Rozprawy doktorskie na temat „Student school experiences”
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Schimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.
Pełny tekst źródłaLambert, R. Mitch. "The Student Perspective of High School Laboratory Experiences". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811.
Pełny tekst źródłaFortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences". Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.
Pełny tekst źródłaWood, Susannah. "Gifted and talented adolescents' experiences in school counseling". W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1550154194.
Pełny tekst źródłaMyers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience". Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.
Pełny tekst źródłaRhea, Marilyn Sue. "Field experiences in science teacher preparation programs of Missouri". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052240.
Pełny tekst źródłaBusch, Rebecca. "Wisconsin school counselor perceptions of school climate experiences of gay and lesbian youth". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006buschre.pdf.
Pełny tekst źródłaJenkins, Ruth A. "STUDENT VOICE REFLECTING SCHOOL EXPERIENCES FOR STUDENTS WITH EMOTIONAL DISTURBANCE WHO HAVE EXHIBITED AGGRESSIVE BEHAVIOR IN THE SCHOOL SETTING". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163100679.
Pełny tekst źródłaHopkins, Lindsey Y. "Student Experiences, Struggles, and Supports in an Alternative School Setting". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703349/.
Pełny tekst źródłaTalley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.
Pełny tekst źródłaEd. D.
Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.
Pełny tekst źródłaFalkenstein, Robert N. "Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1193089500.
Pełny tekst źródłaConstantine, Megan Eileen Clay. "The High School Musical Experiences of College Students". Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987.
Pełny tekst źródłaVergou, Asimina. "An exploration of botanic garden-school collaborations and student environmental learning experiences". Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538145.
Pełny tekst źródłaHunt, Turonne Kalada. "Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104055.
Pełny tekst źródłaDoctor of Education
This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).
Lucas, Krista L. "What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences". Thesis, Boston College, 2011. http://hdl.handle.net/2345/3053.
Pełny tekst źródłaThe central focus of this dissertation is the schooling experiences of a small group of culturally and linguistically diverse students. The problem this study addresses is the relative absence of "student voice" in broader conversations about successful teacher preparation for culturally and linguistically diverse classrooms. Conceptual and empirical literature on culturally responsive pedagogy, student voice and experience are reviewed as a means of situating the study. The theoretical framework incorporates sociocultural theories on teaching and learning, as well as sociological conceptions of childhood. Sixteen elementary school students attending public suburban, urban, and charter schools participated in this study. Primary data sources include transcripts from individual in-depth interviews and focus group conversations, and elicited student drawings. The qualitative research traditions of phenomenology and narrative analysis influenced data interpretation. Findings are presented thematically, and four overarching themes were identified. Each of the four findings chapters speaks to the students' experiences with learning, their peers, their teacher, and voice, both in the classroom and the research process itself. The perspectives shared by participants provide powerful glimpses into effective schooling for `other people's children' (Delpit, 1995)
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Uwah, Chinwe J. "A phenomenological exploration of secondary school counselors' experiences engaging in group work". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-10012008-122633/.
Pełny tekst źródłaTitle from file title page. H. George McMahon, committee chair; Greg L. Brack, Jonathan J. Orr, Jennifer Esposito, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references.
Welch, Heidi. "High School Band Directors' Experiences Using Social Media in the Classroom". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6956.
Pełny tekst źródłaPriestley, Andrea. "Participation and agency : the experiences of young people in a Scottish secondary school". Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/20457.
Pełny tekst źródłaCodjoe, Henry Martey. "Black students and school success, an study of the experiences of academically successful African-Canadian student graduates in Alberta's secondary schools". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21559.pdf.
Pełny tekst źródłaMohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.
Pełny tekst źródłaBelongia, Andrew. "Analyzing student experiences in the Green Bay Area School District's Engineering and Manufacturing Academy". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009belongiaa.pdf.
Pełny tekst źródłaEberts, Stephanie E. "School Mental Health Professionals' Experiences of Hurricane Katrina Evacuees: A Phenomenological Approach". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/52.
