Dissertations / Theses on the topic 'Eleventh grade (Education)'

<p> This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing. Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts. Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities. This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks. The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work. Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (i.e., analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task). Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks. The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks. Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing.</p>

Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-130). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

The purpose of the present study is to investigate the role of student self-efficacy, academic self-efficacy, state and dispositional hope, and state and trait anxiety in predicting university entrance examination (UEE) scores of students. The participants of the study consisted of 786 (442 males, 344 females) volunteered students who were in the course of preparation preparing for the university entrance examination at &Ccedil<br>ati, Final, Karacan, Odak, Sinav, and Zafer Private Courses in Ankara. The data were gathered by administering six instruments, namely College Academic Self-efficacy Scale (CASES), College Student Self-efficacy Scale (CSSES), State Hope Scale (SHS), Dispositional Hope Scale (DHS), State Anxiety Inventory (SAI), and Trait Anxiety Inventory (TAI). The results of three separate regression analyses revealed different models for the quantitative, equally weighted, and language samples. For the quantitative sample, Anatolian High School-type, Super Lycee school-type, Learning Self-efficacy subscale scores of CSSES, Private High School, Academic Self-efficacy subscale scores of CASES, State Anxiety Inventory scores, Career Planning subscale scores of CSSES, Characteristics of a Good Citizen subscale scores of CASES, Agentic Thinking subscale scores of SHS, and Income level of the family predicted the university entrance examination scores. For the equally weighted sample, the predictor variables entered into the regression equation were Anatolian High School-type, Super Lycee school-type, Academic Self-efficacy subscale scores of CASES, Academic Helping Efficacy subscale scores of CASES, Quantitative Self-efficacy subscale scores of CASES, Pathways subscale scores of DHS, and Agency subscale scores of SHS. For the language sample, Communication Efficacy subscale scores of CSSES, Super Lycee, Anatolian High School, Private High School, Agentic Thinking subscale scores of SHS, Career Planning Self-efficacy subscale scores of CSSES, and Social Self-efficacy subscale scores of CASES were found as the predictor variables entered into the regression equation.

Throughout the twentieth and twenty-first centuries, Lebanon's pluralisms of multiconfessional and multicultural communities continue to sway the nation to and fro between conflict and post-conflict statuses. Since 1946, however, leaders in government and education have focused on citizenship education as a fundamental vehicle for social cohesion, justice and peace. Understandings of citizenship that teachers and students have as well as their experiences of teaching and learning it inside the National and Civic Education classroom provide insight into the challenges and practices of learning for active citizenship. Across 16 schools, data was collected from 19 civics teachers through semi-structured interviews. Also, 435 students in years 10 and 11 participated in a self-reflective survey pack and class discussion. The first section of the survey pack allowed students to construct their conceptualizations of citizenship while the second section inquired into their learning experiences. The teachers presented a nationalist-based citizenship and an education that allowed students to practice democracy and demanded strategies of memorization for learning content knowledge. The students conceptualized a maximal notion of citizenship and argued to replace current practices of memorization with collaborative and dialogic learning activities. Students also found the textbooks prescriptive and, consequently, hypocritical. Teachers and students experienced difficulties and limitations with the curriculum, timetable and the management of emotions during controversial discussions. Students and teachers in Lebanon have, for the first time to date, described their conceptions of citizenship and discussed their civic education classroom experiences. From the evidence, I discovered the limitations of dialogic and participative classroom learning activities, a catch-22 of citizenship learning and a model of education for active citizenship. The innovative methodology pioneered a participative learning activity and an exercise demonstrating the capabilities of students contributing to education reform.

