Rozprawy doktorskie na temat „Independent schools”
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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 źródłaDolan, Lizette Ortega. "Unleashing Wild Tongues| The Latin Experience in Independent Schools". Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142188.
Pełny tekst źródłaThis dissertation explores the experiences of self-identified Latin@ youth in NAIS and POCIS Schools in the San Francisco Bay Area. Although all students involved in this study initially felt equipped to participate in the independent school environment, they experienced both common and unique challenges calling on the need to negotiate their ethnic identities. This research study assumed that all people and institutions, such as independent schools, are embedded in complex social, cultural and political systems historically defined by race, power and privilege. Engaging student voice in on-going efforts to understand and improve the conditions for historically underrepresented students of color, particularly Latin@ youth, is imperative in acknowledging that students have deep wisdom and expertise. The partnership between students and adults can foster “critical consciousness” – an awareness of the historical and current conditions that perpetuate inequality in society and in their own life circumstances (Horton & Freire, 1990). Freire (1982) asserted, “the silenced are not just incidental to the curiosity of the researcher but are the masters of inquiry into the underlying causes of the events in their world. In this context research, becomes a means of moving them beyond silence into a quest to proclaim the world.” Keywords: Latino, youth voice, underrepresented students, critical race theory, diversity “Latin@” is spelled using the “at symbol” to replace the letter “a” or “o.” Pizarro, Montoya, Nañez, Chavez, & Bermudez (2002) are Latin@ educators who formed Maestr@s, a group contending that the Spanish language is a manifestation of male hegemony. Maestr@s coined the use of the term because it is a visual intervention and a re-coding of information to different linguistic, epistemological and ideological systems (Pizarro, et. al, 2002, p. 290).
Roberts, Susan Ann. "Re-thinking staff management in independent schools: an exploration of a human resource management approach". Thesis, Roberts, Susan Ann (2007) Re-thinking staff management in independent schools: an exploration of a human resource management approach. Professional Doctorate thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/279/.
Pełny tekst źródłaRoberts, Susan Ann. "Re-thinking 'staff management' in independent schools : an exploration of a human resource management approach /". Access via Murdoch University Digital Theses Project, 2007. https://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080411.121602.
Pełny tekst źródłaGundlach, Lauren B. "The headship retention of independent elementary and secondary school leaders : a qualitative study /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7871.
Pełny tekst źródłaPistol, Andreas. "On the entry barriers in the independent school market". Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202877.
Pełny tekst źródłaTorres, Diana R. "Life as a student at an independent day school". [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001875.
Pełny tekst źródłaOswald, Murray. "The emergence of new low-fee Protestant independent schools in South Australia since 1972 /". Title page, summary and contents pages only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mo86.pdf.
Pełny tekst źródłaGous, Jennifer. "How inclusive education is understood by principals of independent schools". Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-192908.
Pełny tekst źródłaMagnússon, Gunnlaugur. "Traditions and Challenges : Special Support in Swedish Independent Compulsory Schools". Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28823.
Pełny tekst źródłaDenna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic’s teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten. Nyckelord: Specialpedagogik; inkludering; skolval; utbildningsreformer; fristående skolor; grundskolan; elever i behov av särskilt stöd, specialpedagoger; speciallärare; kritisk pragmatism, Thomas M. Skrtic
Fristående skolors arbete med elever i behov av särskilt stöd
Speciella yrken? – om speciallärares och specialpedagogers arbete och utbildning
Williams, David John. "Corporate culture in preparatory schools : the business of independent education". Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.
Pełny tekst źródłaJansson, Carolina. "Location Decisions of Independent Schools in Sweden- Does ideology matter?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415295.
Pełny tekst źródłaJansson, Carolina. "Location Decisions of Independent Schools in Sweden : Does Ideaology Matter?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415570.
Pełny tekst źródłaGonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.
Pełny tekst źródłaGous, Jennifer Glenda. "How inclusive education is understood by principals of independent schools". Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24118.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted
Tsui, Chuen-man. "The management of the teaching profession in private independent bought-place secondary schools in Hong Kong during a period of contraction". Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033684.
