Rozprawy doktorskie na temat „School Outcomes”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „School Outcomes”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Stephens, Jennifer Anne. "Development of a comprehensive reporting system for a school reform organization: The Accelerated Schools Project". Texas A&M University, 2004. http://hdl.handle.net/1969.1/3100.
Pełny tekst źródłaNobbs, Cameron John Stuart, i n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.
Pełny tekst źródłaFeldman, Marissa A. "High school outcomes of middle school bullying and victimization". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002388.
Pełny tekst źródłaCarrasco, Ogaz Diego Alonso. "Multivariate approaches to school climate factors and school outcomes". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61527/.
Pełny tekst źródłaThompson, Sharon M. "School Size, School Poverty and School-Level Mobility: Interactive Threats to School Outcomes". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/55.
Pełny tekst źródłaBlevins, Leia D., James J. Fox, P. Green i S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/143.
Pełny tekst źródłaBlevins, L., James Fox, P. Green i S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4176.
Pełny tekst źródłaWhelan, Anthony, i res cand@acu edu au. "A study of Catholic School Consultants in New South Wales: Their leadership, relationship with principals and influence on schools". Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp2.14072005.
Pełny tekst źródłaLam, Oi-yeung. "Family dynamics and educational outcomes". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31472370.
Pełny tekst źródłaRaw, James S. "Family and school correlates of adolescents' outcomes". Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.
Pełny tekst źródłaAlba, Cornelia Anca. "Leadership, emotions and school outcomes in Romania". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/37542/.
Pełny tekst źródłaCrispin, Laura. "Essays on School Quality and Student Outcomes". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346100114.
Pełny tekst źródłaStark, Glen H. "The consolidation of three small high schools into one medium-sized high school". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/38012.
Pełny tekst źródłaHileman, Wendy. "Organizational influence on health outcomes of school employees". Thesis, Alliant International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611895.
Pełny tekst źródłaIn the United States, since 1980, excess weight reached epidemic levels and labeled a public health crisis. Obesity rates correlated with chronic disease drive health care expenditures, absenteeism, worker compensation claims, co-morbidities, mortality rates, and more.
Many organizations offer employee wellness programs but are difficult to measure benefits and determine the most effective strategies. Wellness program effectiveness was seldom linked to organizational variables. Research questions were: (1) What organizational variable effects, such as organizational size, engagement in policies that encourage participation, and median income of the school district, determined by zip code income census data, have on school employee health outcomes, perceived health and wellness participation rates; and (2) Will the employee's residence effect health outcomes, perceived health and wellness participation rates, determined by employee's residence zip code and median income zip code census data.
Research generally focused on one organizational variable or health outcome in a variety of organizations, whereas this study examined multiple organizational variables and health outcomes within many school districts. The hypotheses were: (1) Mid-sized districts have better employee health outcomes, perceived health and participation rates than larger-sized districts; (2) Districts with better developed wellness policies using best practices have a positive effect on employee health outcomes, perceived health and participation rates; and (3) Organizational effects on employee health outcomes, perceived and participation rates vary by where the employees' resides and works, as it links to median income zip code census data, with employees residing and working in lower/medium income areas having the worst health outcomes, perceived health and participation rates, and best results with the highest income.
This longitudinal study had several layers of organizational effects on employee wellness in Southern California School Districts. The program impacted almost 10,000 employees, self-selecting a variety wellness options, such as wellness challenges, health screenings, coaching, incentives, and staff development workshops. Data collected yearly included: (a) objective health measurements, such as body mass index and systolic/diastolic blood pressure; (b) self-reported perceived health measurements, such as health, stress, energy, confidence, self-esteem, and body image; and (c) the type of interventions. The data was archival and collected from 2005 to 2012.
Jensen, Michelle Kirstina. "School engagement in Latino high school students : ecological factors and academic outcomes /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102169.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.
Brown, Amber L. Morrison George S. "Children of teenage mothers school readiness outcomes and predictors of school success /". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9117.