Developing the music cognition competencies of both singers and instrumentalists is one of the goals of school music programs. Vocal and instrumental sight reading are used to indicate the level of development of cognitive skills in music. In this study, vocal and instrumental sight reading served as a basis for determining public school orchestra students' cognitive development in music. Vocal sight-reading and instrumental sight-reading performances of 143 orchestra students in 7th, 9th, and 11th grades were examined. Students' vocal sight-singing accuracy was tested using the Vocal Sight Reading Inventory (Henry, 1999). Students' instrumental sight-reading was assessed using the String Performance Rating Scale (Zdzinski & Barnes, 2002). The ANOVA procedure and the Welch test were applied to determine whether there was an improvement in students' vocal and instrumental sight reading with additional years of school orchestra experience. Results from ANOVA analyses indicated that the differences in students' instrumental sight-reading scores across the three grade levels were statistically significant [F (2,140) = 34.50], p < .01. A post hoc Bonferroni adjustment revealed that the differences between each of the groups were statistically significant (p < .05) in favor of older and more experienced students. For vocal sight reading, the Tamhane procedure revealed significant differences only between students at the 7th and 11th grade levels, also in favor of the older students (p < .05). Correlational analysis indicated that there was a strengthening of the relationship between students' vocal sight reading and instrumental sight reading as students progressed in grade level, indicating that they were continuing to develop their musicianship skills. The correlation between vocal sight-reading and instrumental sight-reading scores according to grade level were r = .36, p < .05 for 7th grade, r = .52, p < .01 for 9th grade, and r = .64, p < .01 for 11th grade. In this study I stressed the importance of both vocal sight-reading and instrumental sight-reading experiences for orchestra students and ultimately for all instrumental students. I also proposed theoretical models as to how the two skills are related and how they might be developed.

M.Ed.<br>The purpose of this study is to investigate the parental involvement in the education of their children. This research study is also an endeavour to explore the views of parents of students in grade eleven at Sitintile secondary school and on their role as support structure. In gathering data, qualitative research methods were used. This qualitative research methods lead to the understanding of people's perceptions. Processes that were involved in the data collection were one to one interviews with each of the twelve parents and observation was employed as the secondary data collection method. The researcher approached twelve individuals and they were identified as the sample population of the study . . The main implications of these findings could be summed up this way: • For the grade eleven students to prosper and be goal directed, parent-teacher relationship need to be enhanced. • There is a need for the parents to involve parents in the education of their children. • In conclusion, parents must play a meaningful role in the education of children.

This study focuses on the exploration and analysis of Grade Elevens' perceptions of career choice and career information, within the Coastal region of the Durban Metropolitan area. The information about the scholars' perceptions was obtained through a structured questionnaire, with one hundred and twenty pupils who were purposively sampled from a simple random sample of public schools in the Coastal region of the Durban Metropolitan area. Both open-ended and closed-ended questions were used to gain access to their perceptions regarding career choice and career information. Tentative findings suggest that scholars generally have a narrow and simplistic conceptualisation of the term 'career', and that their understanding of the term as a life-long job is inaccurate and distorted. Consequently, teachers may need to help scholars re-conceptualise their notion of the career as a dynamic entity that is shaped by current economic, political, social and technological changes. It was also found that the majority of scholars have made a tentative career choice, which suggests the establishment of a personal, career-related identity. The findings indicate that scholars perceive the career information to which they have been exposed to be useful overall, in addition to being useful regarding its role in encouraging them to consider all possible careers, regardless of gender or culture. These findings, which contradict those of international research, seem to suggest that, in keeping with the current emphasis on national democracy in South Africa, scholars have been urged not to perceive their gender or culture as a barrier that would prevent them from pursuing their career of choice. However, cross-tabulations reveal that it is mainly girls who perceive the exploration of careers and career information in a positive light, while boys tend to hold a comparatively negative view. Girls also seemed to adopt more effective decision-making approaches in the process of choosing a career, compared to boys. Suggested interventions include greater accessibility to varied, possibly interactive forms of career information; for example, computer-aided career exploration, and that boys be encouraged to consult a wider range of career information sources. Although scholars have been formally exposed to career guidance, tentative findings reveal a need for a more holistic and informal approach to career choice and career information; one that is well integrated within the school curriculum. This would require that all teaching staff function as a team and develop role and functional flexibility, in order to help scholars adapt to changes in the learning environment, and to develop broad and integrated learning frameworks. Importantly, scholars are urged to take a pro-active role in their career exploration. Statistical analysis indicates that girls' career choices are generally unrestricted by gender-role stereotypes, suggesting a growing interest in careers previously perceived to be male-typed, although emphasis must be placed on the importance of making realistic choices. Furthermore, cross-tabulations reveal that race and career choice are not related, thereby reinforcing the validity of earlier tentative findings, which point to the existence of generally positive perceptions of career information, with regards to its usefulness in encouraging scholars to consider a full range of careers, regardless of culture or race. Further research into scholars' perceptions of career choice and career information through focus groups, with an emphasis on the changing career aspirations of girls, may serve to facilitate a deeper understanding of the issues and perceptions that either hinder or help scholars in the process of career choice. A thorough understanding of their perceptions and the factors that shape them is necessary in order to spearhead the development of educational programmes and workshops, the aim of which would be to ensure the holistic integration of these insights within the school curriculum. The rationale underpinning further research within this field, is that once scholars become aware of their distorted perceptions of career choice and career information, they will be empowered to change them. As a result, they will be equipped to make better informed career choices that are consistent with individual interests and abilities.<br>Thesis (M.A.)-University of Natal, 2001.

