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Scagliarini, Richard. "Reforming the middle years curriculum in an international school: a naturalistic inquiry". University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00006610/.
Pełny tekst źródłaConstantinides, Adonis C. "Provision of education in the middle school years in Cyprus". Thesis, Durham University, 1994. http://etheses.dur.ac.uk/5851/.
Pełny tekst źródłaOladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.
Pełny tekst źródłaQuintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.
Pełny tekst źródłaKobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.
Pełny tekst źródłaJohansen, Shannon Elizabeth. "School Functioning of Children with Asthma: A Study of the Elementary and Middle School Years". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000329.
Pełny tekst źródłaGynne, Annaliina. "Languaging and Social Positioning in Multilingual School Practices : Studies of Sweden Finnish Middle School Years". Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31774.
Pełny tekst źródłaDenna avhandling fokuserar på ungdomars språkande, inklusive literacy-praktiker, och dess relation till deras meningsskapande och social positionering. Avhandlingen tar avstamp i sociokulturell och dialogisk teoribildning och bygger på fyra studier som blivit till genom (n)etnografiskt fältarbete i två olika sammanhang: inom en skola där tvåspråkighet och bikulturalitet är viktiga värderingar, och sociala medier. I de empiriska studierna undersöks hur interaktion, språkande och literacy-praktiker och sociala positioneringar görs på mikronivå. Dessa fenomen studeras vidare i anslutning till och som en del av diskurser som drivs på meso-nivå. Avhandlingens data har analyserats med tillämpade samtals- och diskursanalytiska metoder och inkluderar video- och audioinspelningar, fältanteckningar, pedagogiska material, policy-dokumentation, fotografier samt (n)etnografiskt skapad data. I Studie I undersöks hur lingvistisk-kulturella ideologier och policys görs i vardagliga pedagogiska praktiker. Den fokuserar på situerade och distribuerade sociala handlingar som praktiknexus där flera lokalt och nationellt relevanta diskurser cirkulerar. Studie II intresserar sig för vardagliga kommunikativa praktiker på mikro- och meso-nivåer samt för samspelet av språkliga varieteter och modaliteter i den tvåspråkiga-bikulturella skolan. I Studie III studeras ungdomars språkande, inklusive literacies, i vardagliga lärandepraktiker som sträcker sig över tid och rum i formella och informella lärandemiljöer. Studie IV fokuserar på social positionering och identitetsarbete i informella och heteroglossiska literacy-praktiker både offline och online. Tillsammans kartlägger de fyra studierna olika slags språkandepraktiker som ungdomarna deltar i och bidrar till både inom och utanför vad som kallas för tvåspråkiga skolsammanhang. Vidare illustrerar studierna vardagslivets görande av olika slags sociala positioneringar och identitetsperformanser. Resultaten visar på hur tvåspråkigheten i skolans värld kan ses som både pedagogik och praktik, att flerspråkigheten är (o)problematisk för ungdomarna och för skolan och att språkandets karaktär som flerspråkig och multimodal är central för social positionering. Studierna och avhandlingen bildar tillsammans en deskriptiv-analytisk illustration av ”flerspråkiga” ungdomars vardag i och utanför skolan i ett senmodernt nordiskt samhälle. Vidare bidrar avhandlingen till kunskapsbasen gällande utbildningsfrågor och vardag för en av Sveriges nationella minoriteter, sverigefinländare.
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Davis, Heather A. "DEVELOPMENTAL TRAJECTORIES OF EXCESSIVE EXERCISE AND FASTING ACROSS THE MIDDLE SCHOOL YEARS". UKnowledge, 2015. http://uknowledge.uky.edu/psychology_etds/80.
Pełny tekst źródłaArnold, Bradley A. "The Characteristic Mobile Learning Engagement Strategies of International School Middle-Years Students". Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745617.
Pełny tekst źródłaThe purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13–14 and a purposeful sampling of seven of these students’ teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.
Eggleston, Brandon Patrick. "An Investigation of the Difference in Student Achievement during the Middle School Transition Years". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668708.
Pełny tekst źródłaTransition years and grade configurations for middle level students have been a topic of debate since the onset of middle schools in the 1970s. With increased educational accountability, some school districts are beginning to change back to K-8 configurations.
The purpose of this study was to investigate the difference in student achievement during the transition year and provide information to school administration as to the optimal year to transition students from elementary to middle school. Transition year achievement was examined among 5th -7th grade students in Missouri and grade configurations were compared by analyzing 8th grade achievement in three separate grade configurations.
