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1
Cheung, Siu-wan, and 張笑韻. "Factors affecting girls' choice of science in a girls' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3727790X.
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Mwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.
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Thesis (MEd )--Stellenbosch University, 2011.ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.
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Fraser, Carolyn Jean. "Secondary school girls in conversation about school success : implications for practice and policy." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31310.
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I sought to gain insight into the meaning of the term "success" as it related to three groups of secondary school girls. There were six girls who affiliated themselves with a Fine Arts group, five girls with an Academic group, and four girls with an Aboriginal group. Utilizing a focus group format, each group met for an hour to have a discussion about what success meant to them. I analyzed the transcripts for themes that emerged, interpreting the girls' views through a poststructuralist, feminist lens. The girls in each group were articulate, engaged, and reflective, able to deconstruct many taken-for-granted assumptions inherent in the dominant discourse on success, jointly constructing meaning on a number of similar themes. These themes included the importance of maintaining some balance in their lives, of making, monitoring, and assessing their own goals for success, and of the positive impact of support from friends and families. There were also some differences among the groups. For instance, the Academic group focused almost exclusively on achievement as a determiner of success, echoing the dominant discourse. They also expressed some ambivalent feelings about this focus. The Fine Arts group discussed the importance of following their passion for the arts as a way to express themselves and to contribute to society. The Aboriginal group deconstructed several notions concerning success, including "enough" money, the importance of developing strategies to overcome obstacles, and of having self-confidence. I placed this study within the context of the Women's Rights and the Aboriginal Rights Movements, examining the literature for the impact of these social movements on Western society generally, and on the education for girls more specifically. I also highlighted some contextual issues that may have affected the Aboriginal girls in the study. I also examined the BC Ministry of Education Gender Equity Policy, including the context for its development, implementation strategies, and the exclusion of important voices. I discussed the tension between conflicting and contradictory discourses concerning the "accountability" agenda and the social justice movement within educational policy and practice.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Gough-Jones, Vilna Jacqueline. "Girls' perceptions of secondary school specialist computer courses: A case study." Thesis, University of Canterbury. Maori, Social and Cultural Studies in Education, 2008. http://hdl.handle.net/10092/1749.
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This research project investigated girls' perceptions of specialist computer courses in secondary schools. Literature both international and in New Zealand indicate a dwindling number of females pursuing study and careers in ICT. This project identified some of the factors influencing girls' choices to take computer courses; their perceptions on computer careers and the implications for teachers and schools. The research was based on a collective case study with embedded cases. Data was collected from a survey using a mind map and questionnaire, as well as semi-structured face-to-face interviews. A descriptive narrative derived from the interviews with five of the participants is presented as well as cross case analysis for more than five participants. Overall the students' accounts revealed complex, inter-related and disparate data regarding their perceptions of computing. The data revealed confusion with language and terminology; a perception of variance in levels of knowledge and abilities in specific courses; stereotypical perceptions of computing; and differences in experience, relevance and choices within the computing context. The study highlights issues related to the association of computing with science and mathematics; girls' perceptions of the relevance and content of computer courses; genderrelated issues with computing; apparent lack of knowledge of computer careers and how schools label and describe their computer courses. It also puts forward some implications for schools and suggests some actions that schools could take as a starting point to try and break down some of the stereotypes and myths that seem to be discouraging girls into specialist computer courses.
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Kwong, Yip-yee, and 鄺葉宜. "Body dissatisfaction of adolescent girls in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960984.
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Kwong, Yip-yee. "Body dissatisfaction of adolescent girls in a Hong Kong secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2243429X.
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Jacobs, Ruwayda. "The experience of adolescense girls regarding verbal bullying in secondary school." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/449.
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The experience of verbal bullying at school may cause a female adolescent much distress. This distress can result in the adolescent experiencing life as traumatic and may influence her sense of well being negatively. Verbal bullying usually takes the form of name-calling, put-downs and insults. This can be very traumatic for adolescents and can lower their self-esteem, which may eventually lead to mental illness. The parents of adolescent learners often have the misconception that bullying is a normal part of a teenager’s life and are unaware of the distress it may cause the adolescent. The victimized adolescent should, therefore, be provided with support in order to avert the occurrence of mental illness. The goals of this study were to: • Explore and describe the experiences of adolescent girls regarding verbal bullying in secondary school settings. • Develop guidelines to assist mental health nursing specialists in helping adolescent girls to cope with bullying in secondary schools. The researcher used a qualitative, explorative, descriptive and contextual design with a phenomenological approach. The research population consisted of female learners in a secondary school setting. Purposive sampling was used in this study to identify participants. Data was collected by means of naïve sketches, one-to-one-interviews and field notes based on observations. Data was analyzed using Tesch’s method (in Creswell, 1994:190) of descriptive analysis. The identified themes were compared to available literature. The data collected from this study was used to develop guidelines to aid mental health nursing specialists to help adolescents to cope with verbal bullying.
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Henry-Keon, Nadene Anne. "Hailing the hero: Critical cultural studies, subjectivity and girls in vocational high school." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/9040.
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Language allows us to narrate our stories. Creating ourselves as subjects is a function of language practices mobilized in complex and contradictory negotiations of the texts we engage, in the contexts in which they appear. This qualitative, interpretive study examines how seven, grade nine, female adolescent girls engage popular culture texts and practices to constitute themselves subjectively in vocational high school. The study shows that discursive representations of gender, desire, race and class critically inform and are informed by female adolescents' negotiation of their everyday lived experiences. In particular, it finds that female adolescents engage the discursive practice of anger to name their being and becoming.
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Tang, Sui-sim Cecilia. "An implementation of a forgiveness education programme in a secondary girls' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37337567.
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Tang, Sui-sim Cecilia, and 鄧瑞嬋. "An implementation of a forgiveness education programme in a secondary girls' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37337567.
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Long, Christina G. "Riverfront Girls Making the Transition to High School." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.