Pełny tekst źródłaTaylor, Julia V. "The Experiences of School Counselors Who Integrate Yoga into a Comprehensive School Counseling Program: A Phenomenological Approach". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4386.
Pełny tekst źródłaWashington, Ahmad Rashad. "A Phenomonenological Examination of Middle School African American Adolescent Mens' Experiences with Professional School Counselors". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4925.
Pełny tekst źródłaBenner, Aprile Dawn. "Using piecewise growth modeling to understand urban youth's experiences of the transition to high school". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467892101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Pełny tekst źródłaModig, Kristoffer, i Erik Källgren. "Exploring dual career experiences of Swedish student-eSport players". Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44316.
Pełny tekst źródłaStudiens syfte var att utforska erfarenheterna av dubbla karriär (DC) bland svenska eSport-spelare ur ett holistiskt perspektiv, och fokuserade på att undersöka utmaningar som uppstod, coping-strategier som användes, och hur DC påverkade student-eSport spelarna. Intervjuer utfördes med 7 student-eSport spelare antagna på gymnasier eller universitet som erbjuder DC stöttande program. Deltagarna var män och var mellan 16 och 22 år gamla (M = 18, SD = 2,16). Arbetena av Stambulova et al. (2015) och Henriksen (2010) agerade grunder i skapandet av de två semi-strukturerade intervjuguiderna som användes av författarna. Författarna genomförde en tematisk analys av materialet för att identifiera erfarenheter relaterade till koncepten av dubbla karriärer och talangutveckling. Resultatet visade att student-eSport spelarna upplevde utmaningar relaterade till eSport, akademiskt och i sitt privatliv. Privatlivet upplevdes som det mest krävande på grund av att svårigheter med att balansera sin tid mellan sina meningsfulla relationer och kravställningar i DC. Copingstrategier som användes av deltagarna var tidshantering, fysisk aktivitet, samt att använda sig av sitt stödjande nätverk. Det stödjande nätverket innehållandes tränare, skolmiljö, vänner och familj fungerade även som en coping-resurs i samverkan med deltagarnas individuella kunskaper. Det inflytande DC hade på student-eSport spelarna var både positivt och negativt på olika områden. Positivt inflytande identifierades i både akademisk och eSport men negativt i privatlivet på grund av brist på tid att ägna till familj och vänner. Studiens resultat visar att svenska student-eSport spelares upplevelser av DC delar likheter med de upplevda av student-atleter i traditionella idrotter, och framhäver de utmaningar och positiva fördelar relaterade till att kombinera eSport med studier.
Chae, Nancy M. "U.s. High School Counselors' Experiences Of Gatekeeping With Underrepresented Students In The International Baccalaureate Diploma Program". W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092070.
Pełny tekst źródłaLay, Debra J. "Exploring how teachers' personal experiences with childhood bullying influence their response to student bullying". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570206.
Pełny tekst źródłaThe results of the study provided a unique perspective of 20 teachers and how their personal childhood bullying experiences influenced their response to student bullying. Teachers who participated in this study acknowledged that they had a heightened awareness of student bullying, felt their positive attitude was due to their Olweus training as well as a sensitivity towards students who are bullied, indicated that they were aware of the negative impact on their self-esteem, and identified the role empathy played in their response to student bullying. The question of self-efficacy in fourteen participants (70 percent) was an alarming emergent theme in teachers’ response to student bullying. Although fifteen participants (75 percent) responded in a proactive way, the participants’ self-confidence in stopping bullying altogether remained an issue. The benefits of responding to bullying, according to the participants, included stopping the cycle so as the student being bullied would not bully others, and these same participants felt that responding to bullying helped to build trust between teachers and students. The results of the study provide a framework of recommendations for educational leaders, policy makers, guidance counselors, school psychologists, and teachers.
Lubker, John R. "College adjustment experiences of first-year students retired athletes, non-athletes, and current varsity athletes /". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4555.
Pełny tekst źródłaNewman, James E. "Exploring Early Adolescents' Adjustment across the Middle School Transition: The Role of Peer Experiences and Social-cognitive Factors". Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.
