Rozprawy doktorskie na temat „School performance”
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Nobbs, 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 źródłaNobbs, Cameron John Stuart. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366280.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text
Brown, J. F. "School bonding and attainment in a grammar school". Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368460.
Pełny tekst źródłaKinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri". Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.
Pełny tekst źródłaAn increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.
Atkins, Lois Major. "Organization Features and School Performance". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27796.
Pełny tekst źródłaEd. D.
Mbengashe, Andile. "Improving school performance through effective SGB governance in previously disadvantaged schools". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021050.
Pełny tekst źródłaMESQUITA, SILVANA SOARES DE ARAUJO. "INTRA-SCHOOL FACTORS AND SCHOOL PERFORMANCE: WHAT MAKES THE DIFFERENCE?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14621@1.
Pełny tekst źródłaEste trabalho é parte integrante de uma dissertação de mestrado em Educação Brasileira e tem como objeto de estudo a análise dos fatores intraescolares e suas influências sobre o desempenho dos alunos. A investigação foi desenvolvida em uma escola pública do Rio de Janeiro que apresentou melhorias nos resultados escolares, a partir dos dados do IDEB (índice de desenvolvimento da Educação Básica), entre os anos de 2005 e 2007. Visando integrar os dados quantitativos, trazidos pelas estatísticas das avaliações externas (Prova Brasil), com os dados qualitativos do cotidiano da escola, se adotou como metodologia a abordagem etnográfica. O pesquisador permaneceu imerso no campo por seis meses reunindo os dados, através da observação participante, entrevistas com os diretores, coordenadores, funcionários e professores, além de desenvolver atividades nas salas de aulas com os alunos e analisar os documentos da escola. Adotou-se como referencial teórico os estudos da sociologia dos estabelecimentos escolares, a partir de Rui Canário e João Barroso, além das pesquisas sobre escolas eficazes no Brasil, Estados Unidos e Inglaterra. As análises evidenciam a predominância do efeito-institucional sobre os resultados escolares, caracterizado pela interdependência dos fatores intraescolares. No entanto, há forte influência da gestão e dos aspectos organizacionais na definição do clima escolar e, consequentemente, no bom desempenho dos alunos. Sugere-se que as políticas educacionais invistam na descentralização dos recursos, na construção da autonomia das escolas, tanto pedagógica quanto administrativa, na formação centrada na prática para os professores, na profissionalização da gestão e nas boas condições ecológicas das escolas.
This paper is part of a master’s essay on Brazilian Education and has as its focus the analysis of intra-school factors and their influence on students’ development. The study was carried out in a public school in Rio de Janeiro which presented improvement on school results, based on IDEB’s data (Elementary to High School levels development rate ), between 2005 and 2007. Aiming to integrate, quantitative data brought by external evaluation statistics of school’s daily routine, an ethnographic approach was applied as its methodology. The researcher remained completed involved in work field for six months, collecting data through observation, interviewing directors, coordinators, teachers and staff, performing activities with students in the classroom and analyzing school papers. Studies of sociology of schools by Rui Canário and João Barroso and also researches on effective schools in Brazil, the United States and England were all used as a theoretical background. Analyses show the predominance of institution effect on school results characterized by the interdependence of intraschool factors. However, there is a strong influence of the management and organizational aspect on school atmosphere’s definition and, consequently, on students performance. It is suggested that educational policy invest in resources’ decentralization, in constructing schools’ pedagogical and administrative autonomy, in training focused on teacher’s practice, in professionalizing management and in school’s good ecological conditions.
Mwaba, Sidney Office Chiluba. "Paternal behaviours and children's school performance". Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362089.
Pełny tekst źródłaWan, Blanc Chun Pong. "Contemporary Russian piano school : pedagogy and performance". Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/contemporary-russian-piano-school(4f66a698-3d93-472c-9e80-6c0a1670fce5).html.
Pełny tekst źródłaWarrington, Charlene Gay. "Gender matters : an investigation of the factors influencing mothers' and fathers' grading of public school performance". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/735.
Pełny tekst źródłaGalloway, Cathleen. "The impact of alternative school intervention on subsequent student performance in the mainstream school environment". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4367/.
Pełny tekst źródłaSpeer, Randy Lee Scribner Jay Paredes. "School performance teams' influence on school improvement in a large urban midwest school district". Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6774.
Pełny tekst źródłaWolff, Jeremy B. "The Charter School Movement: The Impact of School Form on Performance". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/577.
Pełny tekst źródłaNsubuga, Yusuf Khalid Kibuuka. "Analysis of leadership styles and school performance of secondary schools in Uganda". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/978.