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Educational AdministrationEd.D.
The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason based on school codes, the voices and views of students are glaringly absent. This study provides an in-depth account of seven girls as they make the transition to high school, employing the methodology and analytic techniques of ethnography. Situated in the context of class, the study explored how these girls and their families made decisions, and investigated their beliefs, feelings and behaviors during this critical year. The study found that the girls' lives and educational experiences sharply diverged after they left their neighborhood elementary school and spread out to various high schools. The girls who attended magnet and other selective schools increased their chances to realize their potential as these schools were far superior in terms of offering students curricular, pedagogical and environmental advantages that would prepare them for higher education and well-paying jobs. In contrast, the girls who went to neighborhood schools further increased the likelihood that their economic position would remain stagnant, as the schools they attended were poorer in every respect from teacher quality to curriculum and classroom environment. While the neighborhood negatively impacted the education of these working-class girls, the influence of their families varied. Families that had social and cultural capital transmitted many advantages to their daughters, while the poorest and most socially excluded families unwittingly perpetuated poorer life outcomes for their daughters.
Temple University--Theses
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Chau, Wai-fan Gladies. "The adjustment made by S1 girls in the primary-secondary school transition : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278813.
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Liebenberg, Janet Adri. "Secondary school girls' experiences of pair-programming in information technology / Janet Adri Liebenberg." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4365.
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Abdel-Nasser, Mervat Rizk. "Screening for abnormal eating attitudes in a population of Egyptian secondary school girls." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316417.
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Dawson, Lynda Margaret. "Girls behaving badly? : an ethnographic exploration of girls' micro performances of gender and behaviour in a state secondary school." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28102.
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Previous academic research which focused on girls’ behaviour tended to do so by looking at behaviour in terms of the extremes: by either exploring the perceptions and experiences of girls who appear to behave well, or alternatively, by researching girls who are categorised as extreme misbehavers, in institutions such as Pupil Referral Units. This ethnographic study was undertaken in a state secondary school setting over one academic year. The research centred on girls who were in Years 10 and 11, and is an exploration of the micro performances of their behaviour in the school. The ethnographic nature of the research allowed an in depth focus on girls’ micro performances in school. The feminist influenced thesis seeks to explore girls’ constructions of gender, how this is negotiated alongside their wider performances as pupils in the school and is subsequently recognised (by themselves and others), as performances of particular behaviour. The research draws on Goffman’s (1959) conceptualisation of performance and impression management, Butler (1990), theoretical notions of performativity and Foucault’s (19757:1978) theories of power, discourse and surveillance, to explore how gender and behaviour are being understood in this context. The study sought to explore the world from the girls’ viewpoint to understand the complexity of their experiences more fully. The research examines not only how the girls were positioned in terms of their perceived behaviour, but also how they responded to this positioning (their resistance and accommodation of these positions, and the shifting nature of these positionings across time) and how these were often perceived in relation to particular gendered expectations. The originality of the research stems from findings about issues of self-harm, panic attacks, authenticity, social media, middle class girls and fighting, which lie in the rich and detailed empirical data arising from the study. The significance of these findings draws these multiple threads together, giving insight into gender positioning and behaviour, and the study privileges the girls’ voices as they discuss their feelings and the effects of these issues on them, complicating previous research.
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Svensson, Miriam. "Orthorexia nervosa – a comparison of prevalence among adolescent girls in a sports secondary school and general secondary schools." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34064.
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Background: A topic more frequently discussed nowadays is orthorexia nervosa (ON), which is an atypical eating disorder where the person is obsessed with healthy eating to avoid illness and disease. Signs of ON often begin with a wish for getting rid of bad habits, such as eating meals containing a lot of sugar and fat. Eventually the person’s behaviour changes and eating healthy becomes an unhealthy obsession that takes over the everyday life. Recently, it has also been related to excessive training, especially in Swedish media. Furthermore, it has been shown that athletes are at higher risk for developing ON. However, there is insufficient research in this area, as well as the ON prevalence among adolescent girls and correlation between ON and body mass index adjusted for children and adolescents. To investigate this, as well as the correlation between ON and hand strength, which is used as an indicator of general muscle strength, is therefore of great importance. Aim: The aim of this study was to compare ON prevalence among adolescent girls in seventh grade in a sports secondary school and adolescent girls in seventh grade in general secondary schools and investigate the correlation between ON and BMI and ON and hand strength. Method: A total of 48 girls in seventh grade participated in the study: 28 girls from the sports secondary school and 20 girls from the general secondary schools. To investigate the ON prevalence the questionnaire ORTO-15 was used. To calculate BMI standing length and body weight was measured and thereafter adjusted to the cut-off points constructed by the International Obesity Task Force. Hand strength was registered with a hand grip dynamometer. Results: There was no significant difference in ON prevalence between the girls in the sports secondary school and the general secondary schools. However, a majority of all girls had an indication of ON. Furthermore, a higher indication of ON had a small correlation with both a higher BMI and a higher muscle strength. Conclusion: More studies and better instruments are needed to further investigate ON prevalence among adolescent girls, as well as relationships between ON and BMI and ON and hand strength. Interesting to consider in further research is also how these variables evolve over time in persons with ON.Malmö Youth Sport Study
Halmstad Youth Sport Study
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Donnelly, Jamie Anne. "The Relationship Between Physical Fitness and School Performance in Middle School Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1996.