Significant differences in student achievement were uncovered during the analysis of the student achievement data. A significant decrease in student achievement was found between two independent fifth grade groups in English Language Arts and mathematics. Cohorts in sixth and seventh grade did not show a statistically significant difference in student achievement during the transition year. Significant decreases were found in English Language Arts scores between the transition year and pre-transition year along with the transition year and post transition year. In both scenarios the transition year score was significantly lower than the post and pre-transition year score. A significant difference in mathematics achievement was found between fifth and seventh grade transition year students with seventh grade transition year students attaining a higher mean score than fifth grade transition year students. Grade configuration and timing of the transition to middle school did not have an impact on eighth grade student achievement.
Dauguet, Kathleen, i res cand@acu edu au. "Understanding the ‘Mixed Ability’ Program in Catholic Secondary Schools in Mauritius: Perceptions of educators for best practice in the middle years of schooling". Australian Catholic University. School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp181.20112008.
Pełny tekst źródłaHarlacher, Jason E. "Victimization During the Middle School Years: Exploring the Relationship Between Emotion Regulation and Emotional/Behavioral Outcomes". DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6181.
Pełny tekst źródłaHamilton, Mauricette Ann, i res cand@acu edu au. "We Grow in the Shade of Each Other: A study of Connectedness, Empowerment and Learning in the Middle Years of Schooling". Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp95.29052006.
Pełny tekst źródłaBasham, Jennifer Elizabeth. "The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years". PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2730.
Pełny tekst źródłaKilmer, Theresa. "A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?" VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2959.
Pełny tekst źródłaAu, Wai-yin Joyce, i 區慧賢. "Tympanometric norms in Chinese children aged 6 to 7 years and tympanometric patterns in Chinese neonates prior to hospitaldischarge". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B27791592.
Pełny tekst źródłaClausen, Kurt W. "The meaning and implementation of curriculum integration in the middle school years, Ministry of Education reforms and current practice in the Ontario school system". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66139.pdf.
Pełny tekst źródłaWedcliffe, Keren. "The effect of role models on the self efficacy of the child in the middle childhood years". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09292008-143710.
Pełny tekst źródłaComeau, Colleen. "Impact of school context on the relations between deviant peer affiliations and problem behaviors during the middle school years : an exploratory analysis using hierarchical linear modeling /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190510.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.
Ekk, Victoria Beatriz. "The Longest Rollercoaster Ride: Ten Years with NCLB, AYP and RTTT-- An Insider's Perspective". Thesis, Boston College, 2014. http://hdl.handle.net/2345/3791.
Pełny tekst źródłaThis practitioner research longitudinal study examines the effects of the No Child Left Behind (NCLB) law and the Race To The Top (RTTT) initiative on a high performing middle school in Massachusetts between 2003 and 2013. Utilizing a theoretical framework that combines Cochran-Smith and Lytles (2009) "inquiry as stance" and Ball's concept of (1990b) "policy cycles," the study analyzes the programmatic and structural changes enacted in response to NCLB, RTTT and their effects on special education and low income students, their teachers, parents, and the principal. The study's findings show that federal mandates and related state regulations placed unrealistic, unfair and unreasonable demands on students, teachers and the school. Staff often felt as if we were riding on a rollercoaster. Massachusetts' rating of "High" and "Very High" performance on the state test contrasted with the NCLB school report cards that labeled the school as in need of "improvement," "corrective action," and eventually "restructuring" because of the failure of special education or low income students to meet constantly rising targets. NCLB's and RTTT's requirements caused the school to prioritize courses providing remediation in tested subjects--English language arts and mathematics--reducing the availability of related arts classes and thereby narrowing the curriculum. The school's obsessive focus on the annual state tests produced an atmosphere of anxiety for all stakeholders. Unwanted changes in the school culture eventually generated a schoolwide movement to resist the obsession with testing, reduce anxiety and expand interdisciplinary learning. The study concludes with recommendations for further research of the effects of federal mandates on "good" schools across the US. It recommends that policymakers recognize that "one size fits all" school reform is detrimental to public schools and calls for the recognition of local knowledge in the making of policy. A further recommendation encourages school leaders to study their own practice, becoming practitioner researchers for the benefit of their schools
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Bolivar, Jose M. "Distributed leadership and social networks in the school-based development of the International Baccalaureate's Middle Years Program in a Venezuelan K-12". Diss., [La Jolla] : [San Diego] : University of California, San Diego ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3389297.
