schools. Dorchester: Liberal Democrat Publications, 1996.
Znajdź pełny tekst źródłaKeane, Frank. Independent schools of British Columbia. Surrey, B.C: Keane Publications, 1989.
Znajdź pełny tekst źródłaIndependent schools yearbook, 2012-2013. London: A. & C. Black, 2013.
Znajdź pełny tekst źródłaF, Bassett Patrick, i Crosier Louis M, red. Looking ahead: Independent school issues & answers. Washington, D.C: Avocus, 1994.
Znajdź pełny tekst źródłaBurnett, J. F. Independent schools yearbook 1989: Boys' schools, co-educational schools and preparatory schools. London: A & C Black, 1989.
Znajdź pełny tekst źródłaAn educator's guide to independent schools. Aurora, Ont: Aurora Professional Press, 1998.
Znajdź pełny tekst źródłaService, Independent Schools Information. Independent Schools Information Service, Central England. Bewdley: ISIS, 1985.
Znajdź pełny tekst źródłaPrivate Independent Schools, 2000 (Private Independent Schools). Wyd. 5. BUNTING & LYON, 2000.
Znajdź pełny tekst źródłaPrivate Independent Schools 2001 (Private Independent Schools). Wyd. 5. Bunting and Lyon Inc, 2001.
Znajdź pełny tekst źródłaCzęści książek na temat "Independent schools"
Carper, James C. "Independent Christian Day Schools". W Information, Computer and Application Engineering, 163–83. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-12.
Pełny tekst źródłaKeene, John, i Graham S. Clarke. "Fairbairn and the Independent Tradition". W Underlying Assumptions in Psychoanalytic Schools, 46–56. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003027768-5.
Pełny tekst źródłaTapper, Ted, i Brian Salter. "Images of Independent Schooling: Exploring the Perceptions of Parents and Politicians*". W British Public Schools, 179–207. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-9.
Pełny tekst źródłaSkott, Pia, i Klaus Kasper Kofod. "Independent Schools in Different Nordic Contexts: Implications for School Leadership?" W Transnational Influences on Values and Practices in Nordic Educational Leadership, 89–111. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6226-8_7.
Pełny tekst źródłaDangor, Suleman Essop. "Islamization and Muslim Independent Schools in South Africa". W International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 367–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_21.
Pełny tekst źródłaBreen, Damian. "Manifesting Educational and Islamic Interests in Independent and State-Funded Contexts". W Muslim Schools, Communities and Critical Race Theory, 137–65. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-44397-7_8.
Pełny tekst źródłaPike, Pamela D. "Leisure Adults in the Independent Studio, Community Schools, and Other Locations". W Dynamic Group-Piano Teaching, 91–109. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315280370-8.
Pełny tekst źródłaMohme, Gunnel. "Lessons the United States Can Learn From Sweden's Experience with Independent Schools". W The Wiley Handbook of School Choice, 267–74. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch18.
Pełny tekst źródłaPike, Pamela D. "Group Piano for Children in the Independent Studio and K–12 Schools". W Dynamic Group-Piano Teaching, 124–46. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315280370-10.
Pełny tekst źródłaBreen, Damian. "British Muslim Schools: Institutional Isomorphism and the Transition from Independent to Voluntary-Aided Status". W Advancing Race and Ethnicity in Education, 32–46. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274762_3.
Pełny tekst źródłaStreszczenia konferencji na temat "Independent schools"
Hu, Haixia, John Bryson i Lauren Andres. "INTERNATIONALISATION OF ENGLAND INDEPENDENT SCHOOLS". W 50th International Academic Conference, Paris. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.018.
Pełny tekst źródłaPerumal, Juliet, i Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.
Pełny tekst źródłaFernandes, Venesser. "How Can Data-Informed Decision Making Improve Continuous School Improvement Processes in Australian Independent Schools?" W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442283.
Pełny tekst źródłaChaaban, Youmen, i Maha Ellili-Cherif. "TECHNOLOGY INTEGRATION IN EFL CLASSROOMS: A STUDY OF QATARI INDEPENDENT SCHOOLS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0392.
Pełny tekst źródłaJayaneththi, D. N. D., i I. G. P. Rajapaksha. "Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools". W Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.9.
Pełny tekst źródłaGiataganas, Dimitrios. "Stochastic Motion of Heavy Quarks in Holography: A Theory-Independent Treatment". W Corfu Summer Institute 2017 "Schools and Workshops on Elementary Particle Physics and Gravity". Trieste, Italy: Sissa Medialab, 2018. http://dx.doi.org/10.22323/1.318.0032.
Pełny tekst źródłaJacobs, Charlotte. "Experiences of Hypervisibility and Invisibility for Girls of Color in Elite Independent Schools". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684598.
Pełny tekst źródłaAmin, Muhammad, Muhammad Isnaini i Joni Rambey. "Implementation of the Independent Learning Curriculum in Schools Through a Synergistic Partnership Model". W Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.31-8-2021.2313803.
Pełny tekst źródłaLouw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.
Pełny tekst źródłaClayton, Kaylene. "Information Quality: The Relationship to Recruitment in Pre-Tertiary IT Education". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2742.
Pełny tekst źródłaRaporty organizacyjne na temat "Independent schools"
Lemos, Renata, Karthik Muralidharan i Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), luty 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.
Pełny tekst źródłaRoschelle, Jeremy, i Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, grudzień 2020. http://dx.doi.org/10.51388/20.500.12265/107.
Pełny tekst źródłaBoda, Phillip, i Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, luty 2021. http://dx.doi.org/10.51420/brief.2021.1.
Pełny tekst źródłaSouch, Catherine, i Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), listopad 2020. http://dx.doi.org/10.55203/xqlb9264.
Pełny tekst źródłaMcGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck i Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, sierpień 2018. http://dx.doi.org/10.51420/report.2018.1.
Pełny tekst źródłaDix, Katherine, Syeda Kashfee Ahmed, Toby Carslake i Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, wrzesień 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.
Pełny tekst źródłaAlcaíno, Manuel, Analia Jaimovich, Carolina Méndez i Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, styczeń 2022. http://dx.doi.org/10.18235/0003977.
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 źródłaArbreton, Amy J. A. Arbreton, Molly Bradshaw Bradshaw, Julie Goldsmith Goldsmith, Linda Jucovy Jucovy, Sarah Pepper Pepper i Jessica Sheldon Sheldon. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative. Philadelphia, PA United States: Public/Private Ventures, luty 2008. http://dx.doi.org/10.15868/socialsector.813.
Pełny tekst źródłaNefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, grudzień 2022. http://dx.doi.org/10.32370/ia_2022_12_8.
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