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Past research has indicated a significant relationship between physical fitness and standardized test scores; however, the relationship between physical fitness and other aspects of school performance has yet to be empirically examined in a population specifically composed of middle school girls. This study examined several factors that contribute to school success, such as classroom behavior, attendance, and grades, in relation to physical fitness among a group of adolescent girls. It was specifically designed to examine the statistical relationship between physical fitness, as measured by the Fitnessgram, and quantitative data on school performance including grades, standardized test scores, school behavior, and attendance among 280 middle school girls. The biopsychosocial theory was used as the basis of this study, with the biological factors of fitness levels and BMI, psychological factors of grades and test scores, and social factors of attendance and behavior. A 1-way between-subjects multivariate analysis of variance demonstrated that the psychological and social factors of school performance were significantly affected by the biological factor of physical fitness. A significant correlation was also found between BMI, grades, and attendance. Positive social change implications include informing school administrators on the importance of increasing the emphasis on physical activity instead of replacing physical activity with additional time in core academic subjects. In addition, the results demonstrate the important relationship between school performance and physical fitness in middle school girls and underscore the importance of fostering physical fitness within this distinct group of middle school-aged girls.
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Bevilacqua, Brittany M. "Relational aggression among middle school girls the development of a victimization questionnaire /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3199403.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3924. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 10, 2006).
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Sumner, Amira. "Disenchantment with environmental education? : a longitudinal case study in a girls' secondary school (UK)." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418431.
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Palka, Karen. "Sexual Behavior Among Secondary School Going Adolescent Women in Zambia." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500697/.
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Adolescent fertility is a problem that is urgent in developing countries due to rapid population growth rates. To gain a better understanding of adolescent fertility within developing countries a study was undertaken to examine adolescent sexual behavior among teens within a developing country, Zambia. A self-administered questionnaire was given to secondary school going teenage women in Zambia. The sample population consisted of 503 women between the ages of 12 and 19. The survey was analyzed using both regression and univariate analysis of the data. The findings revealed that a high percentage of the teens have initiated sexual activity; yet few (4.2%) have ever used modern contraceptive methods. Suggestions were made for family planning programs that would involve both parents and their children.
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Leung, Shui-ho, and 梁瑞好. "Relationships between perceived learning environment and participationmotivation of senior secondary school girls in physical activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959593.
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Chau, Wai-fan Gladies, and 周惠芬. "The adjustment made by S1 girls in the primary-secondary school transition: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961496.
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Aboulfaraj, Hind Saleh. "Teachers' performance in secondary school for girls in Jeddah City, the Kingdom of Saudi Arabia." Thesis, University of Manchester, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535522.
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Jernigan, Maryam M. "Using a Sankofa Intervention to Influence Black Girls' Racial Identity Development and School-related Experiences." Thesis, Boston College, 2009. http://hdl.handle.net/2345/646.
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Thesis advisor: Janet E. HelmsAbstract Theorists contend that Black girls are mistreated in a manner consistent with racial and gender stereotypes, each of which is equally salient and negatively evaluated by society. Yet, very few empirical studies have investigated the question of how the girls are able to understand and integrate the racial and gender aspects of their identity and withstand the multiple forms of negativity (e.g. gender marginalization and racial oppression) to which they are exposed. The present study examined the socialization experiences of a sample of Black girls (N=14) enrolled in the 9th grade in a predominantly White high school setting. The girls participated in a semi-structured 25-week mentoring intervention intended to provide positive racial and gender socialization experiences. Pre-post interviews investigated the following themes: (a) the girls' perceptions of their experiences, (b) the relationship of these experiences to the girls' racial identity, and (c) the impact of the school-based intervention on Black girls' racial identity, self-concepts, and perceptions of their academic experiences. Participants completed self-report measures that assessed their racial identity, identification with school, and school-related experiences prior to and following the intervention, and a subgroup were interviewed before and after the intervention. "Regular" attendees (RA) were those who attended nearly all of the sessions, whereas "Non-regular" attendees (NRA) did not. Quantitative findings indicated that both RA and NRA participants reported an increase in positive perceptions of teachers. RAs also increased their level of school engagement and belief that their school experiences would have an impact on their future success, whereas NRAs did not. RAs' levels of Immersion racial identity (Black oriented) increased, whereas NRAs' Conformity (White oriented) increased. Qualitative findings suggested that participants who attended the intervention regularly developed a more sophisticated understanding of the ways that racial dynamics impacted their perceptions of school experiences. Methodological limitations, theoretical considerations, implications for future research and the development of race-gender focused educational interventions, and practice, are discussed
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Leung, Shui-ho. "Relationships between perceived learning environment and participation motivation of senior secondary school girls in physical activities." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887132.
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Elbana, Karim. "Socio-Technical Analysis for the Off-Grid PV System at Mavuno Girls’ Secondary School in Tanzania." Thesis, Högskolan Dalarna, Energiteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28839.
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The aim of this study is to investigate, analyse and evaluate the installed off-grid PV system in Mavuno girls’ secondary school that is located in a rural area in northwest Tanzania. The original motivation behind this study was the rapid degradation of the installed battery bank within less than 3 years. The PV system was installed before the actual operation of the school, so the study aimed to answer a very pressing question which is "What is the actual load profiles in the school?". There was a high need to identify the actual school load profiles to enable several concerned social actors to evaluate the system and to decide for future extensions. Therefore, the study aimed to analyse the implementation of electricity in the school by creating actual load profiles, analysing the system performance versus the users’ needs and evaluating the sustainability and utilization of implementation. The study followed a multi-disciplinary approach combining the social and technical aspects of PV systems implementation to seek further understanding of the users’ consumption behaviours. It thus included a 1-month of field work in June 2018 during which participant observations and semi-structured interviews together with load measurements were carried out so as to create load profiles that are considering the patterns and deviations in users’ behaviours. During the field work, 2/3 of the students were in holidays so the taken measurements corresponded to the school at 30 % capacity. That is why the study also included 4 days of inverter data logging after the 1-month field work by the technical head of the school to overcome the limitations in held measurements. The observations showed that the actual installed system was slightly different from the documentation. In addition, the local installation practices are not fully appropriate from the technical point of view, and are affected by local social norms, as will be discussed. Besides, the participant observations and held interviews with relevant social actors showed that the daily behaviours of energy users do not exactly follow the school daily routine. Consequently, the social study was important to create actual effective load profiles. The observations and responses from interviews together with measurements were used to categorize the school loads into 29 different units. Those units can be used for current load prioritizations and for future load extrapolations. The created load profiles also represent a useful addition to load databases used by energy researchers who work on similar rural electrification projects. After the field work, several characteristics were calculated by Microsoft Excel such as apparent power consumptions, active power consumptions, battery bank state of charge, load power factor and PV generated energy. The characteristics were used in calculations evaluating the energy balance in the system. The results of held calculations showed that lighting during dark hours accounted for on around 78 % of the logged daily apparent energy use, as it has a low a low average power factor of 0.28. It also showed that some loads if time-bounded, they will significantly decrease the daily energy consumption. The calculations were also used to run PVSyst simulations to evaluate the system sizing which resulted in the recommendation that either the array size should be doubled, or the apparent energy consumption should be decreased to half. The study included suggestions for possible improvements such as decreasing the reactive consumed energy by either replacing the currently used light bulbs with ones that have higher power factor ( ≥0.8 for example) or by installing a capacitive compensation for power factor correction. In addition, it was recommended to quantify the school loads according to their priority or importance and to regulate observed time-unbounded loads such as "pumping water" and "ironing". Lastly, the study discussed how generated electricity is utilized in the school and what opportunities for women empowerment have become potentially possible with the provision of electricity.