D.Litt. et Phil.<br>This study argues that the Critical Language Awareness Perspective adds an essential dimension to language learning and teaching. It further holds that this dimension brings to consciousness both the learners’ and teachers’ critical awareness of language use. It is this awareness that exposes the non-neutrality of language as a medium of communication. The CLA perspective engages both language learners and teachers in questioning and responding to the common-sense assumptions that are linguistically mediated. It also helps them to critically use language to achieve their own objectives. Three of these could be to use language in order to progress well with their studies, find employment and to change their societal psychic and thinking for the betterment of the general public. In this way the CLA perspective assists in developing responsible citizenry. This study therefore examines whether the Critical Language Awareness Perspective is part of the English Second Language programme in grade eleven ESL classes in the Goldfields area. It begins by examining the literature that indicates that the CLA perspective is a significant component of the any language teaching and learning practice. It then examines the empirical data in order to confirm that the CLA perspective does not form part of ESL teaching and learning practice in the context under investigation. It finally suggests possible solutions that could be adopted to facilitate the incorporation of CLA in the ESL class.

Thesis (M. Ed. (Science Education)) -- University of Limpopo, 2020<br>Learners’ performance largely depends on the pedagogy used. This study explored the use of Computer Simulations (CS) to teach plants biodiversity to grade eleven learners Mankweng Circuit. A randomised Solomon Four-Group design was used. Sixty-six learners from two schools equipped with computers were randomly assigned to the Experimental Group (EG), and 66 learners from two other schools without computers were the Control Group (CG). A performance pre- and post-test was used to the EG taught using CS and to the CG taught using Chalk-and-Talk Method (CTM). Also, Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from each of the EG and the CG to collect information regarding their attitudes towards the methods used to learn biodiversity. The quantitative data were analysed using a T-test and Analysis of Variance (ANOVA), while the qualitative data were analysed thematically. The results show that the learners in the EG performed better than those in the CG (T-test; p < 0.05), (ANOVA; p < 0.05). Hypothesis one which states that learners in the EG who were taught using CS will perform better than those in the CG taught using CTM is accepted. Also, hypothesis two, which states that learners’ performance in the pretest will not vary in the EG and the CG is accepted. Also, hypothesis three which states that there will be no statistically significant differences in achievements between boys and girls in the EG is established. Thus, the CS method is a useful tool to enhance learners’ performance. Keywords: Computer simulations, PCK, TPACK, Quasi-experiment, Solomon four group design, Learner’s performance