Pełny tekst źródłaAvailable via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 175-186).
Christoff, Andrea J. "LOCATING TEACHERS PERCEPTIONS AND PRACTICE OF GLOBAL CITIZENSHIP: A CASE STUDY OF THREE TEACHERS IN THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595237572025469.
Pełny tekst źródłaVan, Heerden Anna Sophia Elizabeth. "Die verband tussen sosiale ondersteuning en selfkonsep in die middelkindertydperk / Anna Sophia Elizabeth (Ansonet) van Heerden". Thesis, North-West University, 2004. http://hdl.handle.net/10394/1376.
Pełny tekst źródłaSantos, Chrystina Magalhães Gomes dos [UNESP]. "A leitura literária no ensino fundamental: caminhos e desafios para o professor de português". Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151295.
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Esta dissertação tem por objeto estudar a relação entre a formação de professores de português dos anos finais do Ensino Fundamental e práticas de ensino de literatura juvenil. Para tanto, optou-se por realizar uma pesquisa, inicialmente quantitativa, com 50 (100%) professores efetivos de português das Escolas Municipais de Ensino Fundamental da cidade de Itanhaém-SP. Procurou-se traçar um perfil médio dos docentes, considerando dados relativos à formação, adesão e/ou conhecimento de programas de incentivo à leitura, prática de ensino e referências às publicações literárias juvenis. A segunda etapa da pesquisa consistiu na apresentação e análise de 04 estudos de caso, com objetivo de destacar perfis de docentes leitores e suas práticas de ensino de literatura em escolas de 6º a 9º ano. Acrescenta-se à pesquisa, a análise de Programas de Incentivo à Leitura implementados no intervalo de 2009 a 2015 na rede de ensino itanhaense, sublinhando suas dimensões formativas, adesões ou reprovações. Desta forma, buscou-se investigar a influência da formação literária docente nas práticas de ensino de literatura nos anos finais do EF. Depreende-se, como resultado, que professores com relações mais estreitas com a leitura literária tendem a construir pontes entre esta e outras modalidades de cultura, ministrando aulas de português com vista à formação de leitores polivalentes, favorecendo a construção de uma cultura literária ao longo de toda Educação Básica. Na perspectiva teórica, fundamentamos o trabalho na Estética da Recepção, sobretudo nas concepções disseminadas por Umberto Eco, nos postulados de Antonio Candido sobre ensino de literatura e nos conceitos de leitura literária e sujeito leitor preconizados por Jouve e Rouxel. As considerações sobre a relação entre literatura e ensino pautam-se em estudos realizados por Rocco, Antunes, Ceccantini e Ferreira, somados às pesquisas sobre formação de professores descritas por Butlen e Rösing.
The present dissertation aims at studying the relationship between the cultural and academic background of Portuguese teachers during the final years of Elementary / Middle School and the teaching of youth literature. To that end, we decided to initially conduct quantitative research, with 50 (100%) of Portuguese permanent teachers in Municipal Elementary/ Middle Schools in the city of Itanhaém-SP. We have outlined an average profile of teachers, considering data related to their education, enrollment in or knowledge of reading incentive programs, teaching practices and references to youth literary publications. The second stage of the research consisted of the presentation and analysis of 4 case studies, whose objective was to highlight profiles of teachers who were avid readers, as well as their approaches to teaching literature in Elementary/ Middle schools (grades 6-9). Furthermore, we have analyzed the Reading Incentive Programs implemented during school break time (free period) from 2009 to 2016 in Itanhaem’s schools, emphasizing their formative dimensions, engagement or disapproval. Thus, we investigated the influence of teachers’ literary background over their literature teaching practices in the final years of Elementary School/Middle School. Based on the research, we have concluded that teachers who possess a closer connection to literary reading tend to build bridges between this and other cultural genres. They teach Portuguese classes with a view to the formation of polyvalent readers, favoring the construction of a literary culture throughout all Basic Education. From a theoretical perspective, the work is grounded on the Reception Aesthetics, notably on the conceptions disseminated by Umberto Eco, the postulates of Antonio Candido on the teaching of literature, and on the concepts of literary reading and reader-subject advocated by Jouve and Rouxel. Considerations on the relationship between literature and teaching are based on studies by Rocco, Antunes, Ceccantini and Ferreira, in addition to the research on continuing teacher education described by Butlen and Rösing.
Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Pełny tekst źródłaTypescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.