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Hjalmarsson, Lars. "En studie kring tjejers val till gymnasiet (A study about girls choices of upper secondary school)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35113.
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Syftet med denna uppsats var att undesöka varför så få tjejer väljer Energiprogrammets inriktning drift och underhåll. Som metod för insamling av data valde jag intervjuer, dessa har genomförts med fem tjejer som varit elever på programmets inriktning.
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Noshir, Cynthia. "Individual, social, economic and school factors that influence Seychellois teenage mothers returning to school after childbirth." University of the Western Cape, 2017. http://hdl.handle.net/11394/5596.
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Master of Public Health - MPHTeenage childbearing interferes with girls' educational attainment in many settings, as it frequently marks the end of their schooling. While the right to education is guaranteed in the Constitution and its Education Act of 2004, which include clauses supportive of girls' continuing their education during pregnancy and after childbirth, data show that many teenage girls do not return to school after childbirth. According to official figures, 10 out of 18 teenage mothers in the Seychelles did not return to school in 2013. A young girl terminating her education early because of pregnancy may have negative social, economic and health consequences for the individual and for the Seychelles as a country. To avoid the negative consequences that may result from pregnant teenage girls not completing school, it is important to explore the facilitating and hindering factors to young mothers returning to school after childbirth in the Seychelles. This research aimed to explore the factors that influence teenage mothers to return to school after childbirth in Seychelles. A qualitative research methodology was used, where in-depth interviews were conducted with twelve young women who were teenage mothers, and with four key informants. Amongst the young women, six had returned to school after childbirth, and six had not return to school after childbirth. The key informants were professionals including a school counsellor, a schoolteacher, a counsellor working with young mothers, as well as a professional working with a Non-Governmental Organization (NGO) that targets out of school young pregnant girls. Purposive sampling was used to access the research participants. The content of the interviews was transcribed and then analyzed using thematic analysis. The findings indicated that there were numerous factors influencing a young mother’s decision to return to school after childbirth in Seychelles. These were not limited to individual level factors such as the internal motivation of the young mothers to achieve a better future for themselves and their child, but also included other immediate and broader influential factors. Family support was crucial in determining whether a young mother would return to school after childbirth. Furthermore, the school environment was not always conducive to the retention of the teenage mothers, as often teachers’ attitudes, the rigid grade system and school uniform policy acted as deterrents for those young girls’ school return. Additionally, the school policy for pregnant learners and teenage mothers, and the lack of welfare assistance, were other hindering factors to the young women's return to school. These factors were often interconnected, and collectively impacted on those teenage mothers' decision to return to school. Teenage mothers and their children are two vulnerable groups in society. Pregnant girls dropping out of school after delivery can contribute to the chain of poverty in Seychelles, as this leads to their having lower educational attainment, reduced employment and career development opportunities. To address the issue of teenage mothers not returning to school after childbirth in Seychelles, it is important to have better mechanisms that will together tackle the multiple factors influencing their return to school. This involves adopting a health promotion approach using the Ottawa Charter. This would be done by adopting healthy policies and creating a supportive school environment with regard to teenage mothers and pregnant learners and would include the Ministry of Education working in partnership with other sectors so as to adopt a comprehensive approach to teenage mothers and schooling.
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Tang, Pui-yee Doris. "The making of failure : an ethnographic study of schoolgirls in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19853269.
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Al-Saadi, Fatma. "The effect of "Our Brothers and Sisters in Humanity" Programme on Omani secondary school girls‘ cultural tolerance." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4536.
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The globalization phenomenon is becoming a driving force of era–defining changes in the nature of societies and economics across the world. To a large extent, it has created a borderless world in which different cultures have become closer and interact with each other. In this multicultural world, relations between Muslims and non-Muslims, particularly those in the West, have become a pertinent and contentious issue. Events such as the attacks of September 11th, 2001, the Bali nightclub bombings in 2002, the London bombings on July 7, 2005, and the wars in Iraq and Afghanistan have questioned the relations between Muslims and Westerners, and renewed interest in Huntington‘s "clash of civilization thesis". This study explores the potential effects of the school-based intervention titled "Our Brothers and Sisters in Humanity" on Omani 10th grade female students, regarding their tolerance toward other religions, Western culture and Westerners. The effectiveness of the intervention programme was determined using a quasi-experimental design using two experimental and two control schools. The questionnaire was administered before and after the intervention to a sample of 241 girls, of whom 116 were in the experimental group and 125 in the control group. A semi-structured interview was conducted before and after the intervention with 16 participants, of whom 8 were from the experimental group and 8 from the control group. Analysis of the quantitative data in post-intervention round reveals that there were statistically significant differences between the experimental group and the control group in tolerance toward other religions, Western culture and Westerners. Analysis of the qualitative data from the pre-intervention interviews conducted with the participants in both the experimental and the control group revealed low tolerance toward extending liberties to those who were different in terms of religious faith. Yet in the post-intervention interviews the experimental groups showed greater tolerance. The findings gave empirical support to the Social Identity theory, one of the most important theories to explain Omani girls‘ intolerance toward other religions, Western culture and Westerners. Future research should be directed towards examining the effectiveness of the interventions for different populations and school levels.