Pełny tekst źródłaBrown, Amber L. "Children of Teenage Mothers: School Readiness Outcomes and Predictors of School Success". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9117/.
Pełny tekst źródłaWerblow, Jacob. "How the relationship between high school size and student outcomes is explained by dimensions of school climate /". Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453226621&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 112-120). Also available online in ProQuest, free to University of Oregon users.
Akins, Jerry G. "High school block scheduling and selected student outcomes : a longitudinal approach /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974605.
Pełny tekst źródłaPhillips, Larry. "School-based management, expectations and outcomes, Edmonton public schools 15 years after implementation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34461.pdf.
Pełny tekst źródłaBrown, Launcelot Irving. "A Meta-analysis of Research on the Influence of Leadership on Student Outcomes". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28498.
Pełny tekst źródłaPh. D.
Rice, Lorien Alane. "Transportation as a determinant of education and employment outcomes /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3158464.
Pełny tekst źródłaChapman, Ovett George Jr. "Ethnic Identity and Psychosocial Outcomes in Foster Care Youth". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581319.
Pełny tekst źródłaAnderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.
Pełny tekst źródła10000-01-01
Lieblein, Elizabeth R. "Losing in high school sport: The experiences of former high school athletes". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469622443.
Pełny tekst źródłaHolcombe, Emily. "The impact of participation in the school breakfast program on children's school outcomes". Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646049860/viewonline.
Pełny tekst źródłaCochran, John David. "Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29914.
Pełny tekst źródłaEd. D.
Zivanovic, Sanja. "Cardiopulmonary outcomes in school age children born extremely prematurely". Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/cardiopulmonary-outcomes-in-school-age-children-born-extremely-prematurely(2c391136-0e05-4d5e-9815-825e150f2f29).html.
Pełny tekst źródłaMcArthur, Katherine. "Effectiveness, process and outcomes in school-based humanistic counselling". Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=22734.
Pełny tekst źródłaLinville, Mark D. Jr. "Predicting Desired Outcomes from Applicants’ Medical School Admission Data". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2589.
Pełny tekst źródłaFlorence, Linda L. "School District Bond Campaigns: Strategies That Ensure Successful Outcomes". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1847.
Pełny tekst źródłaKoehler, Kourtney. "School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes". University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773.
Pełny tekst źródłaPartanen, Marita Helmi. "Academic and neuroimaging outcomes of school-based reading interventions". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62551.
Pełny tekst źródłaEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Latamore, Latonya. "Relationship Between Policy Expectations and Education Outcomes in a Midwestern School District". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4867.
Pełny tekst źródłaNielsen, Leila Jussara. "School Integration and College Outcomes: Does Attending a Racially Diverse High School Positively Influence College Attendance and College Prestige?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3881.
Pełny tekst źródłaHarmon, Heidi. "Transient Neurological Abnormalities: Early School Outcomes in Extremely Premature Infants". Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1396475321.
Pełny tekst źródłaToste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.
Pełny tekst źródłaLes articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.
Luallen, Jeremy Clayton. "Understanding education three essays analyzing unintended outcomes of school policies /". [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011369.
Pełny tekst źródłaWade, Emma, i emma wade@rch org au. "Resilient Victims of School Bullying: Psychosocial Correlates of Positive Outcomes". RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.101203.
Pełny tekst źródłaGazeley, Louise. "Disciplinary exclusion and social class: school processes and inequitable outcomes". Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487965.
Pełny tekst źródłaMartinez, Stephanie Angelique. "School-Wide PBS: The Link Between Action Planning and Outcomes". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3235.
Pełny tekst źródłaAn, Chen. "Estimating the Effectiveness of City Connects on Middle School Outcomes". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104546.
