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You searched for subject:(Whole Child School). Showing records 1 – 4 of 4 total matches.

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University of Connecticut

1. McKee, Sarah L. Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model.

Degree: MA, Human Development and Family Studies, 2019, University of Connecticut

Subjects/Keywords: school wellness; school district policy; Whole School; Whole Community; Whole Child model

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APA (6th Edition):

McKee, S. L. (2019). Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1388

Chicago Manual of Style (16th Edition):

McKee, Sarah L. “Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model.” 2019. Masters Thesis, University of Connecticut. Accessed August 12, 2020. https://opencommons.uconn.edu/gs_theses/1388.

MLA Handbook (7th Edition):

McKee, Sarah L. “Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model.” 2019. Web. 12 Aug 2020.

Vancouver:

McKee SL. Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model. [Internet] [Masters thesis]. University of Connecticut; 2019. [cited 2020 Aug 12]. Available from: https://opencommons.uconn.edu/gs_theses/1388.

Council of Science Editors:

McKee SL. Developing a Policy Assessment for the Whole School, Whole Community, Whole Child (WSCC) Model. [Masters Thesis]. University of Connecticut; 2019. Available from: https://opencommons.uconn.edu/gs_theses/1388


Bowling Green State University

2. Jeffries, Treva Elise. A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach.

Degree: Doctor of Education (EdD), Leadership Studies, 2020, Bowling Green State University

 Many school leaders have found that to reach an environment that encompasses the toolsand supports for student success, a whole child approach is required to… (more)

Subjects/Keywords: Education; Secondary Education; education; MTSS; multi-tiered systems of supports; interventions; high school; whole child; equity, equity in education; urban; graduation rates; graduation; student attendance; attendance rates; adverse childhood experiences; ACEs; trauma; trauma informe

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APA (6th Edition):

Jeffries, T. E. (2020). A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316

Chicago Manual of Style (16th Edition):

Jeffries, Treva Elise. “A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach.” 2020. Doctoral Dissertation, Bowling Green State University. Accessed August 12, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.

MLA Handbook (7th Edition):

Jeffries, Treva Elise. “A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach.” 2020. Web. 12 Aug 2020.

Vancouver:

Jeffries TE. A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach. [Internet] [Doctoral dissertation]. Bowling Green State University; 2020. [cited 2020 Aug 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.

Council of Science Editors:

Jeffries TE. A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach. [Doctoral Dissertation]. Bowling Green State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316


Seton Hall University

3. Jackson, Winston D. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2007, Seton Hall University

. Advisors/Committee Members: Anthony J. Colella, Karen E. Boroff, James M. Caulfield.

Subjects/Keywords: Education; Success for All; ESPA; NJ ASK4; Reading; No Child Left Behind; Whole-school reform; Elementary School Proficiency Assessment; New Jersey Assessment of Skills and Knowledge; Urban education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jackson, W. D. (2007). An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/231

Chicago Manual of Style (16th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Doctoral Dissertation, Seton Hall University. Accessed August 12, 2020. https://scholarship.shu.edu/dissertations/231.

MLA Handbook (7th Edition):

Jackson, Winston D. “An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District.” 2007. Web. 12 Aug 2020.

Vancouver:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Internet] [Doctoral dissertation]. Seton Hall University; 2007. [cited 2020 Aug 12]. Available from: https://scholarship.shu.edu/dissertations/231.

Council of Science Editors:

Jackson WD. An Investigation of the Impact of the Success for all Whole-School Reform Model on the Elementary School Proficiency Assessment and the New Jersey Assessment of Skills and Knowledge in an Urban District. [Doctoral Dissertation]. Seton Hall University; 2007. Available from: https://scholarship.shu.edu/dissertations/231


University of Toronto

4. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a… (more)

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed August 12, 2020. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 12 Aug 2020.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 12]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107

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