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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Ludhra, Geeta. "A black feminist exploration of the cultural experiences and identities of academically 'successful' British South-Asian girls." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11651.
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This study draws on a black feminist theoretical perspective, to develop an understanding of the cultural identities and experiences of twelve, academically 'successful', British South-Asian girls. The girls are aged between 16-18 years, and from Hindu, Sikh and Muslim religious backgrounds, selected across two West London secondary schools. A narrative interview approach is used to explore how these girls configure and invest in 'culture' and their cultural identities, during a critical stage in their academic lives before entering university. A series of unstructured interviews have been held with each girl, and these were complemented with reflective journals. The girls' narratives reveal how 'culture' (a contested term) is discussed with high weighting in relation to the importance of education, which they all narrated as an important key to unlocking 'success' in their future lives. The girls' identities move beyond media discourses that stereotype them as ‘passive’ and lacking a voice. These girls demonstrate agency and high aspirations for 'having it all', narrated through discourses of hard work, meritocracy and aspiration. This study reveals the complex interaction of experiences that influence South-Asian girls' cultural identities, and the interplay of structure and agency in their journeys towards becoming 'successful', irrespective of their largely working-class backgrounds. Whilst I recognise that all adolescents will face challenges of some kind, being a South-Asian girl embodies its own particularities, linked to markers of difference in 'culture', religion, gender, ethnicity, 'race', class, language, dress, amongst other historical influences. These differences are not necessarily embodied as negative forces by these girls, but rather, used as a catalyst for personal growth, where they draw on their psychological strength, aspirations and desires, to become 'successful' young women. This thesis makes a unique contribution to black feminist theory, girlhood studies, as well as narrative and educational literature. It acknowledges the uniqueness of South-Asian girls' cultural experiences and backgrounds, and challenges some of the cultural discourses in the media that pathologise them. It is written in a critically reflexive style, from the perspective of a second-generation, British-born, South-Asian academic, who, at the time of writing this thesis, was also raising two academically 'successful' daughters of her own. The inspiration for this research is rooted in the researcher's narratives of girlhood and early womanhood.
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Halliday, Bronwyn K. "Such great opportunities : a comparative study of four girls' private secondary schools in Adelaide, South Australia from approximately 1885 to 1925 /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh188.pdf.
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Roberts, Jennifer Suzanne. "An ethnographic study of how teenage girls accommodate or resist emphasized femininities in a progressive Scottish Secondary School." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31063.
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This thesis is an ethnographic study of how gender inequalities are reproduced in the spaces of a progressive Secondary School in the UK. It explores how knowledge is constructed in a school committed to diversity and equality, and considers how and when gender becomes an obscured but pivotal point in the negotiation of power. Through observations of student and staff in lessons, focus groups and interviews, this research contributes to the understanding of how girls are expected to perform femininities in pedagogic spaces. Focusing on how girls read and make meaning of local knowledge I explore how their choices of accommodation or resistance to traditional femininities are shaped. Through a detailed ethnographic narrative of the girls’ lived experiences, this thesis maps the ways and the extent to which girls are willing to step outside traditional gender expectations. Mapping this movement highlights the girls’ enactment of agency and resistance to gender limitations in pedagogy that historically conflate masculinities with spaces such as science and athletics, naturalizing gender inequalities in the classroom. In doing so, this study contributes to the growing body of literature regarding the relevance of gender in pedagogic spaces and how it informs social status and power. Central to this argument is how girls work within and across different sets of competing discursive narratives as their intersectionalities create multiple and often conflicting expectations. As these multiplicities are revealed, the girls develop an awareness of the contradictions of traditional binary beliefs allowing them to deconstruct dominant gender narratives. Highlighting the girls’ alternative positional choices troubles normalizing gender notions exposing the schools’ taken-for-granted knowledge. In viewing the schools’ normalizing discourses as remarkable this thesis furthers the understanding of how schools become sites for the production of gender. By exploring how girls make meaning of their daily gendered experiences and how they conceptualize and navigate the successes or sacrifices of their actions, this research suggests further focus on girls’ empowerment with the goal of decreasing pedagogic inequalities.
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Rouse, Daniel. "Why do girls get excluded from school? : a small-scale qualitative investigation of the educational experiences of Key Stage 3 and 4 girls who are 'at risk of exclusion'." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3096/.
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Title: Why do girls get ‘excluded’ from school? A small scale qualitative investigation of the educational experiences of KS3 and KS4 girls who are ‘at risk of exclusion’. Background: Levels of both fixed term and permanent exclusion from school, have caused widespread concern over the past 20 years. Most recent figures record permanent exclusion at approximately 6,500 pupils in England in the year 2008/2009 (DCSF, 2010). However, in comparison to research interest received by their male counterparts, the needs of girls appear to have been largely overlooked. Rationale/aims: In response to a lack of research nationally, and priorities within my Local Authority, I have carried out an exploratory study, which investigates the phenomenon of KS3/KS4 girls who are judged to be ‘at risk’ of permanent exclusion. Methodology: The substantive element of the current research used semistructured interviews with a small number girls (n=2), their parents (n=2), associated school staff professionals (n=2) and external professionals involved in this area (n=4). Analysis of interview data was carried out using an Interpretative Phenomenological Analysis framework (i.e. Smith et al 2009). Findings: Following a macro-analysis of interview data, findings are discussed from a Bio-ecological Systems Theory (Process-Person-Context-Time model) perspective of development (Bronfenbrenner, 2005). Conclusions: The research concludes with a discussion of findings in the context of my employing Local Authority, offering implications for practice and future research in the area of girls and school exclusion.