Easter, Joy. "Classroom management strategies for first year middle school teachers /". [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.
Pełny tekst źródłaSchrier, Edward R. "An administrative handbook for implementation of year round education". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/729.
Pełny tekst źródłaLubbe, Jacomina Jacoba. "Die invloed van gestaltgroepspelterapie op die selfbeeld van laerskooldogters in 'n kinderhuis". Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08162004-130454.
Pełny tekst źródłaWitt, David J. Scribner Jay Paredes. "An exploratory study of professional development experiences for new middle school science teachers in a suburban school district". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6162.
Pełny tekst źródłaFender, Robyn Alane. "Optional Flexible Year Program and Middle School Student Achievement in Reading". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4056.
Pełny tekst źródłaRestivo, Janet DiMaria. "An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc501170/.
Pełny tekst źródłaMedd, Gordon Thomas. "From traditional to year-round education: Making the transition at the K-5 level: Dry Creek Joint Elementary School District's approach (Heritage Oak Elementary School)". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/634.
Pełny tekst źródłaStonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.
Pełny tekst źródłaCampbell, Gary J. "Adjustment factors of middle school students who are in their first year at a new school". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999campbellg.pdf.
Pełny tekst źródłaMcKenzie, Anna. "An investment in being human : exploring year 9 student exhibitions : an ACT case study /". Canberra, 2008. http://erl.canberra.edu.au/public/adt-AUC20081216.140527/index.html.
Pełny tekst źródłaChambers, Katherine O. "Taking the Right Path| A Two-Year Journey through School Turnaround". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722283.
Pełny tekst źródłaThe researcher conducted a statistical examination of a two-year journey through school turnaround to identify factors that had a direct impact on student performance on state exams. Following 31 students through sixth and seventh grades, the researcher collected data in alignment with five target areas for school improvement defined by the state of Missouri: (1) student performance, (2) highly qualified staff, (3) facilities, support and instructional resources, (4) parent and community involvement, and (5) governance and leadership.
Applying ANOVA and z-tests at a 95% confidence interval, the researcher analyzed the data to examine for statistically significant differences in scores o the Communication Arts and Mathematics MAP exams, levels of reading proficiency, attendance rates, and discipline, year to year. The researcher found significant increases in students’ Mathematics MAP scores, students’ reading on grade level, and referrals.
Using a multiple regression analysis the researcher also analyzed data for relationships between multiple independent variables and students’ scores on the MAP exams. An examination of the Pearson Product Moment Correlation coefficient provided information as to which variables had significant relationships with the students’ MAP scores and the coefficient of determination gave indication as to possible percentages of contribution each variable had in the resulting MAP test scores. This study confirmed that student’s grade point averages were the only variables that maintained consistent significant relationships to the students’ scores on both Communication Arts and Mathematics MAP exams during both years of the study. In addition to the consistent contribution of the students GPA to their MAP results, the study also found that in 2012, students’ enrollment in a reading class significantly contributed to their Communication Arts MAP scores and attendance had a significant relationship to their Mathematics MAP scores.
The concluding reflections in the study were a result of a detailed examination of the statistical analyses in alignment with current turnaround research. While there is a need for further research in the area of school turnaround, this study contributed to a growing field of literature on effective and ineffective school turnaround practices.
Hite, William Rodger Jr. "Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29774.
Pełny tekst źródłaEd. D.
Schneider, Madalyn R. "Middle School Students' Attitudes toward Math and STEM Career Interests: A 4-Year Follow-Up". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/922.
Pełny tekst źródłaMorden, Wendel Roy. "The new Title I: A handbook for reading instruction in a year-round middle school". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/996.
Pełny tekst źródłaHirsch, Isabel Bonat. "Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/11015.
Pełny tekst źródłaThis research aimed at investigating the way music is present in basic education schools connected with the 5th Regional Education Coordination (CRE) in the southern region of the state of Rio Grande do Sul, Brazil. The specific objectives were to identify the activities that constitute the musical practices in the schools and identify the professional people who work with music in the schools, as well as to analyze the educational needs of such professionals. The method chosen was the cross-sectional survey, and the data was colleted through a self-administered questionnaire. The people who took part in this work were 139 art/music teachers from the 104 basic education schools that work with the final years of fundamental teaching (ages 11 to 14) and middle teaching (ages 15 to 17) in the 18 cities connected to the 5th CRE. The results showed that music is present in the practices of most of investigated teachers. However, the musical activities are mainly developed in the scope of extracurricular activities and within the subject of arts education, where only one teacher works with all the arts. Moreover, most of these activities are only occasionally developed. Few are the teachers who work only with music in schools, which indicates that music does not seem to be included in the pedagogical projects of the schools as a specific knowledge field, but as part of arts education. Most of the teachers are graduated in arts, but very few are graduated in music or in arts education with emphasis in music. The lack of a consistent music education, along with the scarcity of material and financial resources and of adequate physical space, was pointed as one of the main hindrances felt by the teachers to the development of musical activities in the schools. The data obtained with this research can provide information to base partnerships between the Federal University of Pelotas and the schools connected to the 5th CRE, in order to meet their teachers’ education needs.