Pełny tekst źródłaRud, Kory. "Why have four Wisconsin high schools adopted modular classrooms in their technology education program?" Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999rudk.pdf.
Pełny tekst źródłaHamilton, Lorna C. "Constructions of higher ability in two maintained and two independent schools". Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/2610.
Pełny tekst źródłaSimmons-Nnamdi, Denise. "Educating African-American children: making a case for independent neighborhood schools". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2271.
Pełny tekst źródłaOlatunji, Olushola Adebayo. "Educators' perspectives of fair performance appraisal practices in Gauteng Independent Schools". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65460.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
Alkubaisi, H. "Decentralised management in independent secondary schools in Qatar's educational reform initiative". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10048097/.
Pełny tekst źródłaBagi, Stephen. "Journeys into Principalship: The Experiences of Beginning Principals of Independent Schools". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367490.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies.
Arts, Education and Law
Full Text
Vargas, Sylvia Rodriguez. "Women of Color Heads of Independent Schools: Toward a Framework of Culturally Relevant Leadership". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338221119.
Pełny tekst źródłaSomerset, John W. "Defining a financially sustainable independent school in Australia". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109788/1/John_Somerset_Thesis.pdf.
Pełny tekst źródłaKanaifu, Koran Nishati. "Shules, Afrikan-centered and independent Black institutions : Afrikan American parents' rebuttal to the public school system /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaLeBrun, David. "A study of modualrized [sic] instruction and its role in the technology education curriculum at Southern Door schools". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lebrund.pdf.
Pełny tekst źródłaau, s. roberts@murdoch edu, i Susan Ann Roberts. "Re-thinking staff management in independent schools: An exploration of a human resource management approach". Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080411.121602.
Pełny tekst źródłaSandberg, Cristina. "Skolhälsovårdens roll i elevhälsan vid några av John Bauergymnasierna". Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5359.
Pełny tekst źródłaBerber, Mujgan G. "The role of the principal in establishing and further developing an independent Christian or Islamic school in Australia". View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46255.
Pełny tekst źródłaA thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Harvey, Janet A. "No magic formula : marketing a marginal school". Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/7422.
Pełny tekst źródłaColeman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools". Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.
Pełny tekst źródłaThis dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.
Land, Julie. "Attitudes and perceptions of high ability girls and boys in independent schools". Thesis, University of Newcastle upon Tyne, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397352.
Pełny tekst źródłaCasey, Beverley. "The role of the curriculum co-ordinator in selected independent girls' schools /". Connect to thesis, 1994. http://eprints.unimelb.edu.au/archive/00000712.
Pełny tekst źródłaSpeck, Phoebe Bozonelis. "Curriculum conservatism and gender equity in female independent secondary schools: 1945-1990". Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054738258.
Pełny tekst źródłaBambach, Matthew. "Maximising Board governance effectiveness in small and medium-sized Australian independent schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2310.
Pełny tekst źródłaMoney, Claire. "Reflections on new public management: Independent public schools, staffing and social equity". Thesis, Money, Claire (2014) Reflections on new public management: Independent public schools, staffing and social equity. Masters by Coursework thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/27426/.
Pełny tekst źródłaKallberg, Johanna. "Limit comparison-shopping? : The effect of new establishments of independent upper-secondary schools on public school costs". Thesis, Umeå universitet, Nationalekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123213.
Pełny tekst źródłaThor, Fredrik. "Grade Leniency and Competition : A study of Swedish Compulsory Level Municipality Schools". Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415528.
Pełny tekst źródłaGraham, Joe Wilson. "Leadership behaviors and collective efficacy as perceived by teachers of schools in the Katy Independent School District". Texas A&M University, 2003. http://hdl.handle.net/1969.1/6004.
Pełny tekst źródłaDulhunty, Rebecca. "Student peer-related aggression as a legal issue in the management of an independent girl's school in Queensland". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36668/1/36668_Digitised%20Thesis.pdf.
Pełny tekst źródłaThorvaldsson, Erik. "Factors Affecting Students´ Achievements : A Study of Public and Independent Schools i Sandviken and Gävle". Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78341.
Pełny tekst źródła