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Hayward, Ian, of Western Sydney Nepean University, and Faculty of Education. "Attitude and achievement of females in science : girls in single sex classes in the coeducational environment." THESIS_FE_XXX_Hayward_I.xml, 1991. http://handle.uws.edu.au:8081/1959.7/123.
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There can be many influences affecting girls in secondary high schools which in turn produce many different outcomes on their progression through high school. The influences causing these effects are varied and in many instances interrelated, including those of peer pressure, self-perception and teacher influences. One possible outcome is that of the number of females selecting science at the senior secondary level being disproportionately low when compared to males. This thesis investigates one proposed method of increasing, the currently low, numbers of females selecting the physical sciences in Year 11 and Year 12 by examining attitudes and achievements of females when placed in a single sex class in a coeducational school. The results were unexpected when examined in light of the literature reviewed. Previous research predicted that females would benefit in attitude and achievement if removed from the mainstream coeducational classroom. The results of this study did not reflect this prediction.Maser of Education
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Ngumbi, Elizabeth K. "Educational Experiences of Young Maasai Women in Kajiado District, Kenya: A Phenomenological Case Study of Enoomatasiani Girls Secondary School." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305121682.
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Row, Madeline Elizabeth. "An investigation into the experiences of pupils in ability and mixed ability grouping in an independent secondary girls' school." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13088.
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The focus of this research was an exploration of pupils’ perceptions of their experiences in mixed ability and ability grouped lessons within a selective independent girls’ secondary school in West London, which presents the case study for the research. Previous research into ability and mixed ability grouping has shown the area to be contentious, leading to different outcomes and recommendations. Also, there is limited research into this area within independent schools and looking at a range of curriculum areas, and these were the unique contributions that this study made. For this Case Study research, data was gathered using questionnaires and focus groups. A total of 260 girls across years 8-11 (aged 12-16) completed a Likert scale questionnaire, which was analysed using the Software Package for Social Sciences (SPSS). A paired samples t-test was completed, which allowed comparisons to be made between responses given by participants in the curriculum subjects of Science, Modern Foreign Languages, English and Physical Education. Four focus groups were carried out, involving 24 girls across all four year groups, with six from each year group. Using a coding process the data from the focus groups was analysed and four key themes and categories were identified. With the use of content analysis it was possible for the frequency of phrases, categories, and comments to be identified and calculated. Three key findings were obtained; first, that ability grouping can create pressure on pupils with regard to maintaining a standard or creating a fear of being moved down; however some pupils reacted in a positive way to this pressure. The second key finding linked to ability grouping was the advantage gained from being able to work with others of the same ability, allowing for tasks and the pace of the lesson to be pitched at the right level. Third, mixed ability grouping allowed pupils to feel more relaxed and confident; however there were instances where pupils reported that they felt anxious about trying to keep up with others or feeling frustrated about having to wait for others to catch up. The results are discussed in relation to existing literature and recommendations are made, including; the benefits of creating a positive learning environment, the importance of reducing anxieties and pressures about being in the top sets, including having transparency with the system of ability grouping, and specifically for this Case Study school the potential to begin ability grouping earlier within Science. The findings should be useful to practitioners, as well as those in the Case Study school, to inform the principles and practices for organising groupings in order to create a positive learning experience for pupils. This research adds to the body of knowledge that already exists regarding ability grouping, and offered a new contribution with the insights from an independent secondary school and looking at a range of curriculum subject areas. The findings were equivocal, with both positives and negatives identified for mixed ability groupings and ability groupings in different curriculum subject areas.
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Balde, Aissatou MBambe. "The Schooling Experiences Of Fulani Muslim Girls In The Fouta Djallon Region Of Guinea: Forces Influencing Their Retention In A Rural Secondary School Of Dalaba." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1103142410.
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Barragry, Abigail Brigid. "How do adolescent girls experience having a mental health issue whilst at secondary school? : a narrative study using creative arts." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18412/.
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It has recently been suggested that as many as one in five adolescents have a mental health problem that will persist into adulthood, with the most common being anxiety (Lee, Heimer, Giedd, Lein, Sestan, Weinberger, Casey, 2014). Young people suffering poor mental health problems face a number of risks such as suicide, chronic illness, school failure and relationship difficulties (Thompson, Hooper, Laver-Bradbury, Gale, 2012). Research estimates that up to seventy five percent of all mental illness has already developed by the age of eighteen (Murphy and Fonagy, 2012), yet only a portion of these individuals actually seek help during the phase of adolescence, reducing the opportunity for early intervention. Recent research has aimed to explore what may be preventing help-seeking during difficult times (e.g. Kendal, Callery, Keeley, 2011a). Studies have shown that women seem to be particularly at risk of developing mental health issues with rates of anxiety and depression amongst teenage girls having risen over recent years, whilst remaining relatively stable for adolescent boys (DfE, 2016). In this qualitative study, I employed visual methods to provide three 15 year old female participants with the opportunity to creatively explore their journeys of having had a mental health issue. After creating collages, time-lines and storyboards to map significant periods and events, I employed a narrative approach for conducting semi-structured individual interviews to reflect on their story-boards and talk about their experiences. These interviews were then analysed to look for individual and common themes. I was particularly interested in barriers or supportive factors to seeking and receiving help. It was hoped that information from this study may elicit the voice of young people to add to professional understanding of how adolescent girls experience having a mental health issue and ultimately what may or may not help, both in preventing and directly addressing difficulties.
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Knowles, Ann-Marie. "An examination of key variables influencing physical activity behaviour in adolescent girls during the transition from primary to secondary school." Thesis, Heriot-Watt University, 2009. http://hdl.handle.net/10399/2339.
