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Dissertations / Theses on the topic 'Inclusion of girls – High school'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

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.<br>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 individu

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2

Iqbal, Javed. "Digital literacy and access for educational inclusion : a comparative study of British Muslim girls schools." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18095/.

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The educatiuonal achievements of British Muslims, particularly South Asians, have been studied in past decades, but, unfortunately, the impact of digital technologies on young Muslim children has not recieved sufficient attention. In addition, past studies mostly relied on quantitative methods to gain knowledge on the educational achievements of British Muslims. The thesis is grounded in a qualitative approach within a social constructionist paradigm, to elicit the views of young British Muslim girls on their use of digital technologies for educational achievements. The data presented were obt

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3

Ndungu, Naomy W. G. "A blessing or curse on efficacy: Impact of cultural norms on the learning experiences of Somali immigrant girls." Ashland University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1575763393311021.

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4

Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

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5

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 Administration<br>Ed.D.<br>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

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6

Pinta, Kristen Janet. "Inclusion strategies for the high school guitar class." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523263.

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<p> As researchers learn more about the human mind, educators adapt their curriculum to accommodate those findings. As these changes take place, school districts are offering different types of classes to help more students find success in their classes. One of the ways that music educators can contribute to these changes is to offer music classes other than the traditional band, choir and orchestra class. By adding a guitar class to the music curriculum, music teachers are opening the doors for more students to be able to learn about music and learn to play an instrument. Particularly, a guit

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7

Holodick, Mark A. "Special education implementing inclusion at Concord High School /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 151 p, 2008. http://proquest.umi.com/pqdweb?did=1601516661&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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8

Pierce, LaRue A. "High school special needs students attitudes about inclusion." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.

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9

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 Melbourn

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10

Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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11

Whittle, Lindsay. "Exploring Achievement Motivation of African American Girls in High School." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1371221048.

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12

Parsons, Elizabeth M. "Sports participation, self-objectification, and instumentatlity among high school girls /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171198422.

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13

Meel, A. "Teenage pregnancy among high school girls in Mthatha, South Africa." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006969.

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Teenage pregnancy is an important health and social problem in South Africa. Despite declining trends of fertility rates in last two decades, the pregnancy among school girls remains steadily high in South Africa. Teenage pregnancy had negative impacts on various aspects of socio-economic well being of school girls. Aim: To determine the proportion of teenage pregnancy among high school girls and to identify the possible factors that influence teenage pregnancy in Mthatha region during the year 2009. Materials & Methods: This is an observational cross sectional, analytic study of teenage pregn

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14

O'Loughlin, Anne, and n/a. "A Freirean perspective on a Catholic girls' school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060822.144217.

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This study examines values in the curriculum of one specific Catholic girls' high school. It reports on a school-based curriculum evaluation which took place at the school and explores how the methodology used imposed limitations on the explication of values. The implications of these limitations on the development of an appropriate curriculum for such a specific schoolbody are examined in the light of the writings of Paulo Freire and the outlines of an alternative method for curriculum evaluation is developed and applied. Major elements of this alternative model include an historical analysis

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15

White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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16

McKee, Ann Marie. "A story of high school inclusion: an ethnographic case study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1247.

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This is an ethnographic case study of the inclusion of a fifteen-year-old male with severe disabilities in general education classes in a four-year high school in a medium-sized Midwestern city. The study took place during the student's freshman and sophomore years. The investigator interviewed 17 of the participants in the student's inclusion; administrators, special education staff, general education teachers, and parents--accumulating over 450 pages of transcribed interviews in the process. She spent five days in field observation of the student's general education classes and other school

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17

Weiss, Shira. "Letting God in : the spiritual development of modern orthodox high school girls /." Ann Arbor, MI : University Microfilms, 2007. http://proquest.umi.com/dissertations/preview/3267742.

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18

Carre, Nancy Catherine. "The Effects of Education Narratives on High School Persistence among Navajo Girls." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3869.

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Dropout rates among American Indian students have not shown significant improvement since the implementation of the No Child Left Behind Act (NCLB) of 2001. While extensive research exists on the dropout phenomenon, no studies were found that addressed why some Navajo girls leave school and the role education narratives play in their decision. Accordingly, this study examined the narratives shaping federal and Navajo education policies in order to understand how these influence school programs. The research questions dealt with three elements that could induce Navajo girls to leave school, the

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19

Ndlangamandla, Sibongile Buyisile. "The development of a prototype uniform for high school girls in Swaziland." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25798.

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A study was carried out to: <ul><li>Determine and describe all the stakeholders’ preferences and problems with regard to high school girls' uniform; and</li> <li>To make recommendations for the prototype uniform that could be tested amongst stakeholders.</li></ul> A survey was conducted through three questionnaires for the three different groups, namely the Form-3 girls, parents (represented by the mothers), and the teachers at the school, to determine the functional and aesthetic preferences and problems experienced with the current school uniform. Form-3 girls were selected because it was as

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20

Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.