Pełny tekst źródłaCity Connects is a school-based model that identifies the strengths and needs of every student and links each child to a tailored set of intervention, prevention, and enrichment services in the school or community. The purpose of this study was to conduct a comprehensive evaluation of the City Connects treatment effects on academic performance (both MCAS scores and grade point average (GPA) grades) in middle school using student longitudinal records. Parallel analyses were conducted: one evaluated the City Connects elementary intervention (serving kindergarten to fifth grades) and the other one evaluated the City Connects middle school intervention (serving sixth to eighth grades). A series of two-level hierarchical linear models with middle school achievement scores adjusted and/or propensity score weights applied were used to answer the research questions of interest. In addition, to make a causal inference, a sensitivity analysis was conducted to examine whether or not the estimated treatment effects resulted from the first two analyses were robust to the presence of unobserved selection bias. The results showed that students who were exposed to the City Connects elementary intervention significantly outperformed their counterparts, who graduated from the comparison elementary schools, on academic achievement in all middle school grades. However, in the case of the City Connects intervention schools that served middle school grades, since all students only received a maximum of one year of City Connects middle school intervention, it was still too soon to expect any significant changes. Moreover, the estimated treatment effects of the City Connects elementary intervention were only mildly sensitive to the presence of some forms of hidden bias, which made the causal inference of City Connects on middle school academic achievement quite plausible
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
Ribeiro, Ana Carolina Trindade. "Affirmative action outcomes: evidence from a law school in Brazil". Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-04092017-125250/.
Pełny tekst źródłaO principal objetivo de políticas de ação afirmativa (AA) é dar oportunidades, em geral inexistentes, aos membros da sociedade menos privilegiados, em especial àqueles pertencentes a minorias. Neste trabalho, é feita uma análise acerca do impacto da política de cotas no curso de Direito da primeira universidade pública a adotar a política de cotas no Estado do Rio de Janeiro, a UERJ, de forma a estimar os efeitos da política após o ensino superior. Especificamente, o quanto a política impulsiona seus beneficiários e em que medida permite que estes se aproximem de candidatos que obtiveram pontuação alta no vestibular, mas não foram admitidos exclusivamente por causa da reserva de vagas. Adicionalmente, o impacto sobre estes últimos, que também são diretamente afetados. Para tanto, foram utilizados dados do processo de admissão do curso de Direito da Universidade do Estado do Rio de Janeiro (UERJ), considerado de alto prestígio, em conjunto com as listagens de aprovação no exame da Ordem dos Advogados do Brasil. Os resultados indicam que a política aumenta em 51p.p. a probabilidade de certificação dos candidatos que se beneficiam da política, apesar de os mesmos ainda apresentarem 4.56p.p. menos chance de certificação do que os candidatos displaced. Além disso, há evidências de que a política não afeta negativamente as chances de aprovação na OAB dos candidatos displaced que pontuaram pouco abaixo do corte de admissão na UERJ. Por outro lado, a política é capaz de aumentar a certificação dos alunos admitidos para vagas destinadas ao sistema de ensino público com pontuação próxima ao corte em até 52p.p.
Joseph, Alfred Louis. "The tracking of school children : a comparison of life outcomes /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429096507.
Pełny tekst źródłaFears, Justin. "Alternative School Leadership Transformation| A Mixed-Methods Evaluation of Outcomes". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174303.
Pełny tekst źródłaThis study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).
In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.
The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.
The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.
The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.
The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.
Hügle, Dominik [Verfasser]. "School-to-Work Transitions and Labor Market Outcomes / Dominik Hügle". Berlin : Freie Universität Berlin, 2021. http://nbn-resolving.de/urn:nbn:de:kobv:188-refubium-31769-1.
Pełny tekst źródłaLam, Oi-yeung, i 林藹陽. "Family dynamics and educational outcomes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31472370.
Pełny tekst źródłaEstringel, Neida. "Planning as it relates to student outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaSmith, Darci. "The Impact of Neighborhood Violent Crime on School Attendance". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870264.
Pełny tekst źródłaYip, Kam-yuen. "The characteristics of teachers of computer studies and their relationship to student attitudinal outcomes". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627735.
Pełny tekst źródła