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Research has suggested that the decline in physical activity (PA) levels for adolescent girls is most marked during the transition from primary school to secondary school. However, this decline in PA for adolescent girls is also coincident with the onset of maturation and as such, maturation and the physical changes associated with maturation (e.g., increased body fat and development of secondary sexual characteristics) may have a direct influence on PA. In addition, these physical changes may indirectly influence perceptions of competence and body attractiveness and subsequently influence PA behaviour. Therefore the aim of this thesis was to further explore this decline in PA during this transitional period. Study one involved a longitudinal examination of the relationship between maturation, physical self-perceptions and PA in adolescent girls over 12 months during the transition from primary to secondary school. At Phase 1 (primary school) 208 adolescent girls participated (mean age = 11.83 ± 0.39 years) and were tracked into secondary school (Phase 2) where 156 girls participated (mean age = 12.79 ± 0.31 years). PA was assessed using the Physical Activity Questionnaire for Children; maturation was assessed using the self-report Pubertal Development Scale; physical characteristics of body mass, waist circumference and sum of skinfolds were measured and physical self perceptions were assessed using the Children and Youth‟s Physical Self-Perception Profile. Cross-sectional findings at both Phase 1 and Phase 2 highlighted that maturation and physical characteristics were not significantly related to PA and there were no significant differences in PA between maturation stages. Results also indicated that physical self-perceptions were all significant moderate positive correlates of PA at both primary and secondary school. Longitudinal findings examining the change in variables over the 12 months highlighted a significant decrease in PA from primary to secondary school. Furthermore, this decrease was evident during break-times, lunch-times and after-school yet PA significantly increased in PE lessons between schools. Maturation had a limited influence on PA behaviour; however the increase in body mass was related to perceptions of body attractiveness and physical self-worth becoming less positive. In addition, decreases in physical self perceptions partially accounted for the decrease in PA over the 12 months. It was apparent from the quantitative findings of study one that further research was needed to explore the influence of additional variables on PA. The aim of study two was to explore the decrease in PA evident during the school transition using a narrative approach. A purposive sampling technique was used and one-to-one narrative interviews were conducted (n = 14; age 13.6 ± 0.3 years). Interpretative phenomenological analysis was used to identify the „whats‟ (i.e. content) of the girls‟ PA stories and structural analysis was used to identify „how‟ the girls told their PA stories. Findings suggest that the PA environment had an impact on their sense of self with regards to levels of enjoyment, perceived competence, confidence and self-presentation issues. These findings support the current research trend towards a focus on the environment the individual is experiencing rather on the individual. Overall the findings suggested that the decrease in PA behaviour in early adolescent girls may depend more on perceptions of competence and ability in a particular environment rather than the possible influence of the physical changes accompanying maturation.
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George, Rosalyn Patricia. "Best friends and worst enemies : an exploration of pre-adolescent girls' friendship within the primary and early years of secondary school." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020448/.
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Frearson, E. "A Q-methodological study to explore Muslim girls' viewpoints around how a secondary school setting can promote and support their inclusion." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4457/.
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Previous research in the area of meeting the inclusive needs of female Muslim pupils has explored parents’ views, and head teachers’ views (Parker-Jenkins, 1995). There has also been an almost exclusive focus on female Muslim pupils in predominantly ethnic areas (Mac an Ghaill, 1988, 1991). Q-methodology is a research tool which boasts quantitative and qualitative features and aims to provide descriptive accounts of a range of views around a topic. Q-methodology was used to explore the following research questions: (1)What are the viewpoints of female secondary-school aged Muslim pupils on how a secondary school can promote and support their inclusion? (2) How do the viewpoints within the current study relate to previous research and literature? and, (3) What are the implications for schools and EPs in relation to the viewpoints provided by the participants in the current study? 25 female Muslim pupils from one secondary school in a predominantly white area participated in the study. Five main viewpoints were found (two of which were bipolar). These viewpoints are as follows: Factor 1: Individualist approach to inclusion in a school that creates a sense of belonging based upon valuing and respecting Muslim identity. Factor 2: A collectivist approach to inclusion in a school that supports the process of social integration. Factor 3: (positive): Muslim others as significant to feeling included. Factor 3 (negative): A school that provides an Islamic classroom environment and curriculum. Factor 4: A school which extends inclusion to activities and events outside of school. Qualitative interpretations are provided for each of the five factor viewpoints, and the implications of these in relation to education, practice and past research are explored.
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Tonning, Pernilla. "Flickor med adhd i gymnasiet – Röster om skolvardag, stöd och motivation Girls With adhd in Upper Secondary School – Voices on Everyday School Life, Interventions and Motivation." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33334.
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SammanfattningTonning, Pernilla (2017). Flickor med adhd i gymnasiet – Röster om skolvardag, stöd och motivation Girls With adhd in Upper Secondary School – Voices on Everyday School Life, Interventions and Motivation. Specialpedagogprogrammet, Lärande och Samhälle, Skolutveckling och Ledarskap, Malmö Högskola.Förväntat kunskapsbidragDen här undersökningen vill ge röst åt några flickor med adhd för att genom deras erfarenheter förbättra kunskapen om denna elevgrupp och därmed också deras skolmässiga förutsättningar.SyfteSyftet med denna studie är att utifrån nedanstående specifika frågeställningar undersöka vilka upplevelser några flickor med adhd har av sin skolgång. Detta för att öka förståelsen för deras skolvardag och bättre kunna möta deras behov. För pedagogperspektiv intervjuas även lärare.FrågeställningarHur upplever dessa flickor sin skolvardag? Vad pekar de på i skolarbetet som fungerar respektive inte fungerar, stöttar respektive hindrar? Hur ser de på motivation och vad främjar respektive hämmar motivationen? Vad är lärarnas erfarenheter av att undervisa flickor med adhd?TeoriStudien utgår från en hermeneutisk, socialkonstruktionistiskt ansats samt diskursbegreppet.MetodDen halvstrukturerade livsvärldsintervjun, vars syfte är att kartlägga hur människor upplever olika fenomen i sin livsvärld (Kvale & Brinkmann, 2009) har använts för att samla empirin. Både enskilda och gruppintervjuer genomfördes, transkriberades, genomlästes för att hitta teman, analyserades och tolkades.ResultatNär intervjuerna analyserats framstod fyra temaområden som särskilt framträdande i det flickorna lyfte fram som viktigt i skolsituationen: Relationer och bemötande, Förståelse och stöd, Strategier och anpassningar samt Motivation, intresse och vilja. Goda relationer, främst med läraren men också med klassen, vänner, anhöriga eller andra viktiga personer, liksom dessa människors förhållningssätt och bemötande är faktorer som enligt flickorna starkt bidrar till en positiv upplevelse av skolan. Med en god vilja och en positiv inställning kommer man långt.Att omgivningen, och då speciellt lärarna, har förståelse för de begränsningar och konsekvenser en adhd-diagnos kan föra med sig i skolsituationen anges också som en framgångsfaktor eftersom läraren då har lättare att stötta eleven och sätta sig in i hennes situation. Flickorna beskriver initierat vilka strategier de tycker fungerar och vilka anpassningar de behöver. Bland sådant som fungerar nämner de skickliga lärare, välplanerad och varierad undervisning, strukturerade och tydliga uppgifter och att ha inflytande över den egna studiesituationen. Samtliga uppger också sin medicinering som en starkt bidragande orsak till att skolan fungerar.När det gäller motivation gör flickorna kopplingar både till intresse och vilja. Om inte den inre motivationen infinner sig – något som enligt Modesto-Lowe et al. (2013) är en av svårigheterna för personer med adhd – pekar de på faktorer i omgivningen, som varierad lärmiljö, lärarens sätt samt rätt stöd, som kan hjälpa igång den. Lärarna ger uttryck för att vilja se individen och inte diagnosen när det gäller att bygga relationer och genomföra undervisning för flickor med adhd. De vill anpassa för och möta elevens behov samtidigt som de också vill stötta till en allt större personlig utveckling och ansvarstagande. Lärarna är medvetna om vilka konsekvenser adhd kan få i skolsituationen och förhåller sig aktivt till detta vid planering och under lektioner. De nämner flera strategier och anpassningar som de upplever fungerar i arbetet med dessa elever men ger också uttryck för frustration över att tid och resurser inte alltid tillåter att de tillämpas fullt ut. De känner att de lämnas ensamma i arbetet och efterlyser mer samarbete och samverkan kring denna elevgrupp.Specialpedagogiska implikationerSpecialpedagogen kan verka för att skapa forum för samarbete, erfarenhetsutbyten och kompetensutveckling kring frågor som gäller adhd för att stärka pedagogerna i deras yrkesroll och öka samarbetet och utbytet dem emellan. Denna kan också introducera vetenskapligt underbyggda undervisningsmetoder som både stöttar elevens behov av struktur och tydlighet och lärarens behov verktyg att använda sig av i undervisningen av flickor med adhd. SlutsatsFlickorna visar stor medvetenhet om sina behov och är fullt kapabla att kommunicera dem till den omgivning som är beredd att lyssna. Genom att bygga relationer och ta tillvara på denna kunskap kan skolan ge dessa flickor de bästa förutsättningarna för att lyckas i skolarbetet.Nyckelord: Anpassningar, flickor med adhd, motivation, strategier, skolframgång.
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Morrison, Kathryn A. "The examination of state sport self-confidence of secondary school boys and girls participating in coeducational and gender separated physical education classes /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30193.
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The purpose of this study was to determine the effect of single-sex and coeducational physical education classes on secondary school students' self-confidence levels. A dependent sample of Grade 10 students completed Vealey's State Sport-Confidence Inventory at the completion of their single-sex class and then again at the completion of their coeducational class. They also completed a sport specific self-confidence measure, in order to factor out their confidence in basketball and volleyball from their overall State Sport-Confidence. Some students also participated in focus group interviews at the completion of each class type. Vealey's State Sport-Confidence Inventory showed no significant differences between classes or between genders. However, qualitative results contradicted these findings as females indicated obvious differences between the two class types that would in turn affect their self-confidence levels. The results indicate that more research is needed into how class type affects the self-confidence of students in single-sex and coeducational physical education classes.
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Morrison, Kathryn A. "The examination of state sport self-confidence of secondary school boys and girls participating in coeducational and gender-separated physical education classes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ64174.pdf.
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Zhang, Hongxia. "Who dominates the class, boys or girls? : A study on gender differences in English classroom talk in a Swedish upper secondary school." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7742.
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Spitzer, Lorena Annette. "Student retention in the comprehensive public high school: A study of female at -risk students." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2569.
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Studies of female at-risk students have proved minimal with specific regard to those leaving the comprehensive high school in order that they may attend alternative programs. Research on related literature concerning the history of education in the United States, effective instructional practices, appropriate grade level curriculum, school structure and climate, and at-risk students with emphasis on the female gender was examined. Studies were also completed using survey instruments and focused interviews involving students enrolled at three continuation high schools in northern California. Students responded that attendance and low academic performance influenced their decision to leave the comprehensive high school. Other factors affecting: their enrollment included large class size, lack of teacher instructional support, mismatch of student ability to courses in which they were enrolled, and an insufficient offering of courses and extra curricular options that were attractive to them. Students did acknowledge that they were encouraged to do their best by teachers at the continuation high school. Easily established friendships was a second positive reflection of participants. Recommendations for instructional application and future research are included within the dissertation. The research of this study focused on site controlled factors which influenced female students' decision to discontinue their education at the comprehensive high school in favor of an alternative educational program. The findings of this research, therefore, is under the control of both educators and policymakers and very much in the realm of direct influence. Educational leaders are encouraged to review these findings for consideration in refining school practices and decisions for restructuring school design.
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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.
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