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21

Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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22

MacDonald, Terri L. "Long-term effects of a junior high school science retention program for girls." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55158.pdf.

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23

Henry-Keon, Nadene A. "Hailing the hero, critical cultural studies, subjectivity and girls in vocational high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ57122.pdf.

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24

Curci, Juliet DiLeo. "Understanding student engagement: Insights from an all-girls urban neighborhood public high school." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/155573.

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Urban Education<br>Ph.D.<br>Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels

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25

Yang, Zijian. "May's Journey: a serious game to teach middle and high school girls programming." Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/454.

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Mayâ€™s JourneyÂ is a game where you help a video game character,Â May, finding her friend and repairing the broken game world. This is a 3D puzzle game in which players solve an environmental maze by using the gameâ€™s pseudo code to manipulate the environment. The game is aimed at 12 to 18 year old girls and the purpose is to attract them into Computer Science fields by teaching them basics of programming by focusing on logics and concepts while still asking them to type simple instructions in our programming language. Players do this in a compelling environment, with characters they can ide

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Jemmali, Chaima. "May's Journey: A serious game to teach middle and high school girls programming." Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/455.

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Mayâ€™s Journey is a game where you help a video game character, May, finding her friend and repairing the broken game world. This is a 3D puzzle game in which players solve an environmental maze by using the gameâ€™s pseudo code to manipulate the environment. The game is aimed at 12 to 18-year-old girls and the purpose is to attract them into Computer Science fields by teaching them basics of programming by focusing on logics and concepts while still asking them to type simple instructions in our programming language. Players do this in a compelling environment, with characters they can ident

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27

Haverkos, Kimberly A. "Does Going Green Wear a Skirt? High School Girls, Sustainability, and Ritual Critique." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1342665267.

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28

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

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29

Montie, Mary L. "Where are all the gifted Black girls? Giving high school girls voice via qualitative research approach and Black feminist theory." Thesis, Wayne State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558200.

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<p> Gifted programs in the United States under-represent African American (Black) children (Phi Delta Kappan, 1992). In 1993, African-American students were under-represented by 50% in gifted education, and 60% in 1998 (Grantham & Ford, 2003). Further, some speculate that gifted education programs are the most segregated educational programs in the nation (Ford, 1995). This proves especially true for Black gifted girl in urban educational arenas, where gifted Black girls are rarely recognized. The purpose of this research was to examine the circumstances surrounding how urban black girls&m

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30

Laher, Sue. "A study of the attitudes of high school special education students towards inclusion." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lahers.pdf.

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31

Ferry, James Paul. "A mixed-methods investigation of heterogeneously grouped inclusion students at southeast high school." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/442.

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Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived th

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32

Bowers, Clinton Todd. "Effectiveness of inclusion in an Indiana middle school." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.

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Repeated poor performance by students with special needs on the Indiana Statewide Test of Educational Progress (ISTEP) in an Indiana middle school supported the need for instructional changes. Following the implementation of a full inclusion program, a problem arose in that the program had not been evaluated and effectiveness was in question. This study, grounded in the constructivist and social reproduction theoretical frameworks, is important in explaining the effectiveness of a fully inclusive school. Whether placing middle school aged children with special needs in inclusive classrooms in

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33

Cooney, James M. "Middle school teachers perspectives on inclusion: a qualitative study." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2524.

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Historically, research has placed considerable emphasis on developing a systematic body of knowledge about education in which little voice has been given to teachers themselves. The critical role that teachers play in this generative process such as reflecting, acting and theorizing upon practices that shape life in the classroom has largely been ignored in favor of technical innovation and organizational procedure. As schools straggle to reform and restructure, an understanding of how teachers interpret their practices in context and how the culture of schools influence, constrain, or encoura

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34

Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.

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In a case study of over three hundred students in one Canberra high school, the attitudes to science of boys and girls in Years 7-10 were investigated using the Test of Science-Related Attitudes (TOSRA). From this survey population, forty students were selected and interviewed to explore in more detail students' attitudes to science. Parents of the interviewed students were also surveyed to explore possible relationships between students' attitudes and parental expectations and aspirations. For the seven areas of attitudes investigated, students had positive attitudes to science in the areas o

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35

Suico, Theresa Go. "Privileged high school girls' responses to depictions of femininity in popular young adult literature." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11058.

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Thesis (Ed.D.)--Boston University<br>Young adult literature has been a subject of contention for educators, adolescent psychologists, and critics for decades. Although some commentators maintain that young adult literature can be educationally and developmentally beneficial for adolescent readers, others argue that it often contains negative and potentially harmful messages that could influence its readers during a time when they are most vulnerable. Despite the claims on both sides, little substantive research exists on how older adolescent girls, the intended audience for these books, respon

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36

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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37

D'Ignazio, Catherine M. "History of High School Girls' Sport in the City and Suburbs of Philadelphia, 1890-1990." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/55935.

