Дисертації з теми "School-to-school collaboration"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "School-to-school collaboration".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Colley, Kenna. "Coming to Know a School Culture." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.
Повний текст джерелаEd. D.
Leung, Ho-ping, and 梁浩平. "On the road to collaboration: a case study ofhome-school relationship in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959568.
Повний текст джерелаBjörn, Bengtsson. "Can Reearch on Peer Collaboration be Applied to Everyday School Work." Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-673.
Повний текст джерелаThis paper integrates and applies established findings from previous research into peer collaboration
to a realistic classroom situation in Swedish upper elementary school. The aim is to
survey the research literature and to replicate some of the potentially beneficial effects of peer
collaboration in an ‘ecologically valid’ setting, thus providing teachers with justifiable and
readily adoptable techniques. The study investigated the effect of collaborative problem solving
on students’ learning, where the conditions for collaboration were ‘optimised’ according
to previous findings with regard to ability, gender, task characteristics, and collaboration
strategy. Participants were 80 year 9 students (aged 15 years), who individually completed a
pre- and post-test comprising moderately complex diagram interpretation tasks. During the
experimental phase, students completed a similar task, either individually or collaboratively.
Students who collaborated were assigned to mixed-gender pairs using a ‘weak-strong’ heuristic,
based on pre-test results. Results indicated that lower-ability students collaborating with
higher-ability peers improved from pre-test to post-test, while higher-ability students regressed
significantly. Students working collaboratively did not perform significantly better
than did students working alone. Discussion extends beyond these findings to implications of
research on peer collaboration for teachers and students’ learning.
Spencer, Gary L. "Mindful teacher collaboration| Strategies to address the call for school reform." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043096.
Повний текст джерелаOver the past two decades public schools have faced an unrelenting demand for reform. In response to this call for change, researchers have identified two strategies that hold great promise – organizational mindfulness and teacher collaboration. Despite the volume of work that has focused on these areas, little has been done to investigate their overlap. This study discusses development of the Teacher Instructional Practice and Sentiments (TIPS), an 18-item survey to measure teacher practices and beliefs that reflect mindful collaboration for improving instruction. Teacher responses to the TIPS were gathered and analyzed from a representative statewide sample of elementary school teachers in Washington State. Findings examined survey items which were aligned to the five cognitive processes of HRO theory: preoccupation with failure, reluctance to simplify, sensitivity to operations, commitment to resilience, and deference to expertise. An exploratory factor analysis was complete using Principal Components Analysis with varimax rotation which revealed three factors underlying mindfulness in schools. The first factor, Mindful Focus on Students, includes items such as understanding a student’s home situation, as well as making accommodations for struggling learners. The second factor, Mindful Focus on Relationships, deals with interactions between teachers, students, parents, and the community. Finally, Mindful Focus on Instruction includes “checks for understanding” and brainstorming with colleagues on strategies to get students to standard. As an alternative to forcing the current labels of HRO theory on education, consideration should be given to application of these school-specific categories. They simplify the process of evaluating mindfulness in schools, and simplify the variables requiring investigation. Use of the TIPS survey to understand the extent to which mindfulness and teacher collaboration are evident in schools is recommended.
Leung, Ho-ping. "On the road to collaboration : a case study of home-school relationship in a local secondary school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876675.
Повний текст джерелаFodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.
Повний текст джерелаInclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
Vartenisian, John Paul. "An Elementary School Speaks Out: Their Decision To Initiate An Innovation." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26071.
Повний текст джерелаEd. D.
Brent, Howard Jehu. "Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862679.
Повний текст джерелаAlthough some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.
Turriff, Alison. "The effective evidence-based high school librarian : a journey to decision." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/375.
Повний текст джерелаLawwill, Kenneth Stuart. "Using Writing-To-Learn Strategies: Promoting Peer Collaboration Among High School Science Teachers." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28374.
Повний текст джерелаEd. D.
Hudson, Tina M., and Cathy Galyon-Keramidas. "Leaping over Firewalls! Identifying and Overcoming Barriers with School Districts to Promote Collaboration with Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4000.
Повний текст джерелаLewy, Daniela. "Collaboration Not Compliance: Virginia’s Governor’s Children’s Cabinet’s Transformational Approach to Supporting Local School Divisions to Enhance Student Outcomes." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013348.
Повний текст джерелаKeys, Deborah. "Collaboration efforts between special educators and the Division of Vocational Rehabilitation in school to work transition of students with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998keysd.pdf.
Повний текст джерелаKim, Hyŏng-ju. "IT goes to school : interactions between higher education institutions and information technology companies in U.S. metropolitan areas /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/5626.
Повний текст джерелаLiu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.