Pełny tekst źródłaJohnston, William F. "Responsiveness in American schools overseas: discrepancies between parental expectations and school performance". Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53538.
Pełny tekst źródłaEd. D.
Ziduli, Mlungiseleli. "The managerial leadership styles of school principals for school effectiveness: a study of six Secondary schools of the Dutywa Education District". Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/504.
Pełny tekst źródłaCallender, Betty Darlene Miles Hudson Johnetta. "The relationship among effective school correlates, school and district practices, and exemplary student performance in Texas". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5195.
Pełny tekst źródłaHanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.
Pełny tekst źródłaHollis, Lanny Keith. "Catholic Sschools and Student Academic Performance: Does the Urban Catholic School Experience Mitigate Ethnoracial Disparity?" Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1266877069.
Pełny tekst źródłaMunkholm, Michaela. "Occupational performance in school settings : evaluation and intervention using the school AMPS". Doctoral thesis, Umeå universitet, Arbetsterapi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38108.
Pełny tekst źródłaHarris, Lisa Annette. "Middle School Principals' Time-on-Tasks and the Relationship to School Performance". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37329.
Pełny tekst źródłaEd. D.
Donnelly, Jamie Anne. "The Relationship Between Physical Fitness and School Performance in Middle School Girls". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1996.
Pełny tekst źródłaFrancis, Kula Akiia. "THE TRIFECTA OF EXAMINING PERFORMANCE OF OHIO PUBLIC HIGH SCHOOLS: STUDENTS, TEACHERS AND SCHOOL PREPAREDNESS". University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1177526119.
Pełny tekst źródłaVon, Bueren Konstantin Peter Oliver. "Accelerators, startup performance, and crises". Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104509.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (pages 69-72).
New accelerator programs have developed globally over the last decade. The accelerator concept is widely discussed in the media and receives increasing interest from researchers. However, the performance and impact of accelerators is often debated. This paper's objective is to offer a qualitative overview of different accelerator types and empirical analysis of the performance of two popular accelerators: Y Combinator and Techstars. Based on characteristics of the accelerators and the economic environment, this paper presents a first attempt to understand the influence of economic shocks on accelerated startups in the context of the recent Great Recession (2007-2009). Three core findings were identified in this research. First, the death rate of startups accelerated during the recession is significantly greater than of startups accelerated before or after the recession. This finding questions the added value of attending an accelerator program during a recession and calls for crisis-specific initiatives to increase the resilience of the accelerated startups. Second, the scarce VC funding in a location during the crisis is associated with the increased death rates. Third, the two accelerators seem to have changed their business model, increasing the number of later stage startups (i.e., those with prior funding) accepted in their programs.
by Konstantin Peter Oliver Von Bueren.
S.M. in Management Studies
Vaughan, Tamra Joan. "School Improvement and Reform: A Study of Student-Related Factors in Priority School Turnaround Efforts". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/80965.
Pełny tekst źródłaEd. D.
Neal, Melissa F. "Evaluating the School Performance of Elementary and Middle School Children of Incarcerated Parents". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1888.
Pełny tekst źródłaLee, Jung-Sook Bowen Natasha K. "School socialization style, student engagement, and academic performance". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1528.
Pełny tekst źródłaTitle from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirement for a degree of Doctor of Philosophy in the School of Social Work." Discipline: Social Work; Department/School: Social Work.
Chau, Chor-shing, i 周楚成. "School principals' performance in Hong Kong: cultures' consequences". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956294.
Pełny tekst źródłaMeakin, Martin Lawrence. "The place of performance indicators in school improvement". Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423502.
Pełny tekst źródłaCapogrossi, Kristen Lynn. "Childhood Misnourishment, School Meal Programs and Academic Performance". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26622.
Pełny tekst źródłaPh. D.
Sowid, Sarah. "The Connection Between School Culture and Academic Performance". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.
Pełny tekst źródłaWright, James Scott. "Academic Lineage and Student Performance in Medical School". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2206/.
Pełny tekst źródłaMarks, Lori J. "Increasing Reading Performance in Inclusive Middle School Classrooms". Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3571.
Pełny tekst źródłaAbeln, Robert E. "Superintendent and principal perceptions of the utilization and impact of performance-based evaluations /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115517.
Pełny tekst źródłaLeachman, Robert E. "Student performance in Missouri high schools in the Coalition of Essential Schools /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946272.
Pełny tekst źródłaWeathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /". View online, 2008. http://ecommons.txstate.edu/arp/272.
Pełny tekst źródłaO, Sui-fong, i 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.
Pełny tekst źródłaTertzakian, Peter. "Assessing the performance of product families". Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12099.