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Urban Education<br>Ph.D.<br>This study is an investigation of the development and one hundred year history of high school girls' sport in the city and suburbs of Philadelphia. Its focus is on how and why, over time, the experiences of schoolgirl athletes in the city of Philadelphia were different from the experiences of schoolgirl athletes in the surrounding suburbs. Using place, gender and race critical perspectives, high school yearbooks, augmented by oral histories, were used as primary resources to determine the origins of sport programs in public high schools throughout the region, the

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38

Hoyle, John Christian. "Black Girls Matter| An Ethnographic Investigation of Rural African-american Girls Experiencing a Specialized Stem High School for Gifted and Talented Students." Thesis, University of South Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786688.

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<p> High-ability adolescent African-American females from rural communities face many challenges when attempting to access science, technology, engineering, and math (STEM) career pathways. This research study focused on seven high-ability adolescent African-American females from rural communities who attended a public STEM-focused boarding high school in the southern United States. </p><p> This study used ethnographic methodology to examine race, gender, and giftedness together to explain how and why a selected population of seven African-American girls from rural environments who attended

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39

Naelitz, Samantha L. "Girls just want to have fun connecting girls in grades six through eight with reading materials they want to read /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206150164.

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40

Fadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.

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41

Wiatr, Jeanne Malecki. "Personal Perspectives About Sustaining Inclusion in School Environments for Children wih High Functioning Autism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2061.

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Students, at a partial hospital setting in Western Tennessee with high functioning autism spectrum disorders (HFASD) were being removed from general education classrooms. Researchers have indicated that restrictive settings preclude interaction with neurotypical peers and access to general education experiences. The purpose of this case study was to examine educational inclusion for children with HFASD from the perspective of 2 teachers, 2 therapists, and 2 parents of students at the distirct site. This study was grounded in the principles of social learning theory and theory of mind, executiv

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42

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

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Olivieri, Lisa M. "The Effect of the High School Environment on Encouraging Girls to Major in Computer Science." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/758.

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Women are severely underrepresented in high school and college computer science programs and in the computer industry. One prominent reason for girls not enrolling in high school and college computer classes is the overwhelming presence of boys in the classes. The male dominance causes many girls to become less confident in their ability to be successful in computer science. Recently, renewed interest in single-sex education has encouraged research in the value of all-female learning environments. All-girls schools tend to encourage girls to pursue areas of study that are typically male domina

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44

O'Brien, Jason L. "High school social studies teachers' attitudes towards the inclusion of ELL students in mainstream classes." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002082.

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Alexander, Jack. "Concerns of middle and high school teachers toward inclusion of students with exceptional education needs." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf.

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Klonowski, Olivia. "Secondary Music Teachers' Perspectives on the Inclusion of Rock Bands in High School Music Classrooms." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619793991159909.

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47

Maloney, Rebecca. "Virtual Fetal Pig Dissection As An Agent Of Knowledge Acquisition And Attitudinal Change In Female High School Biology Students." ScholarWorks@UNO, 2002. http://scholarworks.uno.edu/td/12.

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One way to determine if all students can learn through the use of computers is to introduce a lesson taught completely via computers and compare the results with those gained when the same lesson is taught in a traditional manner. This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes by comparing the knowledge acquisition and attitudinal change between the experimental (virtual dissection) and control (actual dissection) groups. Two hundred and twenty four studen

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48

WEI, TIEN-LIN, and 魏天舲. "Analysis of Impact Factors of Smart Phones Addiction for Girls High School Students：An Example of Jinou Girls High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84jus2.

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碩士<br>華梵大學<br>工業工程與經營資訊學系碩士班<br>103<br>With the advance of science and technology, smartphones have become a kind of indispensable necessities of our life. Enjoying the convenience and entertainment which brought by new communication devices, at the same time, easily make us to rely too much on smartphones, moreover to cause the smartphone addiction. So that “Smartphone addiction” has become a focus topic, and “Smartphone addiction” is widespread among teenagers. Subjects of 387 students of girls’ senior high school in Da’an district of Taipei city were evaluated by students smartphone addicti

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jan, liao juo, and 廖若然. "A comparative study of motor skills between junior high school team girls and non school team girls." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/65401852493848118970.

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碩士<br>國立高雄師範大學<br>體育學系<br>102<br>A comparative study of motor skills between junior high school team girls and non school team girls ABSTRACT The purpose of this study is to investigate the differences on basic athletic ability between junior high school team girls and non-school-team student girls. The subjects were selected from a junior high school located in Pintung County, which includes 13 players from school girl basketball team, 9 players from school girl tchoukball team, and 120 girls randomly chosen from normal classes. All subjects were measured and tested their BMI, flexibility(si

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CHI, YUNG-CHANG, and 齊永昌. "Application of high school teachers instructional technology - A case study of Taipei First Girls High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/89222288005166749089.

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