Pełny tekst źródłaViamontes, Quintero Jesika. "A Mixed Method Inquiry into Student Academic Optimism: Validation of the Construct and Its Use to Give Voice to Latinx Student Experiences". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703281/.
Pełny tekst źródłaValdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice". Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaForder, Claire. "The student voice in models of language learning motivation : listening to secondary school students' experiences of foreign language learning". Thesis, University of Brighton, 2015. https://research.brighton.ac.uk/en/studentTheses/32f7194b-4609-43f3-a5c6-353642cf2b55.
Pełny tekst źródłaLisi, Arthur William. "The personalization of the school environment : the relationship of students' access to support from an adult with student adjustment outcomes and experiences of school climate /". View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3103709.
Pełny tekst źródłaThomas, Kim G. "Selected Students’, Parents’, and Graduate Student Tutors’ Experiences and Perceptions in a Community of Interest Summer Literacy Camp". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3709.
Pełny tekst źródłaScarborough, Janna L., Kristopher M. Goodrich i Melissa Luke. "School Counselors and LGBTQ Youth: A Nationwide Survey of School Counselor Educational Needs and Experiences". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1299.
Pełny tekst źródłaBoznak, Barbara J. "White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program a critical race theory analysis /". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/770.
Pełny tekst źródłaLavery, Shane, i res cand@acu edu au. "Why Bother to be a Student Leader? An Exploration of the school experiences and self-perceptions of Year 12 students in three Catholic schools". Australian Catholic University. School of Educational Leadership, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp35.29082005.
Pełny tekst źródłaZupsic, David J. "Exploring the Values of Education Using Student Viewpoints to Redesign the Educational Structure to Achieve Optimal Experiences". Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1472465787.
Pełny tekst źródłaWalsh, Robyn. "The Experiences of School Counseling Directors in Relation to Job Satisfaction and Leadership". VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5308.
Pełny tekst źródłaMacGregor, Cynthia J. "Does personality matter : a comparison of student experiences in traditional and online classrooms /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974657.
Pełny tekst źródłaTrussler, Sarah. "Special educational needs and primary initial teacher education : student learning experiences in school and university college". Thesis, Open University, 2012. http://oro.open.ac.uk/49118/.
Pełny tekst źródłaJacobson, Emily. "Teacher and Student Experiences with the One-To-One Technology Model at the High School Level". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607352.
Pełny tekst źródłaThe following study was done to research how teachers and students are experiencing the one-to one educational model at the high school level. The research questions used to guide the study are as follows: How do teachers and students experience one-to-one learning? What are the implications of using the one-to-one technology model? To research these questions, a case study approach was used. Teachers were interviewed as well as both teachers and students completing surveys about how they experience the one-to-one technology every day. The main topics that were studied were 21st century skills, classroom uses and student engagement, teacher attitudes, training, technology support, costs, and student responsibility. Data was collected and analyzed from teacher interviews, student surveys, and teacher surveys. Data analysis indicated that there are both positive and negative experiences when it comes to using the one-to-one technology model at the high school level. The advantages are student responsibility and student engagement, communication, and convenience. The disadvantages are student responsibility, restrictions, and training. This paper indicates experiences and implications of the model as well as recommendations for its use.
White, Greer, i res cand@acu edu au. "A Call for a Level Playing Field A Study of Masculinity 1999–2000". Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp61.29082005.
Pełny tekst źródłaThomas, Sherlina. "A Phenomenological Exploration of the Experiences of High School Students Enrolled in School-Wide College Readiness Programs". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1830.
Pełny tekst źródłaHile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.
Pełny tekst źródłaSmith, Susan K. "A CASE STUDY OF TEACHERS’ EXPERIENCES INSTRUCTING A HIGH SCHOOLBLENDED COURSE". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563312632875635.
Pełny tekst źródłaMukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
Pełny tekst źródłaLentz, Charles E. "An investigation of the relationship of advisory program implementation to student perceptions of advisory-based guidance practices and school experiences /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9901312.
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