Weisner, Jill. "When someone in us awakens : emerging teacher voice and student voice /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946310.
Pełny tekst źródłaCurrie, Cailin Tricia. "Reciprocal Effects of Student Engagement and Disaffection on Changes in Teacher Support Over the School Year". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1646.
Pełny tekst źródłaNeeley, Rachel E. "Invisible Students: A Case Study of Friendless Students During the First Year of Junior High". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6243.
Pełny tekst źródłaMah, Charlene. "An analysis of Stockton Unified School District's 7th grade student performance and behavior in year one of its K–8 elementary schools configuration". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2491.
Pełny tekst źródłaHolden, Caroline. "A case study investigation into success and failure in Foundation Year Medical School in a Middle Eastern transnational context". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021729/.
Pełny tekst źródłaBarrios, Michelle. "Comparing Emotional Intelligence Levels in Teachers of the Year in Elementary School, Middle School, and High School and How Their Emotional Intelligence Traits Are Exhibited in the Classroom". Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108344.
Pełny tekst źródłaPurpose: The purpose of this mixed-methods study was to compare the self-perceptions of emotional intelligence (EQ) in teachers of the year at the elementary, middle, and high school levels and the ways in which teachers of the year describe the impacts of EQ traits on classroom performance.
Methodology: The target population for this study was district teachers of the year from Riverside County, California, for the years 2012, 2013, and 2014. Data were first collected for the quantitative portion of the study using the Emotional Intelligence Appraisal–Me Edition (online), which revealed teachers’ overall EQ scores as well as a breakdown of their scores based on the four EQ traits of self-awareness, self-management, social awareness, and relationship management. Questionnaires filled out by the highest scoring appraisal participants explored how the EQ traits of the participants were exhibited in their classroom performance.
Findings: Participants from elementary school, middle school, and high school rated themselves fairly high in EQ based on mean scores for each group. When comparing the three groups of teachers, there were no significant differences noted. There was no highest EQ trait that stood out for any group of teachers, as scores varied and were fairly evenly distributed among the traits. Finally, the questionnaires revealed the following emotionally intelligent behaviors that are exhibited by teachers in their classrooms: understanding their own emotions, understanding the consequences of their actions, reflectiveness, not letting emotion control their behavior, understanding others and reacting appropriately to achieve goals, being aware of student emotions, being supportive of students, building relationships/trust with others, recognizing needs of self, recognizing needs of students, and setting clear expectations for students.
Conclusions: Even in this group of top performing teachers of the year, there is room for growth in EQ. There was no general consensus on self-assessment of EQ among this particular population. Finally, EQ traits contribute to a productive learning environment and better student-teacher relationships.
Recommendations: District leaders and credentialing programs need to begin taking EQ seriously and looking at it as a way to improve relationships among not only teachers and students but all staff members as well.
Mitchell, Julie Patterson. "Methods of teaching the Holocaust to secondary students as implemented by Tennessee recipients of the Belz-Lipman Holocaust Educator of the Year awards". [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0327104-190801/unrestricted/MitchellJ041204f.pdf.
Pełny tekst źródłaTitle from electronic submission form. ETSU ETD database URN: etd-0327104-190801. Includes bibliographical references. Also available via Internet at the UMI web site.
Spencer, Kenneth D. "The academic effect of an intensive reading intervention program at a rural California middle school using data from a one year program". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/54.
Pełny tekst źródłaFritz, Mark. "The effectiveness of the addition of illustrations to a design unit presented to sixth grade students at Samuel Morse Middle School in Milwaukee, Wisconsin during the 2003/2004 school year". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003fritzm.pdf.
Pełny tekst źródłaSchaefer, Nancy. "The process of teacher change: a longitudinal study of four middle school mathematics teachers' experiences during and after a two-year professional development program". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1090642159.
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