Pełny tekst źródłaChing, Kenny Hwee Seong. "Essays on entrepreneurial strategy and performance". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90069.
Pełny tekst źródłaThesis title as it appears in MIT commencement exercises program, June 2014: Essays in entrepreneurial strategy Cataloged from PDF version of thesis.
Includes bibliographical references.
This dissertation examines the conditions under which entrepreneurial firms are most apt to succeed. Besides grappling with the multiple strategic choices that they face, these firms also have to address the institutional complexities in their environments. Together these three essays contribute to our understanding of how the challenges associated with addressing these multifaceted environmental conditions impact firm outcomes. The first study examines the process of entrepreneurial strategy making by analyzing the competitive history of the Internet video industry in China. Leveraging a new hand-collected dataset that records activity by all entrants into the Chinese Internet video industry from 2006-2011, this study documents how entrants who adapted to a disadvantageous shift in the environment outperform those firms that chose a strategy that did not require change; and how strategic commitments to user communities can serve as a complementary asset to enhance the resilience of a start-up against disadvantageous shifts in their environment. The second essay considers how the endogenous nature of appropriability impacts entrepreneurial strategy and performance. This study focuses on the entrepreneur's choice between investing their time and scarce resources in ensuring appropriability versus investing in the execution and operation of their fledgling businesses. We investigate these ideas empirically in the context of a unique sample of academic entrepreneurs: within a sample of ventures that could have been developed by either faculty or students (or both), we find that faculty-led ventures are much more closely associated with intellectual property, but are less agile in terms of their start-up and commercialization activities. The third essay examines the impact of local institutional arrangements on firm-level spillover effects from universities. This study provides early evidence suggesting that foreign invested firms collocated with universities in China are more innovative than their domestic counterparts. Furthermore, the performance discrepancy is most apparent among smaller firms. This finding raises some substantial policy implications about public investments in universities when the benefits of such investments are juxtaposed against localized institutional arrangements.
by Kenny Hwee Ching.
Ph. D.
Yudd, Moscoso Regina. "The Effects of School Characteristics on Student Academic Performance". Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27346.
Pełny tekst źródłaPh. D.
Pilane, Mmathagana Wilhelmina. "Implementation of performance management by the school management team in primary schools / Mmathagana Wilhelmina Pilane". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4287.
Pełny tekst źródłaThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College i School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs". THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.
Pełny tekst źródłaDoctor of Philosophy (PhD)
Balis, Laura Elizabeth. "Guide to Implementing a Middle School Activity Program". The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-04272009-094021/.
Pełny tekst źródłaTersigni, Andrea. "The American School of violin playing : a reality /". Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/11248.
Pełny tekst źródłaAdkins, Gregory. "TEACHER PERFORMANCE PAY: THE PERCEPTIONS OF CERTIFIED SCHOOL-BASED PE". Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3585.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Pipal, Vauna La Reda. "Effects of an intervention program on the academic performance, school attendance, and school behavior of high school students". Scholarly Commons, 1991. https://scholarlycommons.pacific.edu/uop_etds/2830.
Pełny tekst źródłaLong, Courtney Rae. "Investigation of Information Sharing Between In School and Summer School: Programming Around Student Performance". Wittenberg University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors153659885337094.
Pełny tekst źródłaLiu, Pak-lin. "An evaluative study of the performance appraisal system in government secondary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596671.
Pełny tekst źródłaGaught, William. "CENTRAL FLORIDA HIGH SCHOOL PRINCIPALS' PERCEPTIONS OF THE FLORIDA SCHOOL INDICATORS REPORT". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2702.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
Estes, T. Scott. "From the use of performance tasks to the user of performance tasks| Authentic learning and assessment experiences in middle schools". Thesis, Aurora University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131732.
Pełny tekst źródłaThe purpose of this qualitative, multi-case study is to identify the traits three middle school classroom teachers share, which seemingly enable them to successfully engage their students in performance-based activities and assessments. This study investigates the research behind the use of performance tasks, authentic learning and assessment and connects the data gleaned from observations and interviews with participants and administrators to the literature review. Data analysis and summations connect performance tasks to authentic learning but also identify more subjective traits such as relationship building, riskiness in instructional methodology, and the innate skills of a teacher, which appear to enhance students’ learning experiences. Students observed in the classrooms are asked not only to know content and cultivate an appropriate skill base, but also asked to use that knowledge and those skills to solve real-world problems. Data from the three participants not only illustrates the findings of other relevant research, but characterizes the types of teachers who inspire students to perform on a more complex level in order to solve complex problems.