Повний текст джерелаHull, J. T. R. "Inter-school collaboration for improvement : towards an understanding of its power to transfer, and create new, knowledge." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507930.
Повний текст джерелаStites, Ellen. "The National Policy Board of Educational Administration Competency Skills for School Leaders and Their Relation to Interagency Collaboration." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2977.
Повний текст джерелаLazarevic, Lidija. "Start Your Motor to Break the Code: a case of collaboration between school and parents of children with dyslexia." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31378.
Повний текст джерелаTittle, Michelle Estes. "Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4893.
Повний текст джерелаGouseti, Anastasia. "A comparative investigation of the use of digital technologies to facilitate school collaboration within the framework of the eTwinning programme." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020652/.
Повний текст джерелаWilliams, Timothy A. "Project Bridge of Honor collaboration between the school, church and community to equip and empower youth for success in life /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Повний текст джерелаWilson, Diana. "Teacher support : an exploration of the concept of teacher support, investigating how secondary comprehensive school teachers perceive their classroom needs and define the support required to fulfil their professional role." Thesis, Leeds Beckett University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340555.
Повний текст джерелаGranström, Sara. "Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.
Повний текст джерелаJackson, Caroline Dover. "Collaboration between Art Teachers and School Counselors of the Johnson City Elementary Schools to Assist At-Risk Students: An Art Experiences Model." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-181729/unrestricted/JacksonC041403a.pdf.
Повний текст джерелаTitle from electronic submission form. ETSU ETD database URN: etd-0328103-181729. Includes bibliographical references. Also available via Internet at the UMI web site.
Jones, Sandrea Alexia. "A Study of Select Factors Associated with School Social Workers' Perceived Effectiveness in Providing Services to Homeless Students in Metropolitan Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/187.
Повний текст джерелаKedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.
Повний текст джерелаSalinas, Helen. "Teacher collaboration and development in practice : An ethnographic approach to language teachers’ professional development in a university and an upper secondary school in Cuba." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182740.
Повний текст джерелаPace, Terrell M. "Perceptions of Florida school library media specialists relative to the saliency of collaboration, leadership, and technology tasks outlined in Information Power : changes since 1996." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001930.
Повний текст джерелаTully, Daniel. "Using action research to develop my solution-focused practice in collaboration with Year 6 And 7 pupils when discussing their behavioural self-regulation at school." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5216/.
Повний текст джерелаde, Montigny Joanne G. "Toward the Creation of Healthy Schools: Constructing a School Health Partnership Model for Student Well-being to Inspire and Guide Public Health and Education Professionals, at All Levels, and Mental Health Leads." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39223.
Повний текст джерелаBengtsson, Mari. "Mot arbetslivet - en studie om samverkan mellan Arbetsförmedlingen och gymnasiesärskolornas studie- och yrkesvägledare." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24944.
Повний текст джерелаEder, Rhonda. "School-to-work transition the collaborative relationship between schools and community rehabilitation programs /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000ederr.pdf.
Повний текст джерелаLindgren-Göransson, Jenny, and Johanna Nilsson. "Från misstanke till anmälan om brott mot barn : ett etiskt problem för pedagoger." Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1784.
Повний текст джерелаSammanfattning Uppsatsen synliggör processen från misstanke till anmälan och det etiska problemet att anmäla eller inte. Det övergripande syftet i uppsatsen är att synliggöra hur en del verksamma pedagoger hanterar och bör hantera barn som far illa utifrån olika yrkeskategoriers perspektiv. Vi belyser även olika yrkesgrupper som är delaktiga i processen och hur samverkan mellan pedagogisk verksamhet och socialtjänst fungerar utifrån våra informanters svar. Litteratur kring ämnet berör vi utifrån ett brett perspektiv och den påvisar att pedagoger har ett stort ansvar i och med anmälningsplikten, men att ansvaret skall fördelas inom pedagogiska verksamheter.
Vårt resultat bygger på kvalitativa intervjuer och enkäter utifrån kategorierna pedagoger, socialsekreterare, rektorer/enhetschefer, kuratorer/psykologer och vuxna som själva farit illa som barn.
Vår undersökning påvisar att många barn far illa men att anmälningsbenägenheten har ökat. Trots detta finns det barn som inte blir uppmärksammade idag och pedagoger har ofta svårigheter att anmäla. Det har visat sig, att det för barns bästa, är väldigt viktigt att samverkan mellan pedagogisk verksamhet och socialtjänst fungerar bra vilket även litteratur poängterar. Vi hoppas att uppsatsen skall kunna hjälpa människor som kommer i kontakt med barn som far illa för att dessa barn skall få den hjälp de behöver.
The essay contains the process from suspicion to report and the ethical problem to report or not. The comprehensive purpose of the essay is too show how some working educationalists manage and should manage maltreated children out of different professional categories perspective. We also show different professional categories that are involved in the process and how collaboration between preschool/school and social services work on the basis of our respondent’s answers. We research literature about the subject from a broad perspective which prove that educationalists have a huge responsibility with the duty to report, but that the responsibility should be divided between preschool/school.
Our result is based on qualitative interviews and questionnaires on the basis of the categories; educationalists, social workers secretaries, principals, school welfare officers/educational psychologists and adults that have been maltreated as children.
Our review shows that many children are being maltreated but that the tendency to report has increased. Despite this there are children today who do not get noticed and educationalists that often have difficulties in reporting. Well-functioning collaboration between preschool/school and social services has proved to be very important in the best interest of children, which also literature has shown. We hope that this essay will help people who meet maltreated children so that these children get the help they need.
Rockette, Lolita Annette. "Principals as Instructional Leaders as Opposed to School Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3234.
Повний текст джерелаManning, Jessica Brooke. "An examination of collaborative training methods among participants in the Family Child Care Partnerships Program." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/MANNING_JESSICA_1.pdf.
Повний текст джерелаLeurs, Martina Theodora Wilhelmina. "A collaborative approach to tailored whole-school health promotion the schoolBeat study /." [Maastricht] : Maastricht : [Maastricht University] ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=10532.
Повний текст джерелаRichardson, Thomas Duncan. "Collaborative practice to support young people with ASN during the school to post-school transition in Scotland : the perspectives of young people, their families and professionals." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/051a8211-cca2-4003-8312-dac455ae93fe.
Повний текст джерелаLyons, Joanne Patricia. "Using collaborative action research to support adoptive parents in their communications with school staff." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/using-collaborative-action-research-to-support-adoptive-parents-in-their-communications-with-school-staff(8499eee6-9489-4593-9fdc-7062526ab9f8).html.
Повний текст джерелаMitchell, Clint Michael. "Protocol-structured Discussions to Improve Teaching and Interdisciplinary Learning: A School's Journey to School Reform." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/76748.
Повний текст джерелаEd. D.
Kilburn-Peterson, Christopher. "Using quality improvement methodologies to enhance cross departmental collaboration and quality cost reduction." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34826.
Повний текст джерелаIncludes bibliographical references (leaves 70-71).
The research and project implementations described in this study took place during a seven-month period in 2004 at a distribution transformer factory in Germany. The purpose of this research is to show how quality management tools were used to break down functional business barriers and spread the responsibility for quality improvement throughout the local factory organization. A Cost of Quality (CoQ) analysis was used to diagnose the factory's main problem areas and prioritize the ensuing improvement efforts. Based on the analysis results, projects were developed that focused on reducing expenditures associated with failures found internal to the factory. These projects included: redesigning the failure resolution process to improve documentation practices and root cause analysis, implementing a First Pass Yield metric to help reduce the number of revisions generated by the Engineering and Order Management departments, and implementing a process-focused problem solving methodology to reduce Partial Discharge failures (the site's most costly internal quality failure). Each of the aforementioned projects required collaboration from multiple departments, and tools were implemented to facilitate process improvements and cross departmental communication. The ultimate goals of these initiatives are to decrease failure costs, reduce waste and increase the profitability and competitive position of the factory's transformer product.
by Christopher Kilburn-Peterson.
S.M.
M.B.A.
Dukuzumuremyi, S. (Salvador). "The use of technology to promote collaborative learning in inclusive education in primary school." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201410221949.
Повний текст джерелаEversole, Oriana. "Case Study of a Collaborative Approach to Evaluation Within a School District Central Office." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7617.
Повний текст джерелаBerger, Michele. "The role of the educational psychologist in supporting inclusion at school level." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40459.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
Rivera-Singletary, Georgina. "Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5115.
Повний текст джерелаDavis, Kimberly. "CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2767.
Повний текст джерелаPh.D.
Department of Child, Family and Community Sciences
Education
Education PhD
Taylor, Laura. "Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8514/.
Повний текст джерелаBorien, D. M. "Improving transition to school at 5 : the impact of collaborative cluster groups in the foundation stage." Thesis, Coventry University, 2008. http://eprints.worc.ac.uk/694/.
Повний текст джерелаDavis, Kim E. "Interpreting Middle and High School Teacher Concerns Toward RTI Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6197.
Повний текст джерелаZubak, Goran. "12 Years a Slave in upper secondary school : Using a slave’s narrative to raise students’ awareness of racism." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53299.
Повний текст